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Training and Development

(Theme Five)

Jayendra Rimal

Recollection - Are we aware?


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10 % of what is read
20% of what is heard
30% of what is seen
50% what is heard and seen
70% of what is said and written
90% of what is said as it is done
(Dale in Educational Media)

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I hear I forget
I see I remember
I do I understand
(Chinese Proverb)

Training and Development


It is a short-term process utilizing a systematic and
organized procedure by which employees acquire
knowledge, skills and attitude for a definite purpose. A
good training program should result in:
o Improvements in methods of work
o Reduction in waste and accident rate
o Reduction in supervision
o Reduction in learning time at the job
o Improvement in quality and production rate
o Increase in motivation
o Improved morale and reduction of grievances
o Reduction in manpower obsolescence
o Personal growth, enlarged skill and improved
awareness

Training Process Model


Assessment

Design

Implementation

Evaluation

Assess needs

Prioritize needs

Define objectives

Select evaluation
criteria

Develop lesson plans


Develop/acquire
materials
Select methods and
techniques
Schedule the
program

Deliver the
Training
programme

Determine
evaluation design
Conduct
evaluation of
programme or
intervention
Interpret
results

Needs Assessment
Gap between what an organization expects and what
actually occurs. A needs assessment can identify:
o An organizations goals and its effectiveness in
reaching them
o Discrepancies between employees skills and skills
required for effective current job requirement
o Discrepancies between current skills and skills
needed to perform the job successfully in the future
o The conditions under which the HRD activity will
occur

Level I - Organizational Needs Analysis


A broad or Holistic view that helps determines where in
the organization training is needed and under what
conditions it will occur. It should identify, at the
minimum:
1. Organizational goals
2. Organizational resources
3. Organizational climate
4. Environmental constraints

Level II - Task Analysis


What must be done to perform a job or complete a process
successfully.
Components of Task Analysis:
1. Develop an overall job description through job analysis
2. Identify the major tasks
3. Identify what it takes to do the job
4. Identify the areas that can most benefit from training
5. Prioritize training needs

Level III - Person Analysis


Who needs to be trained, and what kind of training they
need. Directed at determining the training needs of the
individual employee. 360-degree performance appraisal
used. Other methods are direct observation, tests,
questionnaire etc.
Components of Person Analysis:
1. Summary person analysis
2. Diagnostic person analysis

Training Design
Key Activities:
o Setting objectives
o Selecting the trainer
o Developing a lesson plan
o Selecting program methods and techniques
o Preparing materials
o Scheduling the program

Training Program Objectives


Description of a performance that learners need to exhibit
before they are considered competent. Tells where the
program is going and know when the target is reached.
o Aim: Broad statement or goal of the program
(Impart knowledge about the importance of Training)
o General objectives: General statement of the learning
outcome and expected behavioral change
(Recall the fundamentals and application of Training)
o Specific objectives: Precise statements of the
performance change as a result of the program. SMART
(Identify areas where Training can be implemented)
o Use demonstrative action verbs
E.g. Check; Prepare; Produce; Record; Drive; Identify;
Recall; Separate; Operate; Write; List etc

Lesson/Session Plan
o It is a trainers guide to the actual delivery.
o Some salient features:
o Content to be covered
o Sequencing of activities
o Selection of training media
o Timing and planning of each activity
o Selection of method of instruction

Lesson Plan contd


1. Program Title:
2. Objectives:
3. Physical environment:
4. Equipment and materials:
5. Instructor/Trainer:
Major topics

Time

Instructor
activity

Trainee
activity

Instructional strategies

Training Delivery Methods


On the Job (OJT) (On Site):
o On the Job training: Coaching with demonstrations and
explanations
o Vestibule or training centre: Theoretical training in
classroom while practical done at work
o Simulation: Duplicated real job conditions
o Demonstrations and/or examples: Trainer describes and
shows how to perform a certain task
o Apprenticeship: Major part of the training is spent onthe-job productive job as per pre-determined schedule

Training Delivery Methods


Off the Job (Off Site):
o Lecture: Formally organized talks on specific topics
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Discussion: Direct questions; reflective questions; open


ended questions

Audiovisual media: Static media; dynamic media;


teleconferencing; video conferencing
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Experiential methods: Cases; business games;


simulations; role plays; behavior modeling)
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Computer based training (CBT): Computer;


intranet based

Internet &

Evaluation
Purpose of evaluation of Training Programs :
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Is the programme achieving its objectives?


Identify strengths & weaknesses leading to changes
Determine cost benefit ratio of the programme
Decide on who should participate in future programmes
Identify who benefited the most or least
Reinforce major points to be made to participants
Gather data to assist in marketing future programmes
Determine if programme was appropriate
OVERALL BENEFIT BETTER & INFORMED DECISION
MAKING

Kirkpatricks Evaluation (Expanded) Framework


(Level 1) Reaction (Affective) How well did the trainees like the training?
- (Utility) What was the perceived usefulness from the
training?
(Level 2) Learning How much did the trainee learn from the training?
(Level 3) Behavior What behavior change occurred as a result of the
training?
(Level 4) Results What tangible outcomes occurred as a result of the
training?
- What was the ROI?
- What was the contribution of this training program to
the community?

Thank you !
Any Questions?

28 October 2009

Jayendra Rimal

17

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