Training And Development PDF

BATAAN PENINSULA STATE UNIVERSITY COLLEGE OF BUSINESS AND ACCOUNTANCY Balanga, Campus Balanga City, Bataan SUBJECT: TRAINING AND DEVELOPMENT SUBJECT CODE: HRPR0413 CHAPTER 3 Topic: Implementin...

BATAAN PENINSULA STATE UNIVERSITY COLLEGE OF BUSINESS AND ACCOUNTANCY Balanga, Campus Balanga City, Bataan SUBJECT: TRAINING AND DEVELOPMENT SUBJECT CODE: HRPR0413 CHAPTER 3 Topic: Implementing the Training Process I. Learning Outcomes 1. Differentiate the segments in training evaluation 2. Determine the methods to be used in the conduct of training 3. Recognize the steps in creating clearly defined and effective program 4. Discuss the process used to plan and implement a good training program II. Introduction The Training Process comprises of a series of steps that needs to be followed systematically to have an efficient training programmer. The Training is a systematic activity performed to modify the skills, attitudes and the behavior of an employee to perform a particular job. III. Content 1. Implementing the Training Process The Training Process comprises of a series of steps that needs to be followed systematically to have an efficient training programmer. The Training is a systematic activity performed to modify the skills, attitudes and the behavior of an employee to perform a particular job. a. Needs assessment: The first step in the training process is to assess the need for training the employees. The need for training could be identified through a diagnosis of present and future challenges and through a gap between the employee’s actual performance and the standard performance. The needs assessment can be studied from two perspectives: Individual and group. The individual training is designed to enhance the individual’s efficiency when not performing adequately. And whereas the group training is intended to inculcate the new changes in the employees due to a change in the organization’s strategy. b. Deriving Instructional Objectives: Once the needs are identified, the objectives for which the training is to be conducted are established. The objectives could be based on the gaps seen in the training programmers conducted earlier and the skill sets developed by the employees. c. Designing Training Programmed: The next step is to design the training programmed in line with the set objectives. Every training programmed encompasses certain issues such as: Who are the trainees? Who are the trainers? What methods are to be used for the training? What will be the level of training? Etc. Also, the comprehensive action plan is designed that includes the training  content, material, learning theories, instructional design, and the other training requisites. d. Implementation of the Training Programmed: Once the designing of the training programmed is completed, the next step is to put it into the action. The foremost decision that needs to be made is where the training will be conducted either in- house or outside the organization. Once it is decided, the time for the training is set along with the trainer who will be conducting the training session. Also, the trainees are monitored continuously throughout the training programmed to see if it’s effective and is able to retain the employee’s interest. e. Evaluation of the Training Programmed: After the training is done, the employees are asked to give their feedback on the training session and whether they felt useful or not. Through feedback, an organization can determine the weak spots if any, and can rectify it in the next session. The evaluation of the training program is a must because companies invest huge amounts in these sessions and must know it’s effectiveness in terms of money. 2. Types of Training and Instructional Methods To create a happy, productive workforce, training managers must provide opportunities for further training and growth. Unfortunately, too many employees or management dismiss training as boring or unnecessary. And, let’s face it, employee training can be boring, but only when the wrong types of training are matched up with the topic or issue you’re tackling. Matching the types of employee training to your employee needs can ensure they receive the information they need, in the format best suited for it. The best types of employee training methods for your workforce may include: a. Instructor-led training. Instructor-led training is the traditional type of employee training that occurs in a classroom, with a teacher presenting the material. This can be a highly effective method of employee training, especially for complex topics. Instructors can answer specific employee questions or direct them to further resources. They also allow for highly-skilled instructors to match the training level and style to the employees in the room. However, instructor-led training does have some drawbacks, including cost and time to implement. It can also be unnecessary for concise topics. b. ELearning. ELearning, on the other hand, relies on online videos, tests, and courses to deliver employee training. Employees can do their training right in the palm of their hand with a smartphone or on their company computers. It’s one of the easiest types of employee training to roll out to larger populations, especially for employees who are remote or have high-turnover rates. With interactive games, tests, videos, activities, or even gasified components, it can also go a long way towards keeping your employees engaged with the training. Of course, eLearning also has its own challenges. Without a solid instructional design strategy behind it, the graphics and visuals that make eLearning fun can also make it gimmicky or quickly outdated. Keeping it up-to-date is also a necessary best practice. c. Simulation employee training. Simulation training is most often provided through a computer, augmented, or virtual reality device. Despite the initial costs for producing that software or technology, however, simulation training can be a necessary option for employees in riskier or high-stakes fields. You’ll often see  simulation training for pilots or doctors, but it can be useful for other employees too. This type of employee training is also highly-effective and reliable, allowing employees to progress consistently and at their own pace. d. Hands-on training. Hands-on training includes any experiential training that’s focused on the individual needs of the employee. It’s conducted directly on the job. Hands-on training can help employees fit perfectly into their upcoming or current role, while enhancing their current skills. “One advantage of hands-on training is that they are applicable immediately to the employees’ jobs. They are also effective for training when it comes to new business equipment and procedures.” This is a time-intensive method of employee training, however, that’s best used when there are enough resources available to support employees during the program. e. Coaching or mentoring. Coaching or mentoring can share similar qualities to hands-on training, but in this type of employee training, the focus is on the relationship between an employee and a more experienced professional, such as their supervisor, a coach, or a veteran employee. The one-on-one mentoring style creates a relationship between employees that carries far beyond training. It also allows the employee to ask questions they may not feel comfortable asking in a classroom, instructor-led training. This training method can be done in person or virtually, through online coaching sessions. For all its benefits, mentoring is costly in terms of employee hours and should be used appropriately to reduce those associated costs. Coaching—bringing in a trained professional—can sometimes provide a more time-efficient alternative, but without the relationship building that’s so valuable in mentoring. f. Lecture-style training. Important for getting big chunks of information to a large employee population, lecture-style training can be an invaluable resource for communicating required information quickly. “It has been said to be the least effective of all training methods. In many cases, lectures contain no form of interaction from the trainer to the trainee and can be quite boring. Studies show that people only retain 20 percent of what they are taught in a lecture.” g. Group discussions and activities. For the right group of employees, group discussions and activities can provide the perfect training option. It allows multiple employees to train at once, in an environment that better fits their current departments or groups. These discussions and activities can be instructor-led or facilitated by online prompts that are later reviewed by a supervisor. This type of employee training is best used for challenges that require a collaborative approach to complex issues. h. Role-playing. Similar to group discussions, role-playing specifically asks employees to work through one aspect of their jobs in a controlled scenario. They’ll be asked to consider different points-of-view and think on their feet as they work through the role-playing activity. Like other group activities, role-playing is highly effective but may be unnecessary for simple, straightforward topics. It also requires more employee time, potentially  taking time away from an entire department while they’re going through the training. i. Management-specific activities. Management-specific activities are just that— employee training that’s focused on the needs of managers. They may include simulations, brainstorming activities, team-building exercises, role-playing, or focused eLearning on management best practices. While management training can include many different types of training, it’s important to consider the additional needs of your managers separately from the rest of your employee population. This ensures they have the foundation they need to support the rest of their staff. j. Case studies or other required reading. Finally, some employee training topics are readily accessible through required readings. Case studies, in particular, can provide a quick way for employees to learn about real workplace issues. Employees can read through these at their own pace, or while working in a team- building session with other employees. Case studies are a great option for focused topics, but more complex topics will likely require more advanced types of employee training. 3. Management Training and Development Programs Is training activity that focuses on improving an individual’s skills as a leader and manager? There may be an emphasis on soft skills, such as communication and empathy, which enable better team work and more progressive relationships with the people they manage. Leadership skills, such as development a progressive style to engage employees, could also be a focus, although this will probably be called leadership training. Management training may also focus on the business side of being a manager such as reporting to senior leaders, more effectively leading performance reviews and talent acquisition (where responsibility for recruitment falls with managers).Those undertaking management training may be introduced to, or re-trained in, common management techniques, such as balanced scorecards. Employee development programs are ways to improve an employee's broader skills as a person over an extended time period in a more holistic approach. Learning and development opportunities help boost employee engagement and productivity. Often, these programs are administered or managed by human resources departments. a. Reasons for Management Training Management training can be a major investment for many organizations, no matter their size. Larger organizations may have internal training programs, but these require continuous updating and compensation for the developers and training leaders. A smaller company may choose to outsource their training, but this will still involve paying the consulting company and allowing the employees to participate during normal work hours. However, this type of training is important and in the changing business world, having well-trained managers can be critical to success. There are a few key reasons that it is imperative to provide management training including allowing managers to get the best performance from their employees, the ability to respond to issues quickly, improved communications with internal and external stakeholders and finally, grooming the next generation of leaders.  One of the best skills a manager can develop in training is the ability to engage and effectively motivate their subordinates. This will create a more involved and committed workforce, resulting in higher quality results, often in less time. Proper training can not only teach managers different techniques to motivate, but can also inform them how to identify which methods will work with which employees. A happy and engaged workforce will not only be more effective, but it has been shown that they will have fewer sick days or unplanned absences. They also have less staff turnover and are more productive in their everyday jobs. In an environment where circumstances change in a matter of hours and not weeks, it is important that a manager is prepared to make and implement important decisions. This is not to say that managers should act without the influence of upper management, but they should be able to make short term decisions and act when needed. This would include dealing with customer service issues that could easily spiral out of control due to platforms like social media. A skilled manager will be able to take appropriate actions to address the concerns of a customer before the issue goes "viral" or makes headlines. These types of situations are guided by overall values of the organization but cannot always wait for specific guidance from executives. b. Advantages of Management Development Management development is very vital for any organization be it a small business or a multinational company. Each business entity needs to advance its operations in all the aspects; thus, management is a very crucial ingredient in successful firm’s operation. To begin with, management development helps a company to ensure that it integrates technological advancements at the right time. This involves equipping the managers with up-to-date skills and techniques which are very crucial in ensuring that the business remains relevant especially given the issue of globalization. Moreover, management development techniques enable a firm to come up with the most applicable methods of aligning people with processes for maximum output. Similarly, management development is essential in ensuring that the most recent and highly efficient methods of production are applied in any business, thus increasing its output. Besides, management development is very crucial in enhancing ability of managers to execute their duties efficiently and increasing their awareness of the most effective leadership style. c. Management Development Techniques  On-the-job techniques are most popular for developing executive talent. Here, both the trainee executive and trainer are not free from their daily chores and the pressure of their executive routine jobs. Coaching - Coaching is again on-the-job training of individual by the supervisor in the area of specifically defined tasks. This technique is more appropriate for orientation of new employee and for helping disadvantaged employees to learn specific jobs. The supervisor must have interpersonal competence and be able to establish helping relationship with the trainee. Solving the real problem in the organization. Understudy - Also known as attachment method, under this system, a person is picked up and subjected to training so that he in future, assumes the full duties and responsibilities of the position currently held by is superior.  It is necessary to ensure a fully-trained person to replace a manager (superior) during his long absence or illness or on his retirement, transfer or promotion. ‘Understudy’ method is aimed at providing a person who is going to replace the existing superior. Committee assignments - This is similar to the special project method. Here the trainee executives become members of special committees designed to solve specific problems. Through committee assignments solve different problems; they may now be effective in bringing rapid executive development. Selective readings - Some organizations maintain huge libraries involving a large collection of useful material on the subjects of interest to the enterprise. The executives go through the books, journals, articles, notes, and magazines and assimilate knowledge. The executives, during their leisure hours, try to exchange their views with others and in this process learn new ways to looking at things.  Off-the-job techniques of executive development just discussed above may not be adequate because of the complexities of management process and inadequate facilities, environment and teaching experience, calling for more sophisticated and comprehensive methods of development. Off-the-job training methods aim at placing the executives in a highly maneuvered and stimulated atmosphere so that they are exposed to new ideas, new ways of analysis and are in a position to introspect themselves by studying their own behavior. There is a wealth of off-the- job executive development techniques and let us discuss some of the most important of these techniques hereunder. Role playing - Role playing is used in helping trainees to diagnose human relations problems, to develop insight through in-depth analysis of problems relating to human interaction and to acquire skills in interpersonal communication with particular emphasis on empathy and listening. A simulated situation is created in which trainees act out the thoughts and behavior of persons in particular roles in the organization. Roles are often played spontaneously and unrehearsed. In-basket method - In-Basket on In-Tray technique involves simulation of a series of decisions a trainee might have to make in real life. The trainee is presented with pack of papers and files in a tray containing administrative problems and is asked to take decisions within specified time limit. The decisions taken by several trainees are recorded and compared with one another. Learning occurs as trainees reflect and evaluate the decisions taken on priorities, customer’s complaint, superior’s demand, irrelevant information and the like. Conference - The conference method is used to help employees develop problem- solving skills. Group discussions and Meetings are the two common techniques often made use of in organizations. The chairman or the t trainer leads discussion, involves trainees in attempting to solve problems and in arriving at decisions. The conference leader must have the necessary skill to lead the discussion in a meaningful way without losing sight of the topic or theme. The conference method or group discussion effects changes in the participants through  modification of their experiences due to sharing and reshaping of their views, thinking and attitudes. 4. Principles of Operant Conditioning It’s a type of associative learning which focuses on consequences that follow a response or behavior that we make (anything we do, say, or think/feel) and whether it makes a behavior more or less likely to occur. Positive Reinforcement (PR) – If something good is given or added, then the behavior is more likely to occur in the future. If you study hard and earn, or are given, an A on your exam, you will be more likely to study hard in the future. Negative Reinforcement (NR) – This is a tough one for students to comprehend because the terms don’t seem to go together and are counterintuitive. But it is really simple, and you experience NR all the time. This is when something bad or aversive is taken away or subtracted due to your actions, making it that you will be more likely to make the same behavior in the future when some stimuli presents itself. For instance, what do you do if you have a headache? You likely answered take Tylenol. If you do this and the headache goes away, you will take Tylenol in the future when you have a headache. NR can either result in current escape behavior or future avoidance behavior. Escape occurs when we are presently experiencing an aversive event and want it to end. We make a behavior and if the aversive event, like the headache, goes away, we will repeat the taking of Tylenol in the future. This future action is an avoidance event. We might start to feel a headache coming on and run to take Tylenol right away. By doing so we have removed the possibility of the aversive event occurring and this behavior demonstrates that learning has occurred. 5. Management Trainee Programs Management trainees, sometimes referred to as MTs, are often hired to work and train alongside managers and executives with the intention that one day they will become a manager within the organization. Current managers and other experienced, senior personnel in various departments supervise the instruction and development of these trainees, teaching them the techniques and systems necessary to keep the company running efficiently and effectively. This type of position is most often found in particular industries, such as operations, finance, sales or marketing. Though this position can require an individual to complete various tasks and hold a multitude of responsibilities, the primary goal of a management trainee should be to gain the knowledge and tools necessary to become a future manager. This often includes completing training within the company's various departments, giving trainees a comprehensive view of the many facets of the organization, as well as the positions, relationships and departments that allow it to be successful. After all, a truly effective manager is familiar with all of the various aspects of each position and department, as well as the symbiotic relationships that allow them to thrive. In order to advance through the program and become a manager, management trainees must prove themselves by successfully completing various duties, such as: Evaluating and monitoring the work performance and progress of others Collaborating with managers to plan the work output for the organization Aiding in the process of developing and instituting policies, performance goals and objectives Gaining experience and perspective by working in different departments of the organization, such as personnel, merchandising, purchasing, customer services, sales and marketing  Completing classroom instruction in various topics that are related to their department rotation Taking and passing tests and evaluations in order to continue in the program Attending lectures and conferences that will aid in their development Studying effective conflict resolution and observing disciplinary hearings Creating projects and oral presentations Participating in all aspects of the hiring process, including interviewing, hiring and then on-boarding/training new employees Analyzing company reports to evaluate the organization's inventory activity, gross profit and sales Identifying trends and then developing recommendations based on the information gathered Working with established client accounts Observing and training with experienced staff to learn about the standards, procedures and methods used to be effective within each department Learning about the various functions and operations for all employees, as well as the practices and policies that impact each phase of the business 6. Management Assessment Centers Organizations use management assessment at key times in an individual’s personal development. These include:  Selecting graduates for management.  Developing a group of supervisors into managers.  Seeking executive or board members. As a manager, you will be expected take part in management assessments as part of your organization’s development program or when you are seeking a new role or a promotion. During this type of assessment you will need to demonstrate that your competencies are appropriate for the role. This is achieved by performing a variety of exercises that are designed to assess your practical ability and to show that you operate at the appropriate level for each of the required role competencies. Management assessments differ from interviews in that you need to ‘show’ as well as ‘tell’ those evaluating you that you have these competencies. Most organizations use an ‘assessment center’ or ‘development center’ to conduct these exercises. A management assessment center is an event rather than a place. It usually takes place over a full day at an external location. For simplicity, the term ‘assessment center’ will be used as it is synonymous with the term ‘development center.’ Management assessments often take place at an external location that offers several rooms suitable for these exercises, which include: in-tray exercises, role play, group exercises, and presentation exercises. This enables the assessors, who are responsible for evaluating the group, the opportunity to properly observe each candidate demonstrate their behavior in one or more of the role’s required competencies. 7. Preparation for Implementing your Training Plan The purpose of the implementation phase is to implement the training plan that you designed and developed in earlier phases of the systematic approach to training. This is when the learners undertake the activities of learning, produce the various tangible results that can be referenced as means to evaluate learners' progress toward achieving the learning objectives, and evaluation occurs not only of the results produced by learners but also the activities of implementation to ensure those activities themselves are high-quality. If the previous phases of assessment, design and development we done well, then this implementation phase should go quite smoothly. a. Key Considerations during Implementation Are Learners Participating in the Activities? Closely monitor the attendance and participation of the learners. It's tempting to forgive low attendance and participation between learners are extremely busy. If you are confronted with that situation, then reflect on how important the training really is. Regardless, as soon as you notice low attendance or participation, you should mention it to the learners. That short communication alone is often sufficient to reinforce the importance of their engagement in the training. Also, you might learn what you didn't know that you didn't know, for example, that the activities and materials are not nearly as suitable to the learners as you might have thought. Are You Evaluating the Quality of the Activities and Achievement of Objectives? When you designed the learning objectives, you also identified certain tangible results that learners would produce, so those results could be evaluated. Are you referencing those results? What is their quality? Are you seeing any progress toward achieving the overall training goals that were identified during the first phase -- the needs assessment phase -- of the planning of systematic training? What comments and other feedback are you getting from the learners that will be useful in ensuring a high- quality training program? What Changes Might Be Needed to the Learning Activities and Materials? Training plans are changed much more frequently than most people realize. Plans can be changed, as long as they're changed in a systematic approach, for example, if the version of the plan is updated, the impact of the change is considered for each phase of the planning, and the changed plan is distributed to all relevant participants. b. Communication Considerations for Trainers How do you get your audience’s attention and maintain it? Recognize different training groups, different approaches, different sizes of training -- one size may not fit all. How do you make the trainees remember what you said? In public speaking, we use storytelling and humor among other things. How do you influence your audience? Know what you need to realize the charisma you need to become a dynamic and respected communicator or facilitator of training? A hint. It’s already in there. In you. Effective Communication Couldn’t Be More Important in Training No one should deny our purpose is for our trainees to absorb our subject matter and commit to using it. Even if you have a product that sells itself you still have to have get someone to pay attention to it to know they even want it. Basic communication means we have information to convey and we need our audience to “act” on that information (even if it is just to remember it) or we wouldn’t be there in the first place. Communication is about sending and receiving information. Actors are taught acting and reacting–virtually the same give and take in a speaking or training environment. Acting is about audience perception and our ability to influence that perception. To get others to listen, to remember, to change their minds or attitudes is communication.  Actors aren’t the only ones who need to know their audience, their subjects, and themselves, trainers should, too, if they want their training sessions to be “affairs to remember.” Those results are the best kind, after all. The most efficient training is the best communicated training. IV. Summary The implementation phase includes selection of contents and methods to be used and the actual training and / or development method. It also covers the logistical aspects like venue, food, budget, equipment, resource persons, transportation, and participants. These should be properly attended to during the actual conduct of training. Training programs are done within the company or outside depending on the nature of program and the financial capability of the organization. These programs may be classified as technical which focuses on facilitating learning of competencies of employees’ knowledge and skills or behavioural which pertains to ensuring learning of competencies to workforce attitudes and habits. V. Learning Task Assignment VI. References 1. Noe, Raymond A., McGRAW-HILL EDUCATION INTERNATIONAL EDITION, 7th Edition (2017) “EMPLOYEE TRAINING AND DEVELOPMENT” 2. https://businessjargons.com/training-process.html 3. https://www.coursehero.com/file/8638477/IMPLEMENTING-AND-EVALUATING- THE-TRAINING-PROCESS-Presentation/