Muhammad Rahman

1Rahman, Training

By the end of the session, the learners will be able to:

Explain what a learning organisation is,

Explain systematic approach to training.

2Rahman, Training

Training is the systematic application of formalprocesses to impart knowledge and help people toacquire the skills necessary for them to perform theirjobs satisfactorily (Armstrong, 2012).

Training refers to an organized activity aimed atimparting information and/or instructions to improvethe recipient's performance or to help him or her attaina required level of knowledge or skill (BusinessDictionary, 2014).

3Rahman, Training

Development can be defined as systematic changes andcontinuities in the individual that occur betweenconception and death, or from “womb to tomb”(Sigelman & Rider 2010).

Development is the growth of people’s knowledge andcapabilities and the increasing fulfilment of theirpotential, through a range of learning experiences.

Development refers to the stages that one goes throughin life or in career which is often thought of as change inroles. These stages in development can be biological(aging); psychological (maturing); or socio-cultural(change in roles, life or career events/problems etc).

4Rahman, Training

‘A learning organisation is one that facilitates theacquisition and sharing of knowledge, and the learningof all its members, in order continuously andstrategically to transform itself in response to a rapidlychanging and uncertain environment, and to developand refine the capabilities required for future success’(BPP Learning Media, 2013, p.22).

5Rahman, Training

The Learning Organisation is a concept that isbecoming an increasingly widespread philosophy inmodern companies, from the largest multinationalsto the smallest ventures.

What is achieved by this philosophy dependsconsiderably on one's interpretation of it andcommitment to it.

6Rahman, Training

The characteristics of a learning organisation are as follows:

Decision making procedures are continuously modified inlight of the experience,

Problem solving is systematic,

Experimentation: the systematic search for and testing ofnew knowledge,

Risk taking, failures and mistakes are regarded as usefulinput to the learning process to avoid problems in future,

Information and feedback is encouraged from all possiblesources.

(Senge 1990; Garvin, 1993)

7Rahman, Training

Knowledge is disseminated throughout the organisationby formal and informal means,

Everything is open to challenge and questioning,

Training focuses on how to obtain, use and adapt to newinformation.

(Senge 1990; Garvin, 1993)

8Rahman, Training

The purpose of training is to achieve a change in the behaviorof those trained and to enable them to do their jobs better(Flippo, 1983),

Increase productivity,

To prevent manpower obsolescence,

To reduce the level of supervision,

To prevent accident,

To improve quality,

To prepare employees for future.

9Rahman, Training

Companies spend billions of dollars worldwide on stafftraining and development. Is it worth it?

10Rahman, Training

A systematic approach to training encompasses fourbasic stages:

Stage 1: Identify and define training needs,

Stage 2: Design learning and development programme(which meet those needs, selecting relevant methodsand media)

Stage 3: Implementing learning events and programmes,

Stage 4: Systematically evaluate training .

(BPP, 2013)

11Rahman, Training

‘Training needs may be defined as the gap between whatpeople should be achieving and what they are achieving.In other words:

Required level of competence minus present level ofperformance= training need’ (BPP 2013, p.39).

* Training need analysis (TNA) is also some times calledLearning need analysis(LNA) and Training and learningneeds analysis (TLNA).

12Rahman, Training

Levels of learning needs analysis: The analysis of learningand development needs can be undertaken at a number oflevels:

For the organisation as a whole: to understand the amountand types of learning needed to ensure that all employeeshave the right capabilities to deliver the organisation’sstrategy.

For a specific department, project or area of work: newprojects and opportunities require new ways of working orreorganisation, while restructuring also necessitates changesin roles.

For individuals: linking their own personal learning anddevelopment needs to those of the business, often carried outas part of performance review.

(CIPD, 2014)

13Rahman, Training

Some training requirements will be obvious and‘automatic’ such as in the case of:

New law being enacted

Introduction of new technology

Seeking accreditation for something

Others may emerge due to:

Critical incidents

Self assessment by the employee

14Rahman, Training

The ‘RAM’ approach: It is very important that anyassessment of learning needs should be careful andthorough, in today’s rapidly-changing businessenvironment.

CIPD has developed an approach called ‘RAM’(relevance, alignment, measurement).

15Rahman, Training

The RAM approach helps to focus the analysis on the keybusiness and organisational outcomes in the following ways:

Relevance: How existing or planned training provision willmeet new opportunities and challenges for the business.

Alignment: If the plan is to deliver a changed L&D offer, it iscritical for HR to talk to key managers and other stakeholdersabout what they are seeking to deliver and how the functioncan help them achieve it. It is also important to ensure thatL&D is aligned to other key strategies such as reward,organisational development, engagement and other aspects ofthe management of human resources.

Measurement: It is also critical that the HR functioneffectively and consistently measures and evaluates itsinterventions.

(CIPD, 2014)

16Rahman, Training

Gathering data on learning needs: Potential methodsinclude:

documentation – for example business plans, objectivesand new work standards, job descriptions and personspecifications,

interviews with line managers or other key players -these will often be primary sources of information onplans, work organisation and changes, or will expand onthe data available in the documentation.

(CIPD, 2014)

Rahman, Training 17

Gathering data on learning needs (continues):

questionnaire-based or other surveys of managers,employees and their representatives,

pre-existing online data, for example from managementinformation systems,

information on existing competence frameworks andanalysis of levels of competence achieved,

appraisal and performance management data.

(CIPD, 2014)

Rahman, Training 18

People at different levels in organisations may havedifferent types of needs.

What do you think about the following in terms oftraining needs?

Managers

Employees

19Rahman, Training

Once learning needs are identified, the trainingmanagers must design learning and developmentprogrammes. Certain things are important here asfollows:

Training programmes

Learning plans

Types/methods of learning

20Rahman, Training

Training programmes: Relevant training programmesfor relevant staff

Finance training for project managers

Management skills for all management staff

Presentation and interpersonal skills for trainers,interviewers and customer service staff

Teambuilding and team working for al department

Basic health and safety for all staff

Intra-departmental seminars and in-house discussiongroups.

(Hargreaves and Jarvis, 2000)

21Rahman, Training

Learning plans

‘Individual or team plans for accessing trainingcourses/resources and/or for taking advantage oflearning opportunities at work’ (BPP 2013, p.42).

22Rahman, Training

Types/methods of learning

Formal and informal learning

On-the-job (In-house) and off-the-job (External)learning

Self managed learning

Programmed learning

Blended learning

(BPP, 2013)

23Rahman, Training

An enjoyable learning experience should be kept inmind while implementing learning events,

The goals of the training or development programsare clear to the participants,

The employees are participating in activities duringthe learning process,

The work experiences and knowledge thatemployees bring to each learning situation are usedas a resource.

24Rahman, Training

The employees are given an opportunity to reinforcewhat they learn by practicing,

The learning environment is safe and supportive,

The individual employee is shown respect,

The learning opportunity promotes positive self-esteem.

Rahman, Training 25

What should be evaluated?

When should evaluation take place?

Who should evaluate training?

26Rahman, Training

Recap

Any question?

27Rahman, Training

Armstrong, M., (2012) Armstrong's Handbook of RewardManagement Practice: Improving Performance Through Reward,4th edition, Kogan Page

BPP Learning Media (2013) Human Resources Development andEmployee Relations, 3rd edition, London: BPP Learning Media.

Business Dictionary (2014) Definition of Training, available fromhttp://www.businessdictionary.com/definition/training.html#ixzz3Grw9ZpkM (Accessed 20 October 2014)

CIPD (2014) Identifying learning and development needs, availablefrom http://www.cipd.co.uk/hr-resources/factsheets/identifying-learning-talent-development-needs.aspx (Accessed 20 October2014)

Sigelman, C. & Rider, E., (2010) Life-span Human Development, 7th

edition, USA: Wadsworth Cengage Learning

28Rahman, Training