Training of Trainers

Introduction to training (Part - 4)

Prof. Santosh Rangnekar

Department of Management Studies

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 Training

The process of providing employees with specific skills or helping them

correct deficiencies in their performance.

Similar to development:
– Provides new skills for the employee
– Keeps the employee up to date with changes in the field
– Aims to improve efficiency
– Can be external or ‘in-house’

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 Training, Education and Development

• Training: job specific skills, knowledge, attitudes, values &

orientations
• Education: Institutional process è formal qualifications? Major
contributor to personal development, character, culture, aspiration
& achievement. Direct & indirect enhancement of knowledge,
ability
• Development: Primary process. +ve or -ve. Individual (&
organisation?) adaptation. Become more complex, elaborate, settled,
aware, differentiated & autonomous

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 What is training?
• Operational competence – aggregate of knowledge, understanding, skill
& personal orientation in a situation + at a standard or level of
performance.
• Product, service, procedural & system knowledge
• Task and situation specific
– Reduced, double-sided & stapled photocopying
– New policy on patient care
– Aircraft emergency landing Open and closed
– Recruitment interviewing competencies + pre- and
– Gall-stone removal co-requisites
– Desert survival
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 Education

• Open capacities – may include task specific?

• knowledge, wisdom, skill (physical, conceptual, procedural, social) &
personal orientation
• analysis + problem solving bridging concept and practice
• standards/level of performance?
• levels of product, service, procedural and system know-how?

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 What is education? 2

• National curriculum & school/university quality

• Education for
– citizenship
– occupational success
– personal development & life
• School, college, university, community/adult
• Public attitudes re-value of education
• Government, employer & individual responsibility
• Life long learning

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 Scientific/philosophical rigour
Critical evaluation
Complex synthesis
Analytical explanation
Technical application
Contextual understanding
Descriptive knowledge
and categorisation

• Nurturing, 3Rs + access to learning

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 Business Training development

• Programme and task focused learning

• Development needs of employees (group + individual)
• Technical & management development
• Self-managed learning & career management
• Learning organisations/knowledge management
• Organisation culture & HRM levers for change e.g. shifts in attitudes &
beliefs (as well as behaviour)

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 Learning Principles

Training Effective
Objectives Learning

Learning
Principles

Participation
Repetition
Relevance
Transference
Feedback

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 Types of Learners

High
WARRIOR SAGE
Planned[score]

Low SLEEPER ADVENTURER

Low Emergent [score] High

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• SLEEPERS: who show little initiative or response to their experiences

• WARRIORS: who plan their experiences but tend not to learn from them

• ADVENTURERS : who respond to and learn from opportunities that tend

to come their way but tend not to create opportunities for themselves

• SAGES: who both plan & learn from their experiences

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 Classification of training

Classroom Vestibul e Simulation On the job Other

methods Demonstrations training
Apprenticeship
methods

Association Audio- Visual aids

Programmed Role- Lectures Conference Case Study
Instruction Playing

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 Decision making skills

The essence of executive job is making decisions. There has been a marked
tendency to utilize methods entailing simulation of business environment.

• In basket exercise
• Business games
• Case studies

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 Interpersonal skills

Behaviorally oriented managers contend the acceptance of the decision is just

as important as its quality, thereby emphasizing the necessity for
developing interpersonal competence.

• Role playing
• Behavior modeling
• Transactional analysis
• Structured Insight

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 Job knowledge

Regardless of the degree of prior possession of decision making and

interpersonal skills the executive must acquire knowledge concerning the
actual job to which he or she is assigned.

• On the job experience

• Coaching
• Understudy

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 Organization knowledge

Programs designed to increase the trainee’s knowledge of the total

organization necessarily involve exposure to information and events
outside the confines of the immediate job. Multiple management methods
can be used.

• Position Rotation
• Multiple management

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 General knowledge

It has been suggested that executive development, as compared with operative training tends to
move toward the education end of the training –education continuum.

In these development attempts there are unusual problems of learning transfer from class to job
situation.
• Special courses
• Special meetings
• Selective reading

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 Employee development approaches?
• Laissez-faire - little or no training
interest/activity
• Systematic staff development:
appraisal, resourcing, coaching &
mentoring
• Supported self-organised learning
• Training for workforce
maintenance: induction, product,
SoPs
• Technical (know-how) training
• Off-the-job vs. on-the-job
• Central training vs. devolved and
out-sourced
• Recognising, valuing &
accrediting “competencies”
• Management development
• Investors in People
• Learning Company model (abstraction).
What is the concrete form?
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 Trainee Groups

• Young & older staff • Strategic & international managers

• Skilled, semiskilled, unskilled, • Women
manual & non-manual • Customers & suppliers
• Graduates, professionals, • Minorities
technologists & IT • Disabled
• Secretarial & clerical
• Sales staff
• Team supervisors, department &
project managers

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 HRM Training in Infosys

• Entry level training

• First the corporate management determines segment-wise technology
requirements. These expectations are communicated to the education and
research department.
• Training needs may also be assessed through the regular planning meetings.
• Infosys also offers training and development support to academic
institutions by providing exposure to industry, in the form of sabbaticals at
Infosys, training programs, and sharing courseware.

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 HRM Training in IBM

• In 2002, IBM was ranked fourth by the Training magazine on its 'The 2002
Training Top 100' list.
• During the mid 1990s, IBM reportedly spent about $1 billion for training
its employees.
• IBM uses e-learning to train its employees.
• The company reportedly saved about $166 million within one year of
implementing the e-learning program for training its employees all over the
world. The figure rose to $350 million in 2001. During this year, IBM
reported a return on investment (ROI) of 2284 percent from its Basic Blue
e-learning program.

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 HRM Training in Intel

• Intel spends approx. 175 million dollars a year- about 6% of its payroll
budget to maintain an in-house university.
• Intel introduced ‘career pathing’ , a tool that uses grid to compare jobs by
level and skill requirements and thereby proceed accordingly with the
training.
• Career pathing help employees to identify growth opportunities.

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 T&D strategies often disappoint. Why?

• Much talk, expenditure & effort is committed to training

• Many training initiatives and events
• Act of faith evidence of outcomes: from training, coaching, secondments,
learning from experience (success & failure) & role models.
• What determines & influences training effectiveness?
• How do we evaluate?
• How do training needs become apparent?
• What factors hinder/help investment in T&D?
• Invest in people (unfaithful assets, flexibility), people invest in themselves
• Training as a strategic issue?

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 Training Manager - Service provider or change agent?

Forecast, plan, organise, direct & control, Strategy & programmes

Maintainer-Instructor
Reactive > proactive. Deliver T&D within existing brief, structure & culture.
Change Agent (Facilitator)
Proactive & consultancy. Define problems. Facilitate organisational &
individual learning, innovation & cultural change.
Role in transition?
•from provider to change agent
•in-house or out-sourced

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The Training/Learning Needs Gap
What needs to be
Learner/trainee learnt? Changes in
performance
Difficulties and
The Person preferences. The Job
knowledge, Learning style? knowledge,
skills, skills,
orientation, Ability gap orientation,
motivation required competence vs. present motivation
performance
Selection/training - fit the person to the job
Counselling, job re-design - fit the job to the person

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 From Key Result Areas to Competencies
•Generic & job specific
•Technical & social KT1 KT5
•Knowledge, skills, attitudes KT3 KT4
•Range in context KT2

Define competencies
KRA 2 KRA for KRA 5 • Task, faults & quality analysis
4 • Role demands, choices, constraints
KRA
KRA 1 KRA 3 • Ambiguities. overloads, pressures/conflicts
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• What is difficult to learn
• Safety critical
• Organisational change
 How do we assess competence and learning/change?

• Define norms or standard levels of performance/progress for the

performance application
• Assess/test- individual performance and progress
Compare
– performance & progress between individuals
– against standards
– Objective - subjective problems

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 General Model for Training Interventions
Environment of change •Return to job
Learning for knowledge, •Transfer of learning
to performance
competence & creativity
•Has training solved the problem?

Organisational & trainee feedback

Learning Methods
needs & Programme Learners
Training of delivery,
outcomes and on
Content learning opps
- individual implementation completion
& materials
& group
Symptoms Learning Contract

Assessment & test criteria - validity, reliability & utility

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 Why learning outcomes?

• Competencies (staff know-how & situational mastery). What learners

should know, be able to do, feel at the end transfer).
• Agree specific targets/learning contracts. Verify progress
• More systematic training design. Define content, structure, methods, aids,
programme/timetable.
• Relevance seen - added-value, tangibles/intangibles.
• Identify size, level, timing of problem.
• Achieved on-the-job vs. off-the-job?
• The problem may not be training but: business planning, competition,
products, methods, conflicts & relationships, job change, technology etc.

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 Learning & Competence

“a relatively permanent change in

behaviour as a result of
practice/experience”.
Contributors
Everyone needs KNOWLEDGE & • Ability
SKILL to perform a job. • Motivation or drive
COMPETENCE involves bringing
knowledge & skill together to meet the • Stimulus or cue
requirements of a performance for which • Assimilation
STANDARDS may be defined.
• Response
A PERFORMANCE situation may • Feedback
involve a range of CONTEXTS. • Reinforcement

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 Competencies
• Critical success factor competencies
• Accredited occupational competencies
• Generic, Core/Key Skills (Open capacities )
• Open (transferable) capacities … across jobs/tasks
– awareness, investigation, observation/reflection, analysis & learning
– decision-making/problem-solving, creativity & evaluation
– communication & social skills, interacting/working with others,
influencing
– numerical & information oriented skills plus IT abilities
– learning to learn competencies
• Threshold and management competencies

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 Training & Rewards - Issues

• Selling job competence. Strong CV. Career progression, job change,

employee independence & life long learning
• Locals + cosmopolitans (Gouldner) & market mobility
• Who pays? Should the leaver reimburse the employer who has just paid
Rs. 25000 for their training?
• Integration with “rewards strategy”. Good training …less pay? Job
increments on becoming “certificated”.
• Certification as a job requirement.
• CPD stress - compulsory, evidence-based continuous “professional” up-
dating

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 HRM and ingredients of a “Learning Organisation”

• Adopt a Learning Approach to Strategy

• Participative Policy Making
• Informating (Information Systems)
• Formative accounting
• Internal Exchange (Client-Server relationships)
• Reward Flexibility
• Roles and flexible, matrix structures
• Boundary workers as intelligence agents
• Company-to-company learning
• Learning climate
• Self-development opportunities for all
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The Training Process
Development and Conduct
Needs Assessment Phase of Training
•Organization Needs •Location
•Task Needs •Presentation
•Person Needs •Type

Evaluation

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 Types of Training

• Skills Training
• Retraining
• Cross-functional training
• Team training
• Creativity training
• Literacy training
• Diversity training
• Crisis training
• Customer service training

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 Formal Employee Training Methods

• On the job training.

• Off the job training.

• Programmed instruction.

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 Guidelines for Using On-the-Job Training

Managers Should Select OJT When:

• Participatory learning is essential.
• One-on-one training is necessary.
• Five or fewer employees need training.
• Taking employees out of the work environment for training is not cost-
effective.
• Classroom instruction is not appropriate.
• Equipment and safety restrictions make other training methods ineffective.
• Frequent changes in standard operation procedures allow minimal time for
retraining.
• Work in progress cannot be interrupted.
• The task for which the training is designed is infrequently performed.
• Immediate changes are necessary to meet new safety requirements.

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 Guidelines for Using On-the-Job Training (cont.)

Managers Should Select OJT When:

• A defined proficiency level or an individual performance test is required for
certification or qualification.
What OJT Should Cover:
• Large or secured equipment.
• Delicate or calibrated instruments.
• Tools and equipment components of a complex system.
• Delicate or dangerous procedures.
• Classified information retained in a secured area.

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 Off the Job training

• Class rooms lectures and conferences.

• Films
• Simulation exercises
• Experimental exercises
• Computer modeling.
• Vestibule training

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 Programmed Instruction

• Training manuals.

• Computer based training.

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 Computer-based Training :Benefits and Drawbacks
Benefits
• More cost-effective than
classroom training
• Time efficient
• Targeted at crucial skills
• Allows employees to
progress at their own pace
• Doesn’t hamper productivity
Drawbacks
• Many programs do not assess
employees’ progress so
managers cannot measure the
employee’s skill level.
• Many programs lack a feedback
mechanism to help employees
determine how much they’ve
learned.
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 Development

An effort to provide employees with the abilities the organization will need in
the future.
• Developing the employee can be regarded as investing in a valuable asset
– A source of motivation
– A source of helping the employee fulfil potential

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 Methods for development

• On the job training

• Off the job training

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 On the job training

• Coaching
• Understudy assignments
• Job rotation
• Committee assignments

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 Off the job development

• Sensitivity training
• Transactional analysis
• Lecture courses
• Simulation exercises

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 Example of Development of Behavioral Training Objectives

Overall
Objective
Increase Interpersonal Sensitivity

Specific Content Listening Skills Feedback Skills

Dimensions

Example 1. Supervisor describes the issue in

Behavioral 1. Supervisor summarizes by key points concrete terms.
Objectives of action plan at end of
discussion. 2. Supervisor attacks the problem, not
2. Supervisor does not interrupt the the performer.
speech of others. 3. Supervisor provides feedback in a
3. Supervisor provides an estimate of timely fashion.
how long before a request can be
filled.

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 Training versus Development

Training Development

Focus • Current job • Current and future jobs

Scope • Individual employees • Work group organization
Time Frame • Immediate • Long term
Goal • Fix current skill deficit • Prepare for future work demands

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Training Evaluation: 4 Measurement Levels used by Garrett
Engine Division
Level Type of Measurement

1 Participants’ reaction to the training at the time of

the training.
2 Participants’ learning of the content of the training.
3 Participants’ use of their new skills and knowledge
back on the job.
4 Company’s return on the training investment.

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 Techniques to Increase Creativity

Creativity can be learned and developed. The following techniques can be used to
improve a trainee’s skill in generating innovative ideas and solutions to problems.
• Analogies and Metaphors —drawing comparisons or finding similarities
can improve insight into a situation or problem.
• Free Association —freely associating words to describe a problem can
lead to unexpected solutions.
• Personal Analogy —trying to see oneself as the problem can lead to fresh
perspectives and, possibly, effective solutions.
• Mind Mapping —generating topics and drawing lines to represent the
relationships among them can help to identify all the issues and their
linkages.

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 Socialization—Do It Yourself!

WHAT’S THE PATH TO SUCCESS?

Get to know people in the organization, especially those who can tell you what it takes to succeed. Make
it a goal to get to know four new people in the first two weeks on the job.

GET FEEDBACK.
Have a meeting with your boss within the first month to get an informal sense of how you are performing
so far.

DO IT.
Pick a reasonable project and complete it within your first two months on the job. Completing the project
will not only show initiative, it will probably introduce you to other parts of the organization and further
immerse you in the culture.

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Thank You

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