A study of effective but rarely used models and methods of Training and Development in the Organization

 

– Dr. Nikita Gaur

Assistant Professor

Institute of Management Studies, BJS Rampuria Jain College, Bikane

 

ABSTRACT

Numerous opportunities subsist to train employees. The key is to match the training method to the circumstances.  Evaluate each training method implemented in the organization and get feedback from trainees to see if they learned anything. Subsequently take the consequences from the most popular and most effective methods to design a specific training program. Even though organizations expending a great deal of effort in setting up training and development programs, comparatively less attention is paid to systematically evaluating their effectiveness. Many methods of training are available- each has definite advantages and disadvantages. The efficacy of training and development activities can be assessed by the extent to which those activities produce desirable outcomes and reduce unattractive ones.

The  purpose  of  this study is to describe selected successful models of training and development as they may apply to firms and to describe selected methods of needs assessment for training and development programs for employers and employees.

Keywords: Training and Development, Employees, feedback, evaluate, effectiveness, outcomes, training methods.

Introduction

There are various methods used in training and development of human resources. The basic methods are on the job and off the jobs methods. In this research paper  three methods are discussed which are rarely used but very much efficient and effective. These methods are – The ADDIE Model, Human Performance Technology (HPT) and Performance-Based Instructional Design (PBID).

 

  1. The ADDIE Model

 

The source of the ADDIE instructional development model is a concept that can be traced to the United States armed forces in the 1970s. In fact, the term ADDIE does not emerge in many books on instructional design, dictionaries or encyclopedias of education, or the several histories of instructional design written in the 1980s and 1990s. The name ADDIE seems to have been spread by word-of-mouth, starting maybe in the 1980s. The ADDIE process is the steps, illustrated in Exhibit 5.1 (Rothwell & Benkowski, 2002).

 

  • Analysis
  • Design
  • Evaluate
  • Implement
  • Develop

“The word ADDIE is an acronym formed from the first letter of each key word” (Rothwell & Benkowski, 2002)

 

  • In the Analysis stage job desires are analyzed to identify the performance problem or the gap between the current and the desired performance. To better understand, the trainer begins with finding facts which are required to make informed training and development decisions. To begin, this process reveals reliable information on effective and secure work practices.

 

The outcomes are analyzed, organized, and structured to shape the basis of the training program.

  • The Design stage process is performed to determine the learning objectives, both knowledge and performance wise. The objectives are determined by using the assignment requirements and performance information collected during analysis stage to specify the knowledge, skills, and attitudes that are provided in the training. It is significant to identify how the employee will know if the objectives have been met and what measures will be used. The trainer provides written statements to define exactly when, what, and how well the employee must perform during providing instructions. The trainer will check employee to ensure that the competencies are reliably evaluated, and the design process will conclude when all the tools for development of a training program are defined.

 

  • During the Development stage, the trainer will systematize the knowledge and performance objectives, instructional materials, course design, and model from the design stage are put together for employees to achieve learning objectives. During this stage, presented materials will be reviewed lesson plans will be selected and new ones will be produced. In the review process, critical input is essential to ensure that the training materials are clear, brief, and effective in addressing objectives. The objective will describe how the trainer and employees will perform during training to achieve the learning objectives. The results of the training materials are reviewed for technical exactness; it will be tested with a group of employees, and revised as necessary. The Development state ends when the validation demonstrates that the instruction meets the performance standards specified by the objectives, and the employer accepts the end product.

 

  • The Implementation stage is the process that cannot be taken for granted. This is when circumstances are determined (who, what, when, where) under which the training will be offered and the clarification implemented. This is done by reviewing the data collected during the life of the project, reviewing the lessons learned about field conditions from the validation, and discussing with employees who are knowledgeable about surroundings at the job. The outcome of this step defines the guidance and support needed to make sure successful training plan. Next, the availability of employees, facilities, and resources is confirmed and used to create the training program agenda.

 

Training will be delivered as planned, and employees and trainers performance is evaluated. The evaluations will give out two purposes: first, should verify that employees have achieved the learning objectives; second, trainers’ performance and method of presentation problems are recognized and resolute.

This state ends when the company is prepared to carry out the responsibilities required to provide and support the product and administer the materials independently.

 

The purpose of the Evaluation stage enables the trainer to determine if the training methods and material were effective and successful as well as accomplishing the aim and use that were established. Following, project how and when to evaluate the efficacy of the training program. To assess the program effectively, data will be gathered from participants and the outcome will be carefully analyzed to identify any unforeseen problems or changing conditions. It is also essential to supervise the return on investment in the training program where productivity issues are the driving factor.

 

  1. ii) Human Performance Technology (HPT)

HPT is a training and instructional system that numerous businesses use to enhance competency and to attain the business goals of the organization. “Combined with learning and instructional technology, HPT provides a policy for focusing directly on performance improvement” (Rothwell, 1996, p. 5). HPT is drawn from many disciplines for instance behavioral psychology, instructional systems design, organizational development, and human resources management. This allows organizations to identify the cause for the performance gap, offers a wide range of interventions to advance the performance, guides the change management process, and evaluates the results. A description of this performance improvement approach emerges as clearly explained by (Stolovitch & Keeps, 1992).

 

Human: performers in organizational and job settings.

Performance: computable outcomes, accomplishments, valued by the system done.

Technology: a scientific study of practical matters.

 

“The complete performance improvement system is actually a merger of systematic performance analysis with comprehensive human resource intervention”(Stolovitch & Keeps 1992, p. 6).

These are governed by a set of underlying principles that differentiate it from other disciplines and to guide practitioners in its use and clarify the principles in depth (Stolovitch & Keeps, 1992).

Systematic: This method determines the deficiencies or performance gaps that are to be remedied. The outcome describes the current state, the projected future state, and the rationale or business case for action or non-action.

“Performance is seen as the outcome of numerous influencing variables (selection, training, feedback, resources, management support, incentives, task interference) all of these must be analyzed before suitable, cost-effective interventions are preferred and deployed” (Stolovitch & Keeps, 1992, p. 7).

System value: Focusing on the results (outcome), this allows questioning, confirming, and reconfirming that people contribute to the same vision and goals, that the job procedures support productivity, efficiency, and quality, “worthy performance” (Stolovitch & Keeps, 1992, p. 7) and that people have the knowledge, skills, and motivation they require” by both the performer and the organization in which she or he perform” (Stolovitch & Keeps, 1992, p. 7).

Scientifically: This stage will determine what wishes to be addressed in order to improve the performance. The result is a statement of why performance is not happening or will not happen without some intervention.

Job task analysis will identify the important jobs that employees must perform and the knowledge, skills, and abilities to perform those tasks. The outcome will be performance objectives, which will describe the desired performance, delineate the conditions under which the performance will be done, and will identify the criteria for successful performance.

 

By all means, methods, and media: This is “not limited by a set of resources to technologies that it must apply. Human performance technology is constantly searching for the most effective and proficient ways to obtain results at the least cost” (Stolovitch & Keeps, 1992, p. 7)

 

According to Rothwell (1996), there are 6 causes of performance- gaps:

  • significances, incentives, and rewards
  • data, information, and feedback
  • resources, tools, and environmental support
  • individual capacity
  • motives and expectations
  • skills and knowledge (p.6)

 

Once the performance gap and the reasons have been resoluted the appropriate training program is then designed and developed. These may consist of measurement and feedback systems, new tools and equipment, compensation and reward systems, selection and placement of employees, and training and development. The program is then implemented and the desired outcome is achieved.

 

  • Performance-Based Instructional Design (PBID)

PBID is premeditated to help learners perform more efficiently in the workplace. PBID was designed by David J. Pucel, a professor from the University of Minnesota. Dr. Pucel specializes in the improvement and evaluation of training and development. He has done comprehensive work with business and industry on selecting, training, and evaluating personnel to enhance personal and job-related performance.

PBID is systems that has 7 major components, and are as follows:

  1. Program description
  2. Content analysis
  3. Content selection
  4. Content sequencing
  5. Lesson structuring
  6. Lesson delivery formatting
  7. Evaluation and feedback procedures development (Pucel, 1989, p.16)

 

The system’s output is an incorporated plan of the instructions, and each system component contributes to the output. “As this is a system and each & every component is directly related to some other works the relationships among the components must be understood for the system to be used efficiently” (Pucel, 1989, p.16).

The propose of the PBID starts with the program description.

The aim of the program description is to develop an instructional program that includes program intent and context “with a clear understanding of both the content area to be taught and its educational content” (Pucel, 1989, p.17).

The content includes:

  1. Level of program (e.g., secondary, post-secondary, adults, or industry training)
  2. Expected length of program (e.g., hours, days, or months)
  3. Program focus (e.g., upgrading, initial preparation, remediation, retaining, or exploration)
  4. Instructional setting (e.g., instructional format used such as a self-paced course; location; resource restrictions; and/or personal available)
  5. Relationships to other programs (e.g., which courses will follow, or which are rudiments)
  6. Special learner characteristics (e.g., handicapped, disadvantaged, or employed) (Pucel, 1989, p.17)

The content analysis determines the exact content of the program to be trained. Mainly, content analysis focuses on the psychomotor behavior and cognitive behaviors. This is completed in 3 states and is as follows:

  1. Function identification
  2. Behavior analysis
  3. Behavior detailing (procedure and knowledge-based identification) (Pucel, 1989, p.17).

 

This allows the trainer to experience hands-on exercises which should be similar to the real job. This will help find out the potential problems and verify particular causes of the problems.

The Content Selection determines that what information is to be selected. It can be complex depending upon selecting the behavior to be taught, and identifying process and knowledge.

These should include what the intended audience wants to know and the degree of detail that the intended audience requires.

 

Content Selection is accomplished using a five step procedure:

  1. Establish the significance of each behavior
  2. Calculate approximately the instructional time, each required in training of each behavior.
  3. Conclude the instructional time that can be devoted to the program.
  4. Prioritize the behaviors based on importance and time.
  5. Pick high-priority behaviors that can be trained within the time available (Pucel, 1989, p.20).

 

In the Content Sequencing, learning approach is vital behaviors to be taught are included in the sequence in which they will be taught (Pucel, 1989, p. 20).

“It must be characterized as dependent or independent.”

Dependent behaviors are those that must be taught in a definite order as they build upon one another, or because they are typically performed together. For instance, one must be able to “operate a microcomputer” before being able to “maintain a database with A microcomputer.”

 

Independent behaviors are those that can be taught at any time during the program as they are not the basis for learning other behaviors in the program or because they are not performed together with other behavior” (Pucel, 1989, p. 20-21).

 

The Lesson structuring examines the design of the program content and how it will be accessible to the learners, and how it will be evaluated. This involves the timid selection of the type of lesson deliverance format that will be used to apply the lesson as well as the types of methods, medium, evaluation tool & techniques and feedback procedures that will be used” (Pucel, 1989).

The lesson must be structured, to be delivered through the format as follows:

  1. Develop the behavioral objective
  2. Develop the less flow
  3. Specify the content to be taught or evaluated at each Lesson-flow stage
  4. Select the lesson delivery format
  5. Select instructional methods for each stage
  6. Select instructional media for each stage
  7. Select evaluation procedures
  8. Select feedback procedure (Pucel, 1989, p.22).

 

The Lesson Delivery Formatting is a step-by-step process for carrying out the lesson plan, how is it represented to learners and how it can be evaluated. The design includes the decision to develop, specific methods, media, evaluation tools, and feedback procedures that will be used to carry out the lesson.

 

Conclusion: The purpose of Evaluation and Feedback Procedures

Development is to find out if the lesson has been structured, the delivery format selected, and resource materials are accomplishing the goals and objectives that were established.

“Evaluate learning and development as a basis for adjusting instruction and providing feedback to trainers during the process of instruction. It is done through self-checks, tutorial questioning, and tutorial observation. These are intended at identifying learning difficulties during the learning process and helping the learner correct those difficulties” (Pucel, 1989, p.25)

 

 

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