AboutLeo Lingham Expertise In Managing a business, I can cover all aspects of running
a business--business planning, business development, business auditing, business communication, operation management, human
resources management , training, etc.
Experience 18 years of working management experience covering such areas
as business planning, business development, strategic planning,
marketing, management services, personnel administration.
PLUS
24 years of management consulting which includes business planning, strategic planning, marketing, product management, training, business coaching etc.
1. Explain the meaning and objectives of organizational Development (OD). What are the essentials for success of organizational development (OD). Explain with suitable examples from an organization you are familiar with.
Answer ARIJIT,
HERE IS SOME USEFUL MATERIAL.
REGARDS
LEO LINGHAM
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Explain the meaning and objectives of organizational Development (OD). What are the essentials for success of organizational development (OD). Explain with suitable examples from an organization you are familiar with.
. Discuss how organization development (OD) plan is formulated
Organization Development
Organization Development (OD) is the systematic application of behavioral science knowledge at various levels, such as group, inter-group, organization, etc., to bring about planned change. Its objectives is a higher quality of work-life, productivity, adaptability, and effectiveness. It accomplishes this by changing attitudes, behaviors, values, strategies, procedures, and structures so that the organization can adapt to competitive actions, technological advances, and the fast pace of change within the environment.
Organization Development (OD) is the process of improving organizations. The process is carefully planned and implemented to benefit the organization, its employees and its stakeholders. The client organization may be an entire company, public agency, non-profit organization, volunteer group - or a smaller part of a larger organization.
The change process supports improvement of the organization or group as a whole. The client and consultant work together to gather data, define issues and determine a suitable course of action. The organization is assessed to create an understanding of the current situation and to identify opportunities for change that will meet business objectives.
OD differs from traditional consulting because client involvement is encouraged throughout the entire process. The ways in which people communicate and work together are addressed concurrently with technical or procedural issues that need resolution.
Organizational development (OD) is an application of behavioral science to organizational change. It encompasses a wide array of theories, processes, and activities, all of which are oriented toward the goal of improving individual organizations. Generally speaking, however, OD differs from traditional organizational change techniques in that it typically embraces a more holistic approach that is aimed at transforming thought and behavior throughout an entity. Definitions of OD abound, but they are all predicated on the notion of improving organizational performance through proactive activities and techniques. It is also worth noting that organizational development, though concerned with improving workforce performance, should not be mistaken for human resource development.
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"Organization development is the planned process of developing an organization to be more effective in accomplishing its desired goals," "It is distinguished from human resource development in that HRD focuses on the personal growth of individuals within organizations, while OD focuses on developing the structures, systems, and processes within the organization to improve organizational effectiveness."
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Organizational Development Basics
Although the field of OD is broad, it can be differentiated from other systems of organizational change by its emphasis on process rather than problems. Indeed, traditional group change systems have focused on identifying problems in an organization and then trying to alter the behavior that creates the problem.
OD initiatives focus on identifying the behavioral interactions and patterns that cause and sustain problems. Then, rather than simply changing isolated behaviors, OD efforts are aimed at creating a behaviorally healthy organization that will naturally anticipate and prevent (or quickly solve) problems.
OD programs usually share several basic characteristics. For instance, they are considered long-term efforts of at least one to three years in most cases. In addition, OD stresses collaborative management, whereby managers and employees at different levels of the hierarchy cooperate to solve problems. OD also recognizes that every organization is unique and that the same solutions cannot necessarily be applied at different companies—this assumption is reflected in an OD focus on research and feedback. Another common trait of OD programs is an emphasis on the value of teamwork and small groups. In fact, most OD systems use small teams—or even individuals—as a vehicle to implement broad organizational changes.
The catalyst—whether a group or individual—that facilitates the OD process is known as the "change agent." Change agents are often outside consultants with experience managing OD programs, although companies sometimes utilize inside managers. The advantage of bringing in outside OD consultants is that they often provide a different perspective and have a less biased view of the organization's problems and needs. The primary drawback associated with outside change agents is that they may lack an in-depth understanding of key issues particular to the company. In addition, outside change agents may have trouble securing the trust and cooperation of key players in the organization. For these reasons, some companies employ an external-internal team approach, which seeks to combine the advantages of internal and external change agents while minimizing the drawbacks associated with the two approaches. "Are change agents necessary for organizational development to take place?" "Once we recognize that organizational development involves substantial changes in how individuals think, believe, and act, we can appreciate the necessity of someone to play the role of change agent. But who should play the role? Existing managers? New managers? Or individuals hired specifically for that purpose? Depending upon the situation, any of these can be called upon to orchestrate the organizational development process. The point is that the role of the change agent is necessary for organizational development to occur."
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how can they be more effective in the long term development of an organization.
what are the limitations?"
Managing Change Through Organizational Development
Organization development initiatives do not automatically succeed. The benefits of effective OD programs are myriad, as many executives, managers, and business owners will attest. But OD interventions that are pursued in a sloppy, half-hearted, or otherwise faulty manner are far less likely to bring about meaningful change than those that have the full support of the people involved. Several conditions that had to be present if an OD intervention could have any meaningful chance of bringing about the desired change:
Ownership and all involved personnel needed to be genuinely and visibly committed to the effort.
People involved in OD have to be informed in advance of the nature of the intervention and the nature of their involvement in it.
The OD effort has to be connected to other parts of the organization; this is especially true of such areas as the evaluation and reward systems.
The effort has to be directed by appropriate managers and guided by change agents (which, if used, must be competent).
The intervention should be based on accurate diagnosis of organizational conditions.
Owners and managers should show their commitment to OD at all stages of the effort, including the diagnosis, implementation, and evaluation.
Evaluation is key to success, and should consist of more than asking people how they felt about the effort.
Owners and managers need to show employees how the OD effort relates to the organization's goals and overriding mission
PLANNING THAT CONTRIBUTES TO ORGANIZATION DEVELOPMENT
The following ten FACTORS ARE USEFUL.
1.Be clear about what you are trying to accomplish.
2.Evaluators need good diagnostic skills to work on this task prior to any discussion of assessment. Good evaluation will also look for goals from various stakeholders as well as unintended consequences, but formal goals are a necessity, especially when the program is externally supported. The process is likely to be a cyclical one since goals are refined through evaluation of progress.
3.Link theory of the intervention to outcomes. Evaluators need to help define theories of change that underlie their operations - that is, the relationships among their assumptions, resources, program activities and expected results. The evaluators can help the program staff determine how important these alliances are in producing the desired program outcomes, as well as monitor the resources and activities devoted to them. Explicating these theories of change, or logic models as they are sometimes called, is often a very useful formative evaluation task in itself since it helps identify gaps among resources, activities and outcomes. This is a first step toward building a shared understanding in the organization and provides a framework for dialogue about evaluation findings and continuous improvement of the project. This is a compelling need in nearly every organizational setting, and a skill that evaluation and OD professionals should share.
4.Setting the stage properly.
It is important to clarify why the evaluation is being done at a particular point of time and how that information will be used. These issues need to be dealt with early on and revisited continually throughout an evaluation. The evaluator needs good brokering skills to work interested parties to regularly clarify expectations about the purposes of evaluation.
5.Pay attention to stakeholders. It is important that key stakeholders are involved in the process - to determine the important questions that need to be addressed and how success will be measured. Evaluators can start by asking stakeholders what challenges or dilemmas they are facing in their work. In this way, evaluation has a higher likelihood that the stakeholders will cooperate with the evaluation and that the results will be used.
6.Integrate evaluation into the program. The stakeholders need to build in at the outset the expectation that evaluation should be done and also the resources to do it well. Too often, the thought for evaluation comes once a program is finished with the result that useful baseline data and resources are missing to make evaluation meaningful and reliable.
7.Integrate evaluation into daily work. Evaluation activities can be integrated into routine work such as assessing needs at staff level, although the information processing demands on employees represent a significant challenge to keep in mind. The point here is to take advantage of relevant and accessible data rather than requiring additional work for information gathering. Evaluators who are sensitive to workload and workplace dynamics can be helpful in this process.
8.Identify just a few things to evaluate. Pick the fewest indicators that provide the most information about program assumptions, resources, activities and outcomes. Evaluators who are knowledgeable about information overload in organizations will obviously be helpful in this process, as will well developed theories of change to identify key information needs.
9.Coordinate evaluation reports with internal decision-making. Findings need to be presented on a timely basis to inform learning and action and throughout a program's life - not just at the end. Evaluators need skills in understanding organizational power, budgeting, decision-making and culture that will attune them to how and when findings can be useful.
10.Use evaluation as a process not simply as a report. Stakeholders and staff get more out of the evaluation process than its final report. Regular feedback and opportunities for varied interpretations of findings strengthen a program as well as any evaluation of it. Methods other than written reports, such as video, photos, and human-interest stories, can serve as effective communications tools within the program as well as with stakeholders.
Do evaluation only when an organization is ready. Clear goals and theories of change are important for effective evaluation, but other conditions are also essential. As documented from the field of OD, evaluation is truly useful when there is a commitment to and resources for candid feedback.
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Implementing OD Programs
OD efforts basically entail two groups of activities: [1] "action research" and [ 2 ]"interventions."
1. Action research is a process of systematically collecting data on a specific organization, feeding it back for action planning, and evaluating results by collecting and reflecting on more data. Data gathering techniques include everything from surveys and questionnaires to interviews, collages, drawings, and tests. The data is often evaluated and interpreted using advanced statistical analysis techniques.
Action research can be thought of as the diagnostic component of the OD process. But it also encompasses the intervention component, whereby the change agent uses action plans to intervene in the organization and make changes, as discussed below. In a continuous process, the results of actions are measured and evaluated and new action plans are devised to effect new changes. Thus, the intervention process can be considered a facet of action research.
2. OD interventions are plans or programs comprised of specific activities designed to effect change in some facet of an organization. Numerous interventions have been developed over the years to address different problems or create various results. However, they all are geared toward the goal of improving the entire organization through change. In general, organizations that wish to achieve a high degree of organizational change will employ a full range of interventions, including those designed to transform individual and group behavior and attitudes. Entities attempting smaller changes will stop short of those goals, applying interventions targeted primarily toward operating policies, management structures, worker skills, and personnel policies. Typically, organization development programs will simultaneously integrate more than one of these interventions.
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Various OD interventions
Planned Change –
Many Specific Interventions
* The many types of interventions can
include a variety of specific practices
* Various specific practices are usually
highly integrated into action plans
* Practices include, eg, team building,
conflict management, training,
coaching, facilitating, organizational
analysis, organizational restructuring,
etc.
Types of Interventions
Human process, eg:
* T-groups
* Process consultation
* Team building
* Search conference (a large-scale
intervention)
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WHY IS ORGANIZATION DEVELOPMENT IMPORTANT?
Profitability, productivity, morale and quality of work life are of concern to most organizations because they impact achievement of organization goals. There is an increasing trend to maximize an organization's investment in its employees. Jobs that previously required physical dexterity now require more mental effort. Organizations need to "work smarter" and apply creative ideas.
The work force has also changed. Employees expect more from a day's work than simply a day's pay. They want challenge, recognition, a sense of accomplishment, worthwhile tasks and meaningful relationships with their managers and co-workers. When these needs are not met, performance declines.
Today's customers demand continually improving quality, rapid product or service delivery; fast turn-around time on changes, competitive pricing and other features that are best achieved in complex environments by innovative organizational practices.
The effective organization must be able to meet today's and tomorrow's challenges. Adaptability and responsiveness are essential to survive and thrive.
There are seven characteristics of OD:
Humanistic Values: Positive beliefs about the potential of employees .
Systems Orientation: All parts of the organization, to include structure, technology, and people, must work together.
Experiential Learning: The learners' experiences in the training environment should be the kind of human problems they encounter at work. The training should NOT be all theory and lecture.
Problem Solving: Problems are identified, data is gathered, corrective action is taken, progress is assessed, and adjustments in the problem solving process are made as needed. This process is known as Action Research.
Contingency Orientation: Actions are selected and adapted to fit the need.
Change Agent: Stimulate, facilitate, and coordinate change.
Levels of Interventions: Problems can occur at one or more level in the organization so the strategy will require one or more interventions.
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OD AND HRD
HUMAN RESOURCE DEVELOPMENT IS A MAJOR INTERVENTIONIST
TOOL IN THE ORGANIZATION DEVELOPMENT.
HRD'S GOALS ARE DIRECTLY CO-RELATED TO THE
OD'S GOALS.
Describe the system of
training and organizational development of an organization you are familiar with. Briefly
describe the organization you are referring to.
How do we link TRAINING STREATEGY /HR STRATEY / CORPORATE STRATEGY.
TRAINING STRATEGY DOES'NT EXIST IN ISOLATION .
IT IS A BY-PRODUCT OF CORPORATE STRATEGY
AND DEPARTMENTAL / BUSINESS UNITS STRATEGY.
FROM THE ABOVE, HR STRATEGY IS DEVELOPED.
TRAINING STRATEGY IS AN ELEMENT OF HR STRATEGY.
EVEN , WHEN TRAINING MANAGER TAKES AN INITIATIVE IN DEVELOPING
IN TRAINING STRATEGY , IT MUST FIT CORPORATE STRATEGY.
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WHEN YOU DEVELOP TRAINING STRATEGY, YOU MUST REVIEW
-corporate mission statement
-corporate objectives
-corporate strategy.
-HR STRATEGY/ OBJECTIVES
Once you get their departmental requirements, HRM develops
-training plans / programs/ procedures/ priorities
ALL YOUR TRAINING & DEVELOPMENT PROGRAMS
MUST CREATE IMPACT ON THE BUSINESS , NOT JUST RIPPLES,
BUT VISIBLE RESULTS, VISIBLE BEHAVIORAL CHANGES,
USABLE TOOLS ETC ETC. THIS IS WIN-WIN SITUATION
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YOUR FIRST TASK IN TRAINING/DEVELOPMENT LONG TERM PLAN
-CONDUCT A TRAINING AUDIT
YOUR SECOND TASK IS TO CONDUCT
TRAINING NEEDS ANALYSIS.[TNA]
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TRAINING & DEVELOPMENT NEEDS
A TRAINING AND DEVELOPMENT Needs ANALYSIS is a systematic exploration of the way things are and the way they should be. These "things" are usually associated with organizational and/or individual performance .
WHY design and conduct a Needs Assessment? We need to consider the benefits of any Human Resource Development (HRD) intervention before we just go and do it:
What learning will be accomplished?
What changes in behavior and performance are expected?
Will we get them?
What are the expected economic costs and benefits of any projected solutions?
We are often in too much of a hurry. We implement a solution, sometimes but not always the correct intervention. But we plan, very carefully and cautiously, before making most other investments in process changes and in capital and operating expenditures. We need to do the same for Human Resource Development.
The largest expense for HRD programs, by far, is attributable to the time spent by the participants in training programs, career development, and/or organization development activities.
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METHODS OF TRAINING NEEDS IDENTIFICATION
In addition to
-PERFORMANACE APPRAISAL
there are other methods like
-ONE TO ONE INTERVIEWS [ in person / by telephone]
[ one to one information gathering]
-FOCUS GROUPS
[meetings of individuals who share an interest in the subject
exchange ]
-USING QUESTIONNAIRE
[ information gathering on paper]
-DOCUMENT ANALYSIS
[reviewing the existing documents/ analysing]
-OBSERVATION
[observing / reviewing people performing on the job]
-SEEKING INPUTS FROM LINE MANAGERS
[ assessment of line managers of their staff]
-ORGANIZATIONWIDE SKILL AUDIT
[ auditing operation process ]
-CUSTOMER SATISFACTION SURVEY
[ source of inputs ]
-ORGANIZATIONAL METHODS
[ changes/ impact on the organization]
-JOB ANALYSES METHODS
[changes / impact on the individual jobs]
-INDUSTRY ANALYSES METHODS
[ changes in industry characterisitics / impact on the organization]
-BEHAVIORAL ANALYSES
[data collection by observation ]
-CRITICAL INCIDENTS
[ reports /descriptions of things ]
-HUMAN ANLYSES METHODS
[paper pencil dianostic tests of knowledge/opinions etc]
-ADVISORY COMMITTEE METHODS
[ seeking advice of departmental heads ]
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TRIGGERS FOR TRAINING & DEVELOPMENT NEEDS
1. EXTERNAL
-anticipated demand for products
-anticipated demand for services
-local labor market situation
-customer requirements
-changes in government regulations
-changes in competitive situation
2.INTERNAL
-plan to change operational methods
-plan to change technology
-organization restructuring
-changes in corporate strategy
-changes in the role of jobs.
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Discuss how it is carried out in your organisation or an organisation which you are familiar with., Describe the organisation you are referring to.
The organization, I am familiar with is a
-a large manufacturer/ marketer of safety products
-the products are used as [personal protection safety] [ industrial safety]
-the products are distributed through the distributors as well as sold directly
-the products are sold to various industries like mining/fireservices/defence/
as well as to various manufacturing companies.
-the company employs about 235 people.
-the company has the following functional departments
*marketing
*manufacturing
*sales
*finance/ administration
*human resource
*customer service
*distribution
*warehousing/ transportation
*TQM
=============================
A thorough and accurate assessment of needs must precede the
design of a training intervention so that it can assist managers
in improving in the areas that need it most.
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STEP 1. Factors external to the job and the culture surrounding the job
are studied. These include the values, practices, and heritage
that are characteristic of the industry , firm, division, department,
and work unit.
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STEP 2. The jobs are studied:
-level in organization.
-role within the organization.
-technical features/ demands.
STEP 3. Forecast of changes in:
-factors external to the job.
-The demands of the job.
-Challenge to and demands that will be made on the individuals
as they receive promotions, transfers, and changes in assignments.
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Step 4. PERFORM A "GAP" ANALYSIS.
The first step is to check the actual performance of our organizations and our people against existing standards, or to set new standards. There are two parts to this:
Current situation: We must determine the current state of skills, knowledge, and abilities of our current and/or future employees. This analysis also should examine our organizational goals, climate, and internal and external constraints.
Desired or necessary situation: We must identify the desired or necessary conditions for organizational and personal success. This analysis focuses on the necessary job tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish these successfully. It is important that we identify the critical tasks necessary, and not just observe our current practices. We also must distinguish our actual needs from our perceived needs, our wants.
The difference the "gap" between the current and the necessary will identify our needs, purposes, and objectives.
What are we looking for? Here are some questions to ask, to determine where HRD may be useful in providing solutions: (3)
Problems or deficits. Are there problems in the organization which might be solved by training or other HRD activities?
Impending change. Are there problems which do not currently exist but are foreseen due to changes, such as new processes and equipment, outside competition, and/or changes in staffing?
Opportunities. Could we gain a competitive edge by taking advantage of new technologies, training programs, consultants or suppliers?
Strengths. How can we take advantage of our organizational strengths, as opposed to reacting to our weaknesses? Are there opportunities to apply HRD to these areas?
New directions. Could we take a proactive approach, applying HRD to move our organizations to new levels of performance? For example, could team building and related activities help improve our productivity?
Mandated training. Are there internal or external forces dictating that training and/or organization development will take place? Are there policies or management decisions which might dictate the implementation of some program? Are there governmental mandates to which we must comply?
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Step 5. IDENTIFY PRIORITIES AND IMPORTANCE.
The first step should have produced a large list of needs for training and development, career development, organization development, and/or other interventions. Now we must examine these in view of their importance to our organizational goals, realities, and constraints. We must determine if the identified needs are real, if they are worth addressing, and specify their importance and urgency in view of our organizational needs and requirements . For example (5):
Cost-effectiveness: How does the cost of the problem compare to the cost of implementing a solution? In other words, we perform a cost-benefit analysis.
Legal mandates: Are there laws requiring a solution? (For example, safety or regulatory compliance.)
Executive pressure: Does top management expect a solution?
Population: Are many people or key people involved?
Customers: What influence is generated by customer specifications and expectations?
If some of our needs are of relatively low importance, we would do better to devote our energies to addressing other human performance problems with greater impact and greater value.
Step 6. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR OPPORTUNITIES.
Now that we have prioritized and focused on critical organizational and personal needs, we will next identify specific problem areas and opportunities in our organization. We must know what our performance requirements are, if appropriate solutions are to be applied. We should ask two questions for every identified need:
Are our people doing their jobs effectively?
Do they know how to do their jobs?
This will require detailed investigation and analysis of our people, their jobs, and our organizations -- both for the current situation and in preparation for the future.
Step 7. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES.
If people are doing their jobs effectively, perhaps we should leave well enough alone. ("If it ain't broke, don't fix it.") However, some training and/or other interventions might be called for if sufficient importance is attached to moving our people and their performance into new directions.
But if our people ARE NOT doing their jobs effectively:
Training may be the solution, IF there is a knowledge problem.
Organization development activities may provide solutions when the problem is not based on a lack of knowledge and is primarily associated with systematic change. These interventions might include strategic planning, organization restructuring, performance management and/or effective team building.
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TECHNIQUES FOR INVESTIGATING ORGANIZATIONAL AND PERSONAL NEEDS:
Use multiple methods of Needs Assessment. To get a true picture, don't rely on one method. It is important to get a complete picture from many sources and viewpoints. Don't take some manager's word for what is needed.
There are several basic Needs Assessment techniques. Use a combination of some of these, as appropriate:
questionnaires
consultation with persons in key positions, and/or with specific knowledge
interviews
work samples
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SUMMARY STEPS IN A NEEDS ANALYSIS:
Perform a "gap" analysis to identify the current skills, knowledge, and abilities of your people, and the organizational and personal needs for HRD activities
Identify your priorities and importance of possible activities
Identify the causes of your performance problems and/or opportunities Identify possible solutions and growth opportunities.
and finally:
Compare the consequences if the program is or is not implemented
Generate and communicate your recommendations for training and development, organization development, career development, and/or other interventions
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THEN DEVELOP A TRAINING STRATEGY.
TRAINING STRATEGY
Purpose
Training strategy provides a framework for comprehensive staff development opportunities for all staff who work for the organization, to support the organization's mission, and to enable the organization to achieve the corporate objectives and become a true learning institution for all who work here.
Principles
Staff development is relevant to all staff and the whole person
It is embedded in all working practice, throughout an individual's career
Reflection, review, feedback and opportunities for learning should form an integral part of everyone's work experience
TRAINING STRATEGY OUTLINES INCLUDE
[this will vary with organizations, but as a broad guideline include ]
1. An assessment of the current situation.
2. A statement of purpose, outlining what is to be accomplished.
3.Identification of the training needs.
4. A statement of planning premises -significant asssumptions,
constraints, and parameters.
5. A forecast statement of factors that might help or hinder
the end results.
6. Desired behaviors are specified.
7.Desired competences are identified and specified.
8.Knowledge, skills, and characteristics desired are specified.
9. Description of the required training/development programmes.
10. Constraints like time, budget and participants attitude are identified.
11.Participants' characteristics are identified / listed.
12. Training objectives are defined / listed.
13.Training program contents are outlined.
-identifying topic areas to be covered.
-specific concepts are listed
14. Selection of instructor(s)
types of specialists required.
15. Training Teaching materials,
kind of materials required.
16. Training Methods required.
17. Evaluations methods to be used.
18. Training resources required.
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Based on the TNA, can you / your immediate supervisor
-identify the programs [ subject/contents]
-also the priority [ what is critical /what is urgent/what is important]
HAVE YOU/YOUR IMMEDIATE SUPERVISOR discussed with
the departmental heads the priority , as they see it.
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ONCE THE TRAINING NEEDS ARE IDENTIFIED,
YOU CAN DEVELOP A TOTAL COMPANY TRAINING PROPOSAL.
Sample Outline [for the total corporatewide program]
1.Introduction [ purpose of this program]
2. Scope of the Training Plan
3 .Organizational Entities
4.Responsibility/ management ownership of the program.
[mention T&D, department management etc]
5. Training/development Objectives
6. Training / development Policy
7. Corporate / Organizational Goals Supported
[ impact on the business]
8. Training / development Benefits
9. Strengths and Areas of improvements of the Organization
[avoid using term WEAKNESSES]
10. How Training Needs Are Identified, Verified, and Prioritized
11. Training Needs To Be Addressed
[ knowledge / skills etc]
12. Course / by Job Category
HERE , PREPARE A MATRIX
COURSES...............JOB CATEGORY>>>>sales ! PRORAMMING/customer service etc etc
V V V
TECHNICAL SUBJECTS [ IF APPLICABLE ]
SOFTSKILLS , LIKE
time management
supervisory skills development
etc etc
IN THE BOXES, ESTIMATE HOW MANY WOULD ATTEND THE COURSE
MY SUGGESTION IS
SPREAD THE PROGRAM OVER 2 YEARS.
TIMEWISE / FINANCEWISE/ TRAINING RESOURCEWISE, YOU CANNOT
MANAGE ALL IN ONE YEAR.
13. Course Descriptions
[ just 2/3 lines for each selected ones]
19. Training Evaluation and Tracking
===================================================
when selecting the modules, four things to remember
-TARGET AUDIENCE
-PRIORITY REQUIREMENTS
-WHICH ONE WILL CREATE GREATER BUSINESS IMPACT
IN THE SHORT TERM.
-BUDGET
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TRAINING WORKLOAD
NOW based on the information, can you
-estimate the program time for each program
-estimate the no of time each program has to be run
-estimate the total no. of hours all together
-estimate who is going to do it [ take logistics into consideration]
-do you need external trainers , as support
-how many / what programs / when/where.
======================================================
FOR EACH PROGRAM , DEVELOP A PLAN USING THE
TRAINING PLAN CHECKLIST
1. An assessment of the current situation.
2. A statement of purpose, outlining what is to be accomplished.
3.Identification of the training needs.
4. A statement of planning premises -significant asssumptions,
constraints, and parameters.
5. A forecast statement of factors that might help or hinder
the end results.
6. Desired behaviors are specified.
7.Desired competences are identified and specified.
8.Knowledge, skills, and characteristics desired are specified.
9. Constraints like time, budget and participants attitude are identified.
10.Participants' characteristics are identified / listed.
11. Training objectives are defined / listed.
12.Training program contents are outlined.
-identifying topic areas to be covered.
-specific concepts are listed
-key points are specified
-determining the emphasis required on each topic.
-sequencing the topics into a logical progression.
-establishing a learning pace.
13. Selection of instructor(s)
-in terms of scholastic records
-in terms of delivery skills
-in terms of personality
etc etc
16. Training Teaching materials
-training agenda
-trainer's manual
-participants' manual
-case studies
-role plays
etc etc
17. Training Methods
-lecture
-conference method
-management games
-case study
-senstivity training
-programed instructions.
18. Evaluations.
19. Training schedule.
20. Training Budget
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ONCE YOU GO THROUGH THESE STEPS AS LISTED ABOVE,
YOU WILL KNOW
-WHO ARE YOUR TARGET AUDIENCE
-WHAT DO THEY WANT
-WHAT ARE THEIR PRIORITIES
-WHEN DO THEY WANT
-HOW ARE YOU GOING TO IMPLEMENT EACH PROGRAM
-HOW WILL IT BE ADMINISTERED
-WHO WILL DELIVER THESE PROGRAMS
-WHAT IS THE COST OF IMPLEMENTING
AT MINIMUM LEVEL
AT MAXIMUM LEVEL
-AT WHAT PERIOD OF TIME
-WHAT IS THE TIMING OF EACH PROGRAM
ETC ETC
ONCE YOU HAVE THESE INFORMATION,
YOU CAN NOW CALENDERISE AND DEVELOP
THE SCHEDULE.
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