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

6

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

7

8

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.

12

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.

13

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

14

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

15

Urgency of needTraining timeCostsShort-term workers

16

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

34

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