2024 Module II: Operations of L&D PDF

Module II: Operations of L&D department Prof. Pallavi Srivastava What do we cover in this module? 1. Identifying Training Needs 2. Training need analysis and developing a training calendar 3. Designing a training programme 4. Training logistics, sourcing of trainers and preparing t...

Module II: Operations of L&D department Prof. Pallavi Srivastava What do we cover in this module? 1. Identifying Training Needs 2. Training need analysis and developing a training calendar 3. Designing a training programme 4. Training logistics, sourcing of trainers and preparing training material 5. Developing an induction training programme 6. Activity-based training What do we learn today? An overview of training process Training need identification and analysis Difference between TNI and TNA Differentiate between organizational, task, and individual need analysis Identify and describe the main steps involved in conducting TNA.  ISD Effective training practices involve the use of an instructional systems design (ISD) process. Instructional Systems Design involves a systematic process for the assessment and development of training solutions, designed specifically for formal training delivery. Two designs i. ADDIE Model ii. Agile Model (focuses on speed, flexibility, and collaboration) Prof. Pallavi Srivastava 4 Prof. Pallavi Srivastava 5 Organizational Needs Assessment Model of Training Task Needs Assessment Process ADDIE Employee Needs Assessment Design and select Measure training Development of Training procedures results Training objectives Development of Implement the Compare results Criteria for training Training To criteria (evaluation) evaluation feedback Prof. Pallavi Srivastava 6 Training Need Identification and Analysis Case on TNI Why is it important to understand training needs? Prof. Pallavi Srivastava 9 Important because… First step in the training process Defines the nature and scope of the training Helps in setting out its directions and objectives. Helps in converting the training needs into topics, training areas and modules and provides a sound basis for determining the nature of inputs required. Minimizes errors Verifies if there is a performance deficiency and determining whether that deficiency should be corrected through training or through some other means (such as transferring the employee). Prof. Pallavi Srivastava 10  TNI Vs. TNA through Example In an organization, customer complaints about service quality highlight a potential need for training in customer service skills. This observation serves as the TNI phase, confirming that a skill gap likely exists. (TNI) After identifying a need for improved customer service, TNA digs deeper by surveying employees to find specific areas (e.g., communication skills, product knowledge) where training would be most effective. (TNA)  Key Differences Training Need Identification Training Needs Analysis (TNA) Aspect (TNI) Focus Establishes the existence of a Specifies what, who, and how training need training should be provided Depth of General and broad Detailed and systematic Analysis assessment examination Process Observations, appraisals, Surveys, interviews, job analysis, feedback benchmarking Outcome High-level areas where Comprehensive training plan improvement is needed with specific objectives TNI identifies the “need for training” at a broad level, while TNA provides a structured approach to understand and address this need in detail. Prof. Pallavi Srivastava 13  Involves: Organizational analysis: Determines the overall organizational goals and identifies training that supports these goals. Types of Task analysis: A detailed study of a job to Need identify the tasks, knowledge, skills and behaviour that needs to be emphasized in Identification training. Person analysis: Determining whether employees need training, who needs training and whether employees are ready for training; Prof. Pallavi Srivastava 14  Areas of Training Knowledge: set of rules and regulations about the job, the staff and the products or services offered by the company to make the new employee fully aware of what goes inside and outside the company. Technical skills: a specific skill (e.g., operating a machine and handling computer) so that he can contribute meaningfully. Social Skills: to learn about himself and other, develop a right mental attitude, towards the job, colleagues and the company. The principal focus is on teaching the employee how to be a team member and get ahead. Prof. Pallavi Srivastava 15 Steps For details read: https://www.aihr.com/blog/training-needs-analysis/  Methods of TNA Prof. Pallavi Srivastava 18 Organizational-level Organizational goals & objectives Personnel & skills inventories Efficiency indices Exit interviews Customer surveys/ satisfaction data Consideration of current & projected changes Prof. Pallavi Srivastava 19  Interviews of supervisors and managers Job description & occupational information Review of existing training for the job Task Level Competency maps Focus groups Observation Official documents What will you try to find out??? Prof. Pallavi Srivastava 20 Prof. Pallavi Srivastava 22 Person-level Skill mapping/ Competency mapping Performance appraisal/ performance reports Interviews of managers & supervisors Questionnaires (TNA template) Attitude surveys/ psychometric tests Training progress Benchmarks/ goals/ targets Grievances Customer complaints Critical incidents Log books & other company records Observation SWOT analysis/ Self assessment Prof. Pallavi Srivastava 23  Causes and Outcomes of Needs Assessment Reasons or “Pressure Points” Outcomes Legislation What is the Context? What Trainees Need to Learn Lack of Basic Skills Organization Who Receives Poor Performance/ Analysis Training quality of work/ errors/ Task In What Do Type of Training Deadlines not being met Analysis They Need New Equipment/ Training? Frequency of Training Technology Person Analysis Buy Versus Build Customer Requests/ Training Decision Complaints Training Versus Other Who Needs the New Products Training? HR Options Such as Selection or Job Career/ succession Redesign planning How Training Should New Jobs Be Evaluated Large staff turnover Conflict among staff Prof. Pallavi Srivastava 24 Prof. Pallavi Srivastava Who all should give inputs? 1. 2. 3. 4. Inputs from individuals in Validation inputs by Further validation by dept Inputs by training/ HR terms of knowledge, immediate senior keeping head keeping in mind department based on skills, and attitude as per in mind the job content & present & future performance appraisal, job requirements individual’s existing requirements feedback, personal competencies records in terms of KSA 25  Understanding Training Needs (TNI) & (TNA) The areas in which training can be imparted. To identify & catalogue the training needs of the proposed target groups or the organization (through organization, participants and trainers) Consolidate the data & information gathered from different sources & through various methods (Core group needs followed by individual needs) Prepare a list of common training needs Prioritize these needs Match the training needs with the expertise available Strike a balance between macro and micro needs Categorize needs as KSAs and values Prof. Pallavi Srivastava 26 Case on TNA Prof. Pallavi Srivastava 27 TNA Report Title page Executive summary Table of Contents Problem Identification Methods of data collection and analysis Training needs analysed Recommendations Training Plan Cost analysis, proposed cost of recommended solutions Prof. Pallavi Srivastava 28 Training calendar A training calendar is used to: i. Manage the upskilling process of existing staff members. ii. Plan the onboarding and training needs of new staff. iii. Keep ahead of compliance training requirements. iv. Share information on training needs with others. v. Create a culture of personal development and learning Prof. Pallavi Srivastava 30 Prof. Pallavi Srivastava 31 Training calendar Prof. Pallavi Srivastava 32 Prof. Pallavi Srivastava 33 Designing 1. Program duration 7. Training location & environment 2. Program structure the Training 3. Instruction methods 8. Criteria & methods Program(s) 4. Trainers for assessing participant qualification learning and 5. Nature of trainees achievement 6. Support resources – 9. Criteria & methods materials, for evaluating the classroom program Prof. Pallavi Srivastava 34 Setting out program objectives Broad statements of intent, action and outcome Different from learning objectives of a topic, module etc. Associated with three inter-related broad areas of learning: cognitive learning, behavioural changes and affective changes. Provide direction to the programme Serve as a basis of evaluation Define limits for the program Prof. Pallavi Srivastava 35  Guideline for setting program objectives Set out from learner’s perspective Be specific Be realistic and practical Do not promise results which are beyond your control Should be measurable Flexibility SMART Prof. Pallavi Srivastava 36  Example: Developing Skills for Performance Appraisal At the end of the programme, the participants will be able to: Illustrate the meaning, purpose and scope of performance appraisals in the context of functioning of an organization. Devise and establish a performance appraisal system, appropriate to the philosophy, objectives and needs of the organization; prepare suitable instruments and tools. Acquire competencies in operating a performance appraisal system in an effective manner. Prof. Pallavi Srivastava 37  Example Training programme on Managerial Effectiveness To enhance participants’ understanding of the dynamics of interaction among individuals and groups so as to enable them to effectively diagnose and deal with issues of human behavior at the workplace To identify and develop participants’ skills for influencing and managing groups To help participants understand and manage their own behavior in interpersonal and group settings What is wrong here??? Prof. Pallavi Srivastava 38  Example Training Programme on Competency Assessment Participants will understand the meaning of competency, learn how to develop competency model for an organization, and appreciate a competency based approach to human resource management. They will also learn to design and conduct assessment and development centers and use them for various organizational purposes. Prof. Pallavi Srivastava 39  Action plan Identify program contents (what must, should and could be included) Break-up program contents into sub-topics and modules Organize and sequence programme contents Determine learning outcome for each sub-topic or module Decide on training methods and techniques Allocate time Decide on support material, facilities and equipment Determine assignments for members of the training team Delegate responsibilities for management and administration Establish mechanism for monitoring & evaluation Prof. Pallavi Srivastava 40 Sequencing of program contents Balance training activity in terms of intensity of participation Move from simple to complex Move from known to unknown move from generics to specifics Maintain momentum of the program Maintain balance between group activities & individual assignments Provide opportunities for recap and reflection Establish common terminology or language Prof. Pallavi Srivastava 41  Instructional Design… Make the Learning Meaningful At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning. Use a variety of familiar examples. Organize the information so you can present it logically, and in meaningful units. Use terms and concepts that are already familiar to trainees. Use as many visual aids as possible. Prof. Pallavi Srivastava 42  …Instructional Design Make Skills Transfer Easy Maximize the similarity between the training situation and the work situation. Provide adequate practice. Label or identify each feature of the machine and/or step in the process. Direct the trainees’ attention to important aspects of the job. Provide “heads-up” preparatory information that lets trainees know what might happen on the job. Prof. Pallavi Srivastava 43 Logistics & Administration of Training Prof. Pallavi Srivastava 44 Things to remember Infrastructural arrangements - The training venue (booking, rooms, ambience, amenities) & living arrangements Training materials (planning & purchasing in advance; testing & dry run of equipments; handouts) Transport Trainers Participants information (when & what) Support staff (Coordination, administration & management) Arrival of the participant (material to be given, meeting them, early arrivals) Prof. Pallavi Srivastava 45