4 Functions Of Management

THE SYSTEMATIC APPROACH TO TRAINING

A. What is Systematic Approach to Training (SAT)

The Systematic Approach to Training (SAT) is a methodology for managing training programmes. It is an orderly; logical approach to determining what people must know and do at a particular job or a specific profession. The systematic approach to training ensures that people are prepared for their work by having the necessary knowledge, skills, and attitudes to their job.

SAT begins with identifying people's work related needs. It ensures training is delivered properly; the employee learns what is important; and the employee is competent to be assigned to work. The systematic approach to training uses constant evaluation of the training program to ensure it is meeting the needs of the employees and the organization.

SAT is always a combined effort between trainers and those concerned in the organization. Managers, supervisors, and experienced workers from organizations play an important role in the implementation of the systematic approach to training.

Through the use of the systematic approach to training, individual units within organisations ensure that important topics and skills are identified, proper learning methods are used, training materials is useful to employees, and that employees can perform work as expected when they are assigned to work. The systematic approach to training ensures the training program supports the organisation's needs for human performance. It ensures people are prepared and capable to do their jobs.

There are five main phases in the systematic approach to training. They are Analysis, Design, Development, Implementation, and Evaluation.

1. Analysis

The first phase is analysis. In this stage the questions that must be asked are "is there a need for training? and "if something is wrong, is it caused by a performance problem that training will fix?" Managers sometimes will attempt to correct a human performance problem caused by an inadequate procedure or faulty equipment by training the people. Trainers sometimes attempt to use training to correct problems even though training will not solve the problem because they want to help. Make sure training is neede. Then analyze to determine what training should be done.

In the analysis phase the duties of a job are identified and listed. The tasks that must be done to accomplish the duties are analysed and the larger tasks are broken down into smaller parts called elements. From the tasks and elements we determine the knowledge, skills, and attitudes needed to successfully perform the task.

Tasks are reviewed and characterized by difficulty, importance, and frequency to help determine whether training is required prior to performing the task. These groupings also help us select tasks on which workers will receive continuing training throughout their careers. A more difficult task would have training associated with it. An easy task may not have formal training, but may only have procedure for the worker to follow. Tasks that are important to safety or operation would have training. Routine tasks with no safety or operation may not have training. Infrequently performed tasks usually have training completed just before they are to be performed. Infrequently performed emergency procedures usually have training performed often so operators are always ready to take emergency situations.

The involvement of operating line managers is important to the analysis process. Trainers should not be expected to know everything about a job. They are not expected to set the performance standards for the operating group. This is the responsibility of the operating group. The operating group must provide the standards and their expectations for students performance to trainers during the analysis phase. The trainer will use these standards for successful performance of work to create the standards for passing the training course.

The outcome of the analysis phase is a task analysis that lists the tasks that are performed to accomplish the duties of a position and the knowledge, skills, and attitudes necessary to perform the tasks. These become the basis for the design of the training course and for writing the student learning objectives.

2. Design

The design phase is really a decision making phase. In the design phase three important activities have to be completed:

a) What the student will learn in the class and how that learning will transfer to the job. From this activity we write student-learning objectives.

b) What will be taught and the instructional methods to be used to teach.

c) How the student will demonstrate competency to do the required work and examination plans are developed to test the student's competency.

Learning objectives can be broken into two types.

a) Terminal objectives explain what the student must be able to do after training on the job.

b) Specific learning objectives (enabling objectives) tell what knowledge, skills, and attitudes must be displayed during class.

The learning objectives are based upon the results of the analysis phase and they are given to students at the beginning of class so they know exactly what is expected of them to learn.

The design phase also determines what will be taught and how it will be taught. In this phase the instructional technology and the media to be used are selected.