Description
This is a presentation includes the training and development in an organization.
Training and Development
An Overview
What is Training
• Training is a process to change employee behaviour at work through the application of learning principles.
• A process through which people learn skills knowledge and attitude and behaviour needed in order to perform their job effectively.
What is Training
• “Systematic development of attitude, knowledge and skill behaviour pattern required by an individual in order to perform adequately a given task or job.”
• “Training is a systematic process of changing knowledge, skill, behaviour and/or motivation of employee to improve their performance on the job as per the goals and objectives of the organisation”.
Purpose of Training
Training
Learning
Transference
Change
Knowledge, Attitude, Skill, Motivation
The Training Process
• Training need analysis/assessment
• Specifying training objective • Designing of the training initiative • Evaluation
The Training Needs Analysis
• Organisation – current ( e.g. work performance, accidents,
frequent breakdowns, system compliance, customer satisfaction, etc.)
future (e.g.
business plans, expansion, technology and process change,
culture development, BPR, ERP)
• Individual – task content (e.g. specific skill, expertise level), task performance and delivery (e.g. competencies and
competency level, job delivery, task related systems and processes) task management (e.g. time management, organising, planning)
task behaviour (e.g. interpersonal skills,team work, attitudinal
orientation)
Information Sources - TNA
• Human Resource Planning – right kind of people, at
right time, in right numbers
• Career and succession planning data – vertical and
lateral movement
• Review of critical incidents e.g. accidents,
organisation crisis situations, customer service, frauds, • Management information reports – trends, system compliance, audit reports, etc.
• Individual performance appraisal systems and records
Training Objectives
• Specify outcomes rather than processes ( e.g.
change attitude v/s develop a responsible attitude towards work; increase motivation v/s reduced levels of absenteeism, improve CSI, )
• Convert broad outcomes into specific task or behaviour where needed (e.g. deal with customers
more courteously, get work done on time)
• Prioritise based on primary goals • Answer – „if someone does all these things will he/she deliver expected performance??
Training Design
• Content – topics, subject matter
• Structure – continuous, intermittent, sequencing of content • Method – on site/ off site, lecture/experiential • Resources – trainer, infrastructure, teachinglearning aids, material development
Choice of method depends upon……
• Purpose – knowledge can be provided through lectures
but skills need experimentation • Nature of contents – concept can be given through classroom training but application needs experimentation and experience • Level of trainees – pre-training competency, sometimes even the hierarchical level within organisations • Resource availability – trainer expertise, financial (direct costs and also the opportunity cost of having people away from the job), infrastructure (class room, teaching aids)
Method must meet the following minimum criteria ….
• Involve people – be participative
• Provide constant feedback to the participants
• Facilitate transfer of training
Different Methods
One can have the following differentiation
• Location - Off site and on-site • Presentation – lectures, audio-visual • Learning orientation – simulation, experiential
On Site Methods
• On the job training – learning by doing (coaching, job rotation, special assignments). • Quicker learning • relatively inexpensive • Follow structured process
On Site Methods(2)
• Apprenticeship training
• Informal learning • Job instruction training (the job manual)
Off-site Methods
• Knowledge based – lecture, conferences, films,
programmed learning (help menu)
• Simulation methods – role play, business /
management games, case study
• Experiential training – sensitivity training, outbound learning, change management (OD)
Remember, Each method is relatively more suitable for a specific purpose and audience
Training Evaluation
• Reaction – did the trainees like it?
• Learning – what are they taking with them, what did they
actually learn
• Behaviour – did on the job behaviour change? • Results – go back to scorecard and the need assessment
documents (training effectiveness)
Adult Learning Cycle
Concrete Experience
Active Experimentation
Reflective Observation Abstract Conceptualisation
Adult Learning Assumptions
Assumption Need to Know Pedagogy Must learn what the teacher teaches; pass Dependent personality Andragogy Need to know why learn
Self-concept
Can take responsibility for their own decisions – capability for self direction
Adult Learning Assumptions (Contd.)
Assumption Pedagogy Role of experience Learner?s experience has little worth and only teacher?s experience counts Learner ready to learn what the teacher tells them Andragogy Learners have a greater volume and quality of experience Ready to learn what will help cope with real life situations
Readiness to Learn
Adult Learning Assumptions (Contd.)
Assumption Pedagogy Oreintation Subject centred, to learning acquiring subject matter content Motivation Motivated by external motivators Andragogy Life/task/problem centred/ learning
Responsive to external motivators but motivated more by internal pressures
Adult Learning Drivers
• • • • • • Relevance Self Motivation Learning Climate Peer Pressure Application and Experimentation Fun
Training Evaluation – the questions to answer
• Was the experience effectively delivered
• Did the design work in practice • Have the objectives been met
doc_537997307.ppt
This is a presentation includes the training and development in an organization.
Training and Development
An Overview
What is Training
• Training is a process to change employee behaviour at work through the application of learning principles.
• A process through which people learn skills knowledge and attitude and behaviour needed in order to perform their job effectively.
What is Training
• “Systematic development of attitude, knowledge and skill behaviour pattern required by an individual in order to perform adequately a given task or job.”
• “Training is a systematic process of changing knowledge, skill, behaviour and/or motivation of employee to improve their performance on the job as per the goals and objectives of the organisation”.
Purpose of Training
Training
Learning
Transference
Change
Knowledge, Attitude, Skill, Motivation
The Training Process
• Training need analysis/assessment
• Specifying training objective • Designing of the training initiative • Evaluation
The Training Needs Analysis
• Organisation – current ( e.g. work performance, accidents,
frequent breakdowns, system compliance, customer satisfaction, etc.)
future (e.g.
business plans, expansion, technology and process change,
culture development, BPR, ERP)
• Individual – task content (e.g. specific skill, expertise level), task performance and delivery (e.g. competencies and
competency level, job delivery, task related systems and processes) task management (e.g. time management, organising, planning)
task behaviour (e.g. interpersonal skills,team work, attitudinal
orientation)
Information Sources - TNA
• Human Resource Planning – right kind of people, at
right time, in right numbers
• Career and succession planning data – vertical and
lateral movement
• Review of critical incidents e.g. accidents,
organisation crisis situations, customer service, frauds, • Management information reports – trends, system compliance, audit reports, etc.
• Individual performance appraisal systems and records
Training Objectives
• Specify outcomes rather than processes ( e.g.
change attitude v/s develop a responsible attitude towards work; increase motivation v/s reduced levels of absenteeism, improve CSI, )
• Convert broad outcomes into specific task or behaviour where needed (e.g. deal with customers
more courteously, get work done on time)
• Prioritise based on primary goals • Answer – „if someone does all these things will he/she deliver expected performance??
Training Design
• Content – topics, subject matter
• Structure – continuous, intermittent, sequencing of content • Method – on site/ off site, lecture/experiential • Resources – trainer, infrastructure, teachinglearning aids, material development
Choice of method depends upon……
• Purpose – knowledge can be provided through lectures
but skills need experimentation • Nature of contents – concept can be given through classroom training but application needs experimentation and experience • Level of trainees – pre-training competency, sometimes even the hierarchical level within organisations • Resource availability – trainer expertise, financial (direct costs and also the opportunity cost of having people away from the job), infrastructure (class room, teaching aids)
Method must meet the following minimum criteria ….
• Involve people – be participative
• Provide constant feedback to the participants
• Facilitate transfer of training
Different Methods
One can have the following differentiation
• Location - Off site and on-site • Presentation – lectures, audio-visual • Learning orientation – simulation, experiential
On Site Methods
• On the job training – learning by doing (coaching, job rotation, special assignments). • Quicker learning • relatively inexpensive • Follow structured process
On Site Methods(2)
• Apprenticeship training
• Informal learning • Job instruction training (the job manual)
Off-site Methods
• Knowledge based – lecture, conferences, films,
programmed learning (help menu)
• Simulation methods – role play, business /
management games, case study
• Experiential training – sensitivity training, outbound learning, change management (OD)
Remember, Each method is relatively more suitable for a specific purpose and audience
Training Evaluation
• Reaction – did the trainees like it?
• Learning – what are they taking with them, what did they
actually learn
• Behaviour – did on the job behaviour change? • Results – go back to scorecard and the need assessment
documents (training effectiveness)
Adult Learning Cycle
Concrete Experience
Active Experimentation
Reflective Observation Abstract Conceptualisation
Adult Learning Assumptions
Assumption Need to Know Pedagogy Must learn what the teacher teaches; pass Dependent personality Andragogy Need to know why learn
Self-concept
Can take responsibility for their own decisions – capability for self direction
Adult Learning Assumptions (Contd.)
Assumption Pedagogy Role of experience Learner?s experience has little worth and only teacher?s experience counts Learner ready to learn what the teacher tells them Andragogy Learners have a greater volume and quality of experience Ready to learn what will help cope with real life situations
Readiness to Learn
Adult Learning Assumptions (Contd.)
Assumption Pedagogy Oreintation Subject centred, to learning acquiring subject matter content Motivation Motivated by external motivators Andragogy Life/task/problem centred/ learning
Responsive to external motivators but motivated more by internal pressures
Adult Learning Drivers
• • • • • • Relevance Self Motivation Learning Climate Peer Pressure Application and Experimentation Fun
Training Evaluation – the questions to answer
• Was the experience effectively delivered
• Did the design work in practice • Have the objectives been met
doc_537997307.ppt