Systematic Approach to Training

1. Systematic Approach to Training Uttam Acharya NASC

2. Preview of Session • Training concept • Philosophy of training • Training Cycle • Training methods • Training evaluation • Focus of training

3. Discussions Let us re-check our perception of what “training” and “learning” ?

4. Training: Some Concepts • Training is a means of learning or making others learn. • Training is concerned with gaining learning experience that leads to relatively permanent change in an individual’s ability to perform job. • Training is a process of changing one’s habits in the form of re-shaping of ice-berg, i.e., unfreezing, processing and re-freezing of the habits of trainees. • Training is a systematic process of creating learning environment

5. Training and Education

6. Philosophy of Training • Training is different from education • Training is concerned with action (doing) rather than knowledge (knowing) • Training is a learning process rather than teaching • Training is a means for introducing changes in organisation • Training is not a panacea for all ills

7. What training can do?

8. What training can do? • Improves one’s knowledge and skill levels • Helps to change one’s attitudes • Enhances job performance level • Links individual’s career goals with organization's development goals • Minimizes the cost of trial and error in learning

9. What training can not do?

10. What training can not do? • Does not ensure increased job performance • Does not increase learning potentialities • Does not make anyone learn everything

11. How can we make training effective? • Undertaking training as a process • Adopting a learning-focused training strategy

12. Training cycle/process

13. Training Phase(discussion) • Pre training • Training • Post training

14. Training Cycle Training Needs Assessment (TNA ) Course Design Evaluation / Feedback Objective Setting Design Session plan Implementation

15. Training Process: Training is systematic process to be followed. It is also an activity that has three main phases involving three types of actors.

16. Training phases and actors ? • Pre training phase and actors ? • During training and actors ? • Post training phase and actors?

17. Phases: • Pre-training (Planning / Designing) • During Training (Implementation) • Post-training (Application after training + Evaluation) Actors: • Training institutions/centre/trainers • Work organization / unit /employer • Trainees

18. (I) Pre-training phase (Actors: training institution, work org.) • Identification of training needs: • Design of training program - Setting training objectives - Designing curriculum - Choosing appropriate training methods - Selecting trainers - Designing trainee selection criteria - Planning and preparing training materials - Ensuring availability of physical facilities • Selection of trainees as per set criteria

19. II) Training phase (Actors: training institution and trainees) • Implementation of training course or program • Ensuring active participation in training sessions • Facilitating and maintaining learning environment

20. III) Post-training phase (Actors: trainees, work organisation and training institution) • Placement of trainees on the jobs for which they are trained • Providing support to the trained staff for utilisation of training on their jobs • Follow up and evaluation of usefulness of training: (a) reaction evaluation (b) outcome evaluation

21. TNA?

22. Assessment of Training Needs: (TNA) What is Training Need? The training need a gapbetween the competency required by the job and the competency currently possessed by the job holder.

23. Steps in Assessment of Training Needs: • Step 1: Assess job requirements: (Expected KSA) • Step 2: Assess existing performance of jobholders: (Existing KSA) • Step 3: Identify the need (i.e., the gap)

24. Choice of Training Methodse.g. ring finger Each method is uniquely useful in a particular situation. The usefulness depends on: • Training objectives • Content (course) • Level of trainees • Availability of physical facilities and equipment • Time availability • Competency of trainer • Temporal needs of the situation

25. How do we evaluate training? • Discussions

26. Training Evaluation: Levels of Evaluation: • Reaction level • Learning Level • Behaviour Level • Outcome/Impact Level

27. Approaches or methods for evaluating training • Observation method • Test / re-test methods • Pre-post performance method • Experimental/ control group • Trainee surveys • Cost effectiveness analysis.

28. Evaluation of Outcomes • Immediate outcomes(changes at the levels of trainees’ learning after training) • Intermediate outcomes (changes or improvement in trainees’ behaviours on the job after training) • Ultimate outcomes (improvements in performances of trainees after training)

29. Focus of Training • Creating an awareness, on the part of learner, of the need for change • helping the learners to learn how to learn

30. Learning-focused Training Strategy • Help trainees to progress through four levels of learning • Help trainees to move around a cycle of experiential learning

31. Experiential Learning Cycle • Undergoing certain activity or concrete experience; • Reflecting on experiences; • Conceptualising from the reflection; and • Applying learning in a new situation

32. Training sequencing • Experiencing: engaging in one or more structured experiences, etc. • Reflecting / processing • Generalizing: inferring principles about the real work • Applying

33. Training strategies based on focus • Development of individuals • Development of organization • Learning of content • Learning of process Strategies Individual development Organization development

34. Revisiting Systematic Training/( training process)

35. Training Cycle Training Needs Assessment (TNA ) Course Design Evaluation / Feedback Implementation

36. Main Phases of Training Pre-training ( Planning / Designing ) Post-training Training (Implementation) (Application / Evaluation) Key Actors / players of training Training institutions organizations Trainees

37. Thank you