Job Aid Practice
Change the job
Transfer or Terminate Obstacles in System Lack of inadequate Feedback Reward/Punishment/ Incongruence
YES!
NO
Cant
Do
Don’t
Do
The evidence of human resources planning: -This provides information about the demand and supply of human resources and the possible implications for training needs. Thus a forecast of a possible difficulty in recruitment people with required entry levels in knowledge and skills could effect recruitment and training policy. Compelling the organization to recruit at lower level and then to provide compensatory training to fill the performance gap.
The introduction of new methods: -Whenever new methods of work e.g. computers are introduced this changes the requirements for effective performance, creates a performance gap in knowledge and skills and hence a training need.
Collective evidence from performance appraisal and formal method for needs assessment:
Information emerging from the performance appraisal of individual employees or from formal methods such as meetings, interviews or questionnaires, in which line managers, HR and training staff and individual employees are involved, may reveal needs for training that are common throughout the organisation.
The perception that external training is irrelevant deserves a second thought in view of increasing competition posed by the global market place and recession. Today's globalised economy has led to
organisational responses which include drives for quality, technological change and organisational restructuring, which has been the trigger for seeking more cost-effective training. While internal training such as in-house courses and programmes, on-the-job training, mentoring and open
learning are still popular among the Malaysian companies, traditional external training have received criticisms from many companies for its theoretical and academic approach. For example, unrealistic or impractical examples are used to illustrate situation not related to the actual simulation in the workplace. Some courses are believed to be irrelevant as they are not tailored according to employee and job needs. Hence, it is the need for cost-effective training which has caused the shift away from traditional training over recent years. Cost-effective training is usually work-related and practical by nature. Ideally, cost- effective training enhances the trainee's motivation and understanding, increases their productivity and efficiency at work with a minimum training budget.
As managers increasingly see work-related training to be of importance, budget conscious companies are also aware of problems that arise when training is conducted by external training providers and consultants. There are complaints that the external training are too expensive, while courses provided are insensitive to company's and training needs. Some also find external training disruptive and creating problems rather than solving them.
External training providers should carefully identify the individual company's needs for training and respond to these different needs accordingly. After identifying the needs and problems, training providers should relate the course content to the trainee's work by providing information and hands-on approach to the trainees.
Course content, course time and location are three crucial factors in decision making for training. Managers can request from the external training providers to develop courses where the theory ties to relevant practical examples, at flexible times, and with trainers going out to the workplace as much as possible. In short, training needs of employees must be identified and must not be assumed in order to achieve cost effectiveness for the company.
Specific training needs for individuals may arise at any time during their working career. However there are particular occasions when formal assessment is needed:
Starting Employment: New employees will invariably need some kind of training to fill the gap between their present levels of knowledge and skills those needed for effective performance at work.
Some examples of new employee training are: Introduction into the software used by the company, Training in laws and regulations adhered by the company, etc.
Appraising performance: In performance appraisal, recent performance is compared with required levels. The comparison with required levels reveals deficiencies and needs which have to be remedied by training. Changing jobs: People changing jobs are in a similar situation to those starting employment. The requirements for the new job may well create a performance gap that needs to be filled by training.
(b)What are the ways a Training programme can be evaluated?
Evaluation is often looked at from four different levels listed below. Note that the farther down the list, the more valid the evaluation.
Training like any other function should be evaluated to determine its effectiveness. A variety of methods are available to assess the extent to which training programs improve learning affect behavior on the job an impact the bottom line performance of an organization
Reaction- What does the learner feel about the training?
Learning- What facts, knowledge, etc., did the learner gain?
Behaviors - What skills did the learner develop, that is, what new information is the learner using on the job?
Results or effectiveness - What results occurred, that is, did the learner apply the new skills to the necessary tasks in the organization and, if so, what results were achieved?
Reactions: -
One of the simplest and most common approaches to training evaluation in assessing participant reactions. Happy training will be more likely to want to focus on training principles and to utilize the information on the job potential question might include the following -
What were your learning goals for this program?
Did you achieve them?
Did you like this program?
Would you recommend it to other who have similar learning goals?
In this first level or step, students are asked to evaluate the training after completing the program. These are sometimes called smile sheets or happy sheets because in their simplest form they measure how well students liked the training. However, this type of evaluation can reveal valuable data if the questions asked are more complex. For example, a survey similar to the one used in the formative evaluation also could be used with the full student population. This questionnaire moves beyond how well the students liked the training to questions about:
• The relevance of the objectives.
• The ability of the course to maintain interest.
• The amount and appropriateness of interactive exercises. • The ease of navigation.
• The perceived value and transferability to the workplace.
While evaluation methods based on reactions are improving, too many conclusions about training effectiveness are still based on broad satisfaction measures that lack specific feedback. Further, positive reactions are no guarantee that the training has been successful. It may be easy to collect glowing information from trainees but gratifying as this information is to management, it may not be useful to the organisation unless somehow translates into improved behavior and job performance.
Learning: -
Beyond what participants think about the training it might be a good idea to see whether or not they actually learned anything testing knowledge and skills before beginning a training program gives a baseline standard
on trainees that can be measured again after training to determine improvement. In addition to testing trainees before and after training parallel standards can be measured for individuals I a control group to compare with those in training to make certain improvements are due to training and not some other factor. Behavior: -
Trainees typically score well on post-tests, but the real question is whether or not any of the new knowledge and skills are retained and transferred back on the job. Level Three evaluations attempt to answer whether or not trainees' behaviors actually change as a result of new learning.
Ideally, this measurement is conducted three to six months after the training program. By allowing some time to pass, trainees have the opportunity to implement new skills and retention rates can be checked. Observation surveys are used, sometimes called behavioral scorecards. Surveys can be completed by the trainee, the supervisor, individuals who report directly to the trainee, and even the trainee’s customers. To maximize transfers, managers and trainers can take several approaches: -
Feature identical elements
Focus on general principles
Establish a climate for transfer
Give employees transfer strategies Result: -
The fourth level in this model is to evaluate the business impact of the training program. The only scientific way to isolate training as a variable would be to isolate a representative control group within the larger trainee’s population, and then rollout the training program, complete the evaluation, and compare against a business evaluation of the non-trained group. Unfortunately, this is rarely done because of the difficulty of gathering the business data and the complexity of isolating the training intervention as a unique variable. However, even anecdotal data is worth capturing. Below are sample training programs and the type of business impact data that can be measured.
• Sales training. Measure change in sales volume, customer retention, length of sales cycle,
profitability on each sale after the training program has been implemented.
• Technical training. Measure reduction in calls to the help desk; reduced time to complete reports,
forms, or tasks; or improved use of software or systems.
• Quality training.Measure a reduction in number of defects.
• Safety training.Measure reduction in number or severity of accidents.
• Management training. Measure increase in engagement levels of direct-reports
According to a study approximately two third of training managers surveyed reported that they were coming under additional pressure to show that their programs produce bottom line results fume of the results based on criteria used in evaluating training include increased productivity, fewer employee complains decreased cost and waste and productivity.
Summary
Level Definition Advantages Disadvantages 1. Reaction Measures trainees' opinions about
the course. This Is the most common way to evaluate student
reaction to the course and provides a measure of immediate customer satisfaction with content, delivery, and environmental factors. Often referred to as "Smile Sheets."
Low cost and easy to administer. Provides insights to participant's personal feelings about the course. Provides quick feedback on successes and failures to the training provider.
Only reflects a quick reading of the participant
while they are still in the class. Results should not be used as a solid basis for changing the educational content or strategy
2.Learning Measures how well participants have mastered the course objectives. Can include tests of performance immediately before and after the course.
Compared to level 1, this provides more compelling evidence of whether the training program works.
Requires more time and money than level 1. Also requires greater insight to the evaluation process to develop valid measures of learning.
3.Behaviour Assesses practical value of training. Measures how well the knowledge, skills, and/or values from the course are used in the job. Typically measured 3-6 months after the course.
Provides stronger evidence that the investment in training yields the desired return. If designed properly, can also identify barriers and obstacles to improved performance.
Requires significantly more investment of time and money. Requires in- depth insight into performance
interventions and root causes of performance deficiencies.
4.Results Measures performance improvement, quality improvements, and cost savings to the organization. Measures the return on investment of the training course.
Provides strong evidence that training program has impact on organization. Addresses whether the performance is important to the organization's bottom line (e.g., production, safety, sales)
Substantial levels of investment and expertise are required to develop
level 4. Often hard to decide whether or not this level is required. Linkage from training to org'1 results is hard to establish
Question 8:
(a) What is system approach to training?
(b) Explain briefly different training and development methods (a) What is system approach to training?
The training should achieve the purpose of helping employee to perform their work to required standards. The steps invoked in assigning a training programme are as follows: -
Identify training needs who need training and what do they need to learn.
Taking account of learning theory- design and provide training to meet identified needs. Assess whether training has achieved its aim in terms of subsequent work performance.
Make any necessary amendments to any of the previous stays in order to remedy or improve failure practices.
The process is commonly known as the system approach to training (sat) the sat is so called because it is a series of interdependent system’s functionally linked together and integrated into the whole work system interdependence of the stage is crucial since the malfunction or neglect of any one of them inevitably affects the others and the total systems
For example: - If job analysis has not defined the criteria for effective performance training need cannot be identified by performance appraisal.
The Systematic Approach to Training or SAT is a methodology for managing training programs. It is an orderly; logical approach to determining what people must know and do at a particular job or in a specific profession. The systematic approach to training ensures that people are prepared for their work by having the necessary knowledge, skills, and attitudes to do their job.
SAT is performance-based training and competency driven. It is concerned with on the job performance. SAT begins with identifying people's work related needs. It ensures training is delivered properly; the student learns what is important; and the student is competent to be assigned to work. The systematic approach to training uses constant evaluation of the training program to ensure it is meeting the needs of the students and of the organization.
SAT is always a combined effort between trainers and experts from operating line organizations. Managers, supervisors, and experienced workers from organizations such as operations, maintenance, radiation protection, and others play an important role in the implementation of the systematic approach to training.
There are five phases in the systematic approach to training: Analysis, Design, Development, Implementation, and Evaluation.
Analysis:
The first phase in SAT is analysis. The first questions that must be asked are "Is there a need for training?" and "If something is wrong, is it caused by a performance problem that training will fix?" Managers sometimes will attempt to correct a human performance problem caused by an inadequate procedure or faulty equipment by training the people. Trainers sometimes attempt to use training to correct problems even though training will not solve the problem because they want to help. Make sure training is needed. Then analyze to determine what training should be done.
During the analysis phase trainers will attempt to identify the knowledge and skills of future trainees. This will allow the course to be designed to meet their learning needs. The outcome of the analysis phase is a task analysis that lists the tasks that are performed to accomplish the duties of a position and the knowledge, skills, and attitudes necessary to perform the tasks. These become the basis for the design of the training course and for writing the trainee’s learning objectives.
Design:
The design phase is really a decision making phase. In the design phase we complete three important activities:
1. We decide what the trainee will learn in the class and how that learning will transfer to the job. From this activity we write trainee’s learning objectives.
2. We decide what will be taught and the instructional methods to be used to teach.
3. We decide how the student will demonstrate competency to do the required work and we develop an examination plan to test the trainee’s competency.
Development:
In the development phase the training design is made into training material. Training materials for instructor and trainee’s are written or purchased. These materials could include lesson plans, student handouts, videotapes, training aids, or other material.
Examination questions are written as required in the examination table of specifications from the design phase.
Implementation:
In the implementation phase the instructor teaches and the student learns. Although this is the phase that most people think of as "training" it is the easiest phase to perform. The material written during the development phase is used to implement the decisions that we made in the design phase. We also apply the information learned about the job in the analysis phase during implementation. At the completion of the course the trainee’s prove their competency by passing the course examination.
Evaluation:
Evaluation is usually listed last. However, evaluation is done throughout the SAT process. Evaluation is asking, "How are we doing?"
During the other three phases trainers do an evaluation to ensure the process is working correctly and to identify improvements immediately. After the training is completed trainers evaluate the effectiveness of the training. They determine if the trainee is performing on the job as expected. They determine if the training course was useful to the nuclear power plant performance. Trainers identify what else is needed to improve performance and determine if the course could have been done better. Identifying improvements for the course and improvements for the entire training process is an important part of the evaluation phase of SAT.
Conclusion:
The systematic approach to training is always attempting to improve performance of people. It is an orderly; logical approach to determining what people must know and do at a particular job or in a specific profession and to prepare them to do their job. The systematic approach to training ensures that people are prepared for their work by having the necessary knowledge, skills, and attitudes to do their job.
(b) Explain briefly different training and development methods Training and Development Methods: -
1.
Employee Training Methods: - The most popular training methods used by organization can be classified as either on the job or off the job training few better technique from each category are briefly explained On the job training: The most widely used method of training take place on the job. On the job training places the employee in an actual work situation and makes them appear to be employee is an actual work situation and make them appear to be immediately productive.
Apprenticeship programs: - people seeking to enter skilled trades are often required to undergo apprenticeship training
Off the job training: - off the job training covers a number of technique classroom lectures films demonstrations cause studies and others relations exercise and programmed instructions.
Different types of off the job training are as follows: -
Films Simulation exercise Cases Experimental exercise Computer modeling Vestibule training Programmed instructions
(2) Management development method: -Management development is more future
oriented and more concerned with education than is employee training or assisting a person to become a better performer by education we mean that
management development activities attempt to instill sound reasoning processes – To enhance one’s ability to understand and interpret knowledge rather than