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Training as tool ppt @ bec doms mba hr

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Training as tool ppt @ bec doms mba hr

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Training as tool ppt @ bec doms mba hr

  1. 1. Training as a tool for increasing manpower productivity 1
  2. 2. Agenda  Importance of Training  Who Will Do the Training  How Employees Learn Best  Developing a Job Training Program  Retraining  Overcoming Obstacles to Learning 2
  3. 3.  THERE IS NOTING TRAINING CAN NOT DO; NOTHNG IS ABOVE ITS REACH;IT CAN TURN BAD MORALS TO GOOD, IT CAN DESTROY BAD PRINCIPLES and CREATE GOOD ONES, IT CAN LIFT MEN TO ANGELSHIP. Mark Twain 3
  4. 4. AND OF COURSE A PICTURE… The training these days is just so high tech but still inefficient! 4
  5. 5. DELIVERING CUSTOMISED TRAINING SUCCESSFULLY “Tell me and I forget, teach me and I remember, involve me and I learn” - Benjamin Franklin 5
  6. 6. The Workplace Skills Strategy As a demand-driven Human capital is increasingly regarded as one approach to human resource of the major drivers of productivity, economic growth and competitive advantage. and skills development, the Recognizing the importance of human capital,Training will build and the training manpower sets out to generate: strengthen relationships with and among workplace• A skilled, adaptable, motivated and resilient workforce partners and better engage• A flexible, efficient labour market employers, unions to respond to the challenges of• workplace skills A responsive strategy to meet employers needs for skilled workers development.• A learned employee can retain customers and increase business & market share thro’ proper behavior and good public relations 6
  7. 7. An organization is only as good as it’s employees. In order for an organization to produce professional career minded employees an investment has to be made. 7
  8. 8. What type of investment must an employer offer employees to gain this? An investment in training and education is a sure payoff. 8
  9. 9. Trends in Proportions Viewing Skill Shortages as a ‘Serious Problem’ 70% 60% 61% 57% 58% 59% 60% 55% 55% 48% 50% 1996 40% 30% 31% 2002 30% c 20% 2005 20% 16% 10% 0% Private Public Private Labour Public Labour Managers Managers 9
  10. 10. Importance of Training Managers: Importance to overall business strategy Labour leaders: Importance to collective bargaining issues50% 44%45%40% 37%35% 29% 30%30% 25% managers25% 22% labour20%15% 9%10% 5%5%0% not/slightly important important very important crucial 10
  11. 11. Examples of Training Investments Industry and government in the United States spend approximately $90 billion each year on employee training and education. Average Japanese companies spends about 6% of budget on training. Study of major automobile manufactures found U. S automakers spend about 40 hours training new employees compared to 300 hours for Japanese automakers. Motorola’s CEO required all divisions to spend at least 2% of budget on training. Over next 7 years, profits increased 47% and it was estimated that each $1.00 in training yielded $30.00 in return. 11
  12. 12. TRAINING ACTIVITIES SHOULD BE ALIGNED WITH OVERALL OBJECTIVE OF THE ORGANISATION, WITH A MEANINGFUL EMPHASIS ON VALUE ADDITION TO OUR HUMAN RESOURCES. 12
  13. 13. Case Study in Training toSupport Industry Standards The British Health Service Project 13
  14. 14. The British National Health Service 1.3 million employees needed basic IT skills trainingMain objectives: Address productivity issues Prevent resistance to change by preparing for it Effect a change of behaviour and change of attitude 14
  15. 15. Factors to consider Training to benefit organisation Training to benefit employees Training to benefit the industry Provide a good return on investment? 15
  16. 16. Results - Independent Survey 99% rated training experience as ‘very’ or ‘quite’ worthwhile. 83% wanted to progress to further training 94% “much more” or “more” confident in use of ICT Positive attitude to new systems up from 30% to 74% Negative attitude to new systems down from 30% to 3% 16
  17. 17. Return on InvestmentHours spent learning less than hours saved by use of new skills Hours Learning & Hours Saved (Per Year) 160 140 120 100 80 Hours Learning 60 Hours Saved 40 20 - Medical Allied Nurses Support Primary 17
  18. 18. Investment To invest properly, the employer must provide training as one of the needed tools for employees to get the job done. 18
  19. 19. Why Training? The sharing of information through training is our most valuable tool to develop our most valuable asset…our employees. 19
  20. 20. Once employees have proper “tools” in their toolbox They will come to work on a daily basis, with enthusiasm and the positive attitude to give a full days work for a full days pay. 20
  21. 21. TRAININGS SHOULD AIM AT  EMPOWERING THE EMPLOYEES  INCREASING PRODUCTIVITY  MAKING THE PROCESSES MORE EFFICENT AND EFFECTIVE so as to ENSURE ULTIMATE CUSTOMER SATISFACTION IMPROVE THE OVERALL PERFORMANCE OF THE 21 ORGANISATION.
  22. 22. Importance of Training – contd…1. Respond to technology changes affecting job requirements.2. Respond to organizational restructuring.3. Adapt to increased diversity of the workforce. 22
  23. 23. Importance of Training and Development Maintain skill levels Advance skill and knowledge to improve  Performance (efficiency)  Service delivery (error rate)  Profitability (productivity, manpower) Integrate new technologies into work Establish standards for work practices 23
  24. 24. Benefits of Training - Individuals Do job more efficiently – learn new methods Professional approach to work, engaged in best practice routines Personal satisfaction – felt valued Recognised qualification to add to CV 24
  25. 25. The Importance of Employee Training in Increasing Sales What Does Employee Training Do For Your Business?  Keeps Good Employees  Expands Your Offerings = Business  Provides Better Customer Service  Makes you MONEY!! 25
  26. 26. The Importance of Employee Training in Increasing Sales Keeps Good Employees  No training program says to your employees:  you’re not worth it  you can’t be trained  Training programs say:  We value you enough to put some time (money!) into making you better!  We value your thinking “Employees don’t quit companies, They quit bosses!” 26
  27. 27. The Importance of Employee Training in Increasing Sales “We’re in this thing together” 27
  28. 28. The Importance of Employee Training in Increasing Sales Expands your offerings - your business:  training = thinking  training exposes employees to:  “how we do it” = in-house training  “how others do it” = outside training  Well trained, thinking employees can provide a fresh outlook =  new business opportunities  better ways of doing things 28
  29. 29. The Importance of Employee Training in Increasing Sales Customer Service: Is it Selling or Marketing?? Selling: providing a product to customers for money Marketing: convincing customers they need the product + = 29
  30. 30. The Importance of Employee Training in Increasing Sales Better Customer Service:  Direct Customer interaction changes as a business grows  With a small business, the chance of interacting may be 100% 30 customer owner
  31. 31. The Importance of Employee Training in Increasing Sales What are your employees saying to the customers? We don’t know I require…!! We can’t help you We don’t sell anything like that customer 31
  32. 32. The Importance of Employee Training in Increasing Sales Good Employees Expanded Business Better Customer Service Makes you MONEY!! 32
  33. 33. The Benefits of Training  Gives the supervisor more time to manage, standardized performance, less absenteeism, less turnover, reduced tension, consistency, lower costs, more customers, better service  Gives the workers confidence to do their 33 jobs, reduces tension,
  34. 34. Benefits of Training-a summary Improved customer service and public relations Fewer complaints Better morale and attitudes Less turnover and absenteeism More involved and caring employees Proactive vs. reactive employees 34
  35. 35.  MANAGEMENT’s ONE OF THE MOST IMPORTANT FUNCTIONS IS TO TRAIN PEOPLE FOR THEIR JOBS. 35
  36. 36. Then why is training often neglected?  Urgency of need  Training time  Costs  Employee turnover  Short-term worker  Diversity of worker  Kinds of jobs (simple- complex)  Not knowing exactly what you want your 36
  37. 37. Attitudes to trainingIndividual: Employer: How is that related to what  How can I be sure the I do? organisation will benefit? “I’m good at my job and  Training is so expensive – how will I know if it has anyway, I have no time” been effective? “I suppose that’s my  Will this effect the goal of weekends shot for developing and months!” implementing standards “Are they trying to get rid and protocols for the of me?” organisation?  “If I train them, they’ll leave” 37
  38. 38. Our front-line employees are often “good” will ambassadors. Yet they are the ones who hold the most “thankless” job. Their role and their understanding of their role is the vital key towards their development and their ability to provide excellent customer service. 38
  39. 39. Importance of TrainingTeaching people How to do Their Jobs:  There are three kinds of training: Job Instruction, Retraining, and Orientation.  The big sister/ big brother system is when a old hand dominates a newcomer.  When good training is absent there is likely to 39
  40. 40. Training Process Model II. Developing & I. Needs ConductingAssessment Training III. Evaluating Training 40
  41. 41. I. Needs Assessment1. Organizational Level2. Job Level3. Individual Level 41
  42. 42. 1. Organizational Level  Technology change. Organizational restructuring.  Change in workforce.  Marketing Plans.  Productivity measures 42
  43. 43. 2. Job Level  Job and task analysis.  Identify Key areas. Review procedural and technical manuals. Design Training Program 43
  44. 44. 3. Individual LevelDetermine who needs training and what kind.  Tests.  Prior training and experience.  Performance review.  Career assessment. 44
  45. 45. II. Developing and Conducting Training1. Determine location and who will conduct the training. o Onsite facilities vs. offsite. o Inside training staff vs. outside vendors. 2. Develop training curricula. Based on job/task analysis and individual needs. 3. Select training methods. o Considering learning principles. o Consider appropriateness and cost. 45
  46. 46. Developing a Unit Training Program  This is taught in several sessions.  It should provide check points to measure progress.  Should include two elements: 1. Showing and telling the employee what to do. 2. Having the employee do it (right). 46
  47. 47. Who will do the Training?  The magic apron method: people train themselves the easiest ways to get the job done.  The person that is leaving trains: teaches shortcuts and ways of breaking the rules.  Big sister, big brother method: passes on bad 47
  48. 48. How do Employees Learn the Best?  Learning is the acquisition of skills, knowledge, or attitudes.  The adult learning theory is a field of research that examines how adults learn. A number of the following tips come from the adult leaning48 theory.
  49. 49. How employees learn the best: When they are actively involved in the learning process-(to do this choose a appropriate teaching method). Training is relevant and practical. Training material is organized and presented in chunks. 49
  50. 50. How do Employees Learn the Best? “Tell me and I forget, teach me and I remember, involve me and I learn” - Benjamin Franklin 50
  51. 51. Kinds of training Informal – on the job, “phone a friend” Formal – “attendance” or “completion” Formal – certified, vindicated  Evidence of Return on Investment  Must be planned  Allows for customisation, relates to workplace standards 51
  52. 52. Job Instruction Training (JIT)  Also called on the job training.  Consists of 4 steps: 1. Prepare the learner 2. Demonstrate the task 3. Have the worker do the task 52
  53. 53. Classroom Training Skills Be aware of appropriate body language and speech. Watch how you talk to employees. Covey respect and appreciation. Handle problem behaviors in an effective manner. Avoid time wasters. 53
  54. 54. DELIVERING CUSTOMISED TRAINING SUCCESSFULLY MAKE IT FUN – RULES FOR LEARNING:4. ASK QUESTIONS  The only dumb questions are the ones you don’t ask!2. MAKE MISTAKES  Training is a great place to make mistakes. The you won’t make as many at work in the live environment! 54
  55. 55. DELIVERING CUSTOMISED TRAINING SUCCESSFULLY MAKE IT FUN – RULES FOR LEARNING Continued…3. HAVE FUN  This rule is very important4. CHEAT  Watch how other people do things or yell for help 55
  56. 56. 3. Types of Training Types of Training1. Skills Training. 5. Creativity2. Retraining. Training.3. Cross-Functional. 6. Literacy Training.4. Team Training. 7. Diversity Training. 8. Customer Service. 56
  57. 57. 1. SKILLS TRAINING Focus on job knowledge and skill for:  Instructing new hires.  Overcoming performance deficits of the workforce. 57
  58. 58. 2. Retraining Maintaining worker knowledge and skill as job requirements change due to:  Technological innovation  Organizational 58
  59. 59. 3. Cross-Functional Training Training employees to perform a wider variety of tasks in order to gain:  Flexibility in work scheduling.  Improved 59
  60. 60. 4. Team Training Training self- directed teams with regard to:  Management skills.  Coordination skills. 60  Cross-functional
  61. 61. 5. Creativity TrainingUsing innovative learning techniques to enhance employee ability to spawn new ideas and new approaches. 61
  62. 62. 6. Literacy TrainingImproving basic skills of the workforce such as mathematics, reading, writing, and effective employee behaviors such as punctuality, responsibility, cooperation,etc. 62
  63. 63. 7. Diversity TrainingInstituting a variety of programs to instill awareness, tolerance, respect, and acceptance of persons of different race, gender, etc. and different backgrounds. 63
  64. 64. 8. Customer Service TrainingTraining to improve communication, better response to customer needs, and ways to enhance customer satisfaction. 64
  65. 65. Training Methods Classroom Video Computer Assisted InstructionSimulation On-the-Job 65
  66. 66. 1. Classroom Instruction PROS CONS Efficient dissemination  Learner does not of large volume of control pace or information. content Effective in explaining  Does not consider individual differences. concepts, theories,  Limited practice. and principles.  Limited feedback. Provides opportunity  Limited transfer to job. for discussion. 66
  67. 67. 2. Video and Film PROS  CONS Provides realism. Does not consider Adds interest. individual differences.  Limited practice. Allows scheduling  Limited feedback. flexibility.  Adds additional cost. Allows exposure to hazardous events. due to: Allows distribution to * Script writers multiple sites. * Production specialists * Camera crews 67
  68. 68. 3. Computer Assisted Instruction PROS CONS Efficient instruction.  Limited in presenting Considers individual theories and differences. principles. Allows scheduling  Limited discussion. flexibility.  Transfer depends on Allows active practice particular job. (Good for some tasks. for computer work.) Allows learner control.  High development Provides immediate cost (40-60 hours per feedback to tasks. hour of instruction at 68 approx Rs. 10,000 per
  69. 69. 5. Simulation PROS CONS Provides realism.  Cannot cover all job Allows active practice. aspects.  Limited number of Provides immediate trainees. feedback.  Can be very expensive Allows exposure to (for example, “aircraft hazardous events. simulators” and “virtual High transfer to job. reality” simulators). No job interference. Lowers trainee stress. 69
  70. 70. 6. On-The-Job Training PROS CONS Provides realism.  Disruptions to operations. Allows active practice.  May damage equipment.  Inconsistent across Provides immediate departments. feedback.  Inadequate focus on High motivation. underlying principles. High transfer to job.  Lack of systematic feedback. Lowers training cost.  Transfer of improper procedures.  Trainee stress. 70
  71. 71. Overcoming Obstacles to Learning  Reduce fear with a positive approach (convey confidence in the worker).  Increase motivation: emphasize whatever is of value to the learner, make the program form a series of small successes, build in incentives and rewards.71 
  72. 72. Overcoming Obstacles to Learning  Teaching not adapted to learners: Deal with people as they are (teach people not tasks), keep it simple, involve all the senses.  Poor training program: revise to include objectives.  Poor instructor: The trainer needs to know 72
  73. 73. III. Evaluating Training Effectiveness Formal evaluation: uses observation, interviews, and surveys to monitor training while its going on. Summative evaluation: measures results when training is complete in five ways: 1. Reaction 2. Knowledge 3. Behavior 4. Attitudes 5.Productivity 73
  74. 74. Types of Evaluation Designs Train MeasurePost Test Only. Cannot tell if there is a change in knowledge or skill.Measure Train Measure Pre-test with Post-test. Detects a change, but cannot tell if training was responsible. 74
  75. 75. Types of Evaluation DesignsMeasure Train MeasureMeasure No Measure TrainScientific Method: Training Group and Control Group.Compare performance of Training Group and Control Group after training. If Training Group has higher performance, it can be attributed to a training effect. 75
  76. 76. IV. Transfer Transfer refers to the trainee’s application of knowledge and skills gained in training on the job. It is affected by: Relevance and effectiveness of the training – readiness, practice, and feedback principles. Follow-up instruction and support. Reinforcement to use new knowledge and skills. 76
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