training

UNIT 6: TRAINING PROCESS

6.0 Overview

This unit comprehensively covers the training process and outlines the stages of the training wheel, from determining business needs to evaluating the training program's effectiveness. It emphasizes the deeper understanding of various techniques for conducting a training needs analysis and discusses different levels of training evaluation, particularly the Kirkpatrick model—which evaluates training impact at multiple levels—and the Carousel of Development, which illustrates continuous improvement in training methodologies.

6.1 Learning Outcomes

By the end of this unit, you should be able to:

  • Identify and comprehensively describe all the stages of the training process, illustrating the links between each stage.

  • Determine various effective techniques for conducting thorough training needs analysis to align training programs with organizational goals.

  • Define the distinct levels of training evaluation, and understand their application for assessing training efficacy.

  • Explain the Carousel of Development and its significance in creating an adaptive training framework that evolves with organizational needs.

6.2 Introduction

Training is a systematic, strategic process aimed at developing the knowledge, skills, and competencies necessary for current and future roles within organizations. The primary aims of training include:

  • Developing employee competencies to enhance performance, leading to higher productivity and job satisfaction.

  • Fostering organizational growth by effectively preparing individuals for future roles, thus ensuring succession planning and leadership development.

  • Reducing learning time for new employees, enabling them to achieve full competency more quickly through structured training programs, which can ultimately reduce turnover and improve retention rates.

6.3 Training Wheel

The training wheel diagram visually illustrates the connection between training processes and the specific business needs of the organization. It emphasizes that training is initiated by organizational strategies, identifying that training activities must dynamically relate to business goals to be effective.

6.4 Business Needs

The training wheel is anchored in the overarching business needs of the organization. Various business strategies, such as expansion, diversification, or consolidation, create development gaps that necessitate targeted training interventions to fulfill organizational objectives and prepare for market challenges.

6.5 Training Needs Analysis (TNA)

Stages of TNA

  1. Identifying Training Needs: This stage includes a comprehensive assessment of training needs at three levels: organizational, occupational/group, and individual levels. A systematic approach is taken to gather data, ensuring that all employee levels are considered.

  2. Specifying Training Needs: This involves clearly defining training requirements, leading to targeted training efforts that address specific business needs in a cost-effective manner. This focused specification supports strategic allocation of training resources.

  3. Translating Training Needs into Action: It involves selecting appropriate methods for delivering training, whether formal or informal, based on the identified training needs.

6.5.1 Identifying Training Needs

To effectively identify training needs, examine the following:

  • Current Objectives: Focus on present training needs arising from job competencies or recent environmental changes influencing organizational operations.

  • Future Objectives: Consider long-term training needs based on anticipated changes in job roles, industry trends, and organizational direction.

  • Continuous environmental analysis is crucial to identify necessary changes in performance and how training can bridge these gaps.

6.5.2 Specifying Training Needs

Importance of Specification

Precise specification of training needs enables focused and effective training interventions that build critical competencies and bridge performance gaps. Utilize a job specification that outlines necessary competencies and performance standards to assess training outcomes effectively.

Techniques for Data Gathering on Job Performance

  • Observation: Involves direct observation of employees in their roles, as well as examining work samples to assess skill levels.

  • Interviews: Conduct structured or semi-structured interviews to gather insights into training needs from different employee perspectives.

  • Self-Complete Questionnaires: Engage employees in self-assessments to evaluate their performance and identify perceived training gaps.

  • Desk Research: Analyze existing documents, training records, performance reports, and feedback to derive insights into training needs and outcomes.

6.5.3 Translating Training Needs into Training Action

  • Formal vs. Informal Training:

    • Formal Training: Involves structured training programs, often conducted by external experts, designed to meet specific organizational training needs.

    • Informal Training: May include coaching, mentorship, on-the-job training, or peer learning experiences within the organization.

  • Training Specification: Create a comprehensive plan that outlines the background, objectives, methods/tools for delivery, and processes for evaluating training effectiveness.

6.6 Planning the Training

This phase entails collaborating with line managers and employees to prioritize training needs and effectively schedule training programs. A well-documented training plan should encompass policy directions, budget implications, resource allocations, and operational scheduling to ensure effective implementation.

6.7 Develop and Deliver Training

Training Delivery Methods

  • On-the-Job Training: Focused on experiential learning where employees learn through practical experience directly related to their job.

  • Classroom Training: Utilizes interactive methods including lectures, discussions, and multimedia presentations to convey knowledge effectively and engage participants.

  • Self-Paced Training: Offers flexibility through paper-based or digital/online learning modes, allowing employees to learn at their own pace according to their individual needs and scheduling constraints.

6.8 Evaluating Training

Evaluation Levels (Kirkpatrick Model)

  • Reaction Level: Measures participants' immediate responses to the training, assessing satisfaction and engagement levels.

  • Immediate Level: Evaluates knowledge acquisition and learning effectiveness immediately after training completion, often through assessments or tests.

  • Intermediate Level: Analyzes behavior change in the participants and improvements in job performance over time, reinforcing the application of learned skills in the workplace.

  • Ultimate Level: This level critically assesses the overall impact of training on organizational performance and ROI, including a thorough cost-benefit analysis to gauge the effectiveness of the training initiative.

6.9 Case Study: Garage Revival

A case study focusing on BP's implementation of a comprehensive training program aimed at mitigating high staff turnover at their petrol stations. This initiative provided employees with structured training leading to recognized qualifications, significantly enhancing job preparedness and retention rates. The program also included a distance learning component focusing on essential operational skills and health and safety protocols. BP’s investment and partnership with external organizations for funding highlight their commitment to employee development and long-term strategic workforce planning.

6.10 Summary

The training process effectively involves identifying business needs, conducting in-depth training needs analysis, translating those needs into actionable training plans, developing corresponding training interventions, and evaluating training effectiveness. Successfully achieving these stages ensures significant improvements in employee job performance and the broader organizational outcomes.

6.11 References

  1. Bee, F. & Bee, R. (1997). Training Needs Analysis and Evaluation. London: IPD.

  2. The Industrial Society (2002). Training Evaluation, Managing Best Practice.

  3. Werner, J.M. & DeSimone, R.L. (2006). Human Resource Development. Ohio: Thomson South-Western.