unit 3 project planning & evaluation

8/2/2019 Unit 3 project planning & evaluation

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Training and Development

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Introduction to Training

Training is the systematic process of alteringemployee behavior in a way that will achieve

organizational goals

It should be related to present job skills and abilities

It helps employees master the specific skills and

abilities needed to be successful

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Introduction to Training

A training program is an opportunity foremployees to acquire skills, attitudes, and

knowledge

Learning is the act by which an individual acquires

skills, knowledge, and abilities that result in a relativelypermanent change in behavior

Any behavior that has been learned is a skill

Motor, cognitive, and interpersonal skills are training

targets

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Introduction

Training and development are processes thatprovide employees with:

Information

Skills

An understanding of the organization and its goals

The ability to make positive contributions in the form

of good performance

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What is Management Development?

Development that uses behavioral science knowledge to deal withproblems of change

It is a continuous process in the most effective firms

Management development should be planned because it requires:

Systematic diagnosis

Development of a program

The mobilization of resources

Top-management commitment for success

There is no best development approach

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Training & Development Training & development

Represents ongoing investment in employees, andrecognition that employees are assets

Importance of training & development Rapid technological changes cause skill obsolescence

Redesign of work brings need for new skills

Mergers and acquisitions have increased need for integrating

employees into different cultures Globalization of business requires new knowledge and skills

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Benefits of Training & Development Individual employee

Increased employee marketability

Increased employee employability security

Organization Improved bottom line, efficiency and profitability

Increased flexibility in employees who can assume differentand varied responsibilities

Makes employees more accountable for results

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Employee Training

Determining training needs

Specific training goals should be based on:

organizations needs

type of work to be done

skills necessary to complete the work

Indicators of need for more training:

drops in productivity

increased rejects

inadequate job performance

rise in the number of accidents

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Principals of Learning

Learner Attention Importance/Relevance to job

Positive Reinforcement/Corrective Feedback Transfer of Learning

Knowledge of Progress

Practice

Whole vs Part

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Learning Theory and Training

Learning principles can be applied to job training:

The trainee must be motivated to learn

The trainee must be able to learn

The learning must be reinforced

The training must provide for practice of the material

The material presented must be meaningful

The material must be communicated effectively

The training taught must transfer to the job

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Training Process

Identify Training Needs

Set Training Objectives

Evaluation Criteria

Choose Training Materials and Methods

Conduct Training

Evaluate Training

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Needs Assessment

Needs assessment is a process used to determine

if, and what type of, training is necessary

Organizational analysis: examining a firms mission,

resources, and goals

Person analysis: determining who needs training andtheir readiness for training

Task analysis: identification of the tasks, knowledge,

skill, and behaviors that should be included in a

training program

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Levels of Needs Assessment

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Assessing Current EmployeesTraining Needs

Performance Appraisals

Job-RelatedPerformance Data

Observations

Interviews

Assessment CenterResults

Individual Diaries

Attitude Surveys

Tests

Methods forIdentifying

TrainingNeeds

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Needs Assessment

The information gathering provides a profile of:

What type of training is needed

Who should be trained

When training should be conducted

Whether training is the preferred approach

Instructional objectives lead to the selection and design

of instructional programs:

If assessment and program design are done carefully,training and development can be monitored and

evaluated

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Training Needs and Objectives

Needs assessment involves analyzing:

The organizations needs

The knowledge, skill, and ability

needed to perform the job

The person or jobholders needs

The firms long- and short-term

objectives

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Instructional Methods

This phase of training includes:

Selection of content and training methods

The actual training

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On The Job Training Methods

Job instruction training (JIT)

Coaching

Mentoring

Job rotation

Apprenticeship training

Committee assignments

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Off The Job Training Methods

Vestibule training

Role playing

Lecture method

Conference or discussion method

Programmed instruction

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Methods of executive development

1.Decision-making skills

2.Interpersonal skills

3.Job knowledge (a) On-the-job experiences

(b) Coaching

(c) Understudy

4.Organisational knowledge (a) Job rotation

5.General knowledge (a) Special courses

(b) Special meetings

(c) Specific readings

6.Specific individual needs (a) Special projects

(b) Committee assignments

(a)In-basket

(b)Business game

(c)Case study

(a)Role play

(b)Sensitivity training

(c) Behaviour Modelling

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On-The-Job Training

This is the most widely used method oftraining

Although OJT is simple and relatively inexpensive,hidden costs can include:

Damaged machinery Unsatisfied customers

Misfiled forms

Poorly taught workers

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Retraining Needed when changes are made that affect the

job, employees performance drops below par, orwhen the worker has not mastered a particular

technique.

A positive one-on-one approach to retraining is

referred to a coaching.

Coaching is a two part process.

1. Observation of the employees performance.

2. Conversation between manager and employee

focusing on job performance.


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Orientation: the pre-job phase of

training.

Introduces each new employee to the

job and the workplace.

Tells new staff members what they want

to know and what the company wants

them to know. Communicates information give out a

employee handbook.

Creates positive employee attitudes

toward the company and the job.


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Job Instruction Training (JIT)

Also called on the job training.

Consists of 4 steps:

1. Prepare the learner

2. Demonstrate the task3. Have the worker do the task

4. Follow through: put the worker on the

job, correcting and supporting as

nessicary.


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Computer-Based Instruction Benefits

Self-paced

Adaptive to differentneeds

Can be customized Easy to deliver

Usually less expensive toadminister

Can be conducted whenconvenient for employee

Drawbacks Learners must be self-

motivated

Cost of producing

online, interactivematerials

Lack of interactionwith others may workagainst needs and

preferred learningstyles

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Case Method

The case method uses a written description of a

real decision-making situation Managers are asked to study the case in order to:

Identify the problems

Analyze the problems

Propose solutions

Choose the best solution

Implement it

More learning takes place if there is interactionwith the instructor

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Role Playing

Each person is assigned a role in a situation and isasked to react to other players role-playing

The player is asked to react to the stimuli as thatperson would

Players are provided with background informationon the situation and the players

A script is usually provided

The success of this method depends on the ability

of the players to play the assigned roles believably Role-playing can help a manager become more

aware of, and more sensitive to, the feelings ofothers

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In-Basket Technique

The participant is given typical items from a

specific managers mail, email, and telephonelist

Important and pressing matters are mixed in withroutine business matters

The trainee is analyzed and critiqued on:

The number of decisions made in the timeallotted

The quality of the decisions

The priorities chosen for making them

To generate interest, in-basket materials mustbe:

Realistic, job-related, and not impossible to make

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Classroom Training Skills Be aware of appropriate body language and

speech. Watch how you talk to employees. Covey

respect and appreciation.

Handle problem behaviors in an effective

manner.

Avoid time wasters.

Facilitate employee participation and

discussion.

Use visual aids to avoid constantly referring

to notes.


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Behavior Modeling

There are four steps in this process:

Modeling of effective behavior (films)

Role playing

Social reinforcement (role playing)

Transfer of training to the job

Modeling offers promise fordeveloping leadership skills, if used

in conjunction with videotapemethods

Research evidence is generally positive

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Programmed Learning

Advantages

Reduced training time

Self-paced learning Immediate feedback

Reduced risk of error forlearner

Presentingquestions, facts,or problems to

the learner

Allowing theperson torespond

Providingfeedback on the

accuracy ofanswers

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Choosing the Best T&D Method Choice of delivery method depends on:

Organizational culture and values

T&D objective and content

Profiles of trainees and trainers

Financial and technological resource availability

Time

Location

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Choosing the Best T&D MethodDevelopments occurring with regard to

delivery methods

Shift toward on-the-job training Increased efficiency

Exploitation of technology to aid learning

Increased emphasis on teams

Focus on mentoring

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EvaluationIntegral part of overall training program

Provides feedback on effectiveness of

training programEvaluation criteria should be established

in tandem with and parallel to training

objectives

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Four Levels of Training Evaluation

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Evaluation of T & D Evaluation of criteria

Internal criteria

External criteria Collection of information

Analysis


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Internal Criteria:

Uirle Patrick Approach: levels of evaluation

Reaction- TraineeLearning-Output

Behavior-Learned

Results- Affect

CIRO Approach

Context-Info abt lacking skills( Immediate,Intermediate, Ultimate)

Input evaluationReaction

Outcome


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CIPP Approach Context

Input

Process Product


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Financial Analysis-CBA & Break even

COST

Facilities-Class, labs, library

Equipment-Computer, P&M

Personnel-Instructor

Consultant- evaluators

Material-books, inventory

BENEFIT

Attitudinal change

Skill development

High morale

High JS

High motivation

Operational outcomes

Productivity inc

Sales inc Customer satisfaction

Turnover

Absenteeism


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Factors in T & D effectiveness Learning Principles

Pedagogy and Andragogy

Characteristics of trainers Characteristics of trainees


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Learning principles

Conditions of practice Knowledge of results

Relevance of material

Transfer of training

Pedagogy & Andragogy

Contemporary HRM

Pedagogy- designing of contentAndragogy-Source of act than collection of act


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Characteristics of Trainees:

Diff coz of values, beliefs and attitude. Expressed by learning curve

X axis- time/effort

Y axis- amount of learning

Negative curve-easy progress

Positive curve- difficult in starting, slow pace,increases after adjustments

S shaped- slow pace, average then, slows up again

Curves dependent upon orgn culture, individuals


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Characteristics of trainers Create learning environment

Motivate trainees

Updated information Handling nature of trainees

Knowledge acc. to trainees

Proper feedback


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Impediments to Effective T & D

Commitment lacking

Inadequate budget allocation

Universities award only degrees, not skills

Poaching of trained workers

unit 3 project planning & evaluation

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