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CHAPTER 12 TRAINING

Introduction to Training

Training consists of organized learning activities capable of improving individual performance through

Changes in knowledge Skills Attitudes

Cont. . .

In a broad sense it includes experiences intended to meet essential

Job requirements Update skills Prepare people for career movement Rectify knowledge or skill deficiencies,

and evoke new insights or even create new knowledge

Importance of Training Training is growing more important due to a

“Dynamic Workplace” that requires almost continuous upgrading, organizations are beginning to emphasize the importance of training

Training Improves quality and productivity Meet organizational objectives Improves organizational climate Support personal growth and development Provide employees with greater opportunity to grow

The Role of Training in Implementing HR Grand Strategy

Training has several possible roles in the implementation of HR Grand Strategy.

First, it is a way to create a supply of talent within the organization. Through

Structured but flexible long-term learning plans OR individual development plans.

Cont. . .

Second, training can be an important and useful tool for equipping individuals with the knowledge, skills, and attitudes they need to implement organizational strategy

In this sense, it is a short-term instrument for change, geared to existing jobs and problems faced in implementing an existing strategy.

Cont . . .

Third, Training can help an organization that is moving toward implementation of a new strategy in a changing environment.

Training can serve as a medium “To Anticipate Future Events”

One benefit of this approach is that it helps people understand what knowledge and skills they might need in the future, thereby motivating them to learn to meet future rather than past needs

Cont . . .

Fourth, training is a potential tool for giving individuals the skills they need

“To Think Strategically” One implication of a rapidly changing

environment is that everybody must think strategically, especially when decision-making is highly decentralized.

Implication of Training in Organization

Implication of Training in Organization

1. Training is a potential Alternative to Recruitment, and vice versa.

Needed skills can be acquired from outside through recruitment, or cultivated from inside through training.

2. Training can be integrated with the selection process so that an employee’s learning time on a new job is reduced. The Result: Increased Efficiency

3. Training can admittedly increase the risk of turnover, especially when it builds skills transferable from one job to jobs in other organizations.

Cont . . .

4. Training is a Vehicle for Career Progress that can help move people in a way that is consistent with their career plans and/or the career management programs of the organization.

5.Training tends To build Expectations For Change, and thereby helps foster new attitudes. It thus influences organization development efforts and can be used as a tool in such efforts.

Cont . . .

6.Training builds skills or range of skills possessed by job incumbents.

7.Training can convey information about how to Deal with Personal Problems.

8.Training can Increase Individual Productivity by giving employees skills they did not have before.

9.Training can create the expectation for increasing compensation and benefits as employees improve their productivity and knowledge.

Conclusion

When the organization’s corporate and HR grand strategies call for growth in the present business or diversification into utterly new businesses, training is an appropriate tool for building new skills among people already employed by the organization.

During retrenchment efforts such as downsizing, smart- sizing, or rightsizing, training is useful in helping employees obtain new jobs in the same or in different occupations

THE TRAINING PROCESS

Steps in Training Process

Step-1 Analyze performance problems Step-2 Identify employee training needs Step-3 Devise instructional objectives Step-4 Prepare test items based on objectives Step-5 Select or design instructional content or

subject matter based on objectives and test items Step-6 Choose delivery methods in line with

subject matter and with recourse constraint Step-7 Offer instruction Step-8 Evaluate transfer of training back to the

job

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Step-1 Analyze Performance Problems

Performance analysis is sometimes called front-end analysis

Performance analysis pinpoints the causes of job performance problems.

Gilbert defined a Deficiency as skill mastery minus initial skill repertory.

Two types of deficiencies are Possible: Skill deficiency execution deficiency

Cont . . . Skill Deficiency: Which is appropriately addressed through training Arising from If training is not properly given If opportunity is not provided for growth If employee does not possess multiple skills Execution Deficiency: Arising from Inadequate feedback about performance Punishment for good performance Problems of motivation And interruptions preventing performance

Cont. . . HRP practitioners should consider the

following questions when they confront any human performance problem

(1) What is happening (2) What should be happening(3) What is the difference between what is

happening and what should be happening(4) How important is that difference(5) What is the likely cause of that difference?

Step-2 Identify Employee Training Needs

Training is based on Needs, defined as gaps or discrepancies between an ideal and an optimal state.

Training Needs Assessment

Is the process of discovering precisely what gaps exist between what people know, do, or feel and what they should know, do, or feel in order to perform competently.

Cont. . .

Training needs should be indentified from three sources:

Organizational Analysis Work Analysis Individual Analysis

Organizational Analysis

In Organizational analysis, trainers compare what the organization is doing and what it should be doing.

Trainers focus attention on organizational objectives, skills, inventories & organizational climate including

Costs for labor Materials Distribution

Work Analysis/Task Analysis

In work analysis trainers identify individual skill deficiency, the gap between what people need to perform and what they can presently do

Such deficiencies are measured by comparing

Job results to work standards Job descriptions to employee skills Perceptions of job requirements to

those actually demonstrated on the job

Individual Analysis

Individual analysis is centered on a person doing the job.

1. Does he or she know what to do? 2. How to do it? 3. The minimal acceptable level of

performance? Identifying who needs training Determining employees’ readiness for

training

Training Curriculum

A training curriculum is geared to long-term needs

It consists of a series of organized learning experiences over time for those in a job

It is implemented through planned classroom experiences and planned work experiences, such as developmental job assignments

Step-3 Preparing Instructional Objectives

An instructional objective describes the results or outcomes sought from instruction.

There are three parts to any objective:

(1) Performance: what learners will be capable of doing after the instructional experience is completed

(2) Conditions: what context and what tools will be necessary for performance to occur

(3) Criterion: how well the performance will be exhibited.

Cont . . .

There are three types of objectives: 1. Cognitive objectives: That are related

with knowledge and information2. Affective objectives: That are related

with feelings and beliefs3. Psychomotor objectives: That are

related with the ability to manipulate objects.

Cont. . .

There are two scope of objectives: 1. Terminal: Which are behaviors that exhibited at

the end of instruction2. Enabling: Which are behaviors that contribute to

mastery of terminal objectives.

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STEP # 4

Preparing Test Items 

Tests for Training are Categorized into Two Types :

1. norm referenced, in which achievement is assessed relative to other learners

2. criterion referenced, in which achievement is assessed relative to individual success in mastering instructional objectives.

In short, norm-referenced tests compare each learner to others, while criterion-referenced tests compare a learner’s progress to pre-established measures

Cont. . .Another way to think about tests is on the kinds of

behaviors or skills they measure.

There are four types, all criterion-referenced:

1.An entry test 2. A pretest3.A post-test4.An embedded test

Cont. . .There are essentially five formats for tests used in training:

(1) paper-and- pencil tests, in which learners tackle all-too-familiar multiple choice,

true-false, and fill-in-the-blank test items; (2) oral objective tests, in which learners are asked to respond

orally rather than in writing (3) ratings tests, in which learners respond with a numerical

score; (4) essay tests, in which learners write a composition to answer a

question (5) performance tests, in which learners perform a task or

exhibit a behavior.

Cont. . .The choice of which format to use depends on what

objectives are being tested:• Cognitive objectives lend themselves to paper-and-

pencil tests, oral objective tests and essay tests; • Affective objectives lend themselves to ratings or

essays•Psychomotor objectives lend them- selves to

performance tests.

To prepare a test, the Trainer must do the following

1. List all objectives, terminal objectives and enabling objectives.2. Identify the purpose of the test. Is it to be an entry test,

a pretest, an embedded test, or a post-test?3. Decide what kind of test to use. Should it be paper and

pencil, oral objective, rating, essay, or performance?4. Establish standards for test performance. They can be

expressed as a percentage of items correct in paper/pencil and rating tests, or as absolute scores in other tests.

5. Test the test yourself to make sure that items are not ambiguous and that the test matches the instruction offered and the instructional objectives on which the test items are based, and to make sure it can be scored

Step-5 Selecting or Designing Instructional Content

The decision of what to teach—that is, the selection or

design of instructional content—is based on test items and

instructional objectives.

In this process, it is important to consider whether the content should be:

1. Located from existing sources, such as textbooks, other training courses, and/or published articles ,

2. Tailor-made for the purpose at hand

3. Prepared from some combination of externally available and internally developed content .

In many cases, the choice depends on instructor

preferences and on relative costs and benefits

associated with each method

Step-6 Selecting or Designing Instructional Content

The decision of how to teach is closely related to what to teach Content and choice of delivery method depends to some extent on instructor

preferences. Yet much research has been done in this area. It is clear that some delivery methods are more appropriate than others for particular

kinds of learning.

Examples of Training Delivery Methods : Lectures Tutorial Case study Critical incident Simulation Videotape

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Offering Instructions

On- the- job Training Off- the- job Training

In organized OJT, supervisor tell: What to do? Explain demonstration Coach employees Continuously monitor

Some organization use in-house worker certification for OJT

Cont . . .

Training_ Formal instruction Over 200,000 fulltime trainers in USA Colleges, universities, training consulting

firms offer off-JT training Advantages & disadvantages of On-Job-

Training Advantages & disadvantages of off-Job-

Training

Transferring Learning Back to the Job

Transferred learning Barriers to transfer:1. The individual2. The job3. The supervisor4. The work group

Problems with the Traditional Approach to Training

Training is applicable for removing gaps Trainers neglect future requirements Result

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Strategic Training

It is basically to make familiar training programs with

organizational strategic plans and HR plans

Some questions arise in the mind of trainer while conducting strategic training

What is the purpose of training programs and training department?

How trainer can compare training program and training department?

What are the conditions affecting future training needs, future training programs, future training departments?

What are the long term strategies use by training departments to meet future needs?

What are the present strengths and weaknesses versus future opportunities and threats facing training programs?

What are the present strengths and weaknesses versus future opportunities and threats facing training departments?

What will the most successful strategy for training? How they can evaluate the results of strategy?

Purpose of Strategic Training To anticipate the performance problems To build individual competencies those

are required to implement organizational strategy

Problem with Strategic Training

“The need to conduct strategic training is felt when it is recognized as a necessity when they had experience, consequence of past, not future events”

Planning and Managing HR Training

To motivate learners and to anticipate the future

trainers might have to simulate the experience

under future conditions

Reorientation of Traditional steps in Training

Need Assessment for Training Trainer first Compare present conditions to present

criteria Forecast future conditions that influence

by external trends on organization, jobs and individuals.

Envision what organization jobs and individuals should be in future?

Compare expected future conditions to future criteria.

Difference between HR Strategic and Training Strategy

There is the only difference in the formulation the

training strategy that is scope of analysis is much

narrower. It is restricted to knowledge and skill

deficiency only

Preparation of Objectives Parameters of objectives What learners will able to do after

instructional experience is over? Furnish a measurable criterion that how

will learner will be able to perform? What are the tools learners will use to

perform?

Criticism on Objectives

Some authors reviewed that these objectives are restrictive and short terms, there is need to focus on testing how will training is being applied back on the job

Two Ways to Asses the Instructions Focus on future oriented employee

appraisals Trainers go out to the job setting and

observe learners

Selection of Contents

Sources instructional contents Text books Training packages Self prepared

Selection of Instructional Delivery Methods

Here question arise how can instructions be delivered in

an appropriate way. Trainers answer this question

saying this it depends upon Relative cost associated with different

methods Compatibility with instructional objectives Type of learners Type of instructions Availability of space and time

Appropriate Method for Trainings

Here they discussed only a single method for training

that is lecture

Two matters regarding choosing delivery methods

Learner experience Small group decision making Learning experience In directive training learning experience isn't

important Purpose Purpose of directive training is to present distilled

experience and give trainee an opportunity to practice newly acquired skills

Nondirective training In it learner experience is important Instructor become facilitator Helping learner share insights

Responsibilities of Designer There is responsibility of the person who

is conducting training , he should create exercises like

Role plays Case studies Scenarios

Purpose of Non Directive Training Simulate future conditions Giving learner an opportunity to gain

experience before they confront real conditions

Small group decision making It is important because to do better job

in dealing unusual decisions and situations

Transfer the Learning

It’s a issue to transfer learning and it permeates the entire instructional process during

Need assessment Preparation of objectives and tests Instruction delivery Following up instructions

Benefits of Strategic Training To evoke to new insights and ideas Use to increase efficiency It enables to think strategically It helps in the implementation of HR

grand strategy by meeting future labor needs

Purpose of Strategic Training

Its purpose is to anticipate the future and prepare for it

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