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Topic 7- Training Development

The document outlines the importance of Training and Development (T&D) in enhancing employee performance and organizational effectiveness. It details the phases of T&D, including needs assessment, program design, implementation methods, and evaluation criteria. The document emphasizes various training methods and their effectiveness in improving employee skills, knowledge, and job satisfaction.

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Heshan Nikitha Amarasingha
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2 views

Topic 7- Training Development

The document outlines the importance of Training and Development (T&D) in enhancing employee performance and organizational effectiveness. It details the phases of T&D, including needs assessment, program design, implementation methods, and evaluation criteria. The document emphasizes various training methods and their effectiveness in improving employee skills, knowledge, and job satisfaction.

Uploaded by

Heshan Nikitha Amarasingha
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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HRS204SL

Managin
g People
Topic 7
Learning outcomes

 Introduction to T&D

 Training Need Analysis

 Designing The Training Programmes

 Training Methods

 Evaluation of Training
Training & Development

 Measurable changes in knowledge, skills and the attitude of


employees for doing a particular job.
 T & D is a formal process of changing employee behaviour and
motivation in a way that will enhance employee job performance.
 It is HRM function that formally and systematically provides new
learning to increase employees’ capabilities so as to increase their
current job performance and future job performance as well.
Relationship between T&D and Organizational
performance
Importance of T&D

 Increase knowledge, skills attitudes of employees

 Increased quality and quantity of work performance

 Decrease accidents

 Decrease costs

 Decrease absenteeism and turnover rates

 Increase job satisfaction

 Reduced wastage

 Increase production level of the company


Model of Training
Phase 1 -Needs Assessment

 A need assessment is a systematic attempt to determine


actual needs which require training and development
intervention by the organization.
 A gap between knowledge, skills, and attitudes required in
a job, and the knowledge, skills, and attitudes of the
person carrying out the job”
Phase 1 -Needs Assessment
Sources of Training Needs
 New Recruitment

 Promotions

 Transfers

 Performance Appraisal

 Grievances

 New Positions

 Special assignments/ New Services/Projects

 Job Rotation Programes

 New Facilities

 Restructuring
Need Assessment for Training
Need Assessment for Training

Organizational Analysis
 the appropriateness of training, given the business strategy

 resources available for training

 support by managers and peers for training

Task Analysis
 identifying the important tasks and knowledge, skill, and behaviors
that need to be emphasized in training for employees to complete
their tasks
Need Assessment for Training

Person Analysis

Determining whether performance deficiencies result from


a lack of knowledge, skill, or ability (a training issue) or
from a motivational or work design problem

• Identifying who needs training

• Determining employees’ readiness for training


Phase 2 - Design the Training

 Training Manager can


design the training
programme after analyzing
of training needs
Important facts
 What are we trying to achieve in this programme?

 What content is required to achieve these aims?

 What learning methods should we employ?

 Who are the target groups?

 Who should conduct the training?

 Where and when should the training take place?

 How should we evaluate the success of the


programme?
Phase 3 -Implementation

Decide on Training Methods and Techniques


 Method is a strategy or technique that is employed to
deliver a particular topic or module
 Variety in methods and techniques increases the interest
and effectiveness
 Encourage active participation
Phase 3 -Implementation

Decide on Training Methods and Techniques

On the job training Off the job


training
Phase 3 -Implementation

On the Job Training

Employees are given hands-on


experience with instructions from
their supervisor

• Experience

• Job instructions

• Counseling

• Delegation

• Job Rotation
Phase 3 -Implementation

Off the Job Training

Employees are provided


training, which is away from
their usual workplace
Phase 3 -Implementation

Lectures

• Lectures usually take place in a classroom format.

• It seems the only advantage to a lecture is the ability to get


a huge amount of information to a lot of people in a short
amount of time.

• It has been said to be the least effective of all training


methods.
Phase 3 -Implementation
Group Discussions

• These most likely take place in a classroom where a group of


people discusses issues.

• For example, if an unfamiliar program is to be implemented, a


group discussion on the new program would allow employees to ask
questions and provide ideas on how the program would work best.

• A better form of training than lectures, it allows all trainees to


discuss issues concerning the new program. It also enables every
attendee to voice different ideas and bounce them off one another.
Phase 3 -Implementation
Role-Playing

Role-playing allows employees to act out issues that could occur in the workplace.

Key skills often touched upon are negotiating and teamwork.

A role play could take place between two people simulating an issue that could
arise in the workplace.

This could occur with a group of people split into pairs, or whereby two people
role-play in front of the classroom.

Role-playing can be effective in connecting theory and practice but may not be
popular with people who don't feel comfortable performing in front of a group of
people.
Phase 3 -Implementation
Management Games

Management games simulate real-life issues faced in the workplace.

They attract all types of trainees including active, practical and reflective
employees. Some examples of management games could include:

Computer simulations of business situations that managers 'play'.

Board games that simulate a business situation.

Games surrounding thought and creativity - to help managers find


creative ways to solve problems in the workplace, or to implement
innovative ideas.
Phase 3 -Implementation
Films & Videos

Films and videos can be used on their own or in conjunction with other
training methods.

To be truly effective, training films and videos should be geared towards a


specific objective.

Only if they are produced effectively, will they keep the trainees’
attention. They are also effective in stimulating discussion on specific
issues after the film or video is finished.

Films and videos are good training tools but have some of the same
disadvantages as a lecture - i.e., no interaction from the trainees.
Phase 3 -Implementation
Case Studies

Case studies provide trainees with a chance to analyze and


discuss real workplace issues.

They develop analytical and problem-solving skills, and


provide practical illustrations of principle or theory.

They can also build a strong sense of teamwork as teams


struggle together to make sense of a case.
Phase 3 -Implementation
Vestibule training

Training takes place in the simulated environment

Induction training

Projects/ Assignments

Self Study

E-Learning

Outward Bound Training


Phase 4 - Evaluating Training
Programs
Evaluation means “ to assess the value or worth of something”

Training-Level Criteria

Reactions Criteria:

how much did the trainee like the program

how much do they think they learned

Learning Criteria:

what did the person learn? Exams


Phase 4 - Evaluating Training
Programs
Performance Level Criteria

Behavior Criteria

concern the trainee’s behaviors on the job that might have


been due to training. Do they do what they were taught?

Results Criteria

Did the training increase efficiency?


Does Every Manager is a
HR Manager?

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