training and development - manu melwin joy
TRANSCRIPT
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Training and Development
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Prepared By
Kindly restrict the use of slides for personal purpose. Please seek permission to reproduce the same in public forms and presentations.
Manu Melwin JoyAssistant Professor
Ilahia School of Management Studies
Kerala, India.Phone – 9744551114
Mail – [email protected]
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Case study :Taking change at Domtar; What it takes for a turnaround.
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Case Study : Domtar
• Third Largest Producer of uncoated free sheet paper in North America.
• In the decade prior to 1996, it had one of the worst financial records in the pulp and paper industry.
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Case Study : Domtar• Bureaucratic and hierarchical
organization with no clear goals. • Half of the business in trouble
areas. • Did not have critical mass to
compete with bigger names in the industry.
• Balance sheet was in bad shape.• Did not have investment grade
status in its long term debts.
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Case Study : Domtar
• In 1996, Raymond Royer
was name president and
CEO.
• He decided to focus on
two goals.
– Return on investment.
– Customer service.
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Case Study : Domtar• Royer told Domtar
employees that in order to
survive, they need to
participate in the
consolidation of the industry
and increase its critical mass.
• The goal was to become the
preferred supplier.
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Case Study : Domtar• He explained to the executive
team that there are three pillars to
the company.
– Customers.
– Shareholders.
– Ourselves.
• He noted that it is only “ourselves”
that are able to have any impact
on changing the company.
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Case Study : Domtar• Royer implemented Kaizen in
Domtar, a process of getting
employees involved by using
their expertise in the
development of new and more
effective ways of doing things.
• He believed in tapping the
intelligence of experts, the
employees.
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Case Study : Domtar• The success of any change
process requires extensive
training and therefore, training
became a key part of Royer’s
strategy for Domtar.
• He believed that it is employees
competence that make the
difference. This was later called
the “Domtar Difference”.
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Case Study : Domtar• Training a Domtar went
beyond the traditional job
training necessary to do
the job effectively and
include training in
customer service and
kaizen.
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Case Study : Domtar• Using the Kaizen Approach, employees
developed a new way of cutting trees
into planks.
• The result was fewer wood chips to
transport and more logs produced per
tree.
• Since 1997, it is estimated that Kaizen
has saved Domtar about $ 230 million
in production cost.
• Two of their mills are among the lowest
cost mills in North America.
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Case Study : Domtar• First quarter net earnings in
1998 were $ 17 million
compared with a net loss of $
12 million for the same period
in 1997, his first year in office.
• In 2002, third quarter earning
were $ 59 million, and totaled
$ 141 million for the year.
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Case Study : Domtar• Domtar became the only paper
and pulp company in north
America to be included in the
Dow Jones Sustainability list.
• In 2003, Paperloop, the pulp
and paper industry’s
international research and
information service, named
Royer Global CEO of the year.
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Case Study : Domtar• The committee said that Royer
was selected for the award for
his ability to integrate
acquired businesses through a
management system that
engages employees.
• This happens only through
training.
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Case Study : Domtar• It was Royer’s sound management
policies and shrewd joint ventures
and acquisitions that helped
Domtar became more competitive.
• However, joint ventures and
acquisitions bring additional
challenges of integrating the new
companies into the “Domtar way”.
• This requires training.
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Introduction to training
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What is Training?
• “Training is learning that is provided
in order to improve performance on the
present job. ”
- Dr. Leonard Nadler
• “The purpose of any training program
is to deliver results. People must be
more effective after the training than
they were before. ” - Mr. Bob Pike
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Training - Definition
• Training is a systematic process through which an organization’s human resources gain knowledge and develop skills by instruction and practical activities that result in improved corporate performance.
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Need for Training• helps new recruits to perform assigned
tasks effectively.• helps existing employees to prepare for
higher level jobs.• enables existing employees to keep in
touch with latest developments.• permits employees to cope with changes
brought in by frequent transfers.• makes employees more versatile, mobile,
flexible and useful to the organization.• bridges the gap what the employee has
and what the job demands allows an employee to gain acceptance from peer groups readily.
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Importance of training• Maintains qualified products /
services.• Achieves high service standards.• Provides information for new
comers.• Refreshes memory of old employees.• Achieves learning about new things;
technology, products / service delivery.
• Reduces mistakes - minimizing costs.• Opportunity for staff to feedback /
suggest improvements.• Improves communication &
relationships - better teamwork.
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Importance of training
• In 2008, training budgets for US companies with 100 or more employees totaled just over $ 56 billion.
• According to NASSCOM (National Association of Software and Services Companies), the corporate training market is expected to reach Rs 6 billion.
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Objectives of training• Individual Objectives – help employees
in achieving their personal goals, which in turn, enhances the individual contribution to an organization.
• Organizational Objectives – assist the organization with its primary objective by bringing individual effectiveness.
• Functional Objectives – maintain the department’s contribution at a level suitable to the organization’s needs.
• Societal Objectives – ensure that an organization is ethically and socially responsible to the needs and challenges of the society.
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Rationale of Training
• Improve employee skills• Attract, motivate, and
retain talented employees• Allows any organization to
gain a competitive advantage
• For better financial performance
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Issues in Training• Aligning training with
business strategy.• Changing demographics. • Knowledge workers.• Training as continuous
improvement.• Quality.• Legal Issues.
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Aligning training with business strategy
• Companies are now realizing that worker knowledge is a competitive advantage and that training is a strategic tool.
• As Angela Hornsby, VP of Learning and Development at Carlson Restaurants Worldwide says: “ The fact is that one of the most powerful tools we have at our disposal to change performance and help people to adapt more readily to that change is learning.”
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Changing demographics
• Ethnic diversity is increasing among workforce.
• Four separate generation are currently working with each holding very different attitudes and expectations about work.
• Age of population is increasing.
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Knowledge Workers
• There is a projected shortage in the areas requiring advanced knowledge and skill.
• Maintaining a pipeline of skilled workers is critical to being competitive.
• A survey done has shown that in manufacturing industry, replacing retiring employees will cost their companies up to $100 million in the next five years.
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Training as continuous improvement.
• Experienced trainers know that effective training is structured as a continuous performance improvement process that is integrated with other systems and business strategies.
• Training must be seen as an integral part of organization’s performance improvement system.
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Quality
• Training is important in attaining the ISO certification.
• Once certified, there are continued audits to ensure company compliance with the standards.
• Therefore, training is also required on a continuous basis to maintain the ISO standards.
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Legal Issues
• Equal employment opportunity, affirmative action, sexual harassment and related legislation have placed legal requirements on businesses that affect ho training is managed.
• Many trainings are required by law and failure to provide it can be detrimental for the orgnaization.
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Benefits of training• Benefits to the business– Increase efficiency.– Wastage eliminated.– Less chances of accidents.– Reduced supervisory need.– Increase quality of goods.
• Benefits to the employees– More loyal ; increased morale &
confidence.– More efficient & effective.– Produce more with minimum
effort.
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Factors Influencing Training
• Top management support
• Commitment from
specialists and generalists
• Technological advances
• Organizational complexity
• Learning style
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• A business must interact with its environment and thus it is an open system.
• Open systems have dynamic relationship with their environment, but closed system do not interact with their environment.
• Inputs from the environment keeps the system active. The environmental inputs are transformed into outputs by the system’s processes.
Training as an open system
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Input Process Output
Open System
System’s External Environment
Training as an open system
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Training is a subsystem within the larger Human Resource Unit, which is itself
a subsystem of the company.
Input Process Output
Training’s Organizational EnvironmentMission Strategy Structure Policies Procedures
Finance Resources People Products Technology
Training Subsystem
Org NeedsEmployee Needs
BudgetEquipment
Staff
AnalysisDesign
DevelopmentImplementation
Evaluation
KnowledgeSkill
AttitudeMotivation
Job Performance
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Training, Development and Education
• Training is a systematic process of providing an opportunity to learn KSAs for current or future job.
• Development refers to the learning of KSAs.
• Education focuses on more general KSAs related, but not specifically tailored, to a person’s career or job.
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Training, Development and Education• Training is concerned with the
teaching of specific, factual, narrow - scoped subject matter and skills.
• Development is concerned with a broader subject matter of a conceptual or theoretical nature and the development of personal attitudes.
• Education, primarily, involves the presentation of material by the faculty to students who are learning about the subject matter. Those activities known as teaching and training are included in this category.
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Theories of Training
1. Reinforcement theory
2. Goal-setting theory
3. Expectancy theory
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Reinforcement theory (Skinner, B.F.)
A. The frequency of behavior is influenced by its consequences.
B. Three major types of consequences:
– Positive reinforcement: reward desirable behavior.
– Negative reinforcement: withhold punishments to force the adoption of desirable behavior.
– Punishment: punish undesirable behavior.
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Goal-setting theory (Locke, E. A)A. One’s conscious goals or
intentions regulate his/her behavior.
B. Three important implications for motivating trainees:
– The learning objective should be conveyed clearly to the trainees.
– Training goals should be difficult enough to challenge the trainees and satisfy their needs.
– The final goal should be supplemented with periodic sub-goals during training.
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Expectancy theory (Victor Vroom)A. One will be motivated to chose a
behavior alternative that is most likely to have favorable consequences.
B. Key concepts:– Outcome: the result of a certain
behavior.– Valence: perceived value of the
outcome.– E (effort) →P (performance)
expectancy: the amount of effort for a certain level of performance.
– P (performance) → O (outcome) expectancy: the probability that improved performance will lead to desirable outcome.
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Areas of training
• Training is generally offered
in the following areas .
– Knowledge.
– Skills
• Technical skills.
• Social skills.
– Attitude.
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Classification of learning outcomes
Learning
Skill based learning1. Compilation2. Automaticity
Cognitive Knowledge1. Declarative2. Procedural3. Strategic
Attitudinal Learning1. Affect / feeling.
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ASK Concept• If we follow the GAP concept,
training is simply a means to use activities to fill the gaps of performance between the actual results and the expected results.
• This GAP can be separated into 3 main themes
1. Attitude2. Skills3. Knowledge
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ASK Concept
The reasons for not making the 1,000 cars:• Not enough
resources• Poor machines• Poor staff skills
As training experts we must analyze the situation to determine if:• Expected result too
high.• Target achievable.• Is training the only way
to make it happen?• Are there other factors.
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Knowledge is an organized body of facts,
principles, procedures and information
acquired over time.
1. Declarative knowledge is a person’s
store of factual information about a
subject.
2. Procedural knowledge is a person’s
understanding about how and when to
apply the facts that have been learned.
3. Strategic knowledge is used for
planning, monitoring and revising goal
– directed behavior.
Knowledge
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Knowledge is a prerequisite for learning
skills.
Skills are the capacities needed to perform
a set of tasks that are developed as a result
of training and experience.
There are two levels of skill acquisition.
1. Compilation (Lower level) – He needs
to think about what he is doing while
he is performing the skill.
2. Automaticity (Higher level) - He is
able to perform the skill without really
thinking about what he is doing.
Skills
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Phases of Skill Acquisition
AcquiringDeclarativeKnowledge
KnowledgeCompilation
ProceduralKnowledge
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• Attitudes are employee belief and opinions that support or inhibit behavior.
• Attitudes are important to training because they affect motivation.
• A competency is a set of knowledge,
skills and attitudes that enable a
person to be successful at a number of
similar task.
• A competency is more than just KSAs:
It is the ability to integrate and use the
KSAs to perform a task successfully.
Attitudes
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Rank ASK by difficulty to develop in people
• Attitude• Skills• Knowledge
•Easy •Moderately difficult•Most difficult
ASK Concept
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Characteristics of successful training programs
• They effect change.• They are designed to achieve
specific goals.• They are learner centered, not
trainer centered.• They are designed to engage
learners actively in the learning process.
• They are relevant in the learner’s real world.
• They have measurable outcomes.
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Structure of T&D
• In an HR department led by a vice president or director, there might be a training and development manager, as well as training specialists.
• Training and development managers collaborate with senior HR executives to determine the role that training plays in the strategic direction of HR and the overall organization.
• They are experts in adult learning theory, methods and application and they might be equally well-versed in organizational development.
• Training specialists are the ones who conduct classroom training, Web-based instruction and in-house workshops and focus groups.
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Responsibilities of T&D officer
• He handles the learning and professional development of an organization's workforce.
• Trainers equip staff with the knowledge, practical skills and motivation to carry out work-related tasks.
• Training officers either deliver the training themselves or arrange for a third party trainer to do it.
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Responsibilities of T&D officer
• Identifying training and development needs within an organization through job analysis, appraisal schemes and regular consultation with business managers and human resources departments
• Designing and expanding training and development programmes based on the needs of the organization and the individual.
• Working in a team to produce programmes that are satisfactory to all relevant parties in an organization.
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Responsibilities of T&D officer
• Developing effective induction programmes.
• producing training materials for in-house courses.
• Managing the delivery of training and development programmes and, in a more senior role, devising a training strategy for the organization.
• Monitoring and reviewing the progress of trainees through questionnaires and discussions with managers.
• Ensuring that statutory training requirements are met
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Qualities of T&D officer
• Experience in management development
• Experience in public speaking, preferably among large audiences
• Experience in soft skills training
• Experience with people management
• Experience in dealing with third parties, consultants and training specialists
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Qualities of T&D officer
• The ability to design and
implement different forms of
training solutions
• Strong communication skills
• The ability to control and manage
large groups of people.
• An organized personality as well
as the potential of becoming an
inspirational leader.
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Challenges of T&D officer
• Because of the wide variety of responsibilities that they face, most learning & development managers are often burdened with a lot of responsibilities.
• This is particularly true when they are in charge of large training programs that involve several thousands of trainees as well as dozens of instructors.
• Under such circumstances, the manager will be burdened with responsibilities which he or she can barely handle.
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Challenges of T&D officer
• Responsible T & D managers must always learn how to delegate some of their work to the right subordinates.
• Not only does this make their work easier, it also allows them to focus on long term concerns and, at the same time, frees up their schedule for meetings with consultants and trainers.
• Furthermore, by delegating work, he will also have more time to consult their organization’s employees about their training, and thus ensure a more positive attitude among rank and file personnel with regards to training.
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Role of T&D officer
• Gordon Lippitt has identified four roles for training managers in modern organizations: – learning specialist and
instructor .– administrator of training
and development staff and programmes .
– information coordinator. – internal consultant to the
management of the organization.
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Role of T&D officer
• Now the focus has shifted significantly towards the last two of the roles listed: – the training manager as
information coordinator: • managing and monitoring
contractor relationships • enabling and evaluating line
manager effectiveness in developing their staff • coordinating an organization-
wide skills development effort.
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Role of T&D officer
– the training manager as internal consultant: • Identifying skill development
needs for the future • advising on staff development
methods and best practice • evaluating and improving the
bottom line effectiveness of the organization’s training and development effort
• This is the new profile which training managers will need to match as they help to steer their organizations into the new millennium.
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Internal Trainers
• “For organizations with their own training group, an internal trainer will front up on training day and deliver the training material. Internal trainers may already know some of the people they are training, so their ability to engage and personalize the material is much greater.
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External trainers
• External trainers can be hired when internal trainers are not available, or when the material requires a depth and breadth of expertise that calls for someone special. Remember, however, that internal trainers have a different outcome in mind than external trainers. For internal trainers—at least the good ones—the outcome is greater understanding and competence for the employees at the organization. For external trainers, the outcome is to deliver the class and get paid well.“
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Functions of T&D Orientation
• New employee orientation is an important part of the hiring process.
• It prepares the employees for new roles, and acclimates them to the company.
• According to SHRM, employees who go through an orientation process feel more connected to their job.
• The focus and length of orientation sessions are often determined by the employees' positions in the company.
• While hourly employees may be in orientation for one day, manager-level employee orientation can last up to two weeks.
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Functions of T&DCompliance
• Compliance training is highly recommended by the U.S. Department of Labor.
• This encompasses workplace violence, sexual harassment, drug and alcohol, and safety in the workplace.
• This training assures employees know how certain situations are handled.
• Policies and procedures are outlined, and the consequences are clearly spelled out.
• Offering this type of training puts employees on alert, and helps the company avoid costly lawsuits.
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Functions of T&DLeadership
• Offering leadership training helps the workforce grow. It prepares employees for the challenges of management, and begins the succession planning process.
• Succession planning helps fill high-level positions by molding current employees.
• Retirement is inevitable, and some positions are difficult to fill.
• Succession planning allows employees to train for certain roles, and when the time comes, they can successfully fill the vacant position.
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Functions of T&DCareer Planning
• Training and development also deals with employee career planning.
• Counseling employees is an effective way to determine their career goals, and can help them remain a part of the organization for years to come.
• Companies that offer career counseling show they care about their employee's future.
• According to SHRM, career counseling is an important component of succession planning.
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Functions of T&DResearch
• A large component of the HR training function is research.
• Skill development programs are ever-changing.
• Conducting research should be an on-going training activity.
• It will assure the programs are fresh and relevant.
• Assessing the needs of incumbent employees will better shape them for future success.
• This, in turn, guarantees the success of the company.
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Functions of T&DNeeds Assessment
• The training and development staff is particularly adept at conducting needs assessments.
• They identify employee skill sets and determine the kind of training employees need to meet the organization's workforce and staffing goals.
• Needs assessments are critical for organizations in their growth phase because training an existing workforce saves the money of hiring new staff at higher wages.
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• Training should be viewed as a set
of integrated processes in which
organizational and employee
needs are analyzed and responded
to in a rational, logical and
strategic manner.
• When training is conducted in this
manner, the organization will
improve, the value of training will
increase and further investment in
training is likely to occur.
A systematic Approach to T&D
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• The ADDIE model is a
framework that lists generic
processes that training
developers use.
• It represents a guideline for
building effective training
and performance support
tools in five phases.
ADDIE MODEL
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• The training process begins with
some type of triggering event.
• A triggering event occurs when a
person with authority to take
action recognizes that Actual
Organizational Performance
(AOP) is less than the Expected
Organizational Performance
(EOP).
• Triggering Event = AOP<EOP
A training process model
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The objective in establishing a needs analysis is to find out the answers to the following questions:1. Who are the learners and what are
their characteristics?2. What is the desired new behavior?3. What types of learning constraints
exist?4. What are the delivery options?5. What are the pedagogical
considerations?6. What adult learning theory
considerations apply?7. What is the timeline for project
completion?
Analysis Phase
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• In a TNA, both training and non training needs are identified.
• An effective training system begins with the identification of the organization’s training needs.
• These need will create a performance gap (AOP is less than EOP).
• Performance gap can be current or future oriented.
Analysis Phase
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• Things such as profitability shortfalls, low level of customer satisfaction or excessive scrap are all examples of current performance gap.
• Another type of performance gap is future oriented.
• Here, the company is seen as likely to perform poorly in the future unless changes are made. Once a performance gap exists, the cause must then be determined.
Analysis Phase
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• Inadequate KSA results in
training needs.
• Other reasons for performance
gaps such as motivational issues
etc are non training needs and
requires a different solution.
• In the analysis phase, the cause
of performance gap is
identified , separating KSA from
non KSA causes.
Analysis Phase
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• Those performance gaps caused by KSA deficiencies are identified as “Training needs” because training is the solution.
• Analysis phase attaches priorities to the training needs that are identified.
• Not all needs will have same level of importance for the company.
• This process of data gathering and causal analysis to determine which performance problems should be addressed by training is the analysis phase of the training phases.
Analysis Phase
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• Training needs identified in the
analysis phase in addition to
areas of constraints and support
is inputs to design phase.
• An important output from the
design phase is the development
of training objectives that
provide specific direction for
what will be trained and how.
Design Phase
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• The design phase should be systematic and specific.
• Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals.
• Specific means each element of the instructional design plan must be executed with attention to details.
Design Phase
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1. These objectives specify the employee and organizational outcomes that should be achieved as a result of training and become inputs to the evaluation phase.
2. Another part in the design process is identifying the factors needed in the training program to facilitate learning and its transfer back to the job, including identifying alternative methods of instruction.
Design Phase
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• Program development is the
process of formulating an
instructional strategy to meet a
set of training objectives.
• The instructional strategy
consists of the order, timing, and
combination of methods and
elements used in the training
program.
Development Phase
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• Inputs to this phase are provided by design phase and outputs are specific content, instructional methods, materials, equipment's and media, manuals, and facilities integrated into a training plan designed to achieve the training objectives.
• These outputs of the development phase serve as inputs to the implementation phase.
Development Phase
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• All aspects of the training
program come together during
the implementation phase.
• However, it is a mistake to
assume that everything will
happen as planned.
• Therefore, it is useful to conduct
a dry run and even a pilot of the
program.
Implementation Phase
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• Evaluation objectives are the
outcomes of design phase and
become inputs to the evaluation
phase.
• Another input is organizational
constraints.
• Time, money and staff all affect
how training is evaluated.
Evaluation Phase
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• Two types of evaluation are useful.• Process evaluation – How
well a particular process achieved its objectives.
• Outcome evaluation – Evaluation conducted at the end of training to determine the effects of training on the trainee, job and organization. This kind of evaluation uses the training objectives as standard.
Evaluation Phase
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1. Peter Senge is an American
scientist born in 1947, called as
the Strategist of the Century”.
2. He was the director of centre for
Organizational Learning at MIT
school of Management and the
author of “The Fifth Discipline”
in 1990.
3. In his book he explain about the
concept of learning organisation.
Learning Organization
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• A learning organization is the
term given to a company that
facilitates the learning of its
members and continuously
transforms itself.
• A learning organization is a
place where people are
continually discovering how they
create their reality.”
Learning Organization
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1. Stability is yielding to change
2. Change is constant
3. Rate of change is increasing
geometrically
1. Technology
2. Science
3. Standard of living
Why is Organizational Learning Important?
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Why is Organizational Learning Important?
• For companies to be able to adapt to changing environments and stay ahead of their competition
• To improve the workforce skill-set• To improve communication
among employees• To improve morale and
productivity and make the employees feel like they are an important entity of the company.
• To overcome companies weaknesses and to utilize their strength more efficiently
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Characteristics of learning organization
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Systems Thinking• The idea of the learning
organization developed from a body of work called system thinking.
• This is a conceptual framework that allows people to study businesses as bounded objects.
• Systems thinking states that all the characteristics must be apparent at once in an organization for it to be a learning organization
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Personal Mastery• The commitment by an individual to
the process of learning is known as personal mastery.
• There is a competitive advantage for an organization whose workforce can learn more quickly than the workforce of other organizations.
• A learning organization has been described as the sum of individual learning, but there must be mechanisms for individual learning to be transferred into organizational learning.
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Mental Models• The assumptions held by
individuals and organizations are called mental models.
• To become a learning organization, these models must be challenged.
• In creating a learning environment it is important to replace confrontational attitudes with an open culture
that promotes inquiry and trust.
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Shared Vision• The development of a shared
vision is important in motivating the staff to learn, as it creates a common identity that provides focus and energy for learning.
• The most successful visions build on the individual visions of the employees at all levels of the organization.
• learning organizations tend to have flat, decentralized organizational structure.
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Team learning• The accumulation of
individual learning constitutes team learning.
• Learning organizations have structures that facilitate team learning with features such as boundary crossing and openness.
• Team learning requires individuals to engage in dialogue and discussion.
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Learning Curve
• A learning curve is a graphical
representation of the increase of
learning (vertical axis) with
experience (horizontal axis).
• The term learning curve is used in two
main ways: where the same task is
repeated in a series of trials, or where
a body of knowledge is learned over
time.
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Basic principles of learningA. The principle of reinforcement:
continuous and repetitive practice ensures the retention of knowledge and skills.
B. The principle of behavior modeling: set models for the trainees to follow.
C. The principle of feedback: timely and adequate feedback motivates the trainees.
D. The principle of learning transfer: those that can be transferred to work are most likely to be retained.
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Kolb’s Learning styles• Kolb's (1984) learning theory
sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle.
• Kolb's model offers both a way to understand individual learning styles, and also an explanation of a cycle of experiential learning that applies to all learners.
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The Four Stage Learning Cycle• Kolb proposed that an individual
learner moves through a spiral of immediate experience which leads to observations and reflections on the experience.
• These reflections are then absorbed and linked with previous knowledge and translated into abstract concepts or theories, which result in new ways and actions to adjust to the experience that can be tested and explored.
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The Four Stage Learning Cycle• Kolb described the four stages in the cycle of
experiential learning as:
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Concrete Experience (CE)• This stage of the learning cycle
emphasizes personal involvement with people in everyday situations.
• In this stage, the learner would tend to rely more on feelings than on a systematic approach to problems and situations.
• In a learning situation, the learner relies on the ability to be open-minded and adaptable to change.
• For example, a student performs an initial interview for the first time.
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Reflective Observation (RO)• In this stage of the learning cycle,
people understand ideas and situations from different points of view.
• In a learning situation the learner would rely on patience, objectivity, and careful judgment but would not necessarily take any action.
• The learner would rely on their own thoughts and feelings in forming opinions.
• In the example, after finishing the student reflects on what they did, makes observations and discusses how they went with their educator.
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Abstract Conceptualisation (AC)• In this stage, learning involves using
theories, logic and ideas, rather than feelings, to understand problems or situations.
• Typically, the learner relies on systematic planning and develops theories and ideas to solve problems.
• In the example, the student then thinks about the interview process and their performance and tries to make links between previous experience of interviewing, the client and what they heard, and any theories or knowledge they can apply.
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Active Experimentation (AE)• Learning in this stage takes an
active form - experimenting with changing situations.
• The learner would take a practical approach and be concerned with what really works, as opposed to simply watching a situation.
• In the example, the student considers ways to improve, and tries out methods and strategies based on the previous stages of the cycle.
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The Four Stage Learning Cycle
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Retention of Learning
• 20% AC
• 50% AC + RO
• 70% AC + RO + CE
• 90% AC + RO + CE + AE
Source: 2006 Hay Group
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Kolb's learning styles• Kolb's four stage learning
cycle provides the basis for his model of learning styles.
• Kolb proposed that an individual's learning style was the product of two pairs of preferences we have in how we approach the task of learning.
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Kolb's learning styles• Kolb presented these as lines of axis, each with
"conflicting" modes at either end:
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Kolb's learning styles• Kolb proposed that learning is a
combination of both how we approach a task and how we respond to and assimilate the experience.
• In approaching a task (processing) we have a preference for either doing or watching, and in responding to the experience we have a preference for either feeling or thinking.
• The combination of these preferences creates four main learning styles.
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Kolb's learning styles
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Accommodator• Learn primarily by
“hands-on”• Act on “gut” rather than
logical analysis (intuitive)• Rely more heavily on
people for information than technical analysis
• Like getting involved in new experiences
• Task oriented
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Diverger
• View concrete solutions from many different points of view
• Like brainstorming, idea generation
• Observe rather than take action
• Imaginative, creative
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Assimilator
• Focus more on abstract ideas and concepts than people
• More important that theory is sound rather than have practical value
• Can take a wide range of information and put it into concise, logical form
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Converger
• Practical application of ideas
• Solution focused – decision maker
• Prefer dealing with technical problems rather than social or interpersonal issues
• Does best when there is a single right answer
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Important Trainee Characteristics• Trainee readiness– Trainability tests• Have prospective trainees
perform a sample of tasks that reflect KSAs needed for job
• Trainee motivation– Arousal, persistence, and
direction.– Factors related to high
motivation.• Self-efficacy• Locus of Control• Commitment to Career
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Trainee Motivation to learn• A trainee learns best when
he recognizes the need and develops the desire to learn. This is through motivation.
• Motivation stimulates trainees to think, concentrate and learn effectively.
• Motivation influences the rate of learning, the retention of information and desire to learn.
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Techniques to motivate trainees• Show the need for the
lesson.• Arouse and maintain interest.• Increase chances of early
success.• Give recognition and credit
where due.• Set clear goals.• Treat trainees as special
individuals.
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Reinforcement for behavioral modification
• Reinforcement– Positive– Negative
• Punishment – Positive– Negative
• Extinction• Shaping
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Case Study : Training in action at infosys
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Case study - Infosys
• Infosys is one of India’s leading
information technology
services companies.
• The top management of
Infosys has always placed a
strong emphasis on training
and development.
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Case study - Infosys• The education and research center
housed in the company’s headquarters
in Bangaluru can train 1000 software
engineers simultaneously.
• It comprises fully equipped classrooms,
labs with video – conferencing units,
individual faculty rooms and a 30,000
square foot library with a capacity of
10,000 books.
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Case study - Infosys• The education and research
department of Infosys offers courses in business, e – commerce, data base management and many more.
• Full time faculty teaches 75 % of these courses, professionals teach 10 % and outside vendors offer the rest of the courses.
• The full time faculty comprises 40 individuals from academics and industry.
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Case study - Infosys• All fresh technology recruits of the
company receives 14.5 weeks of training.
• This includes three days of orientation (eg: corporate culture, customers), five weeks of foundation courses (eg: programming, system development, interpersonal skills), seven weeks of technology courses(eg: C++, UNIX, HTML), and two weeks of group projects.
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Case study - Infosys• Training is also provided as a part
of continuing education.• Beyond entry level training, people
may nominate themselves for the scheduled courses.
• Close to 100 courses are offered each quarter, with varying duration of one day to six days.
• Most courses are presented in classrooms, some in laboratories.
• In addition, courses may be offered on request.
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Case study - Infosys• Company assesses the training needs
through various mechanisms. • Segment wise technology
requirements are determined by the management and communicated to the education and research department.
• For example, the E&R department may be informed of the requirement for 500 people with knowledge in internet technology in the near future.
• Specific skills needs such as interfacing with microsoft or Java may be determined through a deeper analysis.
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Case study - Infosys• Regular planning meetings are also held
to assess training needs. In these
meetings, the expected projects for the
coming years are forecasted.
• These projections determine skill
requirements ( Eg: 300 to 400 project
managers for 500 projects).
• Based on current skill availability and
skill demand, training need is
determined.
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Case study - Infosys
• Infosys also offers training and development support to academic institutions by providing exposure to industry, in the forms of sabbaticals at Infosys, training programs and sharing courseware.
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