This document provides an overview of training and development concepts. It begins by defining training and distinguishing it from development and education. It then discusses training needs analysis and various training techniques. A variety of evaluation methods are presented, including Kirkpatrick's four-level model of evaluating training outcomes. The document aims to explain the training process and how to evaluate training effectiveness.

1. Training and Development MBA HR specialization, KannurUniversity
1
Training HRPD VJIM
Jinuachan Vadakkemulanjanal, Faculty
Vimal Jyothi Institutions, Chemperi, KannurKerala
+91-460-2213399, 2212240, office@vjim.ac.in

2. Module 6
•Role of training
•Training Process
•Training Need Analysis
•Training Techniques
•Evaluation of the training effectiveness
2
Training HRPD VJIM

3. Definition
Trainingis the formal and systematic modification of behavior through learning which occurs as a result of education, instruction, development and planned experience.
Development is any learning activity, which is directed towards future, needs rather than present needs, and which is concerned more with career growth than immediate performance.
3
Training HRPD VJIM

4. Training, Development, and Education
HRD programs are divided into three main categories: Training, Development, and Education.
Training is the acquisition of technology, which permits employees to perform their present job to standards.
---It improves human performance on the present job or of the hired. Also, it is given when new technology in introduced into the workplace: automation
Development is training the people to acquire new horizons, technologies, or viewpoints.
--It enables leaders to guide their organizations onto new expectations by being proactive rather than reactive: cockroach model
--It enables workers to create better products, faster services, and more competitive organizations. It is learning for growth of the individual, but not related to a specific present or future job
4
Training HRPD VJIM

5. Training, Development, and Education
Education is training people to do a different job. It is often given to people who have been identified as being promotable, being considered for a new job either lateral or upward, or to increase their potential.
Unlike training, which can be fully evaluated immediately upon the learners returning to work, education can only be completely evaluated when the learners move on to their future jobs or tasks.
5
Training HRPD VJIM

6. Distinction between Training and Education
The following table draws a distinction between training and education more clearly.
Training Education
ApplicationTheoreticalorientation
JobExperienceClassroomlearning
SpecificTasksGeneralconcepts
NarrowperspectiveBroadperspective
6
Training HRPD VJIM

7. Distinction between Training and Development
Learning Training Development
Who Non-managers Managers
What Technical Theoretical
Why Specific job General
When Short term Long term
7
Training HRPD VJIM

8. Purpose of Training
•To increase productivity and quality
•To promote versatility and adaptability to new methods
•To reduce the number of accidents
•To reduce labour turnover
•To increase job satisfaction displaying itself in lower labour turn-over and less absenteeism
•To increase efficiency
8
Training HRPD VJIM

9. When does the need for training arise?
•The installation of new equipment or techniques
•A change in working methods or products produced
•A realization that performance is inadequate
•Labour shortage, necessitating the upgrading of some employees
•A desire to reduce the amount of scrap and to improve quality
•An increase in the number of accidents
•Promotion or transfer of individual employees.
•Ensures availability of necessary skills and there could be a pool of talent from which to promote from.
9
Training HRPD VJIM

10. Role/Advantages of Training
1. Leads to improved profitability and/or more positive attitudes toward profits orientation.
2. Improves the job knowledge and skills at all levels of the organization.
3. Improves the morale of the workforce.
4. Helps people identify with organizational goals.
5. Helps create a better corporate image.
6. Fasters authentically, openness and trust.
7. Improves the relationship between boss and subordinate.
8. Aids in organizational development.
9. Learns from the trainee.
10. Helps prepare guidelines for work.
10
Training HRPD VJIM

11. Disadvantages of training
1. Can be a financial drain on resources; expensive development and testing, expensive to operate?
2. Often takes people away from their job for varying periods of time;
3. Equips staff to leave for a better job
4. Bad habits passed on
5. Narrow experience
11
Training HRPD VJIM

12. Areas of training
12
Training HRPD VJIM

13. Areas of Training
Knowledge
Herethetraineelearnsaboutasetofrulesandregulationsaboutthejob,thestaffandtheproductsorservicesofferedbythecompany.Theaimistomakethenewemployeefullyawareofwhatgoesinsideandoutsidethecompany.
Technical Skills
Theemployeeistaughtaspecificskill(e.g.,operatingamachineandhandlingcomputer)sothathecanacquirethatskillandcontributemeaningfully.
13
Training HRPD VJIM

14. Areas of Training Conti.
Social Skills
Theemployeeismadetolearnabouthimselfandother,developarightmentalattitude,towardsthejob,colleaguesandthecompany.
Theprincipalfocusisonteachingtheemployeehowtobeateammemberandgetahead.
Techniques
Thisinvolvestheapplicationofknowledgeandskilltovariouson- the-jobsituations..Itwillgoalongwayinobtainingemployeeloyalty,supportandcommitmenttocompanyactivities.
14
Training HRPD VJIM

15. Need for Employee Training
1.Communications:Theincreasingdiversityoftoday'sworkforcebringsawidevarietyoflanguagesandcustoms. Crossculture,high/lowcontextissues
2.Computerskills:Computerskillsarebecominganecessityforconductingadministrativeandofficetasks.
3.Customerservice:Increasedcompetitionintoday'sglobalmarketplacemakesitcriticalthatemployeesunderstandandmeettheneedsofcustomers.
4.Diversity:Diversitytrainingusuallyincludesexplanationabouthowpeoplehavedifferentperspectivesandviews,andincludestechniquestovaluediversity
15
Training HRPD VJIM

16. Need for Employee Training Conti.
5. Ethics: Today's society has increasing expectations about corporate social responsibility (CSR). Today's diverse workforce brings a wide variety of values and morals to the workplace.
6. Human relations: The increased stresses of today's workplace can include misunderstandings and conflict. Training can people to get along in the workplace.
7. Quality initiatives: Initiatives such as Total Quality Management, CQI, Quality Circles, benchmarking, etc., require basic training about quality concepts, guidelines and standards for quality, etc.
8. Safety: Safety training is critical where working with heavy equipment, hazardous chemicals, repetitive activities, etc., but can also be useful with practical advice for avoiding assaults, etc.
16
Training HRPD VJIM

17. Training Process 17
Training HRPD VJIM

18. 18
Training HRPD VJIM

19. Steps in the Training Process
Plan
Execute
Conceptualize
19
Training HRPD VJIM

20. OrganizationalObjectives & Strategies
The first step in the training process in an organization is the assessment of its objectives and strategies. What business are we in? At what level of quality do we wish to provide this product or service? Where do we want to be in the future? It is only after answering these related questions that the organization must assess the strengths and weaknesses of its human resources.
20
Training HRPD VJIM

21. Training Need Analysis(TNA)
•It is an analysis to the design of effective training models.
•The purpose of training need analysis is to determine whether there is a gap between what is required for effective
performance and present level of performance.
21
Training HRPD VJIM

22. Why TNA?
Trainingneedanalysisisconductedtodeterminewhetherresourcesrequiredareavailableornot.
Ithelpstoplanthebudgetofthecompany,areaswheretrainingisrequired,andalsohighlightstheoccasionswheretrainingmightnotbe
appropriatebutrequiresalternateaction.
22
Training HRPD VJIM

23. GAP created from planning to Execution of training
Training HRPD VJIM
23

24. TNA for Target competency analysis
24
Training HRPD VJIM

25. TNA
25
Training HRPD VJIM

26. Organizational level
•TNA at this level focuses on strategic planning, business need, and goals.
•It starts with the assessment of internal environment of the organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats.
•HRD assess employees about the required Knowledge, Skills, and Attitudes (KSAs) based on the future KSAs requirements at each level
26
Training HRPD VJIM

27. •After the SWOT analysis, weaknesses can be dealt with the training interventions,
•The identified strengths can further be strengthened with continued training.
•Threats can be reduced by identifying the areas where training is required.
•Opportunities can be exploited by balancing it against costs.
27
Training HRPD VJIM

28. Individual Level
–This level focuses on each and every individual in the organization.
--Evaluate an employee: is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be negative, then certainly there is a need of training.
28
Training HRPD VJIM

29. Individual analysis methods
•Appraisal and performance review
•Peer appraisal
•Competency assessments
•Subordinate appraisal
•Client feedback
•Customer feedback
•Self-assessment or self-appraisal
29
Training HRPD VJIM

30. Operational Level
Here the focus is on the work that is being assigned to the employees.
The job analyst collect the data on whether the job is clearly understood by an employee or not.
It is done through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions,etc.
Present job and future expectations in job are analyzed
30
Training HRPD VJIM

31. We Learn
1% through taste
1.5% through touch
3.5% through smell
11% through hearing
83% through sight
We Remember
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
80% of what we say
90% of what we say as we act
Training Techniques

32. Lecture
Demonstration
Small Group Activity/
Discussion
Case Study
Role Play
Training Techniques
Training HRPD VJIM 32

33. Choosing a Training Method
1.Identify the type of learning outcome that you want training to influence.
2.Consider the extent to which the learning method facilitates learning and transfer of training.
3.Evaluate the costs related to development and use of the method.
4.Consider the effectiveness of the training method.
33
Training HRPD VJIM

34. Adult education
Vocational training
E-learning
Types of Training Techniques
‘Traditional’ lecture
Class discussion
Group discussion
Practical exercise
Project work
Self learning
34
Training HRPD VJIM

35. •Presentation methods:
–Lectures
–Audio-visual techniques
•Hands-on Methods
–On-the-job training (OJT)
–Simulations
–Case studies
–Business games
–Role plays
–Behavior modeling
35
Training HRPD VJIM

36. Simulation model
•Represents a real-life situation.
•Trainees’ decisions result in outcomes that mirror what would happen if on the job.
•Used to teach:
–Production and process skills-PLC, SCADA (supervisory control and data acquisition)
–Management and interpersonal skills
–Reduces cost in making real models
36
Training HRPD VJIM

37. Case study
•Description about how employees or an organization dealt with a difficult situation.
•Trainees are required to:
–Analyze and critique actions taken
–Indicate the appropriate actions
–Suggest what might have been done differently
37
Training HRPD VJIM

38. Role Play
•Trainees act out characters assigned to them.
•Information regarding the situation is provided to the trainees.
•Focus on interpersonal responses.
•Outcomes depend on the emotional (and subjective) reactions of the other trainees.
•The more meaningful the exercise, the higher the level of participant focus and intensity.
38
Training HRPD VJIM

39. Behavior Modeling
•Involves presenting trainees with a model who demonstrates key behaviors to replicate.
•Provides trainees opportunity to practice the key behaviors.
•Based on the principles of social learning theory.
•More appropriate for learning skills and behaviors than factual information.
•Effective for teaching interpersonal and computer skills.
39
Training HRPD VJIM

40. Group Building Methods
•Involve trainees:
–Sharing ideas and experiences
–Building group identity
–Understanding interpersonal dynamics
•focus on helping teams to increase their skills for effective teamwork.
•Group building methods include:
–Adventure learning
–Team training
–Action learning
40
Training HRPD VJIM

41. 41Training HRPD VJIM

42. •Companies are investing millions of dollars in training programs to help to gain a competitive advantage.
•Training investment is increasing because learning creates knowledge which differentiates between those companies and employees who are successful and those who are not.
•Company expects the outcomes or benefits related to training to be measurable
Evaluation of Training effectiveness
42
Training HRPD VJIM

43. Training should target for workplace efficiency
43Training HRPD VJIM

44. Evaluation of Training effectiveness
•Training effectivenessrefers to the benefits that the company and the trainees receive from training.
•Evaluation designrefers to from whom, what, when, and how information needed for determining the effectiveness of the training program will be collected
44Training HRPD VJIM

45. Training process
45
Define Training NeedsProvide for Training
MonitorDesign and Plan TrainingEvaluate Training OutcomesTraining HRPD VJIM

46. Training evaluation involves:
•Formative evaluation –evaluation conducted to improve the training process.
•Summative evaluation –evaluation conducted to determine the extent to which trainees have changed as a result of participating in the training program.
46Training HRPD VJIM

47. Why Should a Training Program be evaluated?
•To identify the program’s strengths and weaknesses.
•To assess whether content, organization, and administration of the program contribute to learning and the useful in real job scenario.
•To identify which trainees benefited most or least from the program.
47
Training HRPD VJIM

48. •To gather data to assist in marketing training programs.
•To determine the financial benefits and costs of the programs.
•To compare the costs and benefits of training versus non-training investments.
•To compare the costs and benefits of different training programs to choose the best program.
Why Should a Training Program be evaluated?
48
Training HRPD VJIM

49. The Evaluation ProcessConduct a Needs AnalysisDevelop Measurable Learning OutcomesDevelop Outcome MeasuresChoose an Evaluation StrategyPlan and Execute the Evaluation
49
Training HRPD VJIM

50. Training Outcomes: Kirk-patrick’s Four-Level Framework of Evaluation Criteria
Level
Criteria
Focus
1
Reactions
Trainee satisfaction
2
Learning
Acquisition of knowledge, skills, attitudes, behavior
3
Behavior
Improvement of behavior on the job
4
Results
Business results achieved by trainees6 -50

51. Outcomes Used in Evaluating Training Programs:
Cognitive Outcomes
Skill-Based Outcomes
Affective Outcomes
Results
Return on Investment
Training HRPD VJIM 51

52. Outcomes Used in Evaluating Training Programs: (continued)
•Cognitive Outcomes
–Determine the degree to which trainees are familiar with the principles, facts, techniques, procedures, or processes emphasized in the training program.
–Measure what knowledge trainees learned in the program.
•Skill-Based Outcomes
–Assess the level of technical or motor skills.
–Include acquisition or learning of skills and use of skills on the job.
52
Training HRPD VJIM

53. Outcomes Used in Evaluating Training Programs: (continued)
•Affective Outcomes
–Include attitudes and motivation.
–Trainees’ perceptions of the program including the facilities, trainers, and content.
•Results
–Determine the training program’s payoff for the company.
53Training HRPD VJIM

54. Outcomes Used in Evaluating Training Programs: (continued)
•Return on Investment (ROI)
–Comparing the training’s monetary benefits with the cost of the training.
•Direct costs
•Indirect costs
•Benefits
54Training HRPD VJIM

55. Types of Evaluation Designs
•Posttest –only
•Pretest / posttest
•Posttest –only with Comparison group
•Pretest / posttest with Comparison group
•Time series
•Time series with Comparison group and Reversal
•Solomon Four –group
6 -55Training HRPD VJIM

56. Evaluation of Course Effectiveness
•So how well is a specific course working?
•You can look at it from two dimensions, both important in the context of social auditing and adult learners:
Perceived LearningThis is what the students think they’ve learned, and how the course has met their expectationsDemonstrated LearningThis is what the students can show they’ve learned, through test results or performance in the field, etc. 56Training HRPD VJIM

57. Perceived Learning
•Here are some ways to measure what students think they’ve learned and how the course met their expectations:
–Post-course questionnaire/survey
•In-class
•Online
–Phone interviews with sample of students
–Student testimonials
–Debriefing sessions with trainer after the exam
–Student evaluations of trainer
–Peer grading –students assess each others’ performance
57Training HRPD VJIM

58. Demonstrated Learning
•Here are some ways to measure what the student actually learned:
–Compare pre-and post-course questionnaire and quizzes (should be the same questions on each, for comparison)
–External evaluation methods
–Take-home exams or projects (to give time to synthesize material)
–Follow-up surveys to test knowledge retention and change over time
–Witness or shadow audits to measure performance of auditor in the field and the long-term impact of the training on operational knowledge, skills and behavior
58Training HRPD VJIM

59. Effectiveness of Overall Program
•So how well is your overall training program working?
•You need to pick some key performance indicators to measure.
•Here are some to consider as baseline measurements:
–Average Student Performance in course
–Trainer and course ratings by students and observers
–Number of returning students
–If possible, field performance measurement or achievement of available or relevant certification
59
Training HRPD VJIM

60. Your feed back expected toMail: jinuachan@gmail.comSocial profiles: jinuachanVadakkemulanjanal Text/ voice connectivity: +91-9447373415
Thanks
60
Training HRPD VJIM