633 Training and Development_10

Training and Development : 

Training and Development

Outline for today : 

Outline for today Workplace training Career development Who are the learners? What are the learner’s needs? Training needs analysis Training methods Evaluating training

Training & Development Defined : 

Training & Development Defined Training learning activities which improve a person’s performance in a particular job Development helping individuals develop and fulfill their potential

Why train and develop? : 

Why train and develop? Individuals improve job skills and knowledge, performance and job satisfaction Organisations productivity, reduced turnover and absenteeism

Top 15 areas in which training and development are given : 

Top 15 areas in which training and development are given Types of Training Provided Percent of organizations using

Top 15 areas in which training and development are given : 

Top 15 areas in which training and development are given Types of Training Provided Percent of organizations using

Learning theory : 

Learning theory 1 Having a concrete experience Doing 2 Observation/ reflection Reviewing 4 Testing Planning 3 Conceptualizing Concluding

Learning Styles : 

Learning Styles Honey and Mumford’s theory Activists are people who learn by doing. They like to involve themselves in new experiences and “will try anything once”. Reflectors learn by observing and thinking about what happened. They like to consider all possible angles and implications before coming to an opinion. Theorists like to understand the theory behind the actions. They need models, concepts and facts in order to learn. Pragmatists are keen on trying things out – they need to see how things fit in the “real world” and what the practical benefits are.

Learning Curve : 

Learning Curve The pace at which people learn Importance of establishing clear objectives for training programme Plateau Desired performance Time Competence

Identifying Training Needs : 

Identifying Training Needs Analysing needs What must employees be able to do to meet the performance requirements of the job? What knowledge skills and other abilities are required? Who needs training and of what kind? Where in the organisation is training needed?

Identifying learning needs : 

Identifying learning needs Questionnaires and surveys Tests Interviews Review of documents Observation Critical incident

Identifying learning needs : 

Identifying learning needs Focus groups Learner centred analysis Consensus techniques Assessment centres Performance appraisal Global analysis

Assessing individual needs : 

Assessing individual needs Consider Is the individual trainable? Organisation of training programme to facilitate learning? Individual understands reasons and objectives of training Transfer of knowledge to workplace?

NZQA - Unit Standards : 

NZQA - Unit Standards Specify knowledge and skills needed for competent job performance Set our criteria for performance assessment. Can be used to assess training needs in and organisation

Designing a training programme : 

Designing a training programme What are the objectives? How will the training be carried out? Where, when and by whom will the training be done? How will training effectiveness be measured?

Training programmes : 

Training programmes Write learning objectives: SMART goals Plan learning sequence: known to unknown Determine training methods, equipment and aids Book training location: workplace or not? Trainer: KSAs, credibility and availability Planning: Plan B

Slide 17: 

Orientation Set objectives Preparation Introduce theoretical principles Application Relate theory to practice Confirmation Application confirms value of learning Consolidation Reactions to training

Writing learning outcomes : 

Writing learning outcomes Learning outcomes describe the skills and knowledge students can expect to gain from a training activity Learning outcomes need to: be specific to each activity describe what the learner will do during the activity The key to writing specific learning outcomes is choosing the right words

Methods of training : 

Methods of training To transfer knowledge use: Group discussion (questions and answers) Group or individual exercises Lectures (with handouts) Forums Panel discussions Videos Reading

Methods of training : 

Methods of training To practise problem-solving use: Case studies Brain-storming Discussion groups/Team tasks Exercises Games

Methods of training : 

Methods of training To develop skills use: Demonstrations for manual skills Role playing for interpersonal skills Peer teaching Coaching Role play Practice exercises Simulation drill

Methods of training : 

Methods of training To change attitudes use: Debates Displays Role playing (for clarifying how others feel) Group discussions Individual exercises Demonstrations Campaigns

On-job training : 

On-job training Explanation - tell the trainee what they need to know Demonstration - then show them how to do it Practice – get them to do it Feedback – give them feedback on how they did Repetition - repeat the process if necessary

Training Methods: External : 

Training Methods: External Pre-entry qualifications Continuing education General and specialist management training General and specialised training

Training MethodsInternal : 

Training MethodsInternal 2. On-the-job Instruction/Training 3. Off-job Conferences Training rooms with external specialists 1. Induction 4. Management Leadership training

Training methods : 

Training methods On-job training Workplace instruction, usually by supervisor Important to properly train the trainer Off-job training Less risk for organisation Classroom training – small groups/ discussion Vestibule training Area of workplace set aside for practice Simulation training Business games, case studies, role plays, work samples, programmed instruction, computer-based training, outdoor training

E-learning : 

E-learning “Using electronic media and the power of networks – primarily those based on internet technologies – to enable more efficient, flexible, personalised, effective and engaging learning.”

Evaluating Training : 

Evaluating Training How well were objectives met? How has the individual’s job performance changed? How has the performance of the organisation changed? How did the trainees react? Efficiency vs effectiveness

Kirkpatrick’s four-levels of evaluation (1959 - most influential) : 

Kirkpatrick’s four-levels of evaluation (1959 - most influential) Reaction: Were the participants pleased with the programme? Learning: What did the participants learn in the programme? Behaviour: Did the participants change their behaviour based upon what was learned in the programme? Results: Did the change in behaviour positively affect the organisation?

Phillips five-level ROI framework : 

Phillips five-level ROI framework Reaction and planned action - Measures participant’s reaction to the programme and outline specific plans for implementation. Learning - Measures skills, knowledge or attitude changes. Job application - Measures changes in behaviour on the job and specific application of the training material. Business results - Measures business impact of the programme. Return on investment - Measures the monetary value of the results and costs for the programme.

skillnz : 

skillnz Industry Training Apprenticeships Gateway Workplace Literacy

Summary : 

Summary Training and Development Learning styles Career anchor styles Training needs analysis Learning Objectives Workplace learning Different Training Methods Evaluating Training