At present, companies consider training as part of their strategic investment as plant and equipment, and place it as a vital component in building competitiveness.
Training should link closely with other activities of human talent. Employment planning can identify the gaps in skills, which can be compensated either through staffing or strengthening the skills of the current workforce. With staffing can be emphasized in training people hired and promoted. Performance evaluation helps identify gaps between desired and existing behaviors or results, and often these gaps become the training objectives. Finally, motivate employees to acquire and use new skills often requires recognizing this learning with the salary and other remuneration. Perhaps the closest contact is between the training and the provision of internal staff. Often career guidance requires a strategy of integrated training to prepare employees for future internal job opportunities. Often the first experience of training given to employees is their initial orientation in the organization. In addition, employees generally report that most of their development occurs in the workplace, and not in the training programs provided by the companies.
Despite having large budgets, good intentions and actual needs, many training programs fail to lasting results. Very often, this is due to imprecision in the goals of training and an executed as unsatisfactory evaluation. If you do not know where to go, it is impossible to say if someday arrive. Many organizations spend millions on training and never know if it works; but there are techniques to link training with the results.
DIAGNOSTIC APPROACH TO TRAINING
In the following table, three main levels in the development, implementation and evaluation of training activities are illustrated.
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The needs assessment is to examine the goals in the levels of the organization, work, homework, knowledge-skill-building (CHC) and the person-individual. This process identifies the gaps that become targets of instruction. In the stages of formation and development objectives are used to select and design the instructional program and to conduct training. Finally, the evaluation phase covers the application of criteria reflecting the objectives and assessment models to determine if the training met the original objectives. The results of this evaluation are the basis for a new estimate of needs, and so the process continues.
ESTIMATING THE TRAINING NEEDS
Have you ever been in a class where the instructor does not set any specific target, and apparently no one knows what they are trying to achieve? If so, you know it's very possible formation without specific targets, but never know if it works. The estimated requirements for training is a special case of the general process of choosing objectives and assessment models. In fact, the objectives of the planning of human talent are beginning to analyze training needs. The gaps between desired and actual results, achievements of unity, levels of worker performance and other characteristics of this may be the objectives of training under two conditions:
ü should be considered important enough to merit the attention of the organization
ü should be obtained through training.
Training is not a panacea. Often what at first appeared to be a training issue is better addressed through other activities. Sometimes training is designed directly in response to the request of the employer. However, most often, needs to be developed through the process of needs analysis. Training needs can be identified in the levels of the organization, jobs, tasks, CHC or the workplace, and in-person individual.
Analysis of the organization
The needs analysis at the level of the organization includes the examination of the general directions of the organization and the need to determine the setting of training. The "learning organization" is listed as a key for competitiveness, flexibility and rising living standards. While there is no consensus on the exact meaning of the learning organization, many will agree that this organization will abound with uncertainty, will empower the media directors, constantly endeavor to improve and promote collective loyalty. The learning organization provides examples of organizational level needs that could be addressed through training. You can categorize the needs at the organizational level maintenance, efficiency and organizational culture.
Maintaining the organization aims to ensure a stable supply of skills. It is closely related to employment planning and succession planning. Skills imbalances can initiate a need for training to prepare individuals to switch to new jobs or tasks take roles redesigned.
The efficiency of the organization is related to the efficiency objective diagnostic model. Earnings, labor costs, product quality and other measures could mean that the training gaps can be narrowed. Indeed, a major reason for increased training in many organizations is that the existing workforce must acquire decision-making skills, problem solving, teamwork and display other behaviors in support of the "quality".
The culture of the organization reflects the value system or philosophy of the organization. In considering this factor, we can identify areas where training can help clarify or gain acceptance of values among employees.
Job analysis, task and knowledge-skill-ability
Previously the procedures for the analysis of jobs and to develop descriptions of the job specifications and described.
These documents provide a valuable source of information about potential training needs, and some approaches to job analysis can provide specific information about the skills or knowledge to perform the tasks of the job. Often changes in the equipment used in the production process motivate training needs.
Analysis of the person
Examine the characteristics of individuals meet the necessary characteristics to achieve individual goals and the organization may reveal training needs. The most obvious feature to consider would be the employee's performance, and the evaluation process would be logical to identify gaps between actual and desired employee behaviors place. However, often the directors refuse to make such assessments of development because employees often have negative reactions from identifying gaps in performance. It is often better assessments for purposes of reward or feedback to identify training needs.
Comparison and use of assessment methods needs
In the table below, various estimation techniques are compared in terms of the opportunity to engage participants, the necessary implication of the directors or supervisors, the time required, cost and whether the process provides data that can be quantified (expressed in numbers ). The involvement of students can be useful to promote motivation and a sense of responsibility for training success. The involvement of management can help to build a base of support and motivation for students to use their new skills when they return to their jobs. Once everything is in balance, would be preferable methods that require less time, cost less and produce information that can be documented as numbers.
