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TRAINING & DEVELOPMENT
UNIT - I
1
M. Mano SamuelLecturer , HRThe American College
Training refers to a planned effort by a company to facilitate employees’ learning of job-related competencies for the achievement of organizational goals.
2
What is Training?
◦Master the knowledge, skill, and behaviors emphasized in training programs, and
◦Apply them to their day-to-day activities
3
GOALS OF TRAINING
Training is the process of proving employees with specific skills or helping them correct efficacies in their performance
4
TRAINING
Development is an effort to provide employees with the abilities that organization will require in the future
5
DEVELOPMENT
3 important terms Training Education Development
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Nature of T & D
In all training there is some education In all education there is some training And two process cannot be separated from
development
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Training Vs Development
TrainingTraining DevelopmentDevelopment
FocusFocus
ScopeScope
Time FrameTime Frame
GoalGoal
Current Job Current/Future Jobs
Individual Group/Organization
Immediate Long Term
Fix Skill Deficit Prepare for Future
V.SUGUMARAN T&D UNIT-1, KSM 9
Training Vs Education
TrainingTraining EducationEducation
OrientationOrientation
ScopeScope
GoalGoal
Application Theoretical conceptual
LearningLearning On-the-job and off-the job
Class-room
Specific tasks General concepts
Trainee is paid to learn
Student pays to learn
Training is required for improving performance on the job
Training is essential to keep pace with technological advances and avoid obsolence
To cope with changing environment such as competition.
Training is needed for promotion to higher jobs I,e for future role succession
Importance of training
For tackling human problems, 1.e imparting training in human relations.
Training helps to harness human potential, i.e. creativity
Training for creating favorable attitudes and motivation of employees.
To train for better adjustment to the organization and commitment to work.
To train employees in the company culture. Training of employees is required for
achieving organization’s efficiency, growth and to reduce costs.
Gives the supervisor more time to manage, standardized performance, less absenteeism, less turnover, reduced tension, consistency, lower costs, more customers, better service
Gives the workers confidence to do their jobs, reduces tension, boost morale and job satisfaction, reduces injuries and accidents, gives them a chance to advance.
Gives the business a good image and more profit.
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Training Benefits
Managing Alignment◦ Clarify team goals and company goals.◦ Help employees manage their objectives.◦ Scan organization environment for useful
information for the team.
Encouraging Continuous Learning◦ Help team identify training needs.◦ Help team become effective at on-the-job
training.◦ Create environment that encourages learning.
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Training for Organisational Performance
A number of studies indicate that employee training has a positive impact on corporate performance.
Training also improves ◦Productivity◦Firm’s performance◦Revenues◦Profitability◦Client Satisfaction
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Training & Business Performance
Training and development activities have been increasing◦ Tight labour market - Organizations compete to attract &
retain employees, by offering better Training & Development opportunities
◦ New and changing technology ◦ Globalization – training for employees with international
assignments◦ Mergers, acquisitions, restructuring
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Urgency of needTraining timeCostsShort-term workers
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Why training is neglected?
LEARNING
Learning is the acquisition of skills, knowledge, or attitudes.
How do employees learn the best?
When they are actively involved in the learning process
Training is relevant and practical.
Training material is organized and presented in chunks.
Training is in an informal, quiet, and comfortable setting.
When they have a good trainer.
When they receive feedback on performance.
When they are rewarded.
LEARNING THEORIES
There are 3 theories:
1. Behavioral Learning Theory2. Social Learning Theory3. Cognitive Learning Theory
1. BEHAVIOURAL LEARNING THEORY Primary Focus
◦ Observable behaviour
◦ Stimulus-response connections
Assumptions◦ Learning is a result
of environmental forces
1. Behavioural: Subcategories1.1 Respondent or Classical
Conditioning-Pavlov◦We make associations with stimuli◦Example: The Pavlov Dog.
1.2 Operant or Instrumental Conditioning-Skinner◦ Learning is the result of the application of
consequences; that is, learners begin to connect certain responses with certain stimuli.
◦Examples: Positive Reinforcement, Negative Reinforcement
1.1.1 Classical Conditioning Theory
Classical conditioning was the first type of learning to be discovered and studied within the behaviorist tradition (hence the name classical).
The major theorist in the development of classical conditioning is Ivan Pavlov, a Russian scientist trained in biology and medicine.
1.1.1 Classical Conditioning TheoryExamples
Employee is harassed at workEmployee feels bad when harassed
Employee associates being harassed and workEmployee begins to feel bad when she thinks of work
1.1.2 Operant Conditioning
Operant Conditioning - Skinner
The response is made first, then reinforcement follows.
1.1.2 Operant Conditioning
ExamplesBehaviours
ConsequencesThe Individual works and is paid.
is late to work and is docked pay.
enters a restaurant and eats.
enters a football stadium and watches a football
game.
enters a grocery store and buys food.
2. SOCIAL LEARNING THEORY
Social Learning Theory- Albert Bandura
The social learning theory emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others.
The learning cycle Attention Retention Reproduction Motivation
3. COGNITIVE LEARNING THEORY Discovery
Learning - Jerome Bruner
Cognitive Learning Theory
Discovery Learning1. Bruner said anybody can learn anything at
any age, provided it is stated in terms they can understand.
Cognitive Learning Theory
Discovery Learning2. Powerful concepts (not isolated facts) a. Transfer to many different situations b. Only possible through Discovery Learning c. Confront the learner with problems and
help them find solutions. Do not present sequenced materials.
PRINCIPLES OF LEARNINGPrinciples of Learning is also referred as Laws of
Learning Readiness
◦ Individuals are best when they are physically , mentally and emotionally ready to learn.
Exercise◦ It is the basis of practice
Effect◦ Based on emotional reaction
Primacy◦ Things learned first create a strong impression in mind
Recency◦ The most recently learned are best remembered
Intensity◦ Real thing has a greater impact than a substitute
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The ‘guru’: An expert. Has a deep knowledge of her subject and loves to share it.
‘Showman’: A would-be actor. Loves to be ‘on stage’, to perform before the audience. Often jokes and tells stories. A great entertainer.
‘One of the boys’ (‘one of the girls’) Communicates on a very friendly level with the participants. Perhaps mixes socially with them.
What type of a trainer are you?
35
What type of a trainer are you?
The quiet one: Tends to keep a low profile, preferring the participants to do all the work. Likes to stand back and let them get on with it.
Disciplinarian: Strict. Likes to push the participants hard and exert strong control over the group.
Referred as training need analysis (TNA) Effective training system begin with
identification of training need These need creates performance gap Ex: low profit , low customer satisfaction ,
more scrap Another type of performance gap is future
oriented Company can perform poorly until changes
are made
Analysis Phase
Development of training objective What will be trained and how Identifying factors needed in training
program Identifying alternative factors methods of
instruction
Design Phase
Formulating a instructional strategy to meet a set of training objectives
Instructional strategy consist of order , timing , material , media , and combination of methods and elements used in training program
Output of development phase act as input for implementation phase
Development Phase
All aspects of training program come together during the implementation phase
It is mistake to assume that everything will happen as planned
It is useful to conduct a dry run or pilot study of the program
Implementation Phase
Output becomes input for Evaluation Phase Two Types of Evaluation : Process , Outcome Process: Determined how well a particular
process achieved its objectives ( I,e ouputs) Outcome: Is evaluation conducted at end of
training to determine the effect of training on the trainee , job , and organization
Evaluation Phase
OVERCOMING OBSTACLES TO LEARNING
Reduce fear with a positive approach
Increase motivation: emphasize whatever is of value to the learner, make the program form a series of small successes, build in incentives and rewards.
Limited abilities: adjust teaching to learners level.
Laziness, indifference, resistance: May mean a problem worker.
OVERCOMING OBSTACLES TO LEARNING (contd.,)
Adapt teaching to learners: Deal with people as they are.
Poor training program: revise to include objectives.
Poor instructor: The trainer needs to know the job, be a good communicator and a leader, sensitive, patient, helpful, etc.
Process used to determine how best to pursue the organizations mission while meeting the demand of the organization in the near and long term.
2 types of strategy Proactive strategy
Reactive Strategy
Strategic planning
Focus on longer term Process is more formalized Purpose is to build a good fit between the
organization and its future environment Help to make a best guess about what the
future will bring
Proactive Strategy
Focus on short term Process is less formalized It address how operations will confront what
exist now and the next two years.
Reactive Strategy
Strategic planning process
Identify current mission, goals and objectives
Environmental assessment Development of operational plans and
budgets Implementation Evaluation and feedback
Organizational development A collection of planned change interventions
, built on humanistic – democratic values, that seeks to improve organisational effectiveness and employee well-being◦ Strong emphasis on colloboration◦ Respect for people, trust and support, power
equalisation, participation
Techniques
Sensitivity training Survey feedback Process consultation Team building Inter-group development Appreciative enquiry
Sensitivity training
Also called laboratory training, encounter groups, T-groups( training groups)
Changing behaviour through unstructured group interaction
Free and open environment Members discuss, loosely directed by a
professional behavioural scientist
Sensitivity training
Group is process-oriented Individuals learn through observing and
participating Objective is to increase awareness of their
own behaviour, and others perception Results in increased empathy, listening
skills, greater openness, increased tolerance, conflict resolution skills
Survey feedback
Use of questionnaires Identifies discrepancies among member
perceptions, discussion follows and remedies are suggested
Manager and his subordinates participate Concentrates on DM practices, communication
effectiveness, coordination between units, job satisfaction
Data is tabulated and distributed to employees Identify issues creating differences to
employees
Process consultation
An outside consultant helps client to deal with problems that need improvement
More task oriented Consultants help clients in understanding
the environment Guides client to solve his own problems
Process consultation
Joint approach between client and consultant
Develops greater understanding of the process and less resistance to the plan chosen
Consultant only helps in problem identification
Refers to an external expert if needed
Team building
To increase trust and openness Activities include goal setting, role analysis Begins with defining goals and priorities Identify potential problem areas Analyzing key problems and effective ways
of performing it
Inter-group development
To reduce conflict among groups To change attitudes, stereotypes &
perceptions that groups have of each other Popular method is problem solving
◦ Each group meets independently to develop lists of perception of itself and how others perceive it
◦ Differences are identified and discussed
Appreciative inquiry Identifies the unique strengths/qualities of
an organisation4 steps
Discovery – identifying strengthsDreaming – speculating possible futures of the
organisationDesign – finding a common vision and agree on
unique qualitiesDestiny – how organisation is going to fulfill its
dream . Writing of action plans and development of implementation strategies