Noe T&D

TRAINING & DEVELOPMENTROBERT NOE

Lesson No. Name of the Topic1 Training for Competitive advantage2 Strategic Training3 Needs Assessment4 Learning: Theories, & Program Design5 Transfer of Training6 Training Evaluation7 Traditional Training Models8 Use of new Technologies in Training9 Employee Development10 Special Issues in Training & Development11 Careers & Career Management12 Challenges in Career Management13 The Future of Training & Development

CHAPTER 1

TRAINING FOR COMPETITIVE ADVANTAGE

what is training?

ø        it is a planned effort to learn job related competencies that are critical for successful

job performance

ø       employees to to apply the learning in to their day-to-day activities

ø       competitive advantage,

ø       linked to strategic business goals,

ø       encourage continuous learning.

ø       also means sharing of whatever knowledge, skills,

designing effective training

the following are the six steps in this process:

o         conduct need assessment

o         employees readiness for training

o         creating learning environment

o         transfer of training

o         selecting training methods

o         evaluation

using training to deal with competitive advantage

companies face four competitive challenges:

o         quality: meeting customers needs

o         globalisation: expanding global markets

o         performance : integrating new technologies & work design

o         social : managing diverse workforce & guarantying employment security

ASSIGNMENTS

1. INTERVIEW A TRAINING MANAGER. ASK TO DESCRIBE THE ROLE THAT TRAINING PLAYS IN AN ORGANIZATION?

2. INTERVIEW A TRAINING MANAGER. ASK HOW TRAINING HAS UNDERGONE CHANGES IN PAST 5 YEARS?

3. WHAT IS THE DIFFERENCE BETWEEN EDUCATION / TRAINING?

4. MY TEACHER SAYS: “HUMAN BEINGS ARE DEVELOPED, & ANIMALS ARE TRAINED.” COMMENT.

CHAPTER 2

STRATEGIC TRAINING:

the work roles of employees, managers, & executives

employees’ work role:

o         today work is done in team.

o         for teams to be effective, members should

§          understand team goals & individual roles

§          agree on the procedures for accomplishing work

§          trained in: interpersonal / problem-solving / feedback

managers role:

o         manage team & individual’s performance

o         develop employees

o         coordinate interdependent groups

o         monitor business environment

o         represents one’s work unit

ø        managers have to be trained in: interpersonal relationship skills / negotiation /

sensitivity / conflict resolution / communication skills

ø        create conditions necessary to ensure team’s success

CEO's role:

ø        create a context for company change

ø        build employee’s commitment & sense of ownership

ø        achieving balance between the company’s current performance & innovation

organizational characteristics that influence training

1.        integration of business units: employees to understand other units, services &

products. for this provide job rotating

2.        global presence: prepare employees for overseas assignment through training

3.        business conditions: in an unstable business environment, training is abandoned,

while in growth, training is on priority

4.        staffing strategy: criteria for growth & sources of recruitment

hr planning

ø        anticipate the movement of hr because of turnover, transfers, retirements or

promotions

ø        identify where employees with certain types of skills are needed in the firm

ø        training can be used to prepare employees for increased responsibilities in their

current or future’s job

extent of unionisation:

ø        for productivity improvement involve unions. share productivity gains.

ø        both the parties to understand the importance of development goals & are committed

to making the changes necessary for the firm to grow. train employees to be

multiskilled & multitasked.

manager, employee, & hr staff involvement in t & d

ø        the involvement of the above people is essential making training programs effective

ø        an emerging trend is that employees must initiate the training process.

ø        if the firm’s has a continuous learning philosophy the more is the development of

people

the changing role of training:

ø        shift from teaching employees to creating & sharing knowledge

ø        t & d activities should be linked to business needs

ø        understand business. be innovative & deliver high quality products & services

training needs in different strategies

there are four business strategies:

o         concentration: focuses on: increase market share / reduce operating costs / create or

maintain market niche

o         internal growth: focuses on: market development / product development / innovation /

joint ventures

o         external growth [acquisition]: focuses on:: horizontal integration / vertical integration

/ concentric diversification

o         disinvestments: focuses on retrenchment: turnaround / divesture / liquidation

training should ensure that strategic focus is accomplished

the firm’s mission & goals are useful indicators in understanding the strategy

Virtual Training Organization [VTO]:

ø        firms provide training so that they can respond to client needs quickly & provide high

quality services

ø        VTO operates on the following three principles:

o         employees have primary responsibility for learning

o         effective learning takes place on the job

o         for training to translate into improved job performance the manager

employee relationship is critical

ø        VTO is characterized by five competencies:

o         strategic direction

o         product design

o         structural versatility

o         product delivery

o         accountability for results

strategic direction

§          broadly disseminates a clearly articulated mission

§          recognizes that its customer base is segmented

§          provides customized solutions to its client’s needs

§          understands product life cycles

§          organizes its offerings by competencies

§          competes for its internal customers

product design

§          uses benchmarking & other innovative design strategies to develop products quickly

§          involves suppliers strategically

structural versatility

§          employs professional who serve as product managers & internal consultants

§          leverages resources from many areas

§          involves line managers in determining direction & content

product delivery

§          offers a menu of learning options

§          delivering training at the work site

accountability for results

§          believes individual employees must take responsibility for their personal growth

§          provides follow-up on the job to ensure that learning takes place

§          considers the managers as a key player in supporting learning

§          evaluates the strategic effects of training & its bottom line results

§          guarantees that training will improve performance

ASSIGNMENTS

1.      HOW MIGHT ORGANIZING THE TRAINING FUNCTION AS A VIRTUAL TRAINING ORGANIZATION CONTRIBUTES TO TQM PHILOSOPHY?

2.      WHAT IS INTELLECTUAL CAPITAL? HOW IS INTELLECTUAL CAPITAL INFLUENCING THE CHANGING ROLE OF TRAINING FROM SKILL & ACQUISITION TO CREATING & SHARING KNOWLEDGE?

3.      HOW WOULD YOU EXPECT THE TRAINING ACTIVITIES OF A COMPANY THAT IS DOMINANT IN ITS PRODUCT MARKET TO DIFFER FROM THOSE OF A COMPANY THAT EMPHASIZES RESEARCH & DEVELOPMENT?

4.      HOW WOULD SWOT ANALYSIS BE USED TO ALIGN ACTIVITIES WITH BUSINESS STRATEGIES & GOALS?

5.      USING MOTOROLA UNIVERSITY’S WEB SITE, ANSWER THESE QUESTIONS:

A.      WHAT IS THE MISSION OF MOTOROLA UNIVERSITY?B.      WHAT LEARNING SERVICES DOES IT PROVIDE?

6.      USING A COMPANY’S ANNUAL REPORT, IDENTIFY THE COMPANY’S MISSION, VALUES & GOALS. FIND ANY INFORMATION PROVIDED IN THE REPORT REGARDING THE COMPANY’S TRAINING PRACTICES & HOW THEY RELATE TO THE GOALS & STRATEGIES.

CHAPTER 3

NEEDS ASSESSMENT

introduction:

ø        need assessment refers to the process used to determine if training is necessary

ø        there are many different “pressure points” in an o that suggests that training is

necessary

ø        these pressure points include

o         performance problems / new technology / job redesign / changes in

customer’s preference / new products

ø        the above pressure points do not guarantee that training is the correct solution. only

lack of knowledge can be addressed by training. the other pressure points require

addressing issues related to the consequence of good performance [pay system]

or the design of work environment

ø        need assessment involves analysis of:

o         organization / people / task

organizational analysis:

ø        it involves considering the context in which training will occur

ø        it involves determining the appropriateness of training given the firm’s

business strategy

ø training is expected to contribute to the achievement of business strategies, &

goals?

ø           it is necessary to identify whether the firm has the time, budget, & expertise

for training

ø          support by managers & peers for training activities

person analysis:

ø        identifying individual training needs.

ø        determining employees readiness for training which depends upon

o         the work environment that should facilitate learning

o         employee’s personal characteristics to learn like

§          basic skills: includes cognitive ability, reading & writing

skills

§          self-efficacy: it is belief in self that one can do

o         training is needed if employees lack knowledge & skill to perform

task analysis:

ø        it is description of work activities, & the knowledge, skills, & abilities [mental /

physical] required to complete the tasks

ø        it also includes the conditions under which tasks are performed. these

conditions include identifying the equipment & the environment that the

employee works

competency models:

ø        traditionally need assessment involved identifying knowledge, skills, abilities to

perform a task

ø        today the trend is focussing on competencies in assessing training needs

how are competencies identified & competency models developed?

ø        identify the job for which competencies are to be identified

ø        identify the competencies responsible for effective & ineffective performers

ø        revalidate to verify if the identified competencies are related to effective

performance

ø        assess the levels of proficiencies required for each competencies

ASSIGNMENTS

1. WHAT WILL BE THE TRAINING NEEDS OF HR HEAD OF A COMPANY?

2. HOW WILL YOU PREPARE OLDER EMPLOYEES WITH LITTLE COMPUTER EXPERIENCE TO ATTEND A TRAINING COURSE ON HOW TO USE THE WORLD WIDE WEB. HOW WILL YOU ENSURE THEY HAVE HIGH LEVELS OF READINESS FOR TRAINING?

3. HOW IS COMPETENCY MODELLING SIMILAR TO TRADITIONAL NEEDS ASSESSMENT? HOW DOES IT DIFFER?

4. DEVELOP A COMPETENCY MODEL FOR YOUR SELF IN THE NEW ROLE WHICH YOU WILL BE TAKING UP IN THE INDUSTRY IN NEAR FUTURE?

CHAPTER 4

LEARNING: THEORIES & PROGRAM DESIGN:

introduction:

ø        for learning to occur, first identify learning outcomes

ø        learning outcomes is influenced by the characteristics of the training environment

ø   training environment determines whether learning takes place or not

ø        these characteristics of training environments include

o         using materials in training that are meaningful to the trainees

o         providing opportunities to practice

o         receiving feedback

.

ø        also designing of the training program is important for learning to occur.

ø        this includes

o         creating the program schedule,

o         providing a physically comfortable training environment

o         arranging the seating in the training environment.

what is learning? what is learned?

ø        learning is relatively a permanent change in human capabilities that is not

results of growth processes.

o         these capabilities are related to specific learning outcomes as given below:

§          think / behaviour

learning theories:

ø        each theory relates to different aspects of the learning process

ø        many of these relate to trainees motivation to learn

ø        the following theories relate to learning:

> reinforcement theory:

> social learning theory:

> goal setting theory:

> need theories:

> expectancy theory:

> adult learning theory

> Information processing theory

reinforcement theory:

ø        people are motivated to perform or avoid certain behaviours because of past

outcomes that have resulted from those behaviours

ø        reinforcement are of two types:

§          reward / recognition

§          punishment

ø        behaviour modification training is primarily based on this theory

ø        reinforcement can be either continuous or intermittent.

ø        there are four types of intermittent reinforcement:

§          variable ratio

§          fixed ratio

§          fixed interval

§          variable interval

ø        continuous reinforcement is the fastest method of starting new behaviour. if

used for a long period of time, it looses its impact

ø        to sustain the performance for a long period of time begin with continuous

reinforcement & then gradually move intermittent reinforcement

social learning theory:

ø        it emphasises that people learn by observing other persons [models] whom

they believe are credible, & knowledgeable

ø        learning new skills or behaviour comes from:

o         directly experiencing the consequences of using behaviour skills or

o         the process of observing others & seeing the consequences of their

behaviour

o         according to this theory, learning is influenced by person’s self-

efficacy.

ø        there are four processes involved in social learning theory

o         attention

o         retention

o         motor reproduction

o         motivational processes

goal setting theory:

ø        goals influence one’s behaviour. person strategies to attain one’s goal

ø        goals leads to high performance if people are committed to the goal which are

not impossible but difficult to achieve

need theories:

ø        to motivate a person; first identify his needs, & communicate how training

program can fulfil these needs through performance

expectancy theory:

a person’s behaviour is based on three factors:

ø        expectancies: link between trying to perform, & actually performing

ø        instrumentality: belief that performing a given behaviour is associated with a

particular outcome

ø        valence: value that a person places on an outcome

adult learning theory

it is based on the following assumptions:

o         adults have the need to know why they are learning something

o         adults have a need to be self-directed

o         adults bring more work-related experiences into learning situation

o         adults enter into a learning experience with a problem centered approach to

learning

o         adults are motivated to learn both by extrinsic & intrinsic motivators

ø        the learner & the trainer are both involved in creating the learning experience

& making sure that learning occurs

information processing theoryit emphasis on the internal processes that occur when training content is learned & retained. steps in information process:o         information processing begins when a message from the environment is received by receptors [sense organs]o         the message is then coded & stored in memoryo         when needed, a search process occurs in memoryo         the response generated relates to one of the five learning outcomes [verbal /

cognitive / motor / intellectual / attitudes]o         link in the model is feedback from the environment

even external events influences learning. these events include:o         changes in the intensity or frequency of the stimulus that affect attentiono         informing the learner of the objectives to establish an expectationo         enhancing perceptual features of the material [stimulus] draws the attention of

the learner to certain featureso         verbal instructions, pictures, diagram & maps suggest ways to code the training content so that it can be stored in memoryo         meaningful leaning context [examples, problems] creates cues that facilitate

codingo         demonstration or verbal instructions help organize the learner’s response as

well as facilitate the selection of the correct response

the learning process

we address the following questions:

o         how do people learn?

o         what are the implications of the learning process for instruction?

learning is a process. it consists of:

o         expectancy

o         perception

o         working storage

o         semantic encoding

o         long term storage

o         retrieval

o         generalizing

o         gratification

expectancy

§          understanding the purpose of the instructions, & benefits that may result from

learning & using the learned capabilities

perception

§          ability to organize the message from the environment, so that it can be

processed & acted upon

working storage

§          refers to short term memory

§          in working storage, rehearsal & repetition of information occur

§          there is a limitation to processing & storage of information

semantic encoding

§          also refers to short term memory

§          refers to actual coding process

long term storage

§          once message has been attended to, rehearsed, & coded, they are ready for

storage in long term memory

retrieval

§          involves identifying learned material in long term memory & using it to

influence performance

generalizing

§          besides reproducing, it is our capability to adapt the learning to use in similar

but not identical situations

gratification

§          refers to feedback that the learner receives

implications of the learning process for instruction

instruction refers to the characteristics of the environment in which learning is to

occur

ø        the implications of the learning process for the design of instruction are as

follows:

o         employees need to know why they should learn.

o         employees need to use their own experiences as a bias for learning:

o         employees need to have opportunities to practice:

o         employee needs feedback:

o         employees learn by observing & interacting with others

o         employees learn by social interaction

o         employees need the training program to be properly coordinated & arranged

considerations in designing effective training programs. this includes

o         selecting & preparing the training site & program design

o         seating arrangements

o         course parameters.

o         objectives of the program

o         the detailed lesson plan. it translates the content & sequence of training

activities into a guide that is used by a trainer to help delver the training

o         lesson plan overview. activities which will be performed at regular intervals

ASSIGNMENTS

1. WHAT LEARNING CONDITIONS DO YOU THINK IS MOST NECESSARY FOR LEARNING TO OCCUR? WHICH IS LEAST CRITICAL? WHY?

2. HOW DOES PRACTICE AID IN LEARNING PROCESS?

3. UNDER WHAT CIRCUMSTANCES MIGHT A TRADITIONAL SEATING ARRANGEMENT BE SUPERIOR TO FAN TYPE SEATING ARRANGEMENT?

4. HOW DOES YOUR CLASS TEACHER ENSURE WHETHER LEARNING HAS TAKEN PLACE IN HIS CLASS?

5. IN THE PAST THE FOCUS WAS ON TEACHING, TODAY THE FOCUS IS ON LEARNING. WHY HAS THE SHIFT TAKEN PLACE?

6. EXPLAIN WITH AN EXAMPLE WHICH LEARNING THEORY WILL BE APPROPRIATE FOR WHICH LEARNING OUTCOME?

7. COMMENT: “TO LEARN FIRST UNLEARN”

CHAPTER 5

TRANSFER OF TRAINING:

Introduction

ø        for training programs to be successful, trainees must effectively & continually

apply the learned capabilities gained in training to their jobs

ø        for generalization & maintenance to occur capabilities must be learned &

retained

generalization

§          refers to trainee’s ability to apply learned capabilities to on the job work

problems & situations that are similar but not completely identical

maintenance:

§          refers to the process of continuing to use newly acquired capabilities overtime

the following factors affect maintenance, & generalization:

o         training design:

§          refers to the characteristics of the learning environment

o         trainee characteristics:

§          includes ability & motivation that affect learning

o         work environment

§          includes factors on the job that influence transfer of training

including manager’s support, peer support, technology support, the climate for

transfer, & the opportunity to use newly acquired capabilities on the job

training design

ø        it refers to factors built into the training program to increase the chances that

transfer of training will occur

ø        for transfer of training to occur transfer of training theories & principles of self-

management are applicable

applications of transfer of training theory

there are three theories of transfer of training that have implications for training

design [the learning environment]

o         identical elements

o         stimulus generalization

o         cognitive theory

theory of identical elements:

ø        transfer of training occurs when what is being learned in the training session is

identical to what the trainee has to perform on the job

stimulus generalization approach:

ø        construct training so that the most important features or general principles are

emphasised

ø        it is important to identify the range of work situations in which these general

principles can be applied

ø        transfer refers to the trainee’s ability to apply learned capabilities to the work

environment, even though the work environment is not identical to that

training session

cognitive theory of transfer:

ø        the likelihood of transfer depends on the trainee’s ability to retrieve learned

capabilities

self-management strategies:

ø        refers to a person’s attempt to control certain aspects of decision making &

behaviour

ø        training programs should prepare employees to self manage their use of new

skills & behaviours

ø        it involves:

o         determining the degree of support & negative consequences in the

work setting for using newly acquired capabilities

o         setting goals for using learned capabilities

o         applying learned capabilities to the job

o         monitoring use of learned capabilities on the job

o         self-reinforcement

ø        following obstacles in the work environment that inhibit transfer of training

o         lack of support of peers & managers

o         factors related to the work itself [time pressure]

ø        obstacles cause lapses. lapses makes capabilities ineffective

ø        one way to prepare trainees to deal with these obstacles is to provide

instruction in self-management techniques at the end of the training program

work environment characteristics influencing transfer of training

ø        includes

o         climate of transfer:

o         manager’s support:

o         peer support:

o         opportunity to use learned capabilities:

o         technological support

manager’s support:§          stress the application of training content to the job

peer support:§          transfer of training can also be enhanced by creating a support network among trainees§          a support network is a group of two or more trainees who agree to meet & discuss their progress in using learned capabilities on the job§          trainees should share successful experiences in using training content on the

job. they can discuss how they obtained resources needed to use training content or how they coped with work environment that interfered with use of training content§          trainers may also provide trainees with mentors [who previously attended the same training program] who could be a peer. the mentor can provide advice & support related to transfer of training issues

opportunity to use learned capabilities:§          it is influenced by the degree to which trainees take personal responsibility to

actively seek out assignments that allow them to use newly acquired capabilities§          it includes

>        breadth: includes the number of trained tasks performed on the job>          activity level : it is the number of times or the frequency with which

trained tasks are performed on the job>         task type: refers to the difficulty of the trained tasks that are actually

performed on the job

technological support§          electronic performance support systems [EPSS] are computer applications that can provide as requested, skills training, information access, & expert advice.

creating a positive work environment for transfer: the learning organization:

ø        to ensure that trainees have the opportunity to perform, managers & peers

support training activities, trainees are motivated to learn & the work environment

is favourable for learning many o are attempting to become learning organization

ø        a learning organization is an o that has an enhanced capacity to learn, adapt &

change

ø        the following are the key features of learning organization

continuous learning

knowledge generation & sharing

critical systematic thinking

learning culture

encouragement of flexibility & experimentation

valuing of employees

continuous learning

employees share learning with each other & use job as a basis for

applying & creating knowledge

knowledge generation & sharing

systems are developed for creating, capturing & sharing knowledge

critical systematic thinking

employees are encouraged to think in new ways, see relationships &

feedback loops, & test assumptions

learning culture

learning is rewarded, promoted & supported by manager & o objectives

encouragement of flexibility & experimentation

employees are free to take risks, innovate, explore new ideas, try new

processes, & develop new products & services

valuing of employees

system & environment focus on ensuring the development & well being of

every employee

ASSIGNMENTS

1. WHAT COULD BE DONE TO INCREASE THE LIKELIHOOD OF TRANSFER OF TRAINING OCCURRING IF THE WORK ENVIRONMENT CONDITIONS ARE UNFAVOURABLE & CANNOT BE CHANGED?

2. DISCUSS HOW TRAINEES CAN SUPPORT EACH OTHER SO THAT TRANSFER OF TRAINING OCCURS?

3. HOW MIGHT YOU MOTIVATE THE MANAGERS TO PLAY A MORE ACTIVE ROLE IN ENSURING THAT TRANSFER OF TRAINING OCCURS?

4. HOW IS TRANSFER OF TRAINING EVALUATED IN A COMPANY?

5. DEVELOP SPECIFIC RECOMMENDATIONS THAT THE INSTRUCTOR COULD USE TO MAKE THIS CLASS A LEARNING ORGANIZATION?

6. STATE THE DIFFERENCE BETWEEN* MAINTENANCE & GENERALIZATION* LEARNING & TRANSFER OF TRAINING

CHAPTER 6

TRAINING EVALUATION

introduction:

ø        training effectiveness refers to the benefits that the o & the trainees receive

from training

ø        training criteria or outcomes reefers to the measures that the trainer & the o

use to evaluate training program

reasons for evaluating training

ø        investment in training is done to gain competitive advantage

ø        following are the types of evaluation:

o         formative

§          refers to evaluation conducted to improve the training

process. one method is pilot testing

o         summative

§          refers to evaluation conducted to determine the extent to

which trainees have changed as a result of participating in the

training program

overview of the evaluation process

ø        `consists of the following steps:

o         determining training needs in terms of k / b which should result in

increasing the capabilities of the employees

o         identify specific measurable training objectives to guide the

program. if objectives are clear; then it is easier to identify

relevant outcomes for evaluation

o         determine the evaluation strategy. choose an evaluation strategy.

plan & execute the evaluation

outcomes used in training programs

d.l.kirkpatrick’s four-level framework for categorizing training outcomes is followed

level criteria focus

1 reactions trainee satisfaction

2 learning acquisition of k / s / a /b

3 behaviour improvement of behaviour on the job

4 results business results achieved by the trainees

ø        both level 1 & 2 criteria are collected before trainees return to their job

ø        level 3 & 4 criteria measure the degree to which trainees are using training

content on the job. it determines transfer of training

classification of training outcomes

ø        training outcomes are classified into five categories:

o         cognitive outcomes

o         skill based outcomes

o         affective outcomes

o         results

o         return on investment

cognitive outcomes:§          determine the degree to which trainees are familiar with principles, facts, techniques, procedures or processes emphasized in the training program§          corresponds to level 2 of kirkpatrick’s model§          paper & pencil tests are used to assess cognitive outcomes

skill based outcomes:§          it includes acquisition or learning of skills & use of skills on the job§          it can be evaluated by observation§          corresponds to level 2 of kirkpatrick’s model

affective outcomes:

o          includes attitudes & motivation

o          one type of affective outcome is trainee’s reactions toward the training

program

o          reactions are useful for identifying what trainees thought was successful &

inhibited learning

o         it is collected at the program’ conclusion

o         reaction outcomes are collected via questionnaire, interviews, & focus groups

results:

o          are used to determine the training program’s payoff for the o.

o          includes reduced costs, related to employee turnover or accidents, increased

production & improvements in product quality or customer service

o          it is measured by observation

return on investment

o         comparing the training’s monetary benefits with the cost of training

o         cost could be direct or indirect

o         benefits refers to what value the o gains from the training program

how do we know if training outcomes are good?

good training outcomes need to be

ø        relevant:

o         the extent to which training outcomes are related to the learning

capabilities in the training programs

ø        reliability

o         refers to the degree to which outcomes can be measured

consistently over time

ø        discrimination

o         refers to the degree to which trainee’s performance on the outcome

actually reflect true differences in performance

ø        practicality

o         refers to the ease with which the outcomes measures can be

collected

ASSIGNMENTS

1. WHAT CAN BE DONE TO DONE TO MOTIVATE COMPANIES TO EVALUATE TRAINING PROGRAM?

2. WHAT ARE RESULTS OUTCOMES? WHY DO YOU THINK THAT MOST ORGANIZATIONS DON’T USE RESULTS OUTCOMES FOR EVALUATING THEIR TRAINING PROGRAM?

3. DESIGN AN EVALUATION OF CD-ROM TRAINING VIS-A-VIS ON THE JOB TRAINING FOR LEARNING YOGA?

4. VISIT AN INDUSTRY & REPORT TO THE CLASS HOW DO THEY EVALUATE THEIR TRAINING PROGRAM USING KIRKPATRICK’S MODEL?

5. VISIT AN IT INDUSTRY & REPORT TO THE CLASS HOW DO THEY CALCULATE ROI ON TRAINING?

6. UNDER WHAT CIRCUMSTANCES CAN TRAINING BE CONSIDERED AS COST OR AN INVESTMENT?

CHAPTER 7

TRADITIONAL TRAINING METHODS 16th oct

introduction:

training method can be categorized into three types:

presentation method. Includes:

lecture:

audio visual technique

hands on methods. Includes:

on the job training [OJT]

simulation:

case studies

business games

role play:

behaviour modelling

group building methods

adventure learning

team training:

action learning

presentation method include:

lecture:

o         trainee are passive recipients of information

o         to make this method effective; build the following into the lecture:

§          active participation

§          job related example

§          exercise

o         the above will facilitate learning & transfer of training

audio visual technique:

o         include overheads slides, & video

o         used in conjunction with lecture to show real life experience & examples

o         it is a major component of behaviour modelling

o         has advantages & disadvantages

on the job training [OJT]o         refers to new or inexperienced employees learning through observing peers

or managers performing the job & trying to imitate their behaviour>         should be structured o         following are the principles of OJT:o  preparing for instruction:

§          break down the job into important steps§          prepare the necessary equipments, materials, & supplies§          decide how much time you will devote to ojt & when you expect the

employee to be competent in skill areaso          actual instruction:

§           tell the trainee the objective of the task & ask to watch you demonstrate it

§         show the trainee how to do it without saying anything§          explain the key points or behaviours

>         self-directed learning is another method of OJT§          involves employee taking responsibility for all aspects of learning§          trainers serve as facilitator

>         apprenticeship is another method of OJT§          it includes both on the job & class room training

simulation:o         it represents a real life situation with trainees’ decisions resulting in outcomes

that mirror what would happen if they were on the jobo         allows trainee to see the impact of their decision in an artificial risk free environmento         simulators replicate the physical equipment that employees use on the jobo         simulators need to have identical elements to those found in the work environment

case studieso         it is a description about how employee or an organization dealt with a difficult

situationo         trainee are required to analyse critique the actions taken, indicating the appropriate action & suggesting what might have been done differentlyo         learning take place through a process of discovery

business gameso         require trainees to gather information, analyse it & make decisions

role play:

o         involve trainees act out characters assigned to them

o         information regarding the situation is provided to the trainees

o         for role play to be effective, trainers need to engage in several activities before

during & after the role play

o         trainees should discuss their feelings, what happened in the exercise, what

they learned

behaviour modelling

o         involves presenting trainees with a model who demonstrates key behaviours

to replicate & provides trainees with the opportunity to practice the key behaviours

o         providing opportunities for practice

o         practice session should include a method for providing trainees with feedback

o         behaviour modelling help to ensure that transfer of training occurs by using

application planning. application planning involves preparing trainees to

use key behaviours on the job. it involves providing a written document

identifying specific situation where they should use the key behaviours. as

a part of application planning process, a trainee may be paired with

another participant with the stated expectation that they should periodically

communicate with each other to discuss success & failure of the key issue of

behaviours

group building methods

ø        refers to training methods deigned to improve team or group effectiveness

ø        all involve examination of feeling, perceptions, & belief about functioning of the

team, discussion & development of plans to apply what was learned in

training to the team’s performance in the work setting

adventure learning

§          focuses on the development of teamwork & leadership skills using structured

outdoor activities.

§          after the exercise, a skilled facilitator should lead a discussion about what

happened in the exercise, what we learned, how events in the exercise

relate to the job situation, & how to set goal & apply what was learned on

the job

§          by analysing behaviours that occur during the exercise trainees gain insight

into ineffective behaviours

§          employees gain a greater understanding of themselves & how they interact

with co-workers

team training:

§          involves coordinating the performance of individuals who work together to

achieve a common goal

behaviour / knowledge / belief are three components of team

performance:

§          behavioural requirement means that team members must perform actions

that allow them to communicate, coordinate, adapt, & complete complex

tasks to accomplish their objectives

§          the knowledge component requires team members to function effectively in

unanticipated or new situations

§          team members beliefs about the task & feeling toward each other relate to

the attitude component

action learning

§          involve giving teams an actual problem having them work on solving it &

committing to an action plan, & the holding them accountable for carrying

out the plan

ASSIGNMENTS

1. WHAT ARE THE STRENGTHS & WEAKNESS OF LECTURE, CASE STUDY & BEHAVIOUR MODELING?

2. HOW CAN YOUR PERSONALITY AFFECT SELF-DIRECTED LEARNING?

3. WHAT ARE THE COMPONENTS OF EFFECTIVE TEAM PERFORMANCE? HOW MIGHT TRAINING STRENGTHEN THESE COMPONENTS?

4. WHAT ARE SOME OF REASONS WHY ON THE JOB TRAINING CAN BE INEFFECTIVE? WHAT CAN BE DONE TO ENSURE ITS EFFECTIVENESS?

5. PREPARE A JOB INSTRUCTIONAL MODULE FOR PREPARING TEA FOR 10 PEOPLE?

CHAPTER 8

USE OF NEW TECHNOLOGIES IN TRAINING

introduction:ø        technology is having a major impact on the delivery of training programsø        new technologies [NT] allow training to be delivered on a 24-hour basis to geographically dispersed employees. ø        NT influences training delivery in the following way:

o         customize to learnero         appeal to multiple senseso         incorporate learning principles [feedback, reinforcement,

meaningfulness]ø        NT influence training administration in the following ways:

o         paperless record keeping & enrolmento         monitoring

ø        these technologies reduce training costs & make it easier to administer training programø        NT influences training in the following ways:

o         provide information on as needed basiso         develops intellectual capital

ø        NT includes the following:ø  multimedia training ø  intelligent tutoring systems [its]ø  distance learning:

multimedia training includes

o         computer based training

o         cd-rom & laser disc

o         interactive video

o         the internet or web-based training

o         virtual reality

computer based training

§          it is interactive

§          computer provide the learning stimulus, trainee must respond & the computer

analyses the responses & provides feedback to the trainee

cd-rom & laser disc

§          using a personal computer, animation, video clips, & the graphics can be

integrated into training session

§          the user can interact with training material through using joystick or touch

screen monitor

§          cd-rom utilizes a laser to read text, graphic, audio & video off an aluminium

disc. a laser disc uses a laser to provide high quality video & sound

interactive video

§          combines the advantages of video & computer based instruction

§          instruction is provided one-on-one basis to trainees via monitor connected to

a keyboard

§          trainees use the keyboard or touch the monitor to interact with the program

§          the training program is stored on a videodisc or compact disc

the internet or web-based training

§          internet-based training refers to training that is delivered on public or private

computer networks &displayed by a web browser

§          intranet-based training refers to training delivered using the company’s own

computer network

§          the training programs are accessible only to company employees

§          web-based training supports virtual reality, animation, interaction,

communications between trainee & real-time audio & video

§          rules for the design of effective web-based training program:

>          delivery

>          instructional effectiveness

>          learner control

>          linkages:

>          sharing

delivery

o         purpose of the program is to enhance performance

o         program development is based on an analysis of trainees’ needs

o         content is relevant to real world experiences

o         training is tested on end-user

instructional effectiveness

o         trainees have opportunities to practice & receive feedback through problems,

exercises, assignments & tests

o         assessment of learning outcomes is built into the program

o         abstract concept are presented using real examples

o         trainees are urged to identify obstacles to using content in their jobs & ways to

overcome obstacles

o         multiple examples, exercises & application for the learning objectives are

presented

learner control

o         a navigator or content map is provided so trainee can move forward or

backward through the program & easily access resources & link to other

sites as needed

o         trainees can compare answers, approaches, & responses to questions to

those provided by others

o         trainees can begin the program where they want or a starting point can be

based on an assessment of their knowledge, skills, or experience related to

the program

linkages:

o         follow-up materials & additional resources [chart, tables, other web site] are

identified & easily accessible to trainee

sharing

o         opportunities exist for electronically interacting with & sharing with trainers,

peers, other trainees & expert. this may be done through e-mail, chat rooms or

bulletin boards

virtual reality

§          it provides trainees with a three-dimensional learning experience

§          technology is used to stimulate multiple senses of the trainee.

§          devices relay information from the environment to the senses. examples:

gloves provides a sense of touch. treadmills, or motion platform are used to

create a realistic artificial environment

§          device also communicate information about the trainees movements to a

computer

§          these devices allow the trainee to experience presence. presence is

influenced by the amount of sensory information available to the trainee,

control over the sensors in the environment, & the trainee’s ability to modify the

environment

§          one advantage is that it allows the trainee to practice dangerous tasks without

putting oneself & others in danger

intelligent tutoring systems [ITS]

§          refers to instructional systems using artificial intelligence

§          there are Three types of ITS:

>          Tutoring / Coaching / Empowering environments

§          the Five components of ITS are as follows:

>          User interface / Domain expert / Trainee model / Training session

manager / Trainee scenario generator

ITS can be distinguished from other new training technologies in following ways:

o         its has ability to match instruction to individual students needs

o         its can communicate & respond to the student

o         its can model the trainee’s learning process

o         its can decide on the basis of trainee’s previous performance, what

information to provide to him

o         its can make decision about the trainee’ level of understanding

o         its can complete a self-assessment resulting in a modification of its teaching

process

>          its has been used by NASA in astronaut training

tutoring

o         a structured attempt to increase trainee understanding of a constant domain

coaching

o         provides trainees with flexibility to practice skills in artificial environments

empowering environments

o         refers to the trainee’s ability to freely explore the content of the training

program

user interface

o         enables to trainee to interact with the system

domain expert

o         provides information about how to perform the task

trainee model

o         provides information about student’s knowledge

training session manager

o         interprets trainees actions & reports the result or provides coaching

trainee scenario generator

o         determines difficulty & order in which problems are presented to trainee

distance learning:

o         is used by geographically dispersed companies to provide information about

new product, policies, or procedures a well as skills training & expert

lectures to field locations

technologies for training support:

o         training support mean that these technologies are helping to capture training

content so that it is available to employees who may not have attended

training it also mean that these technologies provide information &

decision rules to employee on an as needed basis.

o         employees can access these technologies in the work environment

o         condition when training support technologies are most needed:

§          performance of task is infrequent

§          the task is lengthy, difficult & information intensive

§          the consequences of error are damaging

§          performance relies on knowledge, procedures or approaches that

frequently changes

§          there is highly employee turnover

§          little time is available for training or resources for training are few

§          employees are expected to take full responsibility for learning &

performing tasks

expert system

o         refer to technology [usually software] that organizes & applies the knowledge

of human experts to specific problems

groupware [software application]:

o         is a special type of software application that enable multiple users to track,

share & organize information, & to work on the same document

simultaneously example: lotus notes

electronic performance support system

o         it is computer application that provides skill training, information access or

expert advice

support system

o         technologies for training administration§          NT is making training administration more efficient & effective§          interactive voice technology, imaging & software application have made it easier to track training information. they also provide easy access training information for trainers to use in decision making

o         interactive voice technology§          creates an automated phone response system§          employees can also directly enrol in training programs & speak to an hr representative if they have questions. as a result of the technology, the company was able to reduce its hr staff & more quickly serve

employees’ benefit needs

o         imaging§          refers to scanning documents storing them electronically &

retrieving them

o         training software applications:        §          used to track information related to training administration, employee skills, employees’ training activities 

conclusions

o         while traditional training method can be effective, manager & trainer should

consider using NT as training methods

ASSIGNMENTS

1. ARE TRAINING SUPPORT TECHNOLOGIES ALWAYS NEEDED? JUSTIFY YOUR ANSWER.

2. WHAT ARE SOME POTENTIAL PROBLEMS WITH USING VIRTUAL REALITY TECHNOLOGY FOR TRAINING?

3. IS ALL INTERNETS TRAINING SAME? EXPLAIN

4. WHAT IS REPURPOSING? HOW DOES IT AFFECT USE OF NEW TECHNOLOGIES IN TRAINING?

5. HOW DOES LEARNER CONTROL, SHARING & LINKING CONTRIBUTE TO EFFECTIVENESS OF WEB-BASED TRAINING?

CHAPTER 9

EMPLOYEE DEVELOPMENT

introduction:

ø        it refer to formal education, that help employees prepare for the future

ø        development also helps employees prepare for change in their current job that

may result from new technology, work design, customers or products

market

ø        employee development is necessary component of o’s effort to improve

quality, to meet challenges of global competition & social change & to incorporate

technological advances & changes in work design

ø        large majority of development activity is targeted at managers; though all

levels of employees may be involved in one or more development activity

approaches to employee development:

ø        formal education:

ø        assessment:

ø        job experiences:

ø        interpersonal relationships:

formal education:

o         includes off-site & on-site programs designed specially for o’s employees.

example: executive MBA programs

o         these programs may involve lectures by business experts, business games &

simulations, adventure learning, & meeting with customers

assessment:

o         assessment is most frequently used to identify employees with managerial

potential & to measure current managers’ strength, & weakness & for promotion

o         the following are the popular assessment tools

§          MBTI / assessment centre / benchmarks / performance appraisals

& 360 degree feedback system

job experiences:

o         it refers to relationships, problems, demands, tasks or other features that

employees face in their jobs

o         the following are the various ways that job experience can be used for

employee development:

§          job enlargement / job enrichment / job rotation / transfers /

promotions / deputation

interpersonal relationships:

o         employees can develop skills & increase their knowledge about the o & its

customer by interacting with a more experienced o’al members

o         two types:

§          mentoring / coaching

the development planning process [DPP]

ø        DPP involves

o         identifying development needs

o         choosing a development goal

o         identifying the actions that need to be taken by the employee & the o to

achieve the goal

o         determining how progress toward goal attainment will be measured

o         establishing a timetable for development

steps & responsibilities in the DPP

employee responsibility firm’s responsibilitysteps

opportunity: provide assessment information to identify how do i need to improve? strengths, weaknesses interests & values

goal identification: provide development-planning guide. what do i want to develop? Manager to have development

discussion with employee

criteria: manager provides feedbackhow will i know whetheri am making progress?

actions: provide courses, assessment, job what should i do to reach experience & relationshipmy development goal?

time: manager follows up on progress toward what is timetable? development goal & helps employee set a

realistic timetable for goal achievement

ASSIGNMENTS

1. HOW COULD ASSESSMENT BE USED TO CREATE A PRODUCTIVE WORK TEAM?

2. LIST & EXPLAIN THE CHARACTERISTICS OF EFFECTIVE 360 DEGREE / 720 DEGREE FEEDBACK SYSTEM?

3. WHY DO COMPANIES DEVELOP FORMAL MENTORING PROGRAMS? WHAT ARE THE POTENTIAL BENEFITS FOR THE MENTOR & FOR THE PROTÉGÉ?

4. DISCUSS REASONS WHY MANAGERS ARE RELUCTANT TO COACH THEIR EMPLOYEES?

5. HOW COULD AN EMPLOYEE’S CURRENT JOB BE CHANGED TO DEVELOP HIS LEADERSHIP SKILLS?

CHAPTER 10

SPECIAL ISSUES IN TRAINING & EMPLOYEE DEVELOPMENT

training issues resulting from external environment

ø        legal issues:

ø        assessing the culture

ø        managing work force diversity

legal issues:

o         employee injury during training activity

o         reproducing & using copyrighted material in training class

assessing the culture

ø        besides economic / market / social / political factors; cultural factor plays a

very important role in any decision to go abroad

ø        cultural differences are explained in hofsteade / hall’s model

managing work force diversity

o         to successfully manage workforce, o need to ensure that:

§          employees understand how their values & stereotypes

influence their behaviour toward others of different

gender, ethnic, racial or religious backgrounds

§          employees gain an appreciation of cultural difference

among themselves

§          behaviours that isolate or intimidate minority groups

members improve

ASSIGNMENTS

1 DISCUSS THE IMPLICATIONS OF A SKILL-BASED SYSTEM FOR TRAINING PRACTICES?

2. WHAT ARE SOME POTENTIAL LEGAL ISSUES THAT A TRAINER SHOULD CONSIDER BEFORE DECIDING TO RUN AN ADVENTURE LEARNING PROGRAM?

3. WHAT ARE SOME POTENTIAL ADVANTAGES & DISADVANTAGES OF ATTITUDE AWARENESS BASED DIVERSITY TRAINING PROGRAM?

4. DISCUSS THE STEPS IN PREPARING A MANAGER TO GO OVERSEAS.

CHAPTER 11

CAREER MANAGEMENT

career

sequence of positions held within an occupation

protean career:

a career that frequently changes based on both changes in interests, abilities, values &

changes in the work environment

career stages

exploration

establishment

maintenance

disengagement

each career stage is characterized by developmental tasks, activities, & relationships

employees current career stage influences their needs, attitudes & job behaviours

career management systems includes:

self-assessment

reality check

goal setting

action planning

roles of employees, hr managers, managers, & ceo in career management:

employee’s role:

Taking responsibility for own career planning

manager’s role

Coach / Appraiser / Advisor / Referral agents

hr manager’s role

Offer career counseling

CEO’s role:

Provide employees with opportunities

ASSIGNMENTS

1. DEFINE OCCUPATION. LIST THE DIFFERENCES BETWEEN PROFESSION & CAREER.

2. WHY IS THE DESIGN OF ONE’S FIRST PERMANENT JOB SO IMPORTANT? 3. WHAT PARTICULAR STEPS CAN BE TAKEN TO MINIMIZE MID -CARRIER CRISES?

4. WHAT STRATEGIES CAN YOU SUGGEST FOR AVOIDING THE PROBLEM ASSOCIATED WITH OLDER WORKERS CLOGGING THE CAREER PATHS OF YOUNGER WORKERS?

5. DISCUSS THE SPECIAL PROBLEMS FACED BY DUAL-CAREER COUPLES?

6. WHAT KIND OF PROBLEMS IS ASSOCIATED WITH MANAGING OLDER & YOUNGER WORKERS?

7. CAN CAREER PLANNING BE DONE IN TERMS OF TANGIBLE FACTORS? IF YES, ILLUSTRATE YOUR ANSWER WITH AN EXAMPLE.

8. CAN CAREER BE DEFINED IN TERMS OF MONEY INSTEAD OF POSITION. IF YES JUSTIFY.

CHAPTER 12

SPECIAL CHALLENGES IN CM

introduction:

following are the special challenges in cm:

> plateauing

> skill obsolescence

> balancing work & life

> coping with loss of jobs:

> dealing with older employees

> pre-retirement socialization

> retirement

> early retirement programs [vrs]

plateauing:o         employee feels stuck in a job that offers no potential for personal

growth. skill obsolescence

o. results when employees do not update their knowledge

balancing work & life:

research suggests that dual career families, single-parent families, & families with

children under age five are likely to experience the most work & family conflicts

three types of work-family conflict exists:

o         time-based: example: travel, staying back on overtime

o         strain-based: example: a new born baby deprives parents of sleep; result it is

difficult to concentrate at work

o         behaviour-based: example: work demands that managers be logical, impartial,

& authoritarian. at the same time these managers are expected to be

warm, emotional, & friendly in their relationships with their family members or

friends

outcomes are:

o         frustration / health risk / decreased productivity / turnover

firm’s policies to accommodate work & non work:

o         communicating information about work & non work policies & job demands

o         flexibility in work arrangements & work schedules

o         support services

coping with loss of jobs:

firms that lay off employees can experience lowered job commitment, distrust of

management & difficulties recruiting new employees

to reduce the potential negative effects of lay off the following things an o should do:

o         advance warning & explanation for lay off

o         psychological, financial & career counselling

o         assessment of skills & interest

o         provide assistance in finding alternative jobs

dealing with older employees:

following actions a firm can take:

o         flexibility in scheduling allows older employees to take care of sick

spouses, go back to upgrade k / s, work few hours,

o         provide training to avoid obsolescence & be prepared to use new

technology

o         counselling for finding new jobs, & transition to less secure

positions

retirement:

> involves leaving a job & work role & making a transition into a

life without work

early retirement programs [vrs] features:

> eligibility for early retirement is usually based on age [40 years]

or years of service [10 years]

> the lump sum amount also qualifies upto five lakhs income tax

exemption

> the lump sum amount is over & the other retirement terminal

benefits like pf / gratuity / superannuation

ASSIGNMENTS

1. WHAT IS DUAL CAREER PATH? WHAT ARE THE CHARACTERISTICS OF AN EFFECTIVE DUAL-CAREER PATH?

2. HOW COULD YOU HELP DOWNSIZED SURVIVORS REMAIN MOTIVATED & PRODUCTIVE?

3. COMMENT: IF WE DO CAREER PLANNING FOR OUR EMPLOYEES, THEN WHY DO COMPANIES GO FOR DOWNSIZING?

4. CAREER MANAGEMENT IS AS IMPORTANT TO AN EMPLOYEE AS TO AN ORGANIZATION. COMMENT.

5. COMMENT: WORK-LIFE BALANCE IS EMPLOYEE’S ISSUE & NOT AN ORGANIZATION. COMMENT

CHAPTER 13

THE FUTURE OF TRAINING & DEVELOPMENT

introduction:

ø        the future trend in t&d practices will be as follow:

o         partnerships between firms to share training practices & gain leverage with

program developers & consultants

o         the use of new technologies for training delivery will increase

o         emphasis on storage & use of intellectual capital will rise

o         training departments will become virtual training organization

o         training will become more integrated with other business functions

o         training departments will work more with external partners

o         t&d will be viewed more from a change model perspective

determining if change is necessary: benchmarking & process re-engineering

ø        viewing training from a systems perspective means that the companies &

trainer need to understand both internal & external environment

ø        also need to be aware of other companies practices to ensure that their

training practice are the best possible

ø        benchmarking provides information about other companies’ practices

ø        process reengineering provides information about the effectiveness &

efficiency of training systems within the company

steps in implementing a new t& d practice

ø        change management involves four steps:

o         overcoming resistance

o         managing the transition

o         shaping political dynamics

o         using training to understand new task

ASSIGNMENTS

1 WHAT NEW SKILLS WILL TRAINERS NEED TO BE SUCCESSFUL IN THE FUTURE?

2. WHAT IS BENCHMARKING? EXPLAIN THE PROCESS YOU WOULD USE TO BENCHMARK’S COMPANT’S SAFETY TRAINING PROGRAM.

3. WHAT IS PROCESS REENGINEERING? WHY IS RELEVANT TO TRAINING?

4. DISCUSS THE STEPS NECESSARY TO INTRODUCE A NEW TRAINING PRACTICE FROM A CHANGE-MODEL PERSPECTIVE?

5. WHAT MISCONCEPTIONS DO MANAGERS HAVE ABOUT TRAINING? HOW COULD YOU CHANGE THOSE MISCONCEPTIONS?

6. DISCUSS HOW NEW TECHNOLOGIES ARE LIKELY TO IMPACT TRAINING IN THE FUTURE?

THE END

THANK YOU