S4 HR Seminar.docx

7/28/2019 S4 HR Seminar.docx

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Training

Training is an organized activity aimed at imparting information and/or instructions to

improve the performance or to attain a required level ofknowledge orskill in order to perform a

particular task.

Training Costs

Organizations commit to training for different reasons, such as improving product quality,

introducing technology to gain operational efficiency, reducing errors, etc. Yet, capturing the

training cost per employee is only the initial step in quantifying the value of training. So, it is

necessary for HR professionals to analyze the effectiveness of training by identifying operational

results, if any, that training had on employee performance

Types of cost in training program

Direct implementation costs (e.g., training materials, technology costs, facilities, travel

accommodation costs, equipment, instructors salary and benefits).

Indirect implementation costs (e.g., participants' wages, including all on-costs, such as

tax and workers' compensation, the cost of temporarily replacing staff, or the cost of

productivity loss while they are being trained, the cost of management time spent setting up

the required training and administrative costs).

Training Implementation

To put training program into effect according to definite plan or procedure is called training

implementation. Training implementation is the hardest part of the system because one wrong

step can lead to the failure of whole training program. Even the best training program will fail

due to one wrong action.

Once the staff, course, content, equipments, topics are ready, the training is implemented.

Completing training design does not mean that the work is done because implementationphase requires continual adjusting, redesigning, and refining. Preparation is the most important

factor for the success. Therefore, following are the factors that are kept in mind while

implementing training program:-
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The trainer Thetrainerneed to be prepared mentally before the delivery of content.Trainer prepares materials and activities well in advance. The trainer also set grounds

before meeting with participants by making sure that he is comfortable with course

content and is flexible in his approach.

Physical set-up Good physical set up is pre requisite for effective and successfultraining program because it makes the first impression on participants. Classrooms should

not be very small or big but as nearly square as possible. This will bring people together

both physically and psychologically. Also, right amount of space should be allocated to

every participant.

Establishing rapport with participants There are various ways by which a trainer canestablish good rapport with trainees by:

Greeting participants simple way to ease those initial tense moments Encouraging informal conversation Remembering their first name Pairing up the learners and have them familiarized with one another Listening carefully to trainees comments and opinions Telling the learners by what name the trainer wants to be addressed Getting to class before the arrival of learners Starting the class promptly at the scheduled time Using familiar examples Varying his instructional techniques Using the alternate approach if one seems to be failed.

Reviewing the agenda At the beginning of the training program it is very important toreview the program objective. The trainer must tell the participants the goal of the

program, what is expected out of trainees to do at the end of the program, and how the

program will run. The following information needs to be included:

Kinds of training activities Schedule Setting group norms Housekeeping arrangements Flow of the program Handling problematic situations
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Models/Approaches of Training

A. Model of Systematic Approach to Training (SAT)

To operate training in a systematic manner, it has to cover some inter related stages and

processes, they are :-

1) Analysing training needs:

Finding out what people need to learn. This is done by:

Analysing the knowledge, skills and attitudes/behaviours that each job requires; and Assessing the degree of competence of job-holders to meet those requirements.

2) Setting aims and learning objectives

Specifying what trainees should be able to do as a result of training.

3) Designing training strategy

Deciding on a strategy to meet training needs, e.g., by designing courses / modules, suggesting

various methodologies, deciding key learning points trainees must grasp and also sending some

learning material (preview) to trainees.

4) Implementing training strategy

Putting the training into practice.

5) Validation: Internal/external

Establishing and assessing the quality and effectiveness of training. The entire process is covered

by the term Systematic Approach to Training (SAT), which can be described as follows: -

a) Identifying training needs

Any training strategy has to first identify the target groups and assess their training needs. Sincethe precise training needs of each of these groups differ from those of others both in content and

focus, they should be analysed using proven instruments for Training Needs Analysis (TNA).


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b) Aim & training objectives

After identifying the training needs we need to formulate the aim of training and set training

objectives. Aim links training design to the training needs. It may be expressed in a dry and

matter of fact manner or dressed up to be as appealing as a TV advertisement.

c) Training design

Designing training programme is an important component of systematic approach to training. It

should be designed enlisting active participation of the personnel at varying levels. If possible,

training experts should be consulted. Programme design must be custom-made to achieve

specific objectives of the individuals or groups. Designing training programmes involves

determining the level of participants, identifying the resource persons and selecting appropriate

methods and techniques for training.

d) Match between training objectives and training methods

Training is designed to achieve the objectives formulated and appropriate training methods

should be adopted to achieve the objectives effectively. The trainer has a wide range of training

methods to choose from. A judicious mix of one or more methods should be adopted to suit each

training programme. Some of the important training methods are enlisted below:

Lecture

Discussion

Case study

Role play

Sensitivity training

Brain storming

Computer assisted learning

Exercises

Business games

On the job training

Project work

Programmed learning

The training objective and the outcome an event seeks to achieve determine the choice of

training method. For example, if the objective is to develop technical skill, then there is need for

practical exercises; if conceptual skill, then case study could be a method. If attitudinal

orientation is intended, then role-play is an appropriate method.


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e) Balanced content

A training programme should not be too heavy, so as to leave no time for the trainee to absorb

the inputs. Neither should it be so light as to convey the impression that the training programme

is not a serious endeavour. The programme should be stimulating enough, but must leave time

and opportunity for reflection.

f) Assess results

The intention of training is to help people and organisations with performance related problems.

Intentions cannot be measured, but results can be. The final part of systematic training is,

therefore, to use suitable measuring techniques to assess:

The quality of training provided

Whether this resulted in improved performance; and

Whether the training was worth doing

g) Feedback

At the end of the day, the training programme is as good as the participants found it. Their

feedback helps not only in evaluation of the training programme but also helps improve future

programmes.

B. Transitional Model

Transitional model focuses on the organization as a whole. The outer loop describes the vision,

mission and values of the organization on the basis of which training model i.e. inner loop is

executed.

Visionfocuses on the milestones that the organization would like to achieve after the defined

point of time. A vision statement tells that where the organization sees itself few years down the

line. A vision may include setting a role mode, or bringing some internal transformation, or may

be promising to meet some other deadlines.

Missionexplain the reason of organizational existence. It identifies the position in the

community. The reason of developing a mission statement is to motivate, inspire, and inform the

employees regarding the organization. The mission statement tells about the identity that how the

organization would like to be viewed by the customers, employees, and all other stakeholders.


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Valuesis the translation of vision and mission into communicable ideals. It reflects the deeply

held values of the organization and is independent of current industry environment. For example,

values may include social responsibility, excellent customer service, etc.

The mission, vision, and values precede the objective in the inner loop. This model considers the

organization as a whole. The objective is formulated keeping these three things in mind and then

the training model is further implemented.

C. Instructional System Development Model (ISD Model)

Instructional System Development model was made to answer the training problems. This model

is widely used now-a-days in the organization because it is concerned with the training need on

the job performance. Training objectives are defined on the basis of job responsibilities and job

description and on the basis of the defined objectives individual progress is measured. This

model also helps in determining and developing the favorable strategies, sequencing the content,

and delivering media for the types of training objectives to be achieved.

The Instructional System Development model comprises of five stages:

1. ANALYSISThis phase consist of training need assessment, job analysis, and target

audience analysis.

2. PLANNINGThis phase consist of setting goal of the learning outcome, instructional

objectives that measures behavior of a participant after the training, types of training material,

media selection, methods of evaluating the trainee, trainer and the training program, strategies to

impart knowledge i.e. selection of content, sequencing of content, etc.

3. DEVELOPMENTThis phase translates design decisions into training material. It consists

of developing course material for the trainer including handouts, workbooks, visual aids,

demonstration props, etc, course material for the trainee including handouts of summary.

4. EXECUTIONThis phase focuses on logistical arrangements, such as arranging speakers,

equipments, benches, podium, food facilities, cooling, lighting, parking, and other training

accessories.


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5. EVALUATIONThe purpose of this phase is to make sure that the training program has

achieved its aim in terms of subsequent work performance. This phase consists of identifying

strengths and weaknesses and making necessary amendments to any of the previous stage in

order to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also

highlights that feedback is an important phase throughout the entire training program. In this

model, the output of one phase is an input to the next phase.

Training Room DesignSeating Arrangements

Even if the activities of the learning session do not require changing the seating rearrangements,

there are several reasons to do so:

o Learners are given a new perspective on the activity by sitting in a different part of theroom.

o They get better acquainted with their peers.o Learners are not consistently punished by being at greater distances from the screen or

speakers.

o Small cliques do not arisethere is nothing wrong with cliques but in some cases theycan become a problem by forcing their norms or agendas upon the entire group.

The following seating designs list some of the pros and cons of different learning rooms (Laird,

1985).

Note: In the following seating arrangements, 0 = the learners, x = the trainer, and - - equals

a table.

1) Traditional Seatingx

O O O O O O O

O O O O O O O

O O O O O O O

O O O O O O O

O O O O O O O


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o Best used for short lectures to large groupso Communication tends to be one wayo Trainer cannot see the learners in the back

2) Modified Traditional Seating

X

O O O O O O O O

O O O O O O O O

O O O O O O O O

O O O O O O O O

O O O O O O O O

oThere is more participation

o Allows the trainer to see all the learnerso Reduces space between trainer and learners as trainer can move up aisleo Best used for short lectures to large groups

3) Horseshoe Seating

X

O OO O

O O

O O O O O

o Non-verbally encourages participation by allowing eye contact between the trainer andall the learners

o The trainer is able to move closer to each learnero Works well when all learners must be able to see a demonstrationo Works good when learners will be involved in large group discussions


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4) Modular

O O

---- ---- ----

O | | O | |O O | | O

O | | O | |O | | O---- ---- ----

0

X

---- ----

O | |O O | | O

O | | O | | O

---- ----

O

oLearners can work in small groups on exercises and projects

o Communication between trainer and learners is more difficulto Trainer must move between groups during lectures and activitieso Good for courses that require a lot of group work

5) Circle

O O

O XO O

O O

O O

O O

o Most democratic and unencumbered with no status symbolo With no table each person is "totally revealed"o Subtle nonverbal communications are possibleo

Good for T-groups and sensitivity trainingo There will be conversations, shorter inputs, and more members will participate when they

sit at a round table rather than at a square table


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6) Square

Solid Hole in middle

O O O O O X O O

---------- ----------O | | O O | ------ | O

O | | O O | | | | O

O | | O O | | | | O

O | | X O | ------ | O

---------- ----------

O O O O O O O O

o More formality than a circleo Nobody can see all the faces of the other participantso Depending where visual aids are placed, one side may become the "head of the table"o A solid table normally encourages more conversationo Tables with a hole in the middle tends to make some people less talkative, while

encouraging others to speak for longer periods of time

7) Rectangle

O O O O O----------------

O | | O

O | | O

----------------

O O x O O

o The seats at the short dimensions of the table are often seen as leadership positionso If used, the learners should be forced to take distinctly different positions every now and

then (i.e. randomly shift the name cards)o Fewer people can communicate face-to-face


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8) Scatter-Shot

O O x O

O O O O

O O O O

O O O O OO O

o May appear haphazard but good for experiential trainingo Permits quick change of learner focuso Produces tremendous investments of learner energyo Works well with multiple role playso Learners can quickly form into large groupso Bad for note taking

Training Aids

Training aids are any item developed or procured with the primary intent that it shall assist in

training and the process of learning. The device such as a chart, diagram, notes, etc, intended to

enhance learning and retention by trainee.

Types of training aids

Overheads

Computer projections

Whiteboard

Electronic whiteboard

Posters and charts

Flip charts

Prepared video

Models

Real samples

Equipment


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Lesson plan

A lesson plan is a teacher's detailed description of the course of instruction for one class. A daily

lesson plan is developed by a teacher to guide class instruction. Details will vary depending on

the preference of the teacher, subject being covered, and the need and/or curiosity of children.

There may be requirements mandated by the school system regarding the plan

Developing a Lesson Plan

While there are many formats for a lesson plan, most lesson plans contain some or all of these

elements, typically in this order:

Title of the lesson Time required to complete the lesson List of required materials List ofobjectives, The set (or lead-in, or bridge-in) that focuses students on the lesson's skills orconcepts -

these include showing pictures ormodels, asking leading questions, orreviewing previous

lessons

An instructional component that describes the sequence of events that make up the lesson,including the teacher's instructional input and guided practice the students use to try new

skills or work with new ideas

Independent practice that allows students to extend skills or knowledge on their own A summary, where the teacher wraps up the discussion and answers questions An evaluation component, a test for mastery of the instructed skills or concepts - such as a

set of questions to answer or a set of instructions to follow

A risk assessment where the lesson's risks and the steps taken to minimize them aredocumented.

Analysis component the teacher uses to reflect on the lesson itself - such as what worked,what needs improving

A continuity component reviews and reflects on content from the previous lesson.

Teaching and Facilitation
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Teachers

When a teacher walks into a classroom, she takes charge of the learning environment. The

teacher is responsible for creating lesson plans that direct the course of study students follow.

Clear and concise objectives delineate what the student learns on any given day. The teacher is

responsible for measuring how much information the student learns. Evaluation is often in the

form of tests, but the teacher may use other measurement tools to determine if the student met

the teachers learning objectives.

Facilitators

Facilitators might not be subject area experts like a teacher. They do have special training in

group dynamics, using processes such as conflict resolution, strategic planning and team

building. In any group setting, a facilitator can quickly determine what the group knows so the

group can proceed to build on that knowledge. By asking questions and keeping the group

focused, a facilitator helps the group establish a set of ground rules, as well as its own learning

objectives. The facilitator also helps the group evaluate what group members learned from theiractivities.

Teaching Facilitation

A process whereby a teacher leads a group of

students in acquiring new skills, knowledge,

or understanding

Most subject area teaching involves telling andteaching the students.

Trainer is known as content expert/teacher

Trainer presents information to the trainees

Trainer provides the right answers to the

trainees.

Helping/making it easy for students to learn

together in a group, or to achieve something

together as a group

Involves helping the students to discover bythemselves

Trainer is known as facilitator

Trainer guides the trainees

Trainer provides the right questions to the

trainees.

Documents

S4 HR Seminar.docx