Impact of Training and Development on Organization PDF

Impact of Training and Development on organization Prepared by Fatme Zaiter  Job satisfaction Effects of training and development on job satisfaction Managerial support Challenges and solutions in T&D department. Job satisfaction Job satisfaction refers t...

Impact of Training and Development on organization Prepared by Fatme Zaiter  Job satisfaction Effects of training and development on job satisfaction Managerial support Challenges and solutions in T&D department. Job satisfaction Job satisfaction refers to the extent to which employees feel content, fulfilled, and happy with their work and overall work environment. It encompasses various factors, including the nature of the job itself, relationships with colleagues and supervisors, organizational culture, compensation and benefits, opportunities for advancement, and work-life balance. Here are some key aspects of job satisfaction: Relationships at Work: Job Characteristics: Positive relationships with colleagues, supervisors, and other stakeholders can contribute to job satisfaction. The intrinsic aspects of the job, such as the Supportive work environments characterized by level of challenge, variety, autonomy, and open communication, trust, teamwork, and mutual significance, can significantly impact job respect foster a sense of belonging and satisfaction satisfaction. Employees who find their work among employees.​ meaningful, engaging, and aligned with their skills and interests are more likely to experience higher job satisfaction. Organizational Culture: The culture of the organization, including its values, norms, and practices, can influence employee satisfaction. Organizations that prioritize employee well-being, diversity and inclusion, and work-life balance tend to have higher levels of job satisfaction among their employees. Career Development Opportunities: The availability of opportunities for learning, growth, and advancement can impact job satisfaction. Employees who perceive that their organization invests in their development and provides clear pathways for career progression are more likely to feel satisfied and committed to their jobs. Compensation and Benefits: Fair and competitive compensation, along with comprehensive benefits packages, can contribute to job satisfaction. Employees who feel adequately rewarded and recognized for their contributions are more likely to feel satisfied with their jobs and motivated to perform well. Work-Life Balance: The ability to balance work responsibilities with personal and family commitments is essential for job satisfaction. Organizations that offer flexible work arrangements, paid time off, and supportive policies for work-life balance tend to have happier and more satisfied employees.  Recognition and Feedback: Regular recognition, feedback, and appreciation for employees' contributions can enhance job satisfaction. Feeling valued and appreciated for their work motivates employees to perform well and fosters a positive work environment. Job Security and Stability: Job security and stability are crucial factors for job satisfaction. Employees who feel confident in their job stability and future prospects within the organization are more likely to experience higher levels of job satisfaction and commitment.  Work Environment: Physical work environment factors such as safety, cleanliness, comfort, and amenities can impact job satisfaction. A pleasant and conducive work environment contributes to employee well-being and satisfaction. Alignment with Personal Values: When employees feel that their values align with those of the organization, they are more likely to experience higher job satisfaction. Organizations that demonstrate a commitment to social responsibility, sustainability, and ethical practices tend to attract and retain employees who share similar values. Impact of Training and Development on job satisfaction Training and development programs can have a significant impact on job satisfaction among employees. Here's how:  Increased Skills and Competence Career Advancement Opportunities Recognition and Appreciation Enhanced Job Performance: Increased Engagement and Motivation: Improved Work Relationships: Alignment with Personal Goals: Reduced Turnover: Adaptation to Change: Overall Well-Being Increased Skills and Competence: Training equips employees with the knowledge, skills, and competencies needed to perform their job roles effectively. When employees feel competent in their abilities and confident in their skills, they are more likely to experience job satisfaction.  Career Advancement Opportunities: Providing training and development opportunities signals to employees that their organization is invested in their growth and development. When employees see a clear path for career advancement and opportunities for skill enhancement, they are more likely to feel motivated and satisfied with their jobs. Recognition and Appreciation: Training and development initiatives often involve recognition and acknowledgment of employees' efforts and achievements. This recognition can boost morale and job satisfaction by making employees feel valued and appreciated for their contributions. Enhanced Job Performance: Training programs can improve job performance by equipping employees with the knowledge and skills needed to excel in their roles. When employees perform well and achieve their goals, they experience a sense of accomplishment and satisfaction. Increased Engagement and Motivation: Engaging in training and development activities can stimulate employees' interest and motivation in their work. Learning new skills, tackling challenging projects, and expanding knowledge can reignite employees' passion for their jobs and enhance their overall job satisfaction. Improved Work Relationships: Training programs often involve collaborative learning experiences where employees interact with colleagues, mentors, and trainers. These interactions can strengthen work relationships, foster teamwork, and create a supportive work environment, all of which contribute to higher job satisfaction. Alignment with Personal Goals Training and development opportunities that align with employees' personal and professional goals can enhance job satisfaction. When employees feel that their organization supports their individual aspirations and growth, they are more likely to feel satisfied and fulfilled in their roles. Reduced Turnover: Employees who receive adequate training and development opportunities are more likely to feel engaged, valued, and invested in their organization. This can lead to lower turnover rates as employees are less inclined to seek employment elsewhere in search of better development prospects. Adaptation to Change: In rapidly evolving industries and workplaces, ongoing training and development help employees stay relevant and adaptable to change. When employees feel equipped to navigate changes and challenges, they are more likely to feel secure and satisfied in their jobs. Overall Well-Being: Investing in employees' growth and development contributes to their overall well-being and job satisfaction. When employees feel supported in their professional development and have opportunities to learn and grow, they are more likely to experience a sense of fulfillment and satisfaction in their work. Summary In summary, training and development initiatives play a crucial role in enhancing job satisfaction by increasing skills and competence, providing career advancement opportunities, fostering recognition and appreciation, improving job performance, increasing engagement and motivation, strengthening work relationships, aligning with personal goals, reducing turnover, facilitating adaptation to change, and contributing to overall employee well-being. Managerial support on Training and development tools Managerial support and leadership play a crucial role in the success of training and development initiatives within organizations. Here's how managerial support and leadership can influence training and development efforts: How managerial support and leadership can influence training and development efforts: 1- Setting the Tone: Effective leaders communicate the importance of training and development to their teams. By championing a culture of continuous learning and growth, managers create an environment where employees feel encouraged and motivated to participate in training programs. 2- Allocating Resources: Managers play a key role in allocating resources, such as time, budget, and personnel, to support training and development initiatives. By prioritizing training activities and providing adequate resources, managers demonstrate their commitment to employee growth and development. Providing Feedback and Coaching: Managers have a unique opportunity to provide feedback and coaching to employees before, during, and after training programs. By offering constructive feedback, guidance, and support, managers help employees maximize their learning and apply new skills on the job effectively. Leading by Example: Managers who actively engage in training and development themselves set a powerful example for their teams. By participating in training programs, pursuing professional development opportunities, and demonstrating a commitment to lifelong learning, managers inspire their employees to prioritize their own growth and development. Reinforcing Learning: After employees complete training programs, managers play a critical role in reinforcing and sustaining learning. By providing opportunities for employees to apply newly acquired skills on the job, offering ongoing support and guidance, and recognizing and rewarding learning achievements, managers help solidify learning outcomes and drive behaviour change. Creating a Supportive Environment: Managers create a supportive environment where employees feel safe to take risks, experiment with new ideas, and apply their learning without fear of failure. By fostering a culture of psychological safety and openness to innovation, managers enable employees to embrace learning and development as integral parts of their roles. Aligning Training with Organizational Goals: Managers ensure that training and development efforts align with organizational goals and priorities. By communicating the relevance of training programs to broader business objectives, managers help employees understand the value of their learning efforts and how they contribute to the organization's success. Identifying Development Needs: Managers are well-positioned to identify employees' training and development needs based on their performance, career aspirations, and organizational objectives. By conducting regular performance evaluations, career conversations, and skills assessments, managers can tailor training programs to address specific development gaps and support employees' career progression.  Encouraging Knowledge Sharing: Effective leaders encourage knowledge sharing and collaboration among team members. By creating opportunities for employees to share their expertise, learn from each other, and collaborate on projects, managers foster a culture of continuous learning and collective growth within their teams. Celebrating Successes: Managers celebrate employees' learning achievements and successes to reinforce positive behaviors and motivate further development. By acknowledging employees' progress, recognizing their contributions, and celebrating milestones, managers create a culture of appreciation and encouragement that fuels ongoing learning and development efforts. Challenges and Solutions for training and development Training and development programs can encounter various challenges that hinder their effectiveness. However, there are several strategies and solutions that organizations can implement to address these challenges and optimize their training and development efforts. Here are some common challenges and corresponding solutions: Problem 1 : Lack of Alignment with Organizational Goals: Challenge: Training programs may not align with the strategic objectives and priorities of the organization, leading to a disconnect between training outcomes and organizational goals. Solution: Ensure that training initiatives are aligned with the broader business strategy by conducting needs assessments, consulting with key stakeholders, and prioritizing training topics that address critical organizational objectives. Problem 2: Limited Resources: Challenge: Organizations may face constraints in terms of budget, time, and personnel available for training and development activities. Solution: Optimize resource allocation by prioritizing high-impact training initiatives, leveraging cost-effective training methods such as e-learning and on-the-job training, and seeking external funding or partnerships for specialized training programs. Problem 3: Resistance to Change: Challenge: Employees may resist participating in training programs due to fear of change, reluctance to acquire new skills, or skepticism about the benefits of training. Solution: Foster a culture of continuous learning and growth by communicating the value of training initiatives, addressing concerns and misconceptions, involving employees in the training design process, and providing incentives or recognition for participation and achievement. Problem 4: Lack of Engagement and Motivation: Challenge: Employees may lack motivation or interest in training activities, leading to low participation rates and limited learning outcomes. Solution: Enhance engagement and motivation by making training programs relevant, interactive, and learner-centered, incorporating real-life scenarios and practical applications, providing opportunities for peer collaboration and knowledge sharing, and recognizing and rewarding learning achievements. Problem 5: Insufficient Evaluation and Feedback: Challenge: Organizations may struggle to assess the effectiveness of training programs and provide timely feedback to participants and trainers. Solution: Implement robust evaluation mechanisms to measure learning outcomes, such as pre- and post-training assessments, surveys, focus groups, and performance metrics. Use feedback to identify areas for improvement and make continuous enhancements to training programs. Problem 6: Technological Challenges: Challenge: Technological issues, such as outdated learning management systems, poor internet connectivity, or limited access to training resources, can hinder the delivery and effectiveness of training programs. Solution: Invest in up-to-date technology infrastructure and user- friendly learning platforms, provide technical support and training for users, offer offline learning options for employees with limited internet access, and leverage mobile learning solutions for greater accessibility and convenience. Problem 7: Retention and Application of Learning: Challenge: Employees may struggle to retain and apply newly acquired skills and knowledge in their day-to-day work, leading to a gap between training outcomes and on-the-job performance. Solution: Reinforce learning through follow-up activities such as job aids, refresher courses, coaching, and on-the-job support. Encourage managers to provide opportunities for employees to practice and apply new skills, provide feedback on performance, and recognize and reward behavior change. PROBLEM 8: Resistance from Management: Challenge: Resistance from upper management or line managers can hinder the implementation and success of training initiatives. Solution: Engage management stakeholders early in the planning process, communicate the benefits and ROI of training programs, address concerns and objections, and demonstrate the positive impact of training on business outcomes through data and success stories. The relevant problems difficult to reduce Time Constraints: Balancing training activities with regular job responsibilities can be challenging for employees and trainers alike. Finding suitable time slots for training sessions, especially in fast-paced work environments, can be difficult and may result in low attendance or rushed training sessions that do not effectively address learning objectives. Employee Turnover and Mobility: High turnover rates and employee mobility can pose challenges for maintaining continuity and consistency in training efforts. Constantly onboarding new employees and retraining existing ones can strain resources and make it challenging to sustain long-term training initiatives. Count,.. Addressing these challenges requires a strategic approach, collaboration across departments, and a commitment to continuous improvement. By identifying and mitigating barriers to effective training and development, organizations can create a supportive learning environment that empowers employees to succeed and drive organizational success. Count,... Balancing training activities with regular job responsibilities can be challenging for employees and trainers alike. Finding suitable time slots for training sessions, especially in fast-paced work environments, can be difficult and may result in low attendance or rushed training sessions that do not effectively address learning objectives. CONCLUSION By proactively addressing these challenges and implementing effective solutions, organizations can maximize the impact of their training and development efforts, enhance employee skills and performance, and drive organizational success.  INTEGRATING ARTIFICIAL INTELLIGENCE INTO TRAINING AND DEVELOPMENT PRACTICES A SYSTEMATIC REVIEW Prepared By Fatme Zaiter Training and development Training is generally stated as being a systematic and planned effort to develop knowledge, attitudes, abilities and skills through learning- experiences, to attain effective performance in an activity or a range of activities. The human resource management (HRM) function has increasingly been recognized as an important element of a company’s strategy. Organizations attempting to succeed in today’s global business environment must invest in the acquisition and development of employee.  INTRODUCTION This study focus on integrating artificial intelligence (AI) into training and development practices in organizations, with a focus on the IT sector. It emphasizes the potential of AI technologies, such as intelligent tutoring systems, virtual reality simulations, natural language processing, and chatbots, in enhancing learning outcomes, personalization, and efficiency. The abstract also acknowledges the challenges associated with AI integration, including ethical considerations and the need for clear guidelines and frameworks. It further explores the applications of AI in training and development, such as automated assessment, adaptive learning platforms, recommender systems, and gamification. Introduction The abstract emphasizes the importance of leadership commitment, strategic alignment, clear objectives, data quality, infrastructure, ethics, change management, collaboration, user experience, and continuous evaluation for the successful implementation of AI in training and development. Overall, this research aims to provide valuable insights and guidelines for decision-makers, trainers, and HR professionals seeking to leverage AI in their training and development practices in the IT sector. Introduction In today's rapidly evolving business landscape, organizations are increasingly recognizing the importance of investing in their human capital through robust training and development initiatives. With the advent of artificial intelligence (AI), there is a significant opportunity to revolutionize these practices and unlock new levels of efficiency, personalization, and effectiveness. Artificial Intelligence and Training Artificial intelligence refers to the simulation of human intelligence in machines, enabling them to perform tasks that typically require human cognition. In the context of training and development, AI technologies offer a range of possibilities for enhancing learning outcomes and optimizing the overall training experience. These technologies include machine learning algorithms, natural language processing, virtual reality simulations, chatbots, and personalized recommendation systems. Importance of AI in training 1- By integrating AI into training and development practices, organizations can leverage the power of data analytics to gain valuable insights and make informed decisions. AI-enabled systems can analyze vast amounts of training data, including learner performance, preferences, and progress, to provide personalized learning paths. This customization ensures that learners receive content and support tailored to their individual needs and learning styles, leading to increased engagement, motivation, and knowledge retention. Importance of AI in training 2- Additionally, AI can facilitate the automation of routine administrative tasks in training and development, freeing up valuable time for trainers and HR professionals to focus on strategic and value- added activities. Virtual assistants and chatbots equipped with natural language processing capabilities can address learners' queries in real- time, providing immediate support and guidance. This enhances accessibility and fosters continuous learning by enabling employees to access training resources whenever they need them. Despite the tremendous potential benefits, the integration of AI into training and development practices also presents challenges. Ethical considerations, such as data privacy and algorithmic bias, must be carefully addressed to ensure fairness and protect learner privacy Organizations need to establish clear guidelines and frameworks for ethical AI usage in training and development. By understanding and harnessing the potential of AI in training and development, organizations can drive innovation, agility, and competitiveness in the ever-evolving business landscape. This research contributes to the growing body of knowledge in this field and serves as a valuable resource for decision-makers, trainers, and HR professionals seeking to capitalize on the transformative potential of AI in their training and development practices.There are various applications of artificial intelligence (AI) that can be used in the training and development of employees in organizations. Some of the key applications include: The key applications include: Intelligent Tutoring Systems: AI-powered tutoring systems can provide employees personalized and adaptive learning experiences. These systems analyse individual learning patterns and tailor the content and pace of instruction accordingly, helping employees acquire new skills and knowledge efficiently 2 Virtual Reality (VR) Simulations: VR technology combined with AI can create realistic and immersive training simulations. Employees can engage in virtual environments that replicate real- world scenarios, allowing them to practice skills, make decisions, and gain hands-on experience in a safe and controlled setting. 3 Natural Language Processing (NLP) for Language Learning: NLP algorithms can be used to develop language learning applications that provide real-time feedback on pronunciation, grammar, and vocabulary. Employees can practice their language skills and receive personalized guidance, improving their communication abilities  Automated Assessment and Feedback: AI 4 algorithms can automate the assessment of employee performance, providing instant feedback and customized recommendations for improvement. This enables employees to track their progress, identify areas of weakness, and receive targeted guidance for skill development. 5 Chatbots and Virtual Assistants: AI-powered chatbots and virtual assistants can be deployed as training resources, providing on-demand support and information to employees. They can answer frequently asked questions, provide step-by-step instructions, and offer guidance throughout the learning process. 6 Predictive Analytics for Learning Analytics: AI techniques, such as predictive analytics, can analyze large datasets to identify patterns and trends in employee learning behaviors. This helps organizations gain insights into the effectiveness of training programs, optimize learning pathways, and personalize learning experiences. 7 Recommender Systems: AI-based recommender systems can suggest relevant learning resources, courses, or training materials to employees based on their preferences, learning history, and job requirements. This enhances the discoverability of relevant content and promotes continuous learning. 8 Adaptive Learning Platforms: AI-powered adaptive learning platforms adjust the difficulty level and content delivery based on the learner's progress and performance. These platforms dynamically adapt the learning experience to match the individual's skill level, ensuring optimal engagement and knowledge retention 9 Gamification and Interactive Learning: AI techniques can be used to develop gamified training programs that incorporate interactive elements, leaderboards, and rewards. This enhances employee motivation and engagement in the learning process, making it more enjoyable and effective 10 Data-driven Personal Development Plans: AI algorithms can analyze employee performance data and provide personalized development plans based on individual strengths, weaknesses, and career goals. This helps employees identify areas for improvement and create targeted learning paths. By leveraging these AI applications, organizations can enhance the effectiveness, efficiency, and personalization of their training and development programs, ultimately leading to improved employee performance and organizational growth. 11 Automated Content Creation: AI can automate the creation of training content by generating quizzes, simulations, and even entire courses based on predefined learning objectives. This streamlines the content development process and ensures that training materials remain up-to- date and relevant. 12 Personalized Learning Paths: AI can create personalized learning paths for employees based on their job roles, learning styles, and performance data. By recommending relevant courses, modules, and resources, AI ensures that employees receive training tailored to their needs and preferences. Conclusion By integrating AI into training and development functions, organizations can create more personalized, efficient, and impactful learning experiences for employees, ultimately driving improved performance and business outcomes Impact of AI on training and development 1- Personalized Learning Paths: AI can analyse individual learning styles, preferences, and performance data to tailor training programs for employees. This ensures that learning experiences are optimized for each individual, leading to better engagement and knowledge retention. 2- Adaptive Learning Platforms: AI-powered platforms can dynamically adjust the difficulty and content of training modules based on the learner's progress. This adaptive approach ensures that employees are always challenged at the right level and can progress at their own pace. 3- Content Curation and Recommendation: AI algorithms can sift through vast amounts of training content to curate personalized recommendations for each learner. This helps employees discover relevant resources more efficiently, saving time and improving learning outcomes. 4- Natural Language Processing (NLP) for Feedback and Assessment: AI-driven NLP technologies can provide instant feedback on assignments, quizzes, and assessments. This enables more timely and actionable insights for learners, helping them to identify areas for improvement and track their progress. 5- Virtual Reality (VR) and Augmented Reality (AR) Simulations: AI- enhanced VR and AR simulations provide immersive learning experiences that replicate real-world scenarios. This hands-on training approach allows employees to practice skills in a safe environment, accelerating their learning curve 6- Predictive Analytics for Skills Gap Identification: AI analytics can analyze employee performance data to identify skills gaps within the organization. This enables HR and L&D teams to design targeted training programs to address specific areas of need and foster continuous skill development. 7- Chatbots for On-Demand Support: AI-powered chatbots can provide on-demand support to employees, answering questions and providing guidance whenever needed. This instant access to information enhances the learning experience and reduces dependency on human instructors for routine queries. 8- Automated Content Creation: AI can automate the creation of training content by generating quizzes, simulations, and even entire courses based on predefined learning objectives. This streamlines the content development process and ensures that training materials remain up-to-date and relevant.  SUCCESS FACTORS ASSOCIATED WITH THE IMPLEMENTATION OF AI IN TRAINING AND DEVELOPMENT IN MANAGEMENT ORGANIZATIONS Collaboration and Leadership User Experience Continuous Commitment and Adoption Learning Change Evaluation and Strategic Management and Continuous Alignment Training Improvemen Clear Objectives Ethical and Metrics Consideration Robust Data Quality and Infrastructure and Accessibility Technology The potential of AI on training and development Emphasizing the potential of AI technologies in training and development requires a strategic approach to showcase the benefits and possibilities it brings to the table. These keys points highlight the benefits they bring to both learners and organizations alike. Here’s how you can highlight the potential of AI in training and development: 1 Demonstrate Personalization: Showcase how AI can personalize learning experiences by tailoring content, pacing, and assessments to individual employee needs and preferences. Highlight examples of how AI algorithms analyze data to create customized learning paths that optimize engagement and knowledge retention. 2 Highlight Efficiency Gains: Illustrate how AI streamlines administrative tasks and reduces manual workload for trainers and administrators. Show examples of how AI-driven automation tools can handle tasks such as content curation, assessment grading, and learner support, freeing up time for trainers to focus on strategic initiatives. 3 Showcase Adaptive Learning: Highlight the power of AI-driven adaptive learning platforms to dynamically adjust content difficulty and pacing based on individual learner progress. Demonstrate how adaptive learning algorithms can identify areas of strength and weakness in real-time, providing targeted interventions to support skill development. 4 Illustrate Predictive Analytics: Showcase how AI analytics can predict future learning trends and identify potential skills gaps within the organization. Highlight examples of how predictive analytics can inform training strategies by forecasting future training needs and recommending proactive interventions to address emerging skill requirements. 5 Highlight Immersive Learning Experiences: Demonstrate how AI- powered VR and AR simulations can create immersive learning experiences that replicate real-world scenarios. Showcase examples of how employees can practice skills in a safe and interactive environment, leading to improved knowledge transfer and application. 6 Illustrate Continuous Learning: Emphasize how AI enables continuous learning by providing on-demand access to learning resources and support. Highlight examples of AI-powered chatbots that offer instant assistance and guidance to learners, ensuring that they have access to help whenever they need it. 7 Showcase Content Creation and Innovation: Highlight how AI can automate the creation of training content and generate innovative learning experiences. Showcase examples of AI-generated content, such as interactive simulations and personalized learning modules, that engage learners and drive deeper understanding. 8 Demonstrate ROI: Provide evidence of the return on investment (ROI) of AI-enabled training and development initiatives. Showcase case studies and success stories that illustrate how organizations have achieved cost savings, improved employee performance, and increased business impact through the strategic use of AI technologies. Conclusion AI is revolutionizing training and development by enabling personalized learning experiences, content curation and recommendation, skills assessment and gap analysis, natural language processing for learning, predictive analytics for training needs, automated content creation, performance support and on-demand learning, continuous feedback and evaluation, and talent development and succession planning. By harnessing the power of AI, organizations can create agile, adaptive, and effective training programs that empower employees to thrive in today's dynamic business environment. Methods of Evaluation: Training Techniques Chapter 5 Prepared by Fatme Zaiter Evaluation of any training program must inform us whether the training programme has been able to deliver the goals and objectives in terms of cost incurred and benefits achieved. Introduction Training is a specialized function. Hence trainer must know exactly what is required from the training programme in accordance to the identified tools framework techniques processes are identified in designing and implementing efficient effective timely and productive training programmes for those who require it. Training needs also determine the nature of training program. Formulation of training program includes those factors that are related to the evaluation of the program in terms of techniques and skills can be properly considered. Identification of Training Needs The achievement of objectives and goals can be effectively and effectively achieved only if people within the organization possess adequate skills and abilities. If they do not possess the skills and abilities required, the objectives and goals cannot be achieved. The objectives and goals cannot be achieved effectively and efficiently. Hence proper assessment of the abilities and skills of the employees must be considered before any training programme is be formulated. We have 5 assumptions to identify training needs, we'll discover them in the next slides.  5 assumptions to identify training needs 1. First assumption: Predefine 3 behavioural aspects 2. Second assumption: assessment of the abilities and skills 3. Third assumption: to assess the capability potential of the employees 4. Fourth assumption: precise the level of ability and the desire to learn. 5. The fifth assumption is concerned with the environment variable. In a dynamic situation. First assumption: Predefine 3 behavioural aspects Any training program must take into consideration three fundamental behavioural aspects: 1.Organization, 2.people, 3. environment As far as organization are concerned their survival rests on a certain minimum achievement of goals and objectives which are predefined to customers owners, employees. etc. all these factors are continuously interacting with the organization whose objectives and goals have been formulated so, to benefit the members of the organization intermittently. Second assumption The second assumption that needs to take into consideration is the fact that these objectives can be achieved only through harnessing the abilities of its people. Releasing potential and maximizing opportunities for development. In others words, the achievement of objectives and goals can be effectively and effectively achieved only if people within the organization possess adequate skills and abilities. If they do not possess the skills and abilities required, the objectives and goals cannot be achieved effectively and efficiently. Hence proper assessment of the abilities and skills of the employees must be considered before any training programme is be formulated. The objectives and goals cannot be achieved effectively and effectively achieved only if they do not possess the skills and abilities. if they do not possess the skills and abilities required. The objectives and goals cannot be achieved effectively and efficiently. Hence proper assessment of the abilities and skills of the employees must be considered before any training programme is be formulated. Third assumption : Assess capabilities The third assumption is to assess the capability potential of the employees. The people who are engaged in the accomplishment of goals and objectives. In the new perspective, are capable of new learning. If the employees do not possess the required potential to adapt themselves to the new environment. The chances of training programs being a success will be doubtful. Fourth assumption The fourth assumption about people is concerned with the level of ability and the desire to learn. Training is all about learning, learning organization basically involves people who make or break organization. the organization should be able to provide adequate opportunities and resources where people are able to learn through training new concepts. and techniques of management. the assumption is also concerned with matching of achieving organizational goals on one hand and on the other providing attractive learning opportunities. This assumption basically requires that the programmers of training should be designed so as to provide learning opportunities that are effective and efficient. the objective of training is fulfilled the individual needs of the employees and that of the organization as well. Fifth assumption The fifth assumption is concerned with the environment variable. In a dynamic situation, environment continues to put new pressures and demands upon the system even if it is for survival only. Because of liberalization, competition has become severe and public sector as well private sector has to compete with each other in order to stay a viable entity. Hence changes in the environment can no more be overlooked but need to understood and adapted to. The need for training, therefore, becomes inevitable. Conclusion Once it is established that need for training is a necessity. The question arises what type of training is required to meet the 5 challenges. Another important question that comes to mind is whether the training programmed is able to change the pattern of behaviour for which it was trained and how effectiveness will be measured. 5 Factors Influencing Training Needs Organizations are complex and dynamic in nature and their effectiveness depends on number of factors. Complexity of organization is again a multifaceted implication of various factors being determined by various environmental factors. Hence the nature of complexity of a given organization needs to be evaluated before determining its training needs. 1-Technology The technological changes are influencing the basic settings of organization. The technological changes are not only concerned with the structure or gadgets of an organization but these changes also influence the behavioural aspect of the people who are working in the organization. Examples Technology is changing an ever increasing rate. Today’s state –of-the- art computer is tomorrows junk. Robot assembly pants. Laser printers. “Transplant and genetic surgery--- wherever the workplace--- whatever the task. There appears to be a technological solution for everything”. 2-Social changes Another important factor that needs to be taken into consideration is concerned with social changes that are taking place in the new social environment. For most organization internal compilations are bound to change in the computer age. People from different backgrounds, women, people from diverse nations will from the workforce of modern organizations. With increasing diversity in the culture, the organizations are bound to receive culture shock. Organization with their exiting format will not be in position to absorb this culture shock. The change agent will be playing an important role in providing appropriate training to absorb culture shock.  3- Government The third factor that has influenced training needs is related to the new role that the government are being asked to play. The governments are being asked to play sensitive role of controlling the business ethical activities on one hand and safeguarding the interests of consumer on the other. In the era of privatization and globalization. The governments are formulating legislation to facilitate business activity both public and private as well as safeguarding the consumer interest. Thus managers and CEOs need to be acquainted to the new legislation that are being enacted from time to time 4- Competitive Market conditions The fourth factor that has influenced the training needs is the emerging competitive market Conditions. It may be asserted that the public and private sector, even in monopolistic conditions. Have to face competition. The pertinent question is whether the new market situation will force the organization to go in for training as they are going to face new marketing situations in the times to come. Will the new emerging conditions give rise to pressure groups that have henceforth not been seen in the business world. Basically organizations are going to face situations that are the result of competitive markets and development of consumerism. Many of the managers in the public and private sector could not possibly have been oriented towards these new situations. Hence need f training is unavoidable. 5- Internal Management The fifth factor influencing the training needs related to internal management of an organization. Internally organizations are going to face new dilemmas and problems. Business needs are fulfilled by the human resources that exist within the framework of internal structure. Any strategic plan which does not take this fact into account is bound to face numerous problems. There will be a continuous pressure on the organization to improve performance. Human resources, like managers, workers, staff, and others, have to be kept up to date in expertise and at the same times need to be motivated to perform better. This is a difficult task which cannot be handled by the staff of the organization. Experts called change agents are required to fulfill the task. Training needs cannot be overlooked because it is an ongoing process. In addition. Training is now considered a specialized function to be performed by the experts. Methods of Evaluation of Training Programmes It is extremely important to assess the result of any training program. The participant must be made aware of the goals and objectives of the training program and on completion of the training program, they should be asked about the impact of the concerned training programme. Count,... Evaluation of any program is a difficult task and more so of a training program. The first step toward evaluation of a training program is to define the goals and objectives of the training program. These goals and objectives should be stated in such format so that they can be measured statistically. Also both the trainer and the trainees most be well acquainted with there role in the training program.In the evaluation of any training program. The first requirement is to collect valid and reliable data. Techniques for collecting required data Final result based Self-assessments on earlier answer sheets information plus the new data Assessing the Question collected confronted by the information and trainees observation  The required data can be collected by using the fowling techniques. 1. Self assessments answer sheets. 2. Question confronted by the trainees. 3. Assessing the collected information and observation. 4. Final result based on earlier information plus the new data Each method of data collection has its advantages and disadvantages. Which need to be taken into consideration. The merits and demerits of each method are as follows. Merits of Self-Assessment The cost factor is quite low. 2. Data can easily collected. 3. Time consumption of the trainer and trainee is negligible. 4. Outside interference is completely avoided. 5. Effective relationships develop between the trainee. 6. Well designed answer sheet can produce healthy results. Demerits of Self-Assessment 1. Self-assessment is basically self-evaluation which can be based of biased responses. The assessment must have enough reliability so as to draw right conclusion in regard to individual assessment. 2.The responses given by the trainees can be based on misrepresentation or misinterpretation of the questions asked. Thus self-assessment questions should be small and easy to understand.in addition.no information should be sleeked which will embarrass the trainees. 3. The information provided by the trainees cannot be evaluated in terms of their correctness. All the trainees do not prefer to give the required information lest it may be used against at any point of time. Conclusion for self-assessment All these problems can be easily solved. Self-assessment is basically adhered to by all the training programs. However what is important to consider is to make proper effective use of this technique as the trainees provide valuable information which the trainer can use to formulate training strategy. Conclusion for self-assessment The second requirement for evaluating a training programme is concerned with the evaluation of the training programme when part of the training programme has been completed. The time factor must be decided before the programme is initiated and the evaluation criteria must be determined before the training programme begins. The first evaluation will give adequate information to the trainers whither the programme moving toward write direction. Conclusion for self-assessment At the same time trainees will be able to assess the value of the program in terms of its needs and usefulness. It is extremely important to realize whether the trainees have understood the need and importance of the training programme. As this stage adequate data should be collected from the trainees to make proper evaluation of the training programme. The collect data, interview and questionnaire methods can be most effective. Interviews can be conducted by seeking information face to face, by means of telephone, or by other strategies like group discussions etc. Each of these methods has its own merits and demerits. 2- Merits of Interviews 1.Face to face interviews ensures some response. If any responses need to be clarified. The trainer can do so instantly. Similarly if the trainees want any clarification, the same can do immediately. This helps in ensuring correct information. 2. As far telephone interviews are concerned though there is lack of personnel touch. The trainee does not feel the pressure of the interviewer to give answers that suit the trainer. The trainer can answer all those question that are complex in nature. These answers have far more validity as the responses are without any pressure. 2-Demerits of Interviews 1. The interview is a lengthy and costly process as it requires trained and skilled personal to get results that are reliable. 2. Another important drawback is the possibility of the trainer being involved in the interview. 3. Data collected through interview methods may be out of date and hence difficult to interpret. Merits and Demerits of Questionnaire Questionnaires in one form or another do appear in all kinds of research and surveys. Hence it is extremely vital that the questionnaire is framed with utmost care so that it measures the variable in exactly the way it has been designed for. Merits and Demerits of Questionnaire Once the initial design has been properly framed, a pre _ test must be conducted to find out whether the questions mean the same thing to the trainer and the trainee. If found inappropriate, the questionnaire should be redesigned and a pilot survey should be conducted. If found appropriate. Full survey should be conducted and if found inappropriate the questionnaire should be redesigned again. The reliability and validity of the questionnaire should be properly evaluated before going in for full survey.  4 key aspects of evaluation study Thus whatever technique or method we adopt, the validity and reliability of data must be determined. As a matter of fact the trainer must look at three factors to determine the reliability and validity of the collected data. According to Frances and bee, three key aspects must be considered in any evaluation study. These key aspects are as follows.  4 key aspects of evaluation study 1. The first factor is concerned with the internal stability of an evaluation study. 2. The second factor is concerned with the external validity. 3. The third factor that needs to be considered is concerned with reliability 4. The fourth factor that needs to be taken to evaluate training programme is to conduct and determine reaction level of the trainees  The first factor is concerned with the internal stability 1 of an evaluation study. It is concerned with how well the study measures what we want or are aiming to find out. This usually involves the adequacy and appropriateness of the measuring tool. The instrument, used. What needs to be considered is that whatever instruments we use for the purpose of collecting data, we must make sure that the terminology being used actually measures the variable that we intend to measure. Whether the instrument be interview or questionnaire, the terms must elicit the kind of information that is required 2 The second factor is concerned with the external validity. It is concerned with the extent that the findings can be applied beyond the group involved in the study. The conclusions drawn on the basis of collocated should not be applicable only to the group that was the basis of collection of data. On the contrary, the collected data should have the reliability and validity to the extent that its conclusions are applicable to other similar situations.  The third factor that needs to be considered is 3 concerned with reliability. The reliability of an evaluation study is the extent to which the results can be replicated, i.e. if the study was repeated the results would be the same. The obvious approach to dealing with this issue is to repeat tests and observations. Also techniques, such as including the same question but in different forms, using multiple observes, etc. can be helpful.  The fourth factor that needs to be taken to evaluate 4 training programme is to conduct and determine reaction level of the trainees in respect of the training programme. The reaction criteria is to be determined in terms of open discussion between the trainers, the trainees, and the management. This will give ample opportunity to the management to ascertain whether or not the training programme is achieving the objectives for which it was organized. This evaluation should be conducted half way of the training period. The reaction criteria tends to inform the trainers whether the training programme is achieving the goals as perceived by the trainers. In other words the trainers come to know the level of happiness and satisfaction of the trainees in regard to the training programme. To ascertain and collect this kind of information, the trainees may be asked to fill a self- complete questionnaire in which the trainees have to choose between a range of alternatives and answer some of the open ended questions. The self-fulfilled questionnaire seeks information in regard to entry briefing; whether the objectives of the training programme were achievable and how far have they been useful; whether the trainers performance has been satisfactory; and the training methods utility; the mid-term evaluation clears the way of the trainers to reframe the training methodology and cater according to the needs of the trainees. Two fundamental problem Two fundamental problem need to be assessed in this evaluation process. The first problem is whether information seeked, should or should not be collected in the name of trainee. The evaluation as far as possible be anonymous could give, probably, more accurate information than the information collected in the name of the participant. The second related issue is concerned with the venue where the information questionnaire is filled up by the trainee. It is indeed desirable that the trainee provide information away from the course environment. This mid evaluation can be very helpful in providing a lot of information that is reliable and valid. As a matter of fact midterm evaluation can be very helpful and the cost of collecting such information is not only very low but it also helps the trainees to reframe their training programs accordingly the approach of mid term evaluation allows the trainer to make comparisons between different training programs that were conducted in other organization or that were conducted by the trainer himself. However reaction criteria of mid term evaluation does generate an enormous amount of data analysis. How much of this data is used by the trainer for readjusting the structure of the training program depends on the management, trainer, and the participants. The final step in respect of evaluation of training programmes is to assess whether the basic objectives of the training programme have been achieved or not. In this step cost-effectiveness and cost-benefit techniques need to be utilized to measure the performance. This assessment will demonstrate whether the expected learning that was determined before the training programme was conduced has taken place after the conclusion of the training programme or not. Evaluation of the training programme should be undertaken only for the purpose of feedback and restructuring of the programmes to ful-fill the goals and objectives of the training program.me. The basic purpose of any training programme is to improve organizational performance i.e. to assess whether the training program has been able to achieve change that it desired from the training program. The final evaluation program must take into factors that might have affected the final outcome Conclusion Hence any evaluation of the training programme may not result in perfect achievement of the goals. We should identify the key factors and indicators that can influence the final results of the training programme. The assessment of these factors will help in the analysis of the needs of the concerned organization. In this respect a comparative study should be made in regard to the information collected before the training programme was initiated and after the training program where changes need to be visualized and thereupon assessed. If possible a comparative study can also be made of the similar training programme conducted in other organization and analyses the differences in the final results. At the time of collecting the final data, proper monitoring should be assured. All the required data should be collected to make elaborate analysis. Count,... The analysis of the information is the concluding part of any evaluation programme. The analysis of data should be summarized and then compared with the data of other training programmes similar nature. On the basis of these comparisons, problems and strength should be identified which would help the trainer in his future training programmes.  Training Design Prepared by Fatme Zaiter Introduction With the demand for training most likely exceeding capacity, resources must be focused on the most important initiatives – to maximize training investment and demonstrate value. Otherwise, limited resources may be invested in training programs that have minimal impact on the organization’s overall goals. 1. How should decisions be made on which programs to fund? 2. Should money/resources be allocated equally amongst several programs? Should the focus be on just a few programs? 3. How can spending be prioritized in advance and how do we deal with the constant onslaught of new requirements and performance challenges that require training? Introduction to training design If, however, training impact is assessed during the up-front planning phase, it will offer new insight on where training budgets and resources should be allocated. Such a shift from a historical data collection and reduction model, to a predictive analysis model permit training program managers to: (1) become more responsive to current and future training needs, (2) increase the impact of training by focusing only on the most crucial initiatives, (3) Improve program efficiency by offering a methodology for selecting only cost- effective training delivery options. THE VALUE OF TRAINING Whether training decisions are based upon financial measures – such as: Return On Investment (ROI), qualitative measures – such as Return On Expectations (ROE), the ultimate objective should always be the same – generate the greatest benefit (value) at the lowest possible cost. THE VALUE OF TRAINING: 6 strategies Six strategies to improve a training program’s overall efficiency during the front-end planning stage are presented. The first three strategies are aimed at increasing the benefit (value) of training programs, and the following three strategies are aimed at decreasing costs. Although they are presented as interdependent, they may be applied individually or in any combination. 6 strategies 1- ALIGN TRAINING WITH GOALS 6- DUPLICATE EFFICIENT 2- IMPROVE HUMAN PROGRAMS AND PERFORMANCE DETECT PROBLEM 5- CONSIDER 3- REDUCE TIME TO INTERNAL VERSUS COMPETENCY EXTERNAL OPTIONS 4- SELECT THE RIGHT BLEND OF DELIVERY OPTIONS 6 Strategies #1: ALIGN TRAINING WITH GOALS: Determining where training budgets and resources should be allocated is an important decision for any training unit. #2: IMPROVE HUMAN PERFORMANCE #3: REDUCE TIME TO COMPETENCY #4:SELECT THE RIGHT BLEND OF DELIVERY OPTIONS #5: CONSIDER INTERNAL VERSUS EXTERNAL OPTIONS #6: DUPLICATE EFFICIENT PROGRAMS AND DETECT PROBLEM AREAS STRATEGY #1: ALIGN TRAINING WITH GOALS Determining where training budgets and resources should be allocated is an important decision for any training unit. Unless the training program is a revenue generating business, the budget is viewed as an expense – which is being continually scrutinized. Managing training budgets and resources should be no different than managing any other investment, such as major equipment or information technology acquisitions. The answers equate to how much time, money, and resources are required by each program, and the potential benefits generated in return. STRATEGY #1: ALIGN TRAINING WITH GOALS To identify tangible benefits, clear links should first be established between training activities and goals. In other words, a clear understanding is needed on why the training is needed in the first place. Each training program should be required to address specific performance deficiencies, and what is needed to achieve performance improvement. As a result, the success and importance of training will no longer be measured by the skills and competencies that are being developed, but by the impact of the newly acquired skills and competencies on desired performance. In other words, how well the training resolves specific on- the-job “problems” or “performance gaps” and, of course, the priority assigned to each problem. STRATEGY #1: ALIGN TRAINING WITH GOALS If, for any reason, the training solution does not contribute to a specific “performance” gain, then the need for training – whether instructor-led or eLearning or any other delivery method applied – should be questioned. Quote: In Peter Drucker’s own words: “…if it cannot be measured, it cannot be managed.” STRATEGY #1: ALIGN TRAINING WITH GOALS The process of linking training programs with goals is similar to the Training Needs Analysis (TNA) and assessment process. That is, identify goals (performance outcomes), tasks needed to achieve these goals, as well as determining the knowledge, skills, and attitudes required to successfully perform these tasks. The primary difference in the proposed approach is the added focus on the criticality of the goals, tasks needed to achieve the goals, and knowledge/skills needed to perform the tasks. With this knowledge in hand, training professionals can: (1) link knowledge and skills needed by various groups to desired performance, (2) identify which programs have the greatest impact and why, (3) maximize training value by redirecting money and resources to activities that address the most critical needs. The process for addressing this step-by-step approach is discussed in the following sections:  Training can 3- maximize 1- link knowledge training value by 2- identify which and skills needed redirecting money programs have the by various and resources to greatest impact groups to desired activities that and why performance, address the most critical needs Step by Step Approach for Align training with goals strategy 1. Step 1:Define and prioritize the organization’s/unit’s mission/performance goals. 2. Step 2. Identify the tasks needed to achieve the performance goals 3. Step 3. Assign tasks to various groups/jobs 4. Step 4. Determine which tasks require training. 5. Step 5. Prioritize the knowledge, skills and attitudes needed to perform tasks that require training. 6. Step 6. Identify the knowledge and skill gaps. 7. Step 7. Identify implementation issues 8. Step 8. Prioritize activities and prepare a plan of action by compiling the data to help determine which training programs can generate the greatest impact and why. Step 1: Define and prioritize the organization’s/unit’s mission/performance goals Although the primary objective of training should be the development of individual knowledge, skills and competencies, what should really count is the resultant improvement in individual and/or collective “performance” needed to meet the unit/organization goals. Thus stated, current priorities must be adequately defined before the analysis moves forward Example: Capture 50% of the widget market Step 2. Identify the tasks needed to achieve the performance goals Once the unit’s goals have been documented and prioritized, individual and/or collective tasks needed to achieve these goals Example : “Generate 1,000 leads per must be identified, and each task should ideally be further month” divided into appropriate subtasks. More importantly, the desired performance should be stated in measurable terms Step 3. Assign tasks to various groups/jobs The question to be addressed here is: Who needs to perform tasks needed to achieve the stated performance goals? In some cases, Example" Estimate money different groups (e.g., sales, marketing and customer service) may and resources needed for be involved in the performance of a specific task. If required, the a trade show” scope of the analysis can be extended to include those basic tasks that are not specifically aimed at a mission/goal Step 4 Determine which tasks require training. The attributes of each task, i.e., level of difficulty, level of importance/criticality, and frequency of performance, are further analysed to determine if training is needed, and the criterion performance level for this training.  Prioritize the knowledge, skills and attitudes needed to perform tasks that require training. Step 5. Prioritize the knowledge, As a result, the relevant importance of skills and attitudes each knowledge, skill or attitude required needed by specific tasks and, in-turn, the unit/organization goals may be established. Step 6. Identify the knowledge and skill gaps. Existing and potential gaps may be revealed by comparing the knowledge, skills and attitudes needed by each group to achieve the desired level of performance, with the current knowledge, skills and attitudes of the group. For example, to transition from marketing products to services, compare the knowledge and skills needed by the service marketing staff to the current knowledge and skills of the product marketing staff. Step 7. Identify implementation issues The feasibility and effectiveness of plausible training solutions should be assessed, by examining the availability of funding and resources, compatibility with existing programs, and any unit/organizational attitudes towards the proposed training solutions. Step 8. Prioritize activities and prepare a plan of action by compiling the data to help determine which training programs can generate the greatest impact and why. Moreover, with these relationships in place, training programs may be realigned as the organizational/unit priorities change, new initiatives (i.e., missions and/or regulations) are introduced, and as new challenges arise For example, it may be entirely feasible to quickly find out which training programs support a specific mission/goal, how each training program is contributing to the unit’s goals, or which training programs offer little or no impact to the goals. STRATEGY #2: IMPROVE HUMAN PERFORMANCE “I need a training program on...” the typical opening statement in what often turns out to be a costly, frustrating and unsuccessful campaign to achieve the desired level of performance. The rationale for training often seems clear – a new system is being implemented, too many accidents or mission failures are being experienced, a process has too many errors, etc. Most performance deficiencies are due to environmental factors, which may include vague expectations, insufficient/untimely feedback, limited experience, insufficient access to required information, inadequate tools, resources and procedures, inappropriate and counterproductive incentives, etc. STRATEGY #2: IMPROVE HUMAN PERFORMANCE when a performance gap does occur, the default intervention is all too often training – although it is typically much easier to fix the environmental issues rather than the people. In simple terms – if the gap is not due to a lack of skill and knowledge, don't train. Moreover, even when it is determined that training is necessary, is it sufficient? A training intervention, on its own, will rarely work if it is not part of a total performance system To further assess the need, as well as the impact, of a training intervention relative to other solutions, the following step-by-step approach is presented for analysing performance deficiencies, detecting the source of problems, identifying solutions (including training) that may produce the desired performance level, and recommended actions to maximize ROI. STRATEGY#2: IMPROVE HUMAN PERFORMANCE Step 4. Analyse the Step 1. Define the Step 2. Identify collected data to problem and validate potential sources to Step 3. Collect data uncover the cause of assumptions the problem. the problem Step 7. Compute the Step 8. Prioritize Step 5. Identify Step 6. Identify direct cost and recommendations plausible implementation benefits of each and prepare a plan of solutions/remedies issues potential solution action Step 1. Define the problem and validate assumptions In other words, who initiated the request for training, and for what reason? Based upon circumstantial evidence and constraints, the validity of a request can be evaluated, the cost of the problem may be estimated, and need for further analysis confirmed. Step 2. Identify potential sources to the problem The source of the problem may be resident to a variant degree within a group or across multiple groups within various units. For example, a stated “inability to retain 90% of clientele” may have originated from the sales group, the customer service, or perhaps another group. Step 3. Collect data A number of vehicles may be used for collecting data. These may include surveys, individual or group interviews, document searches, etc. However, the point here is that some form of empirical evidence is needed, and that this must be verified/validated to pinpoint the causal factors for the performance deficiency within/across each group. Step 4. Analyse the collected data to uncover the cause of the problem within each group. Typical sources for problems include the lack of clarity in described job functions, inadequate feedback, lack of access and/or reliability of resources used to perform the task, disincentives to perform effectively and/or efficiently, lack of requisite knowledge and skills, physical and mental capacity, or motivation. Step 5. Identify plausible solutions/remedies for each group In order to rate these in terms of their power to bridge the performance gap. In addition to training and job aids, plausible solutions may include task, job and/or organization/unit and/or policies/procedures redesign, new/improved toolsets or incentive systems. Step 6. Identify implementation issues Assess the feasibility/effectiveness of solutions by examining available lines of funding and existing resources (implementation and sustainment of the final solution), compatibility with existing systems, and organizational attitudes/perception regarding the proposed solutions. Step 7. Compute the direct cost and benefits of each potential solution. Capture all data pertaining to each remedy, including indirect costs associated with trainee’s time, lost opportunity, travel cost, facilities cost, equipment, and sustainment. With costs and potential benefits identified, ROI for each solution may be calculated. Step 8. Prioritize recommendations and prepare a plan of action. Compile and compare the costs and benefits of plausible solutions to obtain a picture of which remedies will generate the greatest impact and why. STRATEGY #3: REDUCE TIME TO COMPETENCY Since the ultimate objective of a training program is to develop skills, competencies and/or attitudes needed to resolve a performance deficiency and, in-turn, attain unit and organizational goals, closing the performance deficiency sooner may result in significant added benefits. For example, the sooner operational staff acquire skills needed to implement a new process, the sooner the savings will kick-in. Although it may be argued that training programs should always be delivered as quickly as possible, the time needed to develop Electronic Performance Support Systems (EPSS) or Interactive Courseware (ICW) that provide the right information to the right individuals at the right time may be significantly longer, and the costs substantially higher than traditional methods. Step 1 List the benefits that may result from reducing time to competency in measurable terms. The benefits may be deduced by examining the primary objective of the training program, as illustrated in Table. Step 2: Estimate potential benefits Compute the anticipated minimum and maximum benefits per individual per day as a result of reducing time to competency, and document the assumptions. For example, if the cost of processing one travel expense request is $10, and the staff are expected to process 5 to 7 additional travel expense requests per day as a result of training on a new forms processing technology, then the benefits per individual per day are expected to vary between $50 and $70. Step 3: Collect data Vital information related to course content, audience, and any environmental variables must be collected to assist in determining which delivery options are even possible, or plausible. Step 4: Identify plausible delivery options Analyse collected data to determine how well each option meets organizational, learning, and learner needs. Options that do not meet a critical requirement or an acceptable standard should be eliminated. It goes without saying that there is no point in considering options that do not close an identified knowledge or skill gap. Step 5 : Determine time to achieve the competency solution. Estimate time needed to design, develop and deliver the training for each plausible delivery option. Step 6 : Compute potential benefits. The benefits of reducing time to competency are captured by translating time-savings into monetary value. If one delivery option, for example, can develop the knowledge and skills of the staff identified in the Step 2, 30 days faster, the added benefits of reducing time to competency is approximately $1,500 ($50 x 30 days) to $2,100 ($70 x 30 days) per individual. Step7 : Compute and compare the costs Compute and compare the costs of plausible options, which may include out-of-pocket expenses, and personnel needed to design, develop, administer, manager, deliver, maintain and support these options. The net benefit of each delivery option can be computed by subtracting forecasted costs from potential benefits. Step 8: Prepare recommendations. Compile and compare the costs and benefits of plausible delivery options to obtain a clear picture of which alternative will generate the greatest impact and why. STRATEGY #4: SELECT THE RIGHT BLEND OF DELIVERY OPTIONS It gives an important insight into which specific factors should be given the highest priority and ways of gathering the information required to deal with the final recommended solution. How is the right blend of delivery methods for a training program selected? Certainly, most training professionals are aware that eLearning, for example, can provide just-in- time access to training material whenever and wherever it is needed. Moreover, it can reduce travel costs and, in some cases, time required to complete training. On the other hand, effectiveness of this delivery medium may be an issue: Example Is eLearning suited for all training activities and for all learners? Does the unit/organization have an infrastructure in place to develop, deliver, administer, manage, update, and sustain an eLearning strategy? Besides, which eLearning method [Computer-Based Training (CBT), Web- Based Training (WBT), Internet Virtual Classroom, etc.] should be used? The process offers valuable insight into which variables should be taken into highest consideration and why, as well as how to generate the data needed to support the recommended solution. Step 1: Identify delivery options Identify delivery options currently supported by the unit/organization. All media supported by the unit/organization should be considered. These may include instructor-led, self-study books, videos, varied levels of off-the-shelf and custom-built CBT and/or WBT, internet virtual classrooms, EPSS, computer conferencing/video conferencing/teleconferencing, etc., as well as trainers, simulators and virtual reality. Step 2: Collect data Collect data. Vital information related to course content, target audience and environment factors must be collected to determine the possible/plausible delivery options. Step 3. Divide the training program into modules. Divide the training program into modules. To evaluate the effectiveness, costs, and benefits of various blends of delivery options, the training program should be subdivided into modules, to include such items as prerequisites, underlying theory (as applicable), and hands-on exercises, and then sequenced in the order in which these should be presented. Moreover, all training objectives within a module should have similar characteristics – i.e., require similar audio, video, tactile, fidelity, and initiating/discriminating cue quality Step 4. Identify plausible delivery options. Identify plausible delivery options: Analyze collected data to determine how well each option can meet organizational, learning, and learner requirements. Options that do not meet a critical requirement (e.g., required level of display, control, hardware, system, motion, audio or video fidelity) or an acceptable rating (e.g., satisfy 90% of requirements) are eliminated. After all, there is no point in considering options that do not close an identified knowledge or skill gap. Step 5. Compute and compare the costs Compute and compare the costs of plausible delivery options, which may include out-of- pocket expenses, as well as personnel needed to design, develop, administer, manager, deliver, maintain and support the delivery option. As there will likely be multiple options that are considered equally effective in the delivery of training (e.g., instructor-led versus ICW for knowledge-based training objectives, or instructor with [live] equipment and/or trainers for skill- based training objectives), life cycle costs can be expected to significantly impact the final decision. In addition to pinpointing potential savings, the cost analysis facilitates resource management by identifying upfront versus recurring costs, and resources needed over the life-cycle of the [training] project. Step 6:Consider a blended delivery strategy. Consider a blended delivery strategy. The overall cost and resource requirements of plausible blends of delivery options should be computed and compared to determine the strategy that makes the most sense given the existing infrastructure and resources. Step 7: Identify potential implementation issues. Identify potential implementation issues. Assess organizational readiness for implementing new learning technology, and identify actions and associated costs needed to minimize the implementation risk. These may include, for example, retraining of development, delivery and support personnel, updating policies and procedures, developing a communication plan, etc. Of course, the more experience a training unit/organization has with a particular delivery media/technology, the lower the likely resultant risk. Step 8: Prepare recommendations Compile and compare the effectiveness, costs, and benefits of each plausible blend of delivery options, and develop the rationale behind the recommended delivery strategy. STRATEGY #5: CONSIDER INTERNAL VERSUS EXTERNAL OPTIONS In certain circumstances, external training consultants can be more effective and economical than internal staff. External consultants, for example, may offer certain expertise in specific fields that are difficult to attain within a training group that caters to a wide range of needs. By capitalizing on external expertise, the learning curve of the internal training group may be reduced and costly errors may be avoided. Count,... Similarly, there are advantages and disadvantages to off-the-shelf training interventions versus custom built training solutions. In general, off-the-shelf solutions can be implemented fairly quickly and are less costly, however, custom-built solutions can be advantageous when development time is flexible, target audience is large, and existing solutions do not meet critical needs. A custom-built solution in such cases may increase productivity and minimize costly errors. To determine when external resources versus off the- shelf solutions should be considered, as well as the advantages and limitations of each option, a step by- step approach is presented in the following sections: CONSIDER INTERNAL VERSUS EXTERNAL OPTIONS Evaluate Evaluate available Define the need experience of budget /resources internal resources Determine time to Estimate potential Compute potential achieve benefits benefits competencies Step 1: Define your needs Define your needs. Since one of the primary objectives of training is to develop skills, competencies and/or attitudes needed to attain goals, off-the-shelf solutions that do not meet a critical mission requirement or provide an acceptable competency level should be eliminated right away. After all, there is no point in considering options that do not close an identified knowledge or skill gap. If an off-the-shelf solution appears to partially meet your training needs, then a blended option that capitalizes on the strengths of available programs may be considered. Step 2: Evaluate the experience and expertise of internal resources The capabilities of in-house staff should be identified and measured against the projected needs. In other words, does the training team have the skills and expertise to achieve the desired training outcome in a cost effective manner? If the answer is ‘no’, then the need for developing in-house expertise should be examined. For one-time events, full or partial outsourcing of the project may result in a more effective and economical solution. If, on the other hand, similar projects are expected in the near future, then developing in-house expertise while avoiding costly errors should also be factored in the decision. Step 3: Evaluate available budget and resources. In many cases, required training program services – such as syllabus design, development, administration, management, delivery, and sustainment – can be performed by internal staff or subcontracted to external providers. If budget and labour conditions permit, the costs as well as the risks (i.e., impact on existing programs and organizational goals, etc.) of using an internal team, external consultants, or a team that capitalizes on the strengths of both internal and external resources should be factored in the decision. Step 4: Estimate potential benefits. In addition to cost avoidance, the added benefits that may result from reducing time to competency (Strategy #3) should also be considered. For example, if training is expected to reduce equipment downtime by 10 hours per month, and the average cost for each hour of downtime is $1,000, then the potential benefits of training is $10,000 per month for each piece of equipment. Step 5: Determine time to achieve competency. Determine time to achieve competency. Estimate time needed to design, develop and deliver off the- shelf as well as any custom-built training solutions that may be developed using internal and/or external resources. Step 6: Compute potential benefits The added benefits of reducing time to competency are captured by translating time-savings into monetary value. If, for example, outsourcing can reduce the average mechanics’ time to competency by 30 days and in-turn minimize the downtime of 50 sets of equipment, then the benefits of attaining the goal faster can be estimated as follows: $10,000 x 50 = $500,000. Step 7: Compute and compare the costs Compute and compare the costs of off-the-shelf as well as custom-built solutions using internal and/or external resources. This may include out-of-pocket expenses as well as those staff needed to design, develop, administer, manager, deliver, maintain and support. The net benefit of each option may be computed by subtracting forecasted costs from potential benefits. Step 8: Prepare recommendations. Compile and compare the costs and benefits of plausible combinations of off-the-shelf and custom-built solutions using internal and/or external resources – to determine which alternative will provide the most effective and economical solution. STRATEGY #6: DUPLICATE EFFICIENT PROGRAMS AND DETECT PROBLEM AREAS Do you know how other training units, schools, or program managers have been developing and delivering their most effective and economical training programs, and why? Do you know the real cost of developing skills needed to perform critical tasks and how this compares to other organizations/units? Are you comparing the costs and benefits of various learning initiatives and allocating funds accordingly? Are you forecasting budget and resource needs for your training program over the next 3-to-5 years, or beyond? Do you know how your organization measures up against other training organizations/units? In other words, are you making the most of your training budgets and resources? Count,... By managing training budgets and resources from a centralized database, data from multiple training programs, schools, and/or units may be compiled, analysed, and compared – to identify ways of running training programs more effectively and economically. Costs and resources needed to design, develop, administer, manage, instruct, maintain, and support various training programs should be computed and compared against others to find out what has worked and why, to detect and correct problem areas, and to minimize duplication. Key elements of the recommended process to duplicate efficient training programs and detect problem areas are presented in the following step-by-step sections: Roll-up the data Assign privileges Compile data Prioritize Classify data Analyse data recommendations Step 1: Roll-up the data. Training programs (which can be further divided into modules) are your building blocks. Once the impact of a training program on performance, goals, and unit missions has been defined, and out-of- pocket expenses and resources needed to conduct the training have been captured, relevant data may be made accessible to all authorized users. Step 2: Assign privileges Indicate who has access to which data. This may be structured to reflect the hierarchy of the training organization, i.e., who reports to whom, or whom has authority over which programs Step 3: Compile data To facilitate management of training budgets and resources, each individual should compile data from the training programs they have responsibility for. For example, a training coordinator may be limited to their own training programs, while a school administrator may wish to compile data from all training programs under the schoolhouse. Step 4: Classify data Set-up a classification schema to zero in on the data needed to make informed decisions and to generate the desired reports. For example, compute and compare the costs of: training operators and mechanics on various types of systems; development, delivery and maintenance by vendors and training units; various certification programs; development of various skills, and so on. Step 5 : Analyse data With data from all training programs residing in a central database, training program managers at different levels can determine how much money and resources are required to run one or multiple training programs – to fully discover where money is being spent (e.g., salaries, travel, etc.); identify what worked and why; detect problem areas; assess the impact of alternate delivery options and potential risks; evaluate build versus buy decisions; evaluate the use of internal versus external resources; as well as consider multiple what-if scenarios Step 6: Prioritize recommendations Prioritize recommendations and prepare a plan of action. By comparing the effectiveness, costs, and benefits of various training programs within a unit or across the entire organization, it is a relatively simple next step to find out which units, vendors, and initiatives are generating the greatest impact and why – and reallocate your funding and resources accordingly. Conclusion Six strategies have been presented to maximize the benefit (value) of training budgets and resources – by assessing the impact of training programs during the planning phase, identifying venues for increasing effectiveness while reducing costs, as well as providing performance-based measures for monitoring progress during the implementation phase. Chapter 3 What matter before, during and after training Prepared by Fatme Zaiter Training and development What Matters Before Training? Training needs analysis The first step in any training development effort ought to be a training needs analysis (TNA)— conducting a proper diagnosis of what needs to be trained, for whom, and within what type of organizational system. The outcomes of this step are: (a) expected learning outcomes (b) guidance for training design and delivery (c) ideas for training evaluation d) information about the organizational factors that will likely facilitate or hinder training effectiveness. It is, however, important to recognize that training is not always the ideal solution to address performance deficiencies, and a well-conducted TNA can also help determine whether a non training solution is a better alternative. The literature outlines three components of a training needs analysis. We briefly describe these and illustrate each with some examples. Component of training needs analysis TNA Job–task Organizational Person analysis 2 3 1 analysis analysis  1. Job–task analysis 1. With a particular training target in mind, this component of TNA specifies the critical work functions of a job and outlines the task requirements as well as the competencies needed to complete these tasks 2. There are well-established job–task analysis procedures that can provide a solid foundation for the subsequent design and delivery of training. Unfortunately, systematic training needs analysis, including task analysis, is often skipped or replaced by rudimentary questions such as “what training do you want to take? 3. Conduct a systematic job–task analysis. It is the blueprint for the training. Information from the job–task analysis should be used to decide what (and what not) to include in training, as well as setting training standards for performance.  Job–task analysis 4. This distinction is also important because it influences what should be trained and how it should be trained or supported. For example, when a TNA reveals that information needed to complete a task will be accessible from one’s work station, then the training should teach people where and how to find that information rather than seeking to have them retain that information in memory. 5. Given the ongoing advancements in knowledge repositories, communities of practice, and search technologies, we are likely to see more information becoming readily accessible, which will have clear implications for how training is designed. So, as part of any TNA, one should be alert for the distinction between content that is need-to-know and need-to- access. Pre–job training should be focused on knowledge and skills needed on Day 1 as well as skills for accessing knowledge on the job. On-the-job training should provide rapid access for what workers need to accomplish the task at hand.  Job–task analysis ✓As jobs have become more complex and knowledge based, a methodology known as cognitive task analysis (CTA) has emerged, CTA is a technique for uncovering the cognitive processes involved in performing a job. ✓CTA identifies the cognitive strategies and patterns from experts that trainees must learn in order to perform effectively through the use of various techniques, such as observation, structured interviews, and verbal protocols ✓Conduct a CTA when jobs are knowledge based and when there is a need to unpack the expertise and uncover the cognitive requirements.  Job–task analysis ✓With jobs increasingly requiring individuals to work as part of a team, an analysis of teamwork demands is often part of a training needs analysis. Team-related tasks and competencies may be missing from job–task analyses performed for other human resource purposes as these are not typically used for selection. ✓Team task analysis identifies coordination patterns among jobs. This information can be used not only to determine objectives for team training but also to determine which jobholders should attend training together  Job–task analysis: Example ✓An example of an environment where team task analysis is a critical part of assessing training needs is the healthcare system. As a result of the push to improve quality care and patient safety, it has become critical to develop and implement effective training strategies within the medical community. ✓ In sum, conduct a team task analysis when employees work in teams and determining which jobs require coordination and how they should coordinate. Note that effective team training includes training on both how to accomplish tasks (as a team) and how (in general) to work as a team  2. Organizational analysis This step in TNA essentially answers the following questions: What are our training priorities? Is our organization ready to receive and support the training we will provide? This analysis should examine strategic priorities and the culture, norms, resources, limitations, and support for training. It helps ensure that the right training is being provided (strategic alignment) and that the environment is properly prepared for the training to succeed (environmental readiness).  2. Organizational analysis ✓ Training researchers and designers often overlook this strategic component of TNA and instead begin with a particular training need or program in mind. It is important to periodically conduct a strategic assessment to ensure that resources are allocated properly and that there is a clear alignment between training efforts and organizational needs. ✓ Without this alignment, training can be viewed as a frivolous expense, and leadership and employee support for training may wane. Although there has not been a lot of research on the impact of conducting an organizational analysis, one study by Reed and Vakola (2006) showed that carefully linking needs analysis with existing organizational initiatives resulted in the strategic positioning of organizational change efforts and thus facilitated change.  2. Organizational analysis The second part of organizational analysis examines environmental readiness. This involves diagnosing the work environment to identify and remove obstacles to training effectiveness. Research and theories cited earlier on both transfer of training and training effectiveness have helped clarify the factors that should be diagnosed as part of an organizational analysis.  2. Organizational analysis For example, Noe and Colquitt (2002) reported that clearly communicating the objectives, purpose, and intended outcomes of a training program can increase trainees’ motivation to learn. Our recommendation, then, is to uncover strategic requirements and the environmental factors that support or inhibit training and conduct