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Lesson: 20
Contents:
Analysis of needs
Delivery of training
(Beardwellet al,
2001)
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1. Organizational objectives
6. Evaluation of results
The first step in the training process in an organization is the assessment of its
objectives and strategies. What business are we in? At what level of quality do we
wish to provide this product or service? Where do we want to be in the future? It
is only after answering these related questions that the organization must assess
the strengths and weaknesses of its human resources.
Individuals may also require new skills because of possible job transfers.
Although job transfers are common as organizational personnel demands vary,
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Assessment of training needs occurs at the group level too. Any change in the
organization’s strategy necessitates training of groups of employees.
Needs Assessment Methods: How are training needs assessed? Several methods
are available for the purpose. As shown below some are useful for organizational-
level need assessment and others for individual need assessment.
3. Trainers are able to pitch their course inputs course inputs closer to
the specific needs of the participants.
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Once training needs are assessed, training and development goals must be
established. Without clearly set goals, it is not possible to design a training and
development programme and, after it has been implemented there will be no way
of measuring its effectiveness. Goals must be tangible, verifiable, and measurable.
This is easy where skills’ training is involved. For example, the successful trainee
will be expected to type 55 words per minute with two or three errors per page.
Nevertheless, clear behavioral standards of expected results are necessary so that
the programme can be effectively designed and results can be evaluated.
Every training and development programme must address certain vital issues
Who are the trainers: Trainers should be selected on the basis of self-nomination,
recommendations of supervisors or by the HR department itself. Whatever is the
basis, it is advisable to have two or more target audience. For example, rank-and-
file employees and their supervisors or by the HR department itself.
Several people, including the following may conduct training and Development
programmes:
1. Immediate supervisors
2. Co-workers, as in buddy systems,
3. Members of the personnel staff,
4. Specialists in other parts of the company,
5. Outside consultants,
6. Industry associations, and faculty members at universities.
Find out:
What is the importance of budgets in running a training
programme?
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On-job training
“Training that is planned and structured that takes place mainly at the normal
workstation of the trainee- although some instruction may be provided in a special
training area on site - and where a manager, supervisor, trainer or peer colleague
spends significant time with a trainee to teach a set of skills that have been
specified in advance.”
Advantages
Disadvantages
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Off-job training
Advantages
Disadvantages
• Orientation training
• Job-instruction training
• Apprentice training
• Internships and assistantships
• Job rotation
• Coaching
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• Vestibule
• Lecture
• Special study
• Films
• Television
• Conference or discussion
• Case study
• Role playing
• Simulation
• Programmed instruction
• Laboratory training
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PI involves:
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and decision alternatives to the trainee. The more widely held simulation
exercises are case study, role-playing and vestibule training.
10. Case Studies: This method is developed in 1800S At the Harvard Law
School. The case study is based upon the belief that managerial
competence can best be attained through the study, contemplation and
discussion of concrete cases. When the trainees are given cases to
analyse, they are asked to identify the problem and recommend tentative
solution for it. The case study is primarily useful as a training technique
for supervisors and is specially valuable as a technique of developing
discussion-making skills, and for broadening the prospective of the
trainee.
In case study method the trainee is expected to master the facts, should
acquainted with the content of the case, define the objective sought in
dealing with the issues in the case, identify the problem, develop
alternative courses of action, define the controls needed to make the action
effective and role play the action to test its effectiveness and find
conditions that may limit it.
11. Role Playing :In role-playing trainees act out the given role as they would
be in stage play. Two or more trainees are assigned parts to play before
the nest of the class. Here role players are informed of a situation and of
the respective roles they have to pay. Sometimes after the preliminary
planning, the situation is acted out by the role players. This method
primarily involves employee-employer relationship – Hiring, firing,
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Why Evaluate?
John Dopyera and Louise Pitone identified eight decision points in planning
training evaluation. They are:
2. What is the purpose of evaluation? There are mainly two purposes of doing
evaluation. They are justification evaluation and determination evaluation.
Justification evaluations are undertaken as reactions to mandates. Other
purposes that will make evaluation efforts more fruitful. These purposes
include training needs assessment, programme improvements and impact
evaluation.
3. What will be measured? The focus of the evaluation will be on training and
delivery, programme content, materials, impact of training on individuals
through learning, behaviour or performance change. Learning can be
measured through pre-test and post-test. Evaluate the effects of training after
the trainee returns to the work place using changes in between or the work
results as indicators.
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4. How comprehensive will the evaluation be? The scope or the duration and
comprehensiveness of the evaluation is influenced by available support,
communication and evaluation purpose.
5. Who has the authority and responsibility? Who has the authority and
responsibility at different stages of evaluation will be determined by the
factors like personnel, credibility of internal staff, communication, objectivity
of internal staff to do an evaluation regardless of results.
6. What are the sources of data? The most common sources of evaluation data
are reactions, opinions and/ or test results of the participants, managers,
supervisors, production records, quality control, financial records, personnel
records, safety records, etc.
7. How will the data be collected and compiled? Data can be collected before
training for needs analysis or pre-testing purpose, during training programme
to make improvements along the way and after training for evaluation. Next
step is selection of treatment or control groups and determination of nature of
samples. Data can be complied either manually or by computers.
8. How will the data be analysed and reported? First reporting issue is concerned
with audiences like participants or trainees, training staff, managers,
customers etc. Second and third issues are concerned with analysis and results
and accuracy, policies and format respectively.
Methods of Evaluation
Various methods can be used to collect data on the outcomes of training. Some of
these are:
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Studies: Comprehensive studies could be carried out eliciting the opinions and
judgments of trainers, superiors and peer groups about the training.
Human resource factors: Training can also be evaluated on the basis of employee
satisfaction, which in turn can be examined on the basis of decrease in employee
turnover, absenteeism, accidents, grievances, discharges, dismissals, etc.
Cost benefit analysis: The costs of training (cost of hiring trainers, tools to learn
training centre, wastage, production stoppage, opportunity cost of trainers and
trainees) could be compared with its value (in terms of reduced learning time
improved learning, superior performance) in order to evaluate a training
programme.
Feedback: After the evaluation, the situation should be examined to identify the
probable causes for gaps in performance. The training evaluation information.
(about costs, time spent, outcomes, etc.) should be provided to the instructors’
trainees and other parties concerned for control, correction and improvement of
trainees' activities. The training evaluator should follow it up sincerely so as to
ensure effective implementation of the feedback report at every stage.
Please note that no training is complete without its evaluation. That is, the follow
up of a training programme is very essential.
According to Kirpatrick behaviour change brought about by the training function can be
divided into:
Change of skill
Change of Knowledge
Change of Attitude
Skill:
Change of skill may be measured by a change in production/output
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Knowledge:
Testing the conceptual clarity on the subject matter can assess change of knowledge.
Here trainer deals with ‘concepts’ or ‘principle’
Attitude:
Attitude change is the most difficult of behavioural change. There are three ways to
evaluate attitudinal changes in an individual:
Evaluation Matrix
Levels - What Might What are the How should What are the
Kirpatrick) be measured? Sources of Data be Potential
Data? Collected? Problems?
1. Trainee
Reactions
to the job
2. Trainee
Learning:
Knowledge
Skills
attitudes
3. Trainee
Behaviour
On the
Job
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4. Organisational
Results
Article
In the ASTD Handbook of Training Design and Delivery (2nd edition, 1999),
Nancy Maresh argues that trainers should capitalize on the innate nature of the
brain to:
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Maresh argues, "In the process trainers will release learners' intrinsic drive to
acquire knowledge, an admirable outcome from any training."
People come to learn with a variety of previous experiences, needs and skills, so
Maresh advises us to create common ground as a first step in the training process
- and every subsequent learning segment. By this she means entering into a
dialogue with the members of the training group, acknowledging their experience
and speaking directly to "the familiar frustrations, joys, and challenges that link
up to the learning task at hand."
Questions such as these should involve everyone in the room and also bring out
comments, questions and friendly banter - as well as telling the trainer what level
of training will be needed for the group.
The common ground acts as a basis for group awareness. When the audience
begins to see themselves as a group, they begin to relax and feel comfortable
entering into the learning process together. The stage is now set for the trainer to
address what Maresh calls the 'big why' in the trainees' minds. Remember that we
are building connections and relating to previous experiences. So the purpose,
method and intended results of the training need to be explained in relation to the
answers given to the enrollment questions.
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Then, Maresh advises, the trainer should say something about his or her own
background, ideally using a personal story involving the subject of the training
session. According to Maresh:
She also addresses the logical component of the adult learner's mind by stressing
the need to provide an agenda or list of learning objectives at this point. The team
members need to know what the outcomes of the course will be.
References
Armstrong, M (2001) A Handbook of Human Resource
Management Practice. 8th edition, Kogan Page, London.
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Areas of Training
• Knowledge
• Technical Skills
• Social Skills
• Techniques