BY: EMEM ESSIEN BY: EMEM ESSIEN

THE ROLE OF TRAINING

THE ROLE OF TRAINING
IN ORGANIZATIONAL DEVELOPMENT
IN ORGANIZATIONAL DEVELOPMENT
DEFINITIONS
TRAINING: A PLANNED PROCESS TO MODIFY
ATTITUDE,BEHAVIOUR, KNOWLEDGE OR SKILL
THROUGH LEARNING EXPERIENCE TO ACHIEVE
EFFECTIVE PERFORMANCE IN AN ACTIVITY.
EDUCATION: ACTIVITIES WHICH AIMS AT
DEVELOPING THE KNOWLEDGE, SKILLS, MORAL
VALUES AND UNDERSTANDING REQUIRED IN ALL
ASPECT OF LIFE.
LEARNING: IS A CHANGE IN BEHAVIOUR AS A
RESULT OF GAINING KNOWLEDGE OR SKILL BY
STUDY, EXPERIENCE OR BEING TAUGHT.
DEFINITIONS
TRAINING IN ORGANIZATION

EFFORT INITIATED BY AN ORGANIZATION TO

FOSTER LEARNING AMONG ITS MEMBERS.

TENDS TO BE NARROWLY FOCUSED AND

ORIENTED TOWARD SHORT-TERM PERFORMANCE
CONCERNS.
DEFINITIONS
WHEREAS TRAINING AND EDUCATION TEND TO
FOCUS ON PLANNED EVENTS, OUTSIDE THESE
FORMAL BOUNDARIES WE CAN LEARN
ACCIDENTALLY, INTUITIVELY OR THROUGH OUR
OWN SELF-DEVELOPMENT
DEVELOPMENT PROCESS
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WHAT DO YOUR PEOPLE NEED,

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WHY DEVELOP PEOPLE,

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THE DEVELOPMENT PROCESS

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STATUS ACTION RECOMMENDED
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PROCESS OF TRAINING
Training Cycle
Identify
Design
Deliver Assess
Evaluate
Objectives
Training Cycle
Identify
Design
Deliver Assess
Evaluate
Objectives
PROCESS OF TRAINING
THERE ARE FOUR STAGES OF TRAINING PROCESS
STAGES =: TRAINING NEED ASSESSMENT 8IDENTIFIER ROLE9
STAGES >: PROGRAM DESIGN 8PLANNER ROLE9
STAGES ?: PROGRAM IMPLEMENTATION 8IMPLEMENTOR ROLE9
STAGES @: PROGRAM EVALUATION 8EVALUATOR ROLE9
PROCESS OF TRAINING
Phase 1: Phase 1:
Needs Needs
Assessment Assessment
________________ ________________

Organization Organization
analysis analysis

Task analysis Task analysis

Person analysis Person analysis

Phase 2: Phase 2:
Design Design
_______________ _______________

Instructional Instructional
obecti!es obecti!es

Trainee Trainee
readiness readiness

"earning "earning
#rinci#les #rinci#les
Phase $: Phase $:
Im#lementation Im#lementation
________________ ________________

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methods methods

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methods methods

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Phase (: Phase (:
)!aluation )!aluation
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*esults *esults
PROCESS OF TRAINING
COMPETENCY ASSESSMENT
ANALYSIS OF THE SETS OF SKILLS AND KNOWLEDGE NEEDED
FOR DECISION-ORIENTED AND KNOWLEDGE-INTENSIVE
<OBS.

ORGANIZATIONAL ORGANIZATIONAL
ANALYSIS ANALYSIS
TASK ANALYSIS TASK ANALYSIS
PERSON ANALYSIS PERSON ANALYSIS
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PROCESS OF TRAINING 8C%&#B19
ISSUES IN TRAINING DESIGN ISSUES IN TRAINING DESIGN
INSTRUCTIONAL OB<ECTIVES INSTRUCTIONAL OB<ECTIVES
STAGES >: PROGRAM DESIGN 8PLANNER ROLE9
TRAINEE READINESS AND MOTIVATION TRAINEE READINESS AND MOTIVATION
PRINCIPLES OF LEARNING PRINCIPLES OF LEARNING
CHARACTERISTICS OF CHARACTERISTICS OF
SUCCESSFUL TRAINERS SUCCESSFUL TRAINERS
PHASE ?: 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 IMPORTANCE OF TRAINING
OUTCOMES OUTCOMES
PHASE @: EVALUATION THE TRAINING PROGRAM
MEASURING PROGRAM EFFECTIVENESS MEASURING PROGRAM EFFECTIVENESS
CRITERION =: TRAINEE REACTIONS CRITERION =: TRAINEE REACTIONS
CRITERION >: EXTENT OF LEARNING CRITERION >: EXTENT OF LEARNING
CRITERION ?:LEARNING TRANSFER TO <OB CRITERION ?:LEARNING TRANSFER TO <OB
CRITERION @: RESULT ASSESSMENT CRITERION @: RESULT ASSESSMENT
DESIGNING THE TRAINING PROGRAM DESIGNING THE TRAINING PROGRAM
PRINCIPLES OF LEARNING PRINCIPLES OF LEARNING
FOCUS ON LEARNING AND TRANSFER FOCUS ON LEARNING AND TRANSFER
GOAL SETTING - WHATBS THE VALUE, GOAL SETTING - WHATBS THE VALUE,
MEANINGFULNESS OF PRESENTATION MEANINGFULNESS OF PRESENTATION
BEHAVIORAL MODELING BEHAVIORAL MODELING
RECOGNITION OF INDIVIDUAL RECOGNITION OF INDIVIDUAL
LEARNING DIFFERENCES LEARNING DIFFERENCES
WHY TRAINING OR DEVELOPMENT
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TRAINING METHODS FOR MANAGEMENT DEVELOPMENT
ON-THE-<OB EXPERIENCES
SEMINARS AND CONFERENCES
CASE STUDIES
ROLE PLAYING
BEHAVIOUR MODELLING
ON-THE-<OB EXPERIENCES
COACHING
UNDERSTUDY ASSIGNMENT
<OB ROTATION
LATERAL TRANSFER
SPECIAL PRO<ECTS
PROCESS OF TRAINING D DEVELOPMENT
ACTIVITIES TOOLS
UNDERSTAND YOURSELF, YOUR
SKILLS, STYLE, D TRAINING NEEDS.
ASSESS THE TRAINERBS SKILLS, STYLE, ATTRIBUTES,
SITUATION D ESPECIALLY THEIR LEARNING STYLE.
UNDERSTAND TRAINEEBS <OB. IDENTIFY THE
ESSENTIAL D DESIRABLE <OB SKILLS THAT AFFECT
PERFORMANCE D RESULT
BREAKDOWN EACH SKILL TO TRAINEIDENTIFY D AGREE
TASKS, ACTIVITIES D OB<ECTIVES TO REQUIRED STD.
IDENTIFY D AGREE DEVELOPMENT PRIORITIES- THE
BASIC TRAINING PLAN.
IMPLEMENT, FOLLOW-UP, REVIEW, ENCOURAGE,
MEASURE, RECORD, SUPPORT. AD<UST PLAN.RAIN
PSYCHOMETRICS, REFLECTION,
DISCUSSION WITH OTHERS ETC.
<OB DESCRIPTION
ESTABLISH SKILL D BEHAVIOUR SET
OF ATTRIBUTES REQUIRED FOR ROLE.
PSYCHOMETRICS, INTERVIEW,
DISCUSSION D OTHER ASSESSMENT
METHODS.
COUNSELLING, LISTENING,
UNDERSTANDING.
BENEFITS OF TRAINING AND DEVELOPMENT
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ATTRIBUTE OF A GOOD TRAINER

LISTENS ACTIVELY

OBSERVE

QUESTION

RECOGNIZE FEELINGS

DEFINE THE PROBLEM

EXPLORE SOLUTIONS

IMPLEMENT
TRAINER
T - TEACHER
R - REFLECTOR
A - ADVISER
I - IMPLEMENTER
N - NETWORKER
E - EMPATHIZER
R - REMINDER
CLOSING THOUGHTS
J MANAGER WHO TRAINS ENCOURAGES THEIR TEAMS TO LEARN
FROM AND BE CHALLENGED BY THEIR WORK. CREATE THE
CONDITIONS FOR CONTINUOUS TRAINING AND DEVELOPMENT
BY HELPING YOUR STAFF TO DEFINE D ACHIEVE GOALSK
J IF LEARNING IS FINDING OUT WHAT YOU KNOW
AND DOING IS DEMONSTRATING THAT YOU KNOW IT
THEN TEACHING IS REMINDING OTHERS THAT THEY KNOW <UST
AS WELL AS YOU , THEREFOREAAAAAAAAAAAAAAAAAAAA.
WEBRE ALL LEARNER, DOERS AND TEACHERS