Training Policy, Strategy and Plan
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Transcript of Training Policy, Strategy and Plan
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Training Policy, Strategy and Plan
Training Policy and strategy Training Policy in an organization serves the
following purposesa) It defines the relationship between the
organization’s objectives and its commitment to thetraining functions
b) It provides the operational guidelines formanagement that is to state managementresponsibilities for planning and implementingtraining and to ensure that training resources areallocated properly
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Training Policy -------
c) To communicate employees the performance standard
expected from them
d) To enhance public relation that is to attract high calibre
recruits and reassure clients and the public at large
about the quality of the products and services
e) s a strategy focus on ma!ing training an effective
instrument of action in the fieldf)To position training and connect it to support
organizational functions as direct contribution to
development of production" service system etc
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Training Policy ----
Policy and strategy development
# Training policy development of an organization isinfluenced by number of factors such as$
%) ims and strategic objectives of the organization
&) 'ize tradition and prevailing culture
() ature of Product and services*) Professional updating of employees
+) Training experience of company’s managers
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Training Policy ------
,)-esources that can be allocated to training function
.) /xpectation of the employees and their representatives
0) 1egislations implementation including those relating to health andsafety
2) Promotion policy of the company 3 pre promotion and postpromotion role change of the employees
%4) -elieving rules of the company
%%) ecessity of refreshing courses to certain category of employees
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Training Policy
'ome important issues on training policya) Training policy and plans should be reviewed from time to
timeb) It should be cared that training plans translate the training
policy into training strategies to meet specific situations
c) lthough obtaining suitable finance is important" the mosteffective programs are not necessarily the most expensive
d) The parameter of effective programs should be as to how farthese are directed towards strategic org5 objectives andintegrated with other org5 systems ex" appraisal system etc5
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Training Policy ------
6hat a training plan should contain
# 7epartment wise" 7iscipline wise andcommon Programs
# 7etails on a calendar basis 3 8onthly"
quarterly" half yearly and yearly
# 9ategory:level wise details of the employees
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Training Policy ------
# ;rief of coverage in a particular training program
#
If available information about !ey resource personsfor various training training programs
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COURSE ES!"# O$%ECT!&ES '
CO#TE#TS
9ourse 7esigning
detailed procedure is required for starting the
design process
9ourse designer have to be cautious so that for
accommodating professional and individual interest
training objectives are lost
ssumptions ta!ing while designing should be well
explained
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Co)r*e e*ign----
ll the !ey components such as training objectives"resource available" participants motivation need to
be ta!en seriously
/ssential steps in course designing
a) 'tudy of strategic concerns of the organization
b) To brea! general training objectives intoconstituent part 3 components !nowledge"understanding and s!ill
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Co)r*e e*ign------
c) To have clear understanding of different
training methods in order to arrive at the totaltime and facilities required for meeting a
training objectives
d) To develop the course in different pac!ages
in which this program could be offered sothat can select the most suitable depending
on the organization’s specific situations
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Co)r*e de*ign-------
e) To dovetail detailed training events into trainingsequences and finally into the shape of total program
pac!age
8odular pproach to Program 7esign
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Co)r*e e*ign------
In the modular approach all the
competencies required to perform closelyinterrelated set of tas!s are grouped together
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TR!#!#" ET.OS
-equirement of systematic training program
%) Provide job in such dimension that the s!ill
required for each can be practiced separately andthen put with other parts when the time is ripe
&) Provide time and other resources such as trainer’s!nowledge and experience in such measure thatparticipants can convert the training events into an
experience for themselves() Protect participants and wor! organization against
personal harm and expensive errors arising fromlac! of !nowledge and s!ill
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Training et/od*
*) 8a!e the learning process itself extensive sothat participants !now how to deal with newsituations and continue learning
+) /xpose participants to ideas and methodsbeyond those available in the organization
,) Provide opportunities for experimentationbeyond the tolerance of wor!ing organizationand for feedbac! of results
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Training et/od*
.) Provide participants experience sharing with
other organizations to facilitate exchange ofidea and maintenance of high professional
standard
0) =eep participants away from day to day tas!
so that they can thin! about job as a whole"analyze priorities and how the job fits into
their pattern of life
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Training et/od*
Training 8/T>?7'
%) Training in the field It provide the opportunity to test specific ideas which trainees
wish to learn in a real life situation They can assess what an organization needs for its
development
Training in field is very demanding method and needspreparation particularly in the following matters$
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Training et/od*
a) 9larification of participants role
b) 9larity in the role of trainer c) 9hoosing the organization for field training
d) Preparing participants for field training
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Training et/od*
&) 'imulating -eal 1ife
Instead of ta!ing participants in the field at the cost
of extra time and limited role the field can be
simulated in training session itself
'imulation can range from simple to elaborate
They are games as the consequences of success
and failure are not real
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Training 0et/od*
In simulation some dimension are controlled to allow selected aspects 'imulation methods are therefore also called controlled experience
methods Three most common simulation methods are as follows$a) -ole Playing
The purpose of role play is to help participants experience whatsomething sounds real
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Training et/od*
It may be elaborately planned with the actorscarefully primed and session timesspecifically earmar!ed
Post role play session discussion should beheld to fill up gapes in understanding
-ole play !its can be developed forwidespread use through repeated trials"evaluation and revision
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Training 0et/od*
b) ;ehavioral 'imulation @ames Training games and simulation are designed to
reproduce or simulate processes" events andcircumstances that occur in the trainee’s job
Trainees experience these events in a controlledsettings where they can develop their s!ill or
discover concept These games are best used to focus on the
functional responsibilities of particular position
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Training et/od*
c) In#;as!et Techniques This technique provide trainees with a pac!et of
written information and requests such asintradepartmental and inter#departmental memos"letters" messages and reports
That will typically be handled in a given position li!e'ales 8anager or staff administrator
In# bas!et techniques are best at developingprocedural and strategic !nowledge and these s!illare cognitive rather than behavioral
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Training et/od*
1aboratory Training for personal and organizationaldevelopment
The purpose is to provide participants with anintensive experience of they affect each other anddeals with relationship problem
Aor effectiveness the training groups needs to be
small %4#%& The trainees wor! on the problem they themselves
initiate
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Training et/od*
In terms of 1ewin’s three stage models of learning"training laboratory ma!e for rapid unfreezing
Aor understanding the process of laboratory trainingthe trainer create dissonances and participants feelthe need to reduce these dissonances
The trainer’s role is to nullify the commonly accepted
hierarchical relationship and neglect of effectspeople have with each other feelings
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Training et/od*
1ecture 8ethod lmost all training programs contain some lecture
component 'traight lecture is extensive presentation of
information which trainee attempts to absorbB 7iscussion 8ethod In this method trainees are provided input by the
trainer which that is supported" reinforced andexpanded on through interactions among traineesand between trainers and trainees
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Training et/od*
7emonstrations This is a visual display of how to do something and
how that wor!s 6hen performing demonstration one complete the
following steps$# Tell the trainees what you will be doing so that they
understand what you will be showing them# 7emonstrate the tas! describing what you are doing
while you are doing it# /xplain why it should be performed in that way
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Training et/od*
9omputer ;ased Training C9 ; T)
This is very cost effective method -educes learning time
Provide instructional consistency
ffords privacy 3 error can be made withoutembarrassment
llows the trainees to master learning
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Training et/od*
# The procedures and techniques used are discussed
before" during and after the trainer has demonstrated
how the job tas! are performed
# The trainer provides continuing guidance and
feedbac!
# The trainee is given more and more of the job to
perform until he can adequately perform entire job ofhis own
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TR!#!#" COSTS
6hat is training cost
#
Training costs are defined as deliberatelyincurred expenditure to facilitate learning
# This include the following
a) People 9ost
# 6age: salary of trainers" managers andsupervisors
# Aee to external training providers
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Training Co*t*
# Travel and subsistence of trainees andtrainers
b) /quipment 9osts
# Training equipments and aids
# 7epreciation on training buildings and
equipmentsc) dministration costs
# 6age: salary of administration bac!up staff
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Training Co*ta
# ?ffice consumables
# >iring charges of venue etcd) 8aterial costs
# 7istance learning pac!ages
#
;oo!s and journals# 8aterial used in training practice session
# 7istance learning Pac!ages
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Training Co*t*
The above costs are only indicative and not
exhaustive
9osts concerns
# It is often debated that there should be direct
correlation between the training costs and benefits to
the organization
# Top managements also emphasize for alternatives of
training which is not appreciated by training
professionals
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Training Co*t*
;enefits of training
#
Training helps new recruits to learn their jobsmore quic!ly
# 8atches with changing world
# ?n job errors cost are minimize
# -educes training turnover # ?rganizations with good training reputations
attracts talents
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Training co*t*
# -educes wor!s accidents rate
#
8ulti# s!ill brings multi# benefits 9ost#benefit analysis
# paybac! judgment involves the question asto how long will it ta!e for training to pay for
itself # The simple formula to define the paybac!
period is$
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Training co*t*
7ivide full cost of training by annual
operational saving and or new income
In 9ampbell’s words paybac! offers a quic!
initial loo! at a potential investment E The
shorter the paybac! period" the stronger the
case for training’
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E&UT!O# O TR!#!#"
6hy /valuation
# /valuation has been a debatable issue
# 6hile investor have been emphasizing on the
rationale of investment#return conceptF training
professionals have opposed this
# The evaluation of training has now been appreciated
by all organizations and training evaluation is
conducted by majority of the organizations
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Eal)ation-----
/lements of training /valuation
a) nalysis of objectivesb) 'uitability of training design
c) /ffectiveness of training methods
d)
8easuring efficiency on the jobe) ?bservation of behavior
f) 9alculating on investment#return basis
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Eal)ation-------
Process of /valuation
a) Identification of training needs whetherappropriately done
b) 8atching with the objectives of the?rganization
c) 8apping of !nowledge and s!ill before andafter training
d) 9ollecting data from correct sources
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Eal)ation-----
e) /fficiency level of trainers"
f) -eaction outcome 3 trainee’s perception" andevaluation of training experience
g) Dob behavior outcome 3 scripted situationand attitude
h) ?rganizational resultsi) Inducting questionnaire to trainees and
supervisors
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Eal)ation------
j) '!ill based outcome
!) 9ost: benefit evaluationl)