topic 6 t&d part ii
TRANSCRIPT
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Topic 6
T&DTraining and Development
Programme
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The use of formal training and development
programmes has a number of advantages.
1.
It commits management to support the trainingand development function both in terms of
funding and actual involvement.
2. It is a sign of transparency.
3. It strengthens career development.
Training and Development
Programme
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Agood T&D programme comprises 3
phases:Planning Implementation Evaluation
training focus
training needs assessmentsetting programme
objectives and content
selecting training methods
identifying trainees
identifying trainerstiming
budgeting
conducting
coordinating
controlling and
monitoring the
programme
appraising or
evaluatingproviding
feedback
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(1) The Planning Phase
Training Focus
It is needed because the organization cannot
possibly train every employee that wishes
to be trained, otherwise it d be a costly andun useful investment.
The focus may be;
on the priority functions on each year or
on the skills that may be lacking in an
organization.
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Training Needs Assessment (TNA)
Is a diagnostic stepA TNA establishes the current and potential
difference between the abilities, whichemployees should possess, and the abilities,
which they possess in order to perform their jobseffectively and efficiently.
The difference between the two positions indicatesthat the employee is whether
adequately qualified, over-qualified,
lacks certain skills. These skill deficienciesbecome the basis of the training efforts.
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Employee
Training
Needs
Ability
employee
should possess
Ability
employee
currently
possesses= -
Training Needs Assessment (TNA)
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Training Needs Assessment (TNA)
There are two main types of assessing trainingneeds:
(i) Organisation-wide TNA
(ii) The Job-related TNA
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(1) Organisation-wide TNA- (Macro TNA)
It is aimed at establishing broad-basedobjectives such as the investigation of thetraining requirements of all categories ofemployees in the whole organisation, or the
investigation of a single category ofemployees in the whole organisation.
An organization-wide training needsassessment can be conducted by performing
the inclusive tasks in the following threesteps: preparation, data collection andassessment, and recommendations
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Step One: Preparation
The training officer performs the following tasks:
Establishing the objectives of the TNA,
Establishing the time period covered by the TNA,when to submit the TNA, and to whom.
Contacting all parties involved in the exercise, ask fortheir co-operation, and arrange out a suitable timetable with them.
Determining the sources and the kinds of information
he or she will use. The likely sources of informationfor a TNA include the organisation structure, jobspecifications, company policies, production plans,marketing plans, performance appraisal records,training reports, etc.
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Step Two: Data Collection andStep Two: Data Collection and
AnalysisAnalysisAt this step, the training officer, gathers
information that establishes the current level
of employee abilities, and the required level
of abilities after considering the following
factors:
The external influences
The organisations strategy The internal influences
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Step Three: Recommendations
Training officer ranks the needs on thefollowing bases:
Strikingly critical skill deficiencies.
Relevance of skill needs to
organizational performance and
survival.
Afterwards a report that requests the
training needs assessment is written
and submitted to the authority.
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(2) The Job-Related TNA- (MicroTNA)
It is aimed at the investigation of the trainingrequirements of specific jobs in theorganisation.
There are three main approaches to analyzing
jobs for training purposes: the comprehensive,
the key task, and
the problem-centered approaches.The results of a job related TNA are usually
presented in the form of a job specification.
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(2) The Job-Related TNA- (MicroTNA)
(i) Comprehensive AssessmentUnder the comprehensive approach, all
aspects of the job are examined. Every
task of the job, such as task objectives,
skill requirements, performance
standards, and procedures, are carefully
analysed in order to come up with the
training needs of each job that assist inthe choice of the type of training and the
appropriate training method.
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(ii) Key TaskAssessment
The key task approach aims to identify and
analyse just the key tasks in a job - not the
whole job.
The key tasks in a job are those duties in whichcareful and adequate performance is
essential to the success of the job. It is
suitable for such jobs as managerial jobswhere the job comprises a large number of
different tasks, not all of which are critical to
effective performance of the job.
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(iii) Problem-CentredAssessment
Under this approach, the identified problemtasks in a job are analysed so as to helpdesign a suitable training programme to solvethe problems.
For instance, a company may identify that itsaccountants have performance difficulties withmathematical skills. The training officer, thenconcentrates his or her assessment on this aspectof the accountants work in order to come up with asharper description of the difficulty being faced andwhich would help in tailor-designing a suitabletraining programme to alleviate this difficulty.
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Setting Programme Objectives
Training objectives are clear aims that thetraining programme intends to achieve.
They should state clearly the desired
behaviour expected from the training
programme. In effect, training objectivesindicate the type of learning expected out
of the training programme, and are as a
result used eventually as benchmarks forevaluating the training programme.
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Identifying Programme Content
The contents of a training programme refer to its itemsor constituent themes, courses, or subjects, whichare aimed at enabling the programme to achieve thedesired training objectives.
The contents should determine the success of theprogramme, and thus justify the organisationsinvestment in the programme. Suitable programmecontents appeal to the trainees: they convince themto find the programme relevant to their needs and
motivate them to learn as planned. Obviously, thecontents of a programme influence the trainer in thechoice of the training methods.
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Selecting the Training Method
In selecting a suitable T&D method, the HRdepartment should be guided by the following
criteria;
(i) Cost of the Method
(ii) Programme Content.
(iii) Number ofTrainees involved
(iv) Training venue and facilities.
(v) Trainee capabilities.(vi) Trainers capabilities and preference.
(vii) Learning principles.
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Identifying the Trainees
The following are the main guidelines that govern theselection of employees for training:
(i) Basic Education
(ii) Tenure of Service
(iii) Employees Loyalty and Commitment
(iv) Government Regulations
(v) Availability of Employees
(vi) Employee Preference(vii) Career Development Programme
(viii) Union Regulations
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Identifying the Trainer
The following are criteria for selecting the right trainer;
Qualifications of his team members, experience,
up-to-date training materials, degree of
commitment, ability to create conducive learning
environment etc.
Price of training programme
Content of training programme
Time (the duration of the training programmequoted by the trainer will influence the clients
choice)
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Timing
it involves;
setting the convenient date when the
programme should begin,
timetabling of the programme contents
determination of the duration of the training
programme,
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Budgeting
The following items are normally included in the budgetof a training programme:
Outfit Allowances, training fees
Transport and Travelling
Insurance Subsistence allowances
Accommodation
Incidental Allowances
Book Allowances Equipment e.g. television sets, VCR, overhead
projectors, video&photo cameras, photocopiers,computers, flip chart stands etc.
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(2) Implementation Phase
In the implementation phase two main functions
are performed:
1. conducting the programme,
2. co-ordination, monitoring and control.
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(3) Evaluation and Feedback
A comprehensive questionnaire is usuallyadministered on the participants at the end of
the programme to assess the reaction of the
participants.
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Methods of Training
ON-THE-JOB TRAININGMETHODS
Job instruction
Job rotation
Apprenticeship
Coaching
OFF-THE-JOB TRAININGMETHODS
Lecturing
Video presentations
Vestibules Role-playing
Behaviour modelling
Case study
Simulation
Self-study Programmed learning
Committee assignments
Study tours
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(1) Job Instruction OJT
Job instruction is training that is conducted
directly on the job, i.e. the trainer and the
trainee are both on the job
The trainer could be either a professional
trainer, but very often, the supervisor or a
selected fellow employee.
Job instruction is the most commonly usedmethod in the training of non-managerial
employees in most industrial organisations.
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(2) Job Rotation
It involves training employees to master a largevariety of jobs, the trainees are moved from one
job to another before they are finally fixed on a
particular job.
it makes the employee versatile
It improves transferability and promotability
it enables employees to get a wide view of the
organisations performance processes It reduces employee turnover, by giving the
trainees consistent anticipation for promotion
and transfer.
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However job rotation method has the
following disadvantages; It is costly and time-consuming to the organisation.
Trainees spend a short time on each job during therotation period, under conditions of expecting to
move on, such that they do not feel sufficient senseof commitment and accountability for their actions,which is a risk to the quality of goods and orservices, which the organisation produces
It probably ends up making them "masters of none".
This method has been heavily criticized by collegegraduates that it frustrates them by subjecting themto junior tasks
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(3) Apprenticeship
Apprenticeship is a training method, which
involves learning from an expert employee or
employees.
This method may be supplemented by
classroom training away from the job, where
the trainees attend formal training
programmes in or outside their organisation.
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It has the following advantages;
It involves high learner participation thereforeaccelerates the apprentice's learning speed.
It exposes the learner to real job experience,which accords him transferability of knowledgebetween theory and practice.
It gives the learner ample opportunities to repeatthe tasks he is taught.
The close interaction between the apprenticeand the master enables the apprentice toreceive prompt feedback, which he may use toreinforce correct job behaviour as well as rectifyincorrect job behaviour if any.
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(4) CoachingCoaching is usually less formal than apprenticeship in
that it is provided when required rather than being
part of a formally drawn programme. It is carried
out by the trainees supervisor.
Because coaching is rather informal it usuallycarries the disadvantages of interruptions from the
coach's substantive business, and lack of
seriousness from the trainee.
(Coaching as discussed here should be distinguishedfrom football team coaching which is in fact job
instruction learning).
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(5) Lecturing
Lecturing involves a presentation of learningmaterials where the presenter speaks, makes
limited use of visual and audio aids, allows
limited interaction with the participants, and
the participants listen and make notes.
It is mainly one-way communication from the
speaker to the listeners. It relies on
communication to impact the learningprocess.
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The advantages;
The presenter can communicate everythinghe wishes to communicate within the shortest
time.
The trainer can organize his presentation inthe desired logical sequence.
However, it has the disadvantages of being
less effective as a learning method as a
result of low participation, transference,feedback, and repetition.
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(6) A udio-Visual Presentations
Video, television, and slide presentations asmethods of learning, have great similarities
with lecturing.
The advantages of using this method include; Time economy
Logical organisation of what is to be
presented
Amusement and enjoyment (Participants are
said to prefer video presentation to lectures).
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(7) Vestibules
This is a method where facilities, tools andequipment similar to those that traineeswould find at their jobs are set up in thetraining venue for their training.
Because of their similarity with the realworking environment, vestibules have theadvantages of high transference, repetition,and participation.
However, vestibules are expensive to set up. Are very common in hotel training
programmes.
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(8) Role Plays
It is a technique of asking trainees to assume adesired identity and role. (eg a supervisor and a
manager may be asked to switch roles. Then
both would be given a typical work problem and
asked to respond as each would expect theother to do).
Role-plays have the advantages of high
participation, relevance, feedback, and
transference. Role-plays are a useful method inattitude changing and interpersonal skills
development programmes.
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(9) Behaviour Modelling
It means imitating, matching or copying behaviourthrough the process of observing an ideal
person.
It could be videotaped and watched and receive
critics. During the playback, the trainee is ableto see the positive and negative consequences
that face the person who does not master and
use the model behaviour. In this way the trainee
gets the benefit of feedback.
It has the advantages of high relevance,
transference, repetition and feedback.
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(10) Case Studies
It involves analysing a real or hypotheticalphenomenal situation where trainees learn theactions that other people have taken under thecircumstances of the case.
The trainees get opportunities to employ theirtechnical analytical principles, and thusdevelop their decision-making skills.
Their advantages are as follows;
They drawhigh participation from the trainees
Are very useful for management training
They provide feedback and repetition.
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(11) Simulation
It is available in two forms: mech
anicalsimulation,and computer games.
A mechanical simulator is a facility that replicatesthe major features of the trainees actual worksituation. (eg a driving simulator, which is used
in the training of drivers). Games are commonly used to train managers
and other levels of business personnel. (Eg thetrainee and the computer may then bargain on
such items as salaries and benefits). Business and management games can be
bought from the software markets
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(12)Self-Study
it involves a trainee's independent learning fromcarefully prepared instructional material. Thismethod is particularly useful where employeesare geographically dispersed, but also where thelearning requires little interaction either amongthe trainees or between the trainees and thetrainers.
It provides learners with advantages of highparticipation, repetition, relevance and feedback.
However it has low transference and the likelihoodof dishonest trainees looking up for providedanswers instead of working them out bythemselves.
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(13) Committee Assignments
Under this method an employee is assigned toserve on an important committee in order to
broaden his or her experience.
The employee is given direct access toexperience and contribute to the planning and
decision making processes of the
organisation.
Unless the committees comprise carefullyselected members, it could be a poor learning
method.
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(14)Study Tours
In a study tour the trainees are able torelate concepts learnt earlier
(probably theoretically) with practical
processes.Study tours are common to the training
of college students. They accord the
trainee the advantages of relevance,repetition, participation, and
feedback.
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Problems Facing Training and
Development
1. Poor data bank.
2. Poor choice of trainers
3. Shortage of funds
4. Shortage of training institutions and programmes5. Poor top management support
6. Poorly conducted training needs assessments
7. Untrainable employees
8.T
raining vs. Production9. Employee Turnover
10. Poor evaluation of the training programmes
11. Shortage ofHRM experts