2. Training Challenges…
Who needs training?
When is training necessary?
What makes training programs effective?
What are costs and benefits of computer-based
training?
How are training outcomes measured?
2
3. Training Development
Current job Current / Future jobs
Individuals Individuals or groups
Immediate Long term
Fix skill deficit Future demands
3
4. Training
The process of providing employees
with specific skills or correcting
deficiencies in their performance.
4
5. Training Challenges
Is training really the solution to the
problem?
Are the goals of training clear
and realistic?
Is training a good investment?
How will we know whether the training
worked?
5
6. The Training Process: Phase 1
Needs Assessment
Organizational
Analysis
Task Analysis
Personnel Analysis
6
7. The Training Process: Phase 2
Development
• Determine budget
• Identify institutional support
• Identify training objectives
• Research content
• Determine time on specific content
• Determine methods of delivery
• Develop handouts Delhi Metro V/s
Airtel
7
10. Training Process: Phase 3
Implementation
Comfortable room temperature
Workspace / Chairs
Adequate lighting
Good sightlines for all
Appropriate room set up
10
11. The Training Process: Phase 4
Evaluation
reactions to training at the time of
training
learning during training
application of new skills / knowledge
back on the job
overall training effectiveness
11
12. The Training Process: Phase 4
Evaluation (cont’d)
• Questionnaires
• Focus groups
• Interviews
• Test ability or knowledge
12
13. Types of training
Traditional Approach:
-On the job
-Structured / Programmed
Intelligent tutoring systems
-Informal
Siemen’s Power Transmission plant
-Job Instruction
-Vestibule
13
14. -Apprenticeship
Initiated by steelmaker Defasco in USA
The Apprenticeship Act 1961
-Lectures
14
15. Modern Approach
-Computer Based/ CD ROM
Virtual Reality training in Medical Science
-Learning Portals
-Teletraining
Honda America with NTU in Ohio
-Videoconferencing
Employee Performance support Systems
Dell Customer Care
15
16. For Successful Training,
tie training content to work functions and
day to day operations.
include everyone in the process.
be flexible when / where training happens.
use a variety of training methods.
provide ongoing feedback.
ensure employee confidentiality.
get the support of top management.
16
17. Development
An effort to provide employees
with the abilities
the organization
will need in
the future.
17
18. Creativity
Phase I: Imaginative
Phase 2: Practical
Creativity can be developed to generate
innovative ideas and solutions to problems.
18
20. Socialization
• Meet people who can tell you how to
succeed
• Get to know four new people in the
first two weeks
• Meet with boss during first month
• Complete a project during first month
(shows initiative and teaches about
parts and culture of the firm)
20
21. Case
Sources of Customer
Dissatisfaction with IBM
Telephone Service
Voice Systems
Calls Not and Message
Returned Expectations
24.1% 18.1% Operator
Assistance
6.7%
Excessive
Getting to Rings 4.3%
Knowledgeable
Person or Line not available
Backup 2.4%
44%
21
22. Case (Cont’d)
IBM Senior Vice President’s
Memo to All Managers
“Overall, the rating of our
telephone service by customers
and intern
al users is poor.
Together, we are going
to fix this problem, and fix it
fast.” How will you resolve this?
22
23. Syllabus for Second Hourly’s
Job analysis and evaluation
Job Design: Rotation, simplification and
enrichment and enlargement
Recruitment : sources
Selection
Training Techniques
Development
23
Editor's Notes
This graphic summarizes the differences between training and development. The scope of training is on individual employees, whereas the scope of development is on the entire work group or organization. Training is job-specific and addresses particular performance deficits or problems. In contrast, development is concerned with the work force’s skills and versatility.
This graphic lists four essential questions that managers must answer when considering a training process. Training is expensive and time consuming. It is important that managers are convinced that training will address the problem effectively, and that there are clear goals for the training.
A needs assessment determines if training is really necessary. It can also provide information to design the training program. Organizational analysis looks at the culture, mission, long and short term goals, structure of the firm. In conducting a task analysis, examine the knowledge, skills and abilities needed to do a job. A personnel analysis involves identifying which employees need training.
This process of instructional design is the most critical in the training process. You can never be too prepared. Thinking about every detail now saves time, money and embarrassment later.
Clarifying the objectives of training is an important step. The assessment phase should provide a set of objectives for any training program that might be developed following the assessment. An example of an objective using the format illustrated is: Subject: (usually implicit) The employee Action verb: listens Degree: actively Condition: and seeks clarification
Various methods of delivery should be used during training to engage participants and because certain methods are more appropriate for reaching certain objectives than others. Games, simulations, slides, computer-based learning, videos, films and overhead projector are just some of the training methods that can be used. Can you think of others?
The physical environment promotes learning. Therefore, during the training session, make sure that the physical environment addresses the points on this slide. Appropriate room set up depends on the type of training conducted – small groups requires many tables with chairs around the room; lecture style needs rows of chairs; discussion requires a U-shape set up of tables with chairs so participants can see and talk with each other.
All too often the evaluation phase of the training process is neglected. Companies should at least estimate the costs and benefits of a training program, even if these cannot be measured directly. Without such information, training’s value cannot be demonstrated, and upper management may feel there is no compelling reason to continue the training effort. This graphic shows the evaluation process followed by Allied Signal’s Garrett Engine Division and provides an excellent illustration of how to measure training’s effectiveness.
Evaluation is critical to understanding whether training was effective or not. Use of any of the evaluation methods on this slide may be helpful, but only if you do the research to use each method correctly. To colelct meaningful and useful data, the methods used must be impeccable, valid and credible.
A generally low level of reading ability may be cause for societal concern, but it is workers’ inability to understand safety messages or fill out order slips that is the immediate concern for business. Functional illiteracy can be a serious impediment to an organization's productivity and competitiveness. This graphic offers important suggestions for the implementation of a literacy program.
Creativity is generally viewed as having two phases: imaginative and practical -- brainstorming followed by rational consideration of the options.
Analogies/metaphors:drawing comparisons or finding similarities can improve insight into a situation or problem. Free Association: freely associating words to describe a can lead to unexpected solutions. Personal analogy: trying to see oneself as the problem can lead to fresh perspectives and, possibly, effective solutions Mind mapping: generating topics and drawing lines to represent the relationships among them can help to identify all the issues and their linkages.
These next two illustrations outline some proactive steps that one can take to become a part of the culture of their new work place as quickly as possible. A new employee can only partly rely on the efforts of the organization to orient them; much of the work must be done by the newly hired employee.
The next two slides pose an issue and describe a process for resolution. The chart illustrates the breakdown of customer complaints concerning customer dissatisfaction with telephone service. The team involved with the skills training program at IBM found that 75% of employees knew how to put a customer on hold, but fewer than 5% knew how to forward a call. The team categorized the telephone interaction problem into two broad categories: not using phone features, and not treating customers with professional courtesy. The team then presented its findings and recommended a training strategy to senior management.
Student answers will vary, but may include the following: seek management support, analyze the problem, seek staff support, develop training strategies, heighten awareness of issues, develop motivational strategies, and convey importance of issue through measurement and recognition programs.
