1 TRAINING & DEVELOPMENTSupervisory Management PRESENTED BY:

2 OBJECTIVES Define selected terms relating to training & developmentDifferentiate between the domains of learning Discuss the benefits of training & development Accept their role and responsibility in the training and development function Carry out a demonstration of a skill

3 What is Learning? A lifelong process that begins at conception and ends at death Any relatively permanent change in behavior that occurs as a result of practice. Long-lasting changes Changes must last for a period of time Behavioural changes Influence behavioural changes in particular situation Fatigue, values, culture, perception

4 What is Learning? Resistance to learning Continuous processUsually before change fully implemented Resistance should be anticipated and handled Continuous process Does not occur by instant inspiration Utilize practice and repetition Maturation versus Learning Distinct differences in behaviour results from the maturation process as compared to learning

5 What is Learning? Maturation versus Learning (cont.)Some behaviours change because individual/organization grows older Potential to learn some skills, experience particular feeling is affected by aging process Some events may not be valued as much if preparation/experience is absent

6 Domains of Learning Learning can occur in any of THREE general dimensions DIMENSIONS: Cognitive Learning Affective Learning Psychomotor Learning

7 The Learning Curve A graph used to depict the course of learning most people tend to follow Depicts how behavioural changes occur Features: Slope Represents the speed of change in behaviour after practice Analyzing slope can determine degree of success in learning Gradual/low slope - indicates slowness in learning Steep slope - indicates a great speed in learning Moderate slope – indicates gradual & steady improvement

8 The Learning Curve PlateausPause or rest period occur during learning process Causes: New behaviours:- Are fatiguing to adopt –hence rest periods between practice May be difficult to adopt, and temporary motivation losses require pauses The unfreezing/changing process may cause some resistance hence slowdown periods

9 The Learning Curve Recoveries Asymptote Usually follow plateausLeads to higher level of adoption of new behaviours prior to rest period (plateaus) Asymptote The peak in any learning curve/cycle Represents maximum amount of behavioural change It varies according to the individuals abilities

10 PEDAGOGY & ANDRAGOGY

11 Pedagogy The science of teaching children & young adultsUsed in formal education setting Focus is on lower levels of learning Involves teacher-directed learning Instructional Objectives, teaching approaches, evaluation activities are developed and implemented by instructor

12 Pedagogy Basic AssumptionsStudents receive and accept whatever teacher presents with few questions Certain bodies of knowledge, skills and learning application have only minimal changes over an extended period

13 Andragogy The science of teaching adultsFocuses on maximizing the effectiveness of adult learning experiences Major Premises Learning is self-directed Instructional planning is based on participatory decision-making activities Learning goals & needs are mutually agreed on Informal, supportive learning climate prevails All three learning domains are emphasized

14 Andragogy Primary Assumptions:Adults already have some knowledge and experience Adults want to take responsibility for own learning Adults are problem-centered and wish to focus on learning things that have immediate application

15 Andragogy OR Pedagogy When dealing with unfamiliar technical or physical skills When working with persons who have a high degree of self-directedness/inner motivation for learning When dealing with beginning adult learners Drop outs, persons away from school for extended periods When using computer-assisted instruction & distance learning Varied combinations maximize the effectiveness of learning experiences for adults

16 TRAINING

17 Training Defined General Definition: Specific Definition:The systematic process of altering the behaviour of employees in a direction to increase/improve the achievement of organizational goals Specific Definition: Activities focused toward improving an employee’s skills to perform his or her current job

18 Training Defined The process of providing the opportunity for individuals to acquire knowledge, skills and attitudes (KSA) required in their present jobs.

19 Training Concerned with improving the ability and capacity of employees to perform in their specific jobs and tasks Geared towards overcoming deficiencies in job performance Prepare for modification in work procedures, methods/technology

20 Benefits of Training Increased performance on job Coping with changeRaise employees current skill levels Correct deficiencies in present performance Gives employees new skills to perform present jobs Changes in technology, processes, procedures Coping with change Job changes

21 Benefits of Training Workers are helped to focus, and priority is placed on empowering employees. Productivity is increased, positively affecting the bottom line. Employee confidence is built, keeping and developing key performers, enabling team development and contributing to better team/organisation morale.

22 Benefits of Training Employees are kept current on new job-related information, thereby contributing significantly to better customer service. Employees are updated on new and enhanced skills, with a view to aligning them to business goals and objectives.

23 Benefits of Training After a downsizing, remaining workers are given the technical and management skills to handle increased workloads. Companies with business problems are given a fresh or unbiased professional opinion or exploration, evaluation, or critique.

24 Benefits of Training Job satisfaction, employee motivation and morale are increased, reducing employee turnover. Processes increase in efficiency, resulting in financial gain

25 DEVELOPMENT

26 DEVELOPMENT Planned organizational activities that involve individual employees, teams, or the entire organization in expanding their capacities to meet future opportunities and challenges It is more ability based and future oriented than training Focuses on improving general knowledge and abilities rather than job-specific skills

27 DEVELOPMENT Geared towards preparing:Managers & non-managers for increased responsibility Upgrading executive abilities Designed for managers currently in top-level managerial position People at lower hierarchical levels

28 DEVELOPMENT Difference between training & development:Training refers to the upgrading of on-the-job performance on non-managerial employees Development is broader in nature, directed mainly toward preparing present and potential managers to deal with future events

29 Development Programmes for Managerial LevelsFirst-line managers Develop or refine interpersonal skills, communication, problem-solving abilities, time and supervisory management skills, etc Middle Mangers Develop assertiveness, dealing with conflict balancing multiple demands simultaneously, delegation, empowerment, leading, etc

30 Programmes for Managerial LevelsTop-level Managers Assistance in improving leadership skills, interpersonal skills, visionary skills, planning and organizing skill, conceptual and analytical capacities, handling multiple stakeholders at the same time, crisis handling and stress management, etc.

31 MANAGER’S/SUPERVISOR’SROLE IN TRAINING

32 1st - Assessing Training NeedsFirst step in designing a training program Training programs should not be instituted unless formal needs are identified Needs assessment determines training requirement of organization

33 Steps in Assessing Training NeedsDetermine what kinds of training is needed organizational analysis a task analysis a person analysis This three-tiered examination of your company’s training needs is required to identify: factors that will inhibit and aid training to identify tasks that most employees will need to be trained in and to identify employees that need to be trained.

34 2nd - Designing a Training ProgrammeWork with HR department in designing a Training Programme Training Programme designed will answer the following: What types of skills need to be taught/reinforced? Who will provide training? When and Where will training sessions occur? Which specific training Techniques will be utilized?

35 Purposes of Training ProgrammesTraining Programmes are oriented toward modifying or improving workers: Technical Skills Changes in technology, new & revised work methods Interpersonal Skills Active listening, written & oral communication techniques, conflict resolution methods

36 Purposes of Training ProgrammesProblem-solving Skills Systematic decision-making, brainstorming, problem evaluation and collective generation of solutions Basic literacy Skills Reading, writing, mathematics, listening, public speaking New employee orientation Training designed to ensure employee success Done at organizational and departmental level Professional Certification CPS ,CPA, CAM & AAT

37 3rd - Identifying Instructional Staff for Training ProgrammesWork with HR in identifying instructional staff Training specialists may come from within or external to the organization Interactive technology facilitates networked meetings, conferences and seminars Use of internal or external trainers Size of group, topic to be delivered, availability of trainers, needed expertise, cost factors

38 4th - Types of Training ProgrammesMake suggestions to HR in identifying types of training programmes On-The-Job Training Programme (OJT) On-Site/Off-Job Training Programme Off-the-Job Site (OFS) Training Programme

39 On-the-job Development MethodsMake suggestions to HR in identifying types of training programmes Understudy assignments Lower and middle level managers assigned to top-level executives Coaching and mentoring Job rotation Job enrichment On-site, off-the-job training techniques

40 5th – Support Training EffortsRelease employees selected for training interventions Attend training interventions communicated to you Facilitate transfer of training of employees on the job

41 6th - EVALUATING TRAININGWork with HR in Evaluating the Training Programme Effectiveness Training must be systematically evaluated By: Comparing trainees’ behaviour on the job after training with previous behaviour Determining the relevance of the training in changing or modifying trainees’ behaviours toward accomplishment of desired organizational objectives

42 EVALUATING TRAINING The Training Evaluation Process:Determines if training program has fulfilled its objectives, and if so, to what extent Consider the following questions What are the strengths of program? What are the weaknesses of program What is the cost/benefit ratio for the program? Who has benefited the most form training? Why? Who has benefited the least form training? Why? Who can program be improved?

43 EVALUATING TRAINING Kirkpatrick’s (1977) Method of Evaluating Training Programmes: Internal criteria: concerned with the direct outcomes of the training activites Reaction Learning External Criteria: indicate the impact of training on the job environment Behaviour Results

44 Reaction The first and most important criterion of training effectiveness Looks at trainees feeling to programme Adverse reaction Indicate remarketing, canceling of programme Positive feelings Reveal that others would like to attend Does not assess usefulness of programme Include suggestions for improvement Obtained by administered survey before and after training

45 Learning The extent to which trainees have learned the contentAssesses degree to which trainees mastered concepts, information and skills taught Performances test, simulation exercises & examinations are used Reveal most direct outcomes of training

46 Behaviour Third Level that focuses on changes in worker performance and attitude after training Comparing behaviours before and after the training Supervisors, subordinates , peers, clients, vendors provide this information

47 Results A determination of the improvement of the person, unit, and organization Typical criteria used to evaluate training program results include changes in Quality and quantity of goods and services Turnover rates of workers trained Costs incurred and profits realized Levels of employee morale Accidents incidences rates

48 Types of Training Programmes

49 On-the-Job Training (OJT)Most common type of training Types: Job Instruction Training (JIT) “Train-the-trainer” Professional trainer trains supervisor, who in turn, trains employee(s) Apprenticeship Training Used mainly in skill development Allow for extensive training over time

50 On-the-Job Training (OJT)Internships & Field Study Programs Agreement between schools and employers Provides realistic learning experiences for students Supervisory Assistance An informal type of training Coaching, Counseling, Monitoring Job rotation, enlargement & enrichment Programmes Exposure to organizational operations & assignments Employees learn more about their own jobs in relation to tasks performed by other work groups

51 Advantages of OJT Programs are cost effective & efficient to operateOpportunity exists to observe results of training and gain immediate feedback Transfer of training is maximized by direct and immediate applications & abundant opportunities for practice

52 Problems related to OJTCost associated with equipment & machinery reserved for training purposes Costs involved with using employees’ and supervisors’ work time for training purposes Supervisor or senior worker may lack teaching abilities required in a training situation

53 STAGES OF ON-THE-JOB TRAINING

54 Stage 1- Preparation of the LearnerPut learner at ease Explain the objective of the operation The skill that will be taught Create interest/motivate trainee in terms of the skill Introduce trainee to the equipment, tools, materials, technology that will be used in the transfer of skill Ensure that trainee is in a position where he/she can see the skill being demonstrated by the trainer

55 Stage 2- Presentation of the operation by the trainerEnsure that the quality & quantity requirements (of the skill) are explained Instruct in a timely manner and be friendly Tell trainee what to do and how to doe the skill The how to do is the details Explain difficult areas to trainee

56 Stage 2- Presentation of the operation by the trainerEnsure that trainee is given the positive and the negative of the process Remember to look at trainee to ascertain if grasp is taking place You may have to ask questions to ascertain grasp of skill

57 Stage 3-Trainee Tries out the SkillTrainer ask trainee to try out skill Trainee must tell and show throughout the process that he/she has grasped Correct mistakes as trainee demonstrates skill, ask questions to ensure that trainee has grasped the skill As soon as trainee demonstrates ability put him/her to work

58 Stage 4-Follow-up This last stage is done on the job but you (trainer) can involve trainee by allowing trainee to do the task by him/herself Give trainee your expectation Encourage him/her to do well Thank him/her for coming to the training End demonstration

59 On-Site/Off-Job TrainingConducted at work site but away from the job Conducted on a voluntary basis Participants are still expected to fulfill job assignments Types: Telecommunication Training Audio or Video conferencing

60 Types of On-Site/Off-Job TrainingProgrammed & computer-assisted instruction Individualized training Video equipment systems Videotapes & Videodisk recorders or players Interactive video training (IVT) Videotapes are watched, questions are asked and immediate feedback given through computerized linkages Vestibule training Requires well-monitored and controlled environments & trainer

61 Advantages of on-site/off-job trainingTraining conducted after normal work hours Technology & equipment are used for training only in training periods Give workers access to technology & equipment after hours

62 Types of Off-the-Job Site (OFS)Formal Classroom instruction Seminars & Conferences Distance Education Simulation In-basket Exercises Role-playing Corporate Visits, Committees & Meetings Independent study correspondences course

63 Advantages of off-the-job site trainingProvides flexibility in meeting training needs Individual are more motivated to attend off-site sessions There is a perception of higher value when employee is sent off site for training A better climate and environment for learning Few interruptions and distractions than on-site

64 Advantages of off-the-job site trainingOpportunity to meet and discuss work related concerns with people from other organization Development of a network or support group More flexibility and diversity in terms of trainers being utilized Special facilities usually exist at off-site locations that provide specific and job-related activities

65 Disadvantages of off-the-job site trainingTravel and related instructional cost are incurred by participants Attendees are more reluctant to ask specific questions in sessions with participants from other organizations

66 Lesson Plan for On-the-job Training

67 The end