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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