train dev.pdf

BATAAN PENINSULA STATE UNIVERSITY COLLEGE OF BUSINESS AND ACCOUNTANCY Balanga, Campus Balanga City, Bataan SUBJECT: TRAINING AND DEVELOPMENT SUBJECT CODE: HRPR04...

BATAAN PENINSULA STATE UNIVERSITY COLLEGE OF BUSINESS AND ACCOUNTANCY Balanga, Campus Balanga City, Bataan SUBJECT: TRAINING AND DEVELOPMENT SUBJECT CODE: HRPR0413 CHAPTER 2 Topic: The Training Process (TNA, Setting Objectives and Design) I. Learning Outcomes  Understand the purpose and dynamics of TNA.  Know how to design, develop and conduct comprehensive and effective TNA II. Introduction The Training Process comprises of a series of steps that needs to be followed systematically to have an efficient training programme. 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. Developing a Training Plan for the Network Training Needs Analysis (TNA) A professional, comprehensive Training Needs Analysis (TNA) must be carried out in order to provide your new network with concrete data and information to make informed decisions on the direction and activities of the network. A TNA is the systematic investigation of training needs within an organisation. It is part of a process which integrates training with the business or development plans of an organization. As high quality, relevant training is the central purpose of a network, it is essential that sufficient time is allowed for this critical task. It should also be noted that the TNA should be revisited on a regular basis during the life of the network to ensure that training provision remains relevant. 2. Training Needs Analysis (TNA) a. Reasons for Training Needs Analysis A TNA provides information on the training and skills development requirements of all members of your network. It is one of the key steps in preparing a training plan and will provide you with information on which to base your network’s training plan for 2013. It enables you to:   Identify the gap between current and required levels of knowledge, skills and aptitude  Identify what the general content of training should be  Form the foundation of a training plan  Provide a baseline for the evaluation of a training plan  Ensure that appropriate and relevant training is delivered  Maximise use of scarce resources The experience of Skillnets training networks demonstrates that making assumptions about the training needs of members can be misleading and that a genuine and thorough TNA adds considerable value to outcomes and is a useful tool in terms of achieving member commitment to the network and its aims and objectives. b. Benefits of TNA  Identifies performance goals and the knowledge, skills and abilities needed by a company’s workforce to achieve those goals  Identifies gaps in training provision in sectors and or regions  Helps direct resources to areas of greatest priority  Addresses resources needed to fulfil the organisational mission, improve productivity, and provide quality products and services Training must be relevant to member companies and meet their needs while simultaneously enhancing the staff’s existing skills levels. By conducting an extensive TNA for your network and delivering training to meet the requirements of member companies, companies can experience a variety of benefits such as improved profitability, lower staffing costs, production improvements and staff development. The focus should be placed on the collective needs identified by member companies that add value and impact to their competitiveness while also developing the employability of the workforce. A good TNA will address some of the following questions (this list is not exhaustive):  What are the current external factors affecting how the companies in the sector/region operate (political, economic, social and technological concerns)?  What are the most important competitive issues facing the member companies?  How will training impact on the productivity, competitiveness and long term sustainability of member companies?  What level and type of training are member companies currently participating in?  What are the specific training needs in each company?  What are member companies‟ average annual training budgets?  Does the company have a dedicated training manager/ HR function?  Who is the target participant group/s?  Which training programmes should be given priority?  How important member companies think certified training is in the sector/region?  What length of courses should be offered – how much time will staff be released for?   What method/s of delivery should be used (classroom based/onsite location; online; project based; recognition of prior learning)? The TNA would provide answers to the following for each company:  What is the problem? Is it a training problem? (Training is not always the solution)  What are the key roles/areas in the company?  What are the key skills linked with each of these roles/areas?  What are the key skills gaps?  How many people need to be trained?  What is the time frame/critical milestone dates?  What is the best time of the day to release staff?  Do we need additional tutor support for some learners? Care should be taken when conducting the TNA to ensure that as wide an input as possible from the member companies is secured. Consideration should be given, where appropriate, to capturing the views of different company stakeholders (e.g. the owners, employees, training managers, etc.) c. Steps in Conducting an Effective Training Needs Analysis Planning is integral to a successful TNA and it is important to ensure that a consistent approach is followed when liaising with all potential members of the network. Before you start:  Prepare thoroughly  Follow a structured methodology  Link training needs with the objectives of the network  Gain commitment from members to participate in the TNA  Communicate with all those involved  Ensure you have the skills to conduct the TNA (analytical and communication)  Collate the results gathered  Prioritise the identified training needs and group them into training categories d. Levels of Training Needs Identification i. Needs at Organization Level  Where a general weakness in the organization exists  Where training in the organization is most needed ii. Needs at Occupational Level  What is needed in terms of skill, knowledge and attitude to carry out the various duties related to a particular job or occupation iii. Needs at Individual Level  Determining deficiencies in particular skills, knowledge and attitude on the part of the individual e. Collecting Information for TNA There are various methods to collect information for your TNA which can be utilised individually or in combination with each other. It is advisable to use more than one method to get a comprehensive overview of the needs of the sector/region. It should also be noted that it may be necessary to work with only a sample of the planned member companies. In this case, care should be taken to ensure that the sample is representative of the wider membership (e.g. if most members will be SMEs, do not rely on a TNA of larger companies only). Typical methods of collecting information for your TNA include:  Surveys Surveys are beneficial because many people can be polled in a short period of time. They can be easily analysed and be quite cheap to administer. Surveys can provide first level data which can then be explored deeper with focus groups.  Focus groups Focus groups allow for small group interaction, allowing the network to uncover details about their target audience and their requirements. Brainstorming is encouraged allowing for an exchange of new ideas and what training may be needed. Focus groups need to be carefully planned facilitated discussions that obtain thoughts and views from participants  Individual interviews Interviews must be conducted in a consistent manner and be conducted with precision and accuracy. A comparison should be made of what employees are currently doing and what will be expected of them as the company continues to grow diversify and/or expand/downsize. Follow an agreed interview format with each company to ensure a common approach and for ease of collation and subsequent analysis.  Reviewing existing documents This involves researching and noting what is going on – ‘getting the feel’ of the needs of the sector/region. This may include reviews of sector specific reports, national plans, reviews of member company business plans or policy statements.  Discussions with steering group These meetings shall be vital in determining the strategy employed in conducting your TNA, in determining the core objectives of the network and ensuring that the TNA captures as much information as possible. Steering Group meetings also play a key role in reviewing the results of the TNA and determining what training needs will be prioritised and presented in the Training Plan.  Discussions with relevant bodies (trade associations, Chambers of Commerce, universities, unemployment services) It is often beneficial to consult with professional bodies of the particular sector who have a high level view of the needs and upcoming skills deficits of that sector. The following is an example of how you might use more than one method:  Consult with an industry professional body to ascertain their views of the training needs  Discuss this with the network steering group  Use the outputs of those discussions to design an online survey  Use a focus group to confirm or “sense-check” the survey results The choice of methods to be employed in the TNA will vary depending on the circumstances of the individual network. A plan should be developed for the TNA process which considers the information available and the accessibility of various groups or member companies. 3. Setting Training Objectives a. Planning your Objectives Upon analysis and review of the comprehensive TNA findings the network can then develop the Training Plan. Assess the needs of the member companies and see what training can be achieved and how it fits within the overall vision of the network. Ensure that the training proposed in the Training Plan can be delivered and will attract match funding from member companies. b. Writing your Objectives Set SMART targets – ensure they are stretching yet realistic:  Specific: What will be accomplished? What actions will you take?  Measurable: What data will measure the goal? (How much? How many? How well?)  Achievable: Is the goal doable? Do you have the necessary skills and resources?  Relevant: How does the goal align with broader goals? Why is the result important?  Time-Based: What is the time frame for accomplishing the goal? 4. Preparation for Developing your Training Activities and Materials The design phase and the development phase of systematic training planning often overlap. During the design phase or development phase, the various training activities must be selected, for example, to be instructor-led, computer-based, Web- based, self-directed, interactive or multi-media. The development phase of systematic training often includes selecting the most appropriate media and materials, for example, developing audio-visuals, graphics, manuals, preparing any needed facilities, and piloting course content to ensure it is understandable. Often the design and development phases are highly integrated. The design of the training is often piloted, or initially tested, during the development phase to ensure the content is understandable and applicable to the learners. Key considerations to develop your activities and materials:  What is the immediacy to achieve the new learning?  What are the learners' preferences and learning styles?  How much time can learners realistically apply to the learning activities?  Can the learners readily access the activities and materials? Do they build on current work activities?  How much money is available to obtain and develop the resources?  Will the activities achieve the learning objectives?  How will the activities and materials be field-tested? 5. Selecting a Trainer Perhaps the most important ingredient of any training program is the trainer (unless the program is entirely self-directed). Today's learners are very sensitive to how well a trainer engages them by being enthusiastic about the material, cultivating interaction among the learners, and really listening to -- and respecting -- them. Is the Potential Trainer Well-Suited to the Nature of the Learners? The most important consideration when selecting a trainer is if they are well suited to the training design required to meet the learning goals. For example, if learners prefer computer-based instruction, they'll benefit from a trainer who understands online training technologies. If learners prefer on-going coaching, they'll  benefit from a trainer who is readily accessible to the employee for on-going advice and guidance. If learners struggle with communication skills, they'll benefit from a trainer who can integrate remedial communications strategies with other training methods. Collaborate With Other Departments or Groups Doing Similar Training? Consider whether other supervisors or companies have employees who need similar training. If so, one might combine your needs and funding to get a trainer to conduct in-house training. Use Former Employees as Trainers? Consider using an ex-employee who has the skills needed by the learner. Of course, this option depends on whether the ex-employee left the organization under good terms and remains in good standing with the organization. Use Subject-Matter Experts as Trainers There's a wise saying that "Telling ain't training." Just because someone has strong knowledge of the subject matter does not mean that he or she will be a good trainer. If you are considering hiring a consultant to conduct the training then consider issuing a Request for Proposal which asks potential trainers for the following information.  A written proposal for how they would carry out training, evaluation methods, cost, etc.  The goals preferred from the training, when to have training and what evaluation results should occur  Request that trainers remain available for follow-up consultation if desired  Ask the trainer what methods they use to ensure their consultation projects are successful with clients  Ask for at least three references  Consider having the employee briefly meet with the consultant to discuss training needs and establish a rapport Resort to Self-directed Learning? If a suitable outside consultant or training program cannot be found, consider self-directed learning. Self-directed is accomplished primarily by the learner who leads or takes a strong role in determining learning goals, how they will be accomplished and how learning will be verified. Self-directed learning can be used where employees are highly motivated and self-reliant. Learning can be verified with a variety of means, e.g.,  Written reports describing what learning activities have occurred and what results were produced  Observation of the employee by a supervisor or other skilled expert equipped to assess progress of the employee  A portfolio or collection of results showing the employees' improvement over time  A presentation from the employee that includes description of learning activities and a display of results, etc. 6. Training Design  The design of the training program can be undertaken only when a clear training objective has been produced. The training objective clears what goal has to be achieved by the end of training program i.e. what the trainees are expected to be able to do at the end of their training. Training design or instructional design is the process of creating a blueprint for the development of instruction. Whether the training is to be conducted in a classroom, delivered using an electronic format or using some combination of methods, the design process sets the stage for the development of a program that produces results. a. Factors of Training Design  Viewpoint. One key factor in designing training is viewpoint. The designer must consider the training from the viewpoint of the learner.  Elements. The design phase of developing training includes establishing learning objectives, planning the steps to achieve those objectives, sequencing and structuring the steps to be taken including projects, lectures, videos, assignments, presentations, readings or other activities, and determining evaluation procedures.  Considerations. In designing a training program, the designer considers a variety of factors that will impact the training, including the current knowledge level of the audience, availability of various technologies, time frames, available resources and how the training may complement or conflict with existing programs.  Benefits. The benefit of good design is effective training that engages learners with various methods, flows logically for better learning, uses resources wisely and meets learning objectives.  Model. ADDIE, a common model used by training professionals, includes the design step. Steps in the model are analysis, design, development, implementation and evaluation. b. Design Steps for a Training Program Step 1 - Define Purpose of the Training and Target Audience  Become clear about what your training needs to accomplish.  Purpose and audience will be clear—determined by funders or well- established professional development needs.  You may need to sort through and prioritize a spectrum of training needs before determining a training focus.  Once you have a clear sense of the training’s purpose and target audience, write it down! Then use this description to promote your program to prospective participants. Step 2 - Determine Participants’ Needs Several ways to find out about the needs  A brief, written survey as part of their registration packet all participants to collect general information from all participants. pre-training assessment form  Survey a random sample of registrants by phone. This will allow you to collect detailed information from a few participants.  Review evaluation and feedback forms from past-related training events. Step 3 - Define Training Goals and Objectives  Clarifying expected outcomes  Outlining training content  Planning specific training activities  Selecting/developing materials  Designing evaluation procedures  Communicating program intent to the training participants and others (such as program administrators and supervisors)  Ensuring that the training is realistic and appropriate for the purpose intended Step 4 - Outline training content  Introduction: establishes a positive learning environment  Learning components: participants engage in activities designed to accomplish the training objectives.  Wrap up and evaluation component: should help bridge the gap between training and implementation and promote a positive feeling of closure. Rules of thumb  Fill in known elements-such as meals and breaks  Start with simple concepts and proceed to more complex  Proceeds from less threatening to more sensitive topics  Schedule activities which require the greatest concentration when people will be focused and energetic  Give yourself- and participants- a break  Build in time for reflection, discussion and Q&A  Introduce the day’s events in the beginning  Schedule 8-10 minutes at the end of each day for feedback  Review your plan with a critical eye  Be flexible! Although your design is a detailed road map, you may encounter detours along the way. Step 5 - Develop Instructional Activities An effective training design incorporates a variety of training strategies, taking into account.  Participants learning style  Principles of adult learning  Group size  Prior experience and /or education level of participants  Type of skill or information to be presented  Trainer’s style When deciding which activities to use, consider these questions:  Do we know that this activity us effective?  Have we used it before?  Are we comfortable with this technique?  Do we have the expertise to use it effectively?  Does the activity require prior knowledge or skill on the part of participants?  Will we have the time, space and resources needed to accomplish the activity?  Will the activity encourage learning without confusing participants?  Step 6 - Prepare the Written Training Design  Create a written document that provides a detailed plan of the training session, including your goals and objectives.  Consider the skill expertise, training style and comfort level of each of your trainers in making this designation.  Also consider identifying specific trainer who will take the lead in fleshing out different sections of the training and creating the necessary supporting materials.  Use your written training design to stay in track during the training events, make midcourse corrections and document training details. Step 7 - Prepare Participant Evaluation Forms Some issues to address through the evaluation forms  Did the participants acquire the knowledge and skill that the trainer was supposed to provide?  Were the trainers knowledgeable about training content?  Were the activities interesting and effective?  Was the training format appropriate?  Is more training on this or related topics needed to support participants in their work? Step 8 - Determine Follow-up Activities for the Event  Newsletters and web site posting  Per observation and coaching, in which individuals observe one another performing a newly acquired skill,  Mentoring, in which individuals receives on site, personal support and technical assistance from someone with experience in the method being learned,  Study groups, in which individuals meet regularly to support one another during the implementation of new idea or practice,  Booster session, in which training participants are brought together two to three months after the training event to reinforce the knowledge and skills acquired during the training and  On-going communication between participants and trainers via phone or electronic mail 7. ADDIE Method Photo from: https://waterbearlearning.com/wp-content/uploads/2020/01/water_bear_learning_addie_model1.jpg  The ADDIE method of instructional design consists of five phases that trainers and instructional designers may use to plan and implement training. The steps in the process are Analyze, Design, Develop, Implement and Evaluate. The steps work in conjunction with one another, which saves companies time and money by allowing revisions to be made throughout the process rather than after the training is launched. Analyze In the analysis phase, the training team works with the business owners to analyze and assess the goals and objectives for the training being developed. One question addressed in this phase is what type of training delivery method will be used. Will it be web-based or instructor led? Additional questions such as who the audience is and what are their learning patterns may also be discussed during the analysis phase. Deadlines and a project plan may be determined at this time as well Design After questions are assessed and answered during the analysis phase, the training designer begins to layout the training content and to develop the design document. This document, while not containing actual content, will contain the outline of content, any groupings of content that may be necessary and media notes. Quizzes or assessments will also be included in the design document as will any types of training exercises the participants will be required to do. Development The development phase is when storyboards for the training are developed, and graphic designs are created or chosen. The graphics will be implemented into the training and will enhance the training by giving the learning visuals to complement the content. The actual course content is written during the development phase. For web-based training, a small version of the course may be put together at this time. This allows the web team to upload and test the content online and to make necessary adjustments. After the training content is developed, it is then sent to the business owners and the subject matter experts (SME) for review and approval. Implementation After the course content is finalized and approved by the business owners, the training is ready to be launched. This occurs during the implementation phase. Facilitators must review and understand the curriculum as well as the testing process. Books, manuals and copies of software should be obtained if necessary to be distributed during the training. Course scheduling and student enrolment are completed during this time. Any necessary travel arrangements are made for facilitators or participants during the implementation phase. Evaluation During the evaluation phase, feedback is generated by the participants of the course. This can be done by surveys, either paper based or electronic. Receiving participants’ feedback is important for the development of future courses. The evaluation process will allow the instructional designers to find out if learning objectives are being met and how well the course is being received. Long-term evaluations may be necessary to determine whether material was retained or if workers’ behavior changed in the workplace. This type of evaluation may be done several months after the training has occurred. These types of evaluations are  summative and are completed after the training. Formative evaluations are on-going during each phase of the ADDIE method, which allow for errors to be caught early in the process. IV. Summary Designing formal training is time-consuming and expensive. Once it is designed, however, it needs updating only as operational changes are instituted. Every new employee may then be trained using the training plan and all materials that are already prepared. There is an initial investment of time and money, of course, but thereafter training is consistent and convenient. The idea is similar to management delegating certain responsibilities. Once the initial effort has been expanded, the employee can take the delegated responsibility and free the manager for other tasks. Many employees excel when given opportunities to take on more responsibility. And so with formal training—it better prepares an employee to do the job and, after the initial effort of design, is ready and available for use every time a new employee joins the team. V. Learning Task Why would we consider age and generational differences as part of needs assessment? Is this important? Explain. 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.academia.edu/37490950/Training_Needs_Analysis_TNA_Guide 4. https://www.slideshare.net/philsteel/workshop-on-training-needs-analysis 5. https://myusf.usfca.edu/human-resources/training-development/performance- management-and-reviews/goals 6. https://managementhelp.org/training/systematic/developing-training-materials.htm 7. https://www.slideshare.net/NileshRajput/training-design-9969033 Prepared by: MELINDA M. ABERIN, MACE BSBA Faculty