ppt of emplyees training and development

1. Training as a management skill / Training and
developing your staff
HRT 382 - Week 4
TRAINING & DEVELOPMENT

2. DO ORGANIZATIONS NEED TRAINING ?
The answer is “YES”
However, we must know
the purpose and
functions of training
before we can use it.

3. THE GAP CONCEPT
Performance/
Results
Time
Expected Curve
Actual Curve
Gap
In training terms this means we need to
develop programs to fill the Gap
1,000 Cars
800 Cars
200 Cars

4. The reasons for not
making the 1,000 cars:
Not enough resources
Poor machines
Poor staff skills
As training experts we must
analyze the situation to
determine if:
Expected result too high
Target achievable
Is training the only way to
make it happen
Are there other factors.
TRAINING NEEDS

5. Imagine you are the managing director of a full service
restaurant. One day you receive a complaint letter
from a guest reporting s/he was not satisfied with the
follow up regarding their criticism of being
overcharged in one of your
restaurants.
Why was the complaint made?
Is there a training need?
EXERCISE 1

6. 1. Employee obsolescence/out-dated –
Technical advancements, cultural changes, new
systems, computerization
1. Career plateaus
Need for education and training programs
1. Employee Turnover
Development plan for new employees
3 REASONS TO CONSIDER CONDUCTING
AN INTERNAL NEEDS ANALYSIS

7. Maintains qualified products / services
Achieves high service standards
Provides information for new comers
Refreshes memory of old employees
Achieves learning about new things; technology, products /
service delivery
Reduces mistakes - minimizing costs
Opportunity for staff to feedback / suggest improvements
Improves communication & relationships - better teamwork
IMPORTANCE OF TRAINING

8. Training objectives are tied to organization’s business
objectives.
Training is modular so it can be adapted to workplace
schedules.
Training is tailored to trainee needs and learning
styles.
Training structure allows employees to learn at their
own pace.
Trainees are provided regular, ongoing feedback
concerning their progress while in the training
programme.
FEATURES OF TRAINING

9. BENEFITS OF TRAINING
Most training is
targeted to ensure
trainees “learn”
something they
apply to their job.

10. USING TRAINING TO DEAL WITH
COMPETITIVE CHALLENGES
1. GLOBAL CHALLENGE- in the advent of a borderless
society, cross cultural training is important to prepare
employees and their families for possible overseas
assignments.
2. QUALITY CHALLENGE- employers are forced to train
their employees to create high quality products and
services.
3. HIGH PERFORMANCE WORK SYSTEM
CHALLENGE- new technology causes changes in skill
requirements and work roles, and often results in
redesigning work structures

11. WHAT IS TRAINING?
Training is a systematic process through which
an organization’s human resources gain
knowledge and develop skills by instruction and
practical activities that result in improved
corporate performance.

12. “Training is the process of altering
employee behavior and attitudes in a way that
increase the probability of goal attainment.”

13. WHY T & D
No one is a perfect fit at the time of hiring and some
training & development must take place.
Planned development programs will return values to
the organization in terms of :
Increased productivity
reduced costs
Morale
Flexibility to adapt to changing requirements

14. Molds employees’ attitude
Helps them achieve better co-operation
Creates greater loyalty to the organization
Reduces wastage and spoilage
Reduces constant supervision
Improves quality

15. DIFFERENCES BETWEEN
TRAINING, EDUCATION &
DEVELOPMENT
15
Training is short term, task oriented
and targeted on achieving a change of
attitude, skills and knowledge in a
specific area. It is usually job related.
Education is a lifetime investment. It
tends to be initiated by a person in the
area of his/her interest
Development is a long term
investment in human resources.

16. If we follow the GAP concept, training is
simply a means to use activities to fill
the gaps of performance between the
actual results and the expected results.
This GAP can be separated into 3 main
themes
1.Attitude
2.Skills
3.Knowledge
THE ASK CONCEPT

17. Rank ASK by difficulty to develop in people
Attitude
Skills
Knowledge
EXERCISE 2
•Easy
•Moderately difficult
•Most difficult

18. Participation: involve trainees, learn by doing
Repetition: repeat ideas & concepts to help people learn
Relevance: learn better when material is meaningful and
related
Transference: to real world using simulations
Feedback: ask for it and adjust training methods to audience.
FIVE PRINCIPLES OF LEARNING

19. Key Concepts in Preparing a Training Plan
Before you train and develop people identify what:
They must know - before they can perform job
They should know - to improve performance
Would be nice for them to know – but not necessary to
perform duties.
A SYSTEMATIC APPROACH
TO TRAINING

20. TYPES OF TRAINING
On the job: Orientation
Apprentice
Committee
assignments
Off the job: Vestibule
Role playing
Lecture
Case discussion
Conference

21. Decision making: In basket
Business games
Case studies
Role play

22. Top Mgmt – Frames the Training policy
HR Dept – plans, establishes and evaluates
Supervisors – implement and apply development
procedure
Employees – provide feedback, revision and
suggestions
RESPONSIBLE FOR TRAINING

23. MODEL OF THE TRAINING PROCESS*
Assessment Stage Training Stage Evaluation Stage
Organizational
Needs Assessment
Task Need Assessment
Development of
Training Objectives
Design & Select
Procedures
Measure Training
Results
Development of
Criteria for Training
Evaluation
Train Compare Results to
Criteria
Feedback
*Goldstein, I. (2002) Training in Organizations 4th
Ed.

24. 1. Assessing training needs
2. Preparing training plan
3. Specifying training objectives
4. Designing the training program(s)
5. Selecting the instructional methods
6. Completing the training plan
7. Implementing the training program
8. Evaluating the training
9. Planning future training
NINE STEPS IN THE TRAINING PROCESS

25. Conduct a training needs analysis by either one, or
both, of the following
External approach (company, guests, society)
Internal approach – using a staff opinion survey.
1) ASSESSING TRAINING NEEDS

26. ORGANIZATION ANALYSIS- environment,
strategies, resources to determine where to emphasize
training
TASK ANALYSIS- activities to be performed in order
to determine the ASK’S needs
PERSONAL ANALYSIS- performance, knowledge
and skills in order to determine who needs training
NEEDS ASSESSMENT FOR TRAINING
26

27. Imagine you are the manager of a factory with 500
workers making ice cream for export to Europe.
What information and evidence do you need
before you can say the employees need training?
Try to list 5 ideas.
EXERCISE 3

28. Accidents report
Sick leave report
Employee compensation
statistics
Product quality control report
Wastage report
Efficiency report
Machinery out-of-order report
Staff discipline report
Staff enquiries & complaints
Guests complaints
Refusal of orders made
Quality of product report
Market needs & trends
Demographic data &
background of employees
RESPONSE TO EXERCISE 3

29. Consider whether to design a long (5-10 years),
medium (3-5 years) or short (1 year) term plan.
Ask your self “What are we going to achieve in the
time period?”
Use a holistic approach by using a calendar for
inputting your training activities.
2) PREPARING TRAINING PLAN

30. TRAINING CALENDAR EXAMPLE
1 2 3 4 5 6 7...
Attitude
Train the trainer
Job competency
Sales techniques
Telephone manner
…
Training Area Month in the year

31. For individual personalized training, we must
assess the trainees’ weakness and strengths first
before setting up appropriate programs.
Training areas maybe tailor-made.
Trainee should receive an individual timetable for
self progress.
INDIVIDUAL PLANS

32. Training Objectives must be specific & measurable.
Why? Very difficult to measure effectiveness after course
is finished.
What should trainees be able to accomplish after participating in
the training program?
What is the desired level of such accomplishment, according to
industry or organizational standards?
Do you want to develop attitudes, skills, knowledge or some
combination of these three?
3) SPECIFYING TRAINING OBJECTIVES

33. 1. Program duration
2. Program structure
3. Instruction methods
4. Trainers qualification
5. Nature of trainees
6. Support resources –
materials, OHP,
classroom
7. Training location &
environment
8. Criteria & methods for
assessing participant
learning and
achievement
9. Criteria & methods for
evaluating the program
4) DESIGNING THE
TRAINING PROGRAM(S)

34. On-the job-training (OJT)
learn while you’re working
THE PROPER WAY TO DO ON-THE-JOB-TRAINING:
P- PREPARE- decide what employee need to be taught.
R- REASSURE- put employee at ease and motivate to learn.
O- ORIENT- show the correct way to do the job.
P- PERFORM- let them try the job themselves.
E- EVALUATE- check employees performance. correct errors and repeat
instructions.
R- REINFORCE AND REVIEW- provide praise and encouragement and give
feedbacks.
5) SELECTING INSTRUCTIONAL METHODS
NOTE: THIS IS THE MOST IMPORTANT
STEP

35. Off -the job-training
In house, training or classroom
External, consultancies or attending external classes
Independent bodies, such as government talks
Distance learning, from books or notes
Computer-assisted learning
Interactive-video training
Video conferencing, same as classroom except teachers
and students are in different locations.

36. Imagine you are the training manger of a hotel that will
open next year. Your GM asks you to develop a training
program that aims to boost the team spirit of the newly
formed Executive Committee Members.
Your GM suggests you organize a two-day course in a
resort location from 9 to 5 for both days.
Your task is to suggest 3 training methods that suit the
training theme described above.
Hint: this is attitude, not skills nor knowledge training
EXERCISE 4

37. Remember your training
theme was to change the
individuals attitudes
Employ exercises that
trainees can:
Participate in
React to
Provide feedback in
Receive inspiration to move on
Suitable training methods
you might have listed:
Role-play
Games
Simulation exercises
Discussion/debate formats
Experiential exercises
Self evaluation (e.g. video tape
trainees performance & let them
evaluate their own behaviors).
RESPONSE TO EXERCISE 4

38. Target group – assess your audience
Topic – task, skill or attitude ingredient
Method – direct (one way communication) or indirect
(discussion, games, experimental exercises…). Important
as evaluation of trainees usually lies on the perception on
what they did in the training session
Time – length, period, breaks important to consider
Location – away from the office?
6) COMPLETING THE TRAINING PLAN

39. Besides trainers qualifications and experience:
Participant selection
Group comfort - physical & psychological
Trainer enthusiasm & skills
Effective communication
Feedback mechanism
The need to learn new training skills
Preparation by trainers
7) IMPLEMENTING THE TRAINING
PROGRAM

40. Three Levels of Evaluation
1. Immediate Feedback
 Survey or interview directly after training
1. Post-Training Test
 Trainee applying learned tasks in workplace?
1. Post-Training Appraisals
 Conducted by immediate supervisors of trainees
8) EVALUATING THE TRAINING

41. 1. REACTIONS- how trainees can give insight of what they
learned to be more useful.
2. LEARNING- what participants think whether they learned or
not bout the training.
3. BEHAVIOR- on how trainees transfer training and how well
employees apply what they have learned to their jobs.
4. RESULTS/ R.O.I.- if trainings increase productivity, improve
quality, lower cost and more satisfied customers.
CRITERIA FOR EVALUATING TRAINING

42. FOUR-STEP PROCESS:
1.PLAN- conduct a self audit to define internal process and
measurement
2.DO- collect data through surveys, interviews, site visits and / or
historical records
3.CHECK- analyze data to discover performance gaps and
communicate findings and suggested improvements to the
management
4.ACT- establish goals, implement specific changes, monitor
progress and redefine benchmarks as a continuous improvement
process
BENCHMARKING

43. Last step in the training process
After taking all evaluated comments, trainers
should modify the programs to keep good
things and make suggested improvements
Remember, even with the same topic for different
trainees, trainers should address many parts of the
training process again and consider new
approaches.
9) PLANNING FUTURE TRAINING

44. LEADING IN A CHANGING
ENVIRONMENT
SPECIAL TOPIC
44

45. BEST COMPANIES FOR LEADERS FOCUS
 Collaboration
Diversity
Sustainability
 Leadership
Practices – systems
Programs

47. Innovation,
efficiency and
emerging markets
will pave the way for
future growth

48. INCREASING CHALLENGES AND
OPPORTUNITIES FOR ORGANIZATIONS
Globalization
Shift in the global economy
Need to operate in global markets with local anchoring
Leading virtual teams from different cultures
Operating in a flatter, more matrixed environment
Managing across functions and geographies without authority
Increased use of technology
Driving innovation while reducing costs
Collaborating/partnering with outside constituents
Focusing on initiatives that will provide the greatest value

49. Future leaders have to inspire, mobilize a
diverse workforce
to innovate and grow

50. 3
32
35
10
20
20
30
35
40
45
60
60
19
52
28
26
7
35
0 10 20 30 40 50 60 70 80 90 100
Social responsibility
Capacity to learn
Teamwork
Decision making
Technical competence/expertise
Inspiring leadership
Ethics
Execution
Strategic thinking
Per cent of respondents
Top 20
All others
WHAT ORGANIZATIONS VALUE MOST IN
LEADERS
Global top 20 vs all others
Source: Hay Group 2010 Best Companies for Leadership study

52. HOW BCL DRIVE COLLABORATION
Everyone, at all levels, has to lead and to
bring value
Actively seek out and disseminate
innovative ideas, successful practices
Reward structures that encourage
collaboration

53. 100 100
95
90
66
80
43
48
0
10
20
30
40
50
60
70
80
90
100
Programs designed to
develop leaders who can
creatively bring together
resources across the
organization
Use collaborative
technologies to
encourage information
sharing across business
units
Expat program that deals
with blending expats with
the local culture
Company recruits cultural
minorities
Percentofrespondents
Top 20
All others
HOW THE BEST COMPANIES PREPARE MORE EFFECTIVE
COLLABORATIVE LEADERS
Best Companies for Leadership are more proactive and focused in preparing
employees to be effective in a global matrix
Source: Hay Group 2010 Best Companies for Leadership study

54. How to make
leaders more
effective in a
global
environment

55. BCL: GAIN VALUE FROM DIVERSITY
Global views and direction applied differently
to meet local needs
Hire and develop potentials from regions and
constituencies, that they see as future markets
Programs and practices to help employees
manage competing demands work-life

56. DIVERSITY

57. BCL: SUSTAINABLE WORK FORCE
Changing values new generation
Contribute to society
Energy efficiency
Social responsibility
→ Combine initiatives with development
→ Flexible career paths
→ Purpose driven leadership

58. RESPONSIBLE PRACTICES

59. 29
14
27
35
31
64
73
10
15
15
35
55
90
100
0 10 20 30 40 50 60 70 80 90 100
Higher pay and bonus opportunities
Early long-term incentive opportunities
Fast track promotions
Mentoring programs
International opportunities
Stretch assignments
Per cent of respondents
Top 20
All others
FOCUS IN THE ATTRACTION AND
DEVELOPMENT OF FUTURE
LEADERS
Global top 20 vs all others
Targeted
leadership
training and
development

60. The future leaders of
organizations are
looking for a job that
allows one to live a
meaningful life and
have a life

61. 61
84
95 100
32
43
60
92
0
10
20
30
40
50
60
70
80
90
100
Introduced an on
boarding program to
help new parents
return to the
workplace
It is easy for people to
work from home
Leaders are change
agents towards
higher enviromental
standards
Company pays male
and female
employees the same
rate
Percentofrespondents
Top 20
All others
BEST COMPANIES FOR LEADERSHIP
CONTINUE TO ADAPT TO EMPLOYEES NEEDS

62. LEADERSHIP MUST KEEP PACE WITH
ORGANIZATIONAL CHANGE
Competencies have been adapted to meet
future challenges
Focus on preparing leaders to manage a global,
divers workforce
Leadership development is a priority at the
highest level in the organisation
Leadership development co-creation between
top leaders and professionals

63. THANK YOU