Topic Training

4.

Assessment centre

It is a central location where managers may come together to have their participation in job
related exercises evaluated by trained observers.

TRAINING
It is an attempt to improve current or future employee performance by increasing an employee‟s
ability to perform through learning, usually by changing the employee‟s attitude or increasing his
or her skills and knowledge.
Purpose of Training and Development

 Need for organizations to build and sustain competencies that would provide them
with competitive advantage.
 Knowledge era: Human assets are valued highly.
 Growth oriented organizations value training as a response to changing environment
 Continuous learning process in human development
 Helps in development of one‟s personality, sharpens skills and enhances effectives
 It is an important and integral part of organizational renewal process
Functions of a Training Programme

 Acquiring knowledge
 Change in attitudes
 Helping to put theory into practice
 Helps to evaluate abilities, competencies
 Enhances Problem solving and Decision making ability
 Improves Performance
Importance of Training:
 Aids in new entrants attaining role clarity
 Prevents skill obsolescence
 Improves quality and productivity
 Meet organizational objectives
 Improves organizational climate
 To support personal growth and development
Success of Training Depends on

 Intention to learn from the participant
 Reinforcement provided to the learner
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 Developing the potential from an individual‟s point of view
 Active participation of the trainee
 Providing opportunities for practice
 Transfer of learning to take place from a training program
Training process:
4 Step Training Process:
1. Assessment of training Needs
2. Instructional design for training
3. Implement of the training program
4. Evaluation of the results
1. Assessment of training Needs or Training Need Analysis (TNA)
TNA is “the process of identifying training needs in an organization for the purpose of
improving employee job performance”.
 Today's work environment requires employees to be skilled in performing

complex tasks in an efficient, cost-effective, and safe manner. It is needed when
employees are not performing up to a certain standard or at an expected level of
performance
 The identification of training needs is the first step in a uniform method of
instructional design.
 A successful TNA will identify those who need training and what kind of training
is needed.
 A TNA helps to put the training resources to good use.
Types of Needs Analyses
Many Needs Assessments are available. Sources that can in determining which needs analysis is
appropriate are described below.
a. Organizational Analysis.
 Analysis of the business needs or other reasons the training is desired.

 Analysis of the organization's strategies, goals, and objectives. Knowing what is the
organization overall trying to accomplish.
b. Person Analysis.
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 Analysis dealing with potential participants and instructors involved in the process.
 What is their learning style, and who will conduct the training.
 Do the employees have required skills?
 Are there changes to policies, procedures, software, or equipment that require or
necessitate training?
C. Work analysis / Task Analysis.
 Analysis of the tasks being performed.

 This is an analysis of the job and the requirements for performing the work.
 Also known as a task analysis or job analysis, this analysis seeks to specify the main
duties and skill level required.
 This helps ensure that the training which is developed will include relevant links to
the content of the job.
D. Performance Analysis.
 Are the employees performing up to the established standard?

 If performance is below expectations, can training help to improve this performance?
 Is there a Performance Gap?
E. Content Analysis.
 Analysis of documents, laws, procedures used on the job.

 This analysis answers questions about what knowledge or information is used on this
job.
 This information comes from manuals, documents, or regulations.
 It is important that the content of the training does not conflict or contradict job
requirements.
F. Training Suitability Analysis.
 Analysis of whether training is the desired solution.

 One but May not always be the best solution.
 Whether training will be effective in its usage.
G. Cost-Benefit Analysis.
 Analysis of the return on investment (ROI) of training.

 Effective training results in a return of value to the organization that is greater than
the initial investment to produce or administer the training.
H. Competencies Required Performing Well.
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 Adaptability, Analytical Skills, Action Orientation
 Business Knowledge/ Acumen, Coaching/Employee Development
 Communication, Customer Focus, Decision Making
 Fiscal Management, Global Perspective
 Innovation, Interpersonal Skills
 Leadership, Establishing Objectives
 Risk Management, Persuasion and Influence
 Planning, Problem Solving
 Project Management, Results Orientation
 Self-Management ,Teamwork, Technology
Several Basic Needs Assessment Techniques include:

a) Direct Observation
b) Questionnaires
c) Consultation with persons in key positions, and/or with specific knowledge
d) Review of relevant literature
e) Interviews
f) Focus groups
g) Assessments/surveys
h) Records & report studies
i) Work samples
Checklist for TNA

 Is the assessment valid for your intended purpose?
 Is it reliable and fair?
 Is it cost-effective?
 Is the instrument likely to be viewed as fair and valid by the participants?
 Also consider the ease or difficulty of administration, scoring, and interpretation
given available resources.
2. Instructional design for training/Designing Training program
 Every training method program must address certain vital issues-
 Who participates in the program?
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 Who are the trainers?
 What methods and techniques are to be used for training?
 What should be the level of training?
 What learning principles are needed?
 Where is the training program conducted/
Training Methods: On and Off the Job Methods

On the Job Training Methods are:
 Job instruction training

 Vestibule training-Facilitating Approximate real working conditions
 Training by Supervisors
 Coaching on the Job[joint collector]
 Apprenticeship (Apprentice act 1961)
 Job Rotation.
Off the Job Training Methods:
 Lectures
 Conferences
 Case studies
 Role play
 T group/Sensitivity training
 Programmed instruction training
3. Implementation of the Training program
 Program implementation involves action on the following lines:

 Deciding the location and organizing training and other facilities.
 Scheduling the training program.
 Conducting the program.
 Monitoring the progress of trainees.
4. Training Effectiveness/Evaluation
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the
American Society for Training and Development (ASTD), first published his Four-Level
Training Evaluation Model in 1959, in the US Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he published his best-known
work, "Evaluating Training Programs."
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The four levels are:
1. Reaction.
2. Learning.
3. Behavior.
4. Results.
Let's look at each level in greater detail
Level 1: Reaction
 How trainees (the people being trained), reacted to the training.

 Helps to understand how well the training was received by the audience.
 Helps to improve the training for future trainees, including identifying important
areas or topics that are missing from the training.
Level 2: Learning
 What trainees have learned [learning objectives].

 How much has their knowledge increased as a result of the training?
 Knowing what they learnt and what they aren't will help you improve future training.
Level 3: Behavior
 How far trainees have changed their behavior, based on the training they received.
 How trainees apply the information.
 Just because behavior hasn't changed, it doesn't mean that trainees haven't learned
anything [boss won't let them apply/ no desire to apply the knowledge themselves].
Level 4: Results
 At this level, you analyze the final results of your training.

 Outcomes that you or your organization have determined to be good for business,
good for the employees, or good for the bottom line.
New Perspectives on Training

 Cross cultural approaches
 Maintenance of standards
 Interaction with learners
 Use of technology – CD ROMs, WAN, BT
 E-learning – types
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 Informal learning, self-paced, leader lead learning and performance support tools
Benefits of E-Learning
 Learning at one‟s own pace
 Accessibility
 Active learning
 Cost effectiveness
 Collaborative learning
 Personalized learning environment
Weakness of E-Learning
 Shift of focus to the learner
 Data over load
 Data unreliability
 Net work/ hardware unreliability
 Access control
 Less theory
Emerging Training Issues

 Training is not equally distributed to all employees
 Expenditure allocated to training is inadequate
 Mismatch between theory and practice
 Benefits of training are not immediately realized
 Supporting contextual systems needs to be provided in organizations
 Top management needs to support the philosophy of training in spirit
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4.

Purpose of Training and Development

Functions of a Training Programme

Success of Training Depends on

1. Assessment of training Needs

2. Instructional design for training

3. Implement of the training program

4. Evaluation of the results

1. Assessment of training Needs or Training Need Analysis (TNA)

 Today's work environment requires employees to be skilled in performing

Types of Needs Analyses

 Analysis of the business needs or other reasons the training is desired.

C. Work analysis / Task Analysis.

 Analysis of the tasks being performed.

 Are the employees performing up to the established standard?

 Analysis of documents, laws, procedures used on the job.

F. Training Suitability Analysis.

 Analysis of whether training is the desired solution.

 Analysis of the return on investment (ROI) of training.

H. Competencies Required Performing Well.

Several Basic Needs Assessment Techniques include:

c) Consultation with persons in key positions, and/or with specific knowledge

d) Review of relevant literature

h) Records & report studies

Checklist for TNA

 Every training method program must address certain vital issues-

 Who participates in the program?

Training Methods: On and Off the Job Methods

 Job instruction training

Off the Job Training Methods:

3. Implementation of the Training program

 Program implementation involves action on the following lines:

Let's look at each level in greater detail

 How trainees (the people being trained), reacted to the training.

 What trainees have learned [learning objectives].

 At this level, you analyze the final results of your training.

New Perspectives on Training

Emerging Training Issues

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