Training & development btz
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The systematic acquisition of attitudes, concepts, knowledge, roles, or skills, that result in improved performance at work.
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Training & development btz
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- 2. • Definition “The systematic acquisition of attitudes, concepts, knowledge, roles, or skills, that result in improved performance at work.” – Training • skill enhancement processes for non-managerial jobs – Development • skill enhancement processes for managerial jobs 2Beenish Tariq Zuberi
- 3. • Training is short term, task oriented and targeted on achieving a change of attitude, skills and knowledge in a specific area. It is usually job related. • Education is a lifetime investment. It tends to be initiated by a person in the area of his/her interest • Development is a long term investment in human resources. 3Beenish Tariq Zuberi
- 4. 4 Performance Time Expected Curve Actual Curve GAP In training terms this means we need to develop programs to fill the Gap Beenish Tariq Zuberi
- 5. 5 • If we follow the GAP concept, training is simply a means to use activities to fill the gaps of performance between the actual results and the expected results. • Rank ASK by difficulty to develop in people. • This GAP can be separated into 3 main themes – Attitude (Most difficult) – Skills (Moderately difficult) – Knowledge (Easy) Beenish Tariq Zuberi
- 6. • To identify the important work-related tasks and knowledge, skills, behaviors, abilities (KSBAs). • Rank KSBAs by difficulty to develop in Human Resource. – Knowledge (Easy) – Skills (Moderately difficult) – Behaviors (Most difficult) – Abilities (Difficult) 6Beenish Tariq Zuberi
- 8. 8 • Participation: involve trainees, learn by doing. • Repetition: repeat ideas & concepts to help people learn. • Relevance: learn better when material is meaningful and related. • Transference: to real world using simulations. • Feedback: ask for it and adjust training methods to audience. Beenish Tariq Zuberi
- 11. DECLARATIVE KNOWLEDGE: DK involves knowing that something is the case - that “J” is the tenth letter of the alphabet, that “Paris” is the capital of France. Declarative knowledge is conscious; it can often be verbalized. Metalinguistic knowledge, or knowledge about a linguistic form, is declarative knowledge. PROCEDURAL KNOWLEDGE PK involves knowing HOW to do something - ride a bike, for example. We may not be able to explain how we do it. Procedural knowledge involves implicit learning, which a learner may not be aware of, and may involve being able to use a particular form to understand or produce language without necessarily being able to explain it. 11Beenish Tariq Zuberi
- 13. Needs assessment Organizational analysis Task/ KSBAs analysis Person analysis Development of criteria Training objectives Selection & design of training program Training Use of evaluation models Training Validity Interorganizational Validity Intraorganizational Validity Transfer Validity 13Beenish Tariq Zuberi
- 14. • A TNA is the first step in the training process model. • A TNA is the process to determine whether training to address a performance gap is necessary. • Training might be appropriate when the performance issue is a “can’t do” issue: – Poor performance (resulting from a knowledge or skill deficiency). – Lack of basic skills (reading, writing, technology, math skills). – Legislation or policies requiring new knowledge or skills. – A customer request for new products or services. – Higher performance standards. – New technology. – New jobs. 14Beenish Tariq Zuberi
- 15. • Organizational Analysis – To align training with business strategy and to ensure there are resources and managerial support for training. – Examines system wide factors that effect the transfer of newly acquired skills to the workplace • Task Analysis – To identify the important work-related tasks and knowledge, skills, behaviors, abilities (KSBAs); determine if the content and activities are consistent with trainee on-the-job experience; and to develop measurable and relevant content, objectives and methods. – Provides statements of the activities and work operations performed on the job • Person Analysis – To ensure that trainees have the basic skills, motivation, prerequisite skills or confidence – Who needs what kind of training 15Beenish Tariq Zuberi
- 16. • Training is not the best intervention when the performance issue is a result of: – Recruiting, selection or compensation problems. – Policies and procedures issues. – A lack of coaching and feedback. – Insufficient tools, equipment or resources. – Physical setting problems. – A lack of motivation (job-person fit; person-org fit); a “won’t do” issue. 16Beenish Tariq Zuberi
- 17. Pretest Training Posttest 17 • Pretest ---- (TNA) • Training ---- (Process/Methods) • Posttest ---- (TEF) Beenish Tariq Zuberi
- 18. Traditional Approaches – Classroom Instruction • Lecture and Discussion • Case Study • Role Playing • Audio Visual Material – Self-Directed Learning • Readings, Workbooks, Correspondence Courses • Programmed Instruction • Conference/ Workshop – Simulated/Real Work Settings • Vestibule Training/Probationary Period • Apprentice/Internship Training • On-the-job Training (OTJ) • Job Rotation/Cross Training 18Beenish Tariq Zuberi
- 20. • Distance Learning • CD-Rom and Interactive Multimedia • Video conferencing • Web-based Instruction • Intelligent Tutoring Systems • Virtual Reality Training 20Beenish Tariq Zuberi
- 22. • Level 1 – REACTION – Did trainees like the training and feel it was useful • Level 2 – LEARNING – Did trainees learn material stated in the objectives • Level 3 – BEHAVIORAL – Are trainees using what was learned back on the job • Level 4 – RESULTS – Are benefits greater than costs 22Beenish Tariq Zuberi
- 23. 23 • Maintains qualified products / services • Achieves high service standards • Provides information for new comers • Refreshes memory of old employees • Achieves learning about new things; technology, products / service delivery • Reduces mistakes - minimizing costs • Opportunity for staff to feedback / suggest improvements • Improves communication & relationships - better teamwork Beenish Tariq Zuberi
- 24. • Strategic Adviser • Systems Design and Developer • Organization Change Agent • Instructional Designer • Individual Development and Career Counselor • Coach / Performance Consultant • Researcher 24Beenish Tariq Zuberi
- 25. • Identify training needs and determine how to meet them • Develop or find programs to meet specific training needs • Deliver live training • Administer and support self - directed and on - the - job training • Evaluate the success of the training • Make the business case for training 25Beenish Tariq Zuberi
- 26. • Analyzing Job Descriptions • Evaluating Performance Appraisals • Skills Profiling • Surveys/Questionnaires • Coaching • Counselor/Mentor • Training Logbooks • Observations/Discussions • Skill Tests 26Beenish Tariq Zuberi
- 27. • Observations • Presentations and Facilitation • Case studies • Role plays • Group discussions • Interviews • Questionnaires • Reading material • Documents Reviews • Games/Energizers Tools are complemented with the following training delivery methods. 27Beenish Tariq Zuberi
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