Items Description of Module

Subject Name Human Resource Management

Paper Name Training and Development
Module Title Systematic Approach to Training and Development
Module Id Module -6
Pre- Requisites Understanding of the basic concepts and approaches of Training and Development
Objectives To study the systematic Approach to Training and Development
Keywords Systematic Approach, organisational objectives, Training Analysis
 QUADRANT-I

1. Module 6: Systematic Approach to Training and Development

2. Learning Outcome

3. Role of Training and Development

4. SAT meaning and five main phases

5. Advantages of Systematic Approach to Training and Development

6. Summary

1. Module 6: Systematic Approach to Training and Development

2. Learning Outcomes:
After completing this module the students will be able to-
 Understand the role of Training and Development and its main Five Phases.
 Identify the advantages of Systematic Approach to Training and Development

3.Role of Training and Development :The key role of training and development is to enable the
trainer to first understand his / her role. Truly speaking the right mix of knowledge, skills and
attitudes/behaviours, helps a job holder to perform tasks successfully. Organisations try to achieve
this by:

Source: aibworld.net
a. Proper Selection: Proper selection of personnel, i.e., choosing the right person for the right job.

b.To learn in order to bridge the performance gap: Human resources development - through
training intervention - helping them to learn in order to bridge the performance gap, if any, and make
them more proficient.

In order to achieve its overall goal of performance improvement, training must lead to the enhancement
of professional knowledge and skills both at individual and collective levels. It should also equip
personnel to respond appropriately to emerging challenges.

c. Promotion of organisational objectives: Training and Development brings appropriate changes in

attitudes and strive for that unique synthesis between improvement of the individual's competencies and
promotion of organisational objectives.

4. The Systematic Approach to Training (SAT and ) its Main Phases:

4.1 SAT Meaning:

a. Systematic Approach to Training (SAT) is a methodology for

arranging training programs. It ensures that people are prepared for their work by having
the necessary knowledge, skills, and attitudes to do their job. It begins with identifying
people's work related needs.
 Figure: Systematic Approach to Training

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b. Utilizing a systematic approach to training is beneficial as it prioritizes a company’s objectives and

goals prior to initiating phases of training. A systematic approach to training is a type of formal
training designed to ensure training begins and ends with the company’s needs. This approach
equips employees with the knowledge and skills to perform job with competency

c. The SAT is a methodology for managing training programs. It is an orderly; logical approach to
determining what people should know and do at a particular job . The systematic approach to
training ensures that people are prepared for their work by having the necessary knowledge, skills,
and attitudes to do their job.

4.2 SAT Highlights:

1 Identification of needs: SAT begins with identifying people's work related needs. It
ensures training is delivered properly, the employee learns what is important and ensures
that the employee is now competent for the job to be assigned.

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2 Combined effort: SAT is always a combined effort between trainers and experts from
operating line organizations. Managers, supervisors, and experienced workers from
organizations play an important role in the implementation of the systematic approach to
training. Trainers provide expertise in the SAT process and methodology. They apply the
systematic approach to training to meet the needs of the organization. They identify the
work that will be done and the standards against which students will be judged. Operating
experts with help from professional trainers determine the knowledge, skill, and attitudes
that must be mastered by employees. Through the use of the systematic approach to
training, individual units within organisations ensure that important topics and skills are
identified, proper learning methods are used, training material is useful to students, and
that students can perform work as expected when they are assigned to work.

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 3 Assurance: The systematic approach to training ensures that training program supports
the organisation’s needs for human performance. It ensures people are prepared and
capable to do their jobs.

4.3 Five main phases in the systematic approach to training:

There are five main phases in the systematic approach to training. They are Analysis, Design,
Development, Implementation, and Evaluation

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4.3.1 Analysis
a. determination of training needs : The first phase includes determination of training needs through
analysis of employee performance and behavior, and comparisons of organizational goals. Input from
supervisory staff is critical to efforts to identify needs.
It may sometimes be difficult to distinguish between training requirements and other issues that lead to
problems. For example: an inaccurate or late report might be due to insufficient training, but it also
might be the result of willful negligence. Once training needs are established, the next phase can be
initiated.

b. Analysis: The first phase in SAT is analysis. The first questions that must be asked are "Is there a
need for training?" and "If something is wrong, is it caused by a performance problem that training will
fix?" Managers sometimes will attempt to correct a human performance problem caused by an
inadequate procedure or faulty equipment by training the people.

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c. Making sure that training is needed: Trainers sometimes attempt to use training to correct
problems even though training will not solve the problem because they want to help. Make sure
training is needed. Then analyze to determine what training should be done. In the analysis phase the
duties of a job are identified. The tasks that must be done to accomplish the duties are analyzed.

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d. Task and elements: Often we find tasks that are so large that we must break them into smaller parts
that we call task elements. From these groupings help us in selecting the tasks on which workers will
receive training throughout their careers. Generally difficult task would have training associated with it
where as an easy task may not have formal training, but may only have a procedure for the worker to
follow.

Tasks and elements we determine the knowledge, skills, and attitudes needed to successfully perform
the task. Tasks are reviewed and characterized by difficulty, importance, and frequency to help
determine whether training is required prior to performing the task.

Tasks that are important to safety or operation would have training. Routine tasks with no impact on
safety or operation may not require training. Infrequently performed tasks usually have training
completed just before they are to be performed. Infrequently performed emergency procedures usually
have training performed often so operators are always ready to take emergency actions.

e.Role of operating line managers: The involvement of operating line managers is important to the
analysis process. Trainers should not be expected to know everything about a job. They are not
expected to set the performance standards for the operating group. This is the responsibility of the
operating group. The operating group should provide the standards and their expectations for
performance to the trainers during the analysis phase. The trainer will use these standards for successful
performance of work to create the standards for passing the training course.

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f. Identification of knowledge and skills: During the analysis phase trainers will attempt to identify
the knowledge and skills of trainees. This will allow the course to be designed to meet their learning
needs. If students were laborers with little education, a math course may be necessary to learn to read
plant instruments.

If students were engineers, the math course is probably not necessary. The outcome of the analysis
phase is a task analysis that lists the tasks that are performed to accomplish the duties of a position and
the knowledge, skills, and attitudes necessary to perform the tasks. These become the basis for the
design of the training course and for writing the student learning objectives.

4.3.2 Design
a. Basic design: In the design stage, input gathered during the analysis stage is used to create learning
objectives, stipulate instructional methods, identify training materials to be used and specify the
location at which training will take place. It will produce end-of-course evaluations of course content
and examine students' competency.
b. Design phase Activities: The design phase is really a decision making phase. In the design phase we
complete three important activities:
1. We decide what the student will learn in the class and how that learning will transfer to the job. From
this activity we write student-learning objectives.

2. We decide what will be taught and the instructional methods to be used to teach.
3. We decide how the student will demonstrate competency to do the required work and we develop an
examination plan to test the student's competency.

c.Learning objectives: Learning objectives are often broken into two types.

1.Terminal objectives explain what the student must be able to do after training on the job.
2.Specific learning objectives (sometimes called enabling objectives) tell what knowledge, skills, and
attitudes must be displayed during class. They are written in words the student can understand.

d. No Surprises: There should be no surprises for students, instructors, or supervisors. Students are
given the learning objectives at the beginning of class so they know exactly what we expect them to
learn. The learning objectives are based upon the results of the analysis phase. The student
examinations are based upon the learning objectives.

e. The instructional technology and the media to be used. :The design phase also determines what
will be taught and how it will be taught. In this phase we select the instructional technology and the
media to be used. The instructional technology usually includes some combination of the following:

hands on practice,
lecture,
overhead transparencies,
video tape,
 training equipment,
computer training,
pictures,
models,
student reading,
self study, or on the job training.
 It is important to decide how the student will practice the skill to be learned. During the design
phase the trainer researches existing training material to determine if material already exists to
teach these learning objectives.
 If material is not available, the trainer considers whether to develop new material or to purchase
material from an outside supplier. Using the learning objectives as the standard, the trainer
develops an examination plan to determine if the student is competent concerning the course
material. This plan states the learning objectives to be tested and the number of questions
relating to each learning objective.
 We determine the type of question and difficulty level of the questions. An examination table of
specifications is written to guide the actual writing of questions in the development phase.
Managers from the operating group normally approve the design before the development phase
begins. This ensures that the nuclear plant's needs are being met by the course.

4.3.3 Development
 The development phase is used primarily for producing or acquiring materials needed for the
upcoming training. This stage can be compared to producing a recording of a song from a page
of sheet music. Hand-outs, tests, and evaluations are printed, slides are assembled and the use
of multimedia tools is arranged.
 In the development phase the training design is made into training material. Training materials
for instructor and students are written or purchased. These materials could include lesson plans,
student handouts, videotapes, training aids, or other material. Examination questions are written
as required in the examination table of specifications from the design phase. Questions are
assembled into student exams as needed.

4.3.4 Implementation
 The implementation phase can be considered the climax of a strategic approach to training. It is
the culmination of all the previous steps. The actual training is conducted for your staff. This is
the component that integrates the research and data from the analysis phase, and in which your
employees use learning tools and materials that emerge from the design and development
stages.
  In the implementation phase the instructor teaches and the student learns. Although this is the
phase that most people think of as "training" it is the easiest phase to perform. The material
written during the development phase is used to implement the decisions that we made in the
design phase.
 We also apply the information learned about the job in the analysis phase during
implementation. At the completion of the course the students prove their competency by
passing the course examination.
4.3.5 Evaluation
 Evaluation is conducted throughout the process. The effectiveness of each step must be
continually assessed. An overarching evaluation of the entire approach measures the value of
the training program as it applies to company goals and employee performance and behavior.
 Evaluations can be completed by testing knowledge and skills immediately after completion of
training or through consultation with employees and supervisors after work has resumed.
 Evaluation is usually listed last. However, evaluation is done throughout the SAT process.
Evaluation is asking, "How are we doing?" During the other three phases trainers do an
evaluation to ensure the process is working correctly and to identify improvements
immediately.
 After the training is completed trainers evaluate the effectiveness of the training. They
determine if the student is performing on the job as expected. They determine if the training
course was useful to the organisation’s performance.
 Trainers identify what else is needed to improve performance and determine if the course could
have been done better. Identifying improvements for the course and improvements for the
entire training process is an important part of the evaluation phase of SAT. The best evaluation
of training effectiveness is done on the job.
 We ask students and their supervisors if they are properly prepared to do their job. We also use
plant performance monitoring programs to evaluate the effectiveness of training and determine
areas for improvement. Operating line managers must be involved in the evaluation of training
for it to be most effective.

5. Advantages of Systematic Approach to Training and Development:

I Organized Approach:
Every aspect of the SAT focuses on organization and maximizing returns on employee
education. Generally speaking, the SAT breaks down into different phases. Each of these
phases facilitates information flow and promotes understanding.

That organization makes it, so people from diverse backgrounds and perspectives are able to
reach similar understandings; this, ultimately, reduces overall confusion for both the instructors
and the training students.

II: Clarity and Responsibility:

With the transparency of information brought on by SAT’s organization comes better
understanding of where responsibility falls. If an employee fails at an aspect of their job, they
and their superior can refer back to their training. Was the appropriate task covered in the
training? This should be evident in training syllabi. If it was, then fault falls on the employee. If
it wasn’t, then fault falls on the instructor and training organizer.

, properly-executed SAT is transparent and will likely never put the instructor at fault.

III: Recognizing the Student’s Needs:

Though SAT may seem rigid through its organization, its designed to be flexible and adaptive
to a student’s, and future employee’s, needs.

Through the implementation and evaluation

n process, an instructor will get to know what a student needs to get out of the training program
and out of their position. In this analysis, they may learn about educational preferences or
special needs. The program and individual education may then be re-shaped, if it’s appropriate
and not obstructive overall.

IV: Recognizing the Student’s Abilities:

Likewise, the SAT process will allow an instructor to recognize where individual students
excel. During the design phase, an instructor should articulate how a student should be
evaluated. During implementation, this may evolve as the instructor recognizes and brings out a
student’s strengths. By recognizing these strengths, an employee will gain confidence in their
ability to do their job, and ultimately do it better.
 Optimal evaluation, up to the NERC Certification standard, recognizes that knowledge, skills,
and attitude are all vital for a job well done. It is through SAT that an instructor can feel out
which areas need encouragement, and which are fine as they are.

V :Hands-On Design:
Each and every organization has different protocols, expectations, and jobs to fulfill. The SAT
is successful because it recognizes this and offers high company input within its strict structure.

Experts in a company will know which knowledge and skills must be communicated through
the training process. Trainers, the ones who work hands-on with the other or potential
employees, fit these requirements into a program that best works for them and the company.
This process is multi-faceted, yet simple—which ultimately allows for little to no
communication mistakes.

6. Summary:
Utilizing a systematic approach to training is beneficial in that it prioritizes a company’s
objectives and goals. It equips personnel with the knowledge and tools to pursue the company’s
interest with competent job performance. Training is most effective when it is planned
implemented and evaluated in a systematic way. Unplanned uncoordinated and haphazard
training efforts greatly reduce the learning.