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Training & development

Changing the concept from Training to Learning.

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Training & development

  1. 1. Train to Gain Compiled by: Ashak Hossan 1 Employee Training & Development Process
  2. 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 Train to Gain 2  Assessment of Training
  3. 3. Good to Know Education Mentoring Learning Development Train to Gain 3 Training
  4. 4. 4 Train to Gain
  5. 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 Train to Gain 5 
  6. 6. Forces Affecting The Workplace Customer Service Productivity Safety Employee Retention & Growth The downturn of Economy Train to Gain 6 Coping with the retirement of skilled employees
  7. 7. Training Prepares Employees To: Use New Technologies Train to Gain 7 Function in New Work System
  8. 8. Defining Training: Training refers to a planned effort by a company to facilitate employees learning of Job Related Competencies. Train to Gain 8 - Raymond A Noe
  9. 9. Goal of Training: To master the: Knowledge Skill Behavior Train to Gain 9 And apply them to day to day activities
  10. 10. STAGES Business Plan Training Strategy & Policy Evaluation of Training Training & Development Process Training Needs Analysis Training Plan Train to Gain 10 Implementation of Training
  11. 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 Train to Gain 11 7. Monitoring & Evaluating Training
  12. 12. Conducting Needs Assessment Train to Gain 12 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. 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? Train to Gain 13  Do you have a shortage of a particular set of skills, or a likely future skills shortage?
  14. 14. Causes & Outcomes of Needs Assessment:  Legislation  Lack of Basic Skills  Poor Performance  New Technologies  Customer Request  New Products  Higher Performer Standards  New Job Train to Gain 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? 14 Pressure Points
  15. 15. Train to Gain 15 Needs Assessment Process:
  16. 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 Train to Gain 16  Other HR Options (Such as Selection, Job Design)
  17. 17. SWOT Analysis Strengths Weakness (Utilize it) (Overcome it) Opportuninties Threats Train to Gain (Consider it) 17 (Get prepared)
  18. 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? Train to Gain  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? 18  How can you capture the good practice and expertise that already exists?
  19. 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 Train to Gain 19 objective.
  20. 20. Person Analysis: Person’s Characteristics:  Input  Output  Consequences Train to Gain 20  Feedback
  21. 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 Train to Gain 21 Meta Planning: This is used to allow the staff group to select and prioritized their planning needs
  22. 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 Train to Gain Leadership o o o Judgment o o o o o o 1 o 22 Task/Skills/Knowledge required by the job
  23. 23. Task Analysis Competency Model:  Work Activity Train to Gain 23  Knowledge, Skills, Ability, Person’s Capability, conditions under which tasks are to be performed
  24. 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 Train to Gain 24 Provide support to corporate HR during the collective bargaining process
  25. 25. Developing Your Training Plan “Off-the-shelf” training course In- House Training Job Shadowing Mentoring Conferences, Seminars, Workshops & Courses Train to Gain 25 Online Learning Tools
  26. 26. Take Learning Preference Into Account Some employees may enjoy Group Learning  Individual Study  Listening  Watching  Getting hands on experience Train to Gain 26 Explain the different training options you are considering and let people know their training preferences will be acknowledged.
  27. 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: Train to Gain 27 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. 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: Train to Gain 28 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. 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: Train to Gain 29 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. 30. Ensuring Employees Readiness for training  Attitudes  Motivation Train to Gain 30  Basic Skills
  31. 31. Creating Learning Environment Train to Gain 31  Learning Objectives  Meaningful Material  Practice  Feedback  Community of Learning  Modeling  Program Administration
  32. 32. Ensuring Transfer of Training  Self Management  Peer Manager Train to Gain 32  Support
  33. 33. Developing an Evaluation Plan  Identify Learning Outcomes  Choose Evaluation Design Train to Gain 33  Plan Cost Benefit Analysis
  34. 34. Selecting Training Methods  Traditional Train to Gain 34  E-Learning
  35. 35. Monitoring & Evaluating Training  Conduct Evaluation Train to Gain 35  Make changes to improve the program
  36. 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. Train to Gain 36 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. 37. 70:20:10 a strategic plan 70 20 10 Experiential Relationship Based Formal Learning Train to Gain  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 37  Informal  On the Job Training  Stretch Project & Practice  Short Term Assignments
  38. 38. 38 Train to Gain