topic 6 t&d part ii

8/9/2019 Topic 6 t&D part II

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Topic 6

T&DTraining and Development

Programme


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The use of formal training and development

programmes has a number of advantages.

1.

It commits management to support the trainingand development function both in terms of

funding and actual involvement.

2. It is a sign of transparency.

3. It strengthens career development.

Training and Development

Programme


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Agood T&D programme comprises 3

phases:Planning Implementation Evaluation

training focus

training needs assessmentsetting programme

objectives and content

selecting training methods

identifying trainees

identifying trainerstiming

budgeting

conducting

coordinating

controlling and

monitoring the

programme

appraising or

evaluatingproviding

feedback


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(1) The Planning Phase

Training Focus

It is needed because the organization cannot

possibly train every employee that wishes

to be trained, otherwise it d be a costly andun useful investment.

The focus may be;

on the priority functions on each year or

on the skills that may be lacking in an

organization.


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Training Needs Assessment (TNA)

Is a diagnostic stepA TNA establishes the current and potential

difference between the abilities, whichemployees should possess, and the abilities,

which they possess in order to perform their jobseffectively and efficiently.

The difference between the two positions indicatesthat the employee is whether

adequately qualified, over-qualified,

lacks certain skills. These skill deficienciesbecome the basis of the training efforts.


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Employee

Training

Needs

Ability

employee

should possess

Ability

employee

currently

possesses= -



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There are two main types of assessing trainingneeds:

(i) Organisation-wide TNA

(ii) The Job-related TNA


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(1) Organisation-wide TNA- (Macro TNA)

It is aimed at establishing broad-basedobjectives such as the investigation of thetraining requirements of all categories ofemployees in the whole organisation, or the

investigation of a single category ofemployees in the whole organisation.

An organization-wide training needsassessment can be conducted by performing

the inclusive tasks in the following threesteps: preparation, data collection andassessment, and recommendations


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Step One: Preparation

The training officer performs the following tasks:

Establishing the objectives of the TNA,

Establishing the time period covered by the TNA,when to submit the TNA, and to whom.

Contacting all parties involved in the exercise, ask fortheir co-operation, and arrange out a suitable timetable with them.

Determining the sources and the kinds of information

he or she will use. The likely sources of informationfor a TNA include the organisation structure, jobspecifications, company policies, production plans,marketing plans, performance appraisal records,training reports, etc.


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Step Two: Data Collection andStep Two: Data Collection and

AnalysisAnalysisAt this step, the training officer, gathers

information that establishes the current level

of employee abilities, and the required level

of abilities after considering the following

factors:

The external influences

The organisations strategy The internal influences


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Step Three: Recommendations

Training officer ranks the needs on thefollowing bases:

Strikingly critical skill deficiencies.

Relevance of skill needs to

organizational performance and

survival.

Afterwards a report that requests the

training needs assessment is written

and submitted to the authority.


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(2) The Job-Related TNA- (MicroTNA)

It is aimed at the investigation of the trainingrequirements of specific jobs in theorganisation.

There are three main approaches to analyzing

jobs for training purposes: the comprehensive,

the key task, and

the problem-centered approaches.The results of a job related TNA are usually

presented in the form of a job specification.


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(2) The Job-Related TNA- (MicroTNA)

(i) Comprehensive AssessmentUnder the comprehensive approach, all

aspects of the job are examined. Every

task of the job, such as task objectives,

skill requirements, performance

standards, and procedures, are carefully

analysed in order to come up with the

training needs of each job that assist inthe choice of the type of training and the

appropriate training method.


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(ii) Key TaskAssessment

The key task approach aims to identify and

analyse just the key tasks in a job - not the

whole job.

The key tasks in a job are those duties in whichcareful and adequate performance is

essential to the success of the job. It is

suitable for such jobs as managerial jobswhere the job comprises a large number of

different tasks, not all of which are critical to

effective performance of the job.


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(iii) Problem-CentredAssessment

Under this approach, the identified problemtasks in a job are analysed so as to helpdesign a suitable training programme to solvethe problems.

For instance, a company may identify that itsaccountants have performance difficulties withmathematical skills. The training officer, thenconcentrates his or her assessment on this aspectof the accountants work in order to come up with asharper description of the difficulty being faced andwhich would help in tailor-designing a suitabletraining programme to alleviate this difficulty.


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Setting Programme Objectives

Training objectives are clear aims that thetraining programme intends to achieve.

They should state clearly the desired

behaviour expected from the training

programme. In effect, training objectivesindicate the type of learning expected out

of the training programme, and are as a

result used eventually as benchmarks forevaluating the training programme.


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Identifying Programme Content

The contents of a training programme refer to its itemsor constituent themes, courses, or subjects, whichare aimed at enabling the programme to achieve thedesired training objectives.

The contents should determine the success of theprogramme, and thus justify the organisationsinvestment in the programme. Suitable programmecontents appeal to the trainees: they convince themto find the programme relevant to their needs and

motivate them to learn as planned. Obviously, thecontents of a programme influence the trainer in thechoice of the training methods.


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Selecting the Training Method

In selecting a suitable T&D method, the HRdepartment should be guided by the following

criteria;

(i) Cost of the Method

(ii) Programme Content.

(iii) Number ofTrainees involved

(iv) Training venue and facilities.

(v) Trainee capabilities.(vi) Trainers capabilities and preference.

(vii) Learning principles.


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Identifying the Trainees

The following are the main guidelines that govern theselection of employees for training:

(i) Basic Education

(ii) Tenure of Service

(iii) Employees Loyalty and Commitment

(iv) Government Regulations

(v) Availability of Employees

(vi) Employee Preference(vii) Career Development Programme

(viii) Union Regulations


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Identifying the Trainer

The following are criteria for selecting the right trainer;

Qualifications of his team members, experience,

up-to-date training materials, degree of

commitment, ability to create conducive learning

environment etc.

Price of training programme

Content of training programme

Time (the duration of the training programmequoted by the trainer will influence the clients

choice)


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Timing

it involves;

setting the convenient date when the

programme should begin,

timetabling of the programme contents

determination of the duration of the training

programme,


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Budgeting

The following items are normally included in the budgetof a training programme:

Outfit Allowances, training fees

Transport and Travelling

Insurance Subsistence allowances

Accommodation

Incidental Allowances

Book Allowances Equipment e.g. television sets, VCR, overhead

projectors, video&photo cameras, photocopiers,computers, flip chart stands etc.


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(2) Implementation Phase

In the implementation phase two main functions

are performed:

1. conducting the programme,

2. co-ordination, monitoring and control.


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(3) Evaluation and Feedback

A comprehensive questionnaire is usuallyadministered on the participants at the end of

the programme to assess the reaction of the

participants.


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Methods of Training

ON-THE-JOB TRAININGMETHODS

Job instruction

Job rotation

Apprenticeship

Coaching

OFF-THE-JOB TRAININGMETHODS

Lecturing

Video presentations

Vestibules Role-playing

Behaviour modelling

Case study

Simulation

Self-study Programmed learning

Committee assignments

Study tours


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(1) Job Instruction OJT

Job instruction is training that is conducted

directly on the job, i.e. the trainer and the

trainee are both on the job

The trainer could be either a professional

trainer, but very often, the supervisor or a

selected fellow employee.

Job instruction is the most commonly usedmethod in the training of non-managerial

employees in most industrial organisations.


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(2) Job Rotation

It involves training employees to master a largevariety of jobs, the trainees are moved from one

job to another before they are finally fixed on a

particular job.

it makes the employee versatile

It improves transferability and promotability

it enables employees to get a wide view of the

organisations performance processes It reduces employee turnover, by giving the

trainees consistent anticipation for promotion

and transfer.


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However job rotation method has the

following disadvantages; It is costly and time-consuming to the organisation.

Trainees spend a short time on each job during therotation period, under conditions of expecting to

move on, such that they do not feel sufficient senseof commitment and accountability for their actions,which is a risk to the quality of goods and orservices, which the organisation produces

It probably ends up making them "masters of none".

This method has been heavily criticized by collegegraduates that it frustrates them by subjecting themto junior tasks


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(3) Apprenticeship

Apprenticeship is a training method, which

involves learning from an expert employee or

employees.

This method may be supplemented by

classroom training away from the job, where

the trainees attend formal training

programmes in or outside their organisation.


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It has the following advantages;

It involves high learner participation thereforeaccelerates the apprentice's learning speed.

It exposes the learner to real job experience,which accords him transferability of knowledgebetween theory and practice.

It gives the learner ample opportunities to repeatthe tasks he is taught.

The close interaction between the apprenticeand the master enables the apprentice toreceive prompt feedback, which he may use toreinforce correct job behaviour as well as rectifyincorrect job behaviour if any.


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(4) CoachingCoaching is usually less formal than apprenticeship in

that it is provided when required rather than being

part of a formally drawn programme. It is carried

out by the trainees supervisor.

Because coaching is rather informal it usuallycarries the disadvantages of interruptions from the

coach's substantive business, and lack of

seriousness from the trainee.

(Coaching as discussed here should be distinguishedfrom football team coaching which is in fact job

instruction learning).


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(5) Lecturing

Lecturing involves a presentation of learningmaterials where the presenter speaks, makes

limited use of visual and audio aids, allows

limited interaction with the participants, and

the participants listen and make notes.

It is mainly one-way communication from the

speaker to the listeners. It relies on

communication to impact the learningprocess.


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The advantages;

The presenter can communicate everythinghe wishes to communicate within the shortest

time.

The trainer can organize his presentation inthe desired logical sequence.

However, it has the disadvantages of being

less effective as a learning method as a

result of low participation, transference,feedback, and repetition.


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(6) A udio-Visual Presentations

Video, television, and slide presentations asmethods of learning, have great similarities

with lecturing.

The advantages of using this method include; Time economy

Logical organisation of what is to be

presented

Amusement and enjoyment (Participants are

said to prefer video presentation to lectures).


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(7) Vestibules

This is a method where facilities, tools andequipment similar to those that traineeswould find at their jobs are set up in thetraining venue for their training.

Because of their similarity with the realworking environment, vestibules have theadvantages of high transference, repetition,and participation.

However, vestibules are expensive to set up. Are very common in hotel training

programmes.


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(8) Role Plays

It is a technique of asking trainees to assume adesired identity and role. (eg a supervisor and a

manager may be asked to switch roles. Then

both would be given a typical work problem and

asked to respond as each would expect theother to do).

Role-plays have the advantages of high

participation, relevance, feedback, and

transference. Role-plays are a useful method inattitude changing and interpersonal skills

development programmes.


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(9) Behaviour Modelling

It means imitating, matching or copying behaviourthrough the process of observing an ideal

person.

It could be videotaped and watched and receive

critics. During the playback, the trainee is ableto see the positive and negative consequences

that face the person who does not master and

use the model behaviour. In this way the trainee

gets the benefit of feedback.

It has the advantages of high relevance,

transference, repetition and feedback.


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(10) Case Studies

It involves analysing a real or hypotheticalphenomenal situation where trainees learn theactions that other people have taken under thecircumstances of the case.

The trainees get opportunities to employ theirtechnical analytical principles, and thusdevelop their decision-making skills.

Their advantages are as follows;

They drawhigh participation from the trainees

Are very useful for management training

They provide feedback and repetition.


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(11) Simulation

It is available in two forms: mech

anicalsimulation,and computer games.

A mechanical simulator is a facility that replicatesthe major features of the trainees actual worksituation. (eg a driving simulator, which is used

in the training of drivers). Games are commonly used to train managers

and other levels of business personnel. (Eg thetrainee and the computer may then bargain on

such items as salaries and benefits). Business and management games can be

bought from the software markets


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(12)Self-Study

it involves a trainee's independent learning fromcarefully prepared instructional material. Thismethod is particularly useful where employeesare geographically dispersed, but also where thelearning requires little interaction either amongthe trainees or between the trainees and thetrainers.

It provides learners with advantages of highparticipation, repetition, relevance and feedback.

However it has low transference and the likelihoodof dishonest trainees looking up for providedanswers instead of working them out bythemselves.


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(13) Committee Assignments

Under this method an employee is assigned toserve on an important committee in order to

broaden his or her experience.

The employee is given direct access toexperience and contribute to the planning and

decision making processes of the

organisation.

Unless the committees comprise carefullyselected members, it could be a poor learning

method.


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(14)Study Tours

In a study tour the trainees are able torelate concepts learnt earlier

(probably theoretically) with practical

processes.Study tours are common to the training

of college students. They accord the

trainee the advantages of relevance,repetition, participation, and

feedback.


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Problems Facing Training and

Development

1. Poor data bank.

2. Poor choice of trainers

3. Shortage of funds

4. Shortage of training institutions and programmes5. Poor top management support

6. Poorly conducted training needs assessments

7. Untrainable employees

8.T

raining vs. Production9. Employee Turnover

10. Poor evaluation of the training programmes

11. Shortage ofHRM experts

topic 6 t&d part ii

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