Training and Development
Introduction
 Training: consists of an organization’s planned efforts to help
employees learn job-related knowledge, skills, abilities, and
behaviors, with the goal of applying these on the job.
 A training program may range from formal classes to one-onone mentoring and it may take place on the job or at remote
locations.
 No matter what its form, training can benefit the organization
when it is linked to organizational needs and when it
motivates employees.
Think about it
• Your sales director complains that her
representatives are not making their monthly
quotas. She is convinced they need more sales
training to address this issue and asks you to
design something by the end of the week.
• What would you do?
Think about it
•
How do you determine the exact cause of the sales
representatives’ failure to meet their sales quota
and whether training is the answer?
•
Process:
1. Conduct a performance analysis; desired vs. actual employee
performance. What is the difference in current vs. desired
performance?
2. Conduct a training needs assessment (TNA) to determine if
training is the most appropriate intervention. How can the
performance gap most effectively be eliminated?
Needs Assessment
• A TNA is the process to determine whether training is
necessary to address a performance gap.
• Training might be appropriate when the performance issue is
a “can’t do” issue:
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–
–
–
–
–
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Poor performance (resulting from a knowledge or skill deficiency).
Lack of basic skills (reading, writing, technology, math skills).
Legislation or policies requiring new knowledge or skills.
New technology.
A customer request for new products or services.
Higher performance standards.
New jobs.
Needs Assessment
 Needs assessment:
the process of evaluating the
organization, individual employee, and employee’s tasks to
determine what kinds of training, if any, are necessary.
 A variety of conditions may prompt an organization to
conduct a needs assessment:
 Management observes that some employees lack basic
skills or are performing poorly
 The organization has decided to produce new products,
apply new technology, or design new jobs
 Outside forces such as customer requests or legal
requirements
 The outcome of the needs assessment is a set of decisions
about how to address the issues that prompted the needs
assessment.
Needs Assessment
Organization Analysis
• Conducting an organization analysis ensures that the organization is
supportive and on board with the training initiative. The alignment
of training to the business strategy, the support by stakeholders
(mostly managers and peers) and the resources available (mostly
money) are the main issues sought in an organization analysis.
• Senior and mid-level managers are usually the focus of this inquiry
because they make decisions on strategic planning and training
budget allocations.
• If there is low interest or support for training, then another
performance intervention might be better. Training is one of the
more costly interventions, so before any work is done on training
design, it is essential that the organization agrees to support the
training design, development, implementation and evaluation.
Task Analysis
• A task analysis focuses on the specific responsibilities of the
job. Understanding what employees need to accomplish in
their job is important to understanding how training can
help address a performance problem.
• As mentioned previously, there is not an implicit order
when completing a task or learner analysis. Often, these
are completed simultaneously or in the reverse order
(person then task analysis).
• Data is typically gathered from people who have direct
knowledge of the work tasks and responsibilities and the
expected level of performance.
Person Analysis
The person/learner analysis involves:
– Determining whether performance deficiencies result
from a lack of knowledge, skill, behavior or ability (a
training issue) or from a motivational or work design
problem.
– Identifying who needs the training; who has a KSBA
deficiency.
– Determining readiness for training: basic skills,
motivation, self-efficacy.
– Data sources include learners, managers and document
reviews (personnel records, prior training records, or
testing).
Development
 Employee development is the combination of formal
education, job experience, relationships, and
assessment of personality and abilities to help
employees prepare for the future of their careers.
 Human resource management establishes a process
for employee development that prepares employees
to help the organization meet its goals.
Development
 The definition of development indicates that it
is future oriented.
 Development:



Prepares employees for other positions
Increases employees’ ability to move into jobs that may
not yet exist
Helps employees prepare for changes in current jobs
 Training traditionally focuses on helping employees
improve performance of their current jobs.
Training and Development Methods
On the job Methods
1. Apprentice
2. Job Rotation
1.
Apprentice
Apprenticeship is a formal agreement
between an individual who wants to learn a
skill and an employee who needs a skilled
worker. Training occurs under the supervision
of an experienced person, an apprentice
receives knowledge and develops skills
associated with a designed trade through on
the job training.
2.
Job Rotation
It involves the movement of employees
through a range of jobs in order to increase
interest and motivation. It improves multi
skilling. It helps the organization to increase its
productivity and competitiveness increases.
Also employees experience personal growth
through up skilling.
Training and Development Methods
Off the job Methods
1. Lecture
2. Small Group Activity
3. Case Studies
4. Business Games
5. Role Plays
6. Vestibule Training
7. Programmed Instructions
8. In-basket Exercise
9. Sensitivity Training
1.
Lecture
Here the instructor is the sole disseminator of
information. He presents information to the
learners systematically.
It is an oral
presentation in which the trainer or other
speaker presents facts, opinion, events,
principles or explanations.
2.
Small Group Activity
It is based on the principle that adults learn
best by doing. The approach places the
learners in a series of carefully constructed
problem solving or discovery situations where
they are asked as a group to apply their own
experiences combined with information and
resources provided in the training to solving
problems that are relevant to their day to day
experiences.
3.
Case Studies
Case studies are descriptions of a real life
experience, related to the field of study or
training which are used to make points, raise
issues or otherwise enhance the participants
understanding and learning experience.
4.
Business Games
It is an exercise in which competition or
cooperation is used to illustrate or practice
principles. Usually intended to be fun, games
incorporate rules, decisions and time
pressure. It may have hidden agendas or
purposes which are revealed after the game is
complete.
5.
Role Plays
Role plays are dynamic process that involves
participants assuming specified roles and
acting out significantly. It encourages thinking
and creativity, lets participants develop and
practice new language and behavioral skills in
a relatively non threatening settings and can
create the motivation and involvement
necessary for learning to occur.
6.
Vestibule Training
Vestibule is a classroom which is as close as
conditions of the department in which the
employees will work, furnished with the same
machines as used in production. There are
normally 6 to 10 trainees per trainer.
7.
Programmed Instructions
Programmed Instructions are self study
programmes, usually printed, comprised of
instructional material divided up into small
segments. Participants complete a series of
questions, answers are immediately provided.
This method is used for remedial and make up
learning, highly motivated and geographically
distant learners.
8. In-basket Exercise
It assesses a participants' ability to perform a
management job from an administrative
perspective. In the exercise, the participant is
confronted with the issues, problems and
complexity of managerial life in the form of
documents such as memos, reports, letters and
other correspondence accumulated in the basket.
The participants task is to take action on these
varied issues and problems. These action are
then evaluated in terms of planning, delegation
and integration.
9.
Sensitivity Training
It attempts to change individual behavior by
placing participants in an unstructured,
ambiguous situation and having them resolve
the conflicts, which emerge as a result of
ambiguity through interpersonal interactions.
In this process, participants examine their
individual and collective interpersonal
relations and develop an understanding of the
dynamics of group interaction and
functioning.
Measuring Results of Training
 Measures of training success include:
 Trainee satisfaction with the program
 Knowledge or abilities learned
 Use of new skills and behaviors on the job
 Improvements in individual performance
 Improvements in organizational performance
Kirkpatrick Model of Evaluation of
Training
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•
•
•
Reaction
Learning
Behaviour
Result
BACK TO LUCY’S
TRAINING AND DEVELOPING EMPLOYEES SCHEDULING EXERCISE:
•It has become apparent at Lucy's Restaurant that because of turnover and to
improve the service and operational efficiency the nine employees (and their
replacements when they leave) need more skill and ability.
•You must now determine what training each person needs and schedule it so
that it has the least interference on the operations of the restaurant while they
are working.
TRAINING SCHEDULE
POSITION
Training 1
Safety
When?
How?
Where?
Training 2
Diversity/ sexual
harassment
When?
How?
Where?
Training 3
___________
___________
Training 4
___________
___________
Training 5
___________
___________
Frequency
of all
training for
this
position
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
** WHEN = What time or period of day or week that the training will occur.
** HOW = How the training will be delivered / occur.
** WHERE = at LUCY’; somewhere else?
TRAINING AND DEVELOPING EMPLOYEES:
TRAINING SCHEDULE
POSITION
•It has become apparent at
Lucy's Restaurant that
because of turnover and to
improve the service and
operational efficiency the
nine employees (and their
replacements when they
leave) need more skill and
ability.
•You must now determine
what training each person
needs and schedule it so
that it has the least
interference on the
operations of the restaurant
while they are working.
Training 1
Safety
Training 2
Diversity/ sexual
harassment
Training 3
___________
___________
Training 4
___________
___________
Training 5
___________
___________
Frequency
of all
training for
this
position
Cooks
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
Wait Staff
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
Manageme
nt
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
Bar?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
Bussing
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
Other?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
** WHEN = What time or period of day or week that the training will occur. ** HOW = How the training will be delivered / occur.
WHERE = at LUCY’; somewhere else?
EMPLOYEE TRAINING SCHEDULE
Training 1
Safety
POSITION
Training 2
Diversity/ sexual harassment
Training 3
___________
___________
Training 4
___________
___________
Training 5
___________
___________
Frequency of all
training for this
position
Cooks
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
Wait Staff
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
Management
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
Bar?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
Bussing
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
Other?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
When?
How?
Where?
Weekly
Monthly
annual
** WHEN = What time or period of day or week that the training will occur. ** HOW = How the training will be delivered / occur.
WHERE = at LUCY’; somewhere else?