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This is PPT made by my group for presentation in T&D Class. This ppt is based on chapter no. 2,3 and 4 of book "The Theory & Practice of Training" by "Roger Buckley & Jim Caple"
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Approaches to training
Presented to:
Prof. NK Chaddha
Presented By: Rahul Ahlawat Richa Bigghe Rohit Kumar Singh Shivika Tandon
Flow of Presentation
Systematic Approach to trainingReactive Approach into trainingProactive Approach into training
Duration: 20 min (Approx)
Systematic Approach to Training
Systematic Approach to Training
Investigate training needs
Design training
Conduct training
Assess effectiveness of training
Stages in Systematic Approach to Training
STEP 1
•Establish terms of reference
STEP 2
•Further investigation
STEP 3
•Knowledge, skills and attitudes analysis
STEP 4
•Analysis of target population
STEP 5
•Training needs and content analysis
Stages in Systematic Approach to Training (Contd.)
STEP 6
•Develop criterion measures
STEP 7
•Prepare training objectives
STEP 8
•Consider principles of learning and motivation
STEP 9
•Consider and select training methods
STEP 10
•Design and pilot training
Stages in Systematic Approach to Training (Contd.)
STEP 11
•Deliver the training
STEP 12
•Internal validation
STEP13 & 14
•Application and external monitoring of training
Reactive Approach into training
A Model of Human Performance- By Zemke&Kramlinger
• Organizational Climate• Organizational Climate
• Feedback• Feedback
• Local Performance Environment
• Local Performance Environment
• Job Behavior/Performance
• Job Behavior/Performance
•P
ER
FO
RM
ER
• Organizational
Outcomes
• Organizational
Outcomes
Stages in Investigating Performance Problems
STEP 1
•Problem Identification and definition
STEP 2
•Establish ownership and terms of reference
STEP 3
•Casual Analysis – problem investigation methodology
STEP 4
•Casual Analysis – data analysis and conclusions
STEP 5
•Generate and evaluate solutions
STEP 6
•Reporting to client
STAGE– 1: Problem Identification and definition
A performance problem is first noticed when it fails to reach prescribed standards
Sources of info which can alert the trainer to such symptoms
The problems will be dependent on the nature of the organization, the objectives, and the environment in which it operates.
Defining the deviation in performances as precisely as possible and avoiding vague phrases
Defining the problem more fully by posing the questions
Information to be collected form both internal and external sources
Stage – 2: Establish ownership and terms of reference
If internal factors begin to emerge as the possible cause of the problem, it is important that the client accepts ownership of it.
Necessary for trainers to use powers of persuasion to get the client to accept his responsibility
Stage – 3: Casual Analysis – problem investigation methodology
Consideration of methodology to be used in the study.
Developing a detailed set of questions that will help to direct the investigation and which is in line with the model of human performance that has been adopted.
PROBE Model (Gilbert) – Questions which relate to the human performance model can be used to examine job and tasks
Job/Behaviour/Performance
Tasks-What are the major job objectives?/What are the tasks done?
Responsibility (to): -What is the frequency and degree of supervision?
Responsibility (for):- For what is the job holder responsible for people/money/materials
Relationships- What numbers and grade/levels of people are involved?
Judgment-What judgments does the job holder have to make?
Physical/Social/Economic Working conditions- Environment: noise/heating/cleanliness/humidity- Size of work group/attitudes of work group/Length of employment contract/Hours of work/Pay/holidays/absenteeism
– Prospects– Training– Job holder’s performance
• How do you define unsatisfactory performance?
• The Performers– The performers’ knowledge and skills– Mental/physical and emotional capacity– Motives needs and perceptions
• The local Performance Environment– Physical– Technical– Social/Psychological
• Feedback: Knowledge of skills• Organizational Climate
Step – 4:Casual Analysis: Data analysis and Conclusions
Qualitative analysis
Quantitative analysis – average, median, mode, standard deviation, co-relation
What is distinctive in the data/info which has been collected?
How could this distinction have produced the performance deviation/shortfall?
Cause and effect relationship
Outcome: identification of causes underlying the problem
Stage – 5: Generate and evaluate solutions
Causes together with the problem need to be shared with the client.
Commit time to develop solutions.
Solutions need to be analyzed in terms of feasibility by a comparison of their relative advantages and disadvantages.
4 Factors (Romiszowski):
• Those affecting the value of a solution• Those affecting the cost of solution• Those affecting the practicality of system development• Those affecting the practicality of system utilization
Stage – 6: Reporting to client
Written or oral presentation to client
Report must separate clearly findings, interpretations, conclusions and recommendations
Recommendations – subsequent course of action
Report must be persuasive
Trainer should keep the client updated and informed at each stage
Proactive approach into training
Levels
Organizational
Job/Occupational
Individual
Training need analysis can be done on 3 levels:
Organizational Level
Customer Survey
Attitude Survey
Helps in identifying needs of groups
Manpower PlanningManpower Inventory Analysis of past and present ratios and trends in the staffing
Corporate objectives
Organizational Level (Contd.)
Organizational ReviewFor assessing the strengths and weaknesses of existing training approach
Benchmarking
Functional Audit
To examine effectiveness of any functional unit
Job/Occupational level
New Technology
New Products and services
New Legislations
Training need survey
Functional audits
Succession Planning
Exit Interviews
Individual level
Performance appraisal
Career Planning and Development
Management development
Probation review
On-the –job training – Coaching
Achievement/Proficiency testing
Thank you