Manage People Performance
Manage People Performance
Analyzing the need, or performing a “needs assessment,” is crucial in identifying the information that must be addressed in the program. This is where we ask the question, “What do we want our employees to get out of the program?” A great way to complete this phase is to perform a “gap analysis” by comparing current results to the desired performance.
The design phase is where we link the needs assessment to the actual creation of new curriculum or the arrangement of existing curricula. This is where we assemble information tied to each program objective. From the needs analysis, we draw the blueprints of the training, based on the customer specifications. Develop Materials This includes items like, references, info packs, case studies, movies, games, and other visual aids. Remember to keep the information organized and easy to use by both the facilitator and the attendees…confusing programs will sabotage your program.
This is when the training actually takes place.
1. Practice 2. Feedback forms 3. Management/leadership observations and interactions 4. Facilities management, including room arrangement and equipment 5. Classroom rules and expectations, including safety and evacuation procedures.
All system outputs are a direct reflection of inputs, processes, and adjustments. The training process is no different. If the outputs of the program are less than desired, then changes to the program may be necessary. Companies should establish a systematic evaluation process to enhance the effectiveness of the training. We feel that the evaluation of the program should occur in two phases: 1) immediately after the program, and 2) some period later…for instance 6 months. The evaluation performed immediately after the program serves to correct urgent training issues such as incorrect data.
Answer2: Training must be relevant and timely to the needs of an organisation and, if it is to be embraced by the participant, must be of benefit to them as well. Learning will be more complete if all resources are provided and the methodologies reflect the preferred learning style of participants. 1) Learning plans
Developing a training or learning plan is, in principle, no different from the development of any other plan. It should address in detail what kind of training is needed to improve or develop particular job skills and knowledge, and that includes where and how it can be achieved and what timeframe. In other words, it should include a set of clear objectives.
2) Team and/or individual learning plans
Often work objectives are relevant to departments or teams of people as a group. For example, all of the people on a production line might need Occupational Health and Safety training or all the members of a project team have to understand their project brief. Individual learning plan requirements can include knowledge and skills that are specifically required to perform a current or future role, for example, learning how to perform the payroll, aspects that develop personal characteristics or behaviour, that is, dealing with conflict skills or development that is aimed at personal well being for example, personal fitness.
Learning is discretionary; people cannot be forced to learn. For example, imposing attending a training course as a sanction in a performance management scenario will ensure non-productive compliance, at the most basic level possible, from most employees. It might also act to increase resistance and resentment. Forced learning will, in most cases, meet with resistance. So consultation is very important.
It is important to evaluate training so that you can:
* Identify what was achieved
* Determine if there are still gaps in competency
* Determine if the desired goals were achieved
* Determine the return on investment
* Identify and implement improvements in future learning arrangements
* Negotiate modifications to personal learning plans.
Training can be evaluated in a range of ways, including:
* Gathering feedback from participants
* Gathering feedback from the facilitator
* Assessing the workplace performance of the participants post-training activity.
* Attendance at training register
* Competency achievement register
* Details of training provided
* Training plans for organisation/ teams/ individuals.
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 20 December 2016
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