Models of Training

Models of Training
Training is a sub-system of the organization because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. Training is a transforming process that requires some input and in turn it produces output in the form of knowledge, skills, and attitudes (KSAs).

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a particular function. An organization is a system and training is a sub system of the organization.

The System Approach views training as a sub system of an organization. System Approach can be used to examine broad issues like objectives, functions, and aim. It establishes a logical relationship

between the sequential stages in the process of training need analysis (TNA), formulating, delivering, and evaluating.

There are 4 necessary inputs i.e. technology, man, material, time required in every system to produce products or services. And every system must have some output from these inputs in order to survive. The output can be tangible or intangible depending upon the organization’s requirement. A system approach to training is planned creation of training program. This approach uses step-by-step procedures to solve the problems. Under systematic approach, training is undertaken on planned basis. Out of this planned effort, one such basic model of five steps is system model that is explained below.

Organization are working in open environment i.e. there are some internal and external forces, that poses threats and opportunities, therefore, trainers need to be aware of these forces which may impact on the content, form, and conduct of the training efforts. The internal forces are the various demands of the organization for a better learning environment; need to be up to date with the latest technologies.

The three model of training are:

The system model consists of five phases and should be repeated on a regular basis to make further improvements. The training should achieve the purpose of helping employee to perform their work to required standards. The steps involved in System Model of training are as follows:

1. Analyze and identify the training needs i.e. to analyze the department, job, employees requirement, who needs training, what do they need to learn, estimating training cost, etc The next step is to develop a performance measure on the basis of which actual performance would be evaluated.

2. Design and provide training to meet identified needs. This step requires developing objectives of training, identifying


the learning steps, sequencing and structuring the contents.




3. Develop- This phase requires listing the activities in the training program that will assist the participants to learn, selecting delivery method, examining the training material, validating information to be imparted to make sure it accomplishes all the goals & objectives.

4. Implementing is the hardest part of the system because one wrong step can lead to the failure of whole training program.

5. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work performance. Making necessary amendments to any of the previous stage in order to remedy or improve failure practices.







Instructional System Development Model(ISD)Model

Instructional System Development model or ISD training model was made to answer the training problems. This model is widely used now-a-days in the organization because it is concerned with the training need on the job performance. Training objectives are defined on the basis of job responsibilities and job description and on the basis of the defined objectives individual progress is measured. This model also helps in determining and developing the favorable strategies, sequencing the content, and delivering media for the types of training objectives to be achieved.

The Instructional System Development model comprises of five stages:

1. ANALYSIS – This phase consist of training need assessment, job analysis, and target audience analysis.


2. PLANNING – This phase consist of setting goal of the learning outcome, instructional objectives that measures behavior of a participant after the training, types of training material, media selection, methods of evaluating the trainee, trainer and the training program, strategies to impart knowledge i.e. selection of content, sequencing of content, etc.



3. DEVELOPMENT – This phase translates design decisions into training material. It consists of developing course material for the trainer including handouts, workbooks, visual aids, demonstration props, etc, course material for the trainee including handouts of summary.

4. EXECUTION – This phase focuses on logistical arrangements, such as arranging speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and other training accessories.

5. EVALUATION – The purpose of this phase is to make sure that the training program has achieved its aim in terms of subsequent work performance. This phase consists of identifying strengths and weaknesses and making necessary amendments to any of the previous stage in order to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also highlights that feedback is an important phase throughout the entire training program. In this model, the output of one phase is an input to the next phase.


Transitional Model

Transitional model focuses on the organization as a whole. The outer loop describes the vision, mission and values of the organization on the basis of which training model i.e. inner loop is executed.

Vision – focuses on the milestones that the organization would like to achieve after the defined point of time. A vision statement tells that where the organization sees itself few years down the line. A vision may include setting a role mode, or bringing some internal transformation, or may be promising to meet some other deadlines.

Mission – explain the reason of organizational existence. It identifies the position in the community. The reason of developing a mission statement is to motivate, inspire, and inform

the employees regarding the organization. The mission statement tells about the identity that how the organization would like to be viewed by the customers, employees, and all other stakeholders.

Values – is the translation of vision and mission into communicable ideals. It reflects the deeply held values of the organization and is independent of current industry environment. For example, values may include social responsibility, excellent customer service, etc.



The mission, vision, and values precede the objective in the inner loop. This model considers the organization as a whole. The objective is formulated keeping these three things in mind and then the training model is further implemented.

Training and Human Resource Management

he HR functioning is changing with time and with this change, the relationship between the training function and other management activity is also changing. The training and development activities are now equally important with that of other HR functions. Gone are the days, when training was considered to be futile, waste of time, resources, and money. Now a days, training is an investment because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. If training is not considered as a priority or not seen as a vital part in the organization, then it is difficult to accept that such a company has effectively carried out HRM. Training actually provides the opportunity to raise the profile development activities in the organization.


To increase the commitment level of employees and growth in quality movement (concepts of HRM), senior management team is now increasing the role of training. Such concepts of HRM require careful planning as well as greater emphasis on employee development and long term education. Training is now the important tool of Human Resource Management to control the attrition rate because it helps in motivating employees, achieving their professional and personal goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of skill development and covers a multitude of courses.

Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business; the role of HR professionals in training has been widened. HR role now is:

1. Active involvement in employee education
2. Rewards for improvement in performance
3. Rewards to be associated with self esteem and self worth
4. Providing pre-employment market oriented skill development education and post employment support for advanced education and training
5. Flexible access i.e. anytime, anywhere training

Importance Of Training and Development

Optimum Utilization of Human Resources – Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals.

Development of Human Resources – Training and Development helps to provide an opportunity and broad structure for the development of human resources’ technical and behavioral skills in an organization. It also helps the employees in attaining personal growth.

Development of skills of employees – Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of
human intellect and an overall personality of the employees.

Productivity – Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal.

Team spirit – Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees.

Organization Culture – Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization.

Organization Climate – Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers.

Quality – Training and Development helps in improving upon the quality of work and work-life.

Healthy work environment – Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal.

Health and Safety – Training and Development helps in improving the health and safety of the organization thus preventing obsolescence.

Morale – Training and Development helps in improving the morale of the work force.

Image – Training and Development helps in creating a better corporate image.

Profitability – Training and Development leads to improved profitability and more positive attitudes towards profit orientation.

Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organisational policies

Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.

Corporate Coaching and Employees: One Step Ahead

"Don’t shoot…. We’re on the same side."

Contrary to popular belief, a corporate coaching session with your employees is not the beginning of the change process. Our studies and consulting indicate that, 90% of the time, employees already have a clue that a problem or challenge is on the horizon. Furthermore, some employees have already resolved to take action and correct an existing problem or prevent or minimize impending problems. This start of pre-existing readiness is called the employee’s "own force" (self-motivation) for change. In corporate coaching, the trick for the manager is not to let employees feel too threatened, exposed, or vulnerable when they sit down with you. If employees believe that they won’t be tortured or tormented, they will begin to relax and share data and impressions. Employees will naturally feel some initial anxiety and be a bit defensive, even when they are in safe hands. The manager can achieve a lot of success if he/she can tap into, heighten, and acknowledge the employee’s "own force" or self-recognition of the situation.

Some leaders believe that the coaching session will help the employee who has perceptual blind spots by establishing the fact that a problem exists. However, the real challenge is to eliminate blind spots regarding the problem’s "impact" and "consequences" of future action.

A common omission of leaders, while conducting a coaching discussion, is acknowledging and giving employees credit for their awareness of the problem or concern, voluntary cooperation, and self recognition of the needed change. After gathering research data on the corporate coaching from both leaders and employees, we saw a fascinating pattern emerge. Leaders typically attributed their past coaching success to their own skillful orchestration of the coaching discussion. Employees, on the other hand, frequently attributed coaching success to their self-motivated effort to respond to change. Failure to understand that both the leader and employee play key parts in the corporate coaching process can lead to serious complications.

Employees generally don’t transmit graphic or extravagant verbal or nonverbal signs that they are attuned to the leader’s line of thought and recognize that change is needed. It is as though the employee doesn’t want to "let on" that the manager has a very good point which deserves serious consideration. That manager needs to be very alert and prepared to recognize and acknowledge a subtle yet positive shift of direction or recognition from the employee. The ability to put this into words is critical. For instance, if the employee says, "I guess I would be willing to give that a try," the leader could either assume that the employee is still not fully committed or that this represents some positive movement and respond by saying. I’m glad you are willing to try. It is important to be sure that you want to go ahead with this plan."

The objective of this procedure is to support the employee’s internal willingness or motivation to act constructively in the future. If the supervisor can recognize and reinforce the employee’s "own force," then the ease and speed of the change will increase.

Employees value expression of appreciation in exchange for their support. If the leader doesn’t acknowledge the employee’s "own force" and treats the employee as though there were none, the employee may interpret the leader’s actions as unnecessarily punitive or a put-down. This may result from the leader overworking the issue or covering old ground from the employee’s point of view. The leader simply needs to make sure that the employee’s awareness is accurate and that the level of readiness is high enough and then guide the employee into an action plan.

The goal in all of this is to let employees feel like a part of the team, to recognize that employees have accurately detected the same concern or issue as the leader, and then to move the coaching process into the action plan. The bottom line is this: be prepared to give employees some credit. Look for the subtle signs that they are beginning to respond, and express your appreciation for their support and cooperation.

Measuring Training Effectiveness

Training is a critical component in any organization's strategy, but organizations don't always evaluate the business impact of a training program. Given the large expenditures for training in many organizations, it is important to develop business intelligence tools that will help companies improve the measurement of training effectiveness. These tools need to provide a methodology to measure, evaluate, and continuously improve training, as well as the organizational and technical infrastructure (systems) to implement the methodology. Cross-functional and reporting and learning analytics provide important connections between the measures of learning effectiveness offered by a learning management system (LMS) and the larger enterprise metrics that indicate whether learning is transferred and positively affects business results.

Business Performance Impact

Unless a training program exists simply for the sake of training, results should be measured and measurements should include business performance data, not just training data. Including selected metrics—such as sales, customer satisfaction, workplace safety, productivity and others—into a reporting strategy can help demonstrate where training has increased revenue or decreased costs. Measurements that consider performance improvements can provide a benchmark for training effectiveness. After implementing a training initiative or changing an existing program, an organization can observe and record a change in performance. To evaluate retention rates, there should be a lag between the training and these behavior measurements.

Many organizations are unable to evaluate their programs beyond the first two Kirkpatrick levels because they lack the tools to collect the data to make higher level evaluations. In part, LMSs, the most common repository for training data and mechanism to deliver training, make lower level evaluations easy but don't provide any tool for higher level evaluation. Most LMSs automatically will track and report information required for Level One and Level Two analyses.

Likewise, training programs can inexpensively and easily administer pre- and post-tests that evaluate learning results (Level Two). When evaluating changes in student behavior and training influence on business results, however, data collection requirements extend beyond course delivery.

Much of the data needed to bridge the gap between training and performance exists in many organizations. Individual performance data exists in performance management systems. Organizational data exists in marketing, sales, and financial systems. Bridging this gap requires a technical infrastructure and reporting strategy that minimizes the administrative effort needed to collect and analyze the training and performance data together.

But why are organizations still unlikely to evaluate training at Kirkpatrick's Level Three? System integration, one common point of failure, is critical. Many LMS vendors with a history as product companies have limited expertise in system integration that extends beyond learning systems and databases. Successfully managing performance-based training evaluation, however, requires expertise in data management and warehousing, a variety of corporate systems and databases, analytics, and Web-based application development.

Cross-Functional Reporting

A reporting and data management strategy that focuses on the LMS as the foundation only compounds the system integration challenges that make performance-based training evaluation unmanageable. Instead, the organization should adopt a cross-functional corporate reporting and data management strategy. The features of a cross-functional reporting system that also can provide learning and training analytics include:

•Independence from LMS
• Integration with business systems across the enterprise
• Alignment with individual and organizational performance

LMS Independence

A cross-functional reporting system for training should not be locked into a single LMS platform. By utilizing a generic framework, common LMS data should map to variables in the learning intelligence system. Typically, an organization will feed performance, job code, certification, and other corporate data into the LMS reporting system. By adding a cross-functional system between the LMS and other corporate systems, the organization only needs to update one data connection if the LMS changes.

Business System Integration

As a broker for business intelligence throughout the organization, the reporting system needs to aggregate the data from multiple corporate systems. If assembling information is too cumbersome and time consuming and the data is outdated or not even correct, the system cannot enhance evaluations by combining training with other business data.

If the organization has a corporate data warehouse, the LMS can push the learning management data into this consolidated data source. Any corporate reporting system then can access this learning data, combine it with other business data, and make advanced ROI calculations. Although integrating multiple data sources can require significant system integration effort, the organization gains greater control over its learning and business data. Different data owners maintain data integrity in the consolidated data source, which provides a unified data access point.

Business system integration allows the organization to leverage training and business data together in a context-sensitive manner. The cross-functional system can push data to an enterprise or departmental portal or a reporting tool used by a particular decision maker. Portal applications and other reporting tools allow training professionals to make more informed decisions when designing and implementing a training program. Some examples of how data can be combined for different decision-makers and purposes include:

• A training scorecard that evaluates training programs on ROI and other performance metrics. The training scorecard becomes a much more powerful tool to manage interdependent activities and performance if it provides an easy-to-use "drill-down" capability that provides supporting data, so training professionals can identify how cost and performance results contribute to a training program's score.

• Sales, manufacturing, distribution, customer service, and other scorecards that provide metrics specific to that domain, including training and other relevant operational and performance metrics.
• Predictive analytical tools that allow organizations to perform what-if scenarios to make resource allocation decisions that maximize desirable organizational performance.

Performance Alignment

What differentiates a cross-functional reporting strategy from most LMS-based reporting approaches is the ability to align training with performance objectives for the entire extended enterprise, including individuals, the organization, and its business partners. The cross-functional approach can combine the course completion, certification, and assessment scores of the LMS with the evaluation and competency data in a performance management system. Achieving this alignment depends on statistically validated learning analytics that help an organization understand how training, individual behavior, and organizational performance are linked.

A Training Model from Learning Analytics

When an organization measures without an understanding of interdependent cause and effect relationships, it does not accurately evaluate training effectiveness. A company may achieve better sales numbers following a sales training initiative, even if the training itself was deficient. Tracking results does not necessarily evaluate how training modified sales staff behavior or ability.

Learning analytics based on a statistical analysis provides the necessary—and often missing—basis to quantify how different training and non-training activities affect performance. For example, the National Association of Secondary School Principals used statistical methods to investigate the correlation between school cultures and student achievement as measured by SAT scores. A task force collected data from 81 schools during the 2002-'03 school year using survey methodology. As a result of the statistical analysis, the task force could not only identify how a factor affected SAT scores but to what degree the factor affected performance. It also captured the interdependencies among factors. (An increase in administrative performance of x increases teacher climate by y, which increases scores by z, at the same time that a dress code reduces teacher climate by a, which reduces scores by b—see figure at end of article.

For an organization that wants to apply these techniques, historical data provides a good starting point to identify what aspects of different training programs had the greatest impact on individual and organizational performance. After developing this initial model, the organization can invest in training to achieve desired performance results.

Conclusion

A robust cross-functional reporting strategy and statistical methodologies can support continuous improvement of learning, just as they do in other activities, such as manufacturing. By selecting those measurements that can support valid inferences about the effectiveness of programs, learning and training professionals can know where to improve and how to allocate resources and effort—essentially improving every training program’s influence on business results.




A statistical analysis developed from structured equation models and secondary school data. Note how the map reveals relationships, where a factor such as dress code negatively impacts student achievement that may seem counterintuitive or contrary.

What is Six Sigma Deployment

A clear strategy and comprehensive planning is very important for an effective flow of Six Sigma. Strategizing and planning, initialization, training of employees, are the pre-requisites for an effective implementation of Six Sigma.

In the implementation of Six Sigma, an effective infrastructure lays the foundation for success. An effective infrastructure for your Six Sigma or Lean Flow change initiative in an organization requires a clear strategy and comprehensive planning.

Strategizing and Planning
The planning stage of a Six Sigma deployment is where you can gain valuable traction. A critical factor in a successful deployment is the selection and chartering of the project that link to the strategy of their organization. Project should be selected with an understanding of what areas within the business are struggling to meet performance goals in the standard areas of cost, capacity and customer service. A deployment meeting can be called to create a prioritized project list. Once the projects are selected, project leaders are identified and readied for training. The leadership team identifies process characteristics that have the most impact on quality–separating the "vital few" from the "trivial many." With these characteristics identified the team can create a map of the process to be improved with defined and measurable, deliverables, and goals that will guide the project deployment.

Initialization
Once an organization initiates a Six Sigma program, it is very important for the organization to effectively deploy information about its target goals to employees. Involvement of top management and alignment of company leadership are critical. With the chief executive’s decision to proceed, a corporate-level deployment champion that reports directly to the chief executive should be identified. A set of policies, guidelines and rules must be developed with involvement of the deployment champion, one or more steering committees, and selected corporate departments such as finance, human resources, quality, communications and others.

Determining the current performance levels and setting goals for improvement are accomplished through an On-Site Assessment coupled with a Value Stream Assessment. The On-Site Assessment provides insight to the current directions of the business and the business metrics employed. The Value Stream Assessment provides detailed metric data for the processes within the business for use in aligning resources with projects.

Training
Establishing and executing Six Sigma training plans are also critical. Some organizations try to cut costs by training only some members of the project team. This may seem penny-wise but ends up being pound-foolish. Implementation of significant return on investment can be realized from an orchestrated deployment over a grass-roots effort. If your organization is considering sending more than ten people through Green or Black Belt training, it is recommended that you consider a customized On-Site Deployment to maximize your return on training investment.

Project Mentoring
Organizations might insist on saving money by using Black Belts who are part-time.
However, successful completion of projects is increased when the Black Belt project leader can focus full-time on the project. It is important to get the right people involved doing the right things and the Black Belt should be available to assist everyone involved in the project. An organization will realize a much larger return on investment with dedicated resources. The Black Belt must also be a mentor to everyone on the team and develop a mentoring process. During the project, the Black Belt should continually Structure the team and its actions to best utilize the disparity in knowledge and techniques of the team members and increase project member morale. Chances of success is also improved when the Black Belt has a technical resource to review the project for use of the methods and for progress towards the desired goal. Mentoring can be accomplished through various means but should be conducted for no less than 2 hours per project per month.

An Ongoing Process
The implementation of Six Sigma must impact how people think and perform their day-to-day work. Continuous improvement processes, such as Six Sigma, means including people, gaining their involvement, and then supporting what they are trying to accomplish. Six Sigma asks for input on improvement solutions from all employees because it recognizes the value of creative solutions to problems from any and all sources. For real and lasting process improvement, that is how it should be. Thus, Six Sigma deployment is not a on-time thing; it is an ongoing activity.

Online Training Courses: How to Protect Your Return on Investment

There are many benefits to enrolling yourself or your employees in online training courses. By offering continuing education online, companies can make it easier for individuals to learn new skills at their own pace, on their own time, at an affordable price. Learn more about what to look for when choosing an eLearning program and how to protect your return on investment with this form of corporate education.
Whether you are someone looking to learn a new skill or the head of a small company hoping to advance your employees' knowledge base, taking advantage of online training courses can be a great way to gain an education easily and without a major hassle. There are many benefits to utilizing continuing education online over the traditional classroom learning model.

What are the benefits of enrolling in continuing education online?

First of all, the most obvious benefit of online training courses is that those enrolled do not need to take time away from their daily routines in order to attend a class. Most programs involving continuing education online allow the students to work at their own paces at whatever hours they choose. Students can work a full 9 to 5 day, then go home and relax comfortably while logging in to the next module of a lesson.

Secondly, online training courses are often interactive and exciting for the student that is participating. Instead of staring numbly at a book of dry facts and figures, eLearning programs usually incorporate sound and video. When online training courses cover a computer-based skill, such as learning how to use a new program, the student can often use that program directly while he or she follows along with the curriculum.

Third, a student participating in continuing education online can take a class at his or her own pace. If Mary is a fast learner, she may be able to complete her online training courses in half of the time allotted, pass her final exams, and gain certification early. If John works at a slow-and-steady pace, he can take extra time to read a module over again or to revisit key concepts, all without being penalized or causing other classmates to feel that they are being held back.

At the same time, an employer who is enrolling its staff in continuing education online has the ability in some cases to monitor just who is learning what, how fast each employee is going, and who may not be taking full advantage of the classes offered. That employer can then speak with individual employees and fine-tune the eLearning program so that everyone involved achieves his or her full potential.

Finally, a company offering continuing education online can administrate the entire course from start to finish, without the student needing to be concerned or the employer needing to get involved. Some companies will even establish websites that students or employers can visit on a regular basis to get information about test scores, upcoming online training courses, and more. Progress reports can also be posted on these sites.

How can you recognize quality online training courses?

When you are searching for continuing education online for yourself or for your company, there are a few things you should look for to make sure that you will get the highest return on your investment.

You can ask the administrator of the online training courses how you will be billed for the services. Some companies make you pay a large fee up front, whether the students who enrolled actually take the full set of classes or not. Other companies offering continuing education online may allow you to pay as you go, paying only for the modules that you will use. This can save a business a great deal of money over the long term.

In addition, you can find out if the eLearning program offers any special certification or preparation for certification exams that can be taken elsewhere. Online training courses that simply teach basic skills may be acceptable for some enrollees, but others may be disappointed to find at the end of the course that they have little to show for it. If you want your employees to get the most out of your investment in continuing education online, make sure that they will receive legitimate training that can be used long after the class is over.

Most importantly, make sure that the online training courses are covering the most up-to-date information that is available. This is particularly critical when it comes to new technology. Last year's software may not contain the same features as this year's - and if the eLearning program is stuck in the past, the students may finish the class missing critical knowledge. Before you enroll yourself or your staff in continuing education online, ask if the courses will cover the latest and greatest information or if they will instead simply provide a general overview, or worse, an outdated system.

Conclusion

If you take the time to do your research before enrolling in continuing education online, you can make sure to choose a program with the most benefit to your situation. Online training courses can save you as an individual or your company a great deal of time and money while offering important information. And, on completion of an eLearning course, attendees will find themselves with valuable new knowledge that improves their job qualifications as well as the company's bottom line.