TRAINER SKILLS.docx

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TRAINER SKILLS

VARIOUS FACETS TO BE

EFFECTIVE-

A BROAD STUDY

HARVEEN KAUR BACHHER

ADMISSION NO: - DPGD/AP13/1284

SPECIALIZATIONHUMAN RESOURCES


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WELINGKAR INSTITUTE OF MANAGEMENT DEVELOPMENT RESEARCH

NOVEMBER 2014


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ACKNOWLEDGEMENT

I would sincerely thank Mr. Shailesh Mahalewho is from our organization and his team

for accurate guidance and mentoring. He was very helpful as an whenever it was possible from

his side.

I would also thank my guide for imparting his knowledge needs not only benefited correctivefindings of my work but also value added to explore repercussions of the possible deviations of

this entire project.


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APPENDIX


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Table of Contents

Sr.No. Name Page No.1 Introduction 5-102 Current Training National and International Perspective 11-233 Effective Human Resource Training in 21stCentury 24-29

4 Need for Training and Development 305 Training Need and Analysis 31-346 How to conduct Training Need Analysis? 35-477 Objectives of Training and Development 48-52

8Similarity between Systematic Training Process and

Performance Management Process53-55

9 Training Inputs 5610 Areas of Training 57-6211 Types of Current Training 63-6712 Methods of Training 68-7313 The Current Training Program 74-79

14 E-Learning 8015 About -Tata Consultancy Services 81-8616 Conclusion 87-8817 Biblography 89


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Introduction

India is a country that has an abundance of human resources. Sadly though, it also has one of

the highest illiteracy rates in the world. It is therefore necessary to develop the resources

through formal and informal education involving training and re-training and thereby converting

them in to assets for our economy.

Till the sixties, training activities in Indian organizations were either totally absent or present in a

rudimentary form. Even this was in only a few well- established companies like TISCO. In the

70s the need for development of better managers emerged. Training programs were developed

and conducted only at the managerial level (Executive Development Programs). Workers

training were limited to on-the-job for better production and productivity.

After the stress lay by former Prime Minister, Rajeev Gandhi, on Human Resource Development

in the late 80s, organizations realized the importance of training their employees for increased

productivity. However, the stress was still on management development rather than worker

development. The entire approach to training was rather unsystematic and there was no clear

identification of training needs.

Therefore the HRD is essential in order to have the optimum utilization of manpower for the

benefit of both employees and the organization. The deep human needs are to belong and to

work for what one belongs to. This is possible through training. It not only helps employees

doing their present job, but training benefits extend through a persons entire carrier. Training

becomes most essential in helping employees at all levels improve their man-management

skills.

With the changes that the Indian economy is presently undergoing, Indian industries have to

endeavor to improve quality and ensure a competitive advantage. This highlights the importance

of training and retraining of our human resources. It is essential for every organization to have

well-trained and experienced people to perform its essential activities. It is necessary to

increase the versatility and adaptability of the employees. We can say that training can involve

the changing or alteration of skills, knowledge, attitudes, or social behavior. It may mean

changing what an employee knows, how he works, his interactions with his co-workers and

superiors.


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Organizational development is the process of employing various techniques in developing an

organization to make a business capable of surviving and progressing in its environment by

developing and employing its people in the most effective way possible. It provides opportunities

for people to develop themselves as well as the organization. Training and development, forms

a part of the overall process of organizational development.

Training can be defined as a short term process utilizing systematic and organized procedures

for the purpose of enhancing the knowledge and skills of an employee for accomplishing a

specific job.

Development is a long-term educational process by which personnel learn conceptual and

theoretical knowledge for general purpose.

Training and development is a two-sided process. On the part of the employer has to be turned

into a worker who can perform his job effectively and is satisfied with the job and the

environment in which he performs his functions. On the part of the employee, there are a

number of doubts which he needs clarified before he starts performing his job.

Training and development, therefore, is a must for all categories of employees in all

organizations. TRAINED MANPOWER IS THE MOST VALUABLE ASSET TO AN

ORGANIZATION.

Training Why?

What purpose is served by the Training Program of the Institute of Public Enterprise (IPE),

Hyderabad? It is of course, a pertinent question to which an adequate answer must emerge. In

a general way Education or Training or Refresher Course could be used in the same sense.

Then, which is the most significant remains a problem to be pondered over. Studies are closely

linked up with all our training programs.

Training and development, on a continuous basis, is essential for gaining a competitive edge.

Todays organizations need to communicate their results to the world. Their publics include

customers, employees, creditors, suppliers and the general public. The effectiveness of

business activities demands that the managers should possess diverse skills and performance

management abilities. This can be accomplished only through training efforts.

While the concern for task and concern for people is at 5.5 level in many public and private

sector organizations in India, there is a need to augment the performance efficiency to 7.7 and


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9.9 levels in the managerial performance grid. This necessities development of emotional and

intelligence quotients in managers at all levels through train and development. Thus, training

and development activities can play a key role in the development of individuals for

organizational growth.

Studies pass into character

It is exactly on the foundation of studies that our character could be built up and character plays

quite a vital role in shaping our career and destiny. Let us very closely and analytically examine

the issue and we shall find out that a training program touches the point of consummation only

when it becomes an experience or rather an intensified experience. Thus, the utility of training is

substantial only when it becomes an experience, not a shallow or hollow experience, but one

which becomes an inseparable part of ones own personality.

The word training consists of eight letters, to each of which could be attributed some significant

meanings in the following manner:

I. T: Talent and Tenacity (strong determination)

II. R: Reinforcement (Something positive to be reinforced into memory and system again

and again, until it becomes a spontaneous affair)

III. A:Awareness (with which one can easily take long strides to progress)

IV. I:Interest (which is invariably accompanied by excitement and enthusiasm)

V. N: Novelties (the new things, the like of which would sustain our interest and fill our

hearts with thrills and sensations)

VI. I: Intensity (the training instilled into the trainees mind must acquire experience-oriented

intensity)

VII. N:Nurturing (it does refer to incessant nurturing of talent, which otherwise would remain

latent and dormant)

VIII. G: Grip (a fine grip over the situation solves multiple problems and enables one to

acquire a practical and programmatic approach along with all tricks and tactics to

achieve success after success in ones endeavors)


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The following points of warning must be given to the person who undergoes the process of any

training program:

I. One has no right to be complacent and stagnant about ones own progress.

II. One need not be unethical and crooked while being on the track to achieve ones goals.

III. One doesnt have to disturb others, or obstruct others progress while sustaining ones

own profitability.

IV. One need not resort to deception, fake and fraudulent means to achieve success or

triumph in marketing, customer satisfaction and such other activities.

Training vs. Development

Training often has been referred to as teaching specific skills and behavior. It is usually

reserved for people who have to be brought up to performing level in some specific skills. The

skills are almost always behavioral as distinct from conceptual or intellectual.

Development, in contrast, is considered to be more general than training and more oriented to

individual needs in addition to organizational needs and it is most often aimed towards

management people. There is more theory involved with such education and hence less

concern with specific behavior than is the case with training. Usually the intent of development

is to provide knowledge and understanding that will enable people to carry out non-technical

organizational functions more effectively, such as problem solving, decision-making and relating

to people.


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Table: Training and Development Distinctions

Learning

dimensions

Training Development

Who

What

Why

When

Non-managers

Technical mechanical operations

Specific job related information

Short term

Managers

Theoretical conceptual ideas

General knowledge

Long run

Thus, training is meant for operatives and development is meant for managers. Training tries to

improve a specific skill relating to a job whereas development aims at improving the total

personality of an individual. Training is a one-shot deal; whereas development is an ongoing,

continuous process. Training is mostly the result of initiatives taken by management. It is the

result of some outside motivation. Development is mostly the result of internal motivation.

Training seeks to meet the current requirements of the job and the individual. In other words,

training is a reaction process whereas development is a proactive process. Development is

future oriented training, focusing on the personal growth of the employee.

Triggers of Training (Shri Chandrakanth Sharma, GM, SCCL)

It is a stimulating process for initiation o training programs. Mere display of timetable or forcing

the people to complete ritualistic training wont help. The programs should take off with

enthusiastic participation. This has to be achieved by a stimulating event or a set of events.


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Some examples of triggering are given below:

i) CEOs initiative with a ceremony for introduction of new technology.

ii) HRD document with mission, policy and action plan.

iii) An incentive for fast learners

iv) A letter from CEO or directors on the subject to the employees

v) Publicity for skilled persons

vi) Felicitations of best employees

vii) Shram Shakti awards or Sheamik awards

viii) Unveiling a courier plan for the newly trained people or, new skill base. This was

attempted by some companies in 70s and 80s to speed up computerization.

ix) Threat of lateral recruitment instead of internal promotions for higher post

x) Involvement of top management in the in house training programs.

Training can be described as the acquisition of skills, concepts or attitudes that result inimproved performance within the job environment. Training analysis looks at each aspect of anoperational domain so that the initial skills, concepts and attitudes of the human elements of asystem can be effectively identified and appropriate training can be specified.

Training analysis as a process often covers:

Training Analysis is most often used as part of the system development process. Due tothe close tie between the design of the system and the training required, in most cases itruns alongside the development to capture the training requirements.


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CURRENT TRAINING NATIONAL AND INTERNATIONAL PERSPECTIVE

National Perspective

India is passing through convulsive changes due to advancement in science and technology

but, at the same time, 1000 million people of this country are caught in the twilight zone of

development and under development. Despite the fact of viewing human resource as an asset,

there is a gloomy side to this issue. An element, which has surfaced in the warning signal of the

World Bank, as related to India is that by the turn of this century, India will have nearly three

fourths of the worlds illiterate population. On one side we have abundance of human resource,

the brain trust of a nation, and on the other side, we are in a state of emergency to convert the

human resource as asset. This is possible only through continuous recycling of human resource

through formal, informal and non-formal education involving training and retraining.

The industrial organizations have realized the importance of training their employees for better

performance and for improved productivity. In such cases, the stress is more on management

development and less on worker development. If one analyses the way the present day training

and development programs in the country, even these half hearted efforts neither met the

requirement of the organization nor of the individual. The main difference between training in

public and private sectors is, in the former the training programs are focused on employee

development approach while in the private sector it is mainly for the development of theorganization.

Most of the Public Enterprises have taken up HRD in big way. However, in private sector it is

less continuous but more enterprise focused and need based. It is also a Fact that in private

sector formal assessment of training needs and strategies of fulfilling them are absent. It is often

viewed as a retreat for reflection and re-coupment. But things are changing under the new

economic policy and globalization of operations. Increasingly private sector industrial houses

are setting up training centers and planning to establish even private universities.

Although training helps employees to do their present job, the benefits of training may extend

throughout a persons career, whether management or non- management. Development on the

other hand, helps the individual to handle future responsibilities than the concerns of the present

job. Simply stated, the essence of training is to meet the future requirement or the organization.

Thus, training and development is essential both for the workers as well as the top managers.


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The concept of HRD is already established in most successful corporations, both in India and

abroad. In developed countries like Japan, Germany, USA, some large companies like Sony,

Siemens or General electric are known to be spending as much as 2 to 4 percent of their scales

on training its employees. As some of the big corporations have sales turnover comparable to a

sizeable fraction of Indias GNP the corporate experience is relevant when framing a national

policy in HRD. Functions such as HR planning, recruitment and selection, training and

development, personnel and administrative policy, planning and implementation, career

counseling, industrial relations etc. are well integrated in successful corporations. Professionals

in HRD manage the integrated mega-functions from a holistic viewpoint throwing up creative

solutions which were earlier not thought of. Another group or our citizenry on whom an

integrated HRD approach can have a tremendous impact is comprised of the millions about

whom Alvin Toffler has been warning about; and what Naishts trend analysis is showing. It is

the rapid rate of obsolescence of skills which is a tragic truth today. Therefore, retraining and

development of millions of workers for alternative careers is a crucial area, demanding not only

immediate attention, but also a large budgetary allocation. Organizations are made up of a vast

majority or workers and a smaller complement of first line supervisors, middle level managers

and top executives. Essentially it is the workers, who produce the desired results in industry.

One of the greatest challenges to a supervisor/manager today is how to get work done from

their subordinates. Training is, therefore, essential both to workers as well as supervisors, to

improve their skills and to change their attitudes. The same is true for the managers, whether at

the middle or the senior level who need training in the art or man-management.

The shift from planned economy to market economy has given boost to the consumerism and

with the up gradation of technology, industrialization has expanded and diversified. With the

introduction of computers there is greater need for training, retraining and redeploying

employees in industrial establishments. With the New Industrial Policy announced by the

Government in July 1991, many structural changes have taken place. The Indian economy has

switched over from domestic market to global market. In order to compete in the world marketIndian industries have to endeavor to improve quality and ensure competitive edge. These

changes stress on the importance of training, retaining and redeploying the vast assemblage at

workforce in the country. No single Training Institute in the country is in a position to handle this

stupendous task. It is estimated that at least 230 million employees in the country need to meet


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this national challenge or training, retraining and deployment, Industrial organizations big and

small have to reinforce their own training activity to tackle this problem on war footing.

Every public enterprise needs to have well-trained and experienced people. If the current of

potential job occupations can meet this requirement, training is not important. When this is not

the case, it is necessary to raise the skill levels and increase the versatility and adaptability of

employees. The importance of employee training has increased, as jobs have become more

complex. When jobs were simple, easy to learn, and were influenced only to a small degree by

the-technological charges, there was little need for the employees to upgrade or alter skills. But

the rapid changes taking place during the last quarter century in our highly sophisticated and

complex society have created increased pressures for organizations to readapt the products

and services produced, the manner in which products and services are produced and offered,

the types of jobs required, and the types of skills necessary to complete these jobs.

It is becoming increasingly common for individuals to frequently change careers during their

working lives. The probability of any young person learning a job today and having those skills

go basically unchanged during the forty or so years of his career is extremely unlikely, may be

even impossible. In a rapidly changing society, employee training is not an activity that is

desirable but also an activity that an organization must commit resources to, if it is to maintain a

viable and a knowledgeable work force. We typically say that training can involve the changing

of skills, knowledge, altitudes, or social behavior. It may mean changing what an employee

knows, how he works, his attitudes toward his work, or his interactions with his co- workers or

his supervisors, customers, collaborations and society at large in corporate citizenry.

Type of Workers Receiving Training and Average

Number of Hours

Job Group Percentage of

Companies Providing

Training

Average Number of Hours

Annually per Employee

Professionals

First-line supervisors

Salespeople

70

66

41

36

36

33


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Middle managers

Executives

Production workers

Customer-service

Representatives

76

74

37

52

33

32

32

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HRD in Public Sectors

Public Sector is a prominent organization in India which contributes most towards National

Economy. Most of these organizations use costly technology and equipments. Therefore, HRD

in these organizations assume greater importance to improve their efficiency.

HRD is a process by which an individual learns and uses creativity development or himself and

of the organization. It also includes mechanism like performance appraisal feedback and

counseling assessment of Training and Development needs designing suitable programs

evaluation of program and feedback. The mechanisms are slow and complex in many a public

sector organization.

Table Areas of Training Provided by Companies

Type Percentage of Companies Providing

Management skills

Basic computer skills

Communication skills

Supervisory skills

Technical skills

New methods/procedures

Executive development

91

90

87

86

82

80

77


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Customer relations

Personal growth

Clerical/secretarial skills

Employee/labour relations

Sales skills

Remedial/basic education

76

73

73

67

56

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The regard and promotional system based on a time bound scale rather than merit basis in

these sectors defeats the basic concept of HRD process.

A number of central and state level institutions viz.Shri Lal Bahadur Shastri Institute of National

Academy, Administrative Staff College of India. Hyderabad, Institute or Public Enterprise,

Hyderabad, Academy of Administration, Bhopal has started conducting HRD programs for civil

administrative and public sector organizations.

However much more is yet to be done. The role of education to uplift the moral ethical and

spiritual values has to be inculcated in the public sector enterprises. HRD can be a hall mark of

public sector which will automatically improve the quality of work and productivity if theobjectives improve the quality of work and productivity if the objectives are clearly defined and

the goals are achieved. The economic consideration will have to be given more weightage to

dilute politicians dominations by emphasizingthe present worth and necessity to complete a set

goal.

HRD in Private Enterprises

The private sector is on the growth path in India. It has a formidable challenge to reorganize its

human resources to rise to the occasion. Family business will no more help private sector

enterprise grow. Moreover, private sector has to move from old economy to new economy

where owners and employees will be subordinated by the enterprise. The private sector having

taken a leaf out of the change book is now going for employee stock ownership scheme,

employee stock options, greater representation to the employees on the board and

professionalization. Nevertheless, it has to be admitted squarely that the status of management


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development and training in private enterprise is no better than the public enterprise. Some big

business houses such as Tata (they run the Tata Management Training Centre), Birla (they run

the Birla Management Centre). Reliance (they run the Reliance Management Academy) and

Kirloskar (they run Harihar Institute of Management) have their own academies catering to the

needs to integrate the requirement of management development and training with the

undergraduate education. These include Tata who have a major say in the running of XLRI and

Institute of Management Technology and Birla (Birla Institute of Science and Technology).

Recently, some big business houses in India, with the support of the government of Andhra

Pradesh and in collaboration with Kellogg Institute of Management, have set up an International

Business School at Hyderabad which will impart education in management, have set up an

International Business School at Hyderabad which will impart education in management for

MBA Degree and Doctoral Degree. Though there is technology boom in India and the TMT

(Technology Media-Telecom) business is on the rise, it has not led to any increased

commitment to the management development and training. Even Infosys, Wipro, Himachal

Futuristic Communications, Bharati Telecom, Zee Tele, etc, have no academies of their own.

Satyam Computers Ltd., a leading into-tech enterprise, plans to provide a bold relief in this

regard as it is in the process of setting up an e-business academy with a proposed investment

of US $0.1 Billion.

The All India Council for Technical Education, Government of India, has seen to the setting up

of 700 management institutes in the private sector with an intake of 30,000 students per annum

for MBA courses. A survey on the quality of education and infrastructure of these institutes

reveal a number of gaps. The private sector has not taken much interest in developing these

institutes which is reinforced by the fact that some of the business houses have used these

institutes as milk cow.

The private sector cannot make any meaningful beginning on the management development

and training front, unless it changes its philosophy of scouting for human resources afresh for

meeting a challenge rather than developing the existing personnel.

HRD in Banking

Banks are also major human resource oriented organizations in a country. They are playing

important role in National Academy. They are indirectly also managing the rural and urban

sectors helping people to develop self and the society. Banks have shown much faster growth


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after nationalization and in India they became key sectors of National economy and thus

become important public sector enterprises.

Being in service sector Banks realized the need for HRD and has shown great deal or interest in

HRD. Most of the banks started their Training and Development centers at Zonal centers. Brain

storming sessions, idea Banks Planned meetings at branches & Zonal level involvement is

cross section people in decision making etc. are some of the noble steps taken by banks in the

direction of HRD.

Opening of HRD division initiatives of Quality Circle, new concept in Banking are other

innovative steps programs are being designed are ran for not only managerial staff but for

operational staff too. Human values are given greater importance.

The utilization or surplus clerical staff scheme for career planning management development

process by rotation of staff, open and planned appraisal systems are given greater importance.

The utilization of surplus clerical staff scheme for career planning management development

process by rotation of staff, open and planned appraisal systems are some of the significant

HRD mechanism being used in Banks. Even they do not forget to send birthday greeting to their

employees, managers take pleasure in attending the function at their subordinates etc.

Being service industry and having varied groups of people to deal with the interpersonal skill

development and ability to analyze consumer behavior are given due weightage in their HRD

programs.

On the job classroom, room training and rotational methods are most common In this sector.

Continued efforts on optimization of available Staff, Continued education or vocational training

are some of the good features of HRD plans.

HRD viewed seriously in all the banks to avoid alienation because of overload monotonous

working and placement of staff remote rural areas. To motivate the employees to develop job

satisfaction and to create favorable organizational climate HRD is playing most important role in

this fast growing human resource oriented sector.

The efforts are much appreciated and further strengthening are done as some ol the banks still

perceive HRD only in its training function.


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Despite the setting up of such institutes/departments, various problems in respect of training

have surfaced time and again. These enterprises have faced questions of appropriate

organizations model, training mix, faculty composition, and appropriate methodology of

evaluating their training in such programs. Adequacy of training budgets, the interface of the

training objectives with the other functionaries in the organization, and their location in the

organizational set up have also emerged as thorny issues. Significant studies have been taken

up to address these aspects. It is high time that a concerted research is initiated on the

functioning of the in-house training institutes/departments in PEs which can assess their

performance.


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International Perspective

How do you think the United States compares to other major industrial nations in terms of

training and educating the workforce?

Not surprisingly, the answer depends on which countries you choose for comparison. In

general, though, U.S. primary and secondary education varies greatly in quality, and does

vocational training. Company-sponsored training focuses on managers and technicians (though

this is changing to some degree in recent years) the quality tends to vary widely.

Koreas training and educational system has made great strides in last few years. A strong

primary and secondary school system has increased the quality of workers basic skills, and

vocational education has become remarkably strong in Korea. Nevertheless, company-

sponsored training programs are scarce, and their quality is generally poor.

All in all, then U.S., training and education programs could be improved. According to experts

the overall effectiveness of such efforts will greatly affect a countrys ability to compete globally.

A. THE SINGAPORE TRAINING EXPERIENCE

Why is Singapore a good case to examine? First, Singapore is probably e best known prototype

of a nation that has successfully up skilled its workforce over the last 40 years. For the fifth

consecutive year, the World Economic Forum has rated Singapores labour force first in terms

of computer literacy and second in the world in terms of availability of skilled people as well as

worker motivation. The Global Competitiveness Report 2000 rated Singapores education

system first in terms of its ability to meet the needs of a competitive economy. And the various

executive-opinion surveys reported in The Global Competitiveness Report 2000 suggest that

Singapore is ranked first amongst all developing nations in terms of a number of human

resource dimensions, including the availability of skilled people, equal opportunity, industrial

disputes, worker motivation, attitude of the workforce and competitive values. Finally, the

biggest piece of international research on education standards (The Fourth International Maths

and Science Study 2002), which compared the scores of 13 year old in maths and science,

placed Singapore at the top in both maths and science. (In comparison, the United States

ranked 17 in science and 18 in maths). On both education and training dimensions and national

human resource development therefore, Singapores achievements are excellent. The

institutional features that account for such accolades are the focus of this essay.


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Factors Contributing to the Success of the Singaporean Skills-development System

The Linkage between Skills Development and Economic Development

The EDBs Evolving Model of Technology Transfer, Foreign Investment and Skills

Development

Skills Development Fund

Long term Skills Development: Education Policy

Skills Development Fund

Singapore system would be complete without a discussion of the Skills Development Fund

(SDF), largely because it is this institution that has been touted as a model for other countries.

However, it is only one small part of a much larger process and a part whose overall

effectiveness is difficult to evaluate.

Employers are required to contribute 1 percent of the gross salary of each employee earning

below 1,000 Singapore dollars per month (this would cover most blue and white collar workers)

to the Skills Development Fund. Companies can get the value or their contributions back, or up

to 80 per cent of their contributions back, if they apply to the SDF for grants for training and

skills enhancement. Companies could apply for grants to train workers, to buy more modernequipment, to expand or establish training facilities, or for overseas training. It is also a way to

induce companies to continuously invest in skills up gradation, and it penalizes companies

which persist in using low-skilled workers in low-value-added operations by increasing their

labour costs. The specific nature of the grants, vary, however. The rules include the following

employers who submit a Total Training Plan; affecting at least 50 per cent of their workforce

would be awarded with higher grants and subsidies from the SDF; employers who provide

workers with training in skills that are, or will be, in high demand would receive twice the usual

training grant; grants are typically awarded to companies which would use them to fund trainingprograms necessary to enhance the expertise or the workers concerned; the skills to be

acquired must be of high degree of specialization, complex in nature or require a long period of

training; the objective of the training program must be consistent with Singapores new

economic strategy and direction; special incentives are provided for companies to train older

workers aged 40 and above.


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The EDB and the government have been able to incorporate specific targets and programs to

meet specific needs through the SDF. For example, in recent years, SDF has focused heavily

on providing funds for training in the strategic clusters of industries; in 2000, the clusters that

were targeted included robotics, product/systems design. It is also important to note that the

specific nature of the schemes and initiatives that SDF has started or provided finance for is

varied, including programs to enable women to get back into workforce, programs for older

workers, basic education etc. The introduction of the Skills Net System (a national training

computer network that enables companies to submit applications for training grants

electronically) has reduced the processing time of applications for training subsidies from seven

to three weeks.

In order to encourage use of the SDF, National Training Awards, which recognized companies

committed to workforce training as determined by satisfying nationally established training

criteria for a particular year, were instituted. The SDF is managed by the EDB and a tripartite

advisory council with representatives from the government, industry and trade unions. The

council establishes guidelines for SDF application approvals, formulates the terms and

conditions for grants and loans, determines the amount of financial assistance to be awarded to

the applicants and handles appeals from rejected applicants.

B. THE UNITED STATESTRAINING SCENE

How do you think the United States compares to other major industrial nations in terms of

training and educating the workforce? Not surprisingly, the answer depends on which

countries you choose for comparison. In general, though, US primary and secondary education

varies greatly in quality, as does vocational training. Company-sponsored training focuses on

managers and technicians (though this is changing to some degree in recent year); the

quality tends to vary widely. The training and educational systems of our two major competitors,

Germany and Japan, are far more consistent in quality and availability. Germanys major

strength is that primary and secondary schooling is closely integrated with subsequent training

programs and in general educational programs have high quality; but what Germany is best

known for is its outstanding apprenticeship program. In fact, more than half of the German

workforce has completed all apprenticeship program. Many workers also participate in post-

apprenticeship program and business help sponsor a variety of high quality training programs.


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Although Japans approach to education is somewhat different than Germanys, the result is

much the same. Japan, as is widely known, boasts one of the best primary and secondary

educational systems in the world. Once employed, Japanese workers receive extensive,

ongoing, company-sponsored training. As one example, workers in Japanese automobile plants

average almost 90 hours of training annually, while workers in the US automobile plants

average about 30 hours of training annually.

Canadas training and education system is quite similar to US. Primary and secondary

education varies greatly in terms of quality, as does the vocational education system.

Companies provide relatively little training, by some estimates, about half as much as in the

United States.

Koreas training and educational system has made great strides in the last few years. A strong

primary and secondary school system has increased the quality of workers basic skills and

vocational education has become remarkably strong in Korea. Nevertheless, company-

sponsored training programs are scarce, and their quality is generally poor.

All in all, then US training and education programs could be improved. According to experts, the

overall effectiveness of such efforts will greatly affect a countrysability to compete globally.

C. JAPANESE TRAINING SCENE

Employers in Japan are well regarded for their significant and long-term commitment to

developing the skills of their workers, perhaps more than any other industrialized nation. During

the 1980s, many books and articles lauded Japanese employee development as a key factor in

Japans economic advantage over the United States and other countries. Firms around the world

adopted Japanese management practices, heeding dire warnings that companies that tailed to

do so would fall quickly behind in the competitive global economy.

A decade later, Japan is struggling to recover from a lengthy economic recession. However,

most indications are that the extraordinary Japanese commitment to incumbent worker training

is largely unshaken and remains superior to practices elsewhere. Japanese companies have

reduced their training and development spending during the recession and shifted the way that

money is spent, but those changes appear to be minor. Most signs-indicate that skill

development remains at the very heart of Japanese business.


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Expenditures:Unexpectedly, however the Japanese respondents in the sample reported

training investment figures that were significantly lower in almost all major respects - than those

from the other four regions.

Training expenditures per employee (converted to U.S. dollars were $390 in Japan,

compared, with averages ranging from $530 in Canada to $960 in Europe. U.S.

employers fell in the middle spending $650 per employee.

Training expenditures in Japan as and percentage of pay roll (1 %) lagged the other

areas, which ranged from 1.5% (Canada) to 3% (Europe); the U.S. average was 1.8%.

Japanese respondents also reported a slower rate of growth in training expenditures

than any other region.

Non-financial measures: When we looked at non-financial measures or training, we found

more significant differences between Japanese participants and those in other countries.

At the time of the study, the average employee-to-trainer ratio in Japan was 1,700 1,

more than three times the average in the next highest region. The U.S. average was

400:1.

Only 45% of employees in Japanese organizations received training in 2000, compared

with at least 69% in all other geographic areas (75% in the United States).

Delivery and Evaluation: Training in Japan is also delivered and evaluated differently.

Although all regions reported that most training was delivered in an instructor-led

classroom, other regions used a variety of learning technologies to deliver almost 10% of

training. The comparable percentage ol classes delivered via learning technologies in

Japan was just 1%.

Japanese organizations were less likely to use evaluation methods other than

Kirkpatricks level 1 (reaction) evaluations.


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EFFECTIVE HUMAN RESOURCE TRAINING IN 21st CENTURY

The practical two-decade authors in depth research which is concerned or professional HR

people who want to be strategic. The main focus is how to link HR with business strategy. This

chapter identifies Human Resource Portfolio for training need assessment, effective learning

methods creating vision, mission and purpose for HR department. This also focuses on

benchmarking strategies for HR, funding strategies and outsourcing strategies for effective

human resource training and development in 21stcentury.

The importance of the corporate training must be understood in the context or paradigm shift

that is taking place in Indian Industry. The role of knowledge worker is increasing. Management

of corporate world is recognizing the importance of intellectual capital. The pace of change is

fast. The skills need to be regularly retooled. And the training is one of the tools at CEOs

disposal to achieve this end.

Three other factors have added a new dimension to the compelling need for training in all

industries. The first is Liberalization, which has dismantled barriers unvarying degrees, and

made the entry of both domestic and overseas companies easier. The second is the Imbalance

in the demand arid supply of professional talent which has made employee retention a concern

for CEOs. And third reason is growing expectation of employees regarding their professional

and personal development which are forcing organization to factor them into their annual

budgets.

Generally, training is seen as an effort into the immediate position, while development is

perceived as an effort directed towards growth. One other perspective is that development is

more for managerial groups, whereas training is for the worker groups. This is consonance with

the observation that the conceptual skill of a job increase vis a vis the operational skills as the

progress from the lowest level to the peak of the pyramid.

In a rapidly changing society, Employee training & development is not only an activity, but also

an activity that an organization must commit resources to, f it is to maintain a viable and

knowledgeable work force.


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In simple words, Training refers to the teaching and learning activities carried for the primary

purpose of helping the members of the organization to acquire and apply the knowledge, skills,

abilities and attitude needed by a job and an organization.

Most organization in India has been devoting resources to training as an act of faith; it has

become a signpost of modernity, professionalism and strategic thinking.

For want of any better tool, the measure of training effort has been the statistic of people put

through training mill, programs conducted participants man-days, amount spend etc. even board

members also exhibits a hurry for the show of visible activity.

Classifying Employees for Training

For instance - a unit which has high age profile, stable technology no growth situation in slow

growth industry and stable work force (say cash cow situation in BCG matrix terminology)

requires far less frequency of training. This BCG matrix can be applied to the human resource

portfolio, which has been developed by Dr. George S.

Human Resource Portfolio

Job performance refers to the actual achievements of the individual compared with the

objectives of the job. Potential refers to the likelihood of the jobholder making a future

contribution to the employing organization. The two- by two grids give four types of employees.

a) Dead wood Employees under this category are incompetent, unsatisfactory

and wholly unsuitable occupants of their present positions. They have low

potential for growth.

b) Work horsesThese are the people who have reached their peak of

performance in the light of definitely limited capacity.

c) StarsThese are the people of high potential who are performing at the

highest quadrant of their potential.

d) Problem children: These are the people who have great potential and

genuine capacities who are working below that capacity or only with mixed

results. In some instances they divert their energies to make mischief,

engaging in harmful actions, or in being too easily diverted into trivial or

wasteful uses of their talents.


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On the other hand, if a turnaround is being launched through the structuring of jobs induction of

newer technologies or systems, a high degree of communication oriented training is necessary.

Training activity may also undergo a change in consonance with business cycles of the industry

in going through a tough due to the higher supply of product than demand, the possibility that

the turnover of labor force could be low due to the growth in the industry. In such situation the

training activity may be slowed down unless there is proactive strategy by the company. Similar

would be the limitation under recessionary condition.


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The Purpose

Many organizations could not explain their strategy but could produce various documents that

describe things that they do in HRD. They require nature of human resources that is numbers,

skills, abilities and attitudes would emerge out of this organization mission. The information

required for making the personal plans is also required to great extent for training plan. The next

step in the training process is analysis of training needs. This can be done at the organizational,

group and individual levels. To enable an objective analysis, an information base is required of

the jobs, what a knowledge, skills and attitudes employee needs to perform their jobs. A number

of different methods and models conducting needs analysis has evolved over time. All this

process gives the gap between the demand and the supply. Training needs may be analyzed by

the following assessment methods;

a) Observation

b) Consultation key

c) Print media

d) Study of job description / specification

e) Appointing external consultants

f) Performance appraisals

g) Special questionnaire surveys

h) Skill gap analysis

i) Interviews with supervisors / peers

j) Self assessment

All the above methods have its cost implication, time dimension, employee participation and

superior involvement. The methods chosen would obviously differ with the level of need

assessment, that is whether it is at the organizational level, group level, or individual level.

The issues involved in training needs assessments are:

1. Determining felt needs Vs real needs.

2. Balancing organizational needs with the individual needs.

3. Reducing individual anxiety about being evaluated- over coming reluctance.

4. Establishing a two-way communication process in traditionally one-way communication.


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5. Shielding top management from unpleasant data and shielding employees from hidden

concerns of top management.

6. erroneous interpretation of surveys results

7. Ethics of probing for personal information about attitudes and personal goals.

8. Extra time required to collect additional data required to design program:

- Degree of learner control

- Problem centered

- Experienced based

- Personally relevant

- Immediately applied

The next step in the process is the selection of trainees. There is no hard and fast rule except to

stress that it has to follow logic and must have a strategy. For instance, if company-wide latest

technology obligations were taking place in manufacturing, the concerned manufacturing staff

would be the obvious target group. As trainee needs are always a plenty and potential trainees

invariably the entire organization, a prioritization must take a place and this of immediate and

crucial nature come first. It must be borne in mind that all training cannot be important in one go

and it is generally spread over a time, often stretching a long period on a rolling plan basis.

However the priority should go to the self- assessed need of the trainee himself and then to his

superiors.

An important variable for ensuring success of the training activity is the motivation of the trainee

to acquire the skills, knowledge and abilities. This motivation can be related to the reward,

succession plan and promotion. For instance, where promotions and increments are purely time

bound and punishments are rare, the conditions of learning could be very low and zeal for

learning is rather rare.

The popular training methods and their relating effectiveness on the basis of my research in

select public enterprises is given in table below.


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RELATIVE EFFECTIVENESS OF LEARNING METHODS


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NEED FOR TRAINING AND DEVELOPMENT

Organizations work in dynamic environments and the primary concern for an organization is its

viability and hence its efficiency. There is also continuous pressure from both the internal as

well as the external environment for efficiency. Thus training imparts specific skills and

knowledge to employee in order that they contribute to the organizations efficiency and be able

to cope with the pressures of the changing environment.

The other three aspects, which necessitate training activity:

1. Technological Advance

To keep pace with advanced industrialization

Automation of production centers

New skills for new technologies

2. Organizational Complexity

Wide range of products

Wide range of operation

Globalization and information technology advancement

Coordination and integration of problems due to expansion

3. Human Relations

Changes due to various human problems like alienation, interpersonal problems and inter-

group problems.


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TRAINING NEEDS AND ANALYSIS

Training needs have to be relative both in terms of the organizations demands and that of the

individuals.

Training need Analysis

An in-depth analysis of these facts would facilitate our understanding of deficiencies that need

to be rectified.

1. Analysis of job performance and skills required.

2. Performance appraisal records.

3. Organizational analysis.

4. Individual dialogue with each employee.

5. Observation.

6. Management and staff recommendations.

7. Considerations of present and future changes.

8. Survey reports.

Factors that may lead to Training Needs

Re-organization processes Business Process Re-engineering Process Improvements Reductions in Force Layoffs/Transfers/New Hires Staffing Changes/Promotions Re-locations New equipment/Technology Performance/Safety Issues Problems in Production/Safety New Systems/Procedures Changes in Laws/Regulations Succession Planning Career Paths/Growth

Training Analysis Process

Over the last 20 years the critical nature of theman-in-the-loophas changed from simply manualdexterity and procedural operation to a state in which their decision making, cognitive abilities,data assimilation,communication skills, and attitude are all crucial. In addition the job structure ofthe personnel operationally involved with modern systems has diversified in direct proportion tothe complexity of the technology. This has fueled the need for a formal approach.
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The task of training can be broken down into a number of discrete components, eachaddressing a different part of the overall learning process. This breakdown is as follows:-

Psycho-motor Skills. Procedural Skills. Knowledge Transfer. Communication Skills. Colossal Thinking. Attitude Learning. Performance Training. Physiological Stresses.

The role of training analysis is to build a formal bridge between the available design data andthe training media and training objectives, in order to facilitate the transfer of training elementsinto the operational environment.

For complex multi-user system a user-to-task map is often constructed to present therelationship between the tasks and the identified team structure and also to identify new groupsof users that would need to have an understanding of the system. The training gap is assessedby a comparison between the goals and tasks undertaken by the individuals and the existingtraining.

There is a wide variety of training media that can be used, ranging from traditional lecture-basedteaching to sophisticated simulators. Different media will be more or less appropriate fordifferent activities. It is necessary to determine the most suitable and cost-effective trainingmedia for the different areas.

There have been many different approaches defined; however, the system approach to traininghas been the most successful.

Training Needs Analysis (TNA) is defined as the Identification of training requirements and themost cost effective means of meeting those requirements.

A TNA should always be performed where a major new development in policy, equipmentacquisition or procedures is deemed to have potential impact upon the current training regime.

TST has considerable experience of successfully employing the accepted techniques applied tothe development of training systems, including theSystems Approach to Training(SAT) in both thedefence and civilian domains using customer specific standards such as JSP 822 whererequired.

Carrying out all TNA activates in accordance with SAT principles ensures rigorous visibility ineach design stage with clear audit trails from the initial Scoping Study through to therecommended solution.
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Benefits

Speed up the transition of adopting change.

Reduce the risk and impact on the business and ensure that your people are not onlyprepared for the change but fully equipped.

Maximize the opportunity of a successful implementation.

TOTAL ORGANISATIONAL ANALYSIS

A total organizational analysis is a systematic effort to understand which training efforts need to

be focused. It involves detailed analysis of:

Organization Vision.

Organization goals long & short term.

Future plans.

Organization structure.

Organization culture.

Human resources.

MAN ANALYSIS

This is the third component in the identification of training needs. In identifying training needs,

no single approach will work in all situations for all organizations. But some kind of knowledge,

skills, attitudes, assessment is integral to the survival of every organization. The methods

suggested below will help to quickly identify the training need requirements of the people:

Identify competency or success factor information.

Build profiles

Assess employees

Identify gaps

Identify development options

Follow through

Training for the problem does not necessarily solve organizational problems but it could be

German to administrative action. Inefficiency may be the result of poor selection, poor


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organizational control or poor communications. Training cannot be an isolated exercise. It has to

be a part of the organizational development plan, at the same time, the structure and procedure

should be in line with this plan. The approach to training must be integrated and systematic. It

cannot operate in isolation of other related activities of the organization. If the training is

intended to achieve the desired results, then it should necessarily be integrated with the other

activities, as well as the internal and external environment. From the organizational viewpoint,

there is a need for a total systems approach to training, which encompasses the following steps.

Definition of the training objectives.

Identification of the training needs.

Formulation of the training schemes and their systematic implementation by time bound

programs.

Evaluation of the effectiveness of the training program in relation to the short as well as

the long term objectives and benefits to the individual and the organization.

In respect of the above-mentioned factors, it is important that the objectives be clearly and

precisely defined and is not broad generalizations. The training need identification process must

consider the implications on the long and short-term objectives of the organization. When

implementing a training program, the appropriate strategies and techniques must be employed

keeping in mind the target audience and their sensitivities. The evaluation of the program must

be carried out on a regular basis and at every stage of the training process. The most important

aspect of the training evaluation is the feedback received. It will provide the trainer with

information regarding how effectively the trainees have understood and learnt from the program.

A post-training evaluation is also important in finding out to what extent the training imparted is

being implemented in the workplace.

The individuals contribution to the organization depends on emotional factors and on the set of

expectations he has job, his superiors, peers and subordinates and of the organization in

general. This procedure is termed as the socialization of an individual in an organization.Training and development helps to create and fulfill these expectations and helps in making the

socialization process more fruitful.


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How to Conduct a Training Needs Analysis?

Author:Carl I. Greenberg,Pragmatic HR Consulting

At the core of any effective training program is correctly identifying what or who needs to be

trained. Poorly conducted needs analyses can lead to training solutions that train:

1. The wrong competencies;

2. The wrong people; and

3. The wrong learning methods.

The results of training needs analysis provides the employer with answers to the followingquestions:

What is needed and why?

Where is it needed?

Who needs it?

How will it be provided?

How much will it cost? and

What will be the business effect?
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Sample Training Need Analysis Form:-


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Employers can conduct a needs analysis by following the steps below.

Step 1: Determine the Desired Business Outcomes

Before training needs analysis can begin, the employer needs to articulate the goal of thetraining. That is, what are the expected business outcomes of the training?

The training goal should correspond to a business objective. This can be specific to anindividual employee, work unit, department or the entire organization.

The ultimate goal of the training should be clearly articulated and kept in the forefront to ensurethat the entire needs analysis process keeps the desired outcomes in sight. It is best for anemployer to answer the question: "How will we know that the training worked?"

Examples of ultimate goals are:

Improve customer service representatives' customer satisfaction ratings;

Increase the close rates on business proposals or bids by sales personnel;

Improve employee morale through better supervision by middle management; and

Improve the speed at which warehouse employees fill orders.

Know your clients

For this reason, you need to get to know the company, its culture and its global situation. Youshould discuss with both the management team and the participants what their needs andexpectations are. Using a need analysis form can help you learn about participants interests,strengths, language competence, time constraints and expectations.

You will also have to find out about their area of expertise.

Step 2: Link Desired Business Outcomes with Employee Behavior

There are generally multiple behaviors that are associated with any desired business outcome.These behaviors are a result of employees:

Knowing what to do;

Having the capability to do it; and

Having the motivation to do it.

At this step in the process, employers should identify the desired critical competencies, i.e.behaviors and associated knowledge, skills, abilities and personal characteristics that are linkedto desired business outcomes. This is usually done through collecting information from subjectmatter experts.


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Data collection may take the form of interviews, focus groups or surveys. Regardless of themethod used, the data should result in a clear understanding of how important eachcompetency is to achieving the desired business goal.

A rating scale example to assess the importance is one like the following:

How Important Is This for Successful Job Performance?

1 = Not at all

2 = A little

3 = Somewhat

4 = Considerable

5 = Extremely

To ensure that only the competencies that are deemed criticalshould be considered forinclusion in other training needs analysis steps, rating averages should be at least a 4.0 on thefive-point rating scale.

Step 3: Identify Trainable Competencies

Not every competency can be improved through training. For example, a sales job may requiresales people to be outgoing and initiate conversations with total strangers. It is more effective,then, for an employer to hire people that are already extroverts than to attempt to train introvertsto be more outgoing. Similarly, it may be more effective to hire people with specializedknowledge than to educate and train them.

Employers should evaluate each critical competency from Step 2 and determine if each one issomething they expect employees to possess prior to job entry. Taken together, this shouldprovide employers with a list of critical competencies that are amenable to training.

Define clear training outcomes

Establish clear outcomes for the program, as a guideline for you, the participants and thecompany.You can state these in terms of extension/diversification of communicative languagecompetences, of the enrichment of strategies, or of the fulfillment of tasks.These outcomes have to be agreed and shared with the organization and all the participants in

the training program.Ideally, these outcomes should meet the criteria of SMART:

Specific Measurable Attainable Realistic Time boundlimited to a certain period of time.


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Step 4: Evaluate Competencies

With a targeted list of competencies in hand, employers should determine the extent to whichtheir employees possess these. The most often used methods are:

Competency evaluations; and

Tests or assessments.

Performance evaluation surveys are best used to evaluate observable behaviors. This can beeasily accomplished by taking the critical competencies from Steps 2 and 3 and havingknowledgeable people rate the targeted employees' behaviors. Most often, supervisors performthis function.

However, multiple raters, including peers, subordinates and customers, are often used toevaluate the performance of supervisors and executives. This approach is generally known as360 degree surveys.

Performance evaluation surveys become less effective the more raters have to inferunobservable competencies such as ability, skills and personality. Evaluation of thesecompetencies is better accomplished through the use of professional tests and assessments.There are many tests available in the market to measure specific skills, abilities and personalitycharacteristics. However, choosing the right test should be done in coordination with a testingprofessional, e.g., an organizational psychologist. Care should be taken in selecting tests thatare valid measures of the targeted competency.

Custom-designed assessments are also appropriate, especially if the employer desires tomeasure specialized knowledge or effectiveness in a major segment of the work. These canrange from multiple choice job knowledge tests to elaborate job simulations. For example, avery effective approach to measuring the training needs of supervisors and leaders is using anassessment center,which is comprised of different role-play exercises that parallel managerialsituations.

Step 5: Determine Performance Gaps

Regardless of the methods used to evaluate competencies, individual employee results are thencombined to assess how many employees are in need of improvement in particularcompetencies.

To do this, the employer first needs to establish what constitutes a performance gap. Thatstandard will vary from employer to employer. Some employers will set higher standards thanothers.

Setting that standard will provide the employer with an understanding of how many employeesfall above or below that standard. Those falling below would be considered to be in need oftraining.


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Step 6: Prioritize Training Needs

Employers should aggregate the data in Step 6 with information on the performance gappervasiveness. That is, employers should total how many, or what percentage, of the targetedworkforce needs the training.

Employers should also consider the importance of the competency (see Step 2). Takentogether, pervasiveness and importance should result in a list of training priorities.

Step 7: x`

Plan the delivery and fix a tentative schedule

When designing the course, it is vital to negotiate the content, the activity types and thetimeframe with the organization and the participants.

Avoid focusing on the goals and content alone, but think about the process and learningexperience as well.

Using the training priority list from Step 6, employers should now consider how best to train theirworkforce. Typical training methods include:

On the job training (OJT);

Mentoring and coaching;

Classroom;

Web-based;

Books;

Conferences; and

University programs.

It is recommended that employers consult a professional who is well versed in adult learning tohelp determine the best ways employees can acquire a particular competency.

Some learning methods will work better than others. Although no two people learn or retaininformation in the same way, studies show that individuals retain information much better if theyactually perform the skill or task. This type of retention is about 75 percent.

Compare that to listening to a lecture, where retention is only five percent. Other forms oflearning retention are as follows:

Reading, 10 percent;

Audio-visual, 20 percent;

Demonstration, 30 percent; and

Discussion group, 50 percent.


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Employers should keep this in mind and strive for the training method that will not only besuitable for the material, but also have the best chance for retention by employees.

Step 8: Conduct a Cost Benefit Analysis

At this point, employers need to consider the costs associated with a particular training methodand the extent to which performance gaps can be combined into the same training experience.

Cost factors include:

Required training time;

Training content development if designed in-house;

Training evaluation and acquisition if purchased from vendor;

Training content delivery;

Lost productivity from time spent in training; and Travel and logistical expenses.

On the benefit side, different training methods will have varying degrees of effectiveness (seeStep 7). For example, while web-based training may be the least costly, this may not be the bestway for employees to develop a particular skill. Employers need to strike a balance between thecost of a particular training method and its ability to achieve the desired results.

Step 9: Planning for Training Evaluation

The last step in this process is for employers to decide how they will know whether the training

worked. Training is only effective if the material is retained and used on the job. This stepshould include an evaluation component similar to how the needs were assessed in Step 4.

Questions the evaluation process should answer are:

How much did the training improve the competencies targeted in the training?

How much did the training improve employees' actual job performance?

How much did the training improve the meeting of business objectives?

How much did the training result in a positive return on its investment?

The questions employers want answers to will determine the method and components of theevaluation process.

Program Evaluation

Evaluation should not just happen at the end of the course: it is about constantly making theprogram better.You should continually re-assess your clients needs, the course outcomes, and how the


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materials, the activities and you yourself can be more supportive.The learners and the organization should be involved in this process:

Learners evaluate their own progress, the program and the learning environment. The teacher evaluates the progress of the course and the learners. The organization evaluates the effectiveness of the program.

Types of Needs Analysis

Many needs assessments are available for use in different employment contexts. Sources that

can help you determine which needs analysis is appropriate for your situation are described

below.

Organizational Analysis. An analysis of the business needs or other reasons thetraining is desired. An analysis of the organization's strategies, goals, and objectives.What is the organization overall trying to accomplish?The important questions being

answered by this analysis are who decided that training should be conducted, why atraining program is seen as the recommended solution to a business problem, what thehistory of the organization has been with regard to employee training and othermanagement interventions.

Person Analysis. Analysis dealing with potential participants and instructors involved inthe process. The important questions being answered by this analysis are who willreceive the training and their level of existing knowledge on the subject, what theirlearning style is, and who will conduct the training. Do the employees have requiredskills?Are there changes to policies, procedures, software, or equipment that require or

necessitate training?

Work analysis / Task Analysis. Analysis of the tasks being performed. This is ananalysis of the job and the requirements for performing the work. Also known as a taskanalysis or job analysis, this analysis seeks to specify the main duties and skill levelrequired. This helps ensure that the training which is developed will include relevant linksto the content of the job.

Performance Analysis. Are the employees performing up to the established standard?If performance is below expectations, can training help to improve this performance? Isthere a Performance Gap?

Content Analysis. Analysis of documents, laws, procedures used on the job. Thisanalysis answers questions about what knowledge or information is used on this job.


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This information comes from manuals, documents, or regulations. It is important that thecontent of the training does not conflict or contradict job requirements. An experiencedworker can assist (as a subject matter expert) in determining the appropriate content.

Training Suitability Analysis. Analysis of whether training is the desired solution.Training is one of several solutions to employment problems. However, it may notalways be the best solution. It is important to determine if training will be effective in itsusage.

Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effectivetraining results in a return of value to the organization that is greater than the initialinvestment to produce or administer the training.

Knowledge, Skills, and Abilities

Today's workplace often requires employees to be independent thinkers responsible for making

good decisions based on limited information. This kind of work may require training if the

employee does not have these skills. Below is a list of various competencies that employees

may be required to possess in order to perform their jobs well.

Adaptability Analytical Skills Action Orientation Business Knowledge/Acumen Coaching/Employee Development Communication Customer Focus Decision Making Fiscal Management Global Perspective Innovation Interpersonal Skills Leadership Establishing Objectives Risk Management Persuasion and Influence Planning Problem Solving Project Management Results Orientation Self-Management Teamwork Technology


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Are any of these KSA's required before the employee is hired? Are the required KSA's included

in any job postings or advertisements? Do they need to be?

Techniques

Several basic Needs Assessment techniques include:

direct observation questionnaires consultation with persons in key positions, and/or with specific knowledge review of relevant literature interviews focus groups assessments/surveys records & report studies work samples

Conducting an Organizational Analysis

Determine what resources are available for training. What are the mission and goals of the

organization in regards to employee development? What support will te senior management and

managers give toward training? Is the organization supportive and on-board with this process?

Are there adequate resources (financial and personnel)?

Conducting a Work / Task Analysis

Interview subject matter experts (SME's) and high performing employees; interview the

supervisors and managers in charge, review job descriptions and occupational information and

develop an understanding of what employees need to know in order to perform their jobs.

Important questions to ask when conducting a Task Analysis:

1. What tasks are performed?2. How frequently are they performed?3. How important is each task?

4. What knowledge is needed to perform the task?5. How difficult is each task?6. What kinds of training are available?

Observe the employee performing the job. Document the tasks being performed. When

documenting the tasks, make sure each task starts with anaction verb.How does this task

analysis compare to existing job descriptions? Did the task analysis miss any important parts of

the job description? Were there tasks performed that were omitted from the job description?
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Organize the identified tasks. Develop a sequence of tasks. Or list the tasks by importance.

Are there any differences between high and low performing employees on specific work tasks?

Are there differences between Experts and Novices? Would providing training on those tasks

improve employee job performance?

Most employees are required to make decisions based on information. How is information

gathered by the employee? What does the employee do with the information? Can this process

be trained? Or, can training improve this process?

Cognitive Task Analysis

Develop a model of the task. Show where the decision points are located and what information

is needed to make decisions and actions are taken based on that information. This model

should be a schematic or graphic representation of the task. This model is developed by

observing and interviewing the employees. The objective is to develop a model that can be used

to guide the development of training programs and curriculum.

Since the training is based on specific job tasks, employees may feel more comfortable taking

the effort to participate in training.

Gather information about how the task is performed so that this can be used to form a model of

the task. Review job titles and descriptions to get an idea of the tasks performed. Observe the

employee performing the job. Review existing training related to the job. Make sure you observeboth experts and novices for comparison.

Conducting a Performance Analysis

This technique is used to identify which employees need the training, review performance

appraisals, interview Managers and Supervisors, and look for performance measures such as

benchmarks and goals.

Sources of performance data:

1. Performance Appraisals2. Quotas met (un-met)3. Performance Measures4. Turnover5. Shrinkage6. Leakage


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7. Spoilage8. Losses9. Accidents10. Safety Incidents11. Grievances12. Absenteeism

13. Units per Day14. Units per Week15. Returns16. Customer Complaints

Are there differences between high and low performing employees on specific competencies?

Would providing training on those competencies improve employee job performance?

Checklist for Training Needs Analysis

It is helpful to have an organized method for choosing the right assessment for your needs. A

checklistcan help you in this process. Your checklist should summarize the kinds of information

discussed above. For example, is the assessment valid for your intended purpose? Is it reliable

and fair? Is it cost-effective? Is the instrument likely to be viewed as fair and valid by the

participants? Also consider the ease or difficulty of administration, scoring, and interpretation

given available resources.
http://www.hr-guide.com/Training/Checklist.htmhttp://www.hr-guide.com/Training/Checklist.htmhttp://www.hr-guide.com/Training/Checklist.htm


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OBJECTIVES OF TRAINING AND DEVELOPMENT

1. Increase productivity by increasing skills, aptitude and abilities of workers.

2. Improved performance on the present job.

3. Heightened morale of employees. This helps to meet the ego satisfaction.

4. Reduce supervision of personnel.

5. Dissatisfaction, complaints, absenteeism and turn over can be greatly reduced. Well-

trained employees are satisfied and can develop their inherent capabilities.

6. Accidents and wastages are minimized.

7. Fill manpower needs. It is practical to train employees within the organization.

8. Benefits to employees. Newly acquired knowledge and skills help the employees to

increase their performance as well as their market value and earning power.

9. Increase organizational flexibility and stability.

10. Prevention of obsolescence

11. Reduction of learning time to reach an acceptable level of performance

12. To train about a specific topic such as:

TYPICAL TOPICS OF EMPLOYEE TRAINING

1. Communications:The increasing diversity of todays workforce brings a wide variety of

languages and customs.

2. Computer skills: Computer skills are becoming a necessity for conducting

administrative and office tasks.

3. Customer service: Increased competition in todays global marketplace makes it critical

that employees understand and meet the needs of customers.

4. Diversity:Diversity training usually includes explanation about how people have

different perspectives and views, and includes techniques to value diversity

5. Ethics:Todays society has increasing expectations about corporate social

responsibility. Also, todays diverseworkforce brings a wide variety of values and morals

to the workplace.

6. Human relations: The increased stresses of todays workplace can include

misunderstandings and conflict. Training can bring people to get along in the

workplace.


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7. Quality initiatives: Initiatives such as Total Quality Management, Quality Circles,

benchmarking, etc., require basic training about quality concepts, guidelines and

standards for quality, etc.

8. Safety:Safety training is critical where working with heavy equipment, hazardous

chemicals, repetitive activities, etc., but can also be useful with practical advice for

avoiding assaults, etc.

BENEFITS TO THE ORGANIZATION

Training becomes essential for the purpose of meeting the specific problems of particular

organization arising out of the introduction of new lines of production, changes in design, the

demands of competition.

The major benefits of training to an organization are: -

Higher productivity.

Better organizational climate.

Less supervision.

Prevents manpower obsolescence.

Economical operations.

Prevents industrial accidents.

Improves quality.

Greater loyalty.

To fulfill organizations future personnel needs.

Standardization of procedures

BENEFITS TO THE EMPLOYEES

Personal growth.

Development of new skills

Higher earning capacity.

Helps adjust with changing technology.

Increased safety.

Building Confidence.


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Examples to Convey Nature of Well-Written Learning Objectives

To help learners understand how to design learning objectives, the following examples are

offered to convey the nature of learning objectives. The examples are not meant to be offered

as examples to be adopted word-for-word as learning objectives. Trainers and/or learners

should design their own learning objectives to meet their overall training goals and to match

their preferred strategies for learning.

The topic of the learning objective is included in bolding and italics. Learning objectives are

numbered directly below.

Communication

1. Explain four basic principles of communication (verbal and non-verbal) and active,

empathetic listening.

2. Outline four barriers and bridges to communication.

3. List at least four ways communication skills which encourage staff involvement will help

create a positive work environment.

Mentoring

1. Explain basic job duties and standards from job description to staff.

2. Outline at least five specific learning goals with staff by comparing performance with job

duties.

3. Develop a yearly plan with staff to accomplish learning needs, supervision plan and

rewards.

Effective coaching

1. State at least three job expectations for staff that focusing on meeting residents needs.

2. Plan five strategies to give frequent verbal and non- verbal encouragement and rewards.

3. Identify specific performance concerns with sta

Documents

TRAINER SKILLS.docx