Overview on training and development training

Shares on the importance of training and development, training need analysis and some competencies for the employees

1. 1 Overview of Training & Development

2. 2 Overview – Training & Development Overview : Training & Development ( T&D ) Objectives Benefits T&D Methods Framework T&D Guidelines T&D Roles Implementation Timeline

3. 3 T&D Objectives To create a competitive capability by engaging, developing and continuously grow employees’ potential and capabilities To implement a structured T&D approach which is practical, realistic and meets the needs of the position To deliver focused and relevant training & development initiatives To equip employees with the necessary knowledge and skills that will allow them to effectively perform their jobs and to be able to achieve/exceed performance expectations To build employees competencies so that they can better serve the needs of the organization and it’s clients Overview – Training & Development

4. 4 Company HOD Employee T&D programs are aligned with Company’s vision and business objectives Creates “capability advantage” Enhances talent retention Strengthens alignment by linking performance and employee development Enables HODs to support the career goals of team members through proper planning and implementation of T&D plans Provides an organized approach to T&D plans for team members Allows for efficient allocation of T&D resources Takes responsibility for individual T&D needs Aware of his personal T&D map to progress his career Supports cross learning opportunities Involvement in planning for continuing professional growth and development T&D Benefits Overview – Training & Development

5. 5 T&D takes place through a combination of methods: On-the-job training and working experience Formal training programs (internal/external/distance-learning) Coaching & mentoring from Managers and more experienced colleagues Specific projects as development assignments Conducting training workshops Attending conferences, workshops, trade shows etc Continuing business and professional education Managers should use a variety of T&D methods beyond the customary reliance on “training courses” to equip employees with the necessary skills and knowledge T&D Methods Overview – Training & Development

6. 6 T&D Framework Overview – Training & Development

7. 7 The T&D framework is to build t he organization capabilities which contributes to value creation for employees, clients and stakeholders The T&D strategies enhances employee engagement and commitment The most critical part of T&D intervention is to ensure that learning is actually transferred back to the job and the participant can demonstrate a measurable change in the job performance The T&D metrics help measure overall effectiveness in achieving the desired learning objectives of T&D programs Overview – Training & Development T&D Framework

8. 8 T&D Guidelines Annual T&D Cycle Processes for developing T&D Programs Phase 1: Training Needs Analysis Survey Phase 2: Initiation Phase 3: Program Design & Development Phase 4: Program Implementation T&D Evaluation Level 1: Program Response Level 2: Degree of Learning Level 3: Business Impact Documentation of T&D Activities Maintaining documentation

9. 9 T&D Guidelines Annual T&D Cycle

10. 10 Function /Area Survey Results Function /Area Survey Results Function /Area Survey Results Consolidated T &D Needs Report Consolidated T &D Plan Annual T &D Calendar Consolidated T &D Plan approved by Management T&D Guidelines Processes for Developing T&D Programs Phase 1 : T&D Needs Analysis Survey

11. 11 Part I: Business Needs Assessment Identify key business challenges for the year Explore key performance and competency gaps in overcoming these business challenges Evaluate T&D programs in line with business requirements and to bridge performance gaps Part II: Training Programs Provide details of training programs which are necessary to bridge the performance and competency gaps T&D Guidelines Processes for Developing T&D Programs Phase 1 : T&D Needs Analysis Survey

12. 12 Part III: Curriculum Planning Identify training programs to be implemented Part IV: Other T&D Activities Provide details of T&D activities outside the T&D curriculum which are necessary to bridge the performance and competency gaps T eam related T&D activities s hould be inc orporated T&D Guidelines Processes for Developing T&D Programs Phase 1 : T&D Needs Analysis Survey

13. 13 Training Needs Analysis Survey Form Example ManagedCare to decide on Competencies

14. 14 Training Needs Analysis Survey Form Example

15. 15 Manager makes nomination for training programs by issuing a Training Request Form In order to assist the process of conducting a training need diagnosis, the following questions may be helpful: Why employees don’t do what we want them to do? Possible Reasons Issue Interventions relating to Individual does not know what to do Performance Management Job Structure or Performance Expectation Individual does not know how to do Knowledge + Skills Training & Development Individual knows what to do and how to do but does not do it Attitude & Motivation Coaching, Mentoring, or Counselling, Practicing Individual knows what to do &how to do and wants to do it but cannot get it done Environment Organization Design Individual knows what to do and how to do and wants to do it and environment conducive but still cannot get it done Capability Job Fit       T&D Guidelines Processes for Developing T&D Programs Phase 2 : Initiation

16. 16 Based on the learning objective, the Training Manager and participant’s HOD will consider the following related to the design and development of the training program: identify internal or external experts on related subject whether the program should be developed and delivered internally or externally by vendors format of the program (classroom training, workshop, seminar, e-learning or other formats) duration of the program If the program is to be developed internally, to work with the subject expert for the development of the program agenda and materials (including training materials), role plays, exercises, pre-course assignment, post-course assignment, projects etc T&D Guidelines Processes for Developing T&D Programs Phase 3 : Program Design & Development

17. 17 When a training program is confirmed, the Training Manager will notify HOD about the program details and to invite nominations The Training Manager will coordinate the nominations and confirm the participant list based on the target participant criteria and space availability The Training Manager will confirm the enrollment with participants along with a notification to the participant’s HOD The Training Manager can commence on the logistics arrangement for the implementation of the program, using a Checklist for Organizing Training T&D Guidelines Processes for Developing T&D Programs Phase 4 : Program Implementation

18. 18 Level of Evaluation Relevant Tools Program Response End of Program through Evaluation Form Degree of Learning Pre and post program survey/tests Post program examination Certification (based on test/exam) Effectiveness of Learned Behaviour Post program behaviour review based on behaviour measurements identified Mid-term and End of Year Performance Review Client Satisfaction Measurement Index Certification (based on practices) Audit Post Project Evaluation Form Business Impact Measurements related to business benefits (T&D Balanced Scorecard) T&D Evaluation T&D Guidelines

19. 19 Training programs are evaluated for the following reasons: To ensure that the program is delivering the desired behavior change To monitor the quality of the program and ensure continuous improvement To ensure cost effectiveness of the development activities Level 1: Program Response The immediate reactions of participants on the program are captured in the Training Evaluation Form Results are consolidated and summarized Reviewed by the program facilitator and organizer for follow-up actions and program enhancement in the future T&D Guidelines T&D Evaluation

20. 20 Level 2: Degree of Learning To verify the extent to which participants have increased knowledge and improved skills, the following evaluations are suggested: Post Program examination Accreditation (e.g. certifying the certifier) Certification (given to those who have successfully passed an exam/test) Skills demonstration/practice Case Studies Presentations The evaluation is done mostly after the program to ensure participants have captured the required knowledge and skills T&D Guidelines T&D Evaluation

21. 21 Level 3: Business Impact Measurement based on business benefits are identified according to client and individual areas: Employee Retention Rates (% staff turnover) Operations improvement based on speed and quality objectives % of staff with Development Plan Client satisfaction regarding capability improvement Client satisfaction index improvement (% CSI) T&D Guidelines T&D Evaluation

22. 22 T&D Balanced Scorecard T &D Success People Clients Business % Staff with T&D plan Post-program capability survey Improved Retention rates Client satisfaction regarding capability improvement Employee Engagement improvements Operations improvements Client satisfaction index improvements T&D Guidelines

23. 23 Documentation of T&D Activities To build high quality T&D systems, all documents related to T&D activities should be maintained with proper care These documents include: T&D record of each employee Completed and consolidated T&D Needs Analysis Survey Form & Report T&D Program T&D Calendar T&D Request Form Checklist for Organizing T&D Programs T&D Evaluation Form T&D Guidelines

24. 24 Maintaining an updated T&D documentation is a collaborative effort between the Company and employee Employee Inventory of employee’s skills Identification of individual capability strengths and areas for development Career development and progression purposes Evaluation of individual plans developed and status of implementation Company Succession Planning Effective talent management reporting Identify company-wide capability strengths and gaps Evaluation of T&D calendar and programs offered T&D Guidelines Documentation of T&D Activities

25. 25 T&D Roles T&D is a collaborative effort, a shared responsibility among HODs, the employee and the Training Manager Role of HOD Demonstrate commitment and support in T&D Partner in identifying T&D needs Provide direction in developing T&D plan based on business needs Provide coaching and support applications in learning Be accountable for the effectiveness of on-the-job learning application Role of Employee Take an active role in identifying own T&D needs Ensure commitment in planning and implementing T&D goals Active participation in T&D activities Apply learning on-the-job

26. 26 T&D Roles Role of Training Manager Organize T&D Needs Analysis Survey annually Partner with HODs to identify T&D plans/initiatives aligned with the business Link T&D plans with Performance Management System to support business needs Review program effectiveness in the post T&D evaluation Coordinate and communicate T&D activities Maintain T&D documentation/records

27. 27 Implementation Timeline Discuss T&D Plan with CEO: T&D Guidelines T&D Roles Implementation Plan Obtain approval to implement T&D Program Within mid-May 2024 Within May 2024 Launch T&D Needs Analysis Survey Consolidate training needs Discuss with HODs Proposed Training Programs to be implemented Within mid-May 2024 Discuss with CEO on proposed Training Programs (soft skills & functional skills training) Approval to implement Training Programs Within 3 rd week of May 2024 Implement Training Programs Soft skills training based on inputs from T&D Needs Analysis Survey in order of priority Communicate T&D Programs with HODs Organize training programs June 2024

28. 28 T&D Forms T&D Needs Analysis Survey Form T&D Program Request Form Checklist of Organizing T&D Programs T&D Program Evaluation Form T&D Calendar

29. 29 Training Needs Analysis Survey Form Example ManagedCare to decide on Competencies

30. 30 Training Needs Analysis Survey Form Example

31. 31 Competencies Competencies is a compilation of applied skills and behaviors that are important for the personal effectiveness and success of the organization Competencies improve business results because high performance competencies build the organization’s capabilities and competitive advantage Competencies are expressed through our everyday “behavior” What we say What we do

32. 32 Client Relationship Management Defined as p roactively developing client relationships by making efforts to listen to and understand the client , anticipating and providing solutions to client needs , giving high priority to client satisfaction Behaviors to be possessed and demonstrated: Understanding of internal and external clients Gives friendly, cheerful service Takes respons ibility for action Demonstrates effort to help or serve clients Makes concrete attempts to add value to the clients Business Acumen Defined as using an understanding of the business and applies that knowledge effectively to set direction, maximize financial benefits and make sound decisions Behaviors to be possessed and demonstrated: Demonstrates a thorough understanding of how the business operates, general knowledge of business issues and economic factors Identifies business development opportunitie s and i nitiates and develops business contacts Converts ideas into actions that have a positive impact on bottom line Competencies – for discussion

33. 33 Initiative Defined as p roactively attempting to influence events to achieve goals , self-starting rather than accepting passively , taking action to achieve goals beyond what is required Behaviors to be possessed and demonstrated: Generates ideas for improvements Challenges status quo Seeks opportunities for self improvement Acts quickly and decisively in a crisis Personal Mastery Defined as i ndividual's maturity in relation to others and to work which controls the effectiveness of the individual's performance and to always bring their best self Behaviors to be possessed and demonstrated: Makes positive and conscious decisions Actively builds own wellbeing and resilience Has emotional intelligence to take feedback, manage emotions and build empathy for others Responds to change, ambiguity and uncertainty openly Sets high standards for themselves Competencies – for discussion

34. 34 People Management/Leadership Defined as u sing appropriate interpersonal styles and methods to inspire and guide individuals toward goal achievement by providing clear, specific performance feedback, effective coaching / mentoring and developmental opportunities Behaviors to be possessed and demonstrated: Takes on leadership role in projects or teamwork Gives adequate directions, makes needs and requirements reasonably clear Shows respect for other's opinions and perspectives to explore alternative solutions for mutual agreement Manage Execution Defined as e nsuring that work is completed to achieve the goals efficiently, effectively and according to group standards Behaviors to be possessed and demonstrated: Asks questions to clarify assignments and priorities as necessary Deals with high priority work activities first Acts resourcefully to ensure that work is completed within specified time and quality parameters Identifies action steps needed to accomplish objectives Competencies – for discussion

35. 35 Engage and Inspire Defined as d emonstrating a “can-do” optimism and energizes others, encouraging high standards and acknowledging others’ effort and accomplishments Behaviors to be possessed and demonstrated: Demonstrates a "can-do" spirit, a sense of optimism, ownership and commitment Encourages high standards of performance Acknowledges others efforts and accomplishments Projects a positive image Foster Teamwork and Cooperation Defined as f ostering collaboration to accomplish the unit goals Behaviors to be possessed and demonstrated: Encourages people to draw on each other's strengths and experience to work together effectively, within and across teams Contributes productively to group outcomes Encourages others to understand and support the goals, interests, vision and values of the organization Volunteers to help others when needed Builds relationships to create a foundation for future collaboration Competencies – for discussion

36. 36 Consumer Love Defined as creating better future for our consumers everyday Behaviors to be possessed and demonstrated: Brings the voice of the consumer into everything we do, always Invests time inside and outside to understand the needs of consumers Whatever their role, always looks for better ways to serve consumer Fosters a customer-focused environment OR Customer Focus Defined as meeting customer needs with reliable responsiveness Behaviors to be possessed and demonstrated: Identifies and anticipates customer requirements, expectations, and needs Seeks and responds to customer feedback Ensures that customer issues are resolved Tracks performance against customer requirements Fosters a customer-focused environment Impresses customers with responsive service Competencies – for discussion

37. 37 Build Trust and Confidence Defined as s howing consistency between words and actions, following through on commitments , accepts responsibility for own performance, not undermining others, but acting fairly, truthfully and consistently with policies Behaviors to be possessed and demonstrated: Shows consistency between words and actions Treats others fairly and consistently Protects confidential information Does not undermine others for own gain Acts consistently with Group policies and practices Follows through on commitments Is honest and truthful in dealings with others Competencies – for discussion

38. 38 Product & Service Knowledge Behaviors to be possessed and demonstrated: Thorough understanding of the home care, medical concierge, and in-house physiotherapy services offered by the organization Ability to articulate the benefits and features of these services to potential clients effectively Communication Skills Behaviors to be possessed and demonstrated: Strong verbal and written communication skills to interact with clients, their families, and other healthcare professionals Active listening skills to understand client needs and concerns accurately Empathy/Compassion Behaviors to be possessed and demonstrated: Ability to empathize with clients and their families, demonstrating compassion and understanding in every interaction Sensitivity to the unique challenges and situations faced by clients requiring home care and physiotherapy services Functional Competencies - Sales

39. 39 Business Entrepreneurship Behaviors to be possessed and demonstrated: Ability to generate innovative ideas and solutions to address sales challenges and capitalize on market opportunities Ability to persevere in the face of setbacks, learn from failures, and maintain a positive attitude amidst challenges Problem Solving Skills Behaviors to be possessed and demonstrated: Capacity to identify client needs and develop customized care plans to address their specific requirements Quick thinking and adaptability to resolve issues or challenges that may arise during service delivery Customer Relationship Management Behaviors to be possessed and demonstrated: Building and maintaining strong relationships with clients and their families to foster trust and satisfaction Proactive engagement to anticipate and address client needs, ensuring high levels of customer retention Functional Competencies - Sales

40. 40 Competencies & Performance Standards 40 Highly Effective Meets Expectations Needs Improvement Outstanding A B C Above Expectations At Expectations Close to Expectations Below Expectations Poor 6 5 4 3 2 1 C B A 1 2 3 4 5 6 Competencies & Performance Standards 3-point rating scale vs 6-point rating scale Example

41. 41 Training & Development Program Request Form Example

42. 42 Checklist for Organizing Training & Development Program Example

43. 43 Training Program Evaluation Form Example

44. 44 T&D Calendar Example