Training & Developement in Marketing

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Abhilasha J Sharma

Training & Developement


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Identification of Training needs

Training Methods Management

Development Management

Development Programmes


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Do Organizations Need

TrainingThe answer is YES

However, we must know

the purpose andfunctions of trainingbefore we can use it.

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Training & DevelopmentTraining is the acquisition of knowledge, skills,

and competencies as a result of the teaching ofvocational or practical skills and knowledge thatrelate to specific useful competencies.

Training has specific goals of improving one'scapability, capacity, and performance. It forms thecore of apprenticeships and provides thebackbone of content at institutes of technology

(also known as technical colleges or polytechnics)


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Differences between Training,

Education & Development

Training is short term, task oriented and

targeted on achieving a change of attitude,skills and knowledge in a specific area. It isusually job related.

Education is a lifetime investment. It tends to

be initiated by a person in the area of his/herinterest

Development is a long term investment inhuman resources.


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Training Development

Meant for Focus

Scope

Goal

Initiated by

Content

TimeFrame

Executives Current & future jobs

Work group or organizatio

Prepare for future workdemands

The Individual

General knowledge

Long Term

Operatives Current J ob

IndividualEmployees

Fix Current SkillDeficit

Management

Specific J ob relatedinformation

Immediate

Learning

Dimension


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The Gap Concept

Performance/Results

Time

Expected Curve

Actual Curve

Gap

In training terms this means we needto develop programs to fill the Gap

1,000 Cars

800 Cars

200 Cars


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Training Needs

The reasons for not

making the 1,000

cars: Not enough

resources

Poor machines

Poor staff skills

As training experts we

must analyze the

situation to determine if: Expected result too high

Target achievable

Is training the only way tomake it happen

Are there other factors.


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The ASK Concept

If we follow the GAP concept, training issimply a means to use activities to fill the

gaps of performance between the actualresults and the expected results.

This GAP can be separated into 3 main

themes1.Attitude

2.Skills

3.Knowledge


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Features of Training Increases knowledge ,skills for doing particularjob, it bridges the gap between job needs &employees skills, knowledge & behaviors

Focuses attention on the current job. It is jobspecific & addresses particular performancedeficits or problems

Concentrates on individual employees

Tends to be more narrowly focused & orientedtowards short term performance concerns


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Model of the Training Process*

Assessment Stage Training Stage Evaluation Stage

Organizational

Needs Assessment

Task Need Assessment

Development of

Training Objectives

Design & Select

Procedures

Measure Training

Results

Development of

Criteria for Training

Evaluation

Train Compare Results to

Criteria

Feedback

*Goldstein, I. (2002) Training in Organizations 4th

Ed.

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Nine Steps in the TrainingProcess

1. Assessing training needs

2. Preparing training plan

3. Specifying training objectives

4. Designing the training program(s)

5. Selecting the instructional methods

6. Completing the training plan7. Implementing the training program

8. Evaluating the training

9. Planning future training


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1) Assessing Training NeedsConduct a training needs analysis by either one, or

both, of the following

External approach (company, guests, society)

Internal approach using a staff opinion survey.


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Exercise 3 Imagine you are the manager of a factory with

500 workers making ice cream for export toEurope.

What information and evidence do you need

before you can say the employees need training?

Try to list 5 ideas.


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Response to exercise 3 Accidents report Sick leave report

Employeecompensation statistics

Product quality controlreport

Wastage report

Efficiency report

Machinery out-of-orderreport

Staff discipline report

Staff enquiries &complaints

Guests complaints

Refusal of orders made

Quality of product report

Market needs & trends

Demographic data &background ofemployees


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2) Preparing Training PlanConsider whether to design a long (5-10 years),medium (3-5 years) or short (1 year) term plan.

Ask your self What are we going to achieve in

the time period? Use a holistic approach by using a calendar for

inputting your training activities.


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Training Calendar Example

1 2 3 4 5 6 7...

Attitude

Train the trainer

Job competencySales techniques

Telephone manner

Training Area Month in the year

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Individual Plans For individual personalized training, we must

assess the trainees weakness and strengths firstbefore setting up appropriate programs.

Training areas maybe tailor-made.

Trainee should receive an individual timetable

for self progress.


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3) Specifying Training ObjectivesTraining Objectives must be specific &

measurable. Why? Very difficult to measure

effectiveness after course is finished. What should trainees be able to accomplish after

participating in the training program?

What is the desired level of such accomplishment,

according to industry or organizational standards?

Do you want to develop attitudes, skil ls, knowledgeor some combination of these three?

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4) Designing the

Training Program(s)1. Program duration2. Program structure

3. Instruction methods

4. Trainersqualification

5. Nature of trainees

6. Support resources

materials, OHP,classroom

7. Training location &environment

8. Criteria & methodsfor assessing

participant learningand achievement

9. Criteria & methodsfor evaluating the

program


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5) Selecting Instructional MethodsNote: This is the most important step

On-the job-training (OJ T) learn while youre working

Off -the job-training In house, training or classroom External, consultancies or attending external classes Independent bodies, such as government talks Distance learning, from books or notes

Computer-assisted learning Interactive-video training Video conferencing, same as classroom except teachers and

students are in different locations.


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Exercise 4

Imagine you are the training manger of a hotelthat will open next year. Your GM asks you to

develop a training program that aims to boost theteam spirit of the newly formed ExecutiveCommittee Members.

Your GM suggests you organize a two-daycourse in a resort location from 9 to 5 for bothdays.

Your task is to suggest 3 training methods that

suit the training theme described above.


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Response to exercise 4

Remember your trainingtheme was to changethe individualsattitudes

Employ exercises thattrainees can:

Participate in

React to

Provide feedback in

Receive inspiration tomove on

Suitable trainingmethods you mighthave listed:

Role-play

Games Simulation exercises

Discussion/debateformats

Experiential exercises

Self evaluation (e.g.video tape traineesperformance & let themevaluate their own

behaviors).


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6) Completing the Training Plan Target group assess your audience Topic task, skill or attitude ingredient

Method direct (one way communication) orindirect (discussion, games, experimentalexercises). Important as evaluation oftrainees usually lies on the perception on whatthey did in the training session

Time length, period, breaks important toconsider

Location away from the office?


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7) Implementing the TrainingProgram

Besides trainers qualifications and experience: Participant selection

Group comfort - physical & psychological

Trainer enthusiasm & skills

Effective communication

Feedback mechanism

The need to learn new training skills

Preparation by trainers


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8) Evaluating the Training

Three Levels of Evaluation

1. Immediate Feedback

Survey or interview directly after training

2. Post-Training Test

Trainee applying learned tasks in workplace?

3. Post-Training Appraisals Conducted by immediate supervisors of trainees


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9) Planning Future TrainingLast step in the training process

After taking all evaluated comments, trainersshould modify the programs to keep good things

and make suggested improvements Remember, even with the same topic for different

trainees, trainers should address many parts of thetraining process again and consider newapproaches.


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Methods & Techniques of training

On the Job Off the Job

J IT

Coaching

MentoringJ ob rotation

Apprentice training

Committee

assignments

Vestibule training

Role playing

Lecture Methods Conference

/Discussions

Programmed

instruction


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On the J ob-J IT

(structured) on the job training method in which atrainer

(1) prepares a trainee with an overview of thejob, its purpose, and the results desired,

(2) demonstrates the task or the skill to thetrainee

(3) allows the trainee to mimic the demonstration

on his or her own, and(4) follows up to provide feedback and help.

O h J b C hi &


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On the J ob-Coaching &Mentoring Both coaching and mentoring are processes that enable

both individual and corporate clients to achieve their fullpotential.

Facilitate the exploration of needs, motivations, desires,skills and thought processes to assist the individual in

making real, lasting change. Use questioning techniques to facilitate client's own

thought processes in order to identify solutions and actionsrather than takes a wholly directive approach

Support the client in setting appropriate goals and methods

of assessing progress in relation to these goals Observe, listen and ask questions to understand the

client's situation

Creatively apply tools and techniques which may includeone-to-one training, facilitating, counselling & networking.

Encourage a commitment to action and the development


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On the J ob-J ob Rotation For the executive, job rotation takes on different

perspectives. The executive is usually not simplygoing to another department. In some verticallyintegrated organizations, for example, where the

supplier is actually part of same organization orsubsidiary, job rotation might be to the supplier tosee how the business operates from the supplierpoint of view.

Learning how the organization is perceived fromthe outside broadens the executives outlook onthe process of the organization. Or the rotationmight be to a foreign office to provide a global

perspective.

O th J b A ti hi


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On the J ob-ApprenticeshipTraining Method in which trainees learn a craft or trade by

hands-on experience while working with a skilledworker, usually under a written or impliedindentureship agreement.

O th J b C itt


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On the J ob-CommitteeAssignments I n this the trainee is asked to solve actual

organizational problems

Trainees have to work together & offer solution tothe problem

Helps to develop team spirit & work unitedtowards shared goals


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Off the J ob- Vestibule Training

Actual work conditions are simulated in aclassroom

Material, files & equipments those are used inactual job performance are used in the training

Duration: few days to few weeks

Theory can be related to practice in this method


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Off the J ob- Role playing

Method of human interactions that involvesrealistic behaviour in imaginary situations.

This method of training involves action, doing &practice

Participants play the role of certain characters

It is used for developing interpersonal interactions& relations


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Off the J ob- lecture Method

Traditional & direct method of instruction Instructor organises the material & gives it to a

group of trainees in the form of talkTo be effectivethe lecture must motivate & create interest among

the Trainees

Adv: Its Direct & can be used for a Large group ofTrainees

Cost & time invoplved are reduced


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Off the J ob- Conference /discussionApproach

Trainer delivers Lecture & involves the trainee indiscussion so that his doubts about the job isclarified

Blackboards,mockups & slides can be used

Lectures can be video-taped or Audio-taped


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Off the J ob- Programmed Instruction

Subject matter to be Learned is presented in aseries of Carefully planned sequential units

These units are arranged in from simple to morecomplex Levels of instruction


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Modern Training Techniques

1. Ice Breakers Games to get team members knoweach other.

2. Leadership Games Exercise to teach differentstyles of leadership.

3. Skill Games Tests to develop analytical skills.

4. Communication Games Exercises to build bias-free listening

and talking skills.5. Strategic Planners Games to test the ability to plan ahead.

6. Team Building Games Exercises requiring collaborativeefforts.

7. Role Reversal Games Brings out ideas that are not oftenexpressed.

8. Doubling Brings out ideas that are not oftenexpressed.

9. Tag Teams One role played alternately by two

11 M d I i ht i t i it ti


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11. Monodrama Insight into a given situation.12. Shifting Physical Positions Highlighting

communication problems.13. Structured Role Playing Role play with predetermined

objectives.14. Multiple Role Playing Providing a conman focus of

discussion.15. Built-in-tension Teaching the importance of

resolving matters.

16. Shadowing Working under a senior to watchand learn.

17. Outward Bound Training Adventure sports for teams.18. 9+1+23 Self-assessment by a leader of

leadership skills.19. Lateral Thinking Thinking randomly to come up withnew ideas.

20. Morphological Analysis Listing of alternative solutions toproblems.

21. Gordon Technique Steering a discussion to crystallizesolution.

Evaluation Of Training


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Evaluation Of TrainingProgramme

Any attempt to obtain information on the effect of trainingperformance & to assess the value of Training in the lightof that information

Criteria (based on Kirkpatrick, 1976)

Reaction

Did employees like the training, think it was useful, feelmore confident in their abilities?

Learning

Did employees learn anything new?

Behavioral

Do trainees behave any differently back on the job? Results

Did the training have the desired outcome?


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Methods Of Evaluation

QuestionnairesTests

Interviews

Studies Human Resource Factor

Cost Benefit Analysis Feedback


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AssignmentTraining Practices in Indian Organizations


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Executive Developement

Development Concept &


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Development-Concept &Definition

Executive or Management development is aplanned systematic & continuous process ofLearning & growth by which managers developtheir conceptual & analytical abilities to manage

It is the result of not only participation in formalcourses of instruction but also of actual jobexperience

It is primarily concerned with improving the

performance of managers by giving themopportunities for growth & development


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Importance

Helps manager to acquire (KSAs) Required tograpple with complex changes in environment,technology & processes

Helps executives to realize their own career goals

& aspirations Helps executives to broader their outlook & look

into various problems dispassionately

Special courses ,projects, committeeassignments job rotation & other exercises helpmanagers to have a feel of how to discharge theirduties.

M t D l t


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Management DevelopmentProgramme

Analysis of organizational developmental needs Appraisal of present management talents

Inventory management manpower

Planning of individual development programmes

Establishment of development programmes

Evaluation of results

M t D l t


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Management DevelopmentProgrammes

Decision Making Skills

Interpersonal Skills

J ob Knowledge

OrganizationalKnowledge

General Knowledge

Specific individual

a)In-basket

b)Business games

c)Case Study

a)Role Playb)Sensitivity Trainingc)Behavior Modeling

a) On-the-jobb) Coachingc) Understudy

a) J ob rotationb)Multiple Management

a) Special coursesb)Special meetingsc)Specific readings

a) Special projects

Documents

Training & Developement in Marketing