TRAINING AND DEVELOPMENT 6 TRAINING AND DEVELOPMENT

6 OBJECTIVES TRAINING AND DEVELOPMENT Understand the Training Objectives and Organizational Objectives Models for Training Analyze the Training Process Importance and Process of Training Evaluation

6 TRAINING AND DEVELOPMENT The four basic Training needs are: 1. Company and product induction for new recruits 2. Acquisition of basic job skills Development of new or further upgrading knowledge, skills and attitudes 4. Assistance in adjusting to retirement or redundancy

6 Training Mission TRAINING AND DEVELOPMENT The training mission indicates higher goals of the training department and should reflect the corporate mission.

6 TRAINING AND DEVELOPMENT Training objectives, unlike the training mission, can be qualified. The training objectives are precise goals which can be measured and can be set for: The organization An individual department or division Individual training programmes Individual trainees

6 Training Policy TRAINING AND DEVELOPMENT Three key components of training policy are: Training mission (the training philosophy or higher goals of the training department) Training objectives (the specific targets set to fulfill the organization’s training mission) Training procedures (how the training objectives are to be implemented) The training policy states precisely what the organization is prepared to do to develop employee potential.

6 TRAINING AND DEVELOPMENT Figure 6.2 The Training/Competence/Motivation/Spiral

6 TRAINING AND DEVELOPMENT TRAINING MODELS

6 TRAINING AND DEVELOPMENT Human Performance Technology (HPT) According to Rothwell (1996), there are six causes of performance gaps: consequences, incentives and rewards data, information and feedback resources, tools and environmental support individual capacity motives and expectations skills and knowledge

6 TRAINING AND DEVELOPMENT Performance-Based Instructional Design (PBID) Seven major components of PBID: 1. Programme description 2. Content analysis 3. Content selection 4. Content sequencing 5. Lesson structuring 6. Lesson delivery formatting 7. Evaluation and feedback procedures development

6 TRAINING AND DEVELOPMENT Total Quality Management (TQM) Total Quality Management is a management style based on a structured system for producing quality service for both internal and external customers, continuous improvement and growth potential. These outcomes are a break-through with development, team driven, thus improving the quality of an organization’s customer service, products, services and profits. Total Quality Management was implemented by W. Edwards Deming, an American statistician and management theorist who helped the Japanese improve their war torn economy in the 1950s. Deming has been credited for being an important contributor to the Japanese quality improvement programs. Deming has said that higher quality leads to higher productivity, which in turn leads to long-term competitive advantage.

6 TRAINING AND DEVELOPMENT ADDIE Model 1. Analyze 2. Design 3. Develop 4. Implement  5. Evaluation 

6 ANALYZE TRAINING AND DEVELOPMENT PHASE I Training Need Analysis (TNA) The analysis begins with a ‘need’ which can be identified in several ways but is generally described as a gap. Gaps can include discrepancies/differences between: 1. What the organization expects to happen and what actually happens 2. Current and desired job performance 3. Existing and desired competencies and skills TNA can also be used to assist with: 4. Competencies and performance of work teams 5. Problem solving or productivity issues 6. The need to prepare for and respond to future changes in the organization or job duties and responsibilities

6 TRAINING AND DEVELOPMENT At Organizational Level At Task Level Environmental impact (legal issues) State of the economy and the impact on operating costs Changing workforce demographics and the need to address cultural or language barriers Changing technology and automation Increasing global/world market places Political trends such as harassment, workplace violence Organizational goals Climate and support for training At Task Level  Job description KSA analysis Performance standards Observe Perform  Job inventory questionnaire Review literature about the job Ask questions Analysis

6 TRAINING AND DEVELOPMENT At Individual Level Performance Evaluation Performance Problems Observation Questionnaires Attitude Surveys  Checklists or training progress charts 

6 TRAINING AND DEVELOPMENT PHASE II DESIGN Figure 6.4 Training Cycle

6 TRAINING AND DEVELOPMENT Table 6.1 Honey and Mumford Learning Style Description Activists ‘Here and now’ gregarious, seek challenge and immediate experience, open-minded, bored with implementation Reflectors ‘Stand Back’ gather data, ponder and analyze, delay reaching conclusions, exclusion, listen before speaking, thoughtful Theorists Think things through in logical steps, assimilate Disparate facts into coherent ones, rationally objective, reject subjectivity and flippancy Pragmatist Seek and try out new ideas, practical, down to earth, enjoy problem solving and decision making, quickly bond with long

6 TRAINING AND DEVELOPMENT Figure 6.5 Learning Style (Honey and Mumford)

6 METHODS OF TRAINING TRAINING AND DEVELOPMENT On-the-Job Training and Job Rotation Vestibule Training Apprenticeship Training Methods Used in Management Development Understudy Assignments Coaching Job Rotation Special Projects and Committee Assignments Classroom Training Programmed and Computer-Assisted Instruction

6 DEVELOP TRAINING AND DEVELOPMENT PHASE III 1. A lecture There are several training methods that are used in training delivery: 1. A lecture  2. Demonstration 3. A participative lesson 4. Individual coaching 5. A tutor-led group discussion  6. Role playing 7. Critical incident 8. Training games 9. Distance learning  10. Computer-based training (CBT 11. Interactive video 12. Self-teach training manual 13. Case study 14. On-job instruction 15. Packaged programmes 16. Programmed instruction 17. An assignment, task or project  18. Liaison with line managers 19. Pre and post course briefing of trainees

6 IMPLEMENT TRAINING AND DEVELOPMENT PHASE IV The effectiveness of training is ascertained through: Presenting information and managing group activities, exercises, etc. Generating interest and active participation amongst trainees Handling conflict in appropriate ways

6 TRAINING AND DEVELOPMENT Table 6.4 Evaluation Models Jack Phillip’s Five Level ROI Model Daniel Stuffle beam’s CIPP Model (Context, Input, Process, Product) Robert Stake’s Responsive Evaluation Model Robert Stake’s Congruence-Contingency Model Kaufman’s Five Levels of Evaluation CIRO (Context, Input, Reaction, Outcome) PERT (Program Evaluation and Review Technique) Alkins UCLA Model Michael Scriven’s Goal-Free Evaluation Approach Provus’s Discrepancy Model Eisner’s Connoisseurship Evaluation Models Illuminative Evaluation Model Portraiture Model

6 EVALUATION TRAINING AND DEVELOPMENT PHASE V Kirkpatrick model Reaction of participants – what they thought and felt about training Learning – the resulting increase in knowledge or capability Behavior – extent of improvement in behavior and capability and implementation/application Result – the effects on the business or environment resulting from the trainer’s performance.

6 TRAINING AND DEVELOPMENT Table 6.1 Honey and Mumford Learning Style Term Learning Style Activists ‘Here and now’ gregarious, seek challenge and immediate experience, open-minded, bored with implementation Reflectors ‘Stand Back’ gather data, ponder and analyze, delay reaching conclusions, exclusion, listen before speaking, thoughtful Theorists Think things through in logical steps, assimilate disparate facts into coherent ones, rationally objective, reject subjectivity Pragmatist Seek and try out new ideas, practical, down to earth, enjoy problem solving and decision making, quickly bond with long

6 TRAINING AND DEVELOPMENT Table 6.2 Methods Used in Management Development On the Job Off the Job Understudy assignments Classroom training Coaching Lectures Job rotation Case studies Special projects and committee assignments Role playing In-basket techniques Business games

6 TRAINING AND DEVELOPMENT Table 6.3 Kirkpatrick Model Level Evaluation type (what is measured) Evaluation description and characteristics Examples of evaluation tools and methods Relevance and practicability