![Introduction to Training Training consists of organized learning activities capable of improving individual performance through ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (19)
Ähnlich wie Chpater 12
Ähnlich wie Chpater 12 (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Chpater 12
- 3. Skills
- 6. Prepare people for career movement
- 9. Cont. . . Third, Training can help an organization that is moving toward implementation of a new strategy in a changing environment. Training can serve as a medium “To Anticipate Future Events” One benefit of this approach is that it helps people understand what knowledge and skills they might need in the future, thereby motivating them to learn to meet future rather than past needs
- 11. Implication of Training in Organization 1. Training is a potential Alternative to Recruitment, and vice versa. Needed skills can be acquired from outside through recruitment, or cultivated from inside through training. 2. Training can be integrated with the selection process so that an employee’s learning time on a new job is reduced. The Result: Increased Efficiency 3. Training can admittedly increase the risk of turnover, especially when it builds skills transferable from one job to jobs in other organizations.
- 12. Cont. . . 4. Training is a Vehicle for Career Progress that can help move people in a way that is consistent with their career plans and/or the career management programs of the organization. 5.Training tends To build Expectations For Change, and thereby helps foster new attitudes. It thus influences organization development efforts and can be used as a tool in such efforts.
- 13. Cont. . . 6.Training builds skills or range of skills possessed by job incumbents. 7.Training can convey information about how to Deal with Personal Problems. 8.Training can Increase Individual Productivity by giving employees skills they did not have before. 9.Training can create the expectation for increasing compensation and benefits as employees improve their productivity and knowledge.
- 14. Conclusion When the organization’s corporate and HR grand strategies call for growth in the present business or diversification into utterly new businesses, training is an appropriate tool for building new skills among people already employed by the organization. During retrenchment efforts such as downsizing, smart- sizing, or rightsizing, training is useful in helping employees obtain new jobs in the same or in different occupations
- 16. Steps in Training Process Step-1 Analyze performance problems Step-2 Identify employee training needs Step-3 Devise instructional objectives Step-4 Prepare test items based on objectives Step-5 Select or design instructional content or subject matter based on objectives and test items Step-6 Choose delivery methods in line with subject matter and with recourse constraint Step-7 Offer instruction Step-8 Evaluate transfer of training back to the job
- 20. If opportunity is not provided for growth
- 22. Punishment for good performance
- 25. Step-2 Identify Employee Training Needs Training is based on Needs, defined as gaps or discrepancies between an ideal and an optimal state. Training Needs Assessment Is the process of discovering precisely what gaps exist between what people know, do, or feel and what they should know, do, or feel in order to perform competently.
- 27. Work Analysis
- 29. Materials
- 31. Job descriptions to employee skills
- 34. Step-3 Preparing Instructional Objectives An instructional objective describes the results or outcomes sought from instruction. There are three parts to any objective: Performance:what learners will be capable of doing after the instructional experience is completed Conditions:what context and what tools will be necessary for performance to occur Criterion: how well the performance will be exhibited.
- 35. Cont. . . There are three types of objectives: Cognitive objectives: That are related with knowledge and information Affective objectives:That are related with feelings and beliefs Psychomotor objectives: That are related with the ability to manipulate objects.
- 36. Cont. . . There are two scope of objectives: 1. Terminal: Which are behaviors that exhibited at the end of instruction 2. Enabling: Which are behaviors that contribute to mastery of terminal objectives.
- 38. Step # 4 Preparing Test Items
- 40. There are four types, all criterion-referenced: An entry test A pretest A post-test An embedded test
- 47. Yet much research has been done in this area.
- 49. Tutorial
- 50. Case study
- 52. Simulation
- 55. Cont. . . Training_ Formal instruction Over 200,000 fulltime trainers in USA Colleges, universities, training consulting firms offer off-JT training Advantages & disadvantages of On-Job-Training Advantages & disadvantages of off-Job-Training
- 56. Transferring Learning Back to the Job Transferred learning Barriers to transfer: The individual The job The supervisor The work group
- 57. Problems with the Traditional Approach to Training Training is applicable for removing gaps Trainers neglect future requirements Result
- 59. Strategic Training It is basically to make familiar training programs with organizational strategic plans and HR plans
- 60. Some questions arise in the mind of trainer while conducting strategic training What is the purpose of training programs and training department? How trainer can compare training program and training department? What are the conditions affecting future training needs, future training programs, future training departments? What are the long term strategies use by training departments to meet future needs? What are the present strengths and weaknesses versus future opportunities and threats facing training programs? What are the present strengths and weaknesses versus future opportunities and threats facing training departments? What will the most successful strategy for training? How they can evaluate the results of strategy?
- 61. Purpose of Strategic Training To anticipate the performance problems To build individual competencies those are required to implement organizational strategy
- 62. Problem with Strategic Training “The need to conduct strategic training is felt when it is recognized as a necessity when they had experience, consequence of past, not future events”
- 63. Planning and Managing HR Training To motivate learners and to anticipate the future trainers might have to simulate the experience under future conditions
- 64. Reorientation of Traditional steps in Training Need Assessment for Training Trainer first Compare present conditions to present criteria Forecast future conditions that influence by external trends on organization, jobs and individuals. Envision what organization jobs and individuals should be in future? Compare expected future conditions to future criteria.
- 65. Difference between HR Strategic and Training Strategy There is the only difference in the formulation the training strategy that is scope of analysis is much narrower. It is restricted to knowledge and skill deficiency only
- 66. Preparation of Objectives Parameters of objectives What learners will able to do after instructional experience is over? Furnish a measurable criterion that how will learner will be able to perform? What are the tools learners will use to perform?
- 67. Criticism on Objectives Some authors reviewed that these objectives are restrictive and short terms, there is need to focus on testing how will training is being applied back on the job
- 68. Two Ways to Asses the Instructions Focus on future oriented employee appraisals Trainers go out to the job setting and observe learners
- 69. Selection of Contents Sources instructional contents Text books Training packages Self prepared
- 70. Selection of Instructional Delivery Methods Here question arise how can instructions be delivered in an appropriate way. Trainers answer this question saying this it depends upon Relative cost associated with different methods Compatibility with instructional objectives Type of learners Type of instructions Availability of space and time
- 71. Appropriate Method for Trainings Here they discussed only a single method for training that is lecture
- 72. Two matters regarding choosing delivery methods Learner experience Small group decision making Learning experience In directive training learning experience isn't important Purpose Purpose of directive training is to present distilled experience and give trainee an opportunity to practice newly acquired skills Nondirective training In it learner experience is important Instructor become facilitator Helping learner share insights
- 73. Responsibilities of Designer There is responsibility of the person who is conducting training , he should create exercises like Role plays Case studies Scenarios
- 74. Purpose of Non Directive Training Simulate future conditions Giving learner an opportunity to gain experience before they confront real conditions Small group decision making It is important because to do better job in dealing unusual decisions and situations
- 75. Transfer the Learning It’s a issue to transfer learning and it permeates the entire instructional process during Need assessment Preparation of objectives and tests Instruction delivery Following up instructions
- 76. Benefits of Strategic Training To evoke to new insights and ideas Use to increase efficiency It enables to think strategically It helps in the implementation of HR grand strategy by meeting future labor needs
- 77. Purpose of Strategic Training Its purpose is to anticipate the future and prepare for it
- 78. ASK A QUESTION?
Hinweis der Redaktion
- It is thus an important tool for changing individuals by giving them new knowledge and skills. Training is a process through which a person enhances and develops his efficiency, capacity, and effectiveness at work by improving and updating his knowledge and understanding the skills relevant to his or her job.
- In short, training creates a pool of qualified applicants in the right numbers and with the right skills for higher- level jobs inside an organization
- Exercises are designed around real problems so that when the training program is over, the solutions are of practical value on the job.
- As a consequence of pressures inside and outside an organization, individuals face new problems and forces for change. These pressures call for new skills from job holders and can change expectations about desirable job performance. While anticipating future change is no simple matter and is fraught with problems (not the least of which is inaccurate prediction),
- Successful implementation of long-term organizational strategy is not the sole responsibility of top managers, though formulation might be. What employees and managers do on a daily basis can and does affect successful implementation of strategy through actions taken with customers, suppliers, distributors, and other such stakeholders of the organization.
- Implication: conclusion that can be drawn from something , consequences
- Training is only an appropriate solution when skill deficiency is the cause of a problem. Training is not appropriate to deal with execution deficiency and thus cannot solve problems such as unclear work contexts, mental/physical disability, or lack of feedback. In those cases, other corrective measures have to be taken, and they must usually be taken by the organization’s management.
- Somewhat narrow than organizational analysis
- Most narrow of all.Some training needs are predictable. They require repetitive programs offered on a regular schedule. Orientation is one such program. All new employees lack knowledge of an organization’s unique ways of doing thing.As a consequence, an orientation program is designed to help meet this predictable need for all newcomers.Other needs are short term. Suppose the company purchases a new machine. Workers who will labor on that machine, perhaps one with which they have never before come into contact, need training. When a new word processor is purchased, for instance, everybody who will use it has a training need.
- A program can be part of a curriculum intended to meet predictable long-term needs or be a one-shot offering to meet a short-term need.
- An instructional objective is the link between needs and results. Objectives help identify what instruction to offer so as to meet a need and thereby close a performance gap.
- Terminal objectives express what learners will be able to do upon completion of a course or program. They are most frequently the center of a trainer’s attention.