Employee Training and Development b.pptx

this is an introductory lecture on training and development covering following topics briefly
Training & Development: A Strategic Choice
Needs assessment and analysis.
Learning and Transfer of Training
Training program design.
Training strategies & methodologies: Traditional Training Methods
Training strategies & methodologies: Technology-Based Training Method
Training evaluation.

1. Training and Development Dr. Ayesha Abrar NUST Business School

2. Introduction Training: An organization’s planned effort to facilitate employees’ learning of job-related competencies. Development: Formal education, job experiences, relationships and assessments of personality and abilities that help employees prepare for the future.

3. Training and Development Process Training & Development: A Strategic Choice Needs assessment and analysis. Learning and Transfer of Training Training program design. Training strategies & methodologies: Traditional Training Methods Training strategies & methodologies: Technology-Based Training Method Training evaluation.

4. Training & Development: A Strategic Choice External Environment Internal Environment Company Strategy Training and Development Strategy Evaluation and Outcomes Development Plan Need Analysis Instructional Design

5. What Is a Training Needs Assessment (TNA)? A TNA is the process to determine whether training to address a performance gap is necessary. Training might be appropriate when the performance issue is a “can’t do” issue: 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.

6. Role of TNA in the Training Process A TNA is the first step in the training process model. TNA assessment involves: Organization analysis. Task analysis. Person/learner analysis.

7. Role of TNA in the Training Process Organizational Analysis To align training with business strategy and to ensure there are resources and managerial support for training. Task Analysis To identify the important work-related tasks and knowledge, skills, behaviors, abilities (KSBAs); determine if the content and activities are consistent with trainee on-the-job experience; and to develop measurable and relevant content, objectives and methods. Person Analysis To ensure that trainees have the basic skills, motivation, prerequisite skills or confidence.

8. When is Training not the Best Option? Training is not the best intervention when the performance issue is a result of: Recruiting, selection or compensation problems. Policies and procedures issues. A lack of coaching and feedback. Insufficient tools, equipment or resources. Physical setting problems. A lack of motivation (job-person fit; person-org fit); a “won’t do” issue.

9. Learning and Transfer of Training Transfer of training : Trainees effectively and continually applying what they have learned in training to their jobs Generalization : Trainee’s ability to apply what they learned to on-the job work problems Maintenance : Process of trainees continuing to use what they learned over time

10. A Model of Learning and Transfer of Training Trainee Characteristics Training Design Work Environment Learning Transfer of Training Generalization Maintenance

11. Learning Theories

12. Training program design

13. Training program design Designing Learning with the Learners in Mind Selecting and Preparing Training Site Making Training Site and Instruction Conducive to learning Curriculum Course and Lesson Design Curriculum Road Map

14. An example of a curriculum road map for a security management training curriculum

15. Training program design Choosing Vendor or Consultant For Training Services Request for proposal (RFP) Transfer of Training Near transfer Applying learned capabilities exactly in a work situation Training tasks involve responding to predictable situations Far transfer Involves using learned capabilities to novel situations involving original thinking Training tasks require variable interactions and unpredictable responses

16. Training strategies & methodologies: Traditional Training Methods Traditional training methods Require an instructor or facilitator Involve face-to-face interactions Three major methods Presentation/Lecture method Hands on method On-the-job training (OJT) Simulations Case studies Role Play Group building method

17. Group building method Designed to improve team or group effectiveness Team: Two or more people with specific roles and shared responsibilities working to achieve a common goal Experiential learning : Four stages are: Gaining conceptual knowledge and theory Taking part in a behavioral simulation Analyzing the activity Connecting the theory and activity to real-life situations Adventure learning Scenario-based training : Places team members in a realistic context while learning Guided team self-correction : Emphasizes continuous learning and knowledge sharing in teams Action learning: Teams or work groups: Solve an actual problem Commit to an action plan Are accountable for carrying out the plan

18. Training strategies & methodologies: Technology-Based Training Method Digital collaboration : Use of technology to enhance and extend employees’ abilities to work together regardless of their geographic proximity Requires a computer, tablet, or phone with a web browser or app, but collaborative Types Synchronous communication : Trainers, experts, and learners interact with each other live and in real time, the same way they would in face-to-face classroom instruction Asynchronous communication : Non-real-time interactions

19. Types of Learning Environments

20. Training strategies & methodologies: Technology-Based Training Method New Technologies Used for Training E-learning, Online Learning, Computer-Based Training (CBT), Web-Based Training (WBT) Training delivered using a computer or the web. Can include CDs or DVDs of text and/or video. Webcasts/Webinars Live web-based delivery of instruction to trainees in dispersed locations. Podcasts Web-based delivery of audio and video files. Mobile Learning Delivery of training through handheld mobile devices such as smartphones or tablet computers. Blended Learning Training is delivered using a combined technology and face-to-face instructional delivery approach, such as classroom and WBT. Wikis Websites that allow many users to create, edit, and update content and share knowledge. Distance Learning Training delivered to trainees in other locations online, or through webcasts or virtual classroom often supported with communications tools such as chat, e-mail, and online discussions. N

21. Training strategies & methodologies: Technology-Based Training Method New Technologies Used for Training Social Media Online and mobile technology used to create interactive communications allowing the creation and exchange of user-generated content. They include wikis, blogs, networks such as Facebook, MySpace , and LinkedIn, microsharing sites such as Twitter, and shared media such as YouTube. Shared Workspaces (Example: Google Docs) A space hosted on a web server where people can share information and documents. RSS Feeds Updated content sent to subscribers automatically instead of by e-mail. Blogs (Example: WorldPress ) A webpage where an author posts entries and readers can comment.

22. Training strategies & methodologies: Technology-Based Training Method New Technologies Used for Training Chat Rooms and Discussion Boards An electronic room or message board on which learners communicate. Communications between learners can occur at the same or different times. A facilitator or instructor can moderate the conversations, which may be grouped by topic. Microblogs or Microsharing (Example: Twitter) Software tools that enable communications in short bursts of text, links, and multimedia, either through stand-alone applications or through online communities or social networks. Massive Open Online Courses (MOOC) Learning that is designed to enroll large number of learners (massive), it is free and accessible to anyone with an Internet connection (open), it takes place online using videos of lectures, interactive coursework including discussion groups, and wikis (online), and it has specific start and completion dates, quizzes and assessment, and exams (courses). Adaptive Training Training that customizes the content presented to the trainee based on their needs.

23. Tips for Developing Effective Online Learning

24. Training evaluation A training program should be evaluated: To identify the program’s strengths and weaknesses To assess whether content, organization, and administration of the program contribute to learning and the use of training content on the job To identify which trainees benefited most or least from the program To gather data to assist in marketing training programs To determine the financial benefits and costs of the program To compare the costs and benefits of: Training versus non-training investments Different training programs to choose the best program

25. Training evaluation Formative Evaluation Takes place during program design and development It helps ensure that the training program is well organized and runs smoothly Trainees learn and are satisfied with the program It provides information about how to make the program better; it involves collecting qualitative data about the program Pilot testing : Process of previewing the training program with potential trainees and managers or with other customers Summative Evaluation Determines the extent to which trainees have changed as a result of participating in the training program It may include measuring the monetary benefits that the company receives from the program (ROI) It involves collecting quantitative data

26. Training evaluation Outcomes Used in the Evaluation of Training Programs Kirkpatrick’s original evaluation model included only four levels (reaction, learning, behavior, and results) but recent thinking suggests a fifth level, return on investment (ROI), is necessary to demonstrate the financial value of training. Reaction outcomes Cognitive (learning) outcomes Behavior and Skill-based outcomes Affective outcomes Results Return on investment

27. Evaluation Outcomes