SYSTEMATIC APPROACH TO TRAINING Objectives:

After reading this article, you will be able to:

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Describe the four stages in Systematic Approach to Training

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Distinguish between Aim and Objective

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Clarify Performance Objective, Training Objective and Enabling Objective

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Describe elements of an Objective

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Write Objectives in behavioural terms

Training has been defined in the Glossary of Training Terms as “a planned process to modify attitude, knowledge or skill behavior through learning experience to achieve effective performance in an activity or range of activities. Its purpose in the work situation is to develop the abilities of the individual and to satisfy current and future manpower needs of the organization”. It clearly implies that the role of training is to improve the overall performance of the organization.

The term ‘performance’ is,

therefore, interwoven with training. Training is a planned process that directs learning towards achieving specific outcomes, leading to achieving performance objectives. The Systematic Approach to Training infers that training is done in a planned, systematic way, and that it is directed towards improving job performance. Organisation has to contend with many problems every day, and training is only one option they may choose to use to solve these problems. Instead of the training option they could choose to send for work study experts, or systems analysts, or they might invest in new plant and machinery, or they may hire newly fully trained staff.

The training option and the four steps in the systematic

approach to training must be closely associated with real and not imaginary performance problems. Fig. 1 illustrates the relationship.

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Fig. 1 Identify Training Needs

Assess Results

PERFORMANCE

Plan and Design Training

Implement Training

We can recall this concept through the following acronym: I

- Identified

N

- Need

D

- Design

I

- Implement

A

- Assess

Identify Training Needs Improving performance or overcoming performance problems may occur in organisations, departmental, or with individuals. The first stage of the Systematic Approach Training is therefore to use various types of analysis to identify the nature of the problems, as precisely as possible. Techniques used for identifying training needs range from the general to the specific: a) Organisational Training Needs Analysis is used to consider such questions as policy, productivity, new technology and cost escalation. Rarely can these issues be dealt with in isolation. This type of analysis will identify performance problems and how training can contribute to improvement. b) Job Analysis takes the analytical process a stage further by investigating in more detail the jobs people do. This will provide information, for example, about tasks they perform, areas of responsibilities and relationships with others. Other

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disciplines also use job analysis (e.g. job evaluation, and recruitment and selection). c) Task Analysis investigates the procedures, knowledge, skills and attitudes needed to ensure satisfactory performance of a job's key tasks. A task is an element of work leading to a specific results. Tasks are work related activities, where each task should have a clearly defined beginning and an end. Some examples of tasks: •

Interviewing a client

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Writing a letter

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Formulating projects.

For systematic training to be effective in meeting performance problems, it is essential that all three types of analysis, as illustrated below in Fig. 2, are either done, or considered. Using them with a degree of discretion is equally important, recognising the contribution each can make, but balancing this against the time and costs incurred.

Organisational Analysis

Job Analysis

Task Analysis

Fig 2

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Plan and Design Training Once we have identified training needs, we can plan and design appropriate training. Some problems and needs may fall within existing training provision. Others require special attention. A training intervention takes account of the full extent of training needed to help people to improve their performance. We can plan these for groups or for individuals, and they can vary in duration from a few days to a year or more. All training interventions should have one feature in common, which is that they have not been completed until satisfactory performance has been attained. This stage of the systematic approach to training is concerned with planning the best use of available training resources and using them to design training activities. These have to be planned within constraints such as budgets, operational demands, facilities, availability of personnel and so on. Implement Training Within the systematic approach to training, this is the stage where people undertake learning activities. This requires the active, wholehearted participation of the trainee, supported by skilled facilitation. The degree to which the trainee is willing to participate in training activities depends on such factors as whether: -

The trainee recognises the need for training

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The trainee is sufficiently motivated to learn

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During implementation this motivation is maintained or increased

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The design of learning events is realistic within the context of the organisation

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Clearly defined objectives are used to direct learning activities

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The trainers possess sufficient technical and instructional skills

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Personnel in the organisation who are associated with the training activities, (management, supervisors and colleagues) support the application and development of newly acquired knowledge, skills and attitudes

The success of the implementation stage relies on these and many other factors. It is the often fragile process by which learning is organised and the means by which performance problems are resolved.

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Assess Results Training is only as good as the results it achieves and the benefits derived from it by individuals and their organisations. The fourth and final stage is therefore to assess and evaluate the results obtained from training activities. This may depend upon the terms of reference and data being used for measurement, and the extent to which this is common to the people involved - trainers, trainees, line management, general management, training agencies, etc. Assessment needs to answer three basic questions: 1. Did the training achieve what it tried to achieve? 2. Did the training improve performance or solve the problem? 3. Was the training worthwhile?

Aims and Objectives For all training activities it is essential that there is a clearly defined purpose. Everybody concerned – management, learners and trainers should understand the intention of the training and the outcomes to be achieved. The aim is the statement of intent. It describes what you intend the learners to achieve, and communicates this intention to all concerned. The intention, or aim, of the training is to help the person to perform the task of e.g. using the bow to shoot an arrow at the target. The outcome is for the arrow to be in or near the bull. It would be pointless to have only an aim, for example, ‘How to use a bow and arrow’, without having a clear performance in mind. This is the objective which, for example states that on completion of training the person will be able to shoot 3 out of 4 arrows in the bulls-eye from 100m, in calm conditions. The aim expresses intention and the objective defines achievement. Thus objective is what will be achieved as the outcome of the training, expressed in terms of the performance of a task. There is some basic difference between aim of the training and training objective. We should get it clarified at this stage. The aim of a course or training programme is the statement of intent. It describes what you intend that the learners should achieve and communicates this intention to all concerned. The objective is what will be achieved as an outcome of the training, expressed in terms of performance. Objectives

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The objective provides a clear, precise and unambiguous statement of what learners can do at the following three distinct, but very important points in their training: 1. On their return to work, when they are required to perform the task to the standards set by an employer. The objective used to describe this is called a Performance Objective. 2. On completion of their formal training, typically a course, when they have achieved a satisfactory standard of performance under training conditions. The objective used to describe this is called a Training Objective. 3. On completion of a stage of the learning process when they have acquired certain knowledge and skills. The objective used to describe this is called an Enabling Objective. Performance Objective Training Objective

T A S K

Enabling Objective

Fig 3 Elements of an Objective An objective is a precise, clear statement of what the learners will be able to do at the end of the training. So an objective is a statement of the performance to be achieved by the trainee. As and when required it includes performance, conditions and standards. 1. Performance A statement of the performance to be achieved by the trainee. This enables the acquisition of knowledge and the development of skills to be focused only on what is essential. It should fulfill the following criteria:-

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S – Specific M – Measurable A – Attainable R – Realistic T – Time specific Examples of Performance Statements •

The Trainee will be able to type

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The Assistants will be able to list the principles of noting and drafting.

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The Junior Analyst will be able to draw an organisation chart.

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The Senior Analyst will be able to carry out method study in an organisation.

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The Trainee will be able to process data for generating different charts using MS Excel.

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The Income Tax Inspectors will be able to list modes of tax recovery.

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The Krishi Prajukti Sahayak will be able to explain the procedure of identification of beneficiaries for various agricultural development programmes

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The Dealing Assistant will be able to demonstrate the procedure for posting leave in the account.

2. Condition A statement of the conditions under which it is being done. This enables the learning event and assessment to include conditions needed for effective transfer to job performance. It includes a) The range of learning to be covered. b) The tools, equipment and clothing to be used. c) The performance aids and manuals that cannot be used. d) The environmental conditions. e) Any special, physical demands. Examples of Condition Statements •

The Assistants will be able to run Ms-Office software.

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He will be able to shoot a target with his AK47 gun.

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3. Standard A statement of the minimum standards of performance a trainee must attain. This enables us to check accurately if the trainee has achieved the objective. Standards will be classified as ones of a) Speed b) Accuracy Examples of Speed Standards •

The trainee will be able to type 30 words per minute.

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The trainee will be able to open one service book in not more than one hour’s time.

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The trainee will be able to prepare pay bill using computer in one day.

Examples of Accuracy Standards •

The trainee will be able to type 30 words per minute without error.

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The trainee will be able to hit the target with 2 errors per 100 attempts.

Writing Performance Related Objectives An objective is a statement of what the learner will be able to do on completion of training. The statement describes and defines what the learner will have to accomplish in order to demonstrate competence. Writing objectives is an essential feature of effective training as they provide a means of communication between the trainer and the learner. When writing objectives the following points may be kept in mind: i.

Each statement should deal with a single, specific task.

ii.

Avoid repetition of “be able to” or “the learner will” or other such phrases at the beginning of each statement, when the objectives are given in a list. It wastes time and space, because all the objectives should be written in terms of what the learner will be able to do.

iii.

A learner and the trainer should be able to read the statement, and relate it to a specific task.

iv.

Use only acceptable terminology which is familiar to the people concerned.

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v.

Try to avoid using double verbs, such as “remove and repair”. Use the more inclusive of the two (repair implies removing and replacing).

vi.

Do not include any phrases that have to do with the knowledge needed to perform the task; focus on the skill. Knowledge is not observable so, for example, do not say “Will know Russian”, say instead “Will speak Russian”, or “Will write Russian”.

vii.

Avoid repeating any mention of performing a skill safely. Safety, whether it is procedures or general knowledge of it, will be an integral part of training.

The safety requirements may need to be specified in the

standards. viii.

Avoid vague and flowery terms such as “correctly”, “accurately”, and so on. The objective specifies competence to perform a task, to a precise standard. The level of accuracy required for example, should be specified.

All statements of objectives, whether they are Performance, Training or Enabling, must include an ‘active verb’, that clearly states what the learner is able to do. Active verbs can either be focused on knowledge or skill and the following lists may be of assistance. Accept

Associate

Classify

Convert

Adapt

Attach

Clean

Copy

Adjust

Bake

Cleanse

Correct

Adopt

Balance

Climb

Correlate

Administer

Bend

Collect

Cook

Align

Boil

Combine

Create

Allow

Bore

Compare

Cut

Alter

Build

Compensate

Decide

Analyse

Calculate

Compile

Define

Answer

Calibrate

Complete

Demonstrate

Apply

Call

Compose

Describe

Appraise

Cast

Compute

Design

Arrange

Categorise

Conclude

Determine

assemble

Change

Conduct

Develop

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Assert

Check

Connect

Devise

Assess

Choose

Construct

Diagnose

Assist

Cite

Contrast

Diagram

Differentiate

Heal

Originate

Revise

Direct

Help

Override

Rework

Discuss

Hide

Package

Roll

Dismantle

Identify

Perform

Run

Disinfect

Illustrate

Pick

Schedule

Dismiss

Indicate

Pin

Sell

Dispense

Infer

Place

Select

Distinguish

Inspect

Plan

Serve

Divide

Install

Plot

Set

Draw

Instil

Position

Shape

Dress

Instruct

Position

Sit

elevate

Insure

Post

Site

Employ

Interpret

Practise

Sketch

Enumerate

Involve

Predict

Solve

Ensure

Isolate

Prepare

Sort

Equate

Issue

Press

Specify

Establish

Itemize

Propose

Split

Estimate

Judge

Print

Stand

Evacuate

Label

Punctuate

Start

Examine

Level

Question

Sterilize

Execute

Light

Quote

Store

Explain

Lighten

Raise

Straighten

Expose

List

Rank

Supervise

Express

Listen

Rate

Switch

File

Load

Realise

Synthesize

finalise

Loosen

Rebuild

Take

Find

Manage

Recall

Talk

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Fit

Maintain

Receive

Tell

Fix

Make

Recondition

Trace

Follow

Mark

Record

Transcribe

Form

Match

Relate

Transfer

Formulate

Measure

Remain

Translate

Free

Meet

Remove

Transport

Freeze

Mention

Renovate

Treat

Generalise

Mix

Repair

Troubleshoot

Get

Moderate

Repeat

Turn

Give

Modify

Replace

Type

Go

Mount

Reply

Unlock

Grade

Name

Report

Untangle

Greet

Negotiate

Resist

Use

Group

Obtain

Resolve

Utilise

Hand

Open

Respond

Validate

Handcuff

Operate

Restate

Ventilate

Handle

Order

Review

Verify

Haul

Organise

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Activity You have gone through the write up on Systematic Approach to Training. You are aware of the stages to be followed in Systematic Approach to Training for improving performance through training intervention.

Further, the training scenario in the country, as in the rest of the world, is fast switching over to more and more learner centered methods from the trainer centered ones. Based on the experience that you have in the field of training please prepare a write up on current training practices in our country, in comparison with Systematic Approach to Training and highlight the Systematic Approach to Training – Areas of Concern.