Employee Training and Development

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PART ONE

STAGE 1---CONDUCT THE TRAINING NEEDS ANALYSIS.
There are three levels of needs assessment: organizational analysis, task analysis and
individual analysis.

1.ORGANIZATIONAL ANALYSIS
Organizational analysis looks at the effectiveness of the organization and determines
where training is needed and under what conditions it will be conducted.

The organizational analysis should identify:
-Environmental impacts (new laws such as OSHA, etc.).
-State of the economy and the impact on operating costs.
-Changing work force demographics and the need to address cultural or language
barriers.
-Changing technology and automation.
-Increasing global/world market places.
-Political trends such as ***ual harassment and workplace violence.
-Organizational goals (how effective is the organization in meetings its goals),
resources available (money, facilities; materials on hand and current, available
expertise within the organization).
-Climate and support for training (top management support, employee willingness
to participate, responsibility for outcomes).
The information needed to conduct an organizational analysis can be obtained from a
variety of sources including:
*Organizational goals and objectives, mission statements, strategic plans.
*Staffing inventory, succession planning, long and short term staffing needs.
*S****s inventory: both currently available and short and long term needs,
organizational climate indices: labor/management relationships, grievances,
turnover rates, absenteeism, suggestions, productivity, accidents, short term
sickness, observations of employee behavior, attitude surveys, customer
complaints.
*Analysis of efficiency indices: costs of labor, costs of materials, quality of
products, equipment utilization, production rates, costs of distribution, waste,
down time, late deliveries, repairs.
*Changes in equipment, technology or automation.
*Annual report.
*Plans for reorganization or job restructuring.
*Audit exceptions; reward systems.
*Planning systems.
*Delegation and control systems.
*Employee attitudes and satisfaction.
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2.TASK ANALYSIS [ DEPARTMENTAL LEVEL ]
Task analysis provides data about a job or a group of jobs and the knowledge, s****s,
attitudes and abilities needed to achieve optimum performance.
There are a variety of sources for collecting data for a task analysis:
-Job description-- A narrative statement of the major activities involved in
performing the job and the conditions under which these activities are performed.
If an accurate job description is not available or is out of date, one should be
prepared using job analysis techniques.
-KSA analysis-- A more detailed list of specified tasks for each job including
Knowledge, S****s, Attitudes and Abilities required of incumbents.
-Performance standards-- Objectives of the tasks of the job and the standards by
which they will be judged. This is needed to identify performance discrepancies.
-Observe the job/sample the work.
-Perform the job.
-Job inventory questionnaire-- Evaluate tasks in terms of importance and time
spent performing.
-Review literature about the job-- Research the "best practices" from other
companies, review professional journals.
-Ask questions about the job-- Of the incumbents, of the supervisor, of upper
management.
-Analysis of operating problems-- Down time, waste, repairs, late deliveries,
quality control.
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3. INDIVIDUAL ANALYSIS
Individual analysis analyzes how well the individual employee is doing the job and
determines which employees need training and what kind.
Sources of information available for a individual analysis include:
-Performance evaluation -- Identifies weaknesses and areas of improvement.
-Performance problems -- Productivity, absenteeism or tardiness, accidents,
grievances, waste, product quality, down time, repairs, equipment utilization,
customer complaints.
-Observation -- Observe both behavior and the results of the behavior.
-Work samples -- Observe products generated.
-Interviews -- Talk to manager, supervisor and employee. Ask employee about
what he/she believes he/she needs to learn.
-Questionnaires -- Written form of the interview, tests, must measure job-related
qualities such as job knowledge and s****s.
-Attitude surveys -- Measures morale, motivation, satisfaction.
-Checklists or training progress charts -- Up-to-date listing of current s****s.
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STAGE 2
ALL YOUR TRAINING & DEVELOPMENT PROGRAMS
MUST CREATE IMPACT ON THE BUSINESS , NOT JUST RIPPLES,
BUT VISIBLE RESULTS, VISIBLE BEHAVIORAL CHANGES,
USABLE TOOLS ETC ETC. THIS IS WIN-WIN SITUATION.

FOR THIS YOU NEED SOME GUIDELINES FROM YOUR ''CEO''
-company's mission for this project.
-company's expectations
-company's objectives.
-any other targets.
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STAGE 3
DEVELOPING TRAINING STRATEGY

TRAINING STRATEGY DOES'NT EXIST IN ISOLATION .
IT IS A BY-PRODUCT OF CORPORATE STRATEGY
AND DEPARTMENTAL / BUSINESS UNITS STRATEGY.
FROM THE ABOVE, HR STRATEGY IS DEVELOPED.

TRAINING STRATEGY IS AN ELEMENT OF HR STRATEGY.

EVEN , WHEN TAKING AN INITIATIVE IN DEVELOPING
IN TRAINING STRATEGY , IT MUST FIT CORPORATE STRATEGY.
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WHEN YOU DEVELOP TRAINING STRATEGY, YOU MUST REVIEW
-corporate mission statement
-corporate objectives
-corporate strategy.
-HR STRATEGY/ OBJECTIVES



Once you get their departmental requirements, HRM develops
-training plans / programs/ procedures/ priorities


YOUR SECOND TASK IS TO CONDUCT
TRAINING NEEDS ANALYSIS.[TNA]
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THEN DEVELOP A TRAINING STRATEGY.

TRAINING STRATEGY

Purpose
Training strategy provides a framework for comprehensive staff development opportunities for all staff who work for the organization, to support the organization's mission, and to enable the organization to achieve the corporate objectives and become a true learning institution for all who work here.
Principles
Staff development is relevant to all staff and the whole person
It is embedded in all working practice, throughout an individual's career
Reflection, review, feedback and opportunities for learning should form an integral part of everyone's work experience
TRAINING STRATEGY OUTLINES INCLUDE
[this will vary with organizations, but as a broad guideline include ]
1. An assessment of the current situation.
2. A statement of purpose, outlining what is to be accomplished.
3.Identification of the training needs.
4. A statement of planning premises -significant asssumptions,
constraints, and parameters.
5. A forecast statement of factors that might help or hinder
the end results.
6. Desired behaviors are specified.
7.Desired competences are identified and specified.
8.Knowledge, s****s, and characteristics desired are specified.
9. Description of the required training/development programmes.
10. Constraints like time, budget and participants attitude are identified.
11.Participants' characteristics are identified / listed.
12. Training objectives are defined / listed.
13.Training program contents are outlined.
-identifying topic areas to be covered.
-specific concepts are listed
14. Selection of instructor(s)
types of specialists required.
15. Training Teaching materials,
kind of materials required.

16. Training Methods required.
17. Evaluations methods to be used.
18. Training resources required.

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STAGE 4
Based on the Training Needs Analysis, you / your immediate supervisor
-identify the programs [ subject/contents]
-also the priority [ what is critical /what is urgent/what is important]
HAVE YOU/YOUR IMMEDIATE SUPERVISOR discussed with
the VARIOUS departmental heads the priority , as they see it.
When selecting the SUBJECTS/ modules, four things to remember
-TARGET AUDIENCE
-PRIORITY REQUIREMENTS
-WHICH ONE WILL CREATE GREATER BUSINESS IMPACT
IN THE SHORT TERM.
-BUDGET
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ONCE THE TRAINING NEEDS ARE IDENTIFIED,
YOU CAN DEVELOP A TOTAL COMPANY TRAINING PROPOSAL.
Sample Outline [for the total corporatewide program]
1.Introduction [ purpose of this program]
2. Scope of the Training Plan
3 .Organizational Entities
4.Responsibility/ management ownership of the program.
[mention T&D, department management etc]
5. Training/development Objectives
6. Training / development Policy
7. Corporate / Organizational Goals Supported
[ impact on the business]
8. Training / development Benefits
9. Strengths and Areas of improvements of the Organization
[avoid using term WEAKNESSES]

10. How Training Needs Are Identified, Verified, and Prioritized
11. Training Needs To Be Addressed
[ knowledge / s****s etc]

12. Course / by Job Category
13. Course Descriptions
[ just 2/3 lines for each selected ones]
14. Planned Course Development/Acquisition Strategy
15. Estimated Development and Acquisition Costs
16. Course Quality Standards
17. Planned Delivery Schedule
18. staff Selection and Enrollment Procedures
19. Training Evaluation and Tracking
YOU CAN DEVELOP A TRAINING MATRIX --SUMMARY.
HORIZANTAL-------DEPARTMENTS/ GROUPS

VERTICAL ---------SUBJECTS
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STAGE 5
NOW USE THIS CHECKLIST ,
TO PREPARE A TRAINING CALENDER FOR
EACH COURSE / JOB CATEGORY [ take it from the matrix]
EXAMPLES
1.people management s****s course / for managers
2.customer service s****s course / customer service staff
etc etc

PREPARING A TRAINING CALENDER
Course / by Job Category
HERE , PREPARE A MATRIX
X-AXIS MONTHS
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>
COURSES>>>>>>>>>jan I feb ImarIaprI I I I I dec.
V V V
Y-AXIS
time management
supervisory s****s development
etc etc
IN THE BOXES,
--ESTIMATE HOW MANY WOULD ATTEND THE COURSE
--DATE
--LOCATION
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STAGE 6
FOR EACH PROGRAM, PREPARE A

[supercool]

TRAINING PLAN CHECKLIST

1. An assessment of the current situation.
2. A statement of purpose, outlining what is to be accomplished.
3.Identification of the training needs.
4. A statement of planning premises -significant asssumptions,
constraints, and parameters.
5. A forecast statement of factors that might help or hinder
the end results.
6. Desired behaviors are specified.
7.Desired competences are identified and specified.
8.Knowledge, s****s, and characteristics desired are specified.
9. Constraints like time, budget and participants attitude are identified.
10.Participants' characteristics are identified / listed.
11. Training objectives are defined / listed.
12.Training program contents are outlined.
-identifying topic areas to be covered.
-specific concepts are listed
-key points are specified
-determining the emphasis required on each topic.
-sequencing the topics into a logical progression.
-establishing a learning pace.
13. Selection of instructor(s)
-in terms of scholastic records
-in terms of delivery s****s
-in terms of personality
etc etc
14. Physical facilities
-location
-settings
-conference room [ size / layout /light/acoustics/ etc]
-seating arrangements
-case study rooms
etc

15. Conference room facilities
-equipments required
-stationery required
-dining / coffee room facilities
-writing materials
etc etc


16. Training Teaching materials
-training agenda
-trainer's manual
-participants' manual
-case studies
-role plays
etc etc

17. Training Methods
-lecture
-conference method
-management games
-case study
-senstivity training
-programed instructions.
18. Evaluations.
19. Training schedule.
20. Training Budget
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PART TWO


BUDGET
When it comes to budget--spending on training/development
-it will be never sufficient.
-there will be always some constraint.
-in spite of management desire/ great interest in training/development,
when it comes to releasing budget, it will be hard to come.
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SO WHEN YOU PRESENT YOUR PROPOSAL GO WITH
A MINIMUM AND MAXIMUM BUDGET / PROGRAMS.
*what will be conducted / business impact on minimum budget.
*what will be conducted / business impact on maximum budget.
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As a guideline for the selection of programs,
apart from the priority list based on TNA, you will see that
the people who could make the best use of training/development
and create impact on the business are
1.TECHNICAL TRAINING.
2.FIRST LINE MANAGERS
3.MIDDLE MANAGEMENT.
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TRAINING WORKLOAD
NOW based on the information, can you/ your immediate supervisor
-estimate the program time for each program
-estimate the no of time each program has to be run
-estimate the total no. of hours all together
-estimate who is going to do it [ take logistics into consideration]
-do you need external trainers , as support
-OUTSOURCING OF SOME OF THE PROGRAMS
-how many / what programs / when/where.
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ONCE YOU GO THROUGH THESE STEPS AS LISTED ABOVE,
YOU WILL KNOW
-WHO ARE YOUR TARGET AUDIENCE
-WHAT DO THEY WANT
-WHAT ARE THEIR PRIORITIES
-WHEN DO THEY WANT
-HOW ARE YOU GOING TO IMPLEMENT EACH PROGRAM
-HOW WILL IT BE ADMINISTERED
-WHO WILL DELIVER THESE PROGRAMS
-WHAT IS THE COST OF IMPLEMENTING
AT MINIMUM LEVEL
AT MAXIMUM LEVEL
-AT WHAT PERIOD OF TIME
-WHAT IS THE TIMING OF EACH PROGRAM
ETC ETC
ONCE YOU HAVE THESE INFORMATION,
YOU CAN NOW CALENDERISE AND DEVELOP
THE SCHEDULE.
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IT IS NECESSARY / ESSENTIAL TO MEASURE
THE TRAINING EFFECTIVENESS AT FIRST.

1.Efficiency
Efficiency is a measure of the amount of learning achieved relative to the amount of effort put in. In practical terms this means the amount of time it takes to complete a piece of training. Efficiency has a direct relation to cost – the more efficient a training method is, the less it will cost.
2.Reactions
Reactions are what you measure with the ‘happy sheet’. Reactions are important because, if employees react negatively to your courses, they are less likely to transfer what they learned to their work and more likely to give bad reports to their peers, leading in turn to lower employees numbers.
3.Learning
Learning, in terms of new or improved s****s, knowledge and attitudes, is the primary aim of a training event. Learning can be measured objectively using a test or exam or some form of assessed exercise. If an employee has to achieve a certain level of learning to obtain a ‘pass mark’, then the number of passes may be used as an evaluation measure. Another important aspect of learning is the degree of retention – how much of the learning has stuck after the course is over.
4.Behaviour change
If an employee has learned something from a course, you hope that this will be reflected in their behaviour on the job. If an employee employs what they have learned appropriately, then their work behaviour will meet desired criteria. Behaviour can be measured through observation or, in some cases, through some automated means. To assess behaviour change requires that the measurements are taken before and after the training.
5.Performance change
If, as a result of training, employees are using appropriate behaviours on the job, then you would expect that to have a positive impact on performance. A wide variety of indicators can be employed to measure the impact of training on performance – numbers of complaints, sales made, output per hour and so on. It is hard to be sure that it is training that has made the difference without making comparisons to a control group – a group of employees who have not been through the training.
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THE ABOVE LISTED EVALUATION/ MEASUREMENT CAN
BE APPLIED TO ANY OF THE FUNCTIONS WHICH HAS AN
IMPACT ON THE BUSINESS RESULTS.
1.PROCUREMENT training
-reduction in cost of purchase.
-reduction in raw material inventory.
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2.PRODUCTION training
-reduction in the unit cost of production
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3.QUALITY training
-improvement in the qua lity/ reduction in rejection
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4.DISTRIBUTION training
-reduction in distribution cost.
-improve the distribution effectiveness/coverage
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5.SALES training
-improved sales coverage
-improved customer coverage
-improved sales results
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6.FINANCE training
-better cost control
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7.CUSTOMER SERVICE training
-improved customer service satisfaction level
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etc etc
ALL THE ABOVE TRAINING IMPACT CREATE
-SIGNIFICANT EFFICIENCY IN OPERATION.
-SIGNIFICANT EFFECTIVENESS IN OPERATION
-WHICH IMPROVES THE PRODUCTIVITY LEVELS
-WHICH IMPROVES THE RESULTS
-WHICH MEANS MORE REVENUE/ PROFIT/ PROFITABILITY.
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