Training & Development

HUMAN RESOURCE MANAGEMENT

TRAINING AND DEVELOPMENT

TRAINING A PROCESS WHEREBY PEOPLE ACQUIRE CAPIBILITIES TO AID IN THE ACHIEVEMENT OF ORGANIZATIONAL GOALS

TRAINING & DEVELOPMENT TRAINING

DEVELOPMENT

FOCUS

Current Job

Current & future jobs

SCOPE

Individual Employee

Work group or organization

TIME FREME

Immediate

Long term

GOAL

Fix current skill deficit

Prepare for future work demands

CONTEXT OF TRAINING

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ORGANIZATIONAL COMPETITVENESS

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TRAINING AS A REVENUE SOURCE

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INTEGRATION OF JOB PERFORMANCE, TRAINING AND LEARNING

TRAINING AND PERFORMANCE CONSULTING ACTUAL RESULTS

DESIRED RESULTS PERFORMANCE GAP

DESIRED PERFORMANCE

ACTUAL PERFORMANCE

PERFORMANCE NEED ANALYSIS

NON TRAINING ACTIONS

TRAINING ACTIONS

TRAINING & PERFORMANCE CONSULTING •Performance Consulting – Where trainer &

organizational client work together to boost workplace performance in support of business goals •PC compares Desired & Actual organizational results with desired and actual employee performance

•Revolve around integration of multi-faceted approach –Focus on identification & addressing of root causes of performance problems –Recognition of Interaction of individual & organizational factors influencing employee performance –Documentation of actions and accomplishments of high performers & comparison with actions of more typical

DIVISION OF HR RESPONSIBILTIES TRAINING MANAGERS

HR Unit  

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Prepares skill-training materials Coordinates training efforts Conducts or arranges for off-the-job training Coordinates career plans & employee development efforts Provides input & expertise for organizational development

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Provide technical information Monitor training needs Conduct & monitor continuing on-the-job training Continually discuss employees’ growth & future potential Participate in organizational change efforts

CHIEF LEARNING OFFICER

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Strategic Leader who links learning & knowledge through training for individual employees & organization

LINKAGE BUSINESS AND TRAINING STRATEGIES

STRATEGIC TRAINING BUSUNESS STRATEGIES

• Develop employee capabilities • Encourage change • Promote continuous learning • Creates / shares new knowledge • Facilitates communication

TRAINING STRATEGIES & ACTIVITIES

DEVELOPING STARTEGIC TRAINING PLAN a. b. c. d.

STRATEGIZE PLAN ORGANIZE JUSTIFY

TRAINING PROCESS

ASSESMENT

DESIGN

Analyze training methods Identify training objectives and criteria

. Pretest trainees . Select training methods . Plan training content

EVALUATION .

Measure training outcomes . Compare outcomes to objectives/criteria

DELIVERY . Schedule training . Conduct training . Monitor training

SOURCES OF TRAINING NEED ASSESSMENT ORGANIZATION-WIDE SOURCES . Grievances . Observations . Accidents . Complaints .Waste/Scrap . Exit interviews Training Observations Equipment use

JOB-BASED SOURCES

INDIVAIDUAL EMPLOYEE SOURCES . Tests . Questionnaires . Records . Attitude surveys Assessment centers Performance appraisals

. Employee KSAs . Job specifications

ORGANIZATIONAL ANALYSIS a. Identification of KSAs - future orientation b. Technological Obsolescence of current employees c. Educational Standards d. Training weaknesses e. Department or areas with high turnover-low performance or other deficiencies f. Facilitates development of training objectives

JOB/TASK ANALYSIS 

COMPATIBILITES OF JOB ELEMENTS AND KSA

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IDENTIFY GAP

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TRAINING OBJECTIVES TO COVER GAP

INDIVIDUAL ANALYSIS 

INDIVIDUAL PERFORMANCE APPRAISAL

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PERFORMANCE INADEQUAICIES DETERMINED INFORMAL REVIEW

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SURVEY BOTH MANAGERS AND NONMANAGERIAL EMPLOYEES

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INSTRUMENT USED IN SURVEY INCLUDE QUESTIONNAIRE

ESTABLISHING TRAINING OBJECTIVES AND PRIORITIES FOCUS : CLOSE THE GAP TYPES OF OBJECTIVES . KNOWLEDGE : Impart cognitive information and details to trainers . SKILLS : Develop behaviour changes in how jobs and tasks requirements are performed . ATTITUDE : Create interest in and awareness of importance of training

TRAINING DESIGN LEARNING : Continuous learning with organization LEARNERS READINESS - Ability to learn - Motivation to learn - Self-efficacy ( belief that he/she can successfully learn the training programmes)

TRAINING DESIGN LEARNING STYLE - Auditory learners ( Ones who learn best by listening to someone else tell them about the learning content) - Tactile learners ( who must “get their hands on” and use the training resources) - Visual learners ( who think in pictures and figures and need to see the purpose of the training)

PROBLEMS OF LEARNERS FROM DIVERSE BACKGROUNDS ?

EFFECTIVE TRAINING FOCUS : Actively engaging in learning and problem solving process ACTIVE PROCESS : The performance of job-related tasks and duties by trainees during training

SPACED PRACTICE : Several practice sessions spaced over a period of hours and days

MASSED PRACTICE : The performance of all the practice at once BEHAVIOUR MODELLING : Copying someone else’s behaviour REINFORCEMENT : People tend to repeat responses that give them some type of positive reward and avoid actions associated with negative consequences

IMMEDIATE CONFIRMATION : The concept that people learn best if reinforcement and feedback is given after training

TRANSFER OF TRAINING FOCUS : • Apply training to job context in which they work • Maintain the use of learned material over time • Methods to increase the transfer of training - Offering trainees an overview of the training content and process prior to the actual training seem to help in short term and long term training transfer - Ensure that the training mirrors the job context as much as possible (role playing)

TYPES OF TRAINING . REQUIRED AND REGULAR TRAINING : Complies with various mandated legal requirements and serves as training for all employees( new employee orientation) . JOB/TECHNICAL TRAINING : Enables employees to perform their jobs ,tasks, and responsibilities well(e.g product knowledge,technical processes and procedures ,customer relations) . INTERPERSONAL AND PROBLEM-SOLVING TRAINING : Addresses both operational interpersonal problems and seeks improve organizational working relationships (e.g interpersonal communication ,managerial supervisory skills,conflict resolution)

TYPES OF TRAINING . DEVELOPMENT AND INNOVATIVE TRAINING : Provides a long-term focus to enhance individual and organizational capabilities for the future (e.g business practices ,executive development,organizational change) 

DIVERSITY TRAINING: Programmes that provide diversity awareness training and educate employees on specific cultural and gender differences and how to respond to these in the workplace

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CRISIS TRAINING: Focuses on handling crises and prevention of crises( stress management, conflict resolution and team building)

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CUSTOMER SERVICE TRAINING: Aims at delighting customers

INTERNAL TRAINING . INFORMAL TRAINING . ON-THE-JOB TRAINING

STAGES FOR ON JOB TRAINING PREPARE THE LEARNERS

PRESENT THE INFORMATION

. Put them at ease . Find out what they know . Get them interested

Tell, show, question . Present one point at a time . Make sure they know .

DO-FOLLOW UP

. Put them on their own .Check frequently Reduce follow-up as performance improves

TRAINEES PRACTICE .

Trainees perform tasks . Ask questions . Observe and correct . Evaluate mastery

EXTERNAL TRAINING

OUTSOURCING OF TRAINING

TRAINING EVALUATION

LEVELS OF EVALUATION • observe job performance • views from trainee, peer, supervisor. Behavioural change takes time BEHAVIOUR Tests before and after the training to measure LEARNING learning

REACTION •How workers liked the training • Questionnaire &

RESULTS Measure productivity, sales, quality, time, turnover, costs

Source: Kirkpatric Evaluation Model

COST BENEFIT ANALYSIS TYPICAL COSTS

TYPICAL BENEFITS

. Trainer’s salary and time . Increase in production . Trainees’ salary and time . Reduction in errors and accidents . Materials for training . Reduction in turnover . Expenses for trainer and trainees . Less supervision necessary . Cost of facilities and equipment . Ability to use new capabilities Lost productivity ( opportunity cost ) . Attitude changes

MANAGEMENT DEVELOPMENT 

Management development consists of all means by which managers learn to improve their behaviour and performance

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A planned effort to improve effectiveness of managers in present jobs and to prepare them for higher jobs in future

Relationship between Managerial Level and Skill Requirement

Technical Skills Human Skills

Conceptual Skills Low

Managerial Level

High

Executives Potential Dimensions 

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End-state competency dimensions: sensitivity to cultural differences, business knowledge, courage to take a stand, brining out the best in people, acting with integrity, insight, commitment to success, and risk taking Learning-oriented dimensions: use of feedback, cultural adventurousness, seeking opportunities to learn, openness to criticism, feedback seeking, and flexibility Source: Spreitzer et al, (1997

Competencies of 21st Century Managers  

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Knowledge based technical specialty Cross-functional and international experience, collaborative leadership Self management skills and Personal traits including integrity, trustworthiness, and flexibility Source: Allred, Snow & Miles ( 1996)

MANAGEMENT DEVELOPMENT ORGANIZATION INITIATED ON-THE-JOB METHODSOFF-THE-JOB METHODS  

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COACHING  UNDERSTUDY   MENTORING  JOB ROTATION  PARTICIPATION  INDELIBERATIONS  MULTIPLE  MANAGEMENT PROJECT ASSIGNMENTS SELECTRED READING

LECTURES CONFERENCES SYDICATE ROLE-PLAYING IN-BASKET EXERCISES CASE STUDY MANAGEMENT GAMES GROUP DISCUSSIONS BRAIN STORMING ORGANIZATION DEVELOPENT TRAINING

MANAGEMENT DEVELOPMENT SELF DEVELOPMENT      

SELF-BEHAVIOUR MANGEMENT TIME MANGEMENT ANGER MANAGEMENT IMPRESSION MANAGEMENT IMPROVING PERSONALITY DEVELOPMENT THROUGH SELF STUDY

QUESTIONS / ANSWERS SESSION