Role of Training in Organisations and Systematic Approach PDF

Role of Training in Organizations
Outline
 Objectives
 Role of Training in Organizations,
 Systematic Approach to Training
 Evaluation
7/5/2018 MS 235 Training & Development 2

Objectives
• Describe the role of Training
• Describe the SAT approach to training
– Analysis
– Design
– Development
– Implementation
– Evaluation
• Organize SAT efforts for success
• Stimulate manager involvement
• Study performance problems using SAT
Role of training in organizations
 Development of job related ksas
 Helping employees learn
 To grow
 To cope with issues that are
important
 Training budgets strategic
training

 A bottom- line contribution to organizational
effectiveness is viewed as more important than
cost- cutting
 There is a move from a narrow focus on training to
a broader
concern for development
 An emphasis on the needs of the organization
rather than the needs of existing staff
 Shift from reactive problem solving to proactive
management

 Jackson (2002) opined that some cultural assumptions
underlie
human resource management
 with regards to developing employees: he deliberated
through an example which highlighted
 the distinction between the hard and soft approaches
on developmental aspects, appearing in
 the strategic HRM literature.The hard approach
assumed the
employees in the organizations
 as mere resources to achieve the objectives of the
organization, where as the soft approach
 viewed the employees more as valued assets capable
of
development (Tyson and Fell 1986;
 Hendry and Pettigrew 1990).

 The need for developing our employees is compelling
because a
 sound Training and Development plan has its contributions
to increase productivity and
 quality of work.The development strategy reduces staff
turnover and absenteeism and also
 helps in improving motivation among the employees. In
order to stay
ahead of our
 competition, training and development plan must
incorporate innovation and reinvention and
 this is only possible when training encompasses a wide
range of learning actions.Therefore,
 an ideal training shall become part of a company-wide
strategy and it
must be is linked to
 business goals and organizational performance.

Systematic Approach to
Training
• Analysis
• Design
• Development
• Implementation
• Evaluation

What’s the Difference?
Education Performance-based
 Content defined by teacher defined by analysis
 Objectives general specific
 Tests shotgun rifled
 Training meet instructor meet learning
materials needs objectives required
 Lesson plans variable
 Standards relative normal absolute skewed
 Grades authority informal (high) leader
 Instructor programmatic
 Feedback
10CFR 55 OPERATORS' LICENSES
• Endorses a Systems Approach

to Training (SAT)
– Portions of the license exam come from
the SAT-based training program

6
Nuclear power plant personnel
Must use SAT to train and qualify:
• Maintenance (I&C, Electrical,
Mechanical)
• Radiological protection technician
• Chemistry technician
• Engineers
• Non-licensed operator
• Reactor operator
• Senior reactor operator
• Shift technical advisor
• Shift supervisor
7
Customer Service
• Training
managers care
about plant
performance
• Line managers
care about
training
performance
Evaluation
• Monitor indicators
• Analyze data
• Identify and make
improvements
• Apply operating
experience

Example Indicators
 Worker performance
 Attendance
 Management observations
 License exam scores
 Station goals
 Radiation exposure
 Worker errors
 Maintenance rework

Analyze Data
• Monitor operating
experience
• Confirm effectiveness
of training
• Copy best practices
• Improve performance
• Enhance efficiency
• Respond to changing
conditions
Effective and Efficient
Training Programs
• Management
influence
First • Business demands
Place
• Training evaluation
• Economies of scale
• Skilled training staffs
• A variety of training
techniques

Success Factors
(Evaluation
)
• 360° ownership
• Operating experience
First • Self assessments
Place
• Training effectiveness
evaluations
• Training management
EVALUATION committees
• Corrective actions
completed
• Changes to initial and
7/5/2018 MS 235
continuing training
Training & Development 17
Analysis
• Needs
analysis
• Job analysis
• Task analysis

Needs Analysis
Possible Action
 Provide more
• supervision supervision
• procedures  Revise the procedure
• plant mods
• other  Modify the plant
• training  Consider other options
 Provide training
 Obtain line ownership
7/5/2018 MS 235
of action
Training Solution
• Team decision
• Considered after
other alternatives
• Projected results
What do you want to
improve?
• Is not always the
right solution
General Rule
If a person can perform the task when

absolutely necessary, then training is not
generally the best solution.
General Rule
If possible, modify the process,

procedure, or equipment to remove the
chance of error.
Consider possible consequences – avoid
introducing errors.
Challenge “workarounds”
Faulty Needs Analysis
• False
confidence the
problem is fixed
• Error traps
remain
• Can have repeat
events
• Consequences
• Unsatisfied need
Perspective
• Program level
• Comprehensive
New • Roles of :
Job
– Supervisors
– Incumbents
– Procedures
– Templates
• Use

Job Analysis
Data • Plant
Analysis procedures
• References
• Workers
• Supervisors
• Similar plants
Tasks
Select Tasks for Training
• Difficulty
DIF • Importanc
Task e
• Frequency

Task Analysis
 What? = task
 When? = conditions
Task  How well? = standards
 References
 Procedures

Success Factors
(Analysis)
• Customer
First
Place focus
• Valid needs
• Projected
ANALYSI
S
return
• Responsive
• Efficient
Design
• Prepare learning
objectives
• Develop test items
• Organize objectives
• Select training activities
& methods
• Write tests
• Develop job performance
measures (JPMs)
•7/5/2018
Write training plan
MS 235 Training & Development 29
Job Performance Measures
• Performance test
• Administered after:
– prerequisites
– training
• Performance
standards
• Used for task
qualification
Learning Objectives
• Define what the
trainee will know
and be able to do
after training
• Used to develop
tests
• Guides the training
program content

Tests
• Check that students learned the

material
• Based on the learning objectives
Organize Learning Objectives
• Simple to complex
• Logical
relationships
• Makes training
more efficient
• Guides the
learning
• Team activity
Variety of Training Techniques

Develop Training Plan
 Procedures
 Schedule
 Training
Settings
 Classroom
 Lab
 Simulator
7/5/2018 MS 235 Training & Development
 OJT 35
Success Factors
(Design)
• Clear learning
objectives
First • Learning objectives
Place
organized and linked
to tests
• Training settings
DESIG
N identified
• Customer review and
approval of JPMs and
7/5/2018 MS 235
learning objectives
Development
• Produce training
materials
• Practice teach
• Revise as
needed

Select Existing Materials
• Training Resources
Catalog
• Generic Fundamentals
Test Item Catalog - PWR
& BWR Operator
• Video materials
• Computer-based training
• Industry guidelies
• Other training
organizations
Produce New Materials
• Development
time
– classroom
– laboratory
– simulator
– in-plant
• Techniques
• Activities
Practice Teach
• Test the materials
– Line managers
– Instructors
– Trainees
• Lets managers see
the training before it
is taught to workers
• Revise as
appropriate
Success Factors
(Develop)
• Use existing
materials
First – Regional training groups
Place
understood
DEVELOPMENT
• Good quality
materials
• Customer approval of
training materials
Implementation
• Conduct training
– classroom
– laboratory
– simulator
– on-the-job
• Evaluate
students
& instructors
• Maintain records
Conduct Training

Evaluate Students &
Instructors • Verify students
meet learning
objectives
– Exams, lab, etc.
• Observe instructor
performance
– Manager
observations
• Identify
opportunities for
improvement
Maintain Training Records
• Attendance
• Test scores
• Training
completed
• Qualifications
• Training
materials
• Other
Success Factors
(Implementation)
• Instructor selection
First
• Transfer people
Place between training and
other plant
departments
IMPLEMENTATION • Instructor and student
performance
evaluations
• Continuing instructor
7/5/2018 MS 235 training
Analysis Design
Evaluation
Development Implementation
Summary
 Training focuses on doing activities today to develop
employees for their current jobs and development is
preparing employees for future roles and
responsibilities. It carry out an analysis that the
objective of training and development is to creative
learning organizations which ensure that employees
through value addition can effectively perform their
jobs, gains competitive advantage and seek self
growth: this measurable performance resulting from
good training and development, shall enhance
organization development.
THANK YOU!!!!

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Role of Training in Organizations

7/5/2018 MS 235 Training & Development 2

7/5/2018 MS 235 Training & Development 4

7/5/2018 MS 235 Training & Development 5

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• Endorses a Systems Approach

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If a person can perform the task when

If possible, modify the process,

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• Check that students learned the

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