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THIS COURSE
Is an intensive, hands-on workshop that will instruct individuals in the use of practical techniques for creative training delivery. Participants will know what is Training and Development. Participants will know the difference between Training and Education. Participants will learn benefits of Training. Participants will learn how to perform Training Needs Assessments Participants will learn how to Design Training Needs Assessment Surveys. Participants will learn how to handle requests for Training Requirements Analysis Participants will learn what are the Misconceptions about Training. Participants will learn about Training Delivery Methods. Participants will learn about Determining Training Delivery Methods . Participants will learn about Evaluating Training and Results. Participants will learn about Guidelines for Evaluating the Effectiveness of Training. Participants will learn about Total Quality Management (Training and Human Resources Development ) Participants will learn about Examples of Quality Management Training. Participants will learn about using Ice Breakers in Training Participants will learn how to facilitate discussions, direct activities, manage the training session and acquire many other skills to help them train effectively. They will have an opportunity to practice Training.
They will leave with new ideas on how to "spice up" training as well as reinforce the skills that will make them feel masterful in training others..
What Is Training?
What is the difference between education and training? Are they the same and it is just a matter of semantics, or are they completely different concepts? Can they be studied together?
Education Formal education is usually thought of studies done in schools. The students range from the very youngest through college to those in adult education. There is also informal education or self-study, where adults read books, listen to tapes and learn through other media. Observing life itself is a form of education. The objective of classes or of self-education is usually to gain knowledge about facts, events, principles, concepts, and such. In some classes the student is required to demonstrate the memorization of facts and the association between concepts. In other classes, they must apply rules to solve problems. Testing concerns memorization and understanding, plus perhaps analytic and problem solving skills.
Training On the other hand, formal training is usually concerned with gaining a skill. Training is done in trade schools, seminars, and business training classes. Learners of training are usually adults, although there are some classes to teach youngsters certain skills. Informal training is usually done through reading, viewing or listening to how-to material. Sometimes that material is then used as a guide, while the person applies the skills learned. For example, you may refer to a how-to book when trying to fix your plumbing at home. Verification of skills is best achieved by actually doing something in the real world. Sometimes tests given in trade schools check for knowledge, as opposed to skill. Often in corporate training sessions and in seminars, there is no verification that the learner had achieved the desired skills.
The education and training paradigms are opposite poles on nine characteristics. Many instructional programs are a mixture to varying degrees of these two paradigms (A paradigm is "...a constellation of concepts, values, perceptions and practices shared by a community which forms a particular vision of reality that is the basis of the way a community organizes itself." . Much of what is called training is largely education by definition and that includes many of the instructor-led PowerPoint programs common in many corporations. There is also some training in some educational programs mostly in the professional schools.
Purpose
Evaluation
PARADIGM
Underlying theory
Values
Education
After graduation
There are good reasons to mandate training and development in your organization, and there are bad reasons for mandating training. There are ALSO good reasons for NOT training, in some circumstances, and bad reasons to refuse. Knowing what training can and cannot accomplish enables you to make the right decisions at the right time, ensuring that your limited training dollars are used effectively.
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Training cannot do many things. Training, on its own, cannot change ineffective employees into effective ones. It is unlikely to address ALL the causes of poor performance. Limited training also will not turn a poor supervisor or manager into an effective one, unless it is coupled with ongoing coaching from above.
Training will not erase problems that occur because of poor structuring of work, mismatching of work with the person, unclear authorities and responsibilities or other organizationally related issues.
Training as a Tool
The best way of thinking about training is to think of it as a management tool, much like a carpenter's tool. Just as if a carpenter picks the hammer and not a screwdriver to pound a nail, the manager should be choosing training because it is the RIGHT tool for the job. In addition, to continue the analogy, if the supporting structure (the wood) is rotted, only the foolish carpenter would attempt to pound the nail into the wood, and expect it to help. It is the same with the manager. If a manager expects things to improve because of training, he or she needs to ensure that the supports are there for the use of the tool, and that there are no other non-training related problems hanging about.
Training can be a valuable tool for the organization and the manager, provided it is the RIGHT tool to solve the problem or address the identified issues. Even then, there must be supports in the organization so the training can be effective.
Everyone is different. To build a solid team, everyone must know their teammates. Know your team members. Define the team mission or goals. All team members must accept and agree on the team goals. Define the team organization, structure and responsibilities. Define tasks and titles within the group that matches their skills and responsibilities. Make a game plan and ensure all members know everyones job. Use group language to develop team ownership of the goals. Share information freely within the group. Establish strong lines of communication. Have fun activities to enhance the team interaction.
Objectives
Teams compete to build a great team building game. Each team presents their game to the group giving rational, rules and objectives. Games are evaluated against how effective they are as a team builder. The best game is played by the entire group.
Rules
Please break into smaller groups no larger than 5 people in a group. The group creates and presents a Team Building Game. Time limit 30 minutes
Rules
When the time expires, each team presents their team builder to the entire group giving
Rationalization Concept Rules Objectives
Playing Your Team Building Game The entire group now plays the winning Team Building Game with the group that created it acting as the facilitators.
This is a process to find the Gap between the skills required to perform a job and the skills the employee have. By this we can clarify our objectives.
Why conduct a training needs assessment? To pinpoint if training will make a difference in productivity and the bottom line. To decide what specific training each employee needs and what will improve their job performance. To differentiate between the need for training and organizational issues.
Analyze
What is the problem? Is it a training problem? What skills and knowledge should be included in the training program? Who needs to be trained?
Problem Analysis
Performance Analysis Task/Competency Analysis Learner Analysis
First we have to fit our Business Goals and then we have to find the necessary skills required to satisfy our Goals Find the people whom you want to train and how best to reach them. Find whether the employee accept training and the methods that fit their needs. Take the decision regarding the Training process, which fits the organization . Identify the trainee and fix the remuneration.
Gain attention Inform learners of objectives Stimulate recall of prior learning Present the content Provide "learning guidance Elicit performance (practice) Provide feedback Assess performance Enhance retention and transfer to the job
Task Analysis For more skill oriented jobs When need consistent set of training requirements
Competency Analysis Soft skills training such as mgmt, supervision Professional jobs Career patching Leadership development
Break job into major functions Break functions into major tasks Break tasks into steps Identify training outcomes
Managers
Best performers Job incumbents Subject matter experts
Competency Analysis
What are competencies? Enduring characteristics of a person that result in superior on-the-job performance Areas of personal capability that enable employees to successfully perform their jobs by achieving outcomes or successfully performing tasks
Identifies the competencies necessary for each job as well as the knowledge, skills, behavior, and personality characteristics underlying each competency.
Know Yourself
To encourage you to know yourself better please answer the 10 Questions distributed to you on the Know Yourself Quiz Sheets.
To assess the amount of learning that has occurred due to a training program, level two evaluations often use tests conducted before training (pretest) and after training (post test).
This level measures the transfer that has occurred in learners' behavior due to the training program. Evaluating at this level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude being used in the everyday environment of the learner?
This level measures the success of the program in terms that managers and executives can understand -increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment.
From a business and organizational perspective, this is the overall reason for a training program, yet level four results are not typically addressed.
Determining results in financial terms is difficult to measure, and is hard to link directly with training.
Training cost can be significant in any business. Most organizations are prepared to incur these cost because they expect that their business to benefit from employees development and progress
There are four parties involved in evaluating the result of any training. Trainer, Trainee, Training and Development department and Line Manager. The Trainee wants to confirm that the course has met personal expectations and satisfied any learning objectives set by the T & D department at the beginning of the Programme. The Trainer concern is to ensure that the training that has been provided is effective or not. Training and Development want to know whether the course has made the best use of the resources available. The Line manager will be seeking reassurance that the time hat trainee has spent in attending training results in to value and how deficiency in knowledge and skill redressed.
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Donald Kirkpatrick developed four level models to assess training effectiveness. According to him, evaluation always begins with level first and should move through other levels in sequence. Reaction Level: Learning Level: Behavior Level: . Result Level:
There are three possible opportunities to undertake an evaluation: 1. Pre Training Evaluation:. 2. Context and Input Evaluation improvement and adjustments needed to attain the training objectives. 3. Post Training Evaluation
The Is Have It !
To illustrate how we tend to be more self-centered than we may have thought, and to demonstrate the importance of focusing on the other person.
Our Exercise
Many of us forget about focusing on others and instead become somewhat self-centered, albeit not in a conscious way. Please find a partner and for the next 2 minutes, you will be allowed to talk about anything in the world you want to discuss. There is, however, one rule YOU CANNOT USE THE WORD 'I'. You can do anything else they want; you just cannot say I. Time over After 2 minutes Let us discuss the results.
Our Discussion
How many of you were able to talk for those 2 minutes without using the pronoun 'I'? Why do so many of us have difficulty avoiding the use of 'I' in conversation? How do you feel when talking to (listening to) someone who starts every sentence with I? How can we phrase our communications to better focus on the other person? If you did not use the word 'I', what strategies did you use to avoid it? Could you do those things more often in your work (or social) environment?
Content Characteristics
Source: Adapted from S. Thomas Foster, "Managing Quality an Integrative Approach." Prentice-Hall: New Jersey, 2001. P.21
The elements of a successful quality management implementation Customer Focus Leadership for Quality
Developing a quality improvement plan, This plan should include the following: Mission Vision Quality Policy Critical Success Factors Evidence of Success Organization Actions Function Actions
Management leads the process The Customer defines Quality Organizations Comply with Customer Expectations (not just specifications) Zero Defects is the Goal Continuous improvement is ongoing Every employee plays a role in continuous improvement Do it right the 1st time all the time (No Rework) Focus on prevention rather than detection