Training as tool ppt @ bec doms mba hr

1. Training as a tool for increasing
manpower productivity
1

2. Agenda
 Importance of Training
 Who Will Do the
Training
 How Employees Learn
Best
 Developing a Job
Training Program
 Retraining
 Overcoming Obstacles
to Learning
2

3.  THERE IS NOTING TRAINING CAN
NOT DO; NOTHNG IS ABOVE ITS
REACH;IT CAN TURN BAD MORALS
TO GOOD, IT CAN DESTROY BAD
PRINCIPLES and CREATE GOOD
ONES, IT CAN LIFT MEN TO
ANGELSHIP.
Mark Twain
3

4. AND OF COURSE A PICTURE…
The training these days is just
so high tech but still inefficient!
4

5. DELIVERING CUSTOMISED TRAINING
SUCCESSFULLY
“Tell me and I forget, teach
me and I remember, involve
me and I learn”
- Benjamin Franklin
5

6. The Workplace Skills Strategy
As a demand-driven
 Human capital is increasingly regarded as one approach to human resource
of the major drivers of
productivity, economic growth and competitive advantage.
and skills development, the
 Recognizing the importance of human capital,Training will build and
the training manpower
sets out to generate: strengthen relationships with
and among workplace
• A skilled, adaptable, motivated and resilient workforce
partners and better engage
• A flexible, efficient labour market employers, unions to
respond to the challenges of
• workplace skills
A responsive strategy to meet employers needs for skilled workers
development.
• A learned employee can retain customers and increase business & market
share thro’ proper behavior and good public relations
6

7. An organization is only as good as it’s
employees.
 In order for an organization to produce professional career
minded employees an investment has to be made.
7

8. What type of investment must an employer offer
employees to gain this?
 An investment in training and education is a sure payoff.
8

9. Trends in Proportions Viewing Skill Shortages
as a ‘Serious Problem’
70%
60% 61%
57% 58% 59%
60% 55% 55%
48%
50%
1996
40%
30% 31%
2002
30%
c
20% 2005
20% 16%
10%
0%
Private Public Private Labour Public Labour
Managers Managers
9

10. Importance of Training
Managers: Importance to overall business strategy
Labour leaders: Importance to collective bargaining
issues
50%
44%
45%
40% 37%
35%
29% 30%
30%
25% managers
25% 22%
labour
20%
15%
9%
10%
5%
5%
0%
not/slightly important important very important crucial
10

11. Examples of Training Investments
 Industry and government in the United States spend
approximately $90 billion each year on employee training
and education.
 Average Japanese companies spends about 6% of budget
on training.
 Study of major automobile manufactures found U. S
automakers spend about 40 hours training new employees
compared to 300 hours for Japanese automakers.
 Motorola’s CEO required all divisions to spend at least 2%
of budget on training. Over next 7 years, profits increased
47% and it was estimated that each $1.00 in training
yielded $30.00 in return. 11

12. TRAINING ACTIVITIES SHOULD BE ALIGNED
WITH OVERALL OBJECTIVE OF THE
ORGANISATION,
WITH A MEANINGFUL EMPHASIS ON
VALUE ADDITION TO OUR
HUMAN RESOURCES.
12

13. Case Study in Training to
Support Industry Standards
The British Health Service Project
13

14. The British National Health Service
 1.3 million employees needed basic IT skills
training
Main objectives:
 Address productivity issues
 Prevent resistance to change by preparing for
it
 Effect a change of behaviour and change of
attitude
14

15. Factors to consider
 Training to benefit organisation
 Training to benefit employees
 Training to benefit the industry
 Provide a good return on investment?
15

16. Results - Independent Survey
 99% rated training experience as ‘very’ or ‘quite’
worthwhile.
 83% wanted to progress to further training
 94% “much more” or “more” confident in use of
ICT
 Positive attitude to new systems up from 30% to
74%
 Negative attitude to new systems down from 30% to
3%
16

17. Return on Investment
Hours spent learning less
than hours saved by
use of new skills
Hours Learning & Hours Saved (Per Year)
160
140
120
100
80 Hours Learning
60 Hours Saved
40
20
-
Medical Allied Nurses Support Primary
17

18. Investment
 To invest properly, the employer must provide training as one
of the needed tools for employees to get the job done.
18

19. Why Training?
 The sharing of information through training is our most
valuable tool to develop our most valuable asset…our
employees.
19

20. Once employees have proper “tools” in their
toolbox
 They will come to work on a daily basis, with enthusiasm and
the positive attitude to give a full days work for a full days
pay.
20

21. TRAININGS SHOULD AIM AT
 EMPOWERING THE EMPLOYEES
 INCREASING PRODUCTIVITY
 MAKING THE PROCESSES MORE
EFFICENT AND EFFECTIVE
so as to
ENSURE ULTIMATE
CUSTOMER SATISFACTION
IMPROVE THE OVERALL
PERFORMANCE OF THE 21
ORGANISATION.

22. Importance of Training – contd…
1. Respond to
technology changes
affecting job
requirements.
2. Respond to
organizational
restructuring.
3. Adapt to increased
diversity of the
workforce. 22

23. Importance of Training and
Development
 Maintain skill levels
 Advance skill and knowledge to improve
 Performance (efficiency)
 Service delivery (error rate)
 Profitability (productivity, manpower)
 Integrate new technologies into work
 Establish standards for work practices
23

24. Benefits of Training -
Individuals
 Do job more efficiently – learn new methods
 Professional approach to work, engaged in
best practice routines
 Personal satisfaction – felt valued
 Recognised qualification to add to CV
24

25. The Importance of Employee Training in
Increasing Sales
 What Does Employee Training Do For Your
Business?
 Keeps Good Employees
 Expands Your Offerings = Business
 Provides Better
Customer Service
 Makes you MONEY!!
25

26. The Importance of Employee Training in
Increasing Sales
 Keeps Good Employees
 No training program says to your employees:
 you’re not worth it
 you can’t be trained
 Training programs say:
 We value you enough to put some time (money!) into
making you better!
 We value your thinking
“Employees don’t quit companies,
They quit bosses!” 26

27. The Importance of Employee Training in
Increasing Sales
“We’re in this thing together”
27

28. The Importance of Employee Training in
Increasing Sales
 Expands your offerings - your business:
 training = thinking
 training exposes employees to:
 “how we do it” = in-house training
 “how others do it” = outside training
 Well trained, thinking employees can provide a
fresh outlook =
 new business opportunities
 better ways of doing things
28

29. The Importance of Employee Training in
Increasing Sales
 Customer Service: Is it Selling or
Marketing??
Selling: providing a product
to customers for money
Marketing: convincing customers
they need the product
+ =
29

30. The Importance of Employee Training in
Increasing Sales
 Better Customer Service:
 Direct Customer interaction changes as a business
grows
 With a small business, the chance of interacting
may be 100%
30
customer owner

31. The Importance of Employee Training in
Increasing Sales
 What are your employees saying to the
customers?
We don’t know
I require…!!
We can’t help you
We don’t sell
anything like that
customer
31

32. The Importance of Employee Training in
Increasing Sales
 Good Employees
 Expanded Business
 Better Customer Service
 Makes you MONEY!!
32

33. The Benefits of Training
 Gives the supervisor
more time to manage,
standardized
performance, less
absenteeism, less
turnover, reduced
tension, consistency,
lower costs, more
customers, better
service
 Gives the workers
confidence to do their
33
jobs, reduces tension,

34. Benefits of Training-a summary
 Improved customer service and public relations
 Fewer complaints
 Better morale and attitudes
 Less turnover and absenteeism
 More involved and caring employees
 Proactive vs. reactive employees
34

35.  MANAGEMENT’s ONE OF THE MOST
IMPORTANT FUNCTIONS IS TO
TRAIN PEOPLE FOR THEIR JOBS.
35

36. Then why is training often
neglected?
 Urgency of need
 Training time
 Costs
 Employee turnover
 Short-term worker
 Diversity of worker
 Kinds of jobs (simple-
complex)
 Not knowing exactly
what you want your 36

37. Attitudes to training
Individual: Employer:
 How is that related to what  How can I be sure the
I do? organisation will benefit?
 “I’m good at my job and  Training is so expensive –
how will I know if it has
anyway, I have no time” been effective?
 “I suppose that’s my  Will this effect the goal of
weekends shot for developing and
months!” implementing standards
 “Are they trying to get rid and protocols for the
of me?” organisation?
 “If I train them, they’ll
leave”
37

38. Our front-line employees are often “good” will
ambassadors.
 Yet they are the ones who hold the most “thankless” job.
Their role and their understanding of their role is the vital key
towards their development and their ability to provide
excellent customer service.
38

39. Importance of Training
Teaching people How to do Their Jobs:
 There are three kinds
of training: Job
Instruction, Retraining,
and Orientation.
 The big sister/ big
brother system is
when a old hand
dominates a
newcomer.
 When good training is
absent there is likely to
39

40. Training Process Model
II. Developing &
I. Needs
Conducting
Assessment
Training
III. Evaluating
Training
40

41. I. Needs Assessment
1. Organizational Level
2. Job Level
3. Individual Level
41

42. 1. Organizational Level
 Technology change.
 Organizational restructuring.
 Change in workforce.
 Marketing Plans.
 Productivity measures 42

43. 2. Job Level
 Job and task analysis.
 Identify Key areas.
 Review procedural and technical
manuals.
Design Training Program
43

44. 3. Individual Level
Determine who needs training and what
kind.
 Tests.
 Prior training and experience.
 Performance review.
 Career assessment. 44

45. II. Developing and Conducting Training
1. Determine location and who will conduct the
training.
o
Onsite facilities vs. offsite.
o Inside training staff vs. outside vendors.
2. Develop training curricula.
Based on job/task analysis and individual needs.
3. Select training methods.
o Considering learning principles.
o Consider appropriateness and cost. 45

46. Developing a Unit Training Program
 This is taught in
several sessions.
 It should provide check
points to measure
progress.
 Should include two
elements:
1. Showing and telling
the employee what to
do.
2. Having the employee
do it (right). 46

47. Who will do the Training?
 The magic apron
method: people train
themselves the easiest
ways to get the job
done.
 The person that is
leaving trains: teaches
shortcuts and ways of
breaking the rules.
 Big sister, big brother
method: passes on bad 47

48. How do Employees Learn the Best?
 Learning is the
acquisition of skills,
knowledge, or
attitudes.
 The adult learning
theory is a field of
research that examines
how adults learn. A
number of the
following tips come
from the adult leaning48
theory.

49. How employees learn the best:
 When they are actively
involved in the
learning process-(to do
this choose a
appropriate teaching
method).
 Training is relevant
and practical.
 Training material is
organized and
presented in chunks. 49

50. How do Employees Learn the Best?
“Tell me and I forget, teach
me and I remember, involve
me and I learn”
- Benjamin Franklin
50

51. Kinds of training
 Informal – on the job, “phone a friend”
 Formal – “attendance” or “completion”
 Formal – certified, vindicated
 Evidence of Return on Investment
 Must be planned
 Allows for customisation, relates to workplace
standards
51

52. Job Instruction Training (JIT)
 Also called on the
job training.
 Consists of 4 steps:
1. Prepare the
learner
2. Demonstrate the
task
3. Have the worker
do the task 52

53. Classroom Training Skills
 Be aware of
appropriate body
language and speech.
 Watch how you talk to
employees. Covey
respect and
appreciation.
 Handle problem
behaviors in an
effective manner.
 Avoid time wasters. 53

54. DELIVERING CUSTOMISED TRAINING
SUCCESSFULLY
MAKE IT FUN – RULES FOR LEARNING:
4. ASK QUESTIONS
 The only dumb questions are the ones you don’t
ask!
2. MAKE MISTAKES
 Training is a great place to make mistakes. The you
won’t make as many at work in the live environment!
54

55. DELIVERING CUSTOMISED TRAINING
SUCCESSFULLY
MAKE IT FUN – RULES FOR LEARNING Continued…
3. HAVE FUN
 This rule is very important
4. CHEAT
 Watch how other people do things or yell for help
55

56. 3. Types of Training
Types of Training
1. Skills Training. 5. Creativity
2. Retraining. Training.
3. Cross-Functional. 6. Literacy Training.
4. Team Training. 7. Diversity
Training.
8. Customer
Service.
56

57. 1. SKILLS TRAINING
Focus on job
knowledge and
skill for:
 Instructing new
hires.
 Overcoming
performance
deficits of the
workforce.
57

58. 2. Retraining
Maintaining worker
knowledge and
skill as job
requirements
change due to:
 Technological
innovation
 Organizational 58

59. 3. Cross-Functional Training
Training employees
to perform a
wider variety of
tasks in order to
gain:
 Flexibility in work
scheduling.
 Improved 59

60. 4. Team Training
Training self-
directed teams
with regard to:
 Management
skills.
 Coordination
skills.
60
 Cross-functional

61. 5. Creativity Training
Using innovative
learning
techniques to
enhance
employee ability
to spawn new
ideas and new
approaches. 61

62. 6. Literacy Training
Improving basic skills
of the workforce such
as mathematics,
reading, writing, and
effective employee
behaviors such as
punctuality,
responsibility,
cooperation,etc.
62

63. 7. Diversity Training
Instituting a variety
of programs to
instill awareness,
tolerance, respect,
and acceptance of
persons of different
race, gender, etc.
and different
backgrounds. 63

64. 8. Customer Service Training
Training to improve
communication,
better response
to customer
needs, and ways
to enhance
customer
satisfaction. 64

65. Training Methods
Classroom Video
Computer Assisted
Instruction
Simulation On-the-Job
65

66. 1. Classroom Instruction
PROS CONS
 Efficient dissemination  Learner does not
of large volume of control pace or
information. content
 Effective in explaining  Does not consider
individual differences.
concepts, theories,
 Limited practice.
and principles.
 Limited feedback.
 Provides opportunity
 Limited transfer to job.
for discussion.
66

67. 2. Video and Film
PROS  CONS
 Provides realism. Does not consider
 Adds interest. individual differences.
 Limited practice.
 Allows scheduling
 Limited feedback.
flexibility.
 Adds additional cost.
 Allows exposure to
hazardous events. due to:
 Allows distribution to * Script writers
multiple sites. * Production specialists
* Camera crews
67

68. 3. Computer Assisted Instruction
PROS CONS
 Efficient instruction.  Limited in presenting
 Considers individual theories and
differences. principles.
 Allows scheduling  Limited discussion.
flexibility.  Transfer depends on
 Allows active practice particular job. (Good
for some tasks. for computer work.)
 Allows learner control.  High development
 Provides immediate cost (40-60 hours per
feedback to tasks. hour of instruction at
68
approx Rs. 10,000 per

69. 5. Simulation
PROS CONS
 Provides realism.  Cannot cover all job
 Allows active practice. aspects.
 Limited number of
 Provides immediate trainees.
feedback.
 Can be very expensive
 Allows exposure to (for example, “aircraft
hazardous events. simulators” and “virtual
 High transfer to job. reality” simulators).
 No job interference.
 Lowers trainee stress.
69

70. 6. On-The-Job Training
PROS CONS
 Provides realism.  Disruptions to operations.
 Allows active practice.  May damage equipment.
 Inconsistent across
 Provides immediate departments.
feedback.  Inadequate focus on
 High motivation. underlying principles.
 High transfer to job.  Lack of systematic feedback.
 Lowers training cost.  Transfer of improper
procedures.
 Trainee stress.
70

71. Overcoming Obstacles to Learning
 Reduce fear with a
positive approach
(convey confidence in
the worker).
 Increase motivation:
emphasize whatever is
of value to the learner,
make the program
form a series of small
successes, build in
incentives and rewards.71


72. Overcoming Obstacles to Learning
 Teaching not adapted
to learners: Deal with
people as they are
(teach people not
tasks), keep it simple,
involve all the senses.
 Poor training program:
revise to include
objectives.
 Poor instructor: The
trainer needs to know 72

73. III. Evaluating Training Effectiveness
 Formal evaluation: uses
observation, interviews,
and surveys to monitor
training while its going on.
 Summative evaluation:
measures results when
training is complete in five
ways:
1. Reaction
2. Knowledge
3. Behavior
4. Attitudes
5.Productivity 73

74. Types of Evaluation Designs
Train Measure
Post Test Only. Cannot tell if there is a change
in knowledge or skill.
Measure Train Measure
Pre-test with Post-test. Detects a change, but
cannot tell if training was responsible.
74

75. Types of Evaluation Designs
Measure Train Measure
Measure No
Measure
Train
Scientific Method: Training Group and Control Group.
Compare performance of Training Group and Control
Group after training. If Training Group has higher
performance, it can be attributed to a training effect.
75

76. IV. Transfer
Transfer refers to the trainee’s
application of knowledge and skills
gained in training on the job. It is
affected by:
 Relevance and effectiveness of the training –
readiness, practice, and feedback principles.
 Follow-up instruction and support.
 Reinforcement to use new knowledge and skills.
76

77. 77