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Employee Training & development
This document discusses employee training and development. It outlines key challenges that training addresses like competing in the market, improving quality and customer service, reducing costs, enhancing productivity, and adapting to new technologies. It differentiates between training, which improves current job performance, and development, which enhances future roles and responsibilities. The document details the training process, including assessing needs, ensuring employee readiness, creating a learning environment, selecting methods and materials, conducting training, transferring learning, and evaluating the impact. It provides examples of training needs assessment, factors for an effective learning environment, different training methods like lectures and on-the-job training, and Kirkpatrick's model for evaluating training at different levels.
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Employee Training & development
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- 2. Why training &development? Key challenges for organizations: Compete Improve quality & customer service Cost reduction Enhance productivity Adaptation to technology
- 3. Training vs Development Job related abilities, application driven and help improve performance on currently held job Immediately useful Short term periodic process Help person to grow and enhance future responsibilities and performance Individual, job and career enhancement Long term ongoing process
- 4. Steps in trainingprocess 1. Trainin g needs assess- ment 2. Ensure employ ee readin ess 3. Create learning environ- ment 4. Select training method & material 5, Conduct training 6. Ensure transfer of training 7. Evaluate training
- 5. System model oftraining process Diagnosis Development Delivery Evaluation Identify needs Ensure learning readiness & environment Develop material/ models & choose methods Conduct evaluation Conduct training Develop criteria Derive objectives
- 6. 1. Training needsassessment Determine required training New employees Current employees Organization Analysis Job/ Task Analysis Individual/ Person Analysis
- 7. 1. Training needsassessment Organizational analysis Company strategy & goal Training budget/ resources HRIS data on KASOCs Customer survey & records Person analysis Person characteristics Performance appraisal data Feedback Task analysis Select jobs Develop preliminary list of tasks performed on the selected jobs Identify the knowledge, skills, & abilities required to successfully perform each task
- 8. Planning the trainingprogram Planning begins with establishing objectives for the training program. Based on those objectives, the planner decides: • Who will provide the training • What topics the training will cover • What training methods to use • How to evaluate the training
- 9. 9 2. Ensure employeereadiness Conditions for learning Trainability Ability to learn Desire/Motivation to learn Support of trainees & others Understand the value of training (intrinsic & extrinsic benefits) Opportunities for practice in work environment Awareness of training needs, career interests & goals Review basic principles of how individuals learn & integrate in design Address issues to maximize transfer of learning Design program to meet adult learning
- 10. 3. Create learningenvironment Conditions for learning environment Whole vs Part learning Break down complex task Combine part learning with whole learning Massed vs Spaced practice Provide feedback to correct mistakes Over-learning Increases retention & makes behavior & skills more automatic Learning requires effective practice sessions Provide sufficient practice time Distribute practice sessions over multiple days Allow time for overlearning
- 11. 4. Training methods Twocategories 1. Informational Transmittal in nature Uses one way communication 2. Experiential Interactional in nature Uses two way communication
- 12. 5. Conduct training Typesof training Threshold/ Orientation training Continuing or Refresher training Remedial training Upgrading training Retraining Cross training/ upscaling training Re-entry training
- 13. 6. Ensure transferof learning • On-the-job use of knowledge, skills, and behaviors learned in training • Consider climate for transfer situations before, during and after training Can be measured by asking employees three questions about specific training tasks: 1. Do you perform the task? 2. How many times do you perform the task? 3. To what extent do you perform difficult and challenging learned tasks?
- 14. Measuring individualand group performance Plenty of methods to evaluate Costly to measure 7. Evaluation of training
- 15. Why bother withtraining evaluation? Training evaluation enables you to identify ways in which you can improve your training. Training evaluation enables you to determine that your training is aligned with business objectives. Training evaluation enables you to demonstrate the value that training is adding to the companies bottom line etc.
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- 17. 4. Training methods 1.Informational Lecture Audio Visual Self directed learning Independent study eLearning 2. Experiential On the job training (OJT) Coaching, mentoring, job rotation, apprenticeship Computer based training (CBT) Distance learning program
- 18. Lectures Traditional Technique Introductory materialson new knowledge, ideas or an ice breaker Method is combined with audio visual, group discussions for more effective and interesting. Low cost Limitations: passive, depends on trainer’s ability to make session interesting.
- 19. Audio visuals Effective meanof conducting training Boost moral Slides, movies, video clips, teletraining, video conferencing. Lots of training program with geographical dispersed population Allows for replay and lots of versatility in training.
- 20. Independent Studies Notapplicable for all jobs Trainee are free to complete their job at their own pace More research and more education based facilities i.e. Library, departments have to be build. Limitation: Though no continual evaluation by training i.e. More prone to demoralized.
- 21. OJT: Coaching &Mentoring
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