TRAINING NEED IDENTIFICATION

TRAINING NEED IDENTIFICATION
“Training is the act of increasing the knowledge and skills is an employee for doing a particular job”.
(By EDWIN B. ELIPPO)

Training is an organized activity for increasing the knowledge and skills is people for a definite purpose. It include systematic procedure for transferring technical know how to employees so as to increase their knowledge and skills for doing specific jobs with proficiency.
After an employee is selected, placed and introduced in an organization he / she must be provided with training facilities in order to adjust him to the job.
Training is the act of increasing the knowledge and skill of an employee for doing a particular job. It is a short term educational process of utilizing a systematic and organized procedure by which employees learn technical knowledge and skills for a definite purpose.

“Training is the organized procedure by which people learn knowledge and / or skill for definite purpose.”
(DALE S. BEACH)
In other words, training improves changes and moulds the employee’s knowledge, skill, behavior and aptitude and attitude towards the requirements is the job and the organization. It refers to the teaching and learning activities carried on for the primary purpose of helping members of an organization to

acquire and apply the knowledge skills, abilities and attitudes needed by a particular job and organization.
Thus, training bridges the differences between job requirement and employees present specification.

NEED FOR TRAINING
Specifically, the need for training arises due to the following reasons:
1. To match employee specifications with the job requirements and organizational needs.
2. Organizational viability and the transformation process.
3. Technological Advances.
4. Organizational complexity
5. Human Relations
6. Change in the Job Assignment

The need for training also arises to :
 Increase productivity
 Improve quality of product / service
 Help a company to fulfil its future personnel needs.
 Improve organizational climate
 Improve health and safety
 Prevent obsolescence
 Effect personal growth
 Minimize the resistance to change and
 To act as mentor.

ASSESSMENT OF TRAINING NEEDS
Training needs are identified on the basis of organizational analysis, job analysis and manpower analysis. Training programme, raining methods and course contents are to be planned on the basis is training needs –Trainings needs are those aspects necessary to perform the job in an organization in which employee is lacking attitude / aptitude, knowledge and skill.

Training needs = Job and organizational requirementemployees specifications

EXHIBIT 1
METHODS USED IN TRAINING NEED ASSESSMENT
GROUP / ORGANIZATIONA ANALYSIS

INDIVIDUAL ANALYSIS

 Organizational goals & objectives

 Performance appraisal

 Personnel / skills inventories

 Work sampling

 Organizational climate indices

 Interviews

 Efficiency indices

 Questionnaires

 Exit interview

 Attitude survey

 MBO / work planning system

 Training progress

 Quality circles

 Rating scales

 Customer survey / satisfaction data

 Observation of behavior

 Consideration of current projected changes. INDIVIDUAL

GROUP TRAINING

ORGANIZATIONAL

TRAINING NEEDS

NEEDS

TRAINING NEEDS

IDENTIFICATION OF THE ORGANIZATION’S
TRAINING NEEDS
The organization’s training needs are best identified using the following model.
Figure : Model for the identification of the organization’s training needs.

Organization’s vision, mission and key performance indicators

Identification f competencies required for program delivery
(Current and Future)

Identification of current competence of staff
e.g. performance review, assessment of current competence

Identification of competency gap

Plan for bridging competency gap
e.g. recruitment, outsourcing, jobredesign or training

Organization’s training needs

I. Organzation’s vision, mission and key performance indicators
The organization’s vision, mission and key performance indicators are determined and programs to meet these objectives are planned. The period over which these apply varies with individual organizations. A common factor is that they reviewed annually as a part of the business/budget planning process.
As the performance of staff is a major influence on organizational performance, it is important that the training process is closely linked with the business planning process.

II. Identification of required competencies for program delivery
The organization’s key performance indicators (or critical success factors) set a standard against which the performance of the organization is measured.
Programs to meet these standards are developed.
The organization must have access to specific competencies to effectively deliver the required programs and these are determined. Routine competencies required by individual staff are included.
Looking ahead to the long term achievement of the organization’s vision and mission, competencies required to deliver anticipated work programs in the future are also identified.

III. Identification of the current competence of workforce
Having determined the competencies required to meet its objectives, the organization then determines the competencies that exist within its workforce.
These are obtained through two means – through an analysis of the current performance of staff (annual performance review) and through the identification of the current skill levels staff.

GAP ANALYSIS
Current performance of staff
Most organizations now have a performance review process through which the current performance of staff is assessed. Individual staff and workgroups are now required to deliver defined outcomes. Achievement of satisfactory outcomes usually (but not always)indicates a satisfactory level of competence in the task. The non-achievement of outcomes may be attributed to number of factors. Lack of competence is one factor (amongst others) which may have caused poor performance.
A usual part of the performance review process is the identification (by the staff member or their supervisor) of competencies yet to be attained and a plan for their attainment.

Assessment of current competence
For the organization to effectively manage the deployment of their human resources, it is necessary to assess the current competencies held by staff. Stored on a data base, this information is then readily available for use when assigning tasks. The best means of maintaining this data base is to utilize the type of system recommended through the National Training Reform Agenda, where competencies are defined, staff assessed against these and the information is recorded on a data base.
Assessment of current competence is only effective if the defined competencies have a “standard of performance” against which the capabilities of the staff can be assessed. This type of assessment is “criterion based” where the subjectivity of the assessment process is reduced. The process must be well managed and the data base kept current.

The maintenance and use of such a data base has two purposes. If the current competence of staff is ascertained prior to delivery of programs, the likelihood of poor performance in program delivery, as a result of lack of competence, is reduced. In addition, the assigning of staff to tasks for which they are not competent may have legal ramifications (for example, Occupational Health and
Safety breaches) at a later stage.

Identification of competency gap
Once the competencies held by the workforce are determined, they are measured against those required by the organization.
A gap is identified between the required competencies of the organization and the existing competencies of its workforce. Traditionally this was considered to be the organization’s “training needs”. Nowadays a wider range of options for closing this gap are considered.

Plan for bridging competency gap
The organization identifies the means by which it intends to obtain the competencies identified by the gap between the required organizational competencies and those held in the existing workforce. This is usually called a workforce management plan.
Options for obtaining the required competencies include outsourcing, job redesign or redistribution, recruitment or the training and development of existing staff. Factors influencing the selection of the appropriate option are the cost-benefit analysis, current management constraints and the current
Government direction with regard to workforce management.
The organization also needs to look beyond the current budget/business planning cycle to the long term achievement of its vision and mission. It needs to plan to have the necessary competencies (either within or outside the current workforce) for the delivery of future programs (succession planning). This information is invaluable to staff when making personal development/career choices.

THE ORGANISATION’S TRAINING NEEDS
The organization’s training needs are derived from the above process. They are the required competencies of the organization, not held by the current staff, for which the training of current staff has been determined as the best means of obtained them.

Strategy for resourcing the training
For the organization’s training needs to be met efficiently and effectively, there needs to be a clear strategy which addresses the allocation of resources to provide the training. This strategy indicates the level of commitment of the organization to meet its training needs. Without this statement and a commitment from senior management, the issue of resourcing often arises to become the major impediment to the organization satisfactorily meeting its training needs.
Training resources can be categorized into financial resources, physical resources and human resources.

1)

Financing the training
Determining “who pays” for the training development and delivery important and clarification of this issue “up-front” will reduce the incidence of later issues arising.
When preparing business plans/budgets, the responsibility for the delivery of the organization’s programs is allocated to a particular part of the organization. this part of the organization should also ensure that the required training for the delivery of the organization’s program is determined and funding for training allocated appropriately.
Where the training needs is one identified by an individual or their supervisor, and it relates to a routine part of the person’s job, then the funding for training should be built into the budget for that job.

Where the training needs is identified by management and is one which is aimed to impart a change across the organization, such as the need to train people following the introduction of new technology or a cultural change, then the funding for training should be built into the budget for introducing the change.
Budget issue can arise when corporate change training programs are imposed without making the appropriate funding arrangements.

2)

Physical resources
Physical resources required for training include the training materials
(curriculum, lesson plan, videos, self paced packages etc) and the physical environment for the delivery of formal training.
It must be recognized that training is not the core business of must organizations and substantial investment in the development of training materials and training facilities is not considered a wise investment.
Fortunately, in recent years, training has become an established growth industry of its own. In most situation it is now not necessary for the organization to invest in the development of training material or training facilities as there is a wide range of resources available through organizations for whom training IS core business. These include other like organizations, TAFE colleges, universities, local schools, local community training. Organizations and the increasing number of registered and non-registered private training providers and consultants.
The best way of obtaining the necessary physical resources (materials, facilities etc) for training is to obtain them on a needs basis. By integrating the organization’s training requirements with those of the wider training community, training becomes more efficient and duplication of effort is reduced.

3)

Human resources
Good organization have a culture of continuous learning and are clear about the level of staff involvement expected in the training process.
Rather than being the responsibility of a designated training department, training is “everybody’s responsibility”.
A primary motivator for individuals to accept this responsibility is
“need”. Though the competency assessment, the individual has identified a need for training in the routine aspect of their work and is more likely to accept the responsibility for organizing or participating in training to meet that need.
For corporate change training, the individual’s need has not been identified and it should be remembered that the person is therefore less likely to be motivated to organize or participate in the requiring training.
In this case it is unrealistic to expect staff to drive their own involvement
Best practice organizations establish a culture where the individual is responsible to a large extent for identifying their own training needs and organizing/enrolling in the appropriate training. Such a culture requires the support of a relevant system.
The embodiment of “learning organization” culture does not negate the need for training roles and responsibilities to be clearly defined. For the organization’s training need to be accurately integrated, an appropriate training specialist or specialist team is required to “manage” training.
The training specialist/team will be able to provide staff with adequate systems and information for them to be able to :



Integrate training with the organization’s business planning/budge development process



Identify their own training needs and those of their staff



Access a range of relevant training option



Develop individual training plans based on identified training needs and career aspirations.

Development and delivery of the training
Best practice for the development and delivery of training has been well documented. The model below has widespread use throughout the training industry and is used by the National Training Reform Agenda.

Modular training framework
For each identified competency there is a training module which will train staff in the necessary skills and knowledge to be able to meet the standard prescribed for that competency.
A module specification (the written specification of training outcomes, assessment methods and delivery modes) exists for each module to ensure that it is delivered to a prescribed minimum standard. Module specifications are regularly reviewed to ensure that they match the training requirement of the relevant competency standard.
The training is accredited, where possible, by a State or National training authority. Accreditation provides quality assurance for content, delivery and assessment. The employee gains formal recognition and delivery of training.

Figure Model for the development and delivery of training
Training needs
(competencies)

Application of new competencies on the job
-practice (with mentor or supervisor)
-performance review

Assessment of learning outcomes -criterion referenced

Modular training framework
-training specification
-Providers
(accreditation if required)

Flexible delivery
-on-the-job component
-distance packages
-qualified trainers

Training delivery is through appropriate providers. If the training delivery is to be contracted out than the training specification is include as a contract specification. Providers are regularly evaluated effectiveness and cost efficiency of delivery.

Flexible delivery arrangements
The training should be located as close to the work place in order to reduce the amount of time spent in travel and off the job. It should be delivered in conditions as close as possible to the normal work situation to ensure relevance of the training to the job.
The more flexible modes of delivery, such as distance learning packages (self paced), open learning schemes and computer based training packages are used.
The different learning styles and speeds of individuals are catered for.
The relevance of the content and delivery standards are monitored against module specification.

Delivery is by instructors who are trained as trainers and are also experienced in the subject matter.

Assessment of learning outcomes
Assessment of the individual’s achievement of the learning outcomes (as prescribed in the specification) is conducted during and following the learning process. Assessment is criterion based and is applied only by those who are competent in its use and who are authorized by the organization to conduct assessments. Application and evaluation of training
The trainee is given the opportunity to practice using the new skills on the job under supervision by the supervisor or an appropriate mentor. The complexity of the work situation where the new skills are to be applied is managed so that the application progresses from the simple to the complex. Problems in the application of the new competencies are addressed at an early stage.
A final assessment of the application of the new competencies occurs during the performance review phase of program delivery where the delivery of the required job outcomes, to the required standard, is assessed.
Where work does not meet the agreed standards, the reason for this shortfall is sought. If lack of competence is the reason, the extent of training required to become competent is determined and the person either referred to further practice under the guidance of a supervisor or mentor or the workforce management planning process revisited.

Characteristics of Organizations who use Best
Practice in Training Process
Organizations who are leaders in training have the following characteristics :
 Senior management understanding of and support for the role training plays in the overall business context.
 A vision, mission and key performance indicators.
 A formal link between training and the business planning process
(priorities, funding and responsibility)
 A training specialist employed to integrate organizational training requirements with the services provided by the external training industry.
 Defined competency standards and assessment system.
 A “workforce management strategy” which addresses how to bridge the
“competency gap.”
 Use a modular approach to meet specific training needs (eg National
Training Framework).
 Use flexible delivery methods and measure learning outcomes at the end of the training.
 Appraise application of competencies on-the-job (performance appraisal system).  Evaluate the benefit training provides to both the individual and to the organization. TRAINING METHODS

TRAINING METHODS

ON-THE-JOB METHODS

OFF-THE-JOB METHODS

-JOB ROTATION
-COACHING
-JOB INSTRUCTION
-TRAINING THROUGH
STEP-BY-STEP
-JCOMMITTEE
ASSIGNMENTS

-VESTIBULE TRAINING
-ROLE PLAYING
-LECTURE METHODS
-CONFERENCE OR
DISCUSSION
-PROGRAMMED
INSTRUCTION

On The Job Training Methods
This type of training, also known as job instruction training, is the most commonly used method. Under this method, the individual is placed on a regular job and taught the skills necessary to perform that job. The trainee learns under the supervision and guidance of a qualified worker or instructor. On the job training has the advantage of giving first hand knowledge and experience under the actual working conditions. While the trainee learns how to perform a job, he is also a regular worker rendering the services for which he is paid. The problem of transfer of trainee is also minimized as the person learns on the job. The emphasis is placed on rendering services in the most effective manner rather than learning how to perform the job.

(i)

Job Rotation
This type of training involves the movement of the trainee from one job to another. The trainee receives job knowledge and gains experience from his supervisor or trainer in each of the different job assignments. Though this method of training is common in training managers for general management positions, trainees can also be rotated from job to job in workshop jobs. This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them.

(ii)

Coaching :
The trainee is placed under a particular supervisor who functions as a coach in training the individual. The supervisor provides feedback to the trainee on his performance and offers him some suggestions for improvement. Often the trainee shares some of the duties and responsibilities of the coach and relieves him of his burden. A limitation of this method of training is that the trainee may not have the freedom or opportunity to express his own ideas.

(iii) Job instruction :
This method is also known as training through step by step. Under this method, the trainer explains to the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the performance of the trainee, provides feedback information and corrects the trainee.

(iv) Committee Assignments :
Under the committee assignment, a group of trainees are given and asked to solve an actual organizational problem. The trainees solve the problem jointly. It develops team work.

Off the Job Methods
Under this method of training, the trainee is separated from the job situation and his attention is focused upon learning the material related to his future job performance. Since the trainee is not distracted by job requirements, he can place his entire concentration on learning the job rather than spending his time in performing it. There is an opportunity for freedom of expression for the trainees.
Companies have started using multimedia technology and information technology in training.

(i)

Vestibule Training :
In this method, actual work conditions are simulated in a class room.
Material, files and equipment which are used in actual job performance are also used in training. This type of training is commonly used for training personnel for clerical and semi-skilled jobs. The duration of this training ranges from days to a few weeks. Theory can be related to practice in this method.

(ii)

Role Playing :
It is defined as a method of human interaction that involves realistic behavior in imaginary situations. This method of training involves action, doing and practice. The participants play the role of certain characters such as the production manager, mechanical engineer, superintendents, maintenance engineers, quality control inspectors, foremen, workers and the like. This method is mostly used for developing inter-personal interactions and relations.

(iii)

Lecturer Method :
The lecture is a traditional and direct method of instruction. The instructor organizes the material and gives it to a group of trainees in the form of a talk. To be effective, the lecture must motivate and create interest among

the trainees. An advantage of the lecture method is that it is direct and can be used for a large group of trainees. Thus, costs and time involved are reduced. The major limitation of the lecture method is that it does not provide for transfer of training effectively.

(iv)

Conference or Discussion :
It is a method in training the clerical, professional and supervisory personnel. This method involves a group of people who pose ideas, examine and share facts, ideas and data, test assumptions and draw conclusions, all of which contribute to the improvement of job performance. Discussion has the distinct advantage over the lecture method, in that the discussion involves two-way communication and hence feedback is provided. The participants feel free to speak in small groups. The success of this method depends on the leadership qualities of the person who leads the group.

(v)

Programmed Instruction
In recent years, this method has become popular. The subject matter to be learned is presented in a series of carefully planned sequential units.
These units are arranged from simple to more complex levels of instruction. The trainee goes through these units by answering questions or filling the blanks. This method is expensive and time consuming.

Evaluation of Training Programme :
The specification of values forms a basis for evaluation. The basis of evaluation and the mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as “any attempt to obtain information on the effects of training performance and to assess the value of training in the light of that information.”
Evaluation leads to controlling and correcting the training programme. Hamblin suggested five levels at which evaluation of training can take place, viz. reactions, learning, job behaviour, organization and ultimate value.

(i)

Reactions :

Training programme is evaluated on the basis of the

trainee’s reactions to the usefulness of coverage of the matter, depth of the course content, method presentation, teaching methods etc.

(ii)

Learning : Training programme, trainee’s ability and trainee ability are evaluated on the basis of quantity of content learned and time in which it is learned and the learner’s ability to use or apply the content he learned.

(iii)

Job Behavior : This evaluation includes the manner and extent to which the trainee has applied his learning to his job.

(iv)

Organization : This evaluation measures the use of training, learning and change in the job behavior of the department / organization in the form of increased productivity, quality, morale, sales turnover and the like. (v)

Ultimate Value : It is the measurement of the ultimate result of the contributions of the training programme to the Company goals like survival, growth, profitability etc. and to the individual goals like development of personality and social goals like maximizing social benefit. The various methods of training evaluation are :
(i)

Immediate assessment of trainees’ reaction to the programme.

(ii)

Trainees’ observation during the training programme.

(iii)

Knowing trainees’ expectation before the training programme and collecting their views regarding the attainment of the expectation after training. (iv)

Seeking opinion of the trainee’s superior regarding his/her job performance and behaviour before and after training.

(v)

Evaluation of trainee’s skill level before and after the training programme. (vi)

Measurement of improvement in trainees on the job behaviour.

(vii)

Examination of the testing system before and after sometime of the training programme.

(viii) Measurement of trainee’s attitudes after the training programme.
(ix)

Cost-benefit analysis of the training programme.

(x)

Seeking opinion of trainee’s colleagues regarding his/her job performance and behaviour.

(xi)

Measurement of levels in absenteeism, turnover, wastage / scrap, accidents, breakage of the machinery during pre and post period of the training programme.

(xii)

Seeking opinions of trainee’s subordinates regarding his/her job performance and behaviour.

A MODEL FOR CREATING TRAINING
EFFECTIVENESS

PRE – TRAINING

TRAINING

POST – TRAINING
With training and development becoming more systematic, models describing the process and activities required to achieve successful training are being used more frequently to explain how training should be designed, delivered, and evaluated. One such model, outlines the steps that should be completed during the pre-training, training, and post-training stages. This model also presents a brief summary of each of these stages, explaining why each step should be performed carefully and accurately.

During the pre-training stage, information is gathered to help determine the need or training. An assessment is made regarding what improvements or changes an organization needs to make, along with an assessment of what trainees need to meet their performance expectations. From this information, a decision can be made regarding the training gap, for example, the difference between the performance that is desired and the performance that currently exists.
After this assessment is complete, a number of training activities can be completed, including developing training goals or outcomes, determining the appropriate learning activities and strategies, and achieving an understanding and commitment from the trainees for the program or activities. When these activities are performed effectively, the likelihood that the training will be successful is greatly enhanced.
During the final stage, post-training, a number of activities are required to follow up on the training, ensure that it is integrated into the workplace, and measure performance changes and the effectiveness of the training, Although training can be measured through several techniques, the most important and relevant measurement is one that focuses on changes in performance rather than other factors, such as trainees’s satisfaction with the training or what they have learned. PLAN FOR FOLLOW UP TRAINING
(RETRAINING)
When people are involved in any problem or procedure, it is unwise to assume that things are always constant. Follow-up can be adopted to a variable reinforcement schedule as suggested in the discussion of learning principles.
Every training programme should have a follow-up, otherwise the training programmes in the future cannot be improved.

IMPACT OF TRAINING ON PERFORMANCE AND
ORGANIZATIONAL EFFECTIVENESS
One current method of evaluating the impact and importance of training is to examine the potential – or real – benefits to be achieved through training and development. Although not all benefits can be measured on a strict cost-benefit analysis basis, most benefits can be at least informally measured and used to determine effectiveness. The most significant direct benefits of training are the following :
 It clarifies job duties and responsibilities
 It increases an individual’s job competence
 It provides the foundation for further development
 It assists in conducting an accurate performance appraisal
 It produces higher levels of performance.
In addition, training may also be evaluated in terms of indirect benefits that can add additional value. These indirect benefits could include the following :
 Enhancing teamwork and team building.
 Producing a strong sense of commitment to the organization
 Achieving higher levels of employee motivation.
 Assisting in cross-training / job rotation.
Although the impact of training can be measured in terms of individual learning and performance, another way to determine its impact is in relation to organizational growth, development, or effectiveness. As organizations have changed in recent times, there has emerged a need to study the critical elements that make organizations prosper and relate these to training and development. It is common today to view organizations in a dynamic sense, nothing that they are constantly changing, renewing themselves, and in need of being reflective of

current business practices. One current prospective is to view an organization as a “learning culture”, reflecting its need to be constantly involved with learning how to become better and to provide significant training opportunities for employees (Senge, 1990). Accordingly, when organizations adopt this learning culture, they create a variety of training opportunities for all employees and develop performance expectations that instill in all employees the need for and value of training and development on a continual basis.

TRENDS IN TRAINING
A number of trends have occurred that reflect the common theme of making training more effective. Some of the most significant trends include the following :
 A greater emphasis on customized training reflects the needs of trainees, both in terms of the skills and knowledge they currently have and those that they need, along with identifying the unique learning style of each individual. By having this focus, training can better match each individual’s learning goals and needs, and thus be perceived as more relevant and appropriate by the trainee.
 An increased development of personalized learning objectives related to present or future job requirements and reflects past performance appraisal information. This information can be gained, in part, by conducting a needs assessment for each trainee and can help in designing learning activities that encompass the critical skills and content areas needed for future performance.
 A greater use of instructional technologies, such as distance learning, allows individuals to customize learning to their job situation – such as location, time, access to technology, and so forth. The use of current training technologies can greatly assist individuals in their learning, since training content and delivery can be standardized, quickly updated, and constructed so as to require learners to demonstrate the desired competencies as they engage in learning activities.
 A greater integration of training and development into the workplace links learning to job performance. Training outcomes and learning activities are linked to each individual’s job requirements so that what trainees learn will be reflected in their job performance. For example,

individuals who have participated in a training program on developing teamwork skills would be expected to demonstrate these skills in their future job performance.
 A greater use of action or performance plans requires trainees to develop a plan outlining how they will implement what they have learned and how they will determine whether this plan will, in fact, improve performance.
The use of this process further links training to job performance ; it can also be integrated with the performance appraisal process to measure changes or improvements in an individual’s performance.

RECENT DEVELOPMENTS IN TRAINING
EMPLOYEE SELF INITIATIVE
Employees have realized that change is the order of the day and they have started the role of an change agent. Consequently, employees identify their own training needs, select appropriate training programmes organized by various organizations and undergo the training programmes. Thus, employees present global world have started taking proactive learning measures on their own.

ON-LINE TRAINING :
Companies started provided on-line training. Trainees can undergo training by staying at the place of their work. Participants complete course work from wherever they have access to computer and internet. Different types of media are used for on-line training.

MENTOR PROGRAMMES :A mentor program can be an effective development tool. In a mentor program, a more experienced employee dedicates time to coach, counsel, and guide a less experienced employee, or just make themselves available to answer questions. Counseling and feedback from a mentor can be less threatening and, therefore, more frequent and constructive, than from a manager. Usually those receiving the mentoring are new to the organization or new to the field (e.g. new college graduates). The mentor/mentoree relationship can continue for a few months or a few years.

SOME OTHER DEVELOPMENTS :1)

Out Bound Trainings (OBT’s)

2)

Experimental Learning Tools

3)

Cross Functional Teams

4)

Work Groups

5)

Group Activities

6)

Mentor Programs

7)

Management Games

SUMMARY
The whole ideal behind this concept is to look at the system, identify a need, build an evaluation (measurement instrument) that identifies the objective that is required, identify the “why”, select the intervention, and then build content and context that will bridge the gap between the need and the objective. Once you have a program in place, performing an evaluation should be a snap because you already have the measurement tools in place.
Training have achieved a high degree of recognition for their importance in helping individuals become better performers and assisting organizations in achieving their goals. The field has become more visible, training processes more clearly defined, and the need for training more evident as societal and technological changes have occurred.
Through designing training and development activities, the benefits outlined – both direct and indirect – can be achieved. Further, when employees learn new skills and acquire new knowledge, the increase their career potential and add extra value to their employers and others whose work is impacted by their performance. Following a well-structured plan for designing, implementing, and evaluating training and development programs is helpful in ensuring the effectiveness of the program and achieving a return on investment.

GUIDELINES
To be effective, training should reflect the following guidelines :


It should be tied to the organization’s culture and goals. The current mission and goals should guide the development of all training and development activities. Each potential training activity should be reviewed by asking : How will this help achieve the organization’s mission or goals ?



It should be perceived as important by trainee. Training should be viewed as important and relevant for achieving personal success and high performance levels.



It should be relevant to the needs of the trainees. Some form of assessing the needs of the trainees should be completed prior to training to ensure that the program and learning activities are relevant to what the trainees need to learn or do.



It should be linked to the workplace. Once training is completed, a plan should be completed by all trainees outlining how they will integrate the training results into their job. Some type of action plan – defining what activities will be completed, how they will be done, and when they will be implemented – should be used.



It should be applied but based on sound learning principles. Current learning and training theories and principles should be used as the foundation for developing and delivering training programs, but the learning activities should stress how these theories and principles can be used in daily job duties.



It should be supported and reinforced. If training is to be implemented effectively, support should be given by the trainees’ supervisor and others who have an impact on the performance of trainees. In addition, policies and performance reward systems should help to support the training efforts and recognize when performance has improved as a result of training.