Mapping Training Needs of Employees:
Training Need
Analysis
A PROJECT REPORT Under the guidance Of
______________________________
Submitted by_______ _______
in partial fulfillment o f the requirement for the award of the degree
Of
MBA
IN
Human Resource Management
Acknowledgement
I would like to thank Xxxxxxs Investments & Loans India Pvt. Ltd. (Xxxxxxs Xxxxxx) and its employees that provided us with overall support for the completion of this project. A very special thanks to the HR team without which the project itself would not have been initiated.
This project bears on imprint of the tireless effort put in by the faculty of Webuniv Institute under whose guidance the project has been undertaken.
Bonafide Certificate:
BONAFIDE CERTIFICATE
Certified that this project report titled Mapping Training Needs of Employees: Training Need Analysis” is the bonafide work of “” who carried out the project work under my supervision.
SIGNATURE SIGNATURE
HEAD OF THE DEPARTMENT FACULTY IN CHARGE
Executive Summary
In a Xxxxxxing institution it is very necessary to provide necessary and regular trainings to manage resources and work available at all levels. With the help of continuous and proper training a xxxxxxing institution can optimize its manpower to ensure the smooth operation of the business. This study was designed to assess the management training needs of all the Executive and Senior Executive Level employees. The sample of the study comprised of 90 respondents (30% of the target population) with equal representation across location. It was found that a lot of employees who were a part of the assessment were in dire need of cross training in functions where they have never operated. It was also found that certain vertical heads also required a lot of training as they were being asked to manage an entirely different vertical than their expertise.
Contents
INTRODUCTION 07
Contents ... 5 Graphic Representations ... 5 WHY TRAINING NEED ANALYSIS ... 15 It is always recommended to have an INTEGRATED TRAINING SYSTEM (ITS) is focused on producing individuals who perform specific tasks to a high standard. This is accomplished by integrating learning activities with actual performance of the tasks being learned. An ITS; incorporates the features of both instructional design and systems engineering. Necessary elements are: a set of goals and target behaviors, courseware, a delivery system, training personnel, training aids and an ongoing support system. ... 28 RESEARCH METHODOLOGY ... 77
Graphic Representations
GAP ANALYSIS 07
LEVELS FOR TRAINING NEED 08
SWOT ANALYSIS 09
MODEL FOR PEOPLE DEVELOPMENT 12
TRAINING NEED ANALYSIS 14
ASPECTS FOR TRAINING NEED ANALYSIS 18
INFORMATION FOR TRAINING NEED ANALYSIS 20
MULTI LEVEL NEED ASSESSMENT PROCESS 22
LIFE CYCLE OF TRAINING NEED ANALYSIS 23
BRAINSTORMING SESSION 36
DIRECT OBSERVATION SESSION 39
INTERVIEW SESSION 40
360 DEGREE EVALUATION SESSION 43
COMPUTER BASED TRAINING SESSION 48
DEMONSTRATION SESSION 52
COACHING SESSION 54
JOB ROTATION PROCESS 56
IN-BASKET TECHNIQUE 62
KIRKPATRICK MODEL OF EVALUATION 66
GRAPHIC REPRESENTATION OF QUESTIONNAIRE RESULTS 91 GRAPHIC REPRESENTATION OF QUESTIONNAIRE RESULTS 93 GRAPHIC REPRESENTATION OF QUESTIONNAIRE RESULTS 94 GRAPHIC REPRESENTATION OF QUESTIONNAIRE RESULTS 95
Contents ... 5 Graphic Representations ... 5 WHY TRAINING NEED ANALYSIS ... 15 It is always recommended to have an INTEGRATED TRAINING SYSTEM (ITS) is focused on producing individuals who perform specific tasks to a high standard. This is accomplished by integrating learning activities with actual performance of the tasks being learned. An ITS; incorporates the features of both instructional design and systems engineering. Necessary elements are: a set of goals and target behaviors, courseware, a delivery system, training personnel, training aids and an ongoing support system. ... 28 RESEARCH METHODOLOGY ... 77
INTRODUCTION
Training is an expensive process not only in terms of the money spent on it but also the time and the other resources spent on the same. The most important question therefore is determining whether or not a need for training actually exists and whether the intervention will contribute to the achievement of organisational goal directly or indirectly? The answer to the above mentioned question lies in ‘training needs analysis’ which is the first step in the entire process of training and development.
Figure 1
Training needs analysis (TNA) is a term used in the corporate world “to
evaluate the training gap and providing the required training for carrying out the job.” Training has a broader concept but broadly it deals with necessary improvements in the job environment achieved with the help of employees and training them to cope up with the new skills, attributes and concepts. This can also be described as analyzing the right potential of the candidate and training him in required attributes to gain versatility so that he can be a useful asset to the company. Principal concept of training suggests to ‘identifying the training needs before implementing any training solutions’.
Corporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its sub group. Training Need arises at three levels:
Figure 2
Organizational Level – Training need analysis at organizational level focuses on
strategic planning, business need, and goals. It starts with the assessment of internal environment of the organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats.
Figure 3
After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs.
According to many training experts, attaining the objectives of the business should be the ultimate concern of any training and development effort. Therefore, conducting an organizational needs analysis should be the first step in effective
needs assessment. It begins with an examination of the short and long-term objectives of the organization and the trends that are likely to affect these objectives. It can include a human resource analysis, analysis of efficiency indexes, and an assessment of the organizational climate.
The organizational needs analysis should translate the organization's objectives into an accurate estimate of the demand for human resources. Efficiency indexes including cost of labor, quantity of output (productivity), quality of output, waste, and equipment use and repairs can provide useful information. The organization can determine standards for these indexes and then analyze them to evaluate the general effectiveness of training programs.
Organizational analysis also can address the organization's performance in the "softer" domains that constitute the corporate culture. For example, it may reveal a misalignment between the current value system in the organization and the values espoused by top management. Many companies today espouse values such as focusing on customers, following ethical business practices, and supporting diversity, yet behavior within these companies may fail to reflect those values. In such cases, training for everyone in the company, regardless of their specific job, may be needed.
For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level.
Individual Level – Training need analysis at individual level focuses on each and
every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training. Person needs analysis can be either broad or narrow in scope. The broader approach compares actual performance with the minimum acceptable standards of performance. The narrower approach compares an evaluation of employee proficiency on each required skill dimension with the proficiency level required for each skill. The first method is based on the actual, current job performance of an employee; therefore, it can be used to determine training needs for the current job. The second method, on the other hand, can be used to identify development needs for future jobs.
However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are:
• Appraisal and performance review
• Peer appraisal
• Competency assessments
• Subordinate appraisal
• Customer feedback
• Self-assessment or self-appraisal
General system model for people development (based on Swanepoel, Erasmus, van Dyk and Schenk, 2003)
Figure 4
Whether the focus is on performance of the job as a whole or on particular aspects of the job, several approaches can be used to identify the training needs of individuals:
- Output Measures: Performance data (e.g., productivity, accidents,
customer complaints), as well as performance appraisal ratings, can provide evidence of performance deficiencies. Person needs analysis can also consist of work sample and job knowledge tests that measure performance capability and knowledge.
- Self-Assessed Training Needs: The self-assessment of training needs is
growing in popularity. Here top managers require the employee and his or her supervisor to identify what the business needs are for the department and the business, as well as the skill needs and deficiencies of the individual. Self-assessment is premised on the assumption that employees, more than anyone else, are aware of their weaknesses and performance deficiencies. Therefore, they're in the best position to identify their own training needs.
- Attitude Surveys: Attitude surveys completed by a supervisor's
subordinates or by customers or by both also can provide information on training needs. For example, when one supervisor receives low scores regarding her or his fairness in treating subordinates, compared with other supervisors in the organization, the supervisor may need training in that area. Similarly, if the customers of a particular unit seem to be particularly dissatisfied compared with other customers, training may be needed in that unit. Thus, customer surveys can serve a dual role: providing information to management about service and pinpointing employee deficiencies.
Operational Level – Training Need analysis at operational level focuses on the
work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes.
With the changing business world and the dynamics of emerging economies it has become a requirement for the employers to keep their employees up-to-date with everything that has anything to do with their business and the roles of their employees in the conduct of such business.
Figure 5
A needs assessment is the process of identifying performance requirements within a department and the “gap” between what level of performance is required and what present level of performance is. If there is a variance between the desired and actual levels, a needs assessment explores the causes responsible for the gap and methods for closing the gap. A complete needs assessment also considers the possible consequences of ignoring the gaps.
Training Needs Assessment (TNA) takes cognizance of the need to develop competent, resourceful and responsible personnel in the organization to steer the tasks of growth for oneself and the organization. It seeks to strengthen the capacity for effectiveness of resources at all levels of the system through the delivery of continuous, competency-based, responsive and demand-driven training.
The rationale for individual skills enhancement can be linked with organizational, task and job competency in the TNA deliverables. At the organizational level, capacity building requires the elaboration and establishment of enabling management systems, structures, processes, and procedures. At the policy and institutional level, capacity building includes making legal and regulatory changes to enable the leaders at all levels to enhance their capacities.
Departments require to work towards reducing the barriers associated with bureaucracy and increasing the flexibility of employees and work teams to accomplish the department’s mission. As a result, there is a need for well-trained,
responsive workforce capable of meeting tomorrow’s challenges: improving the quality of work and service to the Indian citizens.
This movement brings human resources development (HRD) to the forefront of the organizations growth aspirations. As departments look at training and development as a necessary investment in people, they must assess priority needs of the organization and direct training to those areas. This is most effectively accomplished through a process to systematic determination of training needs. There are various reasons which needs to be thought before defining a training need analysis for an individual.
- Trainees come from different backgrounds and work environments
- Trainees vary in their strengths and weaknesses
- Some trainees might need more help to cope
- TNA monitors whether or not the trainees are reaching a proper standard required for effective functioning of the Department as well as the Organization
- It informs for future training requirements
- It encourages trainees to become aware of their own limits/knowledge – a sound base
There are some strategic steps in training needs analysis that needs to be defined before implementing the training procedure. It is always best to analyze the requirement of training as by whom, to whom and for what? The analysis can be done in different ways and under different perpetual norms.
Figure 7
The perpetual norms are mentioned below for reference.
Context Analysis: this analysis is done to understand the need of training, either
this training going to solve the business problems or the employees are going to benefit from this training.
User Analysis: this has to be analyzed as for whom the training is going to be
conducted and by whom? Analysis of the trainer and the trainee is must in terms of their knowledge level, learning and teaching styles do matter in training.
Work Analysis: this is done mainly to analyze the relevant links of the training in
job environment. A good analysis of the current project and the future project has to be done so that training can be provided to the near skilled employees and who have good track record of completing given job or task. It reduces the chances for duplication of effort, less time spent correcting mistakes, faster access to information, etc.
Content Analysis: the most important analysis of documents, procedures and
laws used for the job. The training should be helpful for the employees and should not be irrelevant or cause conflicts within the working environment.
Suitable Training Analysis: to analyze requirement of training in employment
issues and looking at it as necessity and effectively.
Cost Benefit Analysis: Lower staff turnover, lower recruitment costs; reduction
in bad debts; reduced customer support calls; reduced help desk calls; reduced need for supervision; reduced downtime; increased staff productivity; fewer machine breakdowns; lower maintenance costs, etc. Sometimes assessment of profits after initial investment on training the graph goes flat.
Performance improvement: in quality, quantity, speed, safety, problem solving,
Behavioral improvements: in attitude, ethics, motivation, leadership,
communication, reduced staff conflict, etc.
Increased staff satisfaction: Well trained staff tend to be happier, stay longer,
and are more loyal.
In-depth Mini
Type of
Information Quantitative Qualitative
Methods Multi-tiered approach Surveys Observation Interviews Focus groups Document review Interviews Focus groups Scope Widespread organizational involvement
Broad ranging objectives
Fewer people involved Short term focus
Length Several months to a year Few days to a week
Cost Expensive Inexpensive
Focus Linked o defined outputs Immediate, quick results Exposure/Visibility High profile and risk Lower risk
Figure 8
Simultaneously there needs to be a multi-level need assessment. Departments work towards reducing the barriers associated with bureaucracy and increasing the flexibility of employees and work teams to accomplish the department’s mission.
As a result, there is a need for well-trained, responsive workforce capable of meeting tomorrow’s challenges: improving the quality of work and service to the Indian citizens.
The assessment can be as detailed and involved as needed. Factors to consider when considering the level of detail are time, money, number of people involved, criticalness of skill, anticipated return on investment?, resources available, etc. A comparison of some of the factors between in-depth and a mini assessment follows.
Figure 9
A needs analysis is not a one-time event. Professional organizations administer needs analysis at regular intervals, usually every year or two. To most organizations, the benefits of investing in ongoing staff training are clear.
Figure 10 Stage 1 - Identification of training needs
This initial stage of the training cycle addresses the identification of a training need. If a need is identified, then this stage defines who needs to be trained (target
audience), in what area of expertise and how you will know the training has had the intended impact success criteria of the training.
Stage 2 - Design of training solutions
This stage covers planning, design and development of the overall training schedule. It aims to ensure that a systematic and consistent approach is adopted for all training solutions. Training solutions cover face to face training and open and flexible learning including e-learning.
Stage 3 - Delivery of training solutions
This stage of the training cycle ensures that the delivery of the training is effective and provides opportunities for the learners to learn. This will involve choosing the most appropriate format for meeting training needs, and taking advantage of different training methods.
Stage 4 - Application of training in the court environment
This stage of the training cycle is concerned with ensuring that all learning outcomes are applied and reinforced in practice within the court environment. This stage will help those who monitor the development of individual learners and review their progress.
Stage 5 - Evaluation of training solutions
This stage of the cycle deals with the collection, analysis and presentation of information of the outcome to establish the improvement in performance that results from the said training. This stage will define on who has responded to
learning, what all improvements were introduced through learning interventions. This stage would also define the whether there is a requirement of additional training or re-training basis the result of the information collected. Incase there is a requirement of re-training, the stage redirects the trainer back to Stage 1 where the person assessing the training requirement has to rework on the identification of training requirement.
DEFINING WHO CONDUCTS THE TRAINING?
An in-house trainer or a consultant performs a needs analysis to collect and document information concerning any of the following three issues:
1. Performance problems
2. Anticipated introduction of new system, task or technology
3. A desire by the organization to benefit from a perceived opportunity
In all three situations, the starting point is a desire to effect a change. Given this, you must know how the people who will experience change perceive it. In the absence of a needs analysis, you may find employees resistant to change and reluctant to training. They may be unable to transfer their newly acquired skills to their jobs because of the organizational constraints.
A needs analysis often reveals the need for well-targeted training areas. However, we must keep in mind that training is not always the best way to try to close a particular gap between an organization’s goals and its actual performance. Those conducting the needs analysis must get a clear idea of the problem, look at all possible remedies and report on their findings to management before deciding on the best solution.
When properly done, a needs analysis is a wise investment for the organization. It saves time, money and effort by working on the right problems. Organizations that fail to support needs analysis make costly mistakes; they use training when another method would have been more effective; they use too much or too little
training, or they use training but fail to follow up on it. A well-performed analysis provides the information that can lead to solutions that focus on the areas of greatest need.
Process of conducting a training needs analysis is a systematic one based on specific information-gathering techniques. Needs analysis proceeds in stages, with the findings of one stage affecting and helping to shape the next one. There is no easy or short-cut formula for carrying out this process. Each particular situation requires its own mix of observing, probing, analyzing and deducting. In many ways, the needs analysis is like detective work; you follow up on every lead, check every piece of information and examine every alternative before drawing any solid conclusions. Only then you can ensure of having the evidence on which to base a sound strategy for problem solving.
It is always recommended to have an INTEGRATED TRAINING SYSTEM (ITS) is focused on producing individuals who perform specific tasks to a
high standard. This is accomplished by integrating learning activities with actual performance of the tasks being learned. An ITS; incorporates the features of both instructional design and systems engineering. Necessary elements are: a set of goals and target behaviors, courseware, a delivery system, training personnel, training aids and an ongoing support system.
Team Approach: An effective technique in planning and conducting a needs
assessment is to develop a team within the department. This team, composed of key players, may consist of:
- Line management (supervisors and upper management)
- Employees
- HRD/HR personnel (including instructors)
- Subject matter experts
The makeup of the organization being assessed and the various internal relationships dictate the composition of the team.
Identifying Team Members: Identifying the team members will vary from
department to department. For example, in one department, HRD staff members may do this, while in another, the head of the department or a task force will identify team members.
Formation of the Team: Following is a list of suggestions to consider when
forming a team:
- Draw team members from many organizational levels and across different functions.
- Consider soliciting support in other HR areas, for example: Workforce Planning and Analysis, Organizational Development, and other Personnel Management functions.
- Be sure to include representatives from the organization being assessed.
- Consider forming a “core team” and supplementing the team with temporary or part time assistance. The use of personnel details and rotational assignments may be exactly what is needed to support the effort.
(For example, you may want several days of help from your Information Resources Management Office for data collection and analysis.)
- Determine the cost and feasibility of utilizing external resources, primarily private contractors or consultants. This resource offers assistance only when needed and provides an unbiased, fresh view of the organization.
- Decide team members’ roles and leadership responsibilities who have:
o Good interpersonal communication skills.
o Effective management skills, including time management. o Breadth of knowledge of the organization.
o Strong interest in training and development.
o Clear understanding and support of the needs assessment goals and
process.
Private Consultant Roles: Below are possible roles for private consultants.
- Supplement your staff in areas of expertise that are missing.
- Design data collection tools.
- Collect data (e.g., interviews).
- Analyze data.
- Perform follow-up activities such as designing, developing, and delivering training.
Key Role Assignments: Within the team, key role assignments are important to
- The competency level of the employee to effectively perform his/her duties.
- Organizational knowledge and subject matter specialty of employee.
- Availability of the key player.
- Previous experience in conducting a needs assessment or involvement in a similar activity.
1. Develop a training plan. This is a vital planning stage. The training plan may include your mission and goals; the specific tasks to be performed; the processes, procedures and methods to be used in the training; the standards to be met by instructors; and expected performance by trainees.
2. Design the training materials. During the design phase, create the materials used by instructors and students. Create student and instructor manuals, electronic presentations, projects and task simulations, assessment tests or quizzes and any required job aids. Polish all materials and review them for accuracy.
3. Release a test program. The purpose of the test program is to determine the viability and usability of the training program. Test the hardware and software, conduct trial training sessions and verify results. After testing, make any needed changes to the program before general release.
4. Train the trainers. Workshops to train the trainers in the use of the new system are vital. Trainers should participate in sessions like those they will
deliver, supplemented by instructions on how the process works; its intended result and the use of training aids. Practice the delivery methods. This makes the training go much more smoothly from the outset.
5. Implement training with the target audience. In this phase, trainers who have demonstrated their competency conduct training sessions with the target population. Some of the training may be delivered in an electronic format, but should be supplemented by face-to-face instruction that includes practice, participation in simulated activities or projects and assessment of competency in the tasks being learned.
6. Evaluate the results of the training against the original goals. Once training is completed, it is important to evaluate the performance of the target group against the desired standard. Results should meet the standards set for the training and contribute to overarching organizational goals. This feedback can be used to modify and change the training process or content as needed.
CONSTRUCTING A TRAINING CALENDAR
When constructing an annual training calendar, be wary of simply asking managers what training they want delivered. Assessing training needs this way; you will most probably get a wish list with little connection to the real needs of
the organization. When the time comes and they and their workers are pressed for time, you may find it difficult to fill seats. Training is expensive, and there is no better method for wasting your scare training dollars.
It has been observed that many managers are not skilled in identifying which of their problems can be solved by training and which cannot. For a training calendar to be effective, it needs to be tailored for your specific organization’s real needs. Ask your managers what training they need. However, make sure you engage them in constructive dialog about what their real problems are and which of them can realistically be addressed through training. If the performance shortfall is a one-off problem, such as an increasing number of customer complaints, it may be more effective and cost efficient to address the issue on an improvement project basis.
Training calendars are best suited to repeatable and regular demand, such as refresher skills training for infrequently performed technical tasks and for new recruits joining the organization. In these cases, review what training is required on a regular basis and look at what new recruits need to be proficient at soon after they join your organization. Generally speaking, consult with your management team by checking off which of the following areas require inclusion in your training calendar:
- management, leadership and supervision skills
- soft skills, such as communication and conflict resolution
- human resource processes, such as performance management
- business skills, such as strategy, planning and process improvement
- technical line and staff skills such as telephone etiquette and inventory management
In constructing your training calendar, we suggest you also consider looking at one or more of the data sources listed in the next section. Once you have composed your list of courses, assess demand for each course and the required frequency, all the while, keeping an eye on your budget. With a limited budget, we suggest you get your management team to help you assess priorities.
CHARACTERISTICS OF A GOOD TRAINING PLAN
A good plan is characterized by the following:
- Identifies the goal, purpose, and level (organizational, occupational, and/or individual) of the particular assessment.
- Demonstrates at what level the assessment begins and how that data will be linked to the other levels.
- Uses relevant department planning documents, productivity reports, work studies, evaluations, trend analyses, and needs assessment instruments to provide accurate and reliable information on organizational, occupational, and individual performance.
- Incorporates, as needed, other systems such as performance appraisal processes, succession planning strategies, and career planning systems to retrieve information on organizational, occupational, and individual performance.
- Forms the basis for ongoing process for planning
- Has scopes for improvement
METHODS FOR IDENTIFICATION OF TRAINING NEED
Appraisal Reviews: During the periodic counseling performance interview, an employee should be questioned regarding the duties and training of a worker. Comments rendered during the appraisal interviews normally are genuine, and can frequently assist in establishing the needs, variations and penetrations that a training program should include. Feedback during an appraisal interview is
valuable since it is timely information. Training needs differ from worker to worker, and appraisal sessions allow the employee and supervisor/manager to uncover the cause of weakness in performance of an individual and/or the team. These deficiencies represent areas for training.
Analysis of Organizational Policy: Organization policy will affect the amount of training offered. An explanation of various policies should be covered in the training program. Of particular concern are those policies that involve change, alteration and major revamping of training programs. In organizations undergoing merger activity, product diversification and new penetration, a great deal of sensitivity must be placed on policies today and expected changes in the future. For the purpose of completion of this project, a combination of all the above methodologies would be used. Random samples would be chosen from different teams and would become subjects for each technique such as observation, interview etc. For appraisal reviews in specific, appraisal documents would be selected at random and analysed to identify any mention of training and development needs.
Brainstorming is the name given to a situation when a group of people meet to
generate new ideas around a specific area of interest. Using rules which remove inhibitions, people are able to think more freely and move into new areas of thought and so create numerous new ideas and solutions. The participants shout out ideas as they occur to them and then build on the ideas raised by others. All
the ideas are noted down and are not criticized. Only when the brainstorming session is over are the ideas evaluated.
Figure 11
Brainstorming creates new ideas, solves problems, motivates and develops teams. Brainstorming motivates because it involves members of a team in bigger management issues, and it gets a team working together. However, brainstorming is not simply a random activity. Brainstorming needs to be structured and it follows brainstorming rules. The brainstorming process is described below, for which you will need a flip-chart or alternative. This is crucial as Brainstorming needs to involve the team, which means that everyone must be able to see what's happening. Brainstorming places a significant burden on the facilitator to manage the process, people's involvement and sensitivities, and then to manage the follow up actions. Use Brainstorming well and you will see excellent results in improving the organization, performance, and developing the team. The process of Brain storming is provided below:
- Define and agree the objective: Ensure everyone participating in the
formulate a new job description for a customer services clerk; to formulate a series of new promotional activities for the next trading year; to suggest ways of improving cooperation between the sales and service departments; to identify costs saving opportunities that will not reduce performance or morale, etc.). Keep the brainstorming objective simple. Allocate a time limit. This will enable you to keep the random brainstorming activity under control and on track.
- Manage the actual brainstorming activity: Brainstorming enables people
to suggest ideas at random. Your job as facilitator is to encourage everyone to participate, to dismiss nothing, and to prevent others from pouring scorn on the wilder suggestions (some of the best ideas are initially the daftest ones - added to which people won't participate if their suggestions are criticized). During the random collection of ideas the facilitator must record every suggestion on the flip-chart. Use Blue track or sticky tape to hang the sheets around the walls. At the end of the time limit or when ideas have been exhausted, use different colored pens to categorize, group, connect and link the random ideas. Condense and refine the ideas by making new headings or lists. You can diplomatically combine or include the weaker ideas within other themes to avoid dismissing or rejecting contributions (remember brainstorming is about team building and motivation too - you don't want it to have the reverse effect on some people). With the group, assess, evaluate and analyze the effects and validity of the ideas or the list. Develop and prioritize the ideas into a more finished list or set of actions or options.
- Implement the actions agreed from the brainstorming: Agree what the
next actions will be. Agree a timescale, who's responsible. After the session circulate notes, monitor and give feedback. It's crucial to develop a clear and positive outcome, so that people feel their effort and contribution was worthwhile. When people see that their efforts have resulted in action and change, they will be motivated and keen to help again.
Direct Observation: Direct Observation is an underused and valuable method for collecting evaluation and information. “Seeing” and “listening” are the key to observation. Through observation the opportunity to document activities, behavior and physical aspect without having to depend upon peoples’ willingness and ability to perform to questions. In this approach, an employee’s performance itself is the source of information. The worker’s performance is evaluated through first-hand observation and analysis. This is best accomplished by watching the worker and playing the role of non-participating observer. This means that you watch and listen and evaluate what you see and hear, but do not get involved in his work process in any way.
Figure 12
To make this activity more productive, a checklist can be used to be reminded of what to look for and notes can be taken.
The objective during observations is to identify both the strengths to build on and the deficiencies to overcome. A key advantage of using direct observation in the needs analysis is that you gain first-hand knowledge and understanding of the job being performed and the strengths and weaknesses of the relevant worker.
Observation is a useful tool when:
- When there is a requirement of direct information
- When one is trying to understand an ongoing behavior, process, unfolding situation or event.
- When there is physical evidence, products or outcomes that can be readily seen.
- When written or other data collection procedures seem inappropriate.
Interviews: The use of interviews in conducting the needs analysis is strongly urged. The prime value of interview guides is that they ensure the same types of data from all sources. This allows the analyst to determine whether a piece of information is one person’s opinion, or part of a widespread perception. Since the interview guide forces you to ask each worker a number of predetermined questions, you must select those questions that are essential to what you are trying to learn.
Interviews also allow the analyst to meet employees face to face to discuss their impressions of performance. Because he is in conversation with workers, their responses can be explored in depth.
A personal interview by a trained interviewer who is independent of the organization is a means of obtaining high quality information about an individual or members of a team. Not only can the interviewer collect standard information, but he/she can ask penetrating questions to identify the reasons for the feedback. The information can be fed back to the subject in a non-attributable manner, but with much more information, including not only actual quotes but the appropriate voice tone and emphasis of the original quote. If the interviewer is also commissioned to coach the individual or team, this quality information will ensure that real issues are properly dealt with.
Interviews are normally used as an additional way of obtaining information and should always be supplemented by other means of gathering information. The main advantages of an interview are:
- The information received is more detailed, adding qualitative information to quantitative answers in questionnaires.
- Misunderstandings may be avoided, as the respondent is able to ask clarifying questions.
The interview method recommended for use during missions is called the structured or formalized interview as opposed to an open interview. The structured interview should always follow a list of questions decided upon beforehand and changes and/or additions to the questions should not be made unless absolutely necessary. However, the interviewer is of course welcome to answer clarifying questions from the respondent, whenever necessary. Each interview should take between one and two hours, taking into account that the respondent sometimes needed time to find the right answers.
360° feedback surveys: helps the organization obtain quality information about performance and relationships by posing a set of standard questions to an individual's line manager, peers and direct reports. This all around (360°) approach identifies any variation of behaviour in different roles and minimises personal bias. The information can be collected on paper forms or using computer systems; the print-out in either case acts as a third party report which managers or coaches and their clients can discuss in a non-emotional manner.
360 degree appraisals involve the employee to be appraised receiving feedback from people (named or anonymous) whose views are considered helpful and relevant. The feedback is typically provided on a form showing job skills/abilities/attitudinal/behavioral criteria and some sort of scoring or value judgment system. The employee assessed should also assess themselves using the same feedback instrument or form.
360 degree respondents can be the assessed employees peers, up-line managers/execs, subordinate staff, team members, other staff, customers, suppliers - anyone who comes into contact with the employee being appraised and has opinions/views/reactions of and to the appraised employee. Numerous systems and providers are available – however it wouldn't be recommended that any in particular system or provider be selected because this process should be developed with materials for ones’ own situation, keeping in mind the organizations environment in this, which like all participative approaches, often works well.
Developing 360 degree appraisals systems process make ideal subjects for a workshops, which in itself contains some very helpful developmental benefits and experience for all involved. If you're not able to get everyone together for a workshop you should solicit input and ideas - particularly about appraisal criteria and respondents and anonymity - then draft out process and materials - then issue for approval, then pilot, review, adapt and then implement. Adapt, improve and develop on an ongoing basis.
It recommends that a 360° survey should precede any developmental coaching programme. When reviewing an individual it is often best to ask open questions such as:
-- Keep doing: What are the things which 'name' currently does which help you and which you hope (s)he will continue to do?
- Do more of: What are the things you would like 'name' to start doing or do more of?
- Do less of: What are the things which 'name' does which get in the way and which you would like to be done less often?
- Development needs: What are the areas upon which you feel 'name' should really concentrate in order to improve the managerial performance of the organisation? You may wish to highlight aspects of how (s)he manages or specific objectives or accountabilities which you feel need attention.
- Personal strengths: What do you see as the key strengths which 'name' brings to his/her job?
This information can then be consolidated by an independent consultant and fed back in a relatively unattributed manner.
One needs to ensure the below mentioned factors when using 360° degree appraisal.
- Consider and decide what you need the 360 degree system to achieve. What must it be? How must it work? What difference must it make?
- Choose/design a system (or system provider), i.e., research and investigate the options (other local or same-sector companies using 360 already are a helpful reference point).
- Check the legal and contractual issues for your situation - privacy, individual choice, acceptable practices and rules, training, data protection, individual rights, adoption guide, etc. (360 degree systems are well-developed and established. Best practice and good reference should be used.)
- When you've decided on a system, pilot it with a few people to make sure it does what you expect. (It's best to establish some simple parameters or KPI's by which you can make this assessment, rather than basing success on instinct or subjective views.)
- When satisfied with the system, launch it via a seminar or workshop, preferably including role-plays and/or practical demonstration.
- Support the implementation with ongoing training, (include an overview in your induction training as well), a written process guide/booklet, and also publish process and standards on your intranet if you have one.
- Establish review and monitoring responsibility.
- Ensure any 360 degree appraisal system is introduced and applied from top down, not bottom up, so everyone can see that the CEO is happy to undertake what he/she expects all the other staff to do. As with anything else, if the CEO and board agree to undertake it first, the system will have much stronger take-up and credibility. If the plan for 360 feedback introduction is likely to be seen as another instrument of executive domination then re-think your plans.
TRAINING METHODS COGNITIVE METHODS
These are more of giving theoretical training to the trainees. The various methods under Cognitive approach provide the rules for how to do something, written or verbal information, demonstrate relationships among concepts, etc. These methods are associated with changes in knowledge and attitude by stimulating learning.
Cognitive training involves completing a variety of computerized exercises specifically designed to improve cognitive functioning in areas such as sustained attention, thinking before acting, visual and auditory processing, listening, reading etc. The principle underlying cognitive training is to help improve the "core" abilities and self-control necessary for an individual to succeed professionally. The purpose of cognitive training is to teach the concepts and attitudes necessary for working towards the defined goals.
Computer Based Training: With the worldwide expansion of companies and changing technologies, the demands for knowledge and skilled employees have increased more than ever, which in turn, is putting pressure on HR department to provide training at lower costs. Many organizations are now implementing CBT as an alternative to classroom based training to accomplish those goals.
Figure 15
CBT does not require face to face interaction with a human trainer. This method is so varied in its applications that it is difficult to describe in concise terms. The various methods that come under Cognitive approach are:
1. Intelligent Tutorial system: This system uses artificial intelligence to assist in training or tutoring the participants. This system learns through trainee responses.
Features of Intelligent Tutorial Systems (ITS)
- It selects the appropriate level of instructions for the participants - It guides the trainees
- It is a text-based system
- It also evaluates the training program
- It also improves the methodology for teaching the trainee based on the information
- It is an interactive system
- It determines the trainee’s level of understanding
Intelligent Tutorial System (ITS) comprises of 5 components: a. A domain expert also called the expert knowledge base
b. A trainee model – stores the information on how the trainee is performing during the training program
c. A scenario generator
d. A training session manager – interprets trainees responses and responds either with tutoring, more content or information
e. A user interface – allows the trainee to communicate with the Intelligent tutorial System
2. Programmed Instructions: This is a Computer-based training that comprises of graphics, multimedia, text that is connected to one another and is stored in memory.
Programmed instruction is the procedure of guiding the participants strategically through the information in a way that facilitates the most effective and efficient learning. It provides the participant with content,
information, asks questions, and based on the answer goes to the next level of information i.e. if the trainee gives the correct answer; one branch moves the trainee forward to the new information. And if the trainee gives the wrong answer then different branch is activated, taking the trainee back to the review relevant information in more elaborate manner.
This method allows the trainees to go through the content according to the individual speed, and capability. Those trainees, who respond better, move through the content rapidly.
In programmed instruction, trainees receive information in substantial amount and then tested on their retention of information. If the trainees are not able to retain the information, they are referred back to the original information. If the trainees retain the information, they are referred to the next log of information that is to be learned.
Features of Programmed Instructions:
a. It provides immediate feedback to trainee response b. It frequently reviews the content
c. It programs small learning steps that results in fewer response errors
d. It allows trainees to move through the content at their own speed, or capability
3. Virtual Reality: This training method that puts the participant in 3-D environment. The three dimensional environment stimulates situations and events that are experienced in the job. The participant interacts with 3-D images to accomplish the training objectives. This type of environment is created to give trainee the impression of physical involvement in an environment. To experience virtual reality, the trainee wears devices, like headset, gloves, treadmills, etc.
Virtual Reality provides trainees with an understanding of the consequences of their actions in the work environment by interpreting and responding to the trainees’ their actions and responses.
Features of Virtual Reality System
a. Requires sound technical understanding b. It is expensive
c. It is time consuming d. It is flexible in nature
e. It reduces travelling cost overheads f. It requires excellent infrastructure
g. It predicts the outcome with outmost precision
Demonstration is a visual display of how something works or how to do something. As an example, trainer shows the trainees how to perform or how to
do the tasks of the job. In order to be more effective, demonstration method should be should be accompanied by the discussion or lecture method.
Figure 16
To carry out an effective demonstration, a trainer first prepares the lesson plan by breaking the task to be performed into smaller modules, easily learned parts. Then, the trainer sequentially organizes those modules and prepares an explanation for why that part is required. While performing the demonstration, trainer:
- Demonstrates the task by describing how to do, while doing - Helps the focusing their attention on critical aspects of the task
- Tells the trainees what you will be doing so they understand what you will be showing them
- Explains why it should be carried out in that way
After completing the demonstration the trainer provide feedback, both positive and or negative, give the trainee the opportunity to do the task and describe what he is doing and why.
ON THE JOB TRAINING
On-the-job training focuses on the acquisition of skills within the work environment generally under normal working conditions. Through on-the-job training, workers acquire both general skills that they can transfer from one job to another and specific skills that are unique to a particular job. On-the-job training, typically includes verbal and written instruction, demonstration and observation, and hands-on practice and imitation. In addition, the on-the-job training process involves one employee—usually a supervisor or an experienced employee— passing knowledge and skills on to a novice employee.
On-the-job training is the oldest form of training. Prior to the advent of off-site training classrooms, the only practical way of learning a job was working alongside an experienced worker in a particular trade or profession—as evinced by the practice of apprenticeship during the Middle Ages when master craftsmen passed on skills and knowledge to novices who worked alongside them.
Coaching is one of the training methods, which is considered as a corrective method for inadequate performance. It provides an opportunity to receive feedback from an expert. It helps in identifying weaknesses and focus on the area that needs improvement. This method best suits for the people at the top because if we see on emotional front, when a person reaches the top, he gets lonely and it becomes difficult to find someone to talk to. It helps in finding out the executive’s specific developmental needs. The needs can be identified through 360 degree performance reviews.
Figure 17
The procedure of the coaching is mutually determined by the executive and coach. The procedure is followed by successive counseling and meetings at the executive’s convenience by the coach. The procedure for Coaching is:
1. Understand the participant’s job, the knowledge, skills, and attitudes, and resources required to meet the desired expectation
2. Meet the participant and mutually agree on the objective that has to be achieved
3. Mutually arrive at a plan and schedule
4. At the job, show the participant how to achieve the objectives, observe the performance and then provide feedback
5. Repeat step 4 until performance improves
For the people at middle level management, coaching is more likely done by the supervisor; however experts from outside the organization are at times used for up and coming managers.
Job Rotation takes on different perspectives. The executive is usually not simply going to another department. In some vertically integrated organizations, for example, where the supplier is actually part of same organization or subsidiary, job rotation might be to the supplier to see how the business operates from the supplier point of view. Learning how the organization is perceived from the outside broadens the executive’s outlook on the process of the organization. Or the rotation might be to a foreign office to provide a global perspective.
For managers being developed for executive roles, rotation to different functions in the company is regular carried out. This approach allows the manger to operate in diverse roles and understand the different issues that crop up. If someone is to be a corporate leader, they must have this type of training. A recent study
indicated that the single most significant factor that leads to leader’s achievement was the variety of experiences in different departments, business units, cities, and countries.
Figure 18
An organized and helpful way to develop talent for the management or executive level of the organization is job rotation. It is the process of preparing employees at a lower level to replace someone at the next higher level. It is generally done for the designations that are crucial for the effective and efficient functioning of the organization.
Benefits of Job Rotation
a. It provides the employees with opportunities to broaden the horizon of knowledge, skills, and abilities by working in different departments, business units, functions, and countries
b. Identification of Knowledge, skills, and attitudes (KSAs) required c. It determines the areas where improvement is required
d. Assessment of the employees who have the potential and caliber for filling the position
BEHAVIOURAL METHOD:
These methods are more of giving practical training to the trainees. The various methods under Behavioral approach allow the trainee to behavior in a real fashion. These methods are best used for skill development.
The behavioral approach measures learning in terms of relatively permanent changes in behavior, unlike the cognitive approach, which insists that even though learning can be inferred from behavior, it is separate from the behavior itself. The behavioral approach suggests that learning has only taken place if the learner displays behavior related to the new learning.
When using the behavioral approach in training, the trainer controls learning by controlling what incentives the trainees are subjected to, and what reinforcements the learner experiences during training. The learner is dependent on the trainer to
provide reinforcement to show the correct responses to incentives. The trainer has almost all control over the content being learned and the training processes being used, while the trainees have little to no control and are generally more passive. Their motivation tends to be a result of external factors, such as competition and rewards, rather than because of a personal wish to learn the material.
When using the behavioral approach in training, it is especially important to provide feedback to the trainees. Without feedback on their behaviors, it is difficult for the trainees to know what behavior to continue and what behavior to stop. The behavioral approach is best used when the training is fact or task oriented.
The behavioral approach to training has many implications for trainers. More time will have to be allotted for providing feedback on the trainees’ work and behaviors to allow them to adjust their behaviors appropriately. This may mean extra time spent in class or training to provide feedback then or the trainer may need to provide feedback on his or her own time.
Some challenges to applying this technique include the trainees’ attention and enthusiasm for the training may be less than desired, and the behavioral approach ignores personal growth and development. Also, there is little or no self-guided learning with this approach, so the trainer would have to take on the role of disciplinarian. Few Behavioral training methods are:
Case Studies try to simulate decision making situation that trainees may find at their work place. It reflects the situations and complex problems faced by managers, staff, HR, CEO, etc. The objective of the case study method is to get trainees to apply known concepts and ideologies and ascertain new ones. The case study method emphasize on approach to see a particular problem rather than a solution. Their solutions are not as important as the understanding of advantages and disadvantages.
A case study is all about how something exists within a real world context that is created by carefully examining an instance. It recounts real life situations that present individuals with a dilemma or uncertain outcome. The case describes the scenario in the context of the events, people and factors that influence it and enables students to identify closely with those involved. When multiple cases are examined then it is called a comparative case study. A case study as a general approach to understanding phenomena can involve many specific methodologies such as interviews and direct observation. The art and science of creating case studies is known as the case method. Thus the case method is a set of specialized research and writing techniques designed to create rigorous case studies. It also refers to ways of teaching with case studies.
Procedure of the Case Study Method
- The trainee is given with some written material, and the some complex situations of a real or imaginary organization.
- The longer case studies provide enough of the information to be examined while the shorter ones require the trainee to explore and conduct research to gather appropriate amount of information.
- The trainee then makes certain judgment and opines about the case by identifying and giving possible solutions to the problem.
- In between trainees are given time to digest the information. If there is enough time left, they are also allowed to collect relevant information that supports their solution.
- Once the individuals reach the solution of a problem, they meet in small groups to discuss the options, solutions generated.
- Then, the trainee meets with the trainer, who further discusses the case. Case Study method focuses on:
- Building decision making skills
- Assessing and developing Knowledge, Skills and Attitudes (KSAs) - Developing communication and interpersonal skills
- Developing management skills
- Developing procedural and strategic knowledge
In-Basket Technique acquaints new or promoted employees with the complexities of their jobs by presenting them with a range of problems they might find in their 'in basket' when they take up the job. It provides trainees with a log of written text or information and requests, such as memos, messages, and
reports, which would be handled by manger, engineer, reporting officer, or administrator.
Procedure of the In-basket Technique
- In this technique, trainee is given some information about the role to be played such as, description, responsibilities, general context about the role. - The trainee is then given the log of materials that make up the in-basket and
asked to respond to materials within a particular time period.
- After all the trainees complete in-basket, a discussion with the trainer takes place.
- In this discussion the trainee describes the justification for the decisions. - The trainer then provides feedback, reinforcing decisions made suitably or
encouraging the trainee to increase alternatives for those made unsuitably. A variation on the technique is to run multiple, simultaneous in baskets in which each trainee receives a different but organized set of information. It is important that trainees must communicate with each other to accumulate the entire information required to make a suitable decision.
This technique focuses on:
- Building decision making skills
- Assess and develops Knowledge, Skills and Attitudes (KSAs) - Develops of communication and interpersonal skills
- Develops procedural knowledge - Develops strategic knowledge
EVALUATION OF TRAINING SOLUTIONS
It is important to think about how you are going to evaluate your learning and development activities at the planning stage and build this into your Training Needs Analysis. Evaluation helps demonstrate the value of training and learning and will help you plan future training and learning activities. The main purposes of training evaluation are:
Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes.
Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.
Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly.
Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes.
Process of Training Evaluation
Before Training: The learner's skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to
give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style.
During Training: It is the phase at which instruction is started. This phase usually consist of short tests at regular intervals
After Training: It is the phase when learner’s skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase. Techniques of Evaluation
The various methods of training evaluation are: - Observation
- Questionnaire - Interview - Self-diaries
- Self-recording of specific incidents Benefits of Training Evaluation
Evaluation acts as a check to ensure that the training is able to fill the competency gaps within the organisation in a cost effective way. This is especially very