Hello, Can any one help me out with how to standardize training process? We have various locations with various process so, we would like to standardize the same. Regards, Vanitha
From India
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From India
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Dear Vanitha,
The information that you have provided is quite inadequate. Replies depend on what products/services you produce, the education level of your employees, the training budget your management agrees to provide, and what supporting HR interventions you have, among other factors.
Ok...
Dinesh V. Divekar
"Limit of your words is the limit of your world"
From India, Bangalore
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8084The information that you have provided is quite inadequate. Replies depend on what products/services you produce, the education level of your employees, the training budget your management agrees to provide, and what supporting HR interventions you have, among other factors.
Ok...
Dinesh V. Divekar
"Limit of your words is the limit of your world"
From India, Bangalore
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Mr. Divekar has made a valid point that you need to provide more details in order for us to give you suggestions on standardizing the training program. However, to help you get going, I am suggesting the following and hope you can build upon it subsequently.
- Identify the critical areas in which training is to be imparted across the company. If you have a robust appraisal system, an analysis of the same could reveal clues as to the areas that you need to focus attention on. Distinguish between soft skills training and functional training, as the focus of the two is fundamentally different.
- Next, you will have to decide what the corporate values, corporate culture, style, and systems that need to be inculcated through the training program are. If you can standardize the expectations, it becomes easier to communicate that to the trainer rather than letting the trainer design something and hope it works for you. For example, what is your style of Inter-Office Communication? How do you want to standardize the style of email communication, and who should be kept in the loop?
- Identify and negotiate with a number of trainers regarding the structure of the course contents and their ability to replicate it across all locations. Personally attend the initial training programs and give feedback to the trainer in case you want him/her to make changes, incorporate something, focus on some areas, and avoid some irrelevant topics.
By standardizing your expectations, you are clarifying to yourself and to the trainer the end result, and that helps as Steven Covey says, ‘Begin with the end in mind.’
This should get you off to a decent start.
Best Wishes
From India, Mumbai
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- Identify the critical areas in which training is to be imparted across the company. If you have a robust appraisal system, an analysis of the same could reveal clues as to the areas that you need to focus attention on. Distinguish between soft skills training and functional training, as the focus of the two is fundamentally different.
- Next, you will have to decide what the corporate values, corporate culture, style, and systems that need to be inculcated through the training program are. If you can standardize the expectations, it becomes easier to communicate that to the trainer rather than letting the trainer design something and hope it works for you. For example, what is your style of Inter-Office Communication? How do you want to standardize the style of email communication, and who should be kept in the loop?
- Identify and negotiate with a number of trainers regarding the structure of the course contents and their ability to replicate it across all locations. Personally attend the initial training programs and give feedback to the trainer in case you want him/her to make changes, incorporate something, focus on some areas, and avoid some irrelevant topics.
By standardizing your expectations, you are clarifying to yourself and to the trainer the end result, and that helps as Steven Covey says, ‘Begin with the end in mind.’
This should get you off to a decent start.
Best Wishes
From India, Mumbai
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Hi,
Process standardization is a contextual case. However, if you need generic guidelines, please acquire ISO 10015 Quality Management - Guidelines for training. This standard will guide you to standardize the training process.
Regards,
Yashodhan Sawant
+91-9923155209
From India, Mumbai
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Process standardization is a contextual case. However, if you need generic guidelines, please acquire ISO 10015 Quality Management - Guidelines for training. This standard will guide you to standardize the training process.
Regards,
Yashodhan Sawant
+91-9923155209
From India, Mumbai
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Dear Mr Sawant, Could you share the salient points of "ISO 10015 Quality Management - Guidelines for training" with us. Regards, D Roy
From India, Guwahati
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From India, Guwahati
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Adding to the others' thoughts:
Please categorize the training process steps as follows:
1. **Organizational Policy on Training** - This is a senior management commitment to let you carry out the following steps. The effectiveness of this policy publication would tell you whether you would be able to go further into training process standardization and implementation.
2. **Training Need Identification** - From induction to lateral hires and fresh to senior-most, identify the training needs that could impact and influence your business. This has to be as tailored and specific as possible so that the long-term and short-term benefits are clearly visible and quantified. Clearly identify the objective of training and specify the expectations and scope of training.
3. **Training Plan and Cost of Training** - You could identify the number of training sessions you would want to conduct for each category of trainees you have grouped based on the needs identified. Budgets include the cost of external resources, internal infrastructure cost as applicable, and also the productivity that is lost due to a fraction of the resource pool not attending to their duties. As long as the senior management has its ears for you, this can be justified with the benefits that are expected post-training. Thus, identification of post-training follow-up is a key parameter in your training plan.
4. **Training Execution** - This is the reality in front of you against the training plan. Your effectiveness as a training coordinator, as perceived by your top management, gets visible here. Training event organization, participant involvement and attendance, trainers' effectiveness, quality and relevance of training material, training feedback from participants, schedule, and adherence to training calendars are all covered here.
5. **Training Follow-up** - This is the most critical part of conducting a training event. Post facto, the training effectiveness is gauged to know if the trainee has benefited and/or the improvement planned by the organization to gain from the training has been achieved. Often organizations lose the ROI of training activities, and subsequently, the training becomes a motivational event (the costlier the better) for purposes of advertisement or employee retention. Effectively done, this closes the loop with your training policy and objectives and indicates how successful the training event is vis-a-vis the plan.
6. **Continual Improvement** - Align the training activities with the organizational business plans and work towards integrating it into the business strategy and roadmap, which is revised each year by the organization.
Identify and add all relevant formats and templates into these categories as applicable (for example, where would you include "Training plan template"? - you are right! It goes into step 3).
Your process is never complete and standardized. It is an ongoing journey. Sometimes the effectiveness of a process implementation can also be measured through the quality and number of revisions made to the process.
Good luck! Hope you see value in the guidance.
For further clarity, you could reply here or reach out to me at [Email Removed For Privacy Reasons].
Regards,
Praveen Kumar Kambhampati
From United States, Ogden
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Please categorize the training process steps as follows:
1. **Organizational Policy on Training** - This is a senior management commitment to let you carry out the following steps. The effectiveness of this policy publication would tell you whether you would be able to go further into training process standardization and implementation.
2. **Training Need Identification** - From induction to lateral hires and fresh to senior-most, identify the training needs that could impact and influence your business. This has to be as tailored and specific as possible so that the long-term and short-term benefits are clearly visible and quantified. Clearly identify the objective of training and specify the expectations and scope of training.
3. **Training Plan and Cost of Training** - You could identify the number of training sessions you would want to conduct for each category of trainees you have grouped based on the needs identified. Budgets include the cost of external resources, internal infrastructure cost as applicable, and also the productivity that is lost due to a fraction of the resource pool not attending to their duties. As long as the senior management has its ears for you, this can be justified with the benefits that are expected post-training. Thus, identification of post-training follow-up is a key parameter in your training plan.
4. **Training Execution** - This is the reality in front of you against the training plan. Your effectiveness as a training coordinator, as perceived by your top management, gets visible here. Training event organization, participant involvement and attendance, trainers' effectiveness, quality and relevance of training material, training feedback from participants, schedule, and adherence to training calendars are all covered here.
5. **Training Follow-up** - This is the most critical part of conducting a training event. Post facto, the training effectiveness is gauged to know if the trainee has benefited and/or the improvement planned by the organization to gain from the training has been achieved. Often organizations lose the ROI of training activities, and subsequently, the training becomes a motivational event (the costlier the better) for purposes of advertisement or employee retention. Effectively done, this closes the loop with your training policy and objectives and indicates how successful the training event is vis-a-vis the plan.
6. **Continual Improvement** - Align the training activities with the organizational business plans and work towards integrating it into the business strategy and roadmap, which is revised each year by the organization.
Identify and add all relevant formats and templates into these categories as applicable (for example, where would you include "Training plan template"? - you are right! It goes into step 3).
Your process is never complete and standardized. It is an ongoing journey. Sometimes the effectiveness of a process implementation can also be measured through the quality and number of revisions made to the process.
Good luck! Hope you see value in the guidance.
For further clarity, you could reply here or reach out to me at [Email Removed For Privacy Reasons].
Regards,
Praveen Kumar Kambhampati
From United States, Ogden
Acknowledge(0)Amend(0)
ISO 10015 Standard: A 4-Stage Training Process
The ISO 10015 standard defines training as a 4-stage process:
Stage I: Define the Training Needs
The training process should be initiated after a needs analysis of the organization has been conducted and competence-related issues have been recorded.
1. **Defining the Needs of the Organization**
The organization's quality and training policies, quality management requirements, resource management, and process design should be considered when initiating training, as an input to ensure that the required training will be directed toward satisfying the organization's needs.
2. **Defining and Analyzing Competence Requirements**
Competence requirements based on the organization's future needs relative to its strategic goals and quality objectives, including the required competence of its personnel, should be documented.
3. **Reviewing Competence**
A regular review should be conducted of documents that indicate the competence required for every process and the records that list the competence of every employee.
4. **Defining Competence Gaps**
A comparison of the existing competencies with those required should be made to define and record the competence gaps.
5. **Identifying Solutions to Close the Competence Gaps**
The solutions to close the competence gaps could be found through training or other actions of the organization, such as redesigning processes, recruitment of fully trained personnel, outsourcing, improving other resources, job rotation, or modifying work procedures.
6. **Defining the Specification for Training Needs**
When a training solution is selected to close the competence gaps, training needs should be specified and documented. The specification for training needs should document the objectives and the expected outcomes of the training.
Stage II: Design and Plan Training
The design and plan stage provide the basis for the training plan specification.
1. **Defining the Constraints**
Relevant items that constrain the training process should be determined and listed. The list of constraints should be used in the selection of training methods and training provider and for the development of a training plan specification.
2. **Training Methods and Criteria for Selection**
Potential training methods to meet the training needs should be listed. The appropriate form of training will depend on the listed resources, constraints, and objectives. Criteria for the selection of the appropriate methods, or combination of methods, should be defined and documented.
3. **Training Plan Specification**
A training plan specification should be established to negotiate with a potential training provider the provisions of specific training processes, e.g., delivery of specific training content. A training plan specification is appropriate to establish a clear understanding of the organization's needs, the training requirements, and the training objectives that define what the trainees will be able to achieve as a result of the training.
4. **Selecting a Training Provider**
Any potential internal or external training provider should be subject to critical examination before being selected to provide the training.
Stage III: Provide for Training
It is the responsibility of the training provider to carry out all the activities specified for the delivery of the training in the training plan specification.
1. **Providing Support**
a. **Pretraining Support**
Pretraining support may include such activities as:
- briefing the training provider with relevant information;
- briefing the trainee on the nature of the training and the competence gaps it is intended to close; and
- enabling contact to be made between the trainer and trainee.
b. **Training Support**
Training support may include such activities as:
- providing relevant tools, equipment, documentation, software, or accommodation to the trainee and/or trainer;
- providing relevant and adequate opportunities for the trainee to apply the competence being developed; and
- giving feedback on task performance as requested by the trainer and/or trainee.
c. **End-of-Training Support**
End-of-training support may include such activities as:
- receiving feedback information from the trainee;
- receiving feedback information from the trainer; and
- providing feedback information to managers and to the personnel involved in the training process.
Stage IV: Evaluate Training Outcomes
The purpose of the evaluation is to confirm that both organizational and training objectives have been met, i.e., training has been effective.
1. **Collecting Data and Preparing an Evaluation Report**
An evaluation report might include the following:
- specification for training needs;
- evaluation criteria and description of sources, methods, and schedule for evaluation;
- analysis of data collected and interpretation of the results;
- review of training costs; and
- conclusions and recommendations for improvement.
Note: This is an excerpt of the standard. For more detailed descriptions, please refer to the actual standard. Alternatively, you may hire a consultant like us to guide you through all these stages and to create a documented system that can be followed consistently.
Regards,
Yashodhan K. Sawant
CEH | LA - ISO 9001, ISO 27001, ISO 22000, ISO 14001
[Email Removed For Privacy Reasons]
From India, Mumbai
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The ISO 10015 standard defines training as a 4-stage process:
Stage I: Define the Training Needs
The training process should be initiated after a needs analysis of the organization has been conducted and competence-related issues have been recorded.
1. **Defining the Needs of the Organization**
The organization's quality and training policies, quality management requirements, resource management, and process design should be considered when initiating training, as an input to ensure that the required training will be directed toward satisfying the organization's needs.
2. **Defining and Analyzing Competence Requirements**
Competence requirements based on the organization's future needs relative to its strategic goals and quality objectives, including the required competence of its personnel, should be documented.
3. **Reviewing Competence**
A regular review should be conducted of documents that indicate the competence required for every process and the records that list the competence of every employee.
4. **Defining Competence Gaps**
A comparison of the existing competencies with those required should be made to define and record the competence gaps.
5. **Identifying Solutions to Close the Competence Gaps**
The solutions to close the competence gaps could be found through training or other actions of the organization, such as redesigning processes, recruitment of fully trained personnel, outsourcing, improving other resources, job rotation, or modifying work procedures.
6. **Defining the Specification for Training Needs**
When a training solution is selected to close the competence gaps, training needs should be specified and documented. The specification for training needs should document the objectives and the expected outcomes of the training.
Stage II: Design and Plan Training
The design and plan stage provide the basis for the training plan specification.
1. **Defining the Constraints**
Relevant items that constrain the training process should be determined and listed. The list of constraints should be used in the selection of training methods and training provider and for the development of a training plan specification.
2. **Training Methods and Criteria for Selection**
Potential training methods to meet the training needs should be listed. The appropriate form of training will depend on the listed resources, constraints, and objectives. Criteria for the selection of the appropriate methods, or combination of methods, should be defined and documented.
3. **Training Plan Specification**
A training plan specification should be established to negotiate with a potential training provider the provisions of specific training processes, e.g., delivery of specific training content. A training plan specification is appropriate to establish a clear understanding of the organization's needs, the training requirements, and the training objectives that define what the trainees will be able to achieve as a result of the training.
4. **Selecting a Training Provider**
Any potential internal or external training provider should be subject to critical examination before being selected to provide the training.
Stage III: Provide for Training
It is the responsibility of the training provider to carry out all the activities specified for the delivery of the training in the training plan specification.
1. **Providing Support**
a. **Pretraining Support**
Pretraining support may include such activities as:
- briefing the training provider with relevant information;
- briefing the trainee on the nature of the training and the competence gaps it is intended to close; and
- enabling contact to be made between the trainer and trainee.
b. **Training Support**
Training support may include such activities as:
- providing relevant tools, equipment, documentation, software, or accommodation to the trainee and/or trainer;
- providing relevant and adequate opportunities for the trainee to apply the competence being developed; and
- giving feedback on task performance as requested by the trainer and/or trainee.
c. **End-of-Training Support**
End-of-training support may include such activities as:
- receiving feedback information from the trainee;
- receiving feedback information from the trainer; and
- providing feedback information to managers and to the personnel involved in the training process.
Stage IV: Evaluate Training Outcomes
The purpose of the evaluation is to confirm that both organizational and training objectives have been met, i.e., training has been effective.
1. **Collecting Data and Preparing an Evaluation Report**
An evaluation report might include the following:
- specification for training needs;
- evaluation criteria and description of sources, methods, and schedule for evaluation;
- analysis of data collected and interpretation of the results;
- review of training costs; and
- conclusions and recommendations for improvement.
Note: This is an excerpt of the standard. For more detailed descriptions, please refer to the actual standard. Alternatively, you may hire a consultant like us to guide you through all these stages and to create a documented system that can be followed consistently.
Regards,
Yashodhan K. Sawant
CEH | LA - ISO 9001, ISO 27001, ISO 22000, ISO 14001
[Email Removed For Privacy Reasons]
From India, Mumbai
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Training process diagram.pdf
STEP BY STEP PROCESS OF TRAINING.ppt