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TRAINING AND DEVELOPMENT

What is HRD? What is H in HRD ? What is R in HRD ? Why H is R? How H converts into R?

Human resource refers to the talents and energies of people who are available to an organization as potential contributors to the creation and realization of the organizations mission, vision, values and goals. In context to HRD, development combines the concept of development (growth) and training (learning specific skills).

Processes of conver ting H into R


Learning Education Training Development

LEARNING
Relatively permanent change in attitude and behavior, because of experience and exposure

EDUCATION
Process of increasing the general knowledge and understanding about the context. Through specific Inst./ course. Broader in scope Goal is to development of talent

TRAINING
Learning of job related competencies. Systematic procedure for transferring technical and practical knowledge to the employees so as to increase their skills for doing particular job. Includes, acquisition of skills, attitude, ability, concepts, theories and knowledge

Some Definitions :
Training is the process of acquiring the skills necessary to do the job(Lussier,
2002) Training is the systematic modification of behavior through learning which takes place as an outcome of education, instruction, learning and planned experience (Armstrong, 1998). Training is a learning experience in that it seeks a relatively permanent change in an individual that will improve the ability to perform on the job. Training can involve the changing of skills, knowledge, attitude, or behavior. (Cenzo & Robbins, 1996) Purpose of training, in the work situation, is to develop the abilities of the individual and to satisfy the current and future manpower needs of the organization (British Manpower Services Commission, 1981)

FEATURES OF TRAINING
Is a process
Planned Systematic Specific ( according to the Org., Job & Challenges) Focuses on mastering Knowledge, Skills and Behavior that is required Adaptive & Productive

TRAINING TODAY
Technology based Must show high positive correlation with organizational performance and effectiveness. Focus is broader ( manual task to multi dimensional, including cognitive behavioral and interpersonal)

OBJECTIVES OF TRAINING
To prepare the employee to met the present as well as the future requirement of the job. To update them with latest knowledge and technology. Develop the competencies of employees and improve their performance (quality and quantity). Help people grow within the organization in order that, as far as possible, its future needs for HR can be met from within. To prepare for higher responsibilities Reduce the learning time for employees. Minimize the possibilities of accident and wastage of time, material and efforts of employee. To mold personnel to adapt to organizational change.

PROCESS
1. Triggering event 2. Need analysis 3. Designing

4. Development phase
5. Implementation phase 6. Evaluation phase

Tr i g g e r i n g e v e n t s ( I d e n t i f i c a t i o n o f t r a i n i n g n e e d s )
Underperformance
More wastage Acquisition of new tech. or working method Identification of gap between reality and ideal state of working New product or services High standard Customer dissatisfaction

Tr a i n i n g N e e d A n a l y s i s ( T N A )

TNA refers to the process used to determine whether training is necessary.


Importance of TNA
Why?
What ? When? Whom? How?

Ty p e s o f N e e d A n a l y s i s
Organizational analysis: Analysis of environment strategies and
resources to determine when to emphasize training Task analysis: Analysis of the activities to be performed in

organizations to determine the knowledge, skills and attitude (KSA)


needed Person analysis : Analysis of knowledge and skills in order to

determine who needs training.

Organizational Anal ysis(OA) :


Involves examination of the business environment, strategies of the organization and the resources at its command to determine where training is needed. OA is to determine those organizational factors that either facilitate or inhibit training effectiveness. A properly conducted organizational analysis will focus on the goals the organization wants to achieve , the extent to which training will help achieve those goals, the organizations ability to conduct training (finance, physical space, time etc.), an the extent to which employees are willing to be trained (commitment, motivation etc.). Strategic initiatives of the organizations like re-structuring, down-sizing, empowerment, team working etc. may also influence the need of training.

Task analysis(TA)
Task is the employees work activity in a specific job. TA begins by breaking the job into duties and tasks. TA is combination of job description (tasks duties and responsibilities) and job specification (knowledge, skills and abilities). Information regarding frequency, importance, difficulty level and required time for task needs to be collected from Subject Matter Experts (SMEs). TA should identify both what employees are actually doing and what they should be doing on the job. TA process is usually conducted by listing tasks in one column and how the tasks are learned in the second column.

Competency Model(CM)
Competency refers to areas of personal capabilities that enable employees to
successfully perform their job by achieving outcomes. A competency can be knowledge, attitude, skills, values and personal characteristics.

CM is a graphic model that consolidates, usually in one diagram, a precise


overview of the competencies (KSAB) someone would need to do a job well. It includes roles, areas of expertise, foundation competencies (personal, interpersonal, management/business) required for present as well as future requirements

Pe r s o n a n a l y s i s ( PA )
Based on the recognition that not every employee needs further training for every
task performed. To determine the individual training needs for each employee, PA uses performance appraisal reports, surveys, interviews, skills and knowledge tests etc.

Important information: Readiness for training (ability and attitude) Motivation to learn Basic skills (cognitive ability and reading and writing skills) Self efficacy Awareness of training needs, career interests and goals Performance discrepancy

Techniques of TNA
Observation
Interview Questionnaire KSA testing Focus Group Documentation Online( tech.) records Exit interviews

Designing Training Prog ram


Armed with the results of the TNA, the employer or manager can design the
training program. Setting training objectives Budget

Resource Person / Trainer


Content Training methods and material Setup and Duration Evaluation plan

R e i n f o r c e m e n t t h e o r y ( B . F. S k i n n e r, 1 9 5 4 )
Learning results from the association between behaviors and rewards.

Reinforcement is something , which is valuable (+ or -) and may alter the probability of occurrence of behavior. Positive reinforcement (PR) occurs when behavior is followed by a reward, which increases the probability that the behavior will be repeated. Perception of reinforcement is subjective and it may be monetary or nonmonetary (cash bonuses, promotion, attention, praise, recognition etc.) Trainers can best enhance learning and transfer of knowledge and skills by identifying what rewards the learner finds most positive. Time gap between performance and reward is most important. Employers can provide PR to employees who engage in T & D programs. Trainer can provide PR to trainees who effectively demonstrate the skill they were just taught.

Social lear ning theor y (A. Bandura, 1997)


SLT is a cognitive theory that proposes that there are many ways to learn. Humans do not always learn by performing a task by themselves, instead they can use memory and reasoning to make connections between what they observe and how they should behave at work place. SLT is at work when trainees are being mentored and learning by watching more experienced colleagues perform (actual or video) certain task (beh. modelling). Trainees rehearse the behavior using role playing tech.., receiving feedback , and finally trying out the behavior on the job , for eg. Telemarketing trainees listen in while an experienced telemarketer talks with a customer. SLT suggests that four processes are involved in learning: Attention (awareness, observation) Retention (coding, memory, mental rehearsal ) Reproduction (physical and mental capacity, accuracy, feedback) Motivation (reinforcement)

Goal Setting Theor y (E. A. LOCKE, 1981)


GST assumes that behavior results from a persons conscious goals and intentions. Goals influence a persons behavior by directing energy and attention, sustaining effort over time, and motivating the person to develop strategies for goal attainment. Goal must be challenging , moderately difficult and specific for short and long term. GST suggests that learning can be facilitated by providing trainees with specific challenging goals and objectives. Trainers must ensure that all trainees have the following: Clear short-term goals (e.g. I will complete all of the required modules in the allocated time. Goals for the immediate transfer of their learning (e.g., I will begin to use my new knowledge and skills at the first opportunity I have). Long term goals that focus on continued mastery and use of training (e.g., I will seek feedback from my supervisor and peers after one month and continue to review my progress each month).

Lear ning strategies


Rehearsal: learning through repetition (memorization) Massed v/s Spaced Whole v/s Part Over-learning Organization: finding similarities, integrated and theme based relationship Elaboration: relate the training material to other KSAB Retrieval: identifying learned material in LTM and using it Generalizing: adapt the learning to use in similar but not identical situations

Considerations while designing Tr a i n i n g P r o g r a m


Cover all contents Motivating/ interesting Combination of training methods Simple to complex Logical sequence Divide into modules Break-up Practice and feedback mechanism Proper arrangements (physical space, material and instruments required, communication Evaluation standards and methodology

Ty p e s o f t r a i n i n g

On the job training: Employee training at the place of work while he or she is doing the actual job.

Off the job training: Evolves employee training at a site away from the actual work environment

Areas of training
Company policies and procedures: Important for new recruits, adjustment
Human relation training: to manage professional relationship with different stakeholders , inter personal skills, EI, perception, leadership, motivation, stress management, cross cultural adjustment etc. Skill based training: according to the demand Managerial and supervisory training: Planning, organizing, controlling, decision making and developing

Tr a i n i n g P r o c e s s M o d e l ( B l a n c h a r d , 2 0 0 5 )
Triggering event Need analysis Design phase Development Phase

Implementation phase
Evaluation phase
Obj.fulfilled

ON THE JOB TRAINING


On-the-job training is training that takes place while employees are actually working. It means that skills can be gained while trainees are carrying out their jobs. When an employee learns the job in actual working site in real life situation, and not simulated environment, it is called OJT. A typical format is for the manager to explain a process to the trainee, then to demonstrate it. The trainee then carries out the process, while the manager observes. Once the manager is happy that trainees are competent, they can then

carry out the process unaided.

Advantages of On-the-Job Training: Employees learn and gain experience dealing with the tasks and challenges that they will meet during a normal working day. It is often informal It is most effective because it is learning by experience It also does not have to meet the additional costs of providing off-the-job training or losing working time. Trainees are highly motivated It is free from artificial classroom situations (real work environment) It is productive, as the employee is still working as they are learning Disadvantages of On-the-Job Training: Trainer may not be experienced enough to train or he may not be so inclined. It is not systematically organized Poorly conducted programs may create safety hazards.

Apprenticeship: A training technique usually lasting several years, that combines on the job experience with classroom instruction. Apprenticeship is a formalized method of training curriculum program that combines classroom education with on-the-job work under close supervision. The training curriculum is planned in advance and conducted in careful steps from day to day. Most trade apprenticeship programs have a duration of three to four years before an apprentice is considered completely accomplished in that trade or profession. This method is appropriate for training in crafts, trades and technical areas, especially when proficiency in a job is the result of a relatively long training or apprenticeship period, e.g., job of a craftsman, a machinist, a printer, a tool maker, a

pattern designer, a mechanic, etc.

Merits of Apprenticeship training It combines theory and practice. Trainee acquires skills valuable in job market. Apprenticeship program provides skilled workforce to industry. Demerits of Apprenticeship training

It is time consuming and expensive.


Many persons leave training program midway as training period ranges from one year to five years.

Job instruction training : Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee's supervisor but can be a co-worker. In this method the trainer (1) prepares a trainee with an overview of the job, its purpose, and the results desired, (2) demonstrates the task or the skill to the trainee, (3) allows the trainee to mimic the demonstration on his or her own, and (4) follows up to provide feedback and help.

The steps consist of the following: (1) Get ready to instruct: This step includes a written breakdown of the work to

be done. Find out what the trainee knows and what training should focus on.
(2) Prepare the learner: the next step is to create a comfortable atmosphere for the trainees i.e. proper orientation program, availing the resources, familiarizing trainee with the training program, etc. (3) Present the learning: In this step, trainer provides the synopsis of the job while presenting the participants the different aspects of the work. (4) Try out learner performance: This step actually a kind of rehearsal step, in which trainee tries to perform the work and the trainer is able to provide instant feedback.

Merits:

Trainee learns fast through observation and practice Economical(No specific requirement) Mistakes can be corrected immediately Increases motivation of employee, as he does the work himself Suitable for unskilled or semi-skilled jobs

Demerits:
Trainee should be as good as trainer Trainer must be efficient in delivering the required KSAB While training, trainee may damage equipment, waste material or cause accident Experienced worker cannot use the equipment while it is being used for training Not suitable for highly skilled task

This is a method of rotating employee among a variety of jobs to increase their KSAB, usually several weeks at each. The basic premise behind JR is to expose employee to as many areas of the organization so they can gain a good knowledge and broader experience of its working and how the various jobs and deptt. fit together. Usually for managers, Kroger and Wal-Mart train their Assit. Manager as clerks, stockers, and supervisors before promotion to manager. Allstate (U.S. based Insurance company) trains its management trainees by having them spent a few months in sales, personnel, cash control and marketing. At Applebees restaurants (Missouri, U.S.), executives exchange positions with restaurant employees so that, dont loose touch with routine problems. Chef trainees at levy restaurant (Chicago) spend their first week in the dining room, four weeks in the kitchen, and one week performing administrative tasks.

Job Rotation(Cr oss Training)

Merits:
Increases awareness, gives exposure and understanding Allows lateral transfers Flexibility in replacing absent workers Increases job satisfaction by reducing the boredom Increases respect for diversity

Demerits:

For new employees, learning on a one-to one basis. Anew employee is assigned to an experienced employee, who is told to show the kid the ropes. Usually it is a responsibility of the immediate senior who has greater experience or expertise and is in the position of offer sage advice.

Coaching

Merits:
Learning from a job expert Just-in-time training, flexible scheduling and customized training Smaller financial requirement

Demerits:
Performer v/s trainer (dancer, industry-academics) Decrement in trainers production may lead to ve evaluation

Pitney Bowes Appr oach


Pitney Bowes is an American manufacturer of software and hardware and a provider of services related to documents, packaging, mailing, and shipping. Based in Stamford, Connecticut, the company has approximately 28,000 employees worldwide and includes more than 3500 patents. Pitney Bowes have adopted pass-through programs, in which experienced workers are temporarily assigned to the training department. These workers are taught training techniques (train the-trainer) and then spent several months training new employees before resuming their old jobs. Many org. are using Corporate coaches. These CCs are similar to consultants, yet rather than working with the organization as a whole, they are hired to coach a particular employee-usually a manager. The job of a CC goes beyond traditional training, as they also help employees identify strengths and weaknesses, set goals, and solve problems.

A mentor is a veteran who takes a special interest in a new employee and helps him not only to adjust to the job but also to advance in the organization. Mentoring is an ongoing, one-to-one, relationship that is developed between a senior and junior employee. Mentoring provides guidance and clear understanding of how the organization goes to achieve its vision and mission to the junior employee. A mentor usually offers more personal support than a coach, although the terms mentor and coach are often used interchangeably. The meetings are not as structured , formal and regular than in coaching. Mentoring is generally done by someone inside the company This method allows the mentor to determine what is required to improve mentees performance. Once the mentor identifies the problem, weakness, and the area that needs to be worked upon, the mentor can advise relevant training.

Mentoring

Committee assignments
In this method trainees are asked to solve an actual organizational problem. The trainees have to work together and offer solution to the problems. Eg. Placement committee, hostel and mess committee Committee assignments provide opportunities to an employee for: Learning by watching others It helps them to develop team spirit and work in a united way towards common goals. Becoming more familiar with organizational members and problems Act as a taskforce to delve into a particular problem, ascertain alternative solutions, and recommend a solution.

Broadens his/her understanding


Provide an opportunity to grow and Decision-making

O f f T h e J o b Tr a i n i n g M e t h o d s
Training that takes place in a setting other than actual work place.

Acquisition of work related skills at a location outside than the workplace.


Usually trainer is hired. Particularly for non technical skills Merits: ? Demerits:?

Lectures
Traditional and direct method of instruction. The Instructor organizes and gives it to a group in the form of a talk. The talk should be effective, it means Merits : May be used for large group Direct Cost and time effective ??????? Demerits: May not be interesting Transfer of training is not sure ????????

Programmed Instr uction/ Lear ning


Self-paced individualized training in which trainees are provided with training materials and can test how much they have learned. The subject matter to be learned is presented in a series of carefully planned sequential units, arranged from simple to more complex level of instruction. Each trainee is provided with material to learn and than answers a series of Q. that test how much learning has taken place. Successful answering will lead to next unit, otherwise revision is required.

Merits:
Effective Active Immediate feedback Low cost ???????

Demerits:???????

Training that uses a separate area adjacent to the work area to simulate the actual work setting. Actual work conditions are created in a class room, complete with comparable tools and equipment. Trainer is there to give instruction and training. Used for clerical and semi-skilled jobs. Duration of training ranges from few days to few weeks Necessary when its too costly or dangerous to provide on the job training.

Ve s t i b u l e Tr a i n i n g

Merits: ???

Demerits: ????

Audiovisual-Based training DVD, Films, Power Point, Audiotape Merits: Easy to understand sequence (Replay, pause, fast, slow) Store for future reference If not possible through live demonstration (organizational tour or open heart srg Demerits: ???? Eg.- Ford motor company uses video in its dealer training Thomas cook India Limited and Jet airways record actual calls and use for training Most of the telecom and BPO companies are using recorded calls for training

Teletraining

A trainer in a central location teaches group of employees at remote locations via


televised hookups. Honda Americabegan by using satellite television to train engineers. Satellite education, cooking and other training shows. Merits:?????

Demerits:?????
Computer based training Computer based Interactive learning through automated software and programs a) Virtual classroom b) Simulation

Vir tual Classroom


Puts the trainee in an artificial 3-dimensional environment that resembles events

and situations that might be experienced on the job.


Sensory devices transmit how the trainee is responding to the computer, and the trainee sees, hears and feels what is going on, assisted by special googles, auditory

and sensory devices.


Some of the International mining industries are using. British petroleum uses to train new gas station employees; how to use the safety features of gasoline storage tanks. It is being used to train drivers. Merits Demerits

Trainees perform the tasks presented to them by the computer program and the computer program monitors theirs performance. Allows hours of practice with immediate feedback. Program design resembles with the requirement of job and provides opportunities to use and check the appropriateness of KSAB through the interaction with computer. Through keyboard, mouse and other devices you have to communicate your decision and that automatized program will show you whether it was correct or not. You may, again, start working and test new way to respond. Jet pilots, nuclear power point operators are all subjected to intensive simulation training before they are allowed to control the complex and dangerous machinery. U.S. Army use simulation based video game programs (Full-spectrum command & Full-spectrum warrior) for training troops in urban warfare. Merits:??? Demerits:????

Simulation

Electronic Performance Support Systems (EPSS) EPSS are modern job aids. A job aid is a set of instruction, diagrams, or similar methods available at the job site to guide the worker. Job aid is required as people dont remember everything. Remembering each and everything about all the things (product and services) is not possible. EPSS are computerized tools and displays that automate training, documentation and phone support Job aids work particularly well on complex jobs that requires multiple and sequential steps or where its dangerous to forget a step DELL is using for its CC deptt. Some of the companies are reducing the time of other training methods and using this. Airline pilots uses job aids before takeoff in the form of checklist. GM: it shows where the locomotive wiring runs and which color wires go there Merits:??? Demerits:???

DEVELOPMENT
Learning of more general knowledge and skills, required for organizational effectiveness. Refers to growth of individual in complex cognitive activities like, problem solving and decision making. Also increases the employees EQ and understanding of

interpersonal relationships.

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