STAGES OF TRAINING AND DEVELOPMENT

The training process refers to a systematic approach to developing training programs.  Figure.1.1. presents the seven steps in this process. Step 1 is to conduct a needs assessment, which is necessary to identify whether training is needed.  Step 2 is to ensure that employees have the motivation and basic skills necessary to master the training content.  Sep 3 is to create a learning environment that has the features necessary for learning to occur.  Step 4 is to ensure that trainees to apply the training contents to their jobs.  This step involves having the trainee understand how to manage skill improvement as well as getting co-workers and manager support.

Step 5 is to develop an evaluation plan. Developing an evaluation plan includes identifying what types of outcomes training is expected to influence (for example, learning behavior, skill) Choosing an evaluation design that allows determining the influence of training on these outcomes, and planning how to demonstrate how training effect the bottom line (that is using the cost benefit analysis to determine the monetary benefits resulting from training). Step 6 is to choose the training method based on the learning objectives and learning environment. This step may include a traditional training method of face to face interaction with the trainer or e-learning using CD-ROM or web-based training. Step 7 is to evaluate the program and make changes in it or revisit any of the earlier steps in the process to improve the program so that learning behavior, change, and the other learning objectives are obtained.

This model referred to as the ADDIE model because it includes analysis, design, development, Implementation and evaluation.

  

Figure 1.0: ADDIE Training model

 (Source: MacGraw Hill, 2005).

The ADDIE model is the generic process traditionally used by instructional designers and training developers. This was developed by the University of Florida in the 1970s.  The five phases-Analysis, Design, Development, Implementation, and Evaluation-represent a dynamic, flexible guideline for building effective training and performance support tools. 

Analysis Phase. 

Step 1 – conducting needs and assessment.

1.      Organizational analysis

2.      Person analysis

3.     Task analysis

Step 2 – Ensuring employees’ readiness for training

1.     Attitudes and motivation

2.     Basic skills

Design Phase

Step 3 – Creating a learning environment

1.     Learning objectives

2.     Meaningful materials

3.     Practice

4.     Feedback

5.     Community of training

6.     Modeling

7.     Program administration

Step 4 – Ensuring transfer of training

1.     Self-management

2.     Pear and manager

3.     Support

Development Phase

Step 5 – developing and evaluation plan

1.     Identify learning outcome

2.     Choose evaluation design

3.     Plan cost - benefit analysis

Implementation Phase

Step 6- Selecting a Training Method

1.     Traditional

2.     E-Learning

Evaluation Phase

Step 7 -Monitoring and Evaluating the Program

1.     Conduct Evaluation

2.     Make Changes to Improve the Program

(Source: Branson,Rayner,Cox,Furman,King,Hannum,1975).

Training Objectives

Training objectives tell the trainee that what is expected out of him at the end of the training program. Training objectives are of great significance from a number of stakeholder perspectives. Trainer, trainee, design evaluator ( Kathik,2012).

Training is a sequence of experiences or opportunities designed to modify behavior in order to attain a stated objective (Hesseling,1971).

Types of Training and Development Programs which are provided to Employees

Different practices follow in different organizations. So the need and requirement of training are directly linked with the requirement of the job profile. Therefore various types of training programs are designed and shared by different authors.

Training Programs

The usefulness of the training program is possible only when the trainee is able to practice the theoretical aspects learned in training program in an actual work environment.  They highlighted the use of role plying, cases, simulation, mediated exercises, and computer-based learning to provide exposure to a current and relevant body of knowledge and real-world situations Bates and (Davis,2010).

On the Job Training

On-the-job training is the acquisition of skills within the work environment generally under normal working conditions. Through on-the-job training, workers acquire both general skills that they can transfer from one job to another and specific skills that are unique to a particular job. On-the-job training, typically includes verbal and written instruction, demonstration and observation and hands-on, practice, and limitation.
 

1.          Job Instructions

2.          Apprenticeship and Coaching

3.          Job Rotation

4.          Committee Assignments

5.          Training through step by step

Off the Job Training

1.       Programmed Instructions

            -Class Room Lectures

            -Simulation Exercises

2.       Business Games

-Case study methods

-Audio-Visual methods

-Experiential Exercises

-Vestibule training

-Computer modeling

-behavioral modeling

-Role Playing

-Conference/Discussion Method

-Workshop /Seminars

(Source: Rothwell, William J., and H.C. Kazanas,1994).

Satisfaction of Training

The key determinant of overall satisfaction with training (OST) are perceived training efficiency (PTE) and perceived the usefulness of training (PUT) (Giangreco, Sebastiano, and Peccei,2009).

Role competencies and positions of training professionals

Trainers can typically hold many jobs, such as instructional designers, technical trainers, or needs analysts. Each job has specific roles and functions. For example; one roll of the need analyst is to summarize data to collect via interviews, observations, and even surveys to gain an understanding of training needs of a specific job or job family (a grouping of jobs) (Introduction To Employee Training and Development p.38). Special knowledge, skills, or behaviors also called competencies are needed to successfully perform each role.

The most comprehensive study of training professionals have been conducted by the American Society for Training and development. Figure 1.2. Shows the ASTD competency model describes what it takes for an individual to be successful in the training and development field ((Introduction to Employee Training and Development p38).

Figure 2.0 :  ASTD Model

(Source: Davis , Naughton and  Rothwel -2004).

Training cost and business benefits

Training Cost and Business benefits are drawn on X and Y axis respectively/. Four quadrants were identified to highlight. (1) Strategic (lower training cost and higher business benefits) (2) Payback (higher training cost and higher business benefits). (3)Think (Lower training cost and lower business benefits). (4) Drop (Higher training cost and higher business benefits) (Kalaiselven and Naachimuthu,2011).

The process of training and development is a continuous one. It's an avenue to acquire more and new knowledge and develop further the skills and techniques of function effectively (Isaku,2000 ).Training and development in today’s employment setting is far more appropriate than training alone since human resources can exert their full potentials only when the learning process goes beyond the simple routine (Yoder, 1970).

Achieving future goals with effective employee training

If the training and development function is to be effective in the future, it will need to move beyond its concern with techniques and traditional roles. He describes the strategic approaches that the organization can take to and training and development and suggests that the choice of approach should be based on an analysis of the organization’s needs, management and staff attitudes and beliefs, and the level of resources that can be committed.  This more strategic view-point should be of use in assessing current efforts as well as when planning for the future (Kane,1986).  Training improves a person’s skill at a task. Training helps in socially, intellectually and mentally developing an employee which is very essential in facilitating not only the level of productivity but also the development of personnel in any organization. (Oatey,1970).

List of references

Armstrong, M.(2010) Armstrong’s Essential Human Resource Management practice:

A guide to people management. 2nd Ed. Hong Kong, Replika Press Pvt Ltd.

Branson, R.K., Rayner, G.T., Cox, J.L., Furman, J.P., King, F.J., Hannum, W.H. (1975). Interservice procedures for instructional systems development. (Vols. 1-5) TRADOC Pam 350-30, NAVEDTRA 106A. Ft. Monroe, VA: U.S. Army Training and Doctrine Command.

Chao.Chith Yang Huang.Yi Li Lin Chith Wei.”The relationship between Leadership

behavior of Principal and quality of Work Life.

Michel Armstrong (2010),’’A hand book of Human Resource Management practice’’

McGraw-Hill 2005 Yearbook of Science & Technology (McGraw-Hill's Yearbook of Science & Technology) 1st Edition

N.Ramanathan ram@100water.org ‘’Basic QBM” .

P. Davis, J. Naughton and W.Rothwell,2004. New roles and new competencies for the

professional, Training and Development.

Rothwell, W., and H. Kazanas. 1994.Improving on-the-job training. San Francisco: JosseyBass/Pfeiffer.

Raymond A Noe. Employee Training and Development (fifth edition The Oheo State).

Seylan Bank PLC annual report 2017.

https://www.seylan.lk/sites/all/themes/seylan/images/pdf/financial_info/Seylan-Bank-PLC-Annual-Report-2017.pdf

University .Published by Macgraw Hill companies 2010.

www.instructionaldesign.org/models/addie/