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The document discusses strategies for effective employee training. It provides tips for training managers, including setting objectives, using the ADDIE model of analysis, design, development, implementation and evaluation. It also discusses factors that make training effective like management commitment, needs-based training and evaluating training at multiple levels from reactions to long term business results.
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- 1. TRAINING MANAGER :Moch Kurniawan For training you can email me at mochkurniawan99@gmail.com TRAINING MANAGER : Get the Most Value from your Training Investment
- 2. Current Situation 06/03/10The World is Facing an Economic Crisis
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- 4. “ What Ihear, I forget; What I see, I remember; But what I do I understand.” -Confucius, 451 B.C. http://www.flickr.com/photos/nicodmus/125326933/
- 5. The Fundamental ThinkingWhy (reasoning) What (strategizing) How (executing) 06/03/10
- 6. Why Why istraining needed? Provide new skills Provide new information Knowledge Analysis and Problem Solving Improve job performance? Mindset Confidence 06/03/10
- 7. What is aTrainer? A facilitator A designer A networker A quality manager An organizer A researcher An “actor” An assessor A motivator Roles 06/03/10
- 8. SALES TRAINING PROCESSFollow-Up Training Planning for Sales Training Developing the Training Program Evaluating Training What Where Training Trainers? Topics? to Train? Methods? Assess Setting Setting Training Objectives Budget Needs 06/03/10
- 9. Strategic Framework forEmployee Training 06/03/10
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- 11. What : ADDIE A nalysis formal/informal needs assessment determine goals & objectives D esign determine the content determine delivery method D evelopment create the materials I mplement deliver the content E valuation results based on objectives 06/03/10
- 12. Two Processes forDesigning Training Programs 06/03/10
- 13. 2 - 06/03/10 Strategy Emphasis How Achieved Key Issues Training Implications Concentration Increase market share Reduce operating costs Create market niche Improve quality Improve productivity Customize products Skill currency Development of existing work force Team building Cross-training Specialized programs Interpersonal skill training On-the-job training Internal Growth Market development Product development Innovation Joint ventures Add distribution channels Expand global markets Create new products Joint ownership Create new jobs Create new tasks Innovation Support high-quality product value Cultural training Conflict negotiation skills Manager training in feedback and communication Technical competence in jobs
- 14. 2 - 06/03/10 Strategy Emphasis How Achieved Key Issues Training Implications External Growth (Acquisition) Horizontal integration Vertical integration Concentric diversification Acquire firms for new market access Acquire firms to supply or buy products Acquire any firm Integration Redundancy Restructuring Determining capabilities of acquired employees Integrating training systems Team building Disinvestment Retrenchment Turnaround Divestiture Liquidation Reduce costs Reduce assets Generate revenue Redefine goals Sell off all assets Efficiency Motivation Goal setting Stress management Time management Leadership training Outplacement assistance Job-search skills training
- 15. To Train orNot 06/03/10 Low Employee attitude/desire to perform the job High Problem: Lack of Knowledge or Tools Method Training Problem: Bad Fit Method Consider improper placement of employee in the position Problem: Systemic Method Consider system issues, problem is out of control of the employee Problem: Low Motivation Method Assess personal consequences/ rewards system High Job Knowledge Low
- 16. My Favorite Two06/03/10
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- 19. More successful training06/03/10
- 20. FACTORS FOR EFFECTIVETRAINING Some contributing factors which make training effective are Top Management’s Commitment Need-based Training Motivating the Trainers Number vis-a-vis Quality Willingness and Learning Ability Faculty Innovations 06/03/10
- 21. EVALUATING SALES TRAINING06/03/10 Exams Self-assessment Interview Survey Interview How to Measure: At the completion of training and at points in the future Knowledge of course content Learning: “Did the training have its intended effect?” At the completion of training Perceptions of training Course evaluation Instructor evaluation Reactions: “Are trainees satisfied?” When to Measure: What to Measure: Level of Evaluation:
- 22. EVALUATING SALES TRAINING06/03/10 Performance indicators Observation Managerial assessment Self-assessment How to Measure: Over the first year after training Skills Job performance Absenteeism Turnover Behavior: “Are the salespeople on the job using their knowledge and skills on the job?” When to Measure: What to Measure: Level of Evaluation:
- 23. EVALUATING SALES TRAINING06/03/10 Survey Experiments Managerial assessment How to Measure: A year after the training Job satisfaction Customer satisfaction Sales Profits ROI Results: “What effect does training have on the company?” When to Measure: What to Measure: Level of Evaluation:
- 24. Reactive Needs AssessmentProblem-solving process 06/03/10
- 25. The Three PrimaryTargets of Evaluation 06/03/10
- 26. Treat all employeesas potential career employees. Require regular re-training. Spend time and money generously. Salespeople and sales managers must take the lead in developing what goes into the program. In times of crisis, increase, rather than decrease, the training program. BUILDING A SALES TRAINING PROGRAM 06/03/10
- 27. Your difficult boss,customer, prospect, voter, student... probably not stupid, probably just uninformed. There's a huge difference . [Seth Godin] 06/03/10
- 28. Please call yourtraining department
- 29. Take home message……Mindset I will I can Clarity Skills Confidence Self belief Self reliance Self Motivation 06/03/10
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Editor's Notes
- #7 Why Train Salespeople ? Increase productivity Create positive attitudes/improve morale Improved customer relations Reduce role conflict and ambiguity (turnover) Improve efficiencies (time and territory) Introduce new products, markets, or programs
- #8 The Role of the Trainer: The trainer must assume a number of roles. Requirements of being a Trainer. As trainers we need to make sure that what we say is heard. When knowledge is imparted orally only about 20% of the information is usually retained by listeners. Therefore the voice needs to be of sufficient volume to be heard, but not so loud as to be irritating, and the voice should be varied, so as not to be monotonous. It is important for the trainer to choose language and information that can be understood by the trainee. Thus, the language needs to be clear and appropriate to the trainees. We need to deliver the material in a way that is remembered. It is important to use tricks to aid memories. This may be documentation, pictures, training exercises, role playing etc. If effective audio visual aids are used the proportion of information retained increases up to 80%. Another aspect of training is to make sure that the information that is delivered is relevant and can be used. For example, it is pointless training someone to use equipment that is not available in their own environment, although information about a technique requiring that equipment may be useful eg., in making choices when purchasing new equipment.
- #10 KERANGKA STRATEGI UNTUK PELATIHAN KARYAWAN Cost Leadership rendah dan orentasi pekerja di Intrenal a.Tentara loyal (Internal /Strategy cost HR) Penekanan pada pelatihan karyawan yang sudah ada Training fokus pada penurunan biaya dan memperbaiki efisiensi b. Berkomitmen untuk menjadi ahli (Internal/Strategy pembeda HR Penekanan pada pelatihan karyawan yang sudah ada Pelatihan fokus pada memberikan inovasi layanan yang unggul c. Agent Bebas (Eksternal/Strategy pembeda HR) Lebih menekankan pada perekrutan baru karyawan dengan keterampilan yang diinginkan dari pelatihan karyawan pelatihan fokus pada memberikan inovasi layanan yang unggul d. Tawar menawar pekerja Lebih menekankan pada perekrutan baru karyawan dengan keterampilan yang diinginkan dari pelatihan karyawan Training fokus pada penurunan biaya dan memperbaiki efisiensi
- #12 ADDIE Model (Hodell, Chuck, ISD from the Ground UP . Alexandria, VA; American Society for Training & Development, 2000. ISD=Instructional Systems Development ADDIE provides a structure or framework for designing a presentation A nalysis=input D esign & D evelopment=process I mplementation=output Analysis Need for training is assessed N=O-K+W Basis of the whole training Design Blueprint of the presentation Construct course content based on info gathered about tasks performed by the trainees Based on the needs assessment, you will break down the tasks needed to make the necessary changes Decide what method is best for delivering the training Lecture Hands-on Development Create training materials Training notes Handouts Exercises Determine equipment needs Implementation Content is delivered Evaluation Actually takes place in every element of the training
- #16 Questions 1. Draw a mental image of an employee you know who is not performing adequately. Select an intersection point in the PAQ matrix that best portrays the employee's behavior by answering the vertical axis' "Does the employee have adequate job knowledge?" and the horizontal axis' "Does the employee have the proper attitude (desire) to perform the job?" What quadrant did the employee fall into? 2. Do performance problems always point to training? 2. Considering the employee performance problems in your organization, is there a pattern to the form they take (e.g. are most in Quadrant)? If there is a pattern, what does this tell you? 3. What implications does this model have for the role of a trainer as a problem-solver? 4. Should training be given if the problem clearly points to a quadrant besides training? Achieving excellence through performance is accomplished in two major ways. The first way is taking a proactive stance by unearthing or preventing counter-productive methods. For example, you might implement diversity and sexual harassment training programs before they become a problem within the organization. There are four major causes of performance problems: Knowledge or Skills - The employee does not know how to perform the process correctly - lack of skills, knowledge, or abilities. Process - The problem is not employee related, but is caused by working conditions, bad processes, etc, etc. Resources - Lack of resources or technology. Motivation or Culture - The employee knows how to perform, but does so incorrectly.
- #17 Scope of performance problem Extent Identify whether the problem is isolated or widespread among units throughout the Army. Gravity (Seriousness.) Identify the safety, environmental, or security impact of the problem. Impact Identify the specific impact on individual and unit performance. Check to see if there are mission consequences; if none, there maybe no need to pursue the matter further.
- #18 ADDIE Model (Hodell, Chuck, ISD from the Ground UP . Alexandria, VA; American Society for Training & Development, 2000. ISD=Instructional Systems Development ADDIE provides a structure or framework for designing a presentation A nalysis=input D esign & D evelopment=process I mplementation=output Analysis Need for training is assessed N=O-K+W Basis of the whole training Design Blueprint of the presentation Construct course content based on info gathered about tasks performed by the trainees Based on the needs assessment, you will break down the tasks needed to make the necessary changes Decide what method is best for delivering the training Lecture Hands-on Development Create training materials Training notes Handouts Exercises Determine equipment needs Implementation Content is delivered Evaluation Actually takes place in every element of the training
- #26 Kurt Kraiger, “Decision-Based Evaluation,” in Kurt Kraiger (Ed.), Creating, Implementing, and Managing Effective Training and Development (San Francisco: Jossey-Bass, 2002), pp. 331-376. Used with permission.
- #30 Skills: Ownership knowledge: Nutrition & Activity Mindset: I can’t to I can. Confidence. Self belisf & ability Weight Can be replaced by any issue Morag & hip replacement