Training and Development

Training and Development: Definitions Training and Development- Heart of a continuous effort designed to improve employee competency and organizational per formance Training- Designed to provide learners with the knowledge and skills needed for their present jobs Development- Involves learning that goes beyond today's job

Employee Training Definition: Training is the systematic development of the knowledge, skills and attitudes required by an individual to perform adequately a given task or job. I t is the act of increasing knowledge and skill of an employee for doing a partic ular job.

Purpose of Training To increase productivity To improve quality To improve organizational climate improve health and safety Obsolescence prevention Preparing for promotion and s uccession Retaining and motivating employees

Importance of training 1. 2. 3. 4. 5. 6. An integral part of whole mgt. program To take advantage of ne w techniques Enables employees to rise in orgn.s Moulds employees attitudes Heig htens morale of employees Trained employees make a better use of material and eq uipment

Learning Relatively permanent change in understanding that results from experience and th at directly influences behavior

Principles of Learning Feedback Automaticity and Overlearning Production of Response Advanced Organizer s Massed vs. Spaced Practice Whole vs. Part Learning

E-Learning Aspects of e-learning Web-based computer training that is carefully structured, specific lessons plans for an individual student Learner motivation and participation are enhanced thr ough reinforcement by managers. Success in completing online courses is dependen t upon individual self-motivation and self-discipline. Practice Effort

Competency Mapping

CONCEPT OF COMPETENCY Skill: Ability accomplish Talent: Inherent ability Competency: Underline characteristics that give rise to skill accomplishment Knowledge, skil l and attitude Dr. MG Jomon, XIMB

COMPETENCY Vs. COMPETENCE Competency: A person- related concept that refers to the dimensions of behaviour lying behind competent performer. Competence: A work- related concept that refe rs to areas of work at which the person is competent Competencies: Often referre d as the combination of the above two.

COMPETENCIES APPLICATIONS Competency frameworks: Define the competency requirements that cover all the key jobs in an organization. This consists of generic competencies. Competency maps : Describe the different aspects of competent behaviour in an occupation against competency dimensions such as strategic capability, resource management and qua lity. Competency profiles: A set of competencies that are require to perform a s pecified role. Dr. MG Jomon, XIMB

COMPETENCY MAPPING Strategy structure congruence Structure Role congruence Each role to be unique Non-Repetitive Value adding

Vertical and horizontal role congruence Ensure non repetitive tasks in two diffe rent roles Ensure core competencies for each task Link all the above and positio n to bring in competitive advantage

TRAINING AND DEVELOPMENT METHODS Coaching and mentoring Business Games Case Study Videotapes In-basket Training I nternships Role Playing Job Rotation Computer-based Training Distance Learning a nd Videoconferencing

Training and Development Methods (Continued) Simulators Web-based Training: Vestibule The Internet, Training Intranets and Ju st-in Corporate Time Training Universities Classroom Programs Community On-the-Jo b Training Colleges Apprenticeship Training

Coaching and Mentoring Emphasizes learning on one-to-one basis Coaching often considered responsibility of immediate boss who has greater experience/expertise and is in position to of fer advice Mentor may be located elsewhere in organization or in another firm Re lationship may be formal or informal

Business Games Simulations represent actual business situations Try to duplicate selected facto rs in particular situation Participants see how decisions affect other groups

Case Study Trainees solve simulated business problems Individuals study information in case and make decisions Used in classroom with instructor who serves as facilitator

Videotapes Especially appealing to small businesses Behavior modeling utilizes videotapes t o illustrate effective interpersonal skills and how managers function in various situations Used to train supervisors

In-Basket Training Participants given messages that would typically be sent to manager Messages cal l for actions ranging form urgent to routine Participant acts on message Used in assessment centers

Internships Effective training method Excellent means of viewing potential permanent employe e at work Students are enabled to integrate theory with practice

Role Playing Respond to specific problems they may actually encounter in jobs Used to teach s uch skills as: - interviewing - grievance handling - performance appraisal reviews - conference leadership - t eam problem solving - communication - leadership style analysis

Job Rotation Employees move from one job to another to broaden experience Helps new employees understand variety of jobs Individuals in enlarged and enriched jobs may feel t hey are engaged in job rotation

Computer-Based Training Takes advantage of computer speed, memory, and data manipulation lity of instruction Previously called programmed instruction

Greater flexibi

Computer-Based Training (Continued) Multimedia enhances learning with audio, animation, graphics and interactive vid eo Some students object to absence of human facilitator Cost of hardware and sof tware Virtual reality permits trainees to view objects from perspective otherwis e impractical or impossible

Web-Based Training: The Internet, Intranets and Just-in-Time Training E-mail on Internet is effective and efficient way to exchange information Used f or accessing course material and sharing other information Can be provided to an y location on earth

Distance Learning and Videoconferencing Historically have used videoconferencing and satellite classrooms Now interactiv e training Use to: - increase access to training - ensure consistency of instruc tion - reduce cost of delivering T&D programs

Classroom Programs Continually effective for certain types of training Instructor may give a great deal of information in a short time Improved when groups are small enough to per mit discussion

On-the-Job Training Informal approach that permits employee to learn job tasks by actually performin g them Most commonly used T&D method No problem transferring what has been learn ed to the task Emphasis on production may detract from training process Trainers can be supervisors or peers

Apprenticeship Training Combines classroom instruction with on-the-job training Traditionally used in cr aft jobs Apprentice earns less than the master craftsperson who is the instructo r

Simulators Training devices that model the real world Range from simple paper mock-ups of m echanical devices to computerized simulations of total environments May simulate automobiles and airplanes

Vestibule Training Takes place away from production area Uses equipment closely resembling equipmen t actually used on the job Removes employee from pressure of having to produce w hile learning Emphasis on learning skills required by the job

Sensitivity Training Participants learn about themselves and how others perceive them No agenda, lead ers, authority, power positions Vacuum exists until participants talk People lea rn through dialogue Trainers serve as facilitator Participants encouraged to lear n about themselves and others in group

Management Development All learning experiences result in upgrading of skills and knowledge needed in c urrent and future managerial positions Requires managers personal commitment Mana ger must take responsibility for own development

Management Development (Continued) Reasons to conduct management training outside company ement training inside the company

Reasons for keeping manag

Steps in training program 1. Identifying trg. needs a. task description analysis b. determining training n eeds 2. Getting ready for the job 3. Preparing the learner 4. Presentation of op eration, knowledge 5. Performance try out

Steps in Training need analysis 1. Behavioral discrepancy 2. Cost-value analysis 3. Is it cant do or wont do situ ation 4. Set standards 5. Remove obstacles 6. Practice 7. Training 8. Change the job 9. Transfer or terminate 10. Create a motivational climate

Evaluation of training- Why? 1. To determine whether it achieves obj. 2. To identify strengths and weakness o f HRD program 3. To determine cost-benefit ratio 4. To decide participation in f uture 5. To test validity of content 6. To develop future programs

Factors used to evaluate training program 1. Trainees feedback on the content and process of training 2. Knowledge acquire d by the trainees 3. Change in job performance and behavior as a result of train ing 4. Results seen in individuals or organization like lower turnover, fewer ac cidents, reduced absenteeism