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OD &
Change
Session 2
Managing Planned
Organizational Change Process
   A planned change is a change planned by the organization; it
    does not happen by itself. It is affected by the organization with the
    purpose of achieving something that might otherwise by
    unattainable or attainable with great difficulty. Through planned
    change, an organization can achieve its goals rapidly. The basic
    reasons for planned change are:
   To improve the means for satisfying economic needs of members
   To increase profitability
   To promote human work for human beings
   To contribute to individual satisfaction and social well being
   The planned organizational change process may comprise,
    basically the three following steps:
       Planning for change
       Assessing change forces
       Implementing the change
1. Planning for Change
 The  first step in the process of change is to
  identify the need for change and the
  area of changes as to whether it is a
  strategic change, process oriented
  change or employee oriented change.
 This need for change can be identified
  either through internal or external factors.
Once this need is identified the
following general steps can be taken:
     Develop new goals and objectives. The manager must identify as
      to what new outcomes they wish to achieve. This may be
      modification of previous goals due to changed internal and
      external environment or it may be a new set of goals and
      objectives.
     Select an agent of change. The next step is that the management
      must decide as to who will initiate and oversee this change. One
      of the existing managers may be assigned this duty or even
      sometimes specialists and consultants can brought in from outside
      to suggest the various methods to bring in the change and
      monitor the change process.
     Diagnose the problem. The person who is appointed as the agent
      of the change will then gather all relevant data regarding the
      area of problem or the problem where the change is needed. This
      data should be critically analysed to pinpoint the key issues. Then
      the solutions can be focused on those key issues.
   Select Methodology. The next important step is to select a
    methodology for change; employee‟s emotion must be
    taken into consideration when devising such methodology.
   Develop a plan. After devising the methodology, the next
    step will be to put together a plan as to what is to be done.
    For example, if the management wants to change the
    promotion policy, it must decide as to what type of
    employees will be affected by it, whether to change the
    policy for all the departments at once or to try it on a few
    selected departments first.
   Strategy for the implementation of the plan. In this stage,
    the management must decide on the „when‟, „where‟ and
    „how‟ of the plan. This includes the right time of putting the
    plan to work, how the plan will be communicated to the
    employees in order to have the least resistance and how
    the implementation will be monitored.
2. Assessing Change Forces

   The    planned     change   does     not    come
    automatically, rather there are many forces in
    individuals, groups and organization which resist
    such change.
   The change process will never be successful unless
    the cooperation of employees is ensured.
   Therefore, the management will have to create
    an environment in which change will be amicably
    accepted by people.
   If the management can overcome the
    resistance, change process will succeed.
   In a group process, there are always some forces
    who favour the change and some forces that are
    against the change. Thus, an equilibrium is
    established is maintained.
   Kurtlewin calls in the “field of forces”. Lewin assumes
    that in every situation there are both driving and
    restraining forces which influence any change that
    may occur.
       Driving forces are those forces which affect a situation
        by pushing in a particular direction. These forces tend to
        initiate the change and keep it going.
       Restraining forces act to restrain or decrease the driving
        forces.
 Equilibrium is reached when sum of the
 driving forces equals the sum of the
 restraining forces as shown in the following
 figure:
Force Field Analysis
   There may be three types of situations, as both driving and
    restraining forces are operating:
   If the driving forces far out weight the restraining forces,
    management can push driving forces and overpower restraining
    forces.
   If restraining forces are stronger than driving forces, management
    either gives up the change programme or it can pursue it by
    concentrating on driving forces and changing restraining forces
    into driving ones or immobilizing them.
   If driving and restraining forces are fairly equal, management can
    push up driving forces and at the same time can convert or
    immobilize restraining forces.
   Thus, to make the people accept the changes, the management
    must push driving forces and convert or immobilize the restraining
    forces.
3. Implementing the Change
   Once the management is able to establish favourable
    conditions, the right timing and right channels of
    communication have been established the plan will
    be put into action. It may be in the form of simple
    announcement or it may require briefing sessions or in
    house seminars so as to gain acceptance of all the
    members and specify those who are going to be
    directly affected by the change.
   After the plan has been implemented there should be
    evaluation of the plan which comprises of comparing
    actual results to the objectives. Feedback will confirm
    if these goals are being met so that if there is any
    deviation     between     the    goals  and      actual
    performance, corrective actions can be taken.
Learning, Training &
Development
TRAINING DEFINED
   It is a learning process that involves the acquisition
    of knowledge, sharpening of
    skills, concepts, rules, or changing of attitudes and
    behaviours to enhance the performance of
    employees.
   Training is activity leading to skilled behavior.
   Training is about knowing where you stand (no
    matter how good or bad the current situation looks)
    at present, and where you will be after some point
    of time.
   Training is about the acquisition of
    knowledge, skills, and abilities (KSA) through
    professional development.
Role of Training
Training as a tool for increasing
manpower productivity




                     14
15

The Workplace Skills Strategy
   Human capital is increasingly
    regarded as one of the major
    drivers of productivity, economic
    growth and competitive
    advantage.                                 As a demand-driven
   Recognizing the importance of              approach to human resource
    human capital, the training                and skills development, the
    manpower sets out to generate:             Training will build and
                                               strengthen relationships with
   A skilled, adaptable, motivated and        and among workplace
    resilient workforce
                                               partners and better engage
   A flexible, efficient labour market        employers, unions to
                                               respond to the challenges of
   A responsive strategy to meet              workplace skills
    employers needs for skilled workers
                                               development.
   A learned employee can retain
    customers and increase business &
    market share thro’ proper behavior
    and good public relations
16


What type of investment must an
employer offer employees to gain
this?
 An investment in training and education
 is a sure payoff.
17

  Examples of Training Investments
 Industryand 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.
 Studyof 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.
18




TRAINING ACTIVITIES SHOULD BE ALIGNED
      WITH OVERALL OBJECTIVE OF THE
             ORGANISATION,
  WITH A MEANINGFUL EMPHASIS ON
        VALUE ADDITION TO OUR
         HUMAN RESOURCES.
19



Case Study in Training to Support Industry
Standards –
The British National Health Service Project
 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
20




Factors to consider
 Training to benefit organisation
 Training to benefit employees
 Training to benefit the industry
 Provide a good return on investment?
21




Why Training?
 The sharing of information through training
 is our most valuable tool to develop our
 most valuable asset…our employees.
22




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 ORGANISATION.
23


 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.
4. Support career development.
5. Fulfill employee need for growth.
24



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
Importance Of Training and
Development
   Optimum Utilization of Human Resources –Training and
    Development helps in optimizing the utilization of human
    resource that further helps the employee to achieve the
    organizational goals as well as their individual goals.
   Development of Human Resources – Training and
    Development helps to provide an opportunity and
    broad structure for the development of human
    resources‟ technical and behavioral skills in an
    organization. It also helps the employees in attaining
    personal growth.
   Development of skills of employees – Training and
    Development helps in increasing the job knowledge
    and skills of employees at each level. It helps to expand
    the horizons of human intellect and an overall
    personality of the employees.
Importance Of Training and
Development
   The principal objective of training and development
    division is to make sure the availability of a skilled and
    willing workforce to an organization. In addition to
    that, there are four other objectives:
    Individual, Organizational, Functional, and Societal.

       Individual Objectives - To help employees in achieving their
        personal goals, which in turn, enhances the individual
        contribution to an organization.
       Organizational Objectives - assist the organization with its
        primary objective by bringing individual effectiveness.
       Functional Objectives - maintain the department contribution
        at a level suitable to the organization ¶s needs.
       Societal Objectives - To ensure that an organization is
        ethically and socially responsible to the needs and challenges
        of the society.
Importance Of Training and
    Development
   Productivity – Training and Development helps in increasing the
    productivity of the employees that helps the organization further to
    achieve its long-term goal.
   Team spirit – Training and Development helps in inculcating the sense
    of team work, team spirit, and inter-team collaborations. It helps in
    inculcating the zeal to learn within the employees.
   Organization Culture – Training and Development helps to develop
    and improve the organizational health culture and effectiveness. It
    helps in creating the learning culture within the organization.
   Organization Climate – Training and Development helps building the
    positive perception and feeling about the organization. The employees
    get these feelings from leaders, subordinates, and peers.
   Quality – Training and Development helps in improving upon the
    quality of work and work-life.
   Healthy work environment – Training and Development helps in
    creating the healthy working environment. It helps to build good
    employee, relationship so that individual goals aligns with
    organizational goal.
Importance Of Training and
Development
   Health and Safety – Training and Development helps in improving
    the health and safety of the organization thus preventing
    obsolescence.
   Morale – Training and Development helps in improving the morale
    of the work force.
   Image – Training and Development helps in creating a better
    corporate image.
   Profitability – Training and Development leads to improved
    profitability and more positive attitudes towards profit orientation.
   Training and Development aids in organizational development i.e.
    Organization gets more effective decision making and problem
    solving. It helps in understanding and carrying out organisational
    policies
   Training and Development helps in developing leadership skills,
    motivation, loyalty, better attitudes, and other aspects that
    successful workers and managers usually display.
29



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
30


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!!
31


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%




                    customer        owner
32


The Importance of Employee Training
in Increasing Sales
 Whatare 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
33


The Importance of Employee Training
in Increasing Sales

   Good   Employees
   Expanded Business
   Better Customer Service


   Makes   you MONEY!!
34

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 jobs, reduces tension,
          boost morale and job
          satisfaction, reduces injuries and
          accidents, gives them a chance
          to advance.
         Gives the business a good
          image and more profit.
35




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
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 people to
                 do and how
Training Process Model


                 II. Developing &
 I. Needs
                    Conducting
Assessment
                      Training


       III. Evaluating
            Training
                37
38




I. Needs Assessment

 1. Organizational Level

 2. Job Level

 3. Individual Level
39



1. Organizational Level
   Technology change.
      Organizational
        restructuring.
   Change in workforce.
     Marketing Plans.
   Productivity measures
40



      2. Job Level
Job  and task analysis.
  Identify Key areas.
Review procedural and
   technical manuals.

  Design Training Program
41


   3. Individual Level
Determine who needs training
       and what kind.
             Tests.
    Prior
         training and
       experience.
  Performance review.
   Career assessment.
42


II. Developing and Conducting
Training
1. Determine location and who will conduct the
                    training.
                Onsite facilities vs. offsite.
                 o
    o   Inside training staff vs. outside vendors.

                2. Develop training curricula.
Based on job/task analysis and individual needs.

                 3. Select training methods.
            oConsidering learning principles.
        o   Consider appropriateness and cost.
43


  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
Training Models
 System   Model
 Transitional Model
 Instructional System Development
  Model(ISD)
System Model Training

    The system model consists of five phases
    and should be repeated on a regular
    basis to make further improvements. The
    training should achieve the purpose of
    helping employee to perform their work to
    required standards. The steps involved in
    System Model of training are as follows
System Model Training
System Model Training
   1.Analyze and identify the training needs - i.e. to
    analyze the department, job, employees requirement,
    who needs training, what do they need to learn,
    estimating training cost, etc . The next step is to
    develop a performance measure on the basis of which
    actual performance would be evaluated.
   2. Design and provide training to meet identified needs
    - This step requires developing objectives of training,
    identifying the learning steps, sequencing and
    structuring the contents.
   3. Develop - This phase requires listing the activities in
    the training program that will assist the participants to
    learn, selecting delivery method, examining the training
    material, validating information to be imparted to
    make sure it accomplishes all the goals & objectives.
System Model Training

 4. Implementing - is the hardest part of the
  system because one wrong step can lead
  to the failure of whole training program.
 5.Evaluating - each phase so as to make
  sure it has achieved its aim in terms of
  subsequent work performance. Making
  necessary amendments to any of the
  previous stage in order to remedy or
  improve failure practices.
Transitional Model
Transitional Model
   Transitional model focuses on the organization as a whole. The
    outer loop describes the vision, mission and values of the
    organization on the basis of which training model i.e. inner loop
    is executed.
   Vision - focuses on the milestones that the organization would
    like to achieve after the defined point of time. A vision
    statement tells that where the organization sees itself few years
    down the line. A vision may include setting a role mode, or
    bringing some internal transformation, or may be promising to
    meet some other deadlines.
   Mission - explain the reason of organizational existence. It
    identifies the position in the community. The reason of
    developing a mission statement is to motivate, inspire, and
    inform the employees regarding the organization. The mission
    statement tells about the identity that how the organization
    would like to be viewed by the customers, employees, and all
    other stakeholders.
Transitional Model
   Values - is the translation of vision and mission
    into communicable ideals. It reflects the
    deeply held values of the organization and is
    independent of current industry environment.
    For example, values may include social
    responsibility, excellent customer service, etc.
   The mission, vision, and values precede the
    objective in the inner loop. This model
    considers the organization as a whole. The
    objective is formulated keeping these three
    things in mind and then the training model is
    further implemented
Instructional System Development
Model
(ISD Model)
Instructional System Development Model
(ISD Model)
   Instructional System Development model was
    made to answer the training problems.
   This model is widely used now-a-days in the
    organization because it is concerned with the
    training need on the job performance.
   Training objectives are defined on the basis of job
    responsibilities and job description and on the
    basis of the defined objectives individual progress
    is measured.
   This model also helps in determining and
    developing the favorable strategies, sequencing
    the content, and delivering media for the types of
    training objectives to be achieved.
Instructional System
Development Model
(ISD Model)
   The Instructional System Development model comprises of five
    stages:
   1.ANALYSIS - This phase consist of training need assessment, job
    analysis, and target audience analysis.
   2. PLANNING - This phase consist of setting goal of the learning
    outcome, instructional objectives that measures behavior of a
    participant after the training, types of training material, media
    selection, methods of evaluating the trainee, trainer and the
    training program, strategies to impart knowledge i.e. selection of
    content, sequencing of content, etc.
   3. Development - This phase translates design decisions into
    training material. It consists of developing course material for the
    trainer including handouts, workbooks, visual aids, demonstration
    props, etc, course material for the trainee including handouts of
    summary
Instructional System Development Model
(ISD Model)
   4. Execution - This phase focuses on logistical
    arrangements,          such       as       arranging
    speakers, equipments, benches, podium, food
    facilities, cooling, lighting, parking, and other
    training accessories.
   5. Evaluation - The purpose of this phase is to make
    sure that the training program has achieved its
    aim in terms of subsequent work performance. This
    phase consists of identifying strengths and
    weaknesses and making necessary amendments
    to any of the previous stage in order to remedy or
    improve failure practices.

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Od & change ppt 2

  • 2. Managing Planned Organizational Change Process  A planned change is a change planned by the organization; it does not happen by itself. It is affected by the organization with the purpose of achieving something that might otherwise by unattainable or attainable with great difficulty. Through planned change, an organization can achieve its goals rapidly. The basic reasons for planned change are:  To improve the means for satisfying economic needs of members  To increase profitability  To promote human work for human beings  To contribute to individual satisfaction and social well being  The planned organizational change process may comprise, basically the three following steps:  Planning for change  Assessing change forces  Implementing the change
  • 3. 1. Planning for Change  The first step in the process of change is to identify the need for change and the area of changes as to whether it is a strategic change, process oriented change or employee oriented change.  This need for change can be identified either through internal or external factors.
  • 4. Once this need is identified the following general steps can be taken:  Develop new goals and objectives. The manager must identify as to what new outcomes they wish to achieve. This may be modification of previous goals due to changed internal and external environment or it may be a new set of goals and objectives.  Select an agent of change. The next step is that the management must decide as to who will initiate and oversee this change. One of the existing managers may be assigned this duty or even sometimes specialists and consultants can brought in from outside to suggest the various methods to bring in the change and monitor the change process.  Diagnose the problem. The person who is appointed as the agent of the change will then gather all relevant data regarding the area of problem or the problem where the change is needed. This data should be critically analysed to pinpoint the key issues. Then the solutions can be focused on those key issues.
  • 5. Select Methodology. The next important step is to select a methodology for change; employee‟s emotion must be taken into consideration when devising such methodology.  Develop a plan. After devising the methodology, the next step will be to put together a plan as to what is to be done. For example, if the management wants to change the promotion policy, it must decide as to what type of employees will be affected by it, whether to change the policy for all the departments at once or to try it on a few selected departments first.  Strategy for the implementation of the plan. In this stage, the management must decide on the „when‟, „where‟ and „how‟ of the plan. This includes the right time of putting the plan to work, how the plan will be communicated to the employees in order to have the least resistance and how the implementation will be monitored.
  • 6. 2. Assessing Change Forces  The planned change does not come automatically, rather there are many forces in individuals, groups and organization which resist such change.  The change process will never be successful unless the cooperation of employees is ensured.  Therefore, the management will have to create an environment in which change will be amicably accepted by people.  If the management can overcome the resistance, change process will succeed.
  • 7. In a group process, there are always some forces who favour the change and some forces that are against the change. Thus, an equilibrium is established is maintained.  Kurtlewin calls in the “field of forces”. Lewin assumes that in every situation there are both driving and restraining forces which influence any change that may occur.  Driving forces are those forces which affect a situation by pushing in a particular direction. These forces tend to initiate the change and keep it going.  Restraining forces act to restrain or decrease the driving forces.
  • 8.  Equilibrium is reached when sum of the driving forces equals the sum of the restraining forces as shown in the following figure:
  • 9. Force Field Analysis  There may be three types of situations, as both driving and restraining forces are operating:  If the driving forces far out weight the restraining forces, management can push driving forces and overpower restraining forces.  If restraining forces are stronger than driving forces, management either gives up the change programme or it can pursue it by concentrating on driving forces and changing restraining forces into driving ones or immobilizing them.  If driving and restraining forces are fairly equal, management can push up driving forces and at the same time can convert or immobilize restraining forces.  Thus, to make the people accept the changes, the management must push driving forces and convert or immobilize the restraining forces.
  • 10. 3. Implementing the Change  Once the management is able to establish favourable conditions, the right timing and right channels of communication have been established the plan will be put into action. It may be in the form of simple announcement or it may require briefing sessions or in house seminars so as to gain acceptance of all the members and specify those who are going to be directly affected by the change.  After the plan has been implemented there should be evaluation of the plan which comprises of comparing actual results to the objectives. Feedback will confirm if these goals are being met so that if there is any deviation between the goals and actual performance, corrective actions can be taken.
  • 12. TRAINING DEFINED  It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviours to enhance the performance of employees.  Training is activity leading to skilled behavior.  Training is about knowing where you stand (no matter how good or bad the current situation looks) at present, and where you will be after some point of time.  Training is about the acquisition of knowledge, skills, and abilities (KSA) through professional development.
  • 14. Training as a tool for increasing manpower productivity 14
  • 15. 15 The Workplace Skills Strategy  Human capital is increasingly regarded as one of the major drivers of productivity, economic growth and competitive advantage. As a demand-driven  Recognizing the importance of approach to human resource human capital, the training and skills development, the manpower sets out to generate: Training will build and strengthen relationships with  A skilled, adaptable, motivated and and among workplace resilient workforce partners and better engage  A flexible, efficient labour market employers, unions to respond to the challenges of  A responsive strategy to meet workplace skills employers needs for skilled workers development.  A learned employee can retain customers and increase business & market share thro’ proper behavior and good public relations
  • 16. 16 What type of investment must an employer offer employees to gain this?  An investment in training and education is a sure payoff.
  • 17. 17 Examples of Training Investments  Industryand 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.  Studyof 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.
  • 18. 18 TRAINING ACTIVITIES SHOULD BE ALIGNED WITH OVERALL OBJECTIVE OF THE ORGANISATION, WITH A MEANINGFUL EMPHASIS ON VALUE ADDITION TO OUR HUMAN RESOURCES.
  • 19. 19 Case Study in Training to Support Industry Standards – The British National Health Service Project  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
  • 20. 20 Factors to consider  Training to benefit organisation  Training to benefit employees  Training to benefit the industry  Provide a good return on investment?
  • 21. 21 Why Training?  The sharing of information through training is our most valuable tool to develop our most valuable asset…our employees.
  • 22. 22 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 ORGANISATION.
  • 23. 23 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. 4. Support career development. 5. Fulfill employee need for growth.
  • 24. 24 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
  • 25. Importance Of Training and Development  Optimum Utilization of Human Resources –Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals.  Development of Human Resources – Training and Development helps to provide an opportunity and broad structure for the development of human resources‟ technical and behavioral skills in an organization. It also helps the employees in attaining personal growth.  Development of skills of employees – Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and an overall personality of the employees.
  • 26. Importance Of Training and Development  The principal objective of training and development division is to make sure the availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal.  Individual Objectives - To help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization.  Organizational Objectives - assist the organization with its primary objective by bringing individual effectiveness.  Functional Objectives - maintain the department contribution at a level suitable to the organization ¶s needs.  Societal Objectives - To ensure that an organization is ethically and socially responsible to the needs and challenges of the society.
  • 27. Importance Of Training and Development  Productivity – Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal.  Team spirit – Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees.  Organization Culture – Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization.  Organization Climate – Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers.  Quality – Training and Development helps in improving upon the quality of work and work-life.  Healthy work environment – Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal.
  • 28. Importance Of Training and Development  Health and Safety – Training and Development helps in improving the health and safety of the organization thus preventing obsolescence.  Morale – Training and Development helps in improving the morale of the work force.  Image – Training and Development helps in creating a better corporate image.  Profitability – Training and Development leads to improved profitability and more positive attitudes towards profit orientation.  Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organisational policies  Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.
  • 29. 29 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
  • 30. 30 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!!
  • 31. 31 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% customer owner
  • 32. 32 The Importance of Employee Training in Increasing Sales  Whatare 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
  • 33. 33 The Importance of Employee Training in Increasing Sales  Good Employees  Expanded Business  Better Customer Service  Makes you MONEY!!
  • 34. 34 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 jobs, reduces tension, boost morale and job satisfaction, reduces injuries and accidents, gives them a chance to advance.  Gives the business a good image and more profit.
  • 35. 35 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
  • 36. 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 people to do and how
  • 37. Training Process Model II. Developing & I. Needs Conducting Assessment Training III. Evaluating Training 37
  • 38. 38 I. Needs Assessment 1. Organizational Level 2. Job Level 3. Individual Level
  • 39. 39 1. Organizational Level  Technology change.  Organizational restructuring.  Change in workforce.  Marketing Plans.  Productivity measures
  • 40. 40 2. Job Level Job and task analysis. Identify Key areas. Review procedural and technical manuals. Design Training Program
  • 41. 41 3. Individual Level Determine who needs training and what kind. Tests. Prior training and experience. Performance review. Career assessment.
  • 42. 42 II. Developing and Conducting Training 1. Determine location and who will conduct the training. Onsite facilities vs. offsite. o o Inside training staff vs. outside vendors. 2. Develop training curricula. Based on job/task analysis and individual needs. 3. Select training methods. oConsidering learning principles. o Consider appropriateness and cost.
  • 43. 43 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
  • 44. Training Models  System Model  Transitional Model  Instructional System Development Model(ISD)
  • 45. System Model Training  The system model consists of five phases and should be repeated on a regular basis to make further improvements. The training should achieve the purpose of helping employee to perform their work to required standards. The steps involved in System Model of training are as follows
  • 47. System Model Training  1.Analyze and identify the training needs - i.e. to analyze the department, job, employees requirement, who needs training, what do they need to learn, estimating training cost, etc . The next step is to develop a performance measure on the basis of which actual performance would be evaluated.  2. Design and provide training to meet identified needs - This step requires developing objectives of training, identifying the learning steps, sequencing and structuring the contents.  3. Develop - This phase requires listing the activities in the training program that will assist the participants to learn, selecting delivery method, examining the training material, validating information to be imparted to make sure it accomplishes all the goals & objectives.
  • 48. System Model Training  4. Implementing - is the hardest part of the system because one wrong step can lead to the failure of whole training program.  5.Evaluating - each phase so as to make sure it has achieved its aim in terms of subsequent work performance. Making necessary amendments to any of the previous stage in order to remedy or improve failure practices.
  • 50. Transitional Model  Transitional model focuses on the organization as a whole. The outer loop describes the vision, mission and values of the organization on the basis of which training model i.e. inner loop is executed.  Vision - focuses on the milestones that the organization would like to achieve after the defined point of time. A vision statement tells that where the organization sees itself few years down the line. A vision may include setting a role mode, or bringing some internal transformation, or may be promising to meet some other deadlines.  Mission - explain the reason of organizational existence. It identifies the position in the community. The reason of developing a mission statement is to motivate, inspire, and inform the employees regarding the organization. The mission statement tells about the identity that how the organization would like to be viewed by the customers, employees, and all other stakeholders.
  • 51. Transitional Model  Values - is the translation of vision and mission into communicable ideals. It reflects the deeply held values of the organization and is independent of current industry environment. For example, values may include social responsibility, excellent customer service, etc.  The mission, vision, and values precede the objective in the inner loop. This model considers the organization as a whole. The objective is formulated keeping these three things in mind and then the training model is further implemented
  • 53. Instructional System Development Model (ISD Model)  Instructional System Development model was made to answer the training problems.  This model is widely used now-a-days in the organization because it is concerned with the training need on the job performance.  Training objectives are defined on the basis of job responsibilities and job description and on the basis of the defined objectives individual progress is measured.  This model also helps in determining and developing the favorable strategies, sequencing the content, and delivering media for the types of training objectives to be achieved.
  • 54. Instructional System Development Model (ISD Model)  The Instructional System Development model comprises of five stages:  1.ANALYSIS - This phase consist of training need assessment, job analysis, and target audience analysis.  2. PLANNING - This phase consist of setting goal of the learning outcome, instructional objectives that measures behavior of a participant after the training, types of training material, media selection, methods of evaluating the trainee, trainer and the training program, strategies to impart knowledge i.e. selection of content, sequencing of content, etc.  3. Development - This phase translates design decisions into training material. It consists of developing course material for the trainer including handouts, workbooks, visual aids, demonstration props, etc, course material for the trainee including handouts of summary
  • 55. Instructional System Development Model (ISD Model)  4. Execution - This phase focuses on logistical arrangements, such as arranging speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and other training accessories.  5. Evaluation - The purpose of this phase is to make sure that the training program has achieved its aim in terms of subsequent work performance. This phase consists of identifying strengths and weaknesses and making necessary amendments to any of the previous stage in order to remedy or improve failure practices.