D. BorisovaD. Borisova

Human Resources Human Resources ManagementManagement

T5 Training & DevelopmentT5 Training & Development

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Definitions of LearningDefinitions of Learning

Knowledge … got by study Knowledge … got by study (Shorter Oxford Dictionary)(Shorter Oxford Dictionary)

Relatively permanent change in behaviour that occurs as a Relatively permanent change in behaviour that occurs as a result of practice or experience result of practice or experience ( Bass and Vaughan, 1966)( Bass and Vaughan, 1966)

Learning has occurred when a person:Learning has occurred when a person:– Knows something he/she did not know earlier, and can show itKnows something he/she did not know earlier, and can show it

– Is able to do something which they were not able to do beforeIs able to do something which they were not able to do before

(Honey and Mumford, 1992)(Honey and Mumford, 1992)

““You cannot make people learn, and you cannot stop You cannot make people learn, and you cannot stop them”them”

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Management of the Learning ProcessManagement of the Learning Process(Preview)(Preview)

Assess what you think employees need to learnAssess what you think employees need to learn

Plan the opportunities to facilitate learning Plan the opportunities to facilitate learning experiencesexperiences

Evaluate what has worked well, and what has Evaluate what has worked well, and what has been less successfulbeen less successful

Redesign the learning programme accordinglyRedesign the learning programme accordingly

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Characteristics of LearningCharacteristics of Learning

A relatively permanent change in behavior that occurs as a result of : PRACTICE (deliberate)

EXPERIENCE (accidental)

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APPROACHES TO LEARNINGAPPROACHES TO LEARNING

CONDITIONINGCONDITIONING

Focus on observable behavior: Focus on observable behavior: DDrive-rive-SStimulus-timulus-RReinforcementeinforcement

Drills (safety, machine Drills (safety, machine use etc.)use etc.)

LanguagesLanguages

Procedures Procedures (emergencies)(emergencies)

SimulatorsSimulators

COGNITIVE (structured)COGNITIVE (structured)““Learning occurs within the Learning occurs within the mind”mind”

InductionInduction

Management and Management and leadershipleadership

Team workTeam work

Interpersonal skillsInterpersonal skills

Career developmentCareer development

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Ivan PavlovIvan Pavlov

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B.F. SkinnerB.F. Skinneroperant conditioningoperant conditioning

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The Learning Cycle The Learning Cycle (David Kolb et al., 1974)(David Kolb et al., 1974)

Stage 1: Having an experienceStage 1: Having an experience

Stage 2: Reviewing the experienceStage 2: Reviewing the experience

Stage 3: Concluding from the experienceStage 3: Concluding from the experience

Stage 4: Planning the next stepStage 4: Planning the next step

……and repeat the cycleand repeat the cycle

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Learning Styles Learning Styles (Honey & Mumford, 1992)(Honey & Mumford, 1992)

Activists:Activists: get fully involved in whatever is happening; get fully involved in whatever is happening; seek out new experiences, ideas and techniques seek out new experiences, ideas and techniques

Reflectors:Reflectors: do not take fast decisions, stand back and do not take fast decisions, stand back and observe and analyze all dataobserve and analyze all data

Theorists:Theorists: think through the problem logically; think through the problem logically; perfectionists; value rationalityperfectionists; value rationality

Pragmatists:Pragmatists: are keen to check how the new ideas and are keen to check how the new ideas and theories work in practicetheories work in practice

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Barriers to learningBarriers to learning

People may be afraid to do something People may be afraid to do something wrong and to be laughed atwrong and to be laughed at

No time to sit back and reflectNo time to sit back and reflect

Different learning types:Different learning types:– Some people don’t learn from lectures and Some people don’t learn from lectures and

booksbooks– Other enjoy new theories but are not Other enjoy new theories but are not

interested in how they work in practiceinterested in how they work in practice

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Other approaches to learningOther approaches to learning

Visual – Auditory – Kinaesthetic learningVisual – Auditory – Kinaesthetic learning

Left-brain (logical) or right brain (creative)Left-brain (logical) or right brain (creative)

Learning curve – forgetting curve – recalling Learning curve – forgetting curve – recalling curvecurve

Memorising; mnemonics (ABC); number rhymes; Memorising; mnemonics (ABC); number rhymes; storiesstories

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Definition of TrainingDefinition of Training

System process of change in behavior, System process of change in behavior, knowledge, skills, attitudes (KSA) knowledge, skills, attitudes (KSA) and/or motivation of employees aiming and/or motivation of employees aiming to achieve correspondence between to achieve correspondence between position/job requirements and position/job requirements and employee’s personal characteristicsemployee’s personal characteristics

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Importance of T&DImportance of T&D

Strategic functionStrategic function

Competitive advantageCompetitive advantage

Return of Investment in People Return of Investment in People

Winning strategy in “War for talents”Winning strategy in “War for talents”

Profit generator Profit generator

Important element of working processImportant element of working process

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Types of TrainingTypes of Training

FormalFormal

InformalInformal

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Characteristics of TrainingCharacteristics of Training

Specific for different businesses Practical Skills acquisition Related to business objectives Measurable Task-oriented Final test/exam

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Characteristics of Characteristics of DevelopmentDevelopment

Dependent on pre-existing knowledge

IndividualisticIndividualistic

Self-generatedSelf-generated

Hard to measureHard to measure

Relies on feedbackRelies on feedback

Could be both planned Could be both planned and unplannedand unplanned

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Principles of TrainingPrinciples of Training

AdequacyAdequacy

Problem-orientated Problem-orientated

Linked to process of workLinked to process of work

Connected with performanceConnected with performance

Lifelong learning Lifelong learning

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SYSTEMATIC TRAININGSYSTEMATIC TRAINING

INVESTIGATE & ANALYSE TRAINING NEEDS

DESIGN TRAINING EVENT

DELIVER THE TRAINING

EVALUATE THE TRAINING

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1. TRAINING NEEDS 1. TRAINING NEEDS ANALYSISANALYSIS

Training must be Training must be drivendriven by the by the business needs of the organisation. If business needs of the organisation. If the link to business needs can be the link to business needs can be established this will ensure that training established this will ensure that training is focused on the real issues and is focused on the real issues and demonstrates it relevance to the demonstrates it relevance to the businessbusiness

Roland & Frances Bee: Training Needs Analysis and Roland & Frances Bee: Training Needs Analysis and Evaluation IPM 1994Evaluation IPM 1994

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Three levels of TNAThree levels of TNA

OrganisationalOrganisational

Job or Occupational / Job or Occupational / TeamTeam

IndividualIndividual

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Methods of training needs Methods of training needs analysisanalysis

1.1. Analysis of business and HR strategyAnalysis of business and HR strategy

2.2. Analysis of job description and person Analysis of job description and person specificationspecification

3.3. Analysis of personnel appraisal resultsAnalysis of personnel appraisal results

4.4. Review of feedback from past training Review of feedback from past training activitiesactivities

5.5. InterviewingInterviewing

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2. DESIGN TRANING EVENT:2. DESIGN TRANING EVENT:Training methodsTraining methods

1.1. On the jobOn the job

2.2. At the jobAt the job

3.3. Off the jobOff the job

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Training providersTraining providers

InternalInternal– HR specialistHR specialist– Manager (mentoring, coaching)Manager (mentoring, coaching)– Other specialist (“Train the trainers”)Other specialist (“Train the trainers”)

ExternalExternal– Open coursesOpen courses– Tailor-made coursesTailor-made courses

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Trainability tests…Trainability tests…

Another use of Another use of selection methodsselection methods

Important to ensure Important to ensure trainee will benefittrainee will benefit

Also to avoid waste of Also to avoid waste of resourcesresources

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3. TRAINING DELIVERY 3. TRAINING DELIVERY METHODSMETHODS

ON THE JOB

IN THE FIELD

OFF THE JOB

Sink or Swim Sit by “Nellie”Guided instruction Coaching

Projects Internal Consultancy

Self-directed Learning Coaching

Simulations (equipment, materials, situations)

Discussions, meetings, “clinics”

Case Studies, Demonstrations, Lectures

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4. EVALUATION: METHODS AND 4. EVALUATION: METHODS AND LEVELSLEVELS

LEVEL OF EVALUATIONLEVEL OF EVALUATION EVALUATION QUESTIONSEVALUATION QUESTIONS

ReactionReaction What trainees What trainees feelfeel they have learned they have learned

LearningLearning What trainees What trainees have actuallyhave actually learned learned

Job BehaviorJob Behavior Impact on job performance; learning Impact on job performance; learning transfertransfer

Team / DepartmentalTeam / Departmental Impact on team or departmental Impact on team or departmental performanceperformance

OrganisationalOrganisational Value for money; cost effectiveness; Value for money; cost effectiveness; cost benefit; business contributioncost benefit; business contribution

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In support of Organisational In support of Organisational PoliciesPolicies

Induction training and the induction Induction training and the induction crisiscrisisTackling performance problems Tackling performance problems (discipline and dismissal)(discipline and dismissal)Health and SafetyHealth and SafetyCustomer RelationsCustomer RelationsEquality of OpportunityEquality of OpportunityTeamwork and Leadership trainingTeamwork and Leadership trainingTo develop ManagersTo develop Managers

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Dr. Elizabeth Kubler-RossDr. Elizabeth Kubler-RossChange cycleChange cycle

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Employee development (ED) strategies Employee development (ED) strategies corresponding to corporate strategiescorresponding to corporate strategies

Continuous learning strategyContinuous learning strategy ( (Learning Learning organizationorganization))

Mass training strategyMass training strategy

Priority training strategyPriority training strategy ( (only of key personnelonly of key personnel))

Training to achieve strategic advantageTraining to achieve strategic advantage

Anticipatory training for introduction of new Anticipatory training for introduction of new technologiestechnologies

Training linked to career developmentTraining linked to career development

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Motives in favor of strategic EDMotives in favor of strategic ED

Knowledge based economyKnowledge based economyNecessity of building a learning organizationNecessity of building a learning organizationFast moral exhaustion of knowledgeFast moral exhaustion of knowledgeShort innovation and product life cyclesShort innovation and product life cycles

Hyper competition Hyper competition

Change in corporate knowledge and organization Change in corporate knowledge and organization valuesvalues

Aging of some professionsAging of some professions

More expensive educationMore expensive education

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Reasons for training failureReasons for training failure (1) (1)

No reward for trainee efforts and newly No reward for trainee efforts and newly acquired skills acquired skills - 58%- 58%

Insufficient time to realize training Insufficient time to realize training programs programs - 55%- 55%

Work environment is different from the Work environment is different from the learned and acquired behavior learned and acquired behavior - 53%- 53%

Insufficient motivationInsufficient motivation - 47%- 47%

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Reasons for training failure Reasons for training failure (2)(2)

Inaccurate analysis of training needsInaccurate analysis of training needs 40%40%

Change in training needs after the training has Change in training needs after the training has been designed and implementedbeen designed and implemented35%35%

Lack of managerial supportLack of managerial support 330%0%

Insufficient training budgetInsufficient training budget 21%21%

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Factors for effective trainingFactors for effective training (1) (1)

1.1. The trainer keeps close contact with top The trainer keeps close contact with top management management

2.2. Clear and well defined training objectivesClear and well defined training objectives

3.3. Direct contact between trainer and traineeDirect contact between trainer and trainee

4.4. Connection and correspondence Connection and correspondence between corporate and training strategybetween corporate and training strategy

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Factors for effective training Factors for effective training (2)(2)

5.5. Individual development is a key for Individual development is a key for organizational developmentorganizational development

6.6. Training methods are based on learning Training methods are based on learning through practicethrough practice

7.7. Discussions during the trainingDiscussions during the training

8.8. Specific preparations are made to ensure Specific preparations are made to ensure that the learned will be put in practice that the learned will be put in practice shortly after the training shortly after the training

9.9. Focus both on long-term and short-term Focus both on long-term and short-term effect of training effect of training

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Management developmentManagement development

PlannedPlanned – – to achieve long-term to achieve long-term company objectivescompany objectives

ReactiveReactive – – to solve current to solve current performance problemsperformance problems

Proactive / Motivational Proactive / Motivational – – to answer to answer individual expectations for career individual expectations for career development development

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Elements of efficient employee Elements of efficient employee developmentdevelopment

Willingness of employees for self-Willingness of employees for self-development development

Willingness of organization to develop Willingness of organization to develop the employeesthe employees

Willingness of line managers to Willingness of line managers to develop the subordinatesdevelop the subordinates

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Postulate in trainingPostulate in training

„„A person learns:A person learns:

10% 10% of what he/she listens,of what he/she listens,

50% 50% of what he/she sees,of what he/she sees,

70% 70% of what he/she studies and revisesof what he/she studies and revises

andand

90% 90% of what he/she does and puts in of what he/she does and puts in practicepractice””

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Thank youThank you!!