Changing the concept from Training to Learning.

1. Train to Gain
Compiled by: Ashak Hossan
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Employee
Training
&
Development
Process

2. Objectives:
 Why Learning is required in Workplace
 Employee Development & Workplace Learning
 Impact of Learning & Development in
Organizational Performance
 Process of Learning
 Preparing Development Plan
 Designing Training
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 Assessment of Training

3. Good to Know
Education
Mentoring
Learning
Development
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Training

4. 4
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5. Architecting Learning
Traditional L&D Role
Emerging L&D Role

Build and maintain catalogues
– courses, programs,
curriculum

Manage Workspaces
(work/learning/
environments)

Design and develop course
materials for formal,
structured learning

Focus on supporting learning
experiences in the workplace

Performance-centric role.
Helping people Work
Smarter

virtual labs, learning
„nuggets‟, workplace support,
etc.

Performance and
productivity-focused


Course-centric role (with a
little coaching and ancillary
activities)
Predominately classroombased with some structured
eLearning Many channels –
classroom, eLearning
Learning-focused
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

6. Forces Affecting The Workplace
Customer Service
Productivity
Safety
Employee Retention & Growth
The downturn of Economy
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Coping with the retirement of skilled
employees

7. Training Prepares Employees To:
Use New Technologies
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Function in New Work System

8. Defining Training:
Training refers to a planned effort
by a company to facilitate
employees learning of Job
Related Competencies.
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- Raymond A Noe

9. Goal of Training:
To master the:
Knowledge
Skill
Behavior
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And apply them to day to day activities

10. STAGES
Business Plan
Training
Strategy &
Policy
Evaluation of
Training
Training
&
Development
Process
Training Needs
Analysis
Training Plan
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Implementation
of Training

11. Training Designing Process
1. Conducting Needs Assessment
2. Ensuring Employees Readiness for
training
3. Creating Learning Environment
4. Ensuring Transfer of Training
5. Developing an Evaluation Plan
6. Selecting Training Methods
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7. Monitoring & Evaluating Training

12. Conducting Needs Assessment
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Why it is necessary?
 Training may be incorrectly used as a solution to a
performance problem (Motivation, Job Design,
Communication)
 Training program may have the wrong content,
objectives or methods
 Trainees must be sent to training programs for which
they do not have the basic skills, prerequisite skills of
confidence needed to learn
 Training will not deliver the expected learning,
behavior change, or a financial result is that the
company expects.
 Money will be spent on training programs that are
unnecessary because they are unrelated to the
company’s business strategy.

13. Identifying Training Needs
 Is your business experiencing problems or
being held back in some ways?
 Do you receive customer complains?
 Is part of your TEAM or Business
underperforming?
 Do you rely on one or two people for critical
functions in your business?
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 Do you have a shortage of a particular set of
skills, or a likely future skills shortage?

14. Causes & Outcomes of Needs
Assessment:
 Legislation
 Lack of Basic
Skills
 Poor
Performance
 New
Technologies
 Customer
Request
 New Products
 Higher
Performer
Standards
 New Job
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Analysis
 Organizational Analysis:
(What is context?)
 Task Analysis:
(In what do they need
training?)
 Person Analysis:
(Who needs training?)
Outcome
 What training needs to learn?
 Who receives training?
 What training methods is
appropriate?
 Frequency of training
 Buy versus build training
decision
 Training versus other HR
Option such Selection/Job
Design
 How training should be
evaluated?
 How to facilitate transfer of
training?
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Pressure Points

15. Train to Gain
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Needs
Assessment
Process:

16. Organizational Analysis:
Strategic Direction
Support of Manager, Peer & Employees for
Training & Development
Training Resource
Do you want to devote time & money to
training?
 Buy Vs. Built
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 Other HR Options (Such as Selection, Job Design)

17. SWOT Analysis
Strengths
Weakness
(Utilize it)
(Overcome it)
Opportuninties
Threats
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(Consider it)
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(Get prepared)

18. SWOT Analysis
 How can you build on the
strengths, skills and
knowledge already in the
organization?
 What skills, knowledge or
behaviors that could help your
organization make the most of
the available opportunities?
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 What skills, knowledge or
behaviors could help address
the identified weaknesses?
 What skills, knowledge or
behaviors could help your
organization manage and
overcome the identified
threats?
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 How can you capture the
good practice and expertise
that already exists?

19. SMART Objective
SMART is a way of checking that your objectives are clear. It
applies to both work and learning objectives.
 Specific: You know exactly what it is you have to do
 Measurable: There is a clear way of knowing when you have
done it.
 Achievable: It is achievable within your reasonable control
 Realistic: It is a realistic goal bearing in mind the time and the
resources available (doesn‟t mean it shouldn‟t stretch or
challenge you!)
 Time-bound: There is a date or deadline for achieving the
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objective.

20. Person Analysis:
Person’s Characteristics:
 Input
 Output
 Consequences
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 Feedback

21. Person Analysis:
Snaking: It has been found to be of
considerable use in a side-by-side situation
with an employee, where you “go snaking
together”
Brainstorming: It involves staff putting
forward their ideas regarding the skills and
knowledge that they think are appropriate &
required
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Meta Planning: This is used to allow the
staff group to select and prioritized their
planning needs

22. Snaking
No:
Task/Skill Weightage
No:
Employee existing skill/ability
1
This task/skill is essential
1
The employee has only limited ability
2
This task/skill is important
2
The employee has only average ability
3
This task/skill is of limited importance
3
The employee has only above average ability
4
This task/skill is very rarely required
4
The employee has high skill in this area
Job / Post
4
3
2
Job Knowledge
Employee Ability
1
4
o
Application
o
Imagination & Creativity
o
3
2
o
o
o
Resourcefulness
o
Ability to work under stress
o
Skills & efficiency
Initiative & Attitude to work
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Leadership
o
o
o
Judgment
o
o
o
o
o
o
1
o
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Task/Skills/Knowledge required by the job

23. Task Analysis
Competency Model:
 Work Activity
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 Knowledge, Skills, Ability, Person’s
Capability, conditions under which tasks
are to be performed

24. Manage attendance and leave for permanent and contractual workers at the unit
Mentoring
Training
Education
Status
Attitude
Competency
Element
Skills
Key Responsibilities
Knowledge
Required
HRIS
Provide support to corporate IR for recruitment of permanent and contractual workers at
unit as required
Manpower Planning
Prepare workforce MIS as required for the permanent and contractual workers at the unit
HRIS
Resolve queries of permanent and contractual workers related to IR policies and
processes
Handle employee grievance for permanent and contractual workers at the unit level and
escalate through the right channels
Implement worker welfare programs for management staff at unit level
Drive annual performance management process for permanent and contractual workers
at the unit level as guided by corporate IR
Ensure safe and healthy work environment for workers at unit
Coordinate with corporate IR to implement any group level worker welfare initiatives
√
HR Policy
√
√
Employee Counseling
HR Policy
PMS
OHSAS
√
√
HR Policy
LTA
Coordinate with unit cashier to ensure timely wage and overtime disbursement to
permanent and contractual workers
HRIS
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Provide support to corporate HR during the collective bargaining process

25. Developing Your Training Plan
“Off-the-shelf” training course
In- House Training
Job Shadowing
Mentoring
Conferences, Seminars, Workshops & Courses
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Online Learning Tools

26. Take Learning Preference
Into Account
Some employees may enjoy Group Learning
 Individual Study
 Listening
 Watching
 Getting hands on experience
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Explain the different training options you are considering
and let people know their training preferences will be
acknowledged.

27. Methods of meeting Learning Needs
 In-house courses:
Developing a course to be run on your premises and tailored to the needs of your
staff and volunteers.
 External training courses:
Attending external training courses have the advantage of allowing you to
network and learn from people in other organizations.
 Conferences and events:
Conferences are ideal for getting up to date with developments and for
networking and learning from others.
 National Vocationnel Qualifications :
Work-based qualifications are assessed by providing evidence of competence
 E-learning/Blended Learning:
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E-learning is increasingly being used to supplement traditional courses. With the
developments in technology, structured E-learning is becoming more
sophisticated and can be tailored to individual and small groups of learners.

28. Methods of meeting Learning Needs
 Books and journals:
Sometimes the learning need can be met simply by reading a suitable book or
buying an appropriate toolkit.
 Coaching:
Coaching consists of a series of structured one-to-meetings focused on improving
an individual‟s skills and performance, usually for the current job. Coaches seek
to bring an objective perspective to a structured dialogue to help individuals find
solutions to issues they are facing.
 Mentoring:
Typically mentors will be experienced managers (but not individuals' line
managers) who regularly meet more junior colleagues to help them perform better
and develop them for career advancement.
 Shadowing:
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Shadowing involves spending a short period time with someone in a different job
– either within your own organization or externally. This might include sitting in on
meetings, observing how day to day tasks are done.

29. Methods of meeting Learning Needs
 Secondments:
A Secondments allows an individual to take on a different role in a different
part of the organization (or in another organization) for a set period of time –
usually a few months. This might be a full time Secondments from your
existing job, or part time10 while you retain some of your existing
responsibilities. These opportunities can be valuable in helping an individual
learn about different ways of doing things.
 Action Learning:
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Action Learning is a form of learning by doing. It involves working in small
groups of around 6-8 people meeting on a regular basis, working through
real problems with the support of the group. Drawing on the skills of listening
and questioning, this method helps you to reach solutions and commit to
taking action. More information is available from Action Learning Matters.

30. Ensuring Employees Readiness for training
 Attitudes
 Motivation
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 Basic Skills

31. Creating Learning Environment
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 Learning Objectives
 Meaningful Material
 Practice
 Feedback
 Community of Learning
 Modeling
 Program Administration

32. Ensuring Transfer of Training
 Self Management
 Peer Manager
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 Support

33. Developing an Evaluation Plan
 Identify Learning Outcomes
 Choose Evaluation Design
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 Plan Cost Benefit Analysis

34. Selecting Training Methods
 Traditional
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 E-Learning

35. Monitoring & Evaluating Training
 Conduct Evaluation
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 Make changes to improve the
program

36. Evaluation Of Learning
Level 1 Reaction: This asks learners how they felt about the learning experience. It is
usually assessed by means of a course evaluation questionnaire or “happy sheet”.
Level 2 Learning: This will assess what has actually been learnt. So if the learning
objective was some essential health and safety information, this could be tested with a quiz.
Level 3 Behavior: This looks at the effect the learning intervention has on an individual‟s
behavior in their job. This could be assessed by reviewing changes in knowledge, skills and
competence as part of the supervision and appraisal process.
Level 4 Results: This looks at the impact of the learning on organizational performance
as a whole. If the learning objectives are clearly linked to organizational objectives, then data
linking learning to organizational changes will be easier to obtain and analyze.
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Directly linking learning and development activity to overall performance is
not always easy to do. However, if you carry out something like a SWOT
analysis on an annual basis, trends can be assessed over time.

37. 70:20:10 a strategic plan
70
20
10
Experiential
Relationship Based
Formal Learning
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 Coaching
 Mentoring
 Developing through
others
 Network & Online
Communities
 Performance
Conversations
 Work Shadowing
 Social Activities
 Reference Materials





Traditional Training
Course
Structured Training
Off the Job Training
Books & Articles
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 Informal
 On the Job Training
 Stretch Project &
Practice
 Short Term
Assignments

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