Training And Development

Lecture 11 Presented By: Nurain Zuhairt

Learning Objectives At the end of the lecture you should have

developed a clear understanding of : The Meaning of Training and Development The Phases of Training

What is Training? Training

– Effort initiated by an organization to foster learning among its members.

– Tends to be narrowly focused and oriented toward short-term performance concerns.

What is Development?

Development – Effort that is oriented more toward broadening

an individual’s skills for the future responsibilities

Training and Development and Other HRM Functions

Training may permit hiring less-qualified applicants Selection Effective selection may

reduce training needs

Training aids in the achievement of performance

Performance Appraisal

A basis for assessing training needs and results

Training and development may lead to higher pay

Compensation Management

A basis for determining employee’s rate of pay

Availability of training can aid in recruitment Recruitment Provide an additional source

of trainees

Training may include a role for the union Labor Relations Union cooperation can

facilitate training efforts

The Systems Approach to Training and Development

• Four Phases – Needs assessment – Program design – Implementation – Evaluation

Systems Model of Training

Phase 1: Conducting the Needs Assessment

• Organization Analysis – An examination of the environment,

strategies, and resources of the organization to determine where training emphasis should be placed.

Phase 1: Conducting the Needs Assessment

• Task Analysis – The process of determining what the content

of a training program should be on the basis of a study of the tasks and duties involved in the job.

• Person Analysis – A determination of the specific individuals who

need training.

Phase 2: Designing the Training Program

Characteristics of successful trainers

Trainee readiness and motivation

Issues in training design

Instructional objectives

Principles of learning

Phase 2: Designing the Training Program

• Instructional Objectives – Represent the desired outcomes of a training

program • Performance-centered objectives

– Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful

Trainee Readiness and Motivation

• Strategies for Creating a Motivated Training Environment: – Use positive reinforcement. – Eliminate threats and punishment. – Be flexible. – Have participants set personal goals. – Design interesting instruction. – Break down physical and psychological

obstacles to learning.

Principles of Learning

Principles of Learning

Recognition of individual learning differences

Meaningfulness of presentation

Focus on learning and transfer

Goal setting - What’s the value?

Behavioral modeling

Principles of Learning

Feedback and reinforcement

Whole versus-part learning

Focus on method and process

Active practice and repetition

Massed-vs-distributed learning

Feedback and Reinforcement

• Behavior Modification – The technique that operates on the principle

that behavior that is rewarded, or positively reinforced, is repeated more frequently, whereas behavior that is penalized or unrewarded will decrease in frequency

Phase 3: Implementing the Training Program

Importance of training outcomes

Type of trainees

Choosing the instructional method

Nature of training

Organizational extent of training

Training Methods for Nonmanagerial Employees

• On-the-Job Training (OJT) • Apprenticeship Training • Cooperative Training, Internships, and Governmental

Training • Classroom Instruction • Programmed Instruction • Audiovisual Methods • Computer-based Training and E-Learning • Simulation Method

Training Methods for Nonmanagerial Employees

• On-the-job training (OJT) – Method by which employees are given hands-

on experience with instructions from their supervisor or other trainer.

Training Methods for Nonmanagerial Employees

• Drawbacks – The lack of a well-structured training

environment – Poor training skills of managers – The absence of well-defined job

performance criteria

On-the-Job Training

• Overcoming OJT training problems 1. Develop realistic goals and/or measures for each

OJT area. 2. Plan a specific training schedule for each trainee,

including set periods for evaluation and feedback. 3. Help managers establish a nonthreatening

atmosphere conducive to learning. 4. Conduct periodic evaluations, after training is

completed, to prevent regression.

Training Methods for Nonmanagerial Employees

• Apprenticeship training – A system of training in which a worker

entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.

Training Methods for Nonmanagerial Employees

• Cooperative Training – A training program that combines practical on-

the-job experience with formal educational classes.

Training Methods for Nonmanagerial Employees

• Internship Programs – Are jointly sponsored by colleges, universities,

and other organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations

Training Methods for Nonmanagerial Employees

• Classroom Instruction – Enables the maximum number of trainees to

be handled by the minimum number of instructors.

– “Blended” learning—lectures and demonstrations are combined with films, DVDs, and videotapes or computer instruction.

Training Methods for Nonmanagerial Employees

• Programmed Instruction – Referred to as self-directed learning—

involves the use of books, manuals, or computers to break down subject matter content into highly organized, logical sequences that demand continuous response on the part of the trainee.

Training Methods for Nonmanagerial Employees

• Audiovisual Methods – Technologies, such as CDs and DVDs, are

used to teach skills and procedures by illustrating the steps in a procedure or interpersonal relations

Training Methods for Nonmanagerial Employees

• E-Learning – Learning that takes place via electronic media

such web and computer-based training (CBT) – Allows the firm to bring the training to

employees – Allows employees to customize their own

learning in their own time and space – Provides continuously updated

training materials.

Training Methods for Nonmanagerial Employees

• Simulation – The simulation method emphasizes realism in

equipment and its operation at minimum cost and maximum safety.

– Used when it is either impractical or unwise to train employees on the actual equipment used on the job.

Training Methods for Management Development

• On-the-Job Experiences • Seminars and Conferences • Case Studies • Management Games • Role Playing • Behavior Modeling

On-the-Job Experiences

• Coaching • Understudy Assignment • Job Rotation • Lateral Transfer • Special Projects • Action Learning • Staff Meetings • Planned Career Progressions

Case Studies • The use of case studies is most appropriate

when: 1. Analytic, problem-solving, and critical

thinking skills are most important. 2. The knowledge and skills required are

complex and participants need time to master them.

3. Active participation is desired.

Case Studies

4. The process of learning (questioning, interpreting, and so on) is as important as the content.

5. Team problem solving and interaction are possible.

Role Playing • Successful role play requires that instructors:

– Ensure that group members are comfortable with each other.

– Select and prepare the role players by introducing a specific situation.

– To help participants prepare, ask them to describe potential characters.

– Realize that volunteers make better role players.

Behavior Modeling – An approach that demonstrates desired

behavior and gives trainees the chance to practice and role-play those behaviors and receive feedback.

– Involves four basic components: • Learning points

• Model

• Practice and role play

• Feedback and reinforcement

Phase 4: Evaluating the Training Program

Criterion 4: Results assessment

Criterion 2: Extent of learning

Measuring program effectiveness

Criterion 1: Trainee reactions

Criterion 3: Learning transfer to job

Criterion For Evaluating Training

Criterion 1: Reactions • Participant Reactions.

– The simplest and most common approach to training evaluation is assessing trainees.

– Potential questions might include the following: What were your learning goals for this program? Did you achieve them? Did you like this program? Would you recommend it to others who have similar learning goals? What suggestions do you have for improving the program? Should the organization continue to offer it?

Criterion 2: Learning

• Checking to see whether they actually learned anything. – Testing knowledge and skills before beginning

a training program gives a baseline standard on trainees that can be measured again after training to determine improvement.

– However, in addition to testing trainees, test employees who did not attend the training to estimate the differential effect of the training

Criterion 3: Behavior

• Transfer of Training – Effective application of principles learned

to what is required on the job. • Maximizing the Transfer of Training

1. Feature identical elements 2. Focus on general principles 3. Establish a climate for transfer. 4. Give employees transfer strategies

Criterion 4: Results or Return on Investment (ROI)

• Utility of Training Programs. – Calculating the benefits derived from training:

How much did quality improve because of the training program?

How much has it contributed to profits?

What reduction in turnover and wasted materials did the company get after training?

How much has productivity increased and by how much have costs been reduced?

Criterion 4: Results

• Return on Investment – Viewing training in terms of the extent to

which it provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change.

– ROI = Results/Training Costs • If the ROI ratio is >1, the benefits of the training

exceed the cost of the program • If the ROI ratio is <1, the costs of the training

exceed the benefits.

Criterion 4: Results

• Benchmarking – The process of measuring one’s own services

and practices against the recognized leaders in order to identify areas for improvement. 1. Training activity: How much training is occurring? 2. Training results: Do training and development

achieve their goals? 3. Training efficiency: Are resources utilized in the

pursuit of this mission?

Special Training and Development Topics

Basic skills training

Organization-wide training programs

Orientation training

Team training and cross training

Diversity training

References

• Snell, Scott, Bohlander, George, Vohra, Veena (2010) Human Resource Management: A South-Asian Perspective, India: Cengage Learning India Pvt. Ltd.

Case Study Exercise • At Nestle, the willingness to learn is therefore an

essential condition to be employed. First and foremost, training is done on- the-job. Guiding and coaching is part of the responsibility of each manager and is crucial to make each one progress in his/her position.

Formal training programs are generally purpose-oriented and designed to improve relevant skills and competencies. Therefore they are proposed in the framework of individual development programs and not as a reward.

Questions

1) Identify the difference between Training and Development (4)

2) Explain the advantages to Nestle of recruiting and selecting people who are ‘willing to learn’ . (6)

3) What is meant by ‘On the job Training’ (2)

Questions

4) Explain the possible limitations Nestle could face as a result of on the job training (6)

5)Explain the Training Need identified by Nestle. (4)

6) Discuss the other possible analyses Nestle could use to assess training needs (4)

7) Identify and Explain the possible training methods required for managers of Nestle. (6)