Transcript Design 1

Human Resources
Management
T5 Training & Development
D. Borisova
Definitions of Learning
Knowledge … got by study (Shorter Oxford Dictionary)
Relatively permanent change in behaviour that occurs as
a result of practice or experience ( Bass and Vaughan, 1966)
Learning has occurred when a person:
– Knows something he/she did not know earlier, and can show it
– Is able to do something which they were not able to do before
(Honey and Mumford, 1992)
“You cannot make people learn, and you cannot stop
them”
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Management of the Learning Process
(Preview)
Assess what you think employees need to learn
Plan the opportunities to facilitate learning
experiences
Evaluate what has worked well, and what has
been less successful
Redesign the learning programme accordingly
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Characteristics of Learning
A relatively permanent change in behavior
that occurs as a result of :
PRACTICE (deliberate)
EXPERIENCE (accidental)
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APPROACHES TO LEARNING
CONDITIONING
COGNITIVE (structured)
Focus on observable behavior:
Drive-Stimulus-Reinforcement
“Learning occurs within the
mind”
Drills (safety, machine
use etc.)
Languages
Procedures
(emergencies)
Simulators
Induction
Management and
leadership
Team work
Interpersonal skills
Career development
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Ivan Pavlov
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B.F. Skinner
operant conditioning
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The Learning Cycle (David Kolb et al., 1974)
Stage 1: Having an experience
Stage 2: Reviewing the experience
Stage 3: Concluding from the experience
Stage 4: Planning the next step
…and repeat the cycle
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Learning Styles (Honey & Mumford, 1992)
Activists: get fully involved in whatever is happening;
seek out new experiences, ideas and techniques
Reflectors: do not take fast decisions, stand back and
observe and analyze all data
Theorists: think through the problem logically;
perfectionists; value rationality
Pragmatists: are keen to check how the new ideas and
theories work in practice
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Barriers to learning
People may be afraid to do something
wrong and to be laughed at
No time to sit back and reflect
Different learning types:
– Some people don’t learn from lectures and
books
– Other enjoy new theories but are not
interested in how they work in practice
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Other approaches to learning
Visual – Auditory – Kinaesthetic learning
Left-brain (logical) or right brain (creative)
Learning curve – forgetting curve – recalling
curve
Memorising; mnemonics (ABC); number rhymes;
stories
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Definition of Training
System process of change in behavior,
knowledge, skills, attitudes (KSA)
and/or motivation of employees aiming
to achieve correspondence between
position/job requirements and
employee’s personal characteristics
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Importance of T&D
Strategic function
Competitive advantage
Return of Investment in People
Winning strategy in “War for talents”
Profit generator
Important element of working process
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Types of Training
Formal
Informal
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Characteristics 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
Development
Dependent on pre-existing knowledge
Individualistic
Self-generated
Hard to measure
Relies on feedback
Could be both planned
and unplanned
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Principles of Training
Adequacy
Problem-orientated
Linked to process of work
Connected with performance
Lifelong learning
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SYSTEMATIC TRAINING
INVESTIGATE & ANALYSE
TRAINING NEEDS
EVALUATE THE
TRAINING
DESIGN TRAINING
EVENT
DELIVER THE TRAINING
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1. TRAINING NEEDS
ANALYSIS
Training must be driven by the
business needs of the organisation. If
the link to business needs can be
established this will ensure that training
is focused on the real issues and
demonstrates it relevance to the
business
Roland & Frances Bee: Training Needs Analysis and
Evaluation IPM 1994
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Three levels of TNA
Organisational
Job or Occupational /
Team
Individual
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Methods of training needs
analysis
1.
Analysis of business and HR strategy
2.
Analysis of job description and person
specification
3.
Analysis of personnel appraisal results
4.
Review of feedback from past training
activities
5.
Interviewing
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2. DESIGN TRANING EVENT:
Training methods
1. On the job
2. At the job
3. Off the job
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Training providers
Internal
– HR specialist
– Manager (mentoring, coaching)
– Other specialist (“Train the trainers”)
External
– Open courses
– Tailor-made courses
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Trainability tests…
Another use of
selection methods
Important to ensure
trainee will benefit
Also to avoid waste of
resources
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3. TRAINING DELIVERY
METHODS
ON THE JOB
IN THE FIELD
OFF THE JOB
Sink or Swim
Guided instruction
Sit by “Nellie”
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
LEVELS
LEVEL OF EVALUATION
EVALUATION QUESTIONS
Reaction
What trainees feel they have learned
Learning
What trainees have actually learned
Job Behavior
Impact on job performance; learning
transfer
Team / Departmental
Impact on team or departmental
performance
Organisational
Value for money; cost effectiveness; cost
benefit; business contribution
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In support of Organisational
Policies
Induction training and the induction
crisis
Tackling performance problems
(discipline and dismissal)
Health and Safety
Customer Relations
Equality of Opportunity
Teamwork and Leadership training
To develop Managers
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Dr. Elizabeth Kubler-Ross
Change cycle
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Employee development (ED) strategies
corresponding to corporate strategies
Continuous learning strategy (Learning
organization)
Mass training strategy
Priority training strategy (only of key personnel)
Training to achieve strategic advantage
Anticipatory training for introduction of new
technologies
Training linked to career development
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Motives in favor of strategic ED
Knowledge based economy
Necessity of building a learning organization
Fast moral exhaustion of knowledge
Short innovation and product life cycles
Hyper competition
Change in corporate knowledge and organization
values
Aging of some professions
More expensive education
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Reasons for training failure (1)
No reward for trainee efforts and newly
acquired skills
- 58%
Insufficient time to realize training
programs
- 55%
Work environment is different from the
learned and acquired behavior
- 53%
Insufficient motivation
- 47%
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Reasons for training failure (2)
Inaccurate analysis of training needs
40%
Change in training needs after the training
has been designed and implemented
35%
Lack of managerial support
30%
Insufficient training budget
21%
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Factors for effective training (1)
1. The trainer keeps close contact with top
management
2. Clear and well defined training objectives
3. Direct contact between trainer and trainee
4.
Connection and correspondence
between corporate and training strategy
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Factors for effective training (2)
5. Individual development is a key for
organizational development
6. Training methods are based on learning
through practice
7.
Discussions during the training
8.
Specific preparations are made to ensure
that the learned will be put in practice
shortly after the training
9.
Focus both on long-term and short-term
effect of training
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Management development
Planned – to achieve long-term
company objectives
Reactive – to solve current
performance problems
Proactive / Motivational – to answer
individual expectations for career
development
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Elements of efficient employee
development
Willingness of employees for selfdevelopment
Willingness of organization to develop
the employees
Willingness of line managers to
develop the subordinates
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Postulate in training
„A person learns:
10% of what he/she listens,
50% of what he/she sees,
70% of what he/she studies and revises
and
90% of what he/she does and puts in
practice”
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Thank you!
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