EMPLOYEE TRAINING

ARL
Nature of training
Term

Training Process whereby people acquire capabilities to improve perform jobs

Training provides employees with specific, identifiable knowledge and skills for use in
their present jobs

The traditional approach to training is not the same as employee education, which
prepares individuals for future jobs, and employee development, which contributes
to organizational learning by cultivating the collective competencies of individuals in
group settings
Job Performance and Training
Definition

Performance as “the result of a pattern of actions carried out to satisfy an objective according to some
standard.” It is not the same as behavior, which means observable action. Appropriate job behavior may
or may not result in good job performance. Performance is equated with results; behavior is equated only
with the actions taken to achieve results

Relationship between Training and Job Performance

Training can improve job performance by (1) improving individual abilities, (2) stimulating motivation, (3)
matching individual ability to activity require ments, and/or (4) matching the individual to contextual
requirements.
Strategic model of training
Step 1: Need Analysis Assessment
Organization analysis

Examination of the environment, strategies, and resources of the organization to determine

where training emphasis should be place

Task analysis

The process of determining what the content of a training program should be on the basis of
a study of the task and duties involved in the job.

Person analysis

Determination of the specific individuals who need training

Sources of Training Need Analysis

Purpose of TNA:
Define The GAP ANALYSIS between where an organization is with its employee capabilities
and where it needs to be
Three Types of Training Objectives

■ Knowledge: Impart cognitive information and

details to trainees.
■ Skill: Develop behavior changes in how jobs and
task requirements are performed.
■ Attitude: Create interest in and awareness of the
importance of training
The success of training should be measured in terms of the
objectives and measurable
Step 2: Designing
Instructional objective for Transfer

Describe the skills or knowledge to be acquired and/or the attitude to be change

Trainee readiness and motivation

Whether or not the experience and motivation of trainees has made them receptive to the
training they will receive.

Trainee Learning Styles

In designing training interventions, trainers also should consider individual learning styles. For example,
auditory learners learn best by listening to someone else tell them about the training content, etc.
Principle of learning
• Goal setting
• Individual difference
• Active practice and reputation
• Whole versus part learning
• Massed versus distributed learning
• Feedback and reinforcement
• Meaningfulness presentation
• Modeling
Variables Considered when Designing a Training
• Nature of training
• Subject matter
• Number of Trainee
• Individual vs team
• Self-paced vs guided
• Training resources (cost)
• Traditional vs E-Learning
• Geographic locations
• Time Allotted
• Completion Timeline
STEP FOR DESAIGNING TRAINING MODELS
1. Identify opportune occasions to apply it
2. Assess learner needs
3. Clarify key characteristics of learners that affect how they should be trained.
4. Analyze work and instructional settings and take them into account as training
needs are identified
5. Carry out detailed work analysis in order to determine what individuals do in their
jobs.
6. Prepare training objectives designed to narrow gaps between what trainees
actually know or do and what they should know or do
7. Create tests and other ways of measuring performance.
8. Arrange training objectives in an appropriate sequence.
9. Identify appropriate instructional delivery methods.
10. Prepare and select appropriate content to match objectives
Training Objective Types

• From simple to complex

• From known to unknown
• From whole to part
• From past to present to future
• From simple to complex treatments of alternating subjects
Training categories
Types of training

Term Description
Required and regular Complies with various mandated legal requirements and is given to all
training employees (e.g., new employee orientation)
Job/technical training Enables employees to perform their jobs well
Interpersonal and Addresses both operational and interpersonal problems and seeks to
problem-solving improve organizational working relationships
training
Developmental and Provides longer-term focus to enhance individual and organizational
career training capabilities for the future
Step 3: Implementing
EFFECTIVE TRANSFER OF TRAINING CRITERIA

Trainee can take the material learned & apply it

Trainee maintain their use of the learned over times

Step 3: Implementing
Approaches of Training in General

Internal

External

Combination Training Approaches

Step 3: Implementing
On-the-job training

A method by which employees are given hands-on-experience with instruction from their
supervisor or other trainer
Programs
Cooperative training

A training program that combine practical on the job experience with formal educational
classes. Ex: Burger king, insurance company

Apprenticeship training

A system of training in which worker entering the skilled trades is given thorough instruction
and experience, both on and off the job, in the practical and theoretical aspects of the work

Internship program

Programs jointly sponsored by colleges, universities and other organization that offer student
the opportunity to gain real life experience while allowing them to find out how they will
perform in work organization
Programs (continued)
Blended training

Lectures and demonstrations are combined with audiovisual material such as films, DVDs,
videotapes, or computer and online instruction.

Self directed learning

Utilizes books, manuals, or computers to break down content into sequences for employee to
learn at their own pace

Simulation method

To train employees on the actual equipment used on the job. Ex: operate aircraft
Programs (continued)
Management game and simulations

Player-managers are faced with the task of making a series of management decision affecting
a hypothetical organization

Just in time training

Training delivered to trainees when and where they need it to do their job, usually via
computer or the internet.

Learning management system

Online system that provide a variety assessment, communication, teaching and learning
opportunity
Programs (continued)
Seminars and conference

Like classroom instruction are useful for bringing groups of people together for training and
development

Role playing

Consist of playing the role of others, often a supervisor and a subordinate who are facing a
particular problem, such as a disagreement or a performance problem

Behavior modeling

A approach that demonstrates desired behavior and gives trainees the chance to practice and
role play those behaviors and receive feedback
Programs (continued)
Government Supported Job Training

Federal, state, and local governments provide a wide range of external training assistance
and funding. Example: Program Pelatihan Kerja Kemenaker, Program Kartu Pra Kerja

Educational Assistance Programs

Some employers pay for additional education for their employees. Typically, the employee pays for courses
that apply to a college degree and is reimbursed upon successful completion of a course.

E- Learning

E-learning is the use of the Internet or an organizational intranet to conduct training online.
It’s cost-saving
Advantages & Disadvantages of E- Learning
Step 4: Evaluating
Levels of Evaluation
How to Evaluate Effective Training
Reaction

Organizations evaluate the reaction levels of trainees by conducting interviews with or

administering questionnaires to the trainees
Learning

Learning levels can be evaluated by measuring how well trainees have learned facts, ideas, concepts,
theories, and attitudes. Tests on the training material are commonly used for evaluating learning, and they
can be given both before and after training to provide scores that can be compared

Behaviour

Evaluating training at the behavioral level means: (1) measuring the effect of training on job
performance through interviews of trainees and their co-workers, and (2) observing job
performance
How to Evaluate Effective Training
Result

Employers evaluate results by measuring the effect of training on the achievement of

organizational objectives. Because results such as productivity, turnover, quality, time, sales,
and costs are relatively concrete, this type of evaluation can be done by comparing records
before and after training
TRAINING EVALUATIONS MATRIX (1/3)
Cost Benefit Analysis

cost-benefit analysis, which is a comparison of costs and benefits associated with training.

There are four stages in calculating training costs and benefits:

1. Determine training costs. Consider direct costs such as design, trainer fees, materials, facilities, and other
administration activities.
2. 2. Identify potential savings results. Consider employee retention, better customer service, fewer work errors,
quicker equipment production, and other productivity factors.
3. Compute potential savings. Gather data on the performance results and assign dollar costs to each of them.
4. . Conduct costs and savings benefits comparisons. Evaluate the costs per participant, the savings per
participant, and how the cost-benefits relate to business performance numbers.
Balancing Cost & Benefits Training (2/3)
TRAINING EVALUATIONS MATRIX (3/3)
Return of Investment Analysis

In organizations, training is often expected to produce an ROI. Still, in too many circumstances, training is justified
because someone liked it, rather than on the basis of resource accountability.
According to one study, firms that measure ROI on training spend 1% to 3% of payroll on training. But higher
performing firms spend even more.

Bench Marking
In addition to evaluating training internally, some organizations use benchmark measures to compare it with
training done in other organizations. To do benchmarking, HR professionals gather data on training in their
organization and compare them with data on training at other organizations in the same industry and of a similar
size
TRAINING EVALUATIONS DESIGN
Post Measure

to determine after the training whether the individuals can perform the way management wants them to perform.

Pre/ Post Measure

By differently designing the evaluation just discussed, the issue of pre-test skill levels can be considered.

Pre/ Post Measure with Control Group

Another evaluation design can address the preceding problem. In addition to testing the 20
representatives who will be trained, the manager can test another group of representatives who will
not be trained, to see if they do as well as those who are to be trained