Training & development evaluation is a continual and systematic process of assessing the value or potential value of a training program, course, activity or event. Results of the evaluation are used to guide decision-making around various components of the training (e.g. delivery, results) and its overall continuation, modification, or elimination.
This presentation discusses the development of the Training Attribute Model to judge the effectiveness of your training programs. The tools was an output of our Six Sigma Black Belt project.
Chapter 1: EMPLOYEE TRAINING AND DEVELOPMENTsourashtra
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Meaning, Importance, Benefits to organisation and to an individual, Process,Difference between Training and Development, Models of T&D in Organisation, and Meaning and Charecteristics of Virtual organisation
Training & development evaluation is a continual and systematic process of assessing the value or potential value of a training program, course, activity or event. Results of the evaluation are used to guide decision-making around various components of the training (e.g. delivery, results) and its overall continuation, modification, or elimination.
This presentation discusses the development of the Training Attribute Model to judge the effectiveness of your training programs. The tools was an output of our Six Sigma Black Belt project.
Chapter 1: EMPLOYEE TRAINING AND DEVELOPMENTsourashtra
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Meaning, Importance, Benefits to organisation and to an individual, Process,Difference between Training and Development, Models of T&D in Organisation, and Meaning and Charecteristics of Virtual organisation
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2. 2
Topics
īˇ Why do we Need Training?
īˇ What is Training & Training Principles?
īˇ A Systematic Approach to Training
3. 3
Your Objectives
Following this presentation you should be able to
complete the following objectives:
1. Describe why training is important and distinguish
amongst training, education and development
2. List the nine steps in the training process and be able
to explain each step with reference to hospitality
examples
4. 4
Do Organizations Need
Training
īˇ The answer is âYESâ
īˇ However, we must
know the purpose and
functions of training
before we can use it.
6. 6
Training Needs
The reasons for not
making the 1,000
cars:
īˇ Not enough resources
īˇ Poor machines
īˇ Poor staff skills
As training experts we
must analyze the
situation to determine if:
īˇ Expected result too high
īˇ Target achievable
īˇ Is training the only way to
make it happen
īˇ Are there other factors.
7. 7
Exercise 1
īˇ Imagine you are the managing director of a
full service restaurant. One day you receive a
complaint letter from a guest reporting s/he
was not satisfied with the follow up
regarding their criticism of being
overcharged in one of your restaurants.
īŽ Why was the complaint made?
īŽ Is there a training need?
8. 8
TRADITIONAL AND MODERN APPROACH OF TRAINING AND
DEVLOPMENT
īˇ Traditional Approach â Most of the organizations
before never used to believe in training. They were
holding the traditional view that managers are born
and not made. There were also some views that
training is a very costly affair and not worth.
īˇ Modern approach- Organizations have realized the
importance of corporate training. Training is now
considered as more of retention tool than a cost. The
training system in has been changed to create a
smarter workforce and yield the best results.
9. 9
Importance of Training
īˇ Maintains qualified products / services
īˇ Achieves high service standards
īˇ Provides information for new comers
īˇ Refreshes memory of old employees
īˇ Achieves learning about new things; technology,
products / service delivery
īˇ Reduces mistakes - minimizing costs
īˇ Opportunity for staff to feedback / suggest improvements
īˇ Improves communication & relationships - better
teamwork
10. 10
Benefits of Training
īˇ Most training is
targeted to ensure
trainees âlearnâ
something they
apply to their job.
11. 11
What is Training?
īˇ Training is a systematic process through
which an organizationâs human resources
gain knowledge and develop skills by
instruction and practical activities that result
in improved corporate performance.
12. 12
Differences between Training,
Education & Development
īˇ 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.
īˇ Education is a lifetime investment. It tends to be
initiated by a person in the area of his/her interest
īˇ Development is a long term investment in human
resources.
13. 13
The ASK Concept
īˇ 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.
īˇ This GAP can be separated into 3 main themes
1. Attitude
2. Skills
3. Knowledge
14. 14
Exercise 2
Rank ASK by difficulty to develop in people
īˇ Attitude
īˇ Skills
īˇ Knowledge
âĸEasy
âĸModerately difficult
âĸMost difficult
15. 15
Five Principles of Learning
īˇ Participation: involve trainees, learn by doing
īˇ Repetition: repeat ideas & concepts to help
people learn
īˇ Relevance: learn better when material is
meaningful and related
īˇ Transference: to real world using simulations
īˇ Feedback: ask for it and adjust training
methods to audience.
16. 16
A Systematic Approach
to Training
Key Concepts in Preparing a Training Plan
Before you train and develop people identify what:
īŽ They must know - before they can perform job
īŽ They should know - to improve performance
īŽ Would be nice for them to know â but not
necessary to perform duties.
17. 17
Model of the Training Process*
Assessment Stage Training Stage Evaluation Stage
Organizational
Needs Assessment
Task Need Assessment
Development of
Training Objectives
Design & Select
Procedures
Measure Training
Results
Development of
Criteria for Training
Evaluation
Train Compare Results to
Criteria
Feedback
*Goldstein, I. (2002) Training in Organizations 4th Ed.
18. 18
Nine Steps in the Training
Process
1. Assessing training needs
2. Preparing training plan
3. Specifying training objectives
4. Designing the training program(s)
5. Selecting the instructional methods
6. Completing the training plan
7. Implementing the training program
8. Evaluating the training
9. Planning future training
19. 19
1) Assessing Training Needs
Conduct a training needs analysis by either one, or
both, of the following
īˇ External approach (company, guests, society)
īˇ Internal approach â using a staff opinion survey.
20. 20
Exercise 3
īˇ Imagine you are the manager of a factory
with 500 workers making ice cream for
export to Europe.
īˇ What information and evidence do you need
before you can say the employees need
training?
īˇ Try to list 5 ideas.
21. 21
Response to exercise 3
īˇ Accidents report
īˇ Sick leave report
īˇ Employee compensation
statistics
īˇ Product quality control
report
īˇ Wastage report
īˇ Efficiency report
īˇ Machinery out-of-order
report
īˇ Staff discipline report
īˇ Staff enquiries &
complaints
īˇ Guests complaints
īˇ Refusal of orders made
īˇ Quality of product report
īˇ Market needs & trends
īˇ Demographic data &
background of employees
22. 22
2) Preparing Training Plan
Consider whether to design a long (5-10 years),
medium (3-5 years) or short (1 year) term
plan.
īˇ Ask your self âWhat are we going to achieve
in the time period?â
īˇ Use a holistic approach by using a calendar
for inputting your training activities.
23. 23
Training Calendar Example
1 2 3 4 5 6 7...
Attitude
Train the trainer
Job competency
Sales techniques
Telephone manner
âĻ
Training Area Month in the year
24. 24
Individual Plans
īˇ For individual personalized training, we must
assess the traineesâ weakness and strengths
first before setting up appropriate programs.
īˇ Training areas may be tailor-made.
īŽ Trainee should receive an individual
timetable for self progress.
25. 25
3) Specifying Training Objectives
Training Objectives must be specific & measurable.
īŽ What should trainees be able to accomplish after
participating in the training program?
īŽ What is the desired level of such accomplishment,
according to industry or organizational standards?
īŽ Do you want to develop attitudes, skills, knowledge or
some combination of these three?
26. 26
4) Designing the
Training Program(s)
1. Program duration
2. Program structure
3. Instruction methods
4. Trainers qualification
5. Nature of trainees
6. Support resources â
materials, OHP,
classroom
7. Training location &
environment
8. Criteria & methods
for assessing
participant learning
and achievement
9. Criteria & methods
for evaluating the
program
27. 27
5) Selecting Instructional Methods
Note: This is the most important step
On-the job-training (OJT)
īŽ learn while youâre working
Off -the job-training
īŽ In house, training or classroom
īŽ External, consultancies or attending external classes
īŽ Independent bodies, such as government talks
īŽ Distance learning, from books or notes
īŽ Computer-assisted learning
īŽ Interactive-video training
īŽ Video conferencing, same as classroom except teachers and
students are in different locations.
28. 28
Exercise 4
īˇ Imagine you are the training manger of a hotel that
will open next year. Your GM asks you to develop a
training program that aims to boost the team spirit of
the newly formed Executive Committee Members.
īˇ Your GM suggests you organize a two-day course in a
resort location from 9 to 5 for both days.
īˇ Your task is to suggest 3 training methods that suit the
training theme described above.
Hint: this is attitude, not skills nor knowledge training
29. 29
Response to exercise 4
Remember your training
theme was to change the
individuals attitudes
Employ exercises that
trainees can:
īˇ Participate in
īˇ React to
īˇ Provide feedback in
īˇ Receive inspiration to
move on
Suitable training methods
you might have listed:
īˇ Role-play
īˇ Games
īˇ Simulation exercises
īˇ Discussion/debate formats
īˇ Experiential exercises
īˇ Self evaluation (e.g. video
tape trainees performance
& let them evaluate their
own behaviors).
30. 30
6) Completing the Training Plan
īˇ Target group â assess your audience
īˇ Topic â task, skill or attitude ingredient
īˇ Method â direct (one way communication) or
indirect (discussion, games, experimental
exercisesâĻ). Important as evaluation of trainees
usually lies on the perception on what they did in
the training session
īˇ Time â length, period, breaks important to consider
īˇ Location â away from the office?
31. 31
7) Implementing the Training
Program
Besides trainers qualifications and experience:
īˇ Participant selection
īˇ Group comfort - physical & psychological
īˇ Trainer enthusiasm & skills
īˇ Effective communication
īˇ Feedback mechanism
īˇ The need to learn new training skills
īˇ Preparation by trainers
32. 32
8) Evaluating the Training
Three Levels of Evaluation
1. Immediate Feedback
īˇ Survey or interview directly after training
2. Post-Training Test
īˇ Trainee applying learned tasks in workplace?
3. Post-Training Appraisals
īˇ Conducted by immediate supervisors of
trainees
33. 33
9) Planning Future Training
Last step in the training process
īˇ After taking all evaluated comments, trainers
should modify the programs to keep good
things and make suggested improvements
īŽ Remember, even with the same topic for
different trainees, trainers should address many
parts of the training process again and consider
new approaches.
34. 34
A Training Lesson Plan
īˇ Topic
īˇ Summary of Key Points
īˇ Training Objectives
īˇ Duration of Each Activity in Each Session
īˇ Training Contents
īˇ Training Methods / Activities
īˇ Break(s)
īˇ Exercise to Warm Up
īˇ Questions to test Understanding
īˇ Conclusion
35. 35
e.g. New Employee Orientation
Time Topic Method Activity
9:00-9:30 AM Welcome Speech
by GM
Speech Talk & hand shake
9:30-10:00 AM Intro to Company
Background
Slide
Presentation
Slide Show &
Video Tape
3:00-4:00 PM Fire Safety Talk Security
Manager
Fire Drill &
Equipment
36. 36
References
īˇ Anthony W.P., Kacmar, K.M., PerrewÊ, P.L. (2002) Human
resource management: a strategic approach, 4th ed. Fort
Worth : Harcourt College Publishers.HF5549 .A866 2002
īˇ Goldstein, I. L., Ford J.K. (2002) Training in
organizations : needs assessment, development, and
evaluation, 4th ed. Belmont, CA . HF5549.5.T7 G543 2002
īˇ Greer, C.R. (1995) Strategy and human resources â a
general managerial perspective, Prentice Hall.
īˇ Riley, Michael, (1996) Human resource management in
the hospitality and tourism industry, 2nd ed. Oxford ;
Boston : Butterworth-Heinemann. TX911.3.P4 R55 1996