Change is a “constant” today. Developing trust is critical to reducing employee resistance.

open communication

employee participation

acting consistently

demonstrating integrity

showing concern

Coaching

"Coaching is any discussion between you and a subordinate where the aim is to help him/her maintain and/or improve his/her performance. Coaching takes place on the job and assumes that people can learn from everything they do. Coaching is not issuing instructions, telling someone what to do or prescribing how to do it. It is about helping, guiding, encouraging, allowing space to perform and do things differently." (Peter Honey)

"Mentoring is a power-free partnership between two individuals who desire mutual growth. One of the individuals usually has greater skills, experience and wisdom." (Weinstein)

Mentoring

"Demonstrating and practicing ways of performing tasks using tools, processes and techniques to achieve required levels of knowledge and skills." (Priority Management)

Training

To Achieve Organization Goals

To maintain employee

motivation

Improves KSA’s

Growing Competition

Rapidly changing technologies

Total quality management

Q: Just what do we mean by training and development?

any planned efforts designed to facilitate the acquisition of job-relevant skills, knowledge, and/or attitudes by organizational members.

Q: What makes training a strategic investment?

Training is “big business”!

More money is spent in the U.S. on training and development than on all higher education.

Over $52 billion spent by employers in 1995.

Adding in indirect costs, estimates of employer expenditures on training and development raise to over $200 billion annually

Training:

Efforts to improve employee competency levels and narrowly focused & oriented towards short term performance .

Development:

Oriented more towards broadening an individual skills for future responsibilities and long term performance.

We need a systematic approach to training

Goldstein’s Systems Model of Training :

ADImE Assessment Design Implementation Evaluation

Phase 4

Evaluation

Reactions LearningBehavior (Transfer)Results

Phase 1

Need Assessment

Organization AnalysisTask AnalysisPerson Analysis

Phase 2

Design

Instructional ObjectivesTrainee readinessLearning principles

Phase 3

Implementation

On-the-JobOff-the-JobManagement

Development

Phase 1

Need Assessment

Organization AnalysisTask AnalysisPerson Analysis

Needs Assessment

Assessment works best with three types of analyses:1. Organization analysis2. Task/KSA analysis3. Person analysis

Organization AnalysisWhere is training needed in this organization?

Uses information from strategic and HR planning

(about org, goals, objectives, vision, mission)

Task/KSA AnalysisWhat must a trainee be taught in order to perform effectively?

Use information from job analysis

(type of training, who required which training)

Person AnalysisWho needs training, and what kind?

Use information from performance appraisal and selection techniques

(attitude of person, which person required)

Phase 1

Need Assessment

Organization AnalysisTask AnalysisPerson Analysis

Phase 2

Design

Instructional ObjectivesTrainee readinessLearning principles

Training Design

Three important issues:1. On Vs off the job training2. What is the best training media to use?3. What are the most important learning

principles to incorporate in our training efforts?

Training Media

Lecture/Discussion

Programmed Instruction/ Computer Assisted Instruction

Experiential Exercises/ Simulations

Learning Principles:

Trainability

Performance = Motivation x Ability

Massed vs. Distributed Practice

(teaching Vs case studies)

Transferring Knowledge

“Instant Quiz”

To study for your next test, which study schedule would be most effective?

A. one day, eight hours, non-stop

B. 4 hours a day for 2 days

C. 2 hours a day for 4 days

D. 1 hour a day for 8 days

“Instant Quiz”

To study for your next test, which study schedule would be most effective?

A. one day, eight hours, non-stop

B. 4 hours a day for 2 days

C. 2 hours a day for 4 days

-> D. 1 hour a day for 8 days

Summary of Key Learning Principles

For skills learning:

Goal setting

Modeling

Practice

Feedback

Transfer

For knowledge:

•Goal setting

•Meaningfulness

•Practice

•Feedback

•Transfer

Phase 1

Need Assessment

Organization AnalysisTask AnalysisPerson Analysis

Phase 2

Design

Instructional ObjectivesTrainee readinessLearning principles

Phase 3

Implementation

On-the-JobOff-the-JobManagement

Development

Training Implementation

A. Management vs. line employees

B. Many techniques available! 1. Case studies 2. Videotape/CD-ROM 3. Distance Learning 4. Behavior Modeling

Phase 4

Evaluation

Reactions LearningBehavior (Transfer)Results

Phase 1

Need Assessment

Organization AnalysisTask AnalysisPerson Analysis

Phase 2

Design

Instructional ObjectivesTrainee readinessLearning principles

Phase 3

Implementation

On-the-JobOff-the-JobManagement

Development

Training Evaluation

A. CRITERIA for evaluation: What should be evaluated?

1. Reaction 2. Learning 3. Behavior 4. Results

Training Evaluation

B. DESIGN for evaluation: 1. Why is it valuable to pretest

trainees? 2. Why do the best-conducted training

efforts include a “control” group?

Phase 4

Evaluation

Reactions LearningBehavior (Transfer)Results

Phase 1

Need Assessment

Organization AnalysisTask AnalysisPerson Analysis

Phase 2

Design

Instructional ObjectivesTrainee readinessLearning principles

Phase 3

Implementation

On-the-JobOff-the-JobManagement

Development

On the Job Training

Off the Job Training

Apprenticeship Training Internships Audio Visual Method Vestibule Training

Class Room Instructions Case Studies E-Learning Seminars and Conferences Management Games Role Plays

Why does training programs fail?

The benefits of training are not clear to the top management

The top management hardly rewards supervisors for carrying out effective training.

The top management rarely plans for budgets systematically for training.

Lack of awareness of the importance of training to the trainees.

(benefit-top, superiors-rewards, budgets, importance-trainees)

Development refers to skills and knowledge attained for both personal development and career advancement.

Development encompasses all types of facilitated learning opportunities, ranging from college degrees to formal coursework, conferences and informal learning opportunities situated in practice.

It has been described as intensive and collaborative, ideally incorporating an evaluative stage.

DEVELOPMENT

Consultation Coaching Communities of practice Lesson study Mentoring Reflective supervision Technical assistance.

(ccclmrt)

Training need Assessment

Annual Training Plan

Conduct of Training

Review Training Activities

Identifying Competence Gaps

Organizational Objectives

Organizational strategy

Competitive Environment

Career PlanningCompetency Mapping

Internal Training Programs

External/Outsourced Training

Customized Training Programs

Sl.No Competency Development Area Method

1 Decision Making Skills In – Basket Business Games Case Study

2 Interpersonal Skills Role Play Sensitivity Training

3 Job Knowledge On The Job Experience Coaching

4 Organizational Knowledge Job Rotation Multiple Management

5 General Knowledge Special Courses Special Meetings and readings

6 Specific Individual Needs Special Projects Committee Assignments

Wrap-Up

1. The value of a systematic approach to training

“The person who fails to plan, plans to fail.”

Wrap-Up

2. The need for life-long learning “Richard Bolles”,

“The Three Boxes of Life”:

School Work Retirement

Learning Work Play