HUMAN RESOURCE DEVELOPMENT GROUP 5 PERSONNEL MANAGEMENT II XAVIER INSTITUTE OF SOCIAL SERVICE 1HUMAN...

HUMAN RESOURCE DEVELOPMENT 1

TRAINING AIDES AND METHODS

HUMAN RESOURCE DEVELOPMENTGROUP 5

PERSONNEL MANAGEMENT IIXAVIER INSTITUTE OF SOCIAL SERVICE

GROUP MEMBERS

2HUMAN RESOURCE DEVELOPMENT

ROLL NO. NAME05 Daksh Agrawal14 Sneha27 Navya Jain37 Anand Shankar51 Priyanka

Srivastava65 Pooja Rani


ROADMAP

• Job Instruction Training• Job Rotation• Coaching• Mentoring• Lecture• Discussion• Vestibule Training• Case Study• Role Play• Out – bound Training Program• E – Learning


TRAINEE CHARACTERSTICS Ability Personality Motivation

TRAINING DESIGN Principles of

Learning Training Aides and

Methods

WORK ENVIRONMENT Support Opportunity to Use

Learning & Retention

Generalization & Maintenance

Training Inputs Training Outputs

Conditions of Transfer

BALDWIN & FORD’S (1988) TRANSFER OF TRAINING MODEL


TRAINING METHODS AND TECHNIQUES

Methods Techniques

On-the-job training

Job Instruction Training

Job Rotation

Coaching

Mentoring

Classroom Lecture

Conference/Discussion

Audiovisual• Static Media (e.g. Handouts, books)• Dynamic Media ( e.g. DVD, Video, film)• Telecommunication (e.g. Satellite Transmission, Internet)

Computer-based training (classroom based)•Networked Computer labs/Classrooms


TRAINING METHODS AND TECHNIQUES

Methods Techniques

Classroom Experiential Techniques

• Case Study• Business Games• Role Play• Behavioral Modelling

Self-Paced Paper-Based Training• Workbooks (e.g. Programmed Instruction)

Computer-Based training (non-classroom-based)•Computer-aided instruction (e.g. multimedia, CD-ROM)•Internet/Intranet•Intelligent Computer-aided instruction


ON-THE-JOB TRAINING

• JOB INSTRUCTION TRAINING–Prepare the worker–Present the task–Practice the task–Follow-up


ON-THE-JOB TRAINING

• JOB ROTATION– Train on different tasks/positions

– Often used to train entry-level managers

– Also used to provide back-up in production positions


ON-THE-JOB TRAINING

• COACHING• Takes place between worker and supervisor

– Can provide specific performance improvement and correction

• MENTORING• Senior employee paired with a junior employee

(“protégé”)– Helps to learn the ropes– Prepares protégé for future advancement


CLASSROOM TRAINING

LECTURE METHOD

The lecture method involves the oral presentation of

information by a subject matter expert to a group of listeners. It is an efficient way of transmitting

factual information to a large audience in a relatively short amount of time. It is an effective way to facilitate

the transfer of theories, concepts, procedures, and

other factual material.


ADVANTAGES OF THE LECTURE METHOD:

Less expensive Can be reached large number of people at once Knowledge building exercise Saves time

DRAWBACKS OF THE LECTURE METHOD:

One way communicationInability to identify and correct misunderstandingsLess effective because lectures require long periods of trainee inactivity.Lack of sharing of ideas among trainees.

CLASSROOM TRAINING


DISCUSSION METHOD

This method uses a lecturer to provide the learners with context that is supported, elaborated, explains, or expanded on through interactions both among the trainees and between the trainer and the trainees. The interaction and the communication between these two make it much more effective and powerful than the lecture method. If the Discussion method is used with proper sequence i.e. lectures, followed by discussion and questioning, can achieve higher level knowledge objectives, such as problem solving and principle learning.

CLASSROOM TRAINING


DISCUSSION METHOD

The success of this method is dependent upon theability of the trainer to initiate and manage classdiscussion by asking following type of questions:• Direct question- illustrate and produce a very narrow

response• Reflective questions- used to mirror what someone

else has said to make sure the message was received as intended.

• Open ended question- used to challenge the trainees to increase their understanding of a specific topic.

CLASSROOM TRAINING


LIMITATIONS OF DISCUSSION METHOD:• A skilled facilitator is needed to manage the

discussion process• Sufficient time must be available for meaningful

discussion to take place• Trainees need to have a common reference point

for meaningful discussion to occur

CLASSROOM TRAINING


• VESTIBULE TRAININGIt occurs off the job on equipment or methods that are highly similar to the ones used on the job. It enables the trainees to concentrate on learning new skills rather than on performing on actual job. This type of training is efficient to train semi-skilled personnel, particularly when many employees have to be trained for the same kind of work at the same time.

OFF–THE-JOB TRAINING


CASE STUDIES

It tries to simulate decision making situation that trainees may find at their work place. It reflects the situations and complex problems faced by managers, staff, HR, CEO, etc. The objective of the case study method is to get trainees to apply known concepts and ideologies and ascertain new ones. The case study method emphasize on approach to see a particular problem rather than a solution.

CLASSROOM TRAINING


PROCEDURE OF THE CASE STUDY METHOD

· The trainee is given with some written material, and the some complex situations of a real or imaginary organization. A case study may range from 50 to 200 pages depending upon the problem of the organization.· A series of questions usually appears at the end of the case study.· The longer case studies provide enough of the information to be examined while the shorter ones require the trainee to explore and conduct research to gather appropriate amount of information.· The trainee then makes certain judgment and opines about the case by identifying and giving possible solutions to the problem.· In between trainees are given time to digest the information. If there is enough time left, they are also allowed to collect relevant information that supports their solution.· Once the individuals reach the solution of a problem, they meet in small groups to discuss the options, solutions generated.· Then, the trainee meets with the trainer, who further discusses the case.

CLASSROOM TRAINING


CASE STUDY METHOD FOCUSES ON:

A. Building decision making skills B. Assessing and developing Knowledge, Skills and Attitudes (KSAs) C. Developing communication and interpersonal skills D. Developing management skills E. Developing procedural and strategic knowledge

CLASSROOM TRAINING


ROLE PLAY

It is a simulation in which each participant is given a role to play. Trainees are given with some information related to description of the role, concerns, objectives, responsibilities, emotions, etc. Then, a general description of the situation, and the problem that each one of them faces, is given. For instance, situation could be strike in factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the participants read their role descriptions, they act out their roles by interacting with one another.

CLASSROOM TRAINING


ROLE PLAYS HELPS IN:

· Developing interpersonal skills and communication skills· Conflict resolution· Group decision making· Developing insight into one’s own behavior and its impact on others

CLASSROOM TRAINING


THERE ARE VARIOUS TYPES OF ROLE PLAYS, SUCH AS:

MULTIPLE ROLE PLAY – In this type of role play, all trainees are in groups, with each group acting out the role play simultaneously. After the role play, each group analyzes the interactions and identifies the learning points.

SINGLE ROLE PLAY – One group of participants plays the role for the rest, providing demonstrations of situation. Other participants observe the role play, analyze their interactions with one another and learn from the play.

ROLE ROTATION – It starts as a single role play. After the interaction of participants, the trainer will stop the role play and discuss what happened so far. Then the participants are asked to exchange characters. This method allows a variety of ways to approach the roles.

SPONTANEOUS ROLE PLAY – In this kind of role play, one of the trainees plays herself while the other trainees play people with whom the first participant interacted before.

CLASSROOM TRAINING


IN-BASKET EXERCISE

CLASSROOM TRAINING


IN-BASKET EXERCISE• In-basket exercise is a type of simulation used in

management training and development as well as assessment centers.

• Trainees are given a packet of materials (such as requests, complaints, memos, messages, and reports) which make up the in-basket.

CLASSROOM TRAINING


IN-BASKET EXERCISE• It affords an opportunity to assess and/or develop

decision-making skills and attitudes.

• The goal of this technique is to assess the trainees ability to establish priorities, plan, gather relevant information and make decisions.

CLASSROOM TRAINING


Step 1 •Trainees are informed of their promotion.•Trainees are given the necessary information.

Step 2 •Trainees receive the contents of the managers’ in-basket.

Step 3 •Trainees are asked to read, organize, prioritize and make decisions regarding the issues presented by the in-basket material.

Step 4 •Trainees’ decisions are then evaluated and feedback provided.

In-Basket Excercises


IN-BASKET EXERCISE EVALUATION & FEEDBACK• When the in-basket is completed, the trainer asks the

trainee to identify the processes used in responding to the information and to discuss their appropriateness.

• The trainer provides feedback, reinforcing appropriate decisions and processes or asking the trainee to develop alternatives.

• A variation is to have trainees discuss their processes in a group format moderated by the trainer. Here the trainer should attempt to get the trainees to discover what worked well, what didn't and why.

CLASSROOM TRAINING


IN-BASKET EXERCISE• The object of this technique is to force the

trainees to make decisions in the allotted time period giving due importance to the various tasks.

• The trainees are evaluated not only on the quality of their decisions but also on their ability to prioritize and to deal effectively with all of the critical documents.

CLASSROOM TRAINING


ADVANTAGES of In-Basket Excercises1. Best at developing procedural and strategic

knowledge.2. Enhances decision making skills of the trainees.3. Helps in developing interpersonal skills.

CLASSROOM TRAINING


LIMITATIONS of In-Basket Excercises1. It may lack the realistic complexity and

information present in the real life situation.2. This may undermine the extent to which the

learning is transferred on the job.

CLASSROOM TRAINING


MANAGEMENT/BUSINESS GAMES

CLASSROOM TRAINING


MANAGEMENT/BUSINESS GAMES• A development technique in which teams of

managers compete by making decisions regarding realistic but simulated situations.

• Business games attempt to reflect the way an industry, company, or functional area operates.

• They also reflect a set of relationships, rules, and principles derived from appropriate theory (e.g., economics, organizational behavior, etc.).

CLASSROOM TRAINING


MANAGEMENT/BUSINESS GAMES

Step 1 •Trainees are given information describing a situation and the rules for playing the game.

Step 2 •Trainees are asked to play the game.•Usually trainees are required to take decisions, given the available information.

Step 3 •Trainees are given feedback on the results.•They may be asked to take another set of decisions on the basis of the feedback provided.

CLASSROOM TRAINING


CLASSROOM TRAINING

ADVANTAGES of Management Games

• People learn best by being involved.• Help in developing problem-solving skills.• Help in focussing attention on planning rather

than just putting out fires.• Nurtures leadership skills in the trainees.• Fosters cooperation and team work.


LIMITATIONS of Management Games1. Since games involve an element of competition,

if the trainer is not careful, the learning points might take a backseat.

2. It may be expensive in time and cost aspects.

CLASSROOM TRAINING


OUTBOUND TRAINING• Outbound Training Programs are literally what the name

implies, training programs in a locale and environment which is ‘out’ of the place and situation of work.

• These programs are conducted outdoors, usually in secluded locations where there is an absence of human activity. In an up, close and informal environment, surrounded by nature and tranquility, people become more reflective and candid, paving the way for a complete and effective learning process.

• These also involve activities such as outdoor games and adventure sports.


• The activities are typically physical and high energy and more often than not use nature as a backdrop. Most of these are carried out in camps set in forests, hills or deserts, in a landscape providing variety and a chance for adventure. Rafting, trekking, rappelling, rock climbing, treasure hunts, construction and other high adrenaline activities are combined to create the mix which is most appropriate to the participant profile and the learning objectives of the training program.

• After spending a few days outdoors, team members tend to bond together in a way that is often not impossible in a high voltage, urban office atmosphere with its attendant stress and worries.


• The areas where outbound programs make an effective impact are:· Teambuilding· Leadership Development· Conflict Resolution· Change Management· Personal/Professional Effectiveness· Communication Skills· Interpersonal Skills· Partnerships


• Outbound programs have been found to be particularly effectual in areas that entail communication of shared vision and goals, interpersonal relationships, trust and bonding, motivation, behavior change and personal efficiency.

• Outbound programs demonstrate that people can become more cohesive, shedding their inhibitions, losing their mask and becoming more receptive to learning.

• It also proves that in spite of differences in cultures and ethnic backgrounds, people can live and work together and that it is inherent in human nature to be helpful. In an environment such as this, it becomes possible for an experienced executive coach or facilitator to identify weaknesses, strengths and suggest new coping behavior for trouble areas.


e-Learning

• E-learning is commonly referred to the intentional use of networked information and communications technology in teaching and learning.

• “e” in e-learning stands for the word ‘electronic’.

• e-learning incorporates all educational activities that are carried out by individuals or groups working online or offline, and synchronously or asynchronously via networked or standalone computers and other electronic devices.


• Various types or modalities of e-learning activity are;


Individualized self-paced e-learning Online

• Individualized self-paced e-learning Online refers to situations where an individual learner is accessing learning resources such as a database or course content online via an Intranet or the Internet.

• A typical example of this is a learner studying alone or conducting some research on the Internet or a local network.


Individualized self-paced e-learning Offline

• Individualized self-paced e-learning Offline refers to situations where an individual learner is using learning resources such as a database or a computer-assisted learning package offline (i.e., while not connected to an Intranet or the Internet).

• An example of this is a learner working alone off a hard drive, a CD or DVD.


Group-based e-learning synchronously

• Group-based e-learning synchronously refers to situations where groups of learners are working together in real time via an Intranet or the Internet.

• It may include text-based conferencing, and one or two-way audio and videoconferencing.

• Examples of this include learners engaged in a real-time chat or an audio-video conference.


Group-based e-learning asynchronously

• Group-based e-learning asynchronously refers to situations where groups of learners are working over an Intranet or the Internet where exchanges among participants occur with a time delay (i.e., not in real time).

• Typical examples of this kind of activity include on-line discussions via electronic mailing lists and text-based conferencing within learning managements systems.


Advantages of e-Learning• Valuable extensions of distance education

programs provided by certain organizations.• For the corporate, e-learning is a way of

rationalizing the costs of the in-house staff training activities.

• For campus-based educational organizations, e-learning is a way of improving access to the programs and also as a way of tapping into growing niche markets.

• Aid for teachers to support their teaching.


• The contemporary student population (often called the “Net Generation”, or “Millennials”) who have grown up using information and communications technology also expect to see it being used to enhance educational experiences and better learning.


Disadvantages of e-learning• The fundamental obstacle to the growth of e-

learning is lack of access to the necessary technology infrastructure, for without it there can be no e-learning.

• Involves costs of infrastructure support and its maintenance, and appropriate training of staff to enable them to make the most of the technology.


CONCLUSION• Training management in organizations can no

longer be restricted to the cut and dry training methods, there has to be an appropriate mix of training methodologies.

• Blended Learning – a combination of traditional classroom based and technology enhanced training, is what requires to be achieved for effective Training.


• Trainer bears the primary responsibility for the implementation of the program;– Trainer should be able to get the program to a good

start, and then maintain the momentum.– Establish rapport with trainees. – Establish clear expectations.– Assess motivation – Reinforce motivation.– Build a climate of mutual respect and openness.

• Physical environment also requires to be aligned;– Comfort level - trainee must feel comfortable in order

to concentrate and learn.– Support equipments must be ready and operational.– Physical distractions must be minimized.


Quote

Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit.

- Aristotle

http://thinkexist.com/quotation/excellence_is_an_art_won_by_training_and/10320.html







BIBLIOGRAPHY• Human Resource Development, Jon M. Werner & Randy L.

Desimone, Pg. 151-201,Eighth Edition, Cengage Learning India Pvt. Ltd.

• http://www.citehr.com/103171-writing-s-m-r-t-training-objectives.html, Writing S.M.A.R.T Training objectives, www. Citehr.com, Accessed on 20th November, 2011

• www.cemca.org/e-learning_guidebook.pdf (Retrieved November, 2011)

• http://www.mmmts.com/outbound_training.htm (Accessed November, 2011)

• http://corporateexecutivecoaching.net/867691-Corporate-Training-Benefits-of-an-outbound-training-program.html “Corporate Training: Benefits of an outbound training program”, Sonia Kapur (Accessed November, 2011)

• http://www.chillibreeze.com/articles_various/importance-of-out-of-classroom-corporate-training-1010.asp “Importance of Out of Classroom Corporate Training”, Neha Lehl (Accessed November, 2011)

http://www.citehr.com/103171-writing-s-m-r-t-training-objectives.html

http://www.citehr.com/103171-writing-s-m-r-t-training-objectives.html

http://www.cemca.org/e-learning_guidebook.pdf

http://www.mmmts.com/outbound_training.htm

http://corporateexecutivecoaching.net/867691-Corporate-Training-Benefits-of-an-outbound-training-program.html

http://corporateexecutivecoaching.net/867691-Corporate-Training-Benefits-of-an-outbound-training-program.html

http://www.chillibreeze.com/articles_various/importance-of-out-of-classroom-corporate-training-1010.asp

http://www.chillibreeze.com/articles_various/importance-of-out-of-classroom-corporate-training-1010.asp


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