2. (Theme Five) Introduction and socialization: Manpower training and development (Theme Five) Jayendra Rimal 13 June 2016 Jayendra Rimal 1

3. Recollection - Are we aware? o10 % of what is read o20% of what is heard o30% of what is seen o50% what is heard and seen o70% of what is said and written o90% of what is said as it is done (Dale in Educational Media) oI hear I forget oI see I remember oI do I understand (Chinese Proverb) 13 June 2016 Jayendra Rimal 2

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5. Training and Development It is a short-term process utilizing a systematic and organized procedure by which employees acquire knowledge, skills and attitude for a definite purpose. A good training program should result in: oImprovements in methods of work oReduction in waste and accident rate oReduction in supervision oReduction in learning time at the job oImprovement in quality and production rate oIncrease in motivation oImproved morale and reduction of grievances oReduction in manpower obsolescence oPersonal growth, enlarged skill and improved awareness 13 June 2016 Jayendra Rimal 4

6. Training Process Model AssessmentDesignImplementationEvaluation Assess needs Prioritize needs Define objectives Develop lesson plans Develop/acquire materials Select methods and techniques Schedule the program Deliver the Training programme Select evaluation criteria Determine evaluation design Conduct evaluation of programme or intervention Interpret results 13 June 2016 Jayendra Rimal 5

7. Needs Assessment Gap between what an organization expects and what actually occurs. A needs assessment can identify: oAn organizations goals and its effectiveness in reaching them oDiscrepancies between employees skills and skills required for effective current job requirement oDiscrepancies between current skills and skills needed to perform the job successfully in the future oThe conditions under which the HRD activity will occur 13 June 2016 Jayendra Rimal 6

8. Level I - Organizational Needs Analysis A broad or “Holistic” view that helps determines where in the organization training is needed and under what conditions it will occur. It should identify, at the minimum: 1. Organizational goals 2. Organizational resources 3. Organizational climate 4. Environmental constraints 13 June 2016 Jayendra Rimal 7

9. Level II - Task Analysis What must be done to perform a job or complete a process successfully. Components of Task Analysis: 1.Develop an overall job description through job analysis 2. Identify the major tasks 3. Identify what it takes to do the job 4. Identify the areas that can most benefit from training 5. Prioritize training needs 13 June 2016 Jayendra Rimal 8

10. Level III - Person Analysis Who needs to be trained, and what kind of training they need. Directed at determining the training needs of the individual employee. 360-degree performance appraisal used. Other methods are direct observation, tests, questionnaire etc. 1. Summary person analysis: Focuses on the level of successful performance experienced by employees. 2. Diagnostic person analysis: Skills required to perform tasks. This seeks to determine the reasons for an employee’s performance. 13 June 2016 Jayendra Rimal 9

11. Training Design Key Activities: oSetting objectives oSelecting the trainer oDeveloping a lesson plan oSelecting program methods and techniques oPreparing materials oScheduling the program 13 June 2016 Jayendra Rimal 10

12. Training Program Objectives Description of a performance that learners need to exhibit before they are considered competent. Tells where the program is going and know when the target is reached. o Aim: Broad statement or goal of the program (Impart knowledge about the importance of Training of Trainer) o General objectives: General statement of the learning outcome and expected behavioral change (Recall the fundamentals and application of ToT) o Specific objectives: Precise statements of the performance change as a result of the program. SMART (Identify areas where Training can be implemented) o Use demonstrative action verbs E.g. Check; Prepare; Produce; Record; Drive; Identify; Recall; Separate; Operate; Write; List etc 13 June 2016 Jayendra Rimal 11

13. Lesson/Session Plan oIt is a trainer’s guide to the actual delivery. oSome salient features: oContent to be covered oSequencing of activities oSelection of training media oTiming and planning of each activity oSelection of method of instruction 13 June 2016 Jayendra Rimal 12

14. Lesson/Session Plan contd… 1. Program Title: 2. Objectives: 3. Physical environment: 4. Equipment and materials: 5. Instructor/Trainer: Major topics Time Instructor Trainee Instructional strategies activityactivity 13 June 2016 Jayendra Rimal 13

15. Training Delivery Methods On the Job (OJT) (On Site): oOn the Job training: Coaching with demonstrations and explanations oVestibule or training centre: Theoretical training in classroom while practical done at work oSimulation: “Duplicated” real job conditions, oDemonstrations and/or examples: Trainer describes and shows how to perform a certain task oApprenticeship: Major part of the training is spent on- the-job productive job as per pre-determined schedule 13 June 2016Jayendra Rimal 14

16. Training Delivery Methods Off the Job (Off Site): o Lecture: Formally organized talks on specific topics o Discussion: Direct questions; reflective questions; open ended questions o Audiovisual media: Static media; dynamic media; teleconferencing; video conferencing o Experiential methods: Cases; business games; simulations; role plays; behavior modeling) o Computer based training (CBT): Computer; Internet & intranet based 13 June 2016Jayendra Rimal 15

17. Evaluation Purpose of evaluation of Training Programs : oIs the programme achieving its objectives? oIdentify strengths & weaknesses leading to changes oDetermine cost benefit ratio of the programme oDecide on who should participate in future programmes oIdentify who benefited the most or least oReinforce major points to be made to participants oGather data to assist in marketing future programmes oDetermine if programme was appropriate OVERALL BENEFIT – BETTER & INFORMED DECISION MAKING 13 June 2016 Jayendra Rimal 16

18. Kirkpatrick’s Evaluation (Expanded) Framework (Level 1) Reaction – (Affective) How well did the trainees like the training? - (Utility) What was the perceived usefulness from the training? (Level 2) Learning – How much did the trainee learn from the training? (Level 3) Behavior – What behavior change occurred as a result of the training? (Level 4) Results – What tangible outcomes occurred as a result of the training? - What was the ROI? - What was the contribution of this training program to the community? 13 June 2016 Jayendra Rimal 17

19. Thank you ! Any Questions? 13 June 2016 Jayendra Rimal 18