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TRAINING PROCESSUNIT-2

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CONTENT

Training and Development: Concept and

Comparison,

Adults learning styles,

Training Needs Identification (TNI) / Training Needs

Analysis (TNA),

Methods and Aids of Training,

Program Design and Development, Implementation & Evaluation of training Effectiveness,

Learning Beyond Classroom: Experiential Learning

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TRAINING

Training is the learning experience is that it seeks a relatively

permanent change in an individual that will improve his or her

ability to perform on the job.

Training refers to the methods used to give new or present

employees the skills they need to perform their jobs.

-Gary Dessler

Training is the creation o an environment where employees

may acquire or learn specific, job-related behaviors, knowledge,

skills, abilities, and attitudes.

-Terry Leap and Crino

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DEVELOPMENT

Development is more future oriented, and concerned witheducation, than is employee training , or assisting a person to

become a better performer.

Development focuses on a developing in a systematic manner,

the knowledge base, attitudes, basic skills, interpersonal skillsand technical skills of the managerial cadre.

- Jhonson and Sorcher Any activity designed to improve the performance of existing

managers and to provide a planned growth of managers to meet

future organizational requirements is management

development.

- S.B. Budhiraja

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TRAINING & DEVELOPMENT: ACOMPARISON

BASIS TRAINING DEVELOPMENT

Meant for Operatives Executives

Aim To develop specific skill personality To develop total

Contents Technical and mechanical Conceptual and philosophical

Time period One-short affair Continuous affair

Initiative From management external

motivation

From individual himself internal

motivation

Skills Needed Technical and hands-on skills Interpersonal and decision making skills

Needed at Operating levels Middle levels

Focus Current Job Current & Future Job

Scope Individual Employee Work Group or Organization

Time-Frame Immediate Long Term

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LEARNING

Acc. to Robbins (2003), learning is any relatively permanent

change in behaviour that occurs as a result of experience.

Learning is acquiring new or modifyingexisting knowledge, behaviors, skills, values, or preferences and

may involve synthesizing different types of information.

Learning exhibits as a change in behaviour & the inference of

learning is made by comparing what behaviour was placed in a

learning situation & what behaviour can be exhibited after

participation in the learning process.

- Gagne, 1996

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CONTD..

Learning helps us progress from being novices to becoming

experts by enhancing our capabilities.

Learning strengthens the brain by building new pathways &

increasing connections that we can rely on when we want to

learn more.

It does not happen all at once, but builds upon and is shaped

by what we already know.

Human learning may occur as part of education, personal

development, schooling, or training. It may be goal-

oriented and may be aided by motivation.

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Adult Learning Principles1. Adults are motivated to learn as they develop needs and

interests generated by real life tasks or problems.

2. Adult orientation to learning is life- or work-centered.

3. Experience is the richest resource for adult learning.4. Adults have a deep need to be self-directing.

5. Individual differences among adult learners increase with

age and experience.

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Characteristics of Adult Learners1. Adults continuously grow and learn.

2. Adult learning is often self-initiated and aimed at an

immediate goal.

3. Adults learn and process materials in a variety ofways.

4. People have preferences in subject matter or skills.

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TRAINING PROCESS

Training NeedsIdentification/AnalysisSelection of

TrainingMethods & Aids

Program Designand

Development

Implementationof the Training

ModuleTrainingEvaluation

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Training Needs Identification/ Analysis Training need identification is a tool utilized to identify what

educational courses or activities should be provided to

employees to improve their work productivity.

TNA means the identification & prioritization of training

requirements. - (Roger, 1994) The timely & precise identification of training needs start with

the determination of knowledge, & skill essential for maximum

effectiveness in an organizations position.

Identification of training needs (ITN), if done properly,

provides the basis on which all other training activities can be

considered.

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CONTD..

A need assessment can identify;

- an organizations goals & its effectiveness in reaching these

goals.

- discrepancies or gaps between employees skills & the skills

required for effective current job performance;

- discrepancies between current skills & the skills needed to

perform the job successfully in future & the conditions under

which the HRD activity will occur.

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Sources for Identifying Training NeedsJob Profile

Experiences of the training agency

Pre-training survey of the participant's needs

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Benefits of Needs Assessment Information about the broader needs of the

participants.

Reduced perception gap between the participant andboss.

Course input closer to the specific needs of the

participants.

Saves a lot of money & Time for the organization

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METHODS OF TRAINING

The most widely used methods of training used by

organizations are classified into two categories:

On-the-Job Training is provided when the workers aretaught relevant knowledge, skills & abilities at the actual

workplace.

Off-the-JobTraining requires that trainees learn at alocation other than the real work spot.

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Methods of Training COGNITIVE METHODS

BEHAVIORAL METHODS

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CONTDCOGNITIVE METHODS

Cognitive methods are more of giving theoretical trainingto the trainees. The various methods under Cognitiveapproach provide the rules for how to do something,written or verbal information, demonstrate relationshipsamong concepts, etc.

FOCUSES- changes in knowledge and attitude bylearning.

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Methods that come under CognitiveApproach

LECTURES

DEMONSTRATIONS

DISCUSSIONS

COMPUTER BASED TRAINING (CBT)

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LECTURES METHOD

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LECTURES

This method is used to create understanding of a topic orto influence behavior, attitudes through lecture.

A lecture can be in printed or oral form.

Lecture is telling someone about something. Lecture is given to enhance the knowledge of listener or to

give him the theoretical aspect of a topic.

Training is basically incomplete without lecture.

When the trainer begins the training session by telling the

aim, goal, agenda, processes, or methods that will be usedin training that means the trainer is using the lecturemethod.

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CONTD..

Main Features of Lecture Method Inability to identify and correct misunderstandings

Less expensive

Can be reached large number of people at once

Knowledge building exercise

Less effective because lectures require long periods of

trainee inactivity

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DEMONSTRATION

This method is a visual display of how something works or howto do something. As an example, trainer shows the trainees howto perform or how to do the tasks of the job.

To carry out an effective demonstration, a trainer first preparesthe lesson plan by breaking the task to be performed into

smaller modules, easily learned parts. Then, the trainer sequentially organizes those modules and

prepares an explanation for why that part is required.

The difference between the lecture method and thedemonstration method is the level of involvement of the

trainee. In the lecture method, the more the trainee is involved,the more learning will occur.

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DISCUSSION METHOD

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DISCUSSION METHOD

This method uses a lecturer to provide the learners with contextthat is supported, elaborated, explains, or expanded on throughinteractions both among the trainees and between the trainerand the trainees.

Discussion method is a two-way flow of communication

- knowledge in the form of lecture is communicated to trainees

- Then understanding is conveyed back by trainees to trainer.

The interaction and the communication between these twomake it much more effective and powerful than the lecturemethod.

Questioning can be done by both ways i.e. the trainees and thetrainer.

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COMPUTER BASED TRAINING (CBT)

With the worldwide expansion of companies and changingtechnologies, the demands for knowledge and skilledemployees have increased more than ever, which in turn, isputting pressure on HR department to provide training at lowercosts.

Many organizations are now implementing CBT as analternative to classroom based training to accomplish thosegoals.

Providing training to employees through Intranet or Internet.

CBT does not require face-to-face interaction with a humantrainer.

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BENEFITS OF CBT

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BEHAVIOURAL APPROACH Behavioural methods are more of giving practical training to the

trainees

The various methods in this allows the trainee to behaviour in a

real fashion & are best used for skill development.

The various methods that come under Behavioral approachare:

- Games And Simulations;

- Business Games;

- Equipment Stimulators;

- Case Studies;

- In-basket Technique &

- Role Plays

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Methods That Come Under Behavioural

Approach

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Business Games

These are based on the set of rules, procedures, plans,

relationships, principles derived from the research.

In business games, trainees are given some information

that describes a particular situation and are then asked tomake decisions that will best suit in the favour of the

company.

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Role PlaysIt helps gain insights into variousprocesses of human relations and alsothe persons attitudes and behaviour ina particular role.

Dimensions judged through Role Plays:- Conflict management Leadership skills Group Problem Solving Team Skills Verbal and non-verbal communication Interpersonal skill Flexibility etc.

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In basket TechniquesIt represents day-to-day decision

making situation which a manager

is likely to face in the written form

from various sources. The in basket

contains a variety of material in

the form of memos, correspondence,

telephone messages, notes,

requests, etc.

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EQUIPMENT SIMULATORS

Equipment simulators are the mechanical devices thatnecessitate trainees to use some actions, plans, measures,trials, movements, or decision processes they would use

with equipment back on the their respective work place.

Equipment simulators can be used in giving training to:

Taxi Drivers

Telephone Operators

Maintenance Workers

Product Development EngineersAirline Pilots

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CASE STUDY

Case Studies try to simulate decision making situation thattrainees may find at their work place.

It reflects the situations and complex problems faced by

managers, staff, HR, CEO, etc.

The objective of the case study method is to gettrainees toapply known concepts and ideologies and ascertain new ones.

The case study method emphasize on approach to see a

particular problem rather than a solution.

Their solutions are not as important as the understanding of

advantages and disadvantages.

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TRAINING AID

Device such as a chart, diagram, notes, etc., intended to

enhance learning and retention by a student or trainee.

From Notes Unit 2

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Program Design and Development

TRAINING DESIGN & DEVELOPMENT

- The design of the training program can be undertaken onlywhen a clear training objective has been produced.

- The training objective clears what goal has to be achieved by the

end of training program i.e. what the trainees are expected to be

able to do at the end of their training.

- Training objectives assist trainers to design the trainingprogram.

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Components of Training Design

The trainees A good training design requires close scrutiny ofthe trainees and their profiles. Age, experience, needs andexpectations of the trainees are some of the important factorsthat affect training design.

The trainer Before starting a training program, a traineranalyzes his technical, interpersonal, judgmental skills in orderto deliver quality content to trainers.

Training climate A good training climate comprises ofambience, tone, feelings, positive perception for training

program, etc. Therefore, when the climate is favorable nothinggoes wrong but when the climate is unfavorable, almosteverything goes wrong.

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CONTD..

Trainees learning style the learning style, age,experience, educational background of trainees must be

kept in mind in order to get the right pitch to the design of

the program.

Training strategies Once the training objective has beenidentified, the trainer translates it into specific training

areas and modules. The trainer prepares the priority list of

about what must be included, what could be included.

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CONTD..

Training topics After formulating a strategy, trainer decidesupon the content to be delivered. Trainers break the contentinto headings, topics, ad modules. These topics and modulesare then classified into information, knowledge, skills, andattitudes.

Sequence the contents Contents are then sequenced in afollowing manner:

- From simple to complex

- Topics are arranged in terms of their relative importance

- From known to unknown

- From specific to general

- Dependent relationship

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Training tactics Once the objectives and the strategy of thetraining program becomes clear, trainer comes in the position

to select most appropriate tactics or methods or techniques.

The method selection depends on the following factors:

- Trainees background

- Time allocated

- Style preference of trainer

- Level of competence of trainer

- Availability of facilities and resources, etc

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Support facilities It can be segregated into printed and audiovisual. The various requirements in a training program are

white boards, flip charts, markers, etc.

Constraints The various constraints that lay in the trainersmind are:

- Time

- Accommodation, facilities and their availability

- Furnishings and equipments

- Budget etc.

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TRAINING DESIGN PROCESS

1. Identify Goals & Objectives

2. Determine Training Content

3. Decide Training Methodologies

4. Identify Learning Activities5. Define Evaluation Criteria

6. Identify Follow-up Activities

7. Write down the Training Design.

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IMPLEMENTATION To put training program into effect according to definite plan or

procedure is called training implementation. Training implementation is the hardest part of the system because

one wrong step can lead to the failure of whole training program.

Once the staff, course, content, equipments, topics are ready, the

training is implemented. Implementation involves a series of activities through which

training managers bring the course to learners in accordance with

approved design.

Completing training design does not mean that the work is done

because implementation phase requires continual adjusting,

redesigning, and refining.

Preparation is the most important factor to taste the success.

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Factors To Keep In Mind While Implementing

Training Program:

1. The trainer The trainer need to be prepared mentally beforethe delivery of content. Trainer prepares materials andactivities well in advance.

2. Physical set-up Good physical set up is pre requisite foreffective and successful training program because it makes thefirst impression on participants.

3. Establishing rapport with participants.4. Reviewing the agenda At the beginning of the training

program it is very important to review the program objective.

The trainer must tell the participants the goal of the program,what is expected out of trainers to do at the end of theprogram, and how the program will run.

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Training Evaluation

The process of examining a training program is called trainingevaluation.

Training evaluation checks whether training has had the desiredeffect.

Training evaluation ensures that whether candidates are able toimplement their learning in their respective workplaces, or tothe regular work routines.

It is also defined as any attempt to obtain information on theeffects of training performance & to assess the value of training

in the light of that information.

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Training Evaluation refers to activities aimed at finding out

the effectiveness of training programmes after they are

conducted, against the objectives for which such

programmes were organized.

Training Evaluation brings rationality, objectivity,

accountability & credibility to HRD by insisting on tangible

& verifiable outcomes.

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Purposes of Training Evaluation

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Feedback: It helps in giving feedback to the candidates bydefining the objectives and linking it to learning outcomes.

Research: It helps in ascertaining the relationship betweenacquired knowledge, transfer of knowledge at the work place,

and training.

Control: It helps in controlling the training program because ifthe training is not effective, then it can be dealt with accordingly.

Power games: At times, the top management (higherauthoritative employee) uses the evaluative data to manipulate it

for their own benefits.

Intervention: It helps in determining that whether the actualoutcomes are aligned with the expected outcomes.

h i l l l h i i

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Hamblin has given 5 levels to evaluate the training programme:1. Reactions: Trainees attempt to the overall usefulness of the

training.

2. Learning: Training programme, trainers ability & trainee'sability are evaluated on the basis of content learned & time in

which it is learned & learners ability to use or apply thecontent learned.

3. Job Behaviour: This evaluation includes the manner & extentto which the trainee has applied his learning to his job.4. Organization: This evaluation measures the use of training,learning & change in the job behaviour of thedepartment/organization in the form of increased productivity,quality, morale etc.

5. Ultimate Value: It is the measurement of ultimate result of thecontributions of the training programme to the company goals& the individual goals.

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EXPERIENTIAL LEARNING Experiential learning is a process through which

students develop knowledge, skills, and values from

direct experiences outside a traditional academic

setting. Experiential learning encompasses a variety of

activities including internships, service learning,

undergraduate research, study abroad, and other

creative and professional work experiences.

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Contd.. It is a technique whereby the students learning occurs through

practical experience of a situation. Active involvement may also

be through role-playing or simulation. Learning by experience

or repetition is generally regarded to be the best method of

practical training. Well-planned, supervised and assessed experiential learning

programs can stimulate academic inquiry by promoting

interdisciplinary learning, civic engagement, career

development, cultural awareness, leadership, and otherprofessional and intellectual skills.