Employee Training

Human Resources Management Human Resources Management June 2007June 2007 11

Employee TrainingEmployee Training

Meir NavonMeir Navon


A few words about A few words about myselfmyself• Bank Leumi – 20 years!Bank Leumi – 20 years!

– First VP First VP – Training and HRD VPTraining and HRD VP– Branch ManagerBranch Manager– Deputy Area ManagerDeputy Area Manager– Head of loans sectorHead of loans sector– Etc…Etc…

Tired???Tired???


Some more wordsSome more words……

• CEO of Interwise (Europe)CEO of Interwise (Europe)• CEO of Ergo TrainingCEO of Ergo Training• Business Development Director , Ness Business Development Director , Ness

TechnologiesTechnologies• Self Employed, consultant in Self Employed, consultant in

organizational training issues, organizational training issues, expert in eLearningexpert in eLearning

• Member of the Academic Staff of Member of the Academic Staff of HITHIT


A Small QuestionA Small Question……

Is TRAINING essential to a company?Is TRAINING essential to a company?

Can a company exist without training?Can a company exist without training?


Hardly, but yesHardly, but yes!!

• It will take longer and cost more It will take longer and cost more money, but people will have the money, but people will have the knowledge and experience needed .knowledge and experience needed .

• Hardly, because in today’s time Hardly, because in today’s time constraints it may be too late, when constraints it may be too late, when they reach the appropriate levelthey reach the appropriate level


WWhat’s the objective of hat’s the objective of training in your training in your

organizationorganization??Improve the processes to Improve the processes to

achieve the organization’s achieve the organization’s goalsgoals

HelHelpp all involved to all involved to improve their improve their performanceperformance


We’ll deal with 3 training We’ll deal with 3 training needs during our lessonsneeds during our lessons

• Train managers to perform Train managers to perform employee’s appraisalsemployee’s appraisals

• Train new comers to the organization Train new comers to the organization – not from the professional point of – not from the professional point of viewview

• Assimilate the use of one of the Assimilate the use of one of the Office tools ( Word, PowerPoint or Office tools ( Word, PowerPoint or Excel)Excel)


Let’s define TRAININGLet’s define TRAINING

• Gather in groups of 4 participants, Gather in groups of 4 participants, that are sitting close one to anotherthat are sitting close one to another

• Write down a definition of training Write down a definition of training from your point of view.from your point of view.

• Decide whoDecide who’’s going to read it alouds going to read it aloud


TrainingTraining

• A A systematic, planned and systematic, planned and controlled learning process controlled learning process

• intended to help the employees intended to help the employees to fulfill their functions in the to fulfill their functions in the most efficient mode most efficient mode

• through the acquisition and through the acquisition and improvement of the level of improvement of the level of knowledge, ability and knowledge, ability and experiences experiences


The Advantages of The Advantages of TrainingTraining Reduction of the learning timeReduction of the learning time Reduction of employee’s mistakesReduction of employee’s mistakes Performance Improvement of experienced Performance Improvement of experienced

employeesemployees Preparation for next positionPreparation for next position Preparation for the future (CV Preparation for the future (CV

Management)Management) Identification with the organization Identification with the organization

(enhance motivation)(enhance motivation)


Learning PrinciplesLearning Principles

Willing to learnWilling to learn

Learning by doingLearning by doing

From mistakesFrom mistakes

In known contextIn known context

Multiple habits, sensesMultiple habits, senses

SystematicSystematic

One can’t learn what one can’t One can’t learn what one can’t understandunderstand

Control the leaning advanceControl the leaning advance


Resistance to Resistance to LearningLearning

What for? Targets badly definedWhat for? Targets badly defined Suspicion – Training as a Suspicion – Training as a

management’s toolmanagement’s tool Change resistanceChange resistance ShameShame Group pressureGroup pressure


Main FunctMain Functions of the Training ions of the Training DepartmentDepartment

Instructional design- Instructional design- including including research and avaliationresearch and avaliation

Professional training – Professional training – according according to the to the organizationorganization

ManagementManagement development development Sales & Service trainingSales & Service training Technological training Technological training & system & system

assimilationassimilation Technology for training (eLearningTechnology for training (eLearning)) ManagementManagement

Training NeedsTraining Needs


Training NeedsTraining Needs

The gap between the desired level of The gap between the desired level of the system and/or the employees the system and/or the employees and the present level, which can be and the present level, which can be reduced or eliminated by training reduced or eliminated by training activitiesactivities


A training need can A training need can derive fromderive from

Lack from the employees’ part of Lack from the employees’ part of total or partial knowledge and total or partial knowledge and abilities need to perform their tasks abilities need to perform their tasks

Preparation for entrance to new Preparation for entrance to new fieldsfields

Introduction of new methods of workIntroduction of new methods of work


Methods of identification of Methods of identification of training needstraining needs

• InterviewInterviewss • Questionaires / researchQuestionaires / research• observationsobservations• Focus groupsFocus groups• Data examinationData examination• Tasks analysisTasks analysis• Critical eventsCritical events


Sources of knowledge for Sources of knowledge for needs assessmentneeds assessment

• Management Management

• employeesemployees

• ClientsClients

• Technology Technology

• Documents Documents

• Legislation Legislation


Now for a little practicingNow for a little practicing……

• Gather up in the same groups as Gather up in the same groups as before before

• Reminding you of our needs:Reminding you of our needs:

• Define the training needs for these 2 Define the training needs for these 2 casescases

Training Targets Training Targets


Training targetsTraining targets

The set that describes the expected The set that describes the expected or desired results through the or desired results through the training activitiestraining activities


Components of the Components of the training targetstraining targets

• Final behaviorFinal behavior:: – What will the student be able to do after the training activityWhat will the student be able to do after the training activity

• Conditions under which this behavior Conditions under which this behavior is done:is done:– place, job aids, pressure etcplace, job aids, pressure etc

• Expected levelExpected level::– Quantity, quality,time,etc.Quantity, quality,time,etc.


Training targets Training targets classificationclassification (according to Bloom’s taxonomy,1969)(according to Bloom’s taxonomy,1969)

• Cognitive domainCognitive domain – recognition , – recognition , thinkingthinking– Knowledge Knowledge – Understanding Understanding – Analysis Analysis – Synthesis Synthesis – Avaliation Avaliation


Training targets Training targets classificationclassification (according to Bloom’s taxonomy,1969)(according to Bloom’s taxonomy,1969)

• Affective domainAffective domain (emotions, (emotions, positions)positions)– Vulnerability Vulnerability – Values – recognition, organizationValues – recognition, organization

• Behavior domainBehavior domain

Training MethodsTraining Methods


MethodsMethods ConventionConventionalal

ComputerizeComputerizedd

Self learningSelf learningbookbook// self learning self learning bookletbooklet

Assinchronous Assinchronous learninglearning// CBTCBT//WBTWBT

101101Instructor Instructor eMentoringeMentoring

TeamTeam Video conference/Video conference/ conference callconference call

Collaboration / Collaboration / eemeetingmeeting

GroupGroup Classroom Classroom Virtual ClassroomVirtual Classroom

MultitudeMultitude AssemblyAssemblyWeb seminarWeb seminar

Training Methods


Considerations when Considerations when choosing a training methodchoosing a training method• The training targets The training targets • Scope and depth of learning desiredScope and depth of learning desired• Zero mistakes?Zero mistakes?• Participants characteristicsParticipants characteristics• Preparation and execution time availablePreparation and execution time available• Training aptitudes availableTraining aptitudes available• Means availableMeans available• Budget Budget


A Culinary Allegory…

A 1980 Training “Meal”

A limited menu – the chef prepares only for basic tastes

Great variety – food for every taste

The meal duration depends also on your will

Eat anywhere – in your table, at home on the way

eLearning Bistro 2007

All meals take 50 minutes

No take away – all eating is done in the restaurant


And we still haven’t And we still haven’t finished the allegoryfinished the allegory

A 1980 Training “Meal”

eLearning bistro 2007

Clean the plate, even if you don’t want…these are the rules…

Limited opening hours

Eat as much as you want

Eat when you are hungry – 24/7

Unnecessary fat in the meal – travel, lengthy explanations

Food on the necessary quantity only – fresh food

Creating a Training Creating a Training Plan Plan


A Training Design CycleA Training Design Cycle

Diagnostics, needs asssessmentDiagnostics, needs asssessment Objectives’ definition and Objectives’ definition and

operational targets for the courseoperational targets for the course Course Planning Course Planning Choosing methodsChoosing methods Execution Execution Exame and training effectiveness Exame and training effectiveness

checkingchecking


The components of the The components of the ideal courseideal course

• The targets are clear to all participantsThe targets are clear to all participants• How will the targets be tested ?How will the targets be tested ?• Use of the knowledge and abilities of the Use of the knowledge and abilities of the

participantsparticipants • Largest number of methodsLargest number of methods• Allow reasonable time for each participantAllow reasonable time for each participant


The components of the The components of the ideal courseideal course

(cont.)(cont.)

• Informs continuosly the student of his Informs continuosly the student of his place in the training processplace in the training process

• Allows possibilities to exerciseAllows possibilities to exercise• Feedbacks the studentFeedbacks the student• Continuosly tests in a non threatening wayContinuosly tests in a non threatening way• Includes a control and improvement Includes a control and improvement

processprocess• Compares the student with the targets and Compares the student with the targets and

not between studentsnot between students


Now let’s continue with our Now let’s continue with our small exercisesmall exercise……

• Gather up again in the same groups as Gather up again in the same groups as before.before.

• We defined the needs and targets of the We defined the needs and targets of the training we wanted to provide.training we wanted to provide.

• Let’s now think about how we’re going to Let’s now think about how we’re going to actually do it.actually do it.

• Please specify:Please specify:– The main parts of the courseThe main parts of the course– The main methods we’ll be using The main methods we’ll be using – The main stake holders in the course developmentThe main stake holders in the course development


Training costsTraining costs

• Development time – variesDevelopment time – varies

• Place Place

• Aids Aids

• Outside contractorsOutside contractors

• Printing, office equipmentPrinting, office equipment

• Travel Travel


Training costsTraining costs (cont.)(cont.)

• Training timeTraining time– Instructors Instructors – Students Students

• Training effectiveness Training effectiveness

• Expenses– electricity, computers, Expenses– electricity, computers, telephonestelephones

Training EvaluationTraining Evaluation


Who benefits from the Who benefits from the evaluationevaluation??

• Training department managersTraining department managers

• Participants’ managersParticipants’ managers

• The participantsThe participants

• The trainersThe trainers


Challenges to conducting Challenges to conducting the evaluationthe evaluation

• It’s threatening – uncovers mistakesIt’s threatening – uncovers mistakes

• Makes training difficultMakes training difficult

• Difficult to isolate the training Difficult to isolate the training influenceinfluence

Remark : the evaluation’s scope has to be Remark : the evaluation’s scope has to be proportional to the training’s importanceproportional to the training’s importance


Kirkpatrick’s 4 Kirkpatrick’s 4 stepssteps

Step 1Step 1 – Participants satisfaction (“smile – Participants satisfaction (“smile sheet”)sheet”)

Step 2Step 2 – Training exams – Training examsStep 3Step 3 – Measure of the change in the work – Measure of the change in the work

behaviorbehaviorStep 4Step 4 – Change in the organization’s – Change in the organization’s

performanceperformance

And whats’s missing ?And whats’s missing ?


ROIROI!!!!

• Return On InvestmentReturn On Investment

• Increase in revenues due to trainingIncrease in revenues due to training

Minus training costsMinus training costs
