Employee Growth & Development Training

Introduction

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Introduction
Talking of Training we usually mean the day
to day activities that makes the annual
training calender.
We need to concentrate on the process to
begin with.
Training process should have a clear idea of
where the business is going.
So for effective training we have to start with
business basics
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Getting the Basics Right
Alignment
The Key to getting the basics right is making
sure that everybody has the same
understanding of the current situation and
that everybody is pulling in the same
direction for the future. Without alignment
no company can make progress and no
training department can provide effective
training.

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Getting the Basics Right
Philosophy
A Philosophy is a statement of what the
company stands for. It is a set of values &
beliefs by which actions can be judged. A
philosophy makes it clear which
behaviours are appropriate and which are
unacceptable.

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Getting the Basics Right
Mission
A Mission is a statement of what a company
or organisation is here to do. A mission
should describe what is done for whom in
such a way that it can not be confused with
anybody else’s mission.

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Getting the Basics Right
Assessment
A mission is about maintaining today’s processes,
but training and surviving in today’s business
environment is also about encompassing change.
Change always has its roots in the past and yet
has to start in the present. There is not much
point in discussing where you are going if you do
not know where you started from.
Assessment is very much about understanding
where the company is today and determining the
reasons for both success & failure.
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Getting the Basics Right
Vision
A Vision is a ‘picture’ where the
organisation wants to be in the future.
A vision provides a basis for deciding which
actions should be taken.

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Getting the Basics Right
Goals
Goals are quantitative figures, such as sales,
profit & market share, that are established
by top management. Goals put the flesh on
the vision. So without goals the vision will
remain only a dream.

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Getting the Basics Right
Policies
A policy is a medium to long range course of
action comprising a goal and a strategy
that is ‘what’ & ‘how’ to do. Strategy is
the means of achieving the goals.

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Getting the Basics Right
Policy Deployment
Policy deployment is the process of ensuring
that the company’s policies for QCD are
understood throughout the company.

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House in order
Now with all the above the company has set
his own house in order and a company
gone to this amount of trouble is very
likely to be committed to training….. But
commitment without the following is next
to impossible.

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Training
 Training Mission
 Training Philosophy
 Training policy
 Training Standards

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Definition
Training can be defined as ‘Transfer of
defined and measurable knowledge or
skill’

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Training as part of the business

Needs Training Skill & Knowledge

Training as a system whose boundaries interact with the business

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 Training as part of the business

Training
Customer Business
Assessment
requirements strategy Actions

Training as part of the business system 15

Overview of the steps of the
training process
 Identify Needs
 Evaluate Needs
 Select courses
 Develop courses
 Determine workload
 Select trainers
 Develop trainers
 Certify trainers

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Overview of the steps of the
training process
 Identify location and resources
 Finalize budget
 Finalize training plan
 Pre-course administration
 Prepare course
 Deliver course
 Validate training

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Overview of the steps of the
training process
 Postcourse administration
 Transfer learning
 Evaluate training
 Revise courses.

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Check points
 Needs analysis & evaluation
 Pilot courses(within course development)
 Trainer certification
 Finalize budget
 Finalize training plan
 Course preparation
 Validate training
 evaluation

The most important checkpoint is evaluating the needs.If we

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Identify the needs incorrectly,all else that follow is built on sand.
Responsibility
Identify by name, the people responsible for
carrying out each task or step in the
process.

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Continuous improvement of the
process
 Reducing errors.
 Reducing cycle time.

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The long-term view
 Having a clear idea of how to deliver
training over a longer period for which a
training strategy provides the long term
orientation.
 To put the strategy together you should
have a ‘vision’ what training in the
organisation should look like in say 5
years

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Identifying Training Needs
Businesses today is going through tremendous
change. Today’s businesses are known as
‘Learning organization’, ‘Global
Organisation’,Virtuality dimension etc.
Organisation is becoming the new religion; turning
up for work is not enough anymore, giving your
heart and soul to the organisation and feeling
good about this level of involvement is the
current message.
So is there still room for us to identify training
needs?????
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Characteristics of different types of organisation

Knowledge organisation Scientific Mgt. Organisation

 More about learning needs than
training needs.
 Freer,open ended, creative
methods
 More about developing learning
skills.
 Non-prescriptive.
 Letting people find their own
way.
 Collaborative.
 Individual focus.
 Measuring People against a
specific standard.
 Closed approach
 Prescriptive
 Telling people their training
needs
 Organisational, Job focus.

Training needs should be compatible to the type of Organisation

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Process of Identifying Training Needs
Generally learning has been taken for granted in organisation
New M/c, New Equipment, new technology is introduced without
Planning either for the learning or the training needs of the
Workers. It is assumed ‘they will pick it up’ and ultimately it
Happens they pick up but how?
• Trial & error
• Reinforcement
• Experiance

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Potential outcome of informal learning
• People take long time to learn what to do in order to perform their
jobs to an acceptable level.
• People may not learn the right thing.
• People may get inappropriate feedback that encourages them to do
their jobs in ways the organisation does not intend.
• People often can’t find ways of doing things differently.
• People are often unaware of this informal process and are unable
to explain how or what they have changed in their job.

So the question is how does identifying training needs help make

Learning more effective.
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 Planning for the future

CURRENT
SITUATION VERSUS FUTURE
SITUATION

By comparing these two states you can determine the learning and
Training needs for the organisation and individuals.
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   LEARNING TRIGGERS
Positive triggers Negative triggers External triggers

Taking on new people Customer complaints New legislation

New products Accident records Changes in legislation

New Customers High turnover of new Customer

recruits requirements

New equipments Loss of a customer Competitor activity

Request from Decrease in productivity Supplier activity

managers

Appraisal interviews Increase in cost-waste Professional body

regulations.

This is the starting point for training need identification 28

Identifying training needs in practice
Now lets start from the triggers and:
2) Create a clean picture of the likely changes
• Do these imply
- new system or procedures?
- New or revised job responsibilities?
- A demand for more people?
• Decide on the method for gathering information

2) Investigate the difference between the current & future situation

• Decide on the method for gathering information
• See what gaps you can identify.

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Identifying training needs in practice
3) Analyse the findings to determine training plans
• Decide which methods of training will best bring about learning.
• Consider what the training will cost.
• Consider how the organisation & the individual will benefit
• Evaluate the cost of taking no action.

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Brain Storming- Practical
To see how this three-step approach works let us place ourselves
In a small manufacturing company.

The trigger for identifying training needs is- ‘ the imminent

Introduction of a new product. Our business plan is to sell this
Product to our existing customer base to gauge the impact.
If this goes well we will expand our customer base, winning new
Customers for the company.

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Identifying Training Needs
Identification of training needs must contain three types of
Analysis –
- Organisational Analysis
- Operational Analysis &
- Man Analysis

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Organisational Analysis
This centres primarily upon the determination of the organisation’s
Goals. Its resources, and allocation of the resources as they relate
To the goal.

The analysis of the Organisational goal establishes the framework

In which, training needs can be defined more clearly.

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Operations Analysis
This focuses on the task or job regardless of the employee doing
The job. This analysis determines what the worker must do, the
specific worker behaviour required – if the job is to be performed
Effectively.

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Man Analysis
Review of the Knowledge, attitudes and skills a person in each
Position and determines what knowledge, attitude or skills he/she
Must acquire and what changes he /she should make in his /
Her behaviour, so as to contribute more.

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Responsibility for training
Training is the responsibility of four main groups:
- The top management – which frames the training policy.
- The H.R/Training department – which plans, establishes
and evaluates the training process.
- HOD/Supervisors – who implement & apply developmental
procedures and
- Employees – who provide feedback, revision & suggestions
for trainings conducted and to be conducted.

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 Training Methods/Techniques

On the Job Demonstration Other training methods

& Example Apprenticeship

Vestibule Simulation Class room

methods
Associations Audio/Visual Aids

Lectures
Conferences
Role-Playing Programmed Instruction

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Classification of Training Methods
On-the-Job-Training(OJT)
Virtually everyone from the President to the
peon gets some OJT.
This is the most common & widely used and
accepted and also most necessary method
of training. Trainees earn as they learn
under the watchful eyes of the trainer.
Types of OJT are Coaching, Job Rotation,
Special assessments or committees

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On-the-Job-Training- Merits
 Trainee learns on the actual equipments and in
true environment.
 Highly economical
 Trainee learns the rules, regulation & procedure
by observing day to day applications.
 Suitable alternative for a company in which there
are almost as many jobs as there are employees.
 Time taken for training is considerably low.

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On-the-Job-Training- Demerits
 Instruction
is often highly disorganised
and haphazard.
 Low productivity especially when the
employee is unable to fully develop his
skill.

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Job Instruction Training(JIT)
Very popular in the U.S for preparing
supervisors to train operatives. This is also
known as step by step learning.
JIT process begins with preparation of of the
trainee for instruction, presentation of the
instructions, having the trainee try out the
job, questions, feedback and follow-up.

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Vestibule Training
This method attempts to duplicate in the job
situations in a company classroom. This
helps trainee to concentrate on learning the
new skill rather than actually performing
the job. This is a efficient method for
training semi-skilled manpower,
particularly when many employees have to
be trained for the same kind of job.

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Training by supervisors
Training is given by the workers immediate
supervisors. This helps the trainee know their
immediate boss and vice versa. The supervisor
gets the opportunity to judge the trainee with
regards job performance.
The success of this method depends on the
experience of the supervisor. Moreover
supervisors should be given some kind of
incentive for training down the line. They should
also know the training needs of the trainees.
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simulation
Simulation is a technique which duplicates,
as nearly as possible, the actual conditions
encountered on a job.
Simulation technique is most widely used in
aeronautical industry.

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Class room or off the Job
methods
Off the Job training simply means that
training is not a part of everyday job
activity.
The methods consist of :
3. Lectures
4. Conferences
5. Group Discussions
6. Case Study
7. Role Playing
8. Programme Instruction
9. T-Group Training.

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Evaluation of Training &
development
Why do we need evaluation of training?

?
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Evaluation of Training &
development
Objective of training evaluation is to determine the
ability of the trainee in the training program to
perform jobs or improvise jobs for which he is
trained.
To find out the training deficiencies.

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Evaluation of Training &
development
Types of information gathered has to be grouped into
categories.
Kirkpatrick(1959) proposed these four levels and can be
considered as a frame work.
 Reaction: assessing the trainee’s reaction to the
program
 Learning : measuring the learning of principles, facts,
skills & attitudes.
 Behaviour: measuring changes in aspect of Job
Performance
 Results : assessing in criteria of organisational
effectiveness.

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Evaluation of Training &
development- Reaction
Reactions of the trainees fall into two main
categories
? Whether they liked the training given.
? Whether they think they can use some of it.
These information can be gathered during or after
the training activity and can be used to meet
 To improve the quality of the program
 To make sure that they enjoy it
 To focus on the utility of what is being learned

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Evaluation of Training &
development- Learning
The assessment of the amount of learning during the
training can provide useful evaluative information. The
gain in knowledge or skill made by the trainee is an
estimate of the efficiency of the learning situation or
training.
The purpose in evaluating learning are as follows:
 To improve the quality of the programme
 Check that they have learned enough to do the job.
 To predict the future use of learning as behaviour
change.

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Evaluation of Training &
development- behaviour
The third level in this hierarchy is the assessment of
whether levels of performance has improved.
The purpose for evaluating changes in behaviour and these
imply different kinds of evidence.
 Did the programme meet the identified needs.
 Increased effectiveness as a result of the programme.
 To identify blocks to changes in behaviour.

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Evaluation of Training &
development
Gathering of information required for evaluation
can be done through
 Questionnaires or structured interviews
 Use of experimental & control groups
 Longitudinal or time series analysis.
 Pre and post tests

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Why Training fails?
The main reasons or factors for failure of Training are:
 The benefits of training are not clear to the top
management.
 The top management hardly rewards supervisors for
carrying out effective training.
 The top management rarely plans & budgets
systematically for training.
 The middle management, without incentive from top
management, does not account for training in production
scheduling

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Why Training fails?
 Without proper scheduling from the top, first line
supervisors have difficulty in production norms, if
employees are attending training.
 Behavioural objectives are often not precise.
 Mismatch between actual training and actual
practice.
 Difficulty is knowing about external training
program in time.
 External trainers provide limited counselling to
the rest of the organisation.
BUT THE MOST IMPORTANT IS IF, THE TRAINING NEEDS
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ARE NOT IDENTIFIED SCIENTIFICALLY.
Improving effectiveness of
Training
 Specific training objectives should be outlined
on the basis of the type of performance required to
achieve the organisational goals & objectives.
 Should find out, if the trainee has the
intelligence, maturity & innovation to successfully
complete the training.
 The training needs should be explained to the
trainee and also should explain the benefits of
training.
 The training should be planned keeping in mind
the trainee’s previous experience & background.
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Improving effectiveness of
Training
 Attempt should be made to create organisational
condition that are conducive to a good learning
environment.
 If required a combination of training method should be
selected.
 flexibility should be allowed in judging the rate of
progress in training programmes as all trainees do not
progress at the same rate.
 If possible, the personal involvement or active
participation of the trainee should be got in the training
programme. Opportunity should be provided to practise the
newly needed behaviour norms.
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Improving effectiveness of
Training
 A trainee should be rewarded when he/she
applies the new knowledge, skills or attitude in job
situations.
 The trainee should be provided with regular,
constructive feedbacks regarding his progress.
 The trainee should be provided with personal
assistance when he faces difficulties or he
encounters learning obstacles.

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Conclusion
In conclusion :
- Train people to understand the demands and
requirements of their job.
- Teach people to understand the market and their
customers.
- Train people to make the best use of internal and
external systems and
procedures to meet customer demands.
- Train people to get the most out of IT systems and
associated hardware and
software programmes.
- Teach people to understand the fundamental
principles of marketing.
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Conclusion
- Relate training programmes to the everyday demands of the
business.
- Train people to know what happens in other divisions and
sections and who to deal with to resolve problems.
- Train people to understand the responsibilities and demands of
the position above them.
- Train and motivate people to succeed with the possibility of
promotion
- Train supervisors, junior and middle managers to get the best
out of their team.
- Encourage a programme of continuous professional
development (CPD).
- Allow employees time and support to pursue academic,
vocational and professional courses.

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Conclusion
As the Greek philosopher Aristotle suggested,
“Excellence is an art won by training and habituation.
We do not act rightly because we have virtue
or excellence, but we rather have those because we
have acted rightly. We are what we repeatedly
do. Excellence, then, is not an act but a habit.
(Aristotle (384 – 322BC), Greek critic, philosopher,
physicist, & zoologist)

THANK YOU

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