Training and Development: Sachidananda B S

Training and Development
Sachidananda B S
Context - Expectations
Learning requires you to think independently, I want to see your thoughts and your understanding of the world; so no copying. Give me what ever little you understand that should be yours. Use references dont copy I want you to open up your horizon TnD course is only a means to my ultimate goal. I would give you assignments do them diligently; they help broaden your horizon. My reference book Every Trainers Handbook
Wishing you the best - Sachi
Devendra Agochiya
5/4/2012
Sachidananda
TRAINING
Concept, Meaning and Scope
Key tool to enhance job related performance

Engendering Behavioral changes and developing life skills
Reasons for Training
Stakeholder & Responsibilities
On the job Training
No panacea to all problems Sound only when if it effectively establishes the problem faced by individual or organization
Need not be consistent with the existing social values Should be at the cutting edge of fostering and promoting the values that aim to remove barriers to progress widen the horizon of individuals Supportive of growth Create new avenues of productive engagement Training itself is based on a set of values
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TRAINING
On the job Training
Future directed - Little reference to past Not targeted to specific behavior More inclusive than training Rooted in cultural ethos and social milieu Social institutions play a major role Relies heavily on group life of an individual
Education
Past, present - crucial reference Scope limited by program objective Specific & Structured Application and Practical Focused Short term perspective Impact can be monitored and assessed Changes more perceptible
Training
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TRAINING
Training and Teaching

Similarities Interactive process based on communication between a receiver and a giver Differences Teaching
On the job Training
Curriculum oriented Pre-determined schedule of work
Difference between Teacher and Taught (enduring) Participant and Trainer (shorter) Trainer is expected to Wider base of knowledge
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TRAINING
Understanding Concept of Training

Clearly defined parameters Empowerment of participants
Emphasizes the application of knowledge learnt
Aims at building capacity to formulate the appropriate response through a process of

Perception Understanding Analysis
On the job Training
Journey of self-awareness and self-discovery leading to growth and development
Assists removing mental blocks

Familiarizes more effective ways of using existing knowledge Both intended and unintended results Acquired knowledge into functional behavior Increases organizational efficiency Far reaching changes!
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Sachidananda
TRAINING
Pre-Service Training
Developing new skills Orienting New Incumbents or Entrants to the organization
On the job Training
In-Service Training
Improving the performance level Assignment of new roles/new responsibilities Introduction of new strategies and working methods in the organization Advancement in Technology Organizational Policy
Enhancing Organization effectiveness

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TRAINING
Participants
On the job Training

Funding and Donor Agencies Organizations
Stakeholders
Trainer
Trng Agency
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TRAINING
Participants
Participate and contribute to all training activities Set out personal learning objectives and direct efforts to realize them
Extend support to the training team in achieving the learning objectives and maintain learning environment
Assist co-participants in realizing their learning objectives
On the job Training
Trainers
Key Element in the delivery o the training
Funding or Donor Agencies

Ensure that the funds are used in accordance with the declared objectives and agreed plan of action Ensure Quality of Training
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TRAINING
Organizations
Assist the TA in identifying the needs of their nominees Select appropriate participants in accordance with the criteria and requirements set out by the TA Communicate expectations from their program to their nominee and the TA Keep in regular contact the training agency to secure information on the progress and performance of their nominees, especially if its a long term program Provide appropriate opportunities and support to their participants to facilitate transfer of training to the field situations Maintaining the performance or actions of their nominees after the training program and provide necessary data to the training agency.
On the job Training
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TRAINING
Training Agency
Provides an environment that is conducive to learning, including physical facilities Ensures effective coordination between the trainers and the support staff associated with the delivery of the program Maintains contact with the sponsoring agencies, especially in long term programs and keeps it informed on the progress and performance of the nominees Maintains consistency between what it advocates in the training program and what is practices in its own functioning Assists in the functional growth and development of the training staff Maintains the Training team; keeps pace with the developments in the field of training
On the job Training
Appraises its work on a regular basis
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TRAINING
Need
Specific Features
Focus on individualized training Unpredictability of results Active Monitoring and Supervision Absence of interaction Great emphasis on practise and doing Easy transfer of Training Less Cost Effective
On the job Training
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THE EXTRA
Mapping company life stage to training
TnD as a competitive advantage
Stages of the company growth # of people Location Business Domain (complete the list)
TnD as a strategic differentiator with the example of Infosys
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LEARNING PROCESS IN A TRAINING PROGRAM

Learning in the present day world
Access to
better career Job opportunities Secures social status & recognition Improves quality of life
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
learning is a life long pursuit Helps

Establish a bond with people Promote social interaction Informed and meaningful conversations
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Learning is a natural phenomenon

Learning as a lifelong pursuit Learning occurs through structure and unstructured activities Learning as a basis of an individuals behavior
Desire for change stimulates learning
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Key Attributes of Learning

is an evolutionary process
is a product of collaboration between participants

Process is unique to an individual Also takes place at the sub-conscious level Has intellectual and emotional elements
Doesnt progress at an uniform pace
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Owners of unique personal experience

More concerned with short term application of training Capable and willing to take greater responsibility for their learning Possess the ability to visualize or construct reallife situations Have a well defined self image
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Participants learning styles attributes

Preference to a certain type of training activities
Willingness to put in extra effort for learning

Degree of dependence on the trainer
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THE EXTRA
Learning Syles
Learning styles inventory
Ref
http://www.businessballs.c om/kolblearningstyles.htm
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DEVELOPING AN INTERGRATED APPROACH

Need
In training
Learning is complex
Four ways of Participants Learning
Methods of Learning
Multidimensional process
Myriad factors & conditions
Factors influencing Learning
Many players
Learning is composite
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Need
Four ways of learning

Affirmation or Endorsement of existing learning Building on present level of competency Development of new knowledge and competency Learning after going through a process of delearning
Methods of Learning
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Need
5 key methods of learning can be identified

Direct input by trainers
Methods of Learning
Learning through sharing within the training group

Learning through practice and exercise Formal or informal methods of observation Out-of-session exchange with participants and trainers
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Need
Methods of Learning
Family situation and personal problems Consistency between personal and program objectives
Situation in the organization
Participants learning styles and skills Previous training experience of the participant
Personal factors
Desire for personal growth and development Incentives or benefits of learning
Self image and level of self esteem
Reason and manner of sponsorship
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Need
Composition of the training group
Methods of Learning
Trainer/Training team Relationship with other members of the group
Environmental factors
Training strategies methods and techniques General learning environment in the group
Program content or topics
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THE EXTRA
Blooms Taxonomy
Ref:
http://en.wikipedia.org/wiki/Bl oom's_Taxonomy
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THE EXTRA
Blooms Taxonomy
Ref:
http://www.odu.edu/educ/rov erbau/Bloom/blooms_taxonom y.htm Remembering: can the student recall or remember the information? Understanding: can the student explain ideas or concepts? Applying: can the student use the information in a new way? Analyzing: can the student distinguish between the different parts? Evaluating: can the student justify a stand or decision? Creating: can the student create new product or point of view? define, duplicate, list, memorize, recall, repeat, reproduce state
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
appraise, argue, defend, judge, select, support, value, evaluate
assemble, construct, create, design, develop, formulate, write.
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STEPS IN PREPARING A TRAINING DESIGN

Birth of a Training Program Identifying and Analyzing training needs Setting out the Program Objectives Steps in preparing an Action Plan
Could be initiated by
Training Agency or a group of trainers General training needs of a specific target group Particular area of organizational functioning or personal growth Broad and generic training needs
Key Considerations in Design Informing Participants of the Program
Organization New staff Enhance efficiency and increase productivity Best way to improve operations
Group of Organizations
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Understanding the Training Needs Information Knowledge Skills & Competencies Attitude & Values
Identifying Training Needs Analyzing Training Needs
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Understanding the Program Objectives

Learning
Cognitive Learning Behavioral Change Affective Change
Need for setting program objectives

Provide direction to the program Serve as a Basis of evaluation A tool for meeting participants training needs Define limits for a training program
Establishing the Program Objectives Considerations & Guidelines

Learners perspective Specific Realistic & Practical No results beyond control Measurable Flexibility
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Identify and analyze training needs Identify training needs of the participants/training group Analyze training needs Categorize training needs as information, knowledge skills and values
Set out objective for the training program
A C T I O N P L A N
Identify program contents Set out topics/areas to be covered Organize and sequence program content
Break the contents into sub-topics/modules Classify the sub-topics/modules as information, knowledge, skills and values Monitor and evaluate the program
A C T I O N P L A N
Learning objectiv es for each subtopics/ module/ session
Training Methods
Allocate Time
Material and equipme nt required
Allocate responsi bilities
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Identifying Program Contents Break up of Program Content into sub-topics or Modules Categorize components into Information, Knowledge, Skills and Attitude Organize and Sequence Program Content Determining Learning outcome for each Sub-topic or Module Decide on Training Techniques Allocate Time Decide on Support Materials, Facilitates and Equipment Determine Assignments for Members of Training Team Delegate Responsibilities for Management and Administration of the program Establish Mechanisms for Monitoring and Evaluation
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Nominating Organization, their Objectives and Work Promoting the Learning process Training Group Maintaining momentum and Impetus of the Program
Building Flexibility in the Program

Effective Monitoring of the program Training Team Management and Administration of the Program Facilitating Transfer of Training of the Organization
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Communication Objective
Inform them of the details Prepare them with the right frame of mind Arouse curiosity Address Initial concerns
Participants see Level of preparedness of the Training Team Extent to which the training team understands the concerns of the participants Attitude of Training team towards the participants
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DELIVERING THE TRAINING PROGRAM

Participant Arrival
Beginning an Active Program Making the training group functional Empowering the Group
Delivering the Program
Concluding the Program
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TRAINING METHODS AND TECHNIQUES

Importance of Trng Methods Factors influencing choice of TM Lecture Case Study Role-Play Management Games Laboratory Training Practical Assignments Group Discussion
Panel Discussion
Brain Storming Training Support Material Training through Placements Field Trip Demonstration
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TRAINING GROUP AND ITS DYNAMICS
Special Features of a Training Grp
Diversity in age, qualification, nature of experience of participants

Group environment has varied elements Leadership in a training program has unique and varying dimensions Varying values and behavior patters of participants Element of compulsion! Role as a member of the training group Personal learning objectives! Duration and attitude of the participants Subgroups Accessibility of the members of a training group Prior information about the training
Functional Behavior
Dysfunctional Behavior
Types of Participants Stages of Development of a trng group
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Willingness and ability to give feedback

Intervention during a session or a Presentation Assisting the trainer in organizing training activities Giving support and encouragement to other participants Helping in maintaining discipline in the group Assisting and maintaining group harmony Completing assignment and projects
Functional Behavior
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During training
One-upmanship Constant interruption Attempt to dominate the discussion Resisting active participation Ridiculing or embarrassing co participants Clowning with co-participants Distracting behavior Missing sessions without proper reason Later arrival to class
Functional Behavior
Affecting learning environment Manipulating group to realize personal agenda Promoting disagreement and discord in the group
Creating opinion in group against program or trainer

Non-participation in training activities Refusing to respond to exigencies of the program
How do we deal with these?
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Functional Behavior
Types of participants

Self seeker
Detached Socializer Tourist
Critic
Learner
Know All
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Functional Behavior
Training activates are concluded Trainers clarify the doubts, queries etc Consolidation of learning Participants engage in the process of self appraisal Participants prepare for departure Emotion and feelings are expressed

Introduction with other participants and training team Getting familiar with the physical environment and facilities Introduced to the program
Exploring similaritie s of views and interests Process of accepting and getting accepted underway
Relationships are consolidated Roles of trainer and the participants are defined Participants get mentally settled in the program Ownership of the program is devolved to the participants
Period of intense activity in the program and learning

Heightened interactions, sharing of ideas and experiences Emergence of subgroups and leadership patterns
Sharing of expectation between participants and trainers

Concerns and anxieties are expressed
Finale End Dynamic

Consolidation
Bartering Acquisition
Preliminary
Development
Conclusion
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THE TRAINER ROLES AND FUNCTIONS

The Trainer the person
Portrait of a trainer
Training Styles of a Trainer
Dilemmas of a Trainer
Handling Problem Situations Preparing and Conducting a Presentation/Training Activity Working in a Training Team
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EVALUATION OF A TRAINING PROGRAM

Evaluation Need and Purpose
Stages of Evaluation in a Trng Prg Conducting the end term evaluation Measuring the Participants Learning
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Training and Development

Wishing you the best - Sachi

Key tool to enhance job related performance

Reasons for Training

Stakeholder & Responsibilities

On the job Training

Reasons for Training

Stakeholder & Responsibilities

On the job Training

Training and Teaching

Reasons for Training

Stakeholder & Responsibilities

On the job Training

Curriculum oriented Pre-determined schedule of work

Concept, Meaning and Scope

Understanding Concept of Training

Reasons for Training

Stakeholder & Responsibilities

Aims at building capacity to formulate the appropriate response through a process of

On the job Training

Journey of self-awareness and self-discovery leading to growth and development

Assists removing mental blocks

Reasons for Training

Stakeholder & Responsibilities

On the job Training

Enhancing Organization effectiveness

Reasons for Training

Stakeholder & Responsibilities

On the job Training

Reasons for Training

Stakeholder & Responsibilities

On the job Training

Funding or Donor Agencies

Reasons for Training

Stakeholder & Responsibilities

On the job Training

Reasons for Training

Stakeholder & Responsibilities

On the job Training

Appraises its work on a regular basis

Reasons for Training

Stakeholder & Responsibilities

On the job Training

LEARNING PROCESS IN A TRAINING PROGRAM

learning is a life long pursuit Helps

LEARNING PROCESS IN A TRAINING PROGRAM

Learning is a natural phenomenon

Desire for change stimulates learning

LEARNING PROCESS IN A TRAINING PROGRAM

Key Attributes of Learning

is a product of collaboration between participants

Doesnt progress at an uniform pace

LEARNING PROCESS IN A TRAINING PROGRAM

Owners of unique personal experience

LEARNING PROCESS IN A TRAINING PROGRAM

Participants learning styles attributes

Willingness to put in extra effort for learning

DEVELOPING AN INTERGRATED APPROACH

Four ways of Participants Learning

Factors influencing Learning

DEVELOPING AN INTERGRATED APPROACH

Four ways of learning