IMPLEMENTING TRAING / HRD PROGRAM

Presented to: Prof. Deepti s.

Presented By: Lalan mishra Anuj rai Jayashila devimani Savitri wali Kanta ganguly

Introduction
Knowledge is a necessary but not sufficient condition for employees to perform their jobs Knowledge must be translated into behavior

Training is the act of increasing the knowledge & skill

of an employee for doing a particular job. Edwin B. Flippo

Objective of training
To help develop capacities and capabilities of the employees. To help an existing employees in improving their level of performance. Creating self consciousness and awareness to their responsibilities. job rotation. To bring efficiency and effectiveness in an organization. Reduced turnover and absenteeism.

Approach to Training
Systematic Approach to training Reactive Approach into training Proactive Approach into training

Systematic Approach to Training

Investigate training needs

Assess effectiveness of training

Design training

Conduct training

Reactive Approach into training

A Model of Human Performance- By Zemke&Kramlinger

Organizational Climate

Feedback

PERFORMER

Job Behavior/Performance

Organizational Outcomes

Local Performance Environment

Proactive approach into training Levels Training need analysis can be done on 3 levels:
Organizational
Job/Occupational

Individual

Organizational Level
Corporate objectives Manpower Planning
Manpower Inventory Analysis of past and present ratios and trends in the staffing

Attitude Survey
Helps in identifying needs of groups

Customer Survey

Organizational Level (Contd.)

Functional Audit
To examine effectiveness of any functional unit

Benchmarking

Organizational Review
For assessing the strengths and weaknesses of existing training approach

Job/Occupational level
New Technology New Products and services New Legislations Training need survey Functional audits Succession Planning Exit Interviews

Individual level
Performance appraisal Career Planning and Development
Management development Probation review On-the job training Coaching Achievement/Proficiency testing

Training Methods Categories

Presentation Methods

Hands-On Methods

Group Building Methods

Presentation Methods
Presentation methods - methods in which trainees are passive recipients of information This information may include:
Facts or information Processes Problem solving methods

Presentation methods include:

Lectures Audio-visual techniques

Presentation Methods: Lecture

Lecture involves the trainer communicating through spoken words what she wants the trainees to learn The communication of learned capabilities is primarily one-way from the trainer to the audience

Presentation Methods: Lecture

One of the least expensive, least timeconsuming ways to present a large amount of information efficiently in an organized manner Useful because it is easily employed with large groups of trainees

Variations of the Lecture Method

Standard Lecture

Student Presentations
Panels

Team Teaching

Guest Speakers

Presentation Methods: Audio-Visual Techniques

Audio-visual instruction It has been used for includes: improving:
Overheads Slides Video Communication skills Interviewing skills Customer-service skills Illustrating how procedures should be followed

Hands-on Methods
Training methods that require the trainee to be actively involved in learning These methods include:
On-the-job training (OJT) Simulations Case studies Business games Role plays Behavior modeling

Hands-on Methods: On-the-Job Training

On-the-job training (OJT) refers to new or inexperienced employees learning through observing peers or managers performing the job and trying to imitate their behavior OJT includes:
Apprenticeships Self-directed learning programs

Hands-on Methods: On-the-Job Training

OJT can be useful for:
Training newly hired employees Upgrading experienced employees skills when new technology is introduced Cross-training employees within a department or work unit Orienting transferred or promoted employees to their new jobs

Effective OJT Programs Include:

A policy statement that describes the purpose of OJT and emphasizes the companys support for it

A clear specification of who is accountable for conducting OJT A thorough review of OJT practices at other companies in similar industries

Effective OJT Programs Include:

Training of managers and peers in the principles of structured OJT Availability of lesson plans, checklists, procedure manuals, training manuals, learning contracts, and progress report forms for use by employees who conduct OJT Evaluation of employees levels of basic skills before OJT

OJT Programs: Self-Directed Learning

Employees take responsibility for all aspects of learning:
when it is conducted who will be involved

Trainees master predetermined training content at their own pace without an instructor

Trainers are available to evaluate learning or answer questions for the trainee

Self-Directed Learning (continued)

Advantages Learn at own pace Feedback about learning performance Fewer trainers needed Consistent materials Multiple sites easier Fits employee shifts and schedules

Disadvantages Trainees must be motivated to learn on their own Higher development costs Higher development time

Steps to Develop Effective Self-Directed Learning:

1. Conduct a job analysis to identify the tasks that 2.

3. 4. 5.

must be covered Write trainee-centered learning objectives directly related to the tasks Develop the content for the learning package Break the content into smaller pieces Develop an evaluation package that includes:

evaluation of the trainee evaluation of the self-directed learning package

OJT Programs: Apprenticeship

Work-study training method with both on-thejob and classroom training To qualify as a registered apprenticeship program under state or federal regulations:
144 hours of classroom instruction 2000 hours (or one year) of OJT experience

Can be sponsored by companies or unions Most programs involve skilled trades

Apprenticeship (continued)
Advantages Earn pay while learning Effective learning about why and how Full-time employment at completion Disadvantages Limited access for minorities and women No guarantee of full-time employment Training results in narrow focus expertise

Hands-on Methods: Simulations

Represents a real-life situation Trainees decisions result in outcomes that mirror what would happen if on the job Used to teach:
Production and process skills Management and interpersonal skills

Hand-on Methods: Case Studies

Description about how employees or an organization dealt with a difficult situation Trainees are required to:
analyze and critique actions taken indicate the appropriate actions suggest what might have been done differently

Major assumption is that employees are most likely to recall and use knowledge and skills learned through a process of discovery

Process for Case Development

1. Identify a story 2. Gather information

3. Prepare a story outline

4. Decide on administrative issues

5. Prepare case materials

Hand-on Methods: Business Games

Require trainees to gather information, analyze it, and make decisions Primarily used for management skill development Games mimic the competitive nature of business

Hands-on Methods: Role Plays

Trainees act out characters assigned to them Information regarding the situation is provided to the trainees Focus on interpersonal responses Outcomes depend on the emotional (and subjective) reactions of the other trainees The more meaningful the exercise, the higher the level of participant focus and intensity

Hands-on Methods: Behavior Modeling

Involves presenting trainees with a model who demonstrates key behaviors to replicate Provides trainees opportunity to practice the key behaviors Based on the principles of social learning theory More appropriate for learning skills and behaviors than factual information Effective for teaching interpersonal and computer skills

Behavior Modeling: Training Program Activities

Introduction
Present key behaviors using video Give rationale for skill module Trainees discuss experiences in using skill

Skill Preparation and Development

View model Participate in role plays and practice Receive oral and video feedback on performance of key behaviors

Behavior Modeling: Training Program Activities

Application Planning
Set improvement goals Identify situations to use key behaviors Identify on-the-job applications of the key behaviors

Group Building Methods

Group building methods - training methods designed to improve team or group effectiveness Training directed at improving trainees skills as well as team effectiveness Group building methods involve trainees:
sharing ideas and experiences building group identity understanding interpersonal dynamics learning their strengths and weaknesses and of their co-workers

Group Building Methods

Group techniques focus on helping teams increase their skills for effective teamwork Group building methods often involve experiential learning Group building methods include:
Adventure Learning Team Training Action Learning

Group Building Methods: Adventure Learning

Focuses on the development of teamwork and leadership skills using structured outdoor activities Also known as wilderness training and outdoor training Best suited for developing skills related to group effectiveness such as:
self-awareness problem solving conflict management risk taking

Adventure Learning
To be successful:
Exercises should be related to the types of skills that participants are expected to develop After the exercises, a skilled facilitator should lead a discussion about
what happened in the exercise what was learned how events in the exercise relate to job situation how to apply what was learned on the job

Group Building Methods: Team Training

Involves coordinating the performance of individuals who work together to achieve a common goal Teams that are effectively trained develop procedures to identify and resolve errors, coordinate information gathering, and reinforce each other

Components of Team Performance

Team Performance

Behavior

Knowledge

Attitude

Main Elements of the Structure of Team Training

Tools Team Task Analysis Performance Measurement Task Simulation and Exercises Feedback Principles Strategies Cross-Training Coordination Training Team Leader Training Methods Information-Based Demonstration-Based Video Guided Practice Role Play

Team Training Objectives

Content Knowledge Skills Attitudes

Group Building Methods: Action Learning

Involves giving teams or work groups:
an actual problem, having them work on solving it, committing to an action plan, and holding them accountable for carrying out the plan

Action Learning
Several types of problems are used including how to:
Change the business Better utilize technology Remove barriers between the customer and company Develop global leaders

Factors in the selection of training methods

1. Identify the type of learning outcome that

you want training to influence 2. Consider the extent to which the learning method facilitates learning and transfer of training 3. Evaluate the costs related to development and use of the method 4. Consider the effectiveness of the training method

TRAINER AND TRAINING STYLE

Introduction
A Realistic and practical approach to training, It is necessary for a trainer to have a general understanding of the learning styles of a training group.

Roles of Trainer
Maintenance

Trainer

Provider

Manager

Innovator

Consultant

Change

Personality of trainer
Teaching Effectiveness e.g., Intelligence, social insight, ego-strength etc. Leadership style Interpersonal competence Psychological needs Ego-Strength

Trainers Behavior and Participant Dependent

When the task is not clear to participants When the task is clear and attractive to the participants When the task is clear but unattractive to the participants

Dilemmas of trainer
Participants Expectation vs. Trainers Intentions Individual vs. Group needs Consistency vs. Flexibility

Challenges Before Trainers

Set goals and establish policies and procedures Respond to change through reorganizations Implement change Change in attitude

Thank you