Description
This is a presentation describes on how training can help companies gain a competitive advantage.
Training
1.Discuss how training can help companies gain a competitive advantage. 2.Explain the role of the manager in identifying training and supporting use of training onthe-job. 3.Conduct a needs assessment. 4.Evaluate employees’ readiness for training. 5.Discuss the strengths and weaknesses of presentation, hands-on, and group training methods. 6.Explain the potential advantages of e-learning for training. 7.Design a training session to maximize learning. 8.Choose an appropriate evaluation design based objectives and analysis of constraints.
TRAINING AND DEVELOPMENT
Case Motorola
What accounts for Motorola's past success? How has it maintained competitiveness? What are the potential risks and benefits of expanding training opportunities? Do companies like Motorola have obligation to provide training to their employees? What are Bob Galvin’s options?
Nature of Training
Training
A process whereby people acquire capabilities to aid in the achievement of organizational goals.
Includes both hard and soft skills
Poorly trained employees may perform poorly and make costly mistakes
New Context of Training
Organization Competitiveness and Training
Training makes organizations more competitive Training helps retain valuable employees Training is no longer the first casualty of a business downturn.
Nature of Training
Knowledge Management and Training
Identifying and leveraging organizational intellectual capital to create value and be competitive.
Talent Status
Training as a Revenue Source
Marketing training with or alongside products can contribute significantly to a firm’s revenues.
Integration of Performance and Training
Training is moving “closer to the job” to achieve “real time” learning. Training is using more real-world problems to increase employee learning.
Leadership building in best-in-class companies
ULL- pioneer in the filed of leadership development in India, it is also one of the first MNCs in the country to have developed home grown talent. Believes its performance culture driven by Leadership behaviour defined on SOL framework. TCS- with strong corporate global focus, it looks to developing role diversity, global exposure and high performance among its employees. Ambassador corps is a comprehensive learning and development programme
Performance Consulting
Performance Consulting
Performance Consulting
A process in which a trainer and the organizational client work together (“bundled solution”) to determine what needs to be done to improve results Performance consulting approach:
Focusing on identifying and addressing root causes of performance problems. Recognizing that the interaction of individual and organizational factors influences employee performance. Documenting the actions and accomplishments of high performers and comparing them with actions of more typical performers.
Designing Effective Training Systems
Conduct needs analysis Conduct needs analysis Ensure employee readiness for training Ensure employee readiness for training Create learning environment Create learning environment Ensure transfer of training Ensure transfer of training Evaluate training program Evaluate training program
The Scope of Training
Training
Effort initiated by an organization to foster learning among its members. Tends to be narrowly focused and oriented toward shortterm performance concerns.
Systems Model of Training
Development
Effort that is oriented more toward broadening an individual’s skills for the future responsibilities.
The Needs Assessment Process
Training Pressure Points
Organizational analysis
Key Concerns of Upper- and Midlevel Managers and Trainers in Needs Assessment
Upper-Level Managers Is training important to achieve our business objectives? How does training support our business strategy? Midlevel Managers Do I want to spend money on training? How much? Trainers/Trg. Manager Do I have the budget to buy training services? Will managers/top mgmt. support training?
Person Analysis
- Is it a training problem? - Who needs training? - Are employees ready for training?
Organizational Analysis
- Support for training? - Sufficient resources? - Fit with strategic objectives?
Person analysis
What functions or business units need training?
Who should be trained? Managers? Professionals? Core employees?
How will I identify which employees need training?
Task analysis
- identify tasks, skills, knowledge, and behavior
Task Analysis
Does the company have the people with the knowledge, skills, and ability needed to compete in the marketplace?
For what jobs can training make the biggest difference in product quality or customer service?
What tasks should be trained? What knowledge, skills, ability, or other characteristics are necessary?
Systems Model of Training
Phase 2: Designing the Training Program
Instructional Objectives
Represent the desired outcomes of a training program
Performance-centered objectives
Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.
Ensuring Employees’ Readiness for Training
Motivation to learn can be increased by ensuring that employee’s believe they can learn training content believe they can learn training content understand the benefits of training understand the benefits of training are aware of their career interests, training are aware of their career interests, training needs and goals needs and goals understand the effects of work environment understand the effects of work environment
situational constraints situational constraints social support social support
Creating a Learning Environment
Needs of employees to enhance learning
Know training objectives Know training objectives Link own experiences to training Link own experiences to training Opportunities to practice Opportunities to practice Feedback Feedback Learn by observing others Learn by observing others Coordinated training programs Coordinated training programs
possess basic (literacy) skills possess basic (literacy) skills
Trainee Readiness and Motivation
Strategies for Creating a Motivated Training Environment:
Use positive reinforcement. Eliminate threats and punishment. Be flexible. Have participants set personal goals. Design interesting instruction. Break down physical and psychological obstacles to learning.
Principles of Learning
Characteristics of Successful Instructors
Knowledge of the subject Adaptability Sincerity Sense of humor Interest Clear instructions Individual assistance Enthusiasm
Systems Model of Training
Phase 3: Implementing the Training Program
Choosing the instructional method Choosing the instructional method
Nature of training Nature of training Type of trainees Type of trainees Organizational extent of training Organizational extent of training Importance of training outcomes Importance of training outcomes
Training Methods for Nonmanagerial Employees
On-the-Job Training (OJT) Apprenticeship Training Cooperative Training, Internships, and Governmental Training Classroom Instruction Programmed Instruction Audiovisual Methods Computer-based Training and ELearning Simulation Method
Training Methods for Nonmanagerial Employees (cont’d)
On-the-job training (OJT)
Method by which employees are given hands-on experience with instructions from their supervisor or other trainer.
On-the-Job Training
Overcoming OJT training problems
1. 2.
Develop realistic goals and/or measures for each OJT area. Plan a specific training schedule for each trainee, including set periods for evaluation and feedback. Help managers establish a nonthreatening atmosphere conducive to learning. Conduct periodic evaluations, after training is completed, to prevent regression.
Drawbacks
The lack of a well-structured training environment Poor training skills of managers The absence of well-defined job performance criteria
3.
4.
Delivery Method of Training
The PROPER Way to Do On-the-Job Training
Source: Scott Snell, Cornell University.
Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 32.
Training Methods for Nonmanagerial Employees (cont’d)
E-Learning
Learning that takes place via electronic media such web and computer-based training (CBT) Allows the firm to bring the training to employees Allows employees to customize their own learning in their own time and space Provides continuously updated training materials.
E-Learning Advantages
Learning is self-paced. The training comes to the employee. The training is interactive. Employees do not have to wait for a scheduled training session. The training can focus on specific needs as revealed by built-in tests. Trainees can be referred to online help or written material.
E-Learning Advantages (cont’d)
It is easier to change a web site than to retype, photocopy, and distribute new classroom-training materials. Record keeping is facilitated. The training can be cost-effective if used for both large and small numbers of employees.
Training Methods for Management Development
On-the-Job Experiences Seminars and Conferences Case Studies Management Games Role Playing Behavior Modeling
On-the-Job Experiences
Coaching Understudy Assignment Job Rotation Lateral Transfer Special Projects Action Learning Staff Meetings Planned Career Progressions
Satyam: Building A Learning Organisation
Model is based on FLCB Leadership Development at the very core for the success of the model Top 5 % Satyam Associates get opportunities in defined areas, such as relationships (with customers and alliances), service offerings, projects, and processes. The strategic intent behind the evolution of the school is to create leaders who are responsive in real time, consistent in decision-making choices that delight stakeholders, action oriented, and have the ability to work collaboratively in a team environment.
Contd….
In designing the School of Leadership, Satyam set out to build an institution that develops opportunities to nurture the best-in-class global entrepreneurial leaders. The school has measures of perfor-mance common to all at Satyam: Six P—people, process, product, prolif-eration, patent, and promotion and Five R (each word ends in "r")—faster (cycle time), better (customer ex-pectations), cheaper (effectively use resources), larger (maximize scale opportunities), and steadier (be predictable)—measures.
Contd…
We measure awareness, adoption, penetration, and impact of each learning opportunity. One measure we adhere to is having 80 percent of all learning take place either virtually or by some other alternative to classroom learning, such as coaching, mentoring, action learning, job rotations, and self-study. Another measure comes from Kirkpatrick's level three demon-stration of competencies learned and conveyed to the workplace.
Ensure Transfer of Training
Climate for transfer Climate for transfer Make self-management a part of Make self-management a part of training training Opportunities to use training Opportunities to use training Peer and manager support Peer and manager support Technological support Technological support
Training Evaluation
Corporate training: some indicators from India
1990 Parameters (a) Percentage of payroll spent on training (b) Training money spent per employee (in Rs) (c) Average training hours per employee (d) Percentage of employees trained per year (e) HRD or training staff per 1000 employees
Private Public MNC
Importance of training evaluation
•Motorola calculates that every $ 1 it spends on training delivery $ 30 in productivity gains within three years, •Since 1987 the company has cut costs by $3.3 billion not by the normal expedient of firing workers, but by training them to simplify process and reduce waste. •Sales per employee have doubled in the past 5 years, •Profits have increased by 47 percent.
1999
Private Public MNC
0.3 205 2 17 0.7
0.1 85 1 11 0.3
0.6 318 3.5 27 1.8
1.1 249 5 52 2.1
0.8 141 3 45 1.9
1.6 370 6 69 3.0
Reasons for Evaluating Training
Determine if program met objectives Determine trainee’s reaction to program content and administration Improving the training programme
To determine the financial benefits and costs of the programs. To compare the costs and benefits of training versus non-training investments. To compare the costs and benefits of different training programs to choose the best program.
Criteria for Evaluating Training
Typical Summative Training Measures
Reaction (level 1)
– Participants – Employers – Sponsor
Outcomes Used in Evaluating Training Programs:
Cognitive Outcomes Skill-Based Outcomes Affective Outcomes Results Return on Investment
Products
– Volume – Quality – Cost
Learning (level 2) Transfer or (level 3) Results or outcome (level 4)
By-products
– Job tools
Training Outcomes: Kirkpatrick’s FourLevel Framework of Evaluation Criteria
Level
1
Typical KPI’s
Satisfaction – Customer – Employee – Investor Process Improvement – Cycle time – Resource consumption – Resource cost Compliance – Regulatory Performance – Product – People Financial Return – Better cash flow – Higher margins – Reduced costs Market Position – Speed – Share
Criteria
Reactions
Focus
Trainee satisfaction
2
Learning
Acquisition of knowledge, skills, attitudes, behavior
3
Behavior
Improvement of behavior on the job
4
Results
Business results achieved by trainees
Typical Worker Measures
Productivity Capability Capacity Efficiency Congeniality/compatibility Flexibility Ethics/Trustworthiness
An Evaluation Matrix: Issues to Consider
Relevant Issues to Evaluate Are the participants learning, changing attitudes, or improving skills? What to Measure Participants’ attitudes or skills before and after (even during) training or development sessions What to Examine for Answers Comments Method of participation Co-workers Superiors How to Collect Data Interviews Questionnaires Records Observations
Are the training or development materials used on the job?
Participants’ on-the-job performance, behavior, and style
Subordinates’ performance, attitudes, and style
Records Interviews Questionnaires Critical incidents Observations
An Evaluation Matrix: Issues to Consider
Relevant Issues to Evaluate What are the costs of training and development programs and techniques? What to Measure Fixed and variable costs of conducting training or development What to Examine for Answers Costs of trainers Participants’ time Travel expenses Consultants’ fees Training aids Rent and utilities Subordinates’ performance, attitudes, and style How to Collect Data Budget records
Examples of ROI evaluation criteria
How long does the training or development have an effect on participants?
Participants’ on-the-job performance, behavior, and style over an extended period of time
Records Interviews Questionnaires Critical incidents Observations
Data To Leverage
Suggest ways to leverage the information others are already tracking to measure success: Customer satisfaction survey data. Employee morale survey data Exit interview data Quality assurance data Internal audit findings
1. 2. 3. 4.
To calculate return on investment (ROI), follow these steps:
Identify outcome(s) (e.g., quality, accidents) Place a value on the outcome(s) Determine the change in performance after eliminating other potential influences on training results. Obtain an annual amount of benefits (operational results) from training by comparing results after training to results before training (in dollars)
To calculate return on investment (ROI), follow these steps: (continued)
Strategy
Concentration
Implications of Business Strategy for Training
How Achieved Key Issues Training Implications
- team building - cross-training - people skills - on-the-job - cultural training - creativity training - communication - technical skills - conflict resolution - integrate training systems - team building - identify capabilities - stress management - time management - cross-training - outplacement
5.
Determine training costs (direct costs + indirect costs + development costs + overhead costs + compensation for trainees) Calculate the total savings by subtracting the training costs from benefits (operational results) Calculate the ROI by dividing benefits (operational results) by costs.
The ROI gives you an estimate of the dollar return expected from each dollar invested in training.
- improve - current skills quality - develop -customize work force products/services - global expansion - new products - joint ventures - acquire firms - innovation - creating new jobs & tasks
Internal Growth
6. 7.
External Growth (acquisition)
- integration - redundancy - restructuring - efficiency
Disinvestment
Irwin/McGraw-Hill
- cost/asset reduction - redefine goals - sell assets
Training for International Assignment
PROGRAMME COMPONENT Need assessment Content Design and Methodology Programme Duration and TimingFigure 1-3: International assignments create expatriates
Content:-
Duration and Timing
One week to twelve-week programme available Majority of company’s opting for 3 dyas programme generally debatable issues of Pre or post departure training.
Components of effective predeparture training
Cultural awareness programs Preliminary visits Language training Practical assistance Training for the training role TCN and HCN expatriate training Non-traditional assignments and training
Tungs’s Model of TrainingExpected level of interaction between the individual and HCN Cultural similarity But it does not answerWhich method to use Meaning of rigor duration
Degree of expected Interaction
Content- cross-cult Skill dev Rigor-Mod to high
Content- Job/Task Rigor-Less
Figure : The Mendenhall, Dunbar and Oddou crosscultural training model Cultural Dissimilarity
doc_253238505.pdf
This is a presentation describes on how training can help companies gain a competitive advantage.
Training
1.Discuss how training can help companies gain a competitive advantage. 2.Explain the role of the manager in identifying training and supporting use of training onthe-job. 3.Conduct a needs assessment. 4.Evaluate employees’ readiness for training. 5.Discuss the strengths and weaknesses of presentation, hands-on, and group training methods. 6.Explain the potential advantages of e-learning for training. 7.Design a training session to maximize learning. 8.Choose an appropriate evaluation design based objectives and analysis of constraints.
TRAINING AND DEVELOPMENT
Case Motorola
What accounts for Motorola's past success? How has it maintained competitiveness? What are the potential risks and benefits of expanding training opportunities? Do companies like Motorola have obligation to provide training to their employees? What are Bob Galvin’s options?
Nature of Training
Training
A process whereby people acquire capabilities to aid in the achievement of organizational goals.
Includes both hard and soft skills
Poorly trained employees may perform poorly and make costly mistakes
New Context of Training
Organization Competitiveness and Training
Training makes organizations more competitive Training helps retain valuable employees Training is no longer the first casualty of a business downturn.
Nature of Training
Knowledge Management and Training
Identifying and leveraging organizational intellectual capital to create value and be competitive.
Talent Status
Training as a Revenue Source
Marketing training with or alongside products can contribute significantly to a firm’s revenues.
Integration of Performance and Training
Training is moving “closer to the job” to achieve “real time” learning. Training is using more real-world problems to increase employee learning.
Leadership building in best-in-class companies
ULL- pioneer in the filed of leadership development in India, it is also one of the first MNCs in the country to have developed home grown talent. Believes its performance culture driven by Leadership behaviour defined on SOL framework. TCS- with strong corporate global focus, it looks to developing role diversity, global exposure and high performance among its employees. Ambassador corps is a comprehensive learning and development programme
Performance Consulting
Performance Consulting
Performance Consulting
A process in which a trainer and the organizational client work together (“bundled solution”) to determine what needs to be done to improve results Performance consulting approach:
Focusing on identifying and addressing root causes of performance problems. Recognizing that the interaction of individual and organizational factors influences employee performance. Documenting the actions and accomplishments of high performers and comparing them with actions of more typical performers.
Designing Effective Training Systems
Conduct needs analysis Conduct needs analysis Ensure employee readiness for training Ensure employee readiness for training Create learning environment Create learning environment Ensure transfer of training Ensure transfer of training Evaluate training program Evaluate training program
The Scope of Training
Training
Effort initiated by an organization to foster learning among its members. Tends to be narrowly focused and oriented toward shortterm performance concerns.
Systems Model of Training
Development
Effort that is oriented more toward broadening an individual’s skills for the future responsibilities.
The Needs Assessment Process
Training Pressure Points
Organizational analysis
Key Concerns of Upper- and Midlevel Managers and Trainers in Needs Assessment
Upper-Level Managers Is training important to achieve our business objectives? How does training support our business strategy? Midlevel Managers Do I want to spend money on training? How much? Trainers/Trg. Manager Do I have the budget to buy training services? Will managers/top mgmt. support training?
Person Analysis
- Is it a training problem? - Who needs training? - Are employees ready for training?
Organizational Analysis
- Support for training? - Sufficient resources? - Fit with strategic objectives?
Person analysis
What functions or business units need training?
Who should be trained? Managers? Professionals? Core employees?
How will I identify which employees need training?
Task analysis
- identify tasks, skills, knowledge, and behavior
Task Analysis
Does the company have the people with the knowledge, skills, and ability needed to compete in the marketplace?
For what jobs can training make the biggest difference in product quality or customer service?
What tasks should be trained? What knowledge, skills, ability, or other characteristics are necessary?
Systems Model of Training
Phase 2: Designing the Training Program
Instructional Objectives
Represent the desired outcomes of a training program
Performance-centered objectives
Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.
Ensuring Employees’ Readiness for Training
Motivation to learn can be increased by ensuring that employee’s believe they can learn training content believe they can learn training content understand the benefits of training understand the benefits of training are aware of their career interests, training are aware of their career interests, training needs and goals needs and goals understand the effects of work environment understand the effects of work environment
situational constraints situational constraints social support social support
Creating a Learning Environment
Needs of employees to enhance learning
Know training objectives Know training objectives Link own experiences to training Link own experiences to training Opportunities to practice Opportunities to practice Feedback Feedback Learn by observing others Learn by observing others Coordinated training programs Coordinated training programs
possess basic (literacy) skills possess basic (literacy) skills
Trainee Readiness and Motivation
Strategies for Creating a Motivated Training Environment:
Use positive reinforcement. Eliminate threats and punishment. Be flexible. Have participants set personal goals. Design interesting instruction. Break down physical and psychological obstacles to learning.
Principles of Learning
Characteristics of Successful Instructors
Knowledge of the subject Adaptability Sincerity Sense of humor Interest Clear instructions Individual assistance Enthusiasm
Systems Model of Training
Phase 3: Implementing the Training Program
Choosing the instructional method Choosing the instructional method
Nature of training Nature of training Type of trainees Type of trainees Organizational extent of training Organizational extent of training Importance of training outcomes Importance of training outcomes
Training Methods for Nonmanagerial Employees
On-the-Job Training (OJT) Apprenticeship Training Cooperative Training, Internships, and Governmental Training Classroom Instruction Programmed Instruction Audiovisual Methods Computer-based Training and ELearning Simulation Method
Training Methods for Nonmanagerial Employees (cont’d)
On-the-job training (OJT)
Method by which employees are given hands-on experience with instructions from their supervisor or other trainer.
On-the-Job Training
Overcoming OJT training problems
1. 2.
Develop realistic goals and/or measures for each OJT area. Plan a specific training schedule for each trainee, including set periods for evaluation and feedback. Help managers establish a nonthreatening atmosphere conducive to learning. Conduct periodic evaluations, after training is completed, to prevent regression.
Drawbacks
The lack of a well-structured training environment Poor training skills of managers The absence of well-defined job performance criteria
3.
4.
Delivery Method of Training
The PROPER Way to Do On-the-Job Training
Source: Scott Snell, Cornell University.
Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 32.
Training Methods for Nonmanagerial Employees (cont’d)
E-Learning
Learning that takes place via electronic media such web and computer-based training (CBT) Allows the firm to bring the training to employees Allows employees to customize their own learning in their own time and space Provides continuously updated training materials.
E-Learning Advantages
Learning is self-paced. The training comes to the employee. The training is interactive. Employees do not have to wait for a scheduled training session. The training can focus on specific needs as revealed by built-in tests. Trainees can be referred to online help or written material.
E-Learning Advantages (cont’d)
It is easier to change a web site than to retype, photocopy, and distribute new classroom-training materials. Record keeping is facilitated. The training can be cost-effective if used for both large and small numbers of employees.
Training Methods for Management Development
On-the-Job Experiences Seminars and Conferences Case Studies Management Games Role Playing Behavior Modeling
On-the-Job Experiences
Coaching Understudy Assignment Job Rotation Lateral Transfer Special Projects Action Learning Staff Meetings Planned Career Progressions
Satyam: Building A Learning Organisation
Model is based on FLCB Leadership Development at the very core for the success of the model Top 5 % Satyam Associates get opportunities in defined areas, such as relationships (with customers and alliances), service offerings, projects, and processes. The strategic intent behind the evolution of the school is to create leaders who are responsive in real time, consistent in decision-making choices that delight stakeholders, action oriented, and have the ability to work collaboratively in a team environment.
Contd….
In designing the School of Leadership, Satyam set out to build an institution that develops opportunities to nurture the best-in-class global entrepreneurial leaders. The school has measures of perfor-mance common to all at Satyam: Six P—people, process, product, prolif-eration, patent, and promotion and Five R (each word ends in "r")—faster (cycle time), better (customer ex-pectations), cheaper (effectively use resources), larger (maximize scale opportunities), and steadier (be predictable)—measures.
Contd…
We measure awareness, adoption, penetration, and impact of each learning opportunity. One measure we adhere to is having 80 percent of all learning take place either virtually or by some other alternative to classroom learning, such as coaching, mentoring, action learning, job rotations, and self-study. Another measure comes from Kirkpatrick's level three demon-stration of competencies learned and conveyed to the workplace.
Ensure Transfer of Training
Climate for transfer Climate for transfer Make self-management a part of Make self-management a part of training training Opportunities to use training Opportunities to use training Peer and manager support Peer and manager support Technological support Technological support
Training Evaluation
Corporate training: some indicators from India
1990 Parameters (a) Percentage of payroll spent on training (b) Training money spent per employee (in Rs) (c) Average training hours per employee (d) Percentage of employees trained per year (e) HRD or training staff per 1000 employees
Private Public MNC
Importance of training evaluation
•Motorola calculates that every $ 1 it spends on training delivery $ 30 in productivity gains within three years, •Since 1987 the company has cut costs by $3.3 billion not by the normal expedient of firing workers, but by training them to simplify process and reduce waste. •Sales per employee have doubled in the past 5 years, •Profits have increased by 47 percent.
1999
Private Public MNC
0.3 205 2 17 0.7
0.1 85 1 11 0.3
0.6 318 3.5 27 1.8
1.1 249 5 52 2.1
0.8 141 3 45 1.9
1.6 370 6 69 3.0
Reasons for Evaluating Training
Determine if program met objectives Determine trainee’s reaction to program content and administration Improving the training programme
To determine the financial benefits and costs of the programs. To compare the costs and benefits of training versus non-training investments. To compare the costs and benefits of different training programs to choose the best program.
Criteria for Evaluating Training
Typical Summative Training Measures
Reaction (level 1)
– Participants – Employers – Sponsor
Outcomes Used in Evaluating Training Programs:
Cognitive Outcomes Skill-Based Outcomes Affective Outcomes Results Return on Investment
Products
– Volume – Quality – Cost
Learning (level 2) Transfer or (level 3) Results or outcome (level 4)
By-products
– Job tools
Training Outcomes: Kirkpatrick’s FourLevel Framework of Evaluation Criteria
Level
1
Typical KPI’s
Satisfaction – Customer – Employee – Investor Process Improvement – Cycle time – Resource consumption – Resource cost Compliance – Regulatory Performance – Product – People Financial Return – Better cash flow – Higher margins – Reduced costs Market Position – Speed – Share
Criteria
Reactions
Focus
Trainee satisfaction
2
Learning
Acquisition of knowledge, skills, attitudes, behavior
3
Behavior
Improvement of behavior on the job
4
Results
Business results achieved by trainees
Typical Worker Measures
Productivity Capability Capacity Efficiency Congeniality/compatibility Flexibility Ethics/Trustworthiness
An Evaluation Matrix: Issues to Consider
Relevant Issues to Evaluate Are the participants learning, changing attitudes, or improving skills? What to Measure Participants’ attitudes or skills before and after (even during) training or development sessions What to Examine for Answers Comments Method of participation Co-workers Superiors How to Collect Data Interviews Questionnaires Records Observations
Are the training or development materials used on the job?
Participants’ on-the-job performance, behavior, and style
Subordinates’ performance, attitudes, and style
Records Interviews Questionnaires Critical incidents Observations
An Evaluation Matrix: Issues to Consider
Relevant Issues to Evaluate What are the costs of training and development programs and techniques? What to Measure Fixed and variable costs of conducting training or development What to Examine for Answers Costs of trainers Participants’ time Travel expenses Consultants’ fees Training aids Rent and utilities Subordinates’ performance, attitudes, and style How to Collect Data Budget records
Examples of ROI evaluation criteria
How long does the training or development have an effect on participants?
Participants’ on-the-job performance, behavior, and style over an extended period of time
Records Interviews Questionnaires Critical incidents Observations
Data To Leverage
Suggest ways to leverage the information others are already tracking to measure success: Customer satisfaction survey data. Employee morale survey data Exit interview data Quality assurance data Internal audit findings
1. 2. 3. 4.
To calculate return on investment (ROI), follow these steps:
Identify outcome(s) (e.g., quality, accidents) Place a value on the outcome(s) Determine the change in performance after eliminating other potential influences on training results. Obtain an annual amount of benefits (operational results) from training by comparing results after training to results before training (in dollars)
To calculate return on investment (ROI), follow these steps: (continued)
Strategy
Concentration
Implications of Business Strategy for Training
How Achieved Key Issues Training Implications
- team building - cross-training - people skills - on-the-job - cultural training - creativity training - communication - technical skills - conflict resolution - integrate training systems - team building - identify capabilities - stress management - time management - cross-training - outplacement
5.
Determine training costs (direct costs + indirect costs + development costs + overhead costs + compensation for trainees) Calculate the total savings by subtracting the training costs from benefits (operational results) Calculate the ROI by dividing benefits (operational results) by costs.
The ROI gives you an estimate of the dollar return expected from each dollar invested in training.
- improve - current skills quality - develop -customize work force products/services - global expansion - new products - joint ventures - acquire firms - innovation - creating new jobs & tasks
Internal Growth
6. 7.
External Growth (acquisition)
- integration - redundancy - restructuring - efficiency
Disinvestment
Irwin/McGraw-Hill
- cost/asset reduction - redefine goals - sell assets
Training for International Assignment
PROGRAMME COMPONENT Need assessment Content Design and Methodology Programme Duration and TimingFigure 1-3: International assignments create expatriates
Content:-
Duration and Timing
One week to twelve-week programme available Majority of company’s opting for 3 dyas programme generally debatable issues of Pre or post departure training.
Components of effective predeparture training
Cultural awareness programs Preliminary visits Language training Practical assistance Training for the training role TCN and HCN expatriate training Non-traditional assignments and training
Tungs’s Model of TrainingExpected level of interaction between the individual and HCN Cultural similarity But it does not answerWhich method to use Meaning of rigor duration
Degree of expected Interaction
Content- cross-cult Skill dev Rigor-Mod to high
Content- Job/Task Rigor-Less
Figure : The Mendenhall, Dunbar and Oddou crosscultural training model Cultural Dissimilarity
doc_253238505.pdf