Post on 30-Dec-2015
transcript
D. BorisovaD. Borisova
Human Resources Human Resources ManagementManagement
T5 Training & DevelopmentT5 Training & Development
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Definitions of LearningDefinitions of Learning
Knowledge … got by study Knowledge … got by study (Shorter Oxford Dictionary)(Shorter Oxford Dictionary)
Relatively permanent change in behaviour that occurs as a Relatively permanent change in behaviour that occurs as a result of practice or experience result of practice or experience ( Bass and Vaughan, 1966)( Bass and Vaughan, 1966)
Learning has occurred when a person:Learning has occurred when a person:– Knows something he/she did not know earlier, and can show itKnows something he/she did not know earlier, and can show it
– Is able to do something which they were not able to do beforeIs able to do something which they were not able to do before
(Honey and Mumford, 1992)(Honey and Mumford, 1992)
““You cannot make people learn, and you cannot stop You cannot make people learn, and you cannot stop them”them”
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Management of the Learning ProcessManagement of the Learning Process(Preview)(Preview)
Assess what you think employees need to learnAssess what you think employees need to learn
Plan the opportunities to facilitate learning Plan the opportunities to facilitate learning experiencesexperiences
Evaluate what has worked well, and what has Evaluate what has worked well, and what has been less successfulbeen less successful
Redesign the learning programme accordinglyRedesign the learning programme accordingly
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Characteristics of LearningCharacteristics of Learning
A relatively permanent change in behavior that occurs as a result of : PRACTICE (deliberate)
EXPERIENCE (accidental)
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APPROACHES TO LEARNINGAPPROACHES TO LEARNING
CONDITIONINGCONDITIONING
Focus on observable behavior: Focus on observable behavior: DDrive-rive-SStimulus-timulus-RReinforcementeinforcement
Drills (safety, machine Drills (safety, machine use etc.)use etc.)
LanguagesLanguages
Procedures Procedures (emergencies)(emergencies)
SimulatorsSimulators
COGNITIVE (structured)COGNITIVE (structured)““Learning occurs within the Learning occurs within the mind”mind”
InductionInduction
Management and Management and leadershipleadership
Team workTeam work
Interpersonal skillsInterpersonal skills
Career developmentCareer development
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Ivan PavlovIvan Pavlov
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B.F. SkinnerB.F. Skinneroperant conditioningoperant conditioning
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The Learning Cycle The Learning Cycle (David Kolb et al., 1974)(David Kolb et al., 1974)
Stage 1: Having an experienceStage 1: Having an experience
Stage 2: Reviewing the experienceStage 2: Reviewing the experience
Stage 3: Concluding from the experienceStage 3: Concluding from the experience
Stage 4: Planning the next stepStage 4: Planning the next step
……and repeat the cycleand repeat the cycle
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Learning Styles Learning Styles (Honey & Mumford, 1992)(Honey & Mumford, 1992)
Activists:Activists: get fully involved in whatever is happening; get fully involved in whatever is happening; seek out new experiences, ideas and techniques seek out new experiences, ideas and techniques
Reflectors:Reflectors: do not take fast decisions, stand back and do not take fast decisions, stand back and observe and analyze all dataobserve and analyze all data
Theorists:Theorists: think through the problem logically; think through the problem logically; perfectionists; value rationalityperfectionists; value rationality
Pragmatists:Pragmatists: are keen to check how the new ideas and are keen to check how the new ideas and theories work in practicetheories work in practice
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Barriers to learningBarriers to learning
People may be afraid to do something People may be afraid to do something wrong and to be laughed atwrong and to be laughed at
No time to sit back and reflectNo time to sit back and reflect
Different learning types:Different learning types:– Some people don’t learn from lectures and Some people don’t learn from lectures and
booksbooks– Other enjoy new theories but are not Other enjoy new theories but are not
interested in how they work in practiceinterested in how they work in practice
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Other approaches to learningOther approaches to learning
Visual – Auditory – Kinaesthetic learningVisual – Auditory – Kinaesthetic learning
Left-brain (logical) or right brain (creative)Left-brain (logical) or right brain (creative)
Learning curve – forgetting curve – recalling Learning curve – forgetting curve – recalling curvecurve
Memorising; mnemonics (ABC); number rhymes; Memorising; mnemonics (ABC); number rhymes; storiesstories
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Definition of TrainingDefinition of Training
System process of change in behavior, System process of change in behavior, knowledge, skills, attitudes (KSA) knowledge, skills, attitudes (KSA) and/or motivation of employees aiming and/or motivation of employees aiming to achieve correspondence between to achieve correspondence between position/job requirements and position/job requirements and employee’s personal characteristicsemployee’s personal characteristics
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Importance of T&DImportance of T&D
Strategic functionStrategic function
Competitive advantageCompetitive advantage
Return of Investment in People Return of Investment in People
Winning strategy in “War for talents”Winning strategy in “War for talents”
Profit generator Profit generator
Important element of working processImportant element of working process
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Types of TrainingTypes of Training
FormalFormal
InformalInformal
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Characteristics of TrainingCharacteristics of Training
Specific for different businesses Practical Skills acquisition Related to business objectives Measurable Task-oriented Final test/exam
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Characteristics of Characteristics of DevelopmentDevelopment
Dependent on pre-existing knowledge
IndividualisticIndividualistic
Self-generatedSelf-generated
Hard to measureHard to measure
Relies on feedbackRelies on feedback
Could be both planned Could be both planned and unplannedand unplanned
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Principles of TrainingPrinciples of Training
AdequacyAdequacy
Problem-orientated Problem-orientated
Linked to process of workLinked to process of work
Connected with performanceConnected with performance
Lifelong learning Lifelong learning
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SYSTEMATIC TRAININGSYSTEMATIC TRAINING
INVESTIGATE & ANALYSE TRAINING NEEDS
DESIGN TRAINING EVENT
DELIVER THE TRAINING
EVALUATE THE TRAINING
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1. TRAINING NEEDS 1. TRAINING NEEDS ANALYSISANALYSIS
Training must be Training must be drivendriven by the by the business needs of the organisation. If business needs of the organisation. If the link to business needs can be the link to business needs can be established this will ensure that training established this will ensure that training is focused on the real issues and is focused on the real issues and demonstrates it relevance to the demonstrates it relevance to the businessbusiness
Roland & Frances Bee: Training Needs Analysis and Roland & Frances Bee: Training Needs Analysis and Evaluation IPM 1994Evaluation IPM 1994
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Three levels of TNAThree levels of TNA
OrganisationalOrganisational
Job or Occupational / Job or Occupational / TeamTeam
IndividualIndividual
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Methods of training needs Methods of training needs analysisanalysis
1.1. Analysis of business and HR strategyAnalysis of business and HR strategy
2.2. Analysis of job description and person Analysis of job description and person specificationspecification
3.3. Analysis of personnel appraisal resultsAnalysis of personnel appraisal results
4.4. Review of feedback from past training Review of feedback from past training activitiesactivities
5.5. InterviewingInterviewing
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2. DESIGN TRANING EVENT:2. DESIGN TRANING EVENT:Training methodsTraining methods
1.1. On the jobOn the job
2.2. At the jobAt the job
3.3. Off the jobOff the job
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Training providersTraining providers
InternalInternal– HR specialistHR specialist– Manager (mentoring, coaching)Manager (mentoring, coaching)– Other specialist (“Train the trainers”)Other specialist (“Train the trainers”)
ExternalExternal– Open coursesOpen courses– Tailor-made coursesTailor-made courses
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Trainability tests…Trainability tests…
Another use of Another use of selection methodsselection methods
Important to ensure Important to ensure trainee will benefittrainee will benefit
Also to avoid waste of Also to avoid waste of resourcesresources
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3. TRAINING DELIVERY 3. TRAINING DELIVERY METHODSMETHODS
ON THE JOB
IN THE FIELD
OFF THE JOB
Sink or Swim Sit by “Nellie”Guided instruction Coaching
Projects Internal Consultancy
Self-directed Learning Coaching
Simulations (equipment, materials, situations)
Discussions, meetings, “clinics”
Case Studies, Demonstrations, Lectures
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4. EVALUATION: METHODS AND 4. EVALUATION: METHODS AND LEVELSLEVELS
LEVEL OF EVALUATIONLEVEL OF EVALUATION EVALUATION QUESTIONSEVALUATION QUESTIONS
ReactionReaction What trainees What trainees feelfeel they have learned they have learned
LearningLearning What trainees What trainees have actuallyhave actually learned learned
Job BehaviorJob Behavior Impact on job performance; learning Impact on job performance; learning transfertransfer
Team / DepartmentalTeam / Departmental Impact on team or departmental Impact on team or departmental performanceperformance
OrganisationalOrganisational Value for money; cost effectiveness; Value for money; cost effectiveness; cost benefit; business contributioncost benefit; business contribution
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In support of Organisational In support of Organisational PoliciesPolicies
Induction training and the induction Induction training and the induction crisiscrisisTackling performance problems Tackling performance problems (discipline and dismissal)(discipline and dismissal)Health and SafetyHealth and SafetyCustomer RelationsCustomer RelationsEquality of OpportunityEquality of OpportunityTeamwork and Leadership trainingTeamwork and Leadership trainingTo develop ManagersTo develop Managers
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Dr. Elizabeth Kubler-RossDr. Elizabeth Kubler-RossChange cycleChange cycle
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Employee development (ED) strategies Employee development (ED) strategies corresponding to corporate strategiescorresponding to corporate strategies
Continuous learning strategyContinuous learning strategy ( (Learning Learning organizationorganization))
Mass training strategyMass training strategy
Priority training strategyPriority training strategy ( (only of key personnelonly of key personnel))
Training to achieve strategic advantageTraining to achieve strategic advantage
Anticipatory training for introduction of new Anticipatory training for introduction of new technologiestechnologies
Training linked to career developmentTraining linked to career development
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Motives in favor of strategic EDMotives in favor of strategic ED
Knowledge based economyKnowledge based economyNecessity of building a learning organizationNecessity of building a learning organizationFast moral exhaustion of knowledgeFast moral exhaustion of knowledgeShort innovation and product life cyclesShort innovation and product life cycles
Hyper competition Hyper competition
Change in corporate knowledge and organization Change in corporate knowledge and organization valuesvalues
Aging of some professionsAging of some professions
More expensive educationMore expensive education
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Reasons for training failureReasons for training failure (1) (1)
No reward for trainee efforts and newly No reward for trainee efforts and newly acquired skills acquired skills - 58%- 58%
Insufficient time to realize training Insufficient time to realize training programs programs - 55%- 55%
Work environment is different from the Work environment is different from the learned and acquired behavior learned and acquired behavior - 53%- 53%
Insufficient motivationInsufficient motivation - 47%- 47%
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Reasons for training failure Reasons for training failure (2)(2)
Inaccurate analysis of training needsInaccurate analysis of training needs 40%40%
Change in training needs after the training has Change in training needs after the training has been designed and implementedbeen designed and implemented35%35%
Lack of managerial supportLack of managerial support 330%0%
Insufficient training budgetInsufficient training budget 21%21%
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Factors for effective trainingFactors for effective training (1) (1)
1.1. The trainer keeps close contact with top The trainer keeps close contact with top management management
2.2. Clear and well defined training objectivesClear and well defined training objectives
3.3. Direct contact between trainer and traineeDirect contact between trainer and trainee
4.4. Connection and correspondence Connection and correspondence between corporate and training strategybetween corporate and training strategy
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Factors for effective training Factors for effective training (2)(2)
5.5. Individual development is a key for Individual development is a key for organizational developmentorganizational development
6.6. Training methods are based on learning Training methods are based on learning through practicethrough practice
7.7. Discussions during the trainingDiscussions during the training
8.8. Specific preparations are made to ensure Specific preparations are made to ensure that the learned will be put in practice that the learned will be put in practice shortly after the training shortly after the training
9.9. Focus both on long-term and short-term Focus both on long-term and short-term effect of training effect of training
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Management developmentManagement development
PlannedPlanned – – to achieve long-term to achieve long-term company objectivescompany objectives
ReactiveReactive – – to solve current to solve current performance problemsperformance problems
Proactive / Motivational Proactive / Motivational – – to answer to answer individual expectations for career individual expectations for career development development
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Elements of efficient employee Elements of efficient employee developmentdevelopment
Willingness of employees for self-Willingness of employees for self-development development
Willingness of organization to develop Willingness of organization to develop the employeesthe employees
Willingness of line managers to Willingness of line managers to develop the subordinatesdevelop the subordinates
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Postulate in trainingPostulate in training
„„A person learns:A person learns:
10% 10% of what he/she listens,of what he/she listens,
50% 50% of what he/she sees,of what he/she sees,
70% 70% of what he/she studies and revisesof what he/she studies and revises
andand
90% 90% of what he/she does and puts in of what he/she does and puts in practicepractice””
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Thank youThank you!!