The training programs need to be drafted carefully. Usually in the organization of training programs, the following steps are essential:
1. Identifying the training needs:
A training program should be established to assist in the solution of specific operational problems and improve performance of the trainee. Identification of training needs must contain three types of analyses:
(i) Organizational analysis: Organizational analysis is a systematic effort to understand exactly where training effort needs to be emphasized in an organization involving a detailed examination of the organizational structure, enterprise objectives, the amount of human resources available and future plans of the organization, and an understanding of organizational culture. An in-depth analysis of these factors would facilitate an understanding of deficiencies that need to be rectified,
(ii) Operational analysis: Operational analysis comprises a detailed analysis of a job, its ingredients, its various operations and the conditions under which it has to be performed. This analysis focuses on the task itself, rather than on the employee and the training needed to perform it. Analysis of the operation and its various components will indicate the skills and training needed to perform at the job at the required standard,
(iii) Man analysis: Man analysis focuses on the employee, his abilities, skills and the inputs required for performance of a job, an employee’s growth and development organization’s career planning offers. Man analysis identifies employee’s training needs. Identifying training needs consists of five steps
3. Preparation of the learner:
The next step requires that the learner remains prepared for learning. This step involves: Putting the learner at ease so that he does not feel nervous because of the fact that he is on a new job; state the importance and components of the job, and its linkage to work flow; explain the learner reasons why he is being taught; create interest and encourage questions to find out what the learner already knows about his job or other jobs; explain the ‘why’ of the whole job and relate it to some job the worker already knows; place the learner as close to his normal working position as possible; familiarize him with the equipment, materials, tools and trade terms.
4. Presentation of operation and knowledge:
The trainer should clearly explain, exhibit, illustrate and question in order to enable the learner to absorb new knowledge and operations. The learner should know the sequence of the complete job and each necessary step in its performance. Instruction should be given clearly, completely and patiently; there should be an emphasis on critical points, and each point should be explained clearly one at a time. For this purpose, the trainer should demonstrate or make use of audio-visual aids and should ask the trainee to repeat the operations. He should also be encouraged to ask questions in order to indicate that he really knows and understand the job,
5. Performance try-out:
Under this step, the trainee is required to go through the job several times slowly, explaining him each step. Mistakes are rectified, and if necessary, some complicated steps are done for the trainee the first time. The trainee is asked to do the job gradually building up skill and speed. As soon as the trainee demonstrates that he can do the job in a right way, he is put on his own, but not abandoned. Then the trainee is put to test and the effectiveness of a training program evaluated,
6. Follow-up and Evaluation of the program:
The evaluation is undertaken with a view to testing the effectiveness of training efforts. This step can be accomplished by putting a trainee ‘on his own’, checking frequently to be sure that the trainee has followed instructions and tapering off extra supervision and close follow up until he is qualified to work with normal supervision.
1. Identifying the training needs:
A training program should be established to assist in the solution of specific operational problems and improve performance of the trainee. Identification of training needs must contain three types of analyses:
(i) Organizational analysis: Organizational analysis is a systematic effort to understand exactly where training effort needs to be emphasized in an organization involving a detailed examination of the organizational structure, enterprise objectives, the amount of human resources available and future plans of the organization, and an understanding of organizational culture. An in-depth analysis of these factors would facilitate an understanding of deficiencies that need to be rectified,
(ii) Operational analysis: Operational analysis comprises a detailed analysis of a job, its ingredients, its various operations and the conditions under which it has to be performed. This analysis focuses on the task itself, rather than on the employee and the training needed to perform it. Analysis of the operation and its various components will indicate the skills and training needed to perform at the job at the required standard,
(iii) Man analysis: Man analysis focuses on the employee, his abilities, skills and the inputs required for performance of a job, an employee’s growth and development organization’s career planning offers. Man analysis identifies employee’s training needs. Identifying training needs consists of five steps
- Identify the duties and responsibilities or tasks of the job under consideration, using the Job Description as a reference.
- Evaluate the standard of work performance on the job.
- Make a comparison of actual performance with the standards.
- Determine the parts of the job the employee is finding trouble in- where is he lacking in his performance.
- Determine the kind of training needed to overcome the specific difficulty.
3. Preparation of the learner:
The next step requires that the learner remains prepared for learning. This step involves: Putting the learner at ease so that he does not feel nervous because of the fact that he is on a new job; state the importance and components of the job, and its linkage to work flow; explain the learner reasons why he is being taught; create interest and encourage questions to find out what the learner already knows about his job or other jobs; explain the ‘why’ of the whole job and relate it to some job the worker already knows; place the learner as close to his normal working position as possible; familiarize him with the equipment, materials, tools and trade terms.
4. Presentation of operation and knowledge:
The trainer should clearly explain, exhibit, illustrate and question in order to enable the learner to absorb new knowledge and operations. The learner should know the sequence of the complete job and each necessary step in its performance. Instruction should be given clearly, completely and patiently; there should be an emphasis on critical points, and each point should be explained clearly one at a time. For this purpose, the trainer should demonstrate or make use of audio-visual aids and should ask the trainee to repeat the operations. He should also be encouraged to ask questions in order to indicate that he really knows and understand the job,
5. Performance try-out:
Under this step, the trainee is required to go through the job several times slowly, explaining him each step. Mistakes are rectified, and if necessary, some complicated steps are done for the trainee the first time. The trainee is asked to do the job gradually building up skill and speed. As soon as the trainee demonstrates that he can do the job in a right way, he is put on his own, but not abandoned. Then the trainee is put to test and the effectiveness of a training program evaluated,
6. Follow-up and Evaluation of the program:
The evaluation is undertaken with a view to testing the effectiveness of training efforts. This step can be accomplished by putting a trainee ‘on his own’, checking frequently to be sure that the trainee has followed instructions and tapering off extra supervision and close follow up until he is qualified to work with normal supervision.
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