Pelatihan & Pengembangan Video Presentation

Summary

The presentation explains why organizations use training and development to improve employees’ performance, prepare them for future responsibilities, and support organizational productivity.

Education, training, and development

• Education is a longer-term investment in learning, often driven by a person’s interest in gaining knowledge and competence in a field.
• Training is relatively short-term and focused on an employee’s current job. It develops job-related knowledge, skills, and attitudes so the employee can meet organizational standards and perform better in their present role.
• Development is generally longer-term and planned as an investment in employees. It prepares them for broader or higher-level responsibilities, strengthens decision-making and interpersonal abilities, and helps them anticipate change.

Training is useful when an employee’s actual performance falls short of the performance expected by the organization. For example, if a sales employee has a six-month target of 1,000 units but sells 800, the 200-unit difference is a performance gap that may point to a need for improvement. Training can address gaps in knowledge, skills, and attitudes, though an organization should assess the cause before deciding what intervention is needed.

Why training matters

Training can help organizations:

• Maintain or improve the quality of products and services.
• Bring new employees up to speed and refresh experienced employees’ knowledge and skills.
• Help employees adapt to new technology, products, or service methods.
• Reduce work errors and associated costs.
• Give employees feedback and guidance on improvement.
• Improve communication, workplace relationships, and cooperation.
• Increase employee productivity by helping people apply what they learn to their jobs.

Five principles of learning through training

1. Participation: Build in active involvement and “learning by doing,” rather than relying only on one-way instruction.
2. Repetition: Revisit key ideas and concepts to reinforce learning.
3. Relevance: Use material and tools that connect meaningfully to participants’ actual work.
4. Transfer: Help participants apply learning in their everyday jobs; work-related simulations can support this.
5. Feedback: Make training two-way, allowing communication and feedback from participants as well as trainers.

Training process

The presentation describes Goldstein’s three broad stages of the training process:

1. Assessment: Identify organizational and job needs, establish training objectives, and consider how success will be evaluated.
2. Training: Design and deliver the program, including choosing procedures, methods, and media.
3. Evaluation: Measure results and compare them with the objectives that prompted the training.

It also presents a more detailed sequence for planning and managing training:

1. Assess training needs.

   • Use an external perspective, such as expert or consultant advice or consideration of the organization’s broader environment.
   • Use an internal perspective, such as employee surveys or staff input.
   • Gather relevant evidence. Examples include accident rates, absence or sick-leave records, salary and product-quality data, efficiency and discipline reports, customer complaints, market trends, and employee demographics.
   • Possible analysis approaches include:
     • Training-needs surveys: Ask employees about the knowledge and skills required for their jobs.
     • Task analysis: Identify job duties and the knowledge and skills needed to perform them.
     • Competency analysis: Identify the competencies and performance standards required for a position.
     • Performance analysis: Examine job outputs to determine the performance required.
   • Analyze needs at three levels:
     • Organizational: Review the organization and its environment.
     • Person/employee: Determine who needs training and what training is needed.
     • Task/job: Compare job requirements with employees’ skills to identify gaps.

2. Prepare a training plan. Decide the intended time frame and schedule training in a way that takes organizational productivity and employees’ availability into account. A calendar or rundown can map topics and activities across the year.

3. Specify training objectives. Make objectives specific and measurable. Decide what should improve, at what level, and whether the focus is knowledge, skills, attitudes, or a combination.

4. Design the training program. Plan its duration and structure, instruction, trainer qualifications, participant setting, facilities and materials, location or provider, methods for measuring participation and learning, and criteria for evaluating the program.

5. Select the instructional method. Options include:

   • On-the-job training, where employees learn while working.
   • Off-the-job training, including in-house sessions, external consultants or courses, books or other learning materials, computer-assisted learning, video training, and video conferences.

6. Complete the plan. Confirm the target participants, topic, method, time, and location.

7. Implement the training. Ensure participants can attend and learn in a supportive environment. The trainer should be competent and enthusiastic, communication should be effective and interactive, and the training should build useful knowledge, skills, or attitudes.

8. Evaluate the training. The presentation describes three evaluation points:

   • Immediate feedback: Use surveys or interviews with participants and trainers after the session.
   • Post-training testing: Check whether participants have applied what they learned in their workplace.
   • Post-training appraisal: Assess how well participants have incorporated the training into their work performance and judge the training’s success.

9. Plan future training. Use evaluation results to revise the program and inform subsequent training.

Speakers and sources featured

• Speaker: One presenter delivers the lecture; no name is stated in the subtitles.
• Source cited: Goldstein, Training in Organizations (2002), for the three-stage training-process model.