1. TRAINING AND DEVELOPMENT6
TRAINING AND DEVELOPMENT

2. 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

3. 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

4. 6 Training Mission TRAINING AND DEVELOPMENT
The training mission indicates higher goals of the training department and should reflect the corporate mission.

5. 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. 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.

7. 6 TRAINING AND DEVELOPMENT
Figure 6.2 The Training/Competence/Motivation/Spiral

8. 6
TRAINING AND DEVELOPMENT
TRAINING MODELS

9. 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

10. 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

11. 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.

12. 6 TRAINING AND DEVELOPMENT ADDIE Model 1. Analyze 2. Design 3. Develop
4. Implement 
5. Evaluation 

13. 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

14. 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

15. 6 TRAINING AND DEVELOPMENT At Individual Level Performance Evaluation
Performance Problems
Observation
Questionnaires
Attitude Surveys 
Checklists or training progress charts 

16. 6
TRAINING AND DEVELOPMENT
PHASE II
DESIGN
Figure 6.4 Training Cycle

17. 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

18. 6 TRAINING AND DEVELOPMENT
Figure 6.5 Learning Style (Honey and Mumford)

19. 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

20. 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

21. 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

22. 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

23. 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.

24. 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

25. 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

26. 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