This document discusses training and development. It defines training and development and discusses their aims. It also covers the nature of training and development and reasons for training employees. The document outlines the training process, including needs assessment, instructional design, implementation, and evaluation. It provides examples of areas that receive training, such as knowledge, technical skills, and social skills. The document also gives an example of diversity training provided by Toys 'R' Us and discusses techniques and methods used in training programs.
2. TRAINING DEFINITION
• A learning process and a task oriented
activity.
• The process of teaching new
employees the basic skills they need to
perform their jobs.
3. AIM OF TRAINING
• Aim is to develop the knowledge, skills and attitude
necessary for effective performance of the work.
4. DEVELOPMENT
• It’s a knowledge oriented activity
• Development refers to the
learning opportunities designed to
help employees grow.
5. NATURE OF TRAINING & DEVELOPMENT
Training & Development need
=
Standard performance
-
Actual performance
7. TRAINING LEARNING & MOTIVATION
• Training is futile if the trainee lacks
the ability or motivation to benefit
from it.
• Make the learning meaningful
• Make skills transfer easy
• Motivation principles for trainers
8. AREAS OF TRAINING
• Knowledge
• Technical skills
• Social skills
• Techniques
9. CASE: DIVERSITY TRAINING - TOYS ‘R’ US INC.
LIFO Training workshop (Life Orientation)
• Discussion about the communication style of peers, sub-ordinates &
superiors.
• Videos are used to display the unwritten rules, stereotype & cultural
differences of managers.
• Discussion of issues that affect performance of women & minorities.
• Learning imparted - Every employee is responsible for his/her
performance.
10. CONTD….
Results:
• Growth & advancement of minorities & women from several
quarters.
• Less attrition rate due to diversity program
• Work environment based on understanding, trust & co-
operation.
• Unity in diversity along with improved performance.
• Competitive advantage in selling because of diversity.
11. TRAINING PROCESS
The five step Training & Development process
– Needs Analysis
– Instructional Design
– Validation
– Implementation
– Evaluation
12. NEEDS ASSESSMENT
A. ORGANIZATION SUPPORT
B. ORGANIZATIONAL ANALYSIS
C. TASK & KSA ANALYSIS
D. PERSON ANALYSIS
INSTRUCTIONAL
OBJECTIVES
DEVELOPMENT OF
CRITERIA
SELECTING AND
DESIGN OF
INSTRUCTIONAL
PROGRAMS
TRAINING VALIDITY
TRANSFER VALIDITY
INTRAORGANIZATI
ONAL VALIDITY
INTERORGANIZATIO
NAL VALIDITY
TRAINING
USE OF
EVALUATION
MODELS
TRANINGPROCESS
13. DESIGNING OF TRAINING & DEVELOPMENT
PROGRAM
WHO ARE THE
TRAINEES?
WHO ARE THE
TRAINERS?
WHAT METHODS
& TECHNIQUES ?
WHAT SHOULD BE
THE LEVEL OF
TRAINING?
WHAT
PRINCIPLES OF
LEARNING?
WHERE TO
CONDUCT THE
PROGRAM?
15. COGNIZANT
ACADEMY
ON THE JOB OFF THE JOB CERTIFICATIONS
INTERNAL VENDORS INTERNAL VENDORS EXTERNALINTERNAL
EMPLOYEE
S FROM
PROJECTS
NEW
JOINEES
FROM POOL
ENTRY LEVEL TRAINING
TESTS
ASSESSMENT
FEEDBACK
16. on the job
ORIENTATION
TRAINING
JOB-INSTRUCTION
TRAINING
APPRENTICE
TRAINING
INTERNSHIP &
ASSISTANTSHIP
JOB ROTATION
COACHING
OFF THE JOB
VESTIBULE
LECTURE & SPECIAL
STUDY
FILMS & TELEVISION
CONFERENCE OR
DISCUSSION
CASE STUDY
ROLE PLAYING
SIMULATION
PROGRAMMED
INSTRUCTION
LABORATORY
TRAINING
OTHERS
COMPUTER BASED
TRAINING
DISTANCE &
INTERNET BASED
TRAINING
ACTION LEARNING
JOB ROTATION
MANAGEMENT
GAMES
CORPORATE
UNIVERSITIES
EXECUTIVE COACH
METHODSOFTRAINING
17. E-LEARNINGATMOTOROLA
• Motorola – model organization in corporate
world of employee T & D
• Establishment of Motorola University(MU) in
1989
• Development of Self Directed Learning(SDL) into
training strategy
• In 2000, Motorola incorporated e-learning
18. IDENTIFY TRAINING NEEDS BY EMPLOYEES
EVALUATE SDL READINESS OF EMPLOYEES
MOTIVATE EMPLOYEES FOR SDL
FORMULATE LEARNING OBJECTIVES
DEVELOP & ACQUIRE TRAINING RESOURCES
SDLPROCESS
IMPLEMENT TRAINING PLAN
EVALUATE LEARNING EFFECTIVENESS
19. SDLPROCESS • Cost Advantage:
– Classroom training – $13.34/hour
– SDL mode - $ 7.76/hour
• Extensive use of tools in SDL
– Audio tapes
– Video workshops
– Interactive videos
– CD based training
– Satellite communication
20. IDENTIFICATION OF SKILL GAPS & TRAINING
REQUIRED
CHECKING THE AVAILABILITY OF ONLINE
COURSES
ENROLLMENT
CHARGING OF FEES & INFORMING MANAGER
REGARDING REGISTRATION
ACTUAL TRAINING
STEPSINE-TRAININGPROGRAM
RESULTS
22. TECHNIQUES OF TRAINING
Ice breakers
Leadership games
Skill games
Communication games
Team- building games
Role reversal
Doubling
Tag teams
Mirroring
Shifting physical positions
Structured role playing
Built- in tensions
Shadowing
Outward- bound training
Lateral thinking
Cross- cultural training
24. IMPLEMENTATION OF TRAINING PROGRAMS
• Deciding the location and organizing
training and other facilities
• Scheduling the training programs
• Conducting the program
• Monitoring the progress of trainees
26. NEED FOR EVALUATION
• To identify the program’s strengths and weaknesses.
• To assess the content, organization, and administration of the program.
• To identify which trainees benefited most or least from the program.
• To gather data.
• To determine the financial benefits and costs of the programs.
• To compare the costs and benefits..
• To compare the costs and benefits.
27. PRINCIPLES OF EVALUATION
• Goals and purpose of evaluation must be clear.
• Evaluation must be continuous.
• Evaluation must be specific.
• Must provide means and focus for trainers to appraise themselves, their
practices and their products.
• Must be based on objective methods and standards.
• Realistic target dates.
28. CRITERIA FOR EVALUATION
• Training validity
• Transfer validity
• Intra-organizational validity
• Inter-organizational validity
29. TECHNIQUES OF EVALUATION
• Experimental
• Longitudinal or time-series analysis
• Questionnaires to the trainees
31. Levels of Evaluation
Leve
l
Criteria Focus
1 Reactions Trainee satisfaction
2 Learning Acquisition of knowledge, skills,
attitudes, behavior
3 Behavior Improvement of behavior on the job
4 Results Business results achieved by trainees
32. HOW TO MAKE TRAINING EFFECTIVE ?
• Allocate major resources and adequate time to training.
• Ensure that the training contributes to the strategies of the firm.
• Ensure a systematic and comprehensive approach.
• Make learning one of the fundamental values of the company.
• Create a system to evaluate the effectiveness of the training.
• Ensure that there is a proper linkage among organizational,
operational and individual training needs.
47. CONTD….
• Spark
• e-Gyan
• Interpersonal effectiveness and
negotiation skills
• English language training for workers
• BPO training
48. REFERENCES
• Book: Human Resource Management
– Edition: 5th
– Publisher: Tata McGraw- Hill Publishing Company Ltd., New Delhi
– Author: k. Aswathappa
• Book: Human Resource Management
– Edition: 11th
– Publisher: Prentice Hall of India Pvt. Ltd., New Delhi
– Author: Garry Dessler
49. CONTD….
• Book : Case Studies in Human Resource Management, Volume III
– Publisher: The ICFAI Center for Management Research, Hyderabad
• http://www.cubiks.com/aspx/content.aspx?targetgroupid=6§ionid=
• http://www.elementk.com/
• http://softskillscoordinates.web.officelive.com/CorporateTraining.aspx
Increasing importance of product and service quality
Flexibility
New technology
Globalization and speed of change
Downsizing and de-layering
Role and career flexibility
Skills and labor shortages
New appraisal techniques
Organizational structure - new orientation
Composition of workforce - increase in KBWs
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Make the learning meaningful
Knowing the overall picture facilitates the learning
Use a variety of familiar examples
Organize the information so that you can present it logically
Use terms and concepts that are familiar to the trainee
Make skills transfer easy
Maximize the similarity between the training situation and the work situation
Provide adequate practise
Direct the trainees’ attention to important aspects of the job
Motivation principles for trainers
Try to provide as much realistic practice as possible
Trainees learn best when the trainers immediately reinforce correct responses(for e.g., well done)
If possible let the trainees learn at their own ways
The full day raining is not as effective as half the day or three fourth of the day training.
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LIFO – development strategies for performance improvement
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Book: Human Resource Management
Edition: 5th
Publisher: Tata McGraw- Hill Publishing Company Ltd., New Delhi
Author: k. Aswathappa
<number>
Book: Human Resource Management
Edition: 5th
Publisher: Tata McGraw- Hill Publishing Company Ltd., New Delhi
Author: k. Aswathappa
<number>
MU provides emplyees with instruction tuned with organisational goal like to reduce the product cycle, university will develop curriculum for this, then course is taught to employees internal & external to it.
SDL: employees set their own learning goals & pace of learning
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MU provides emplyees with instruction tuned with organisational goal like to reduce the product cycle, university will develop curriculum for this, then course is taught to employees internal & external to it.
SDL: employees set their own learning goals & pace of learning
Implement training plan:
Partly during working hours & partly in their own time.
Min. 40 hrs/day was compulsory
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MU provides emplyees with instruction tuned with organisational goal like to reduce the product cycle, university will develop curriculum for this, then course is taught to employees internal & external to it.
SDL: employees set their own learning goals & pace of learning
Implement training plan:
Partly during working hours & partly in their own time.
Min. 40 hrs/day was compulsory
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Ice breakersGames to get team members know each other
Leadership gamesExercise to teach different styles of leadership
Skill gamesTest to develop analytical skills
Communication gamesExercise to build bias- free learning and talking
Team- building gamesGames requiring collaborative efforts
Role reversalExercise to teach plurality of views
Doubling Brings out ideas that are not often expressed
Tag teamsOne role played alternately by two participants
MirroringTraining with an external perspective
Shifting physical positionsHighlighting of communication problems
Structured role playingRole play with predetermined objectives
Built- in tensionsTeaching the importance of resolving matters
ShadowingWork under a senior to watch and learn
Outward- bound trainingAdventure sports for teams
Lateral thinkingThinking randomly to come up with new ideas
Cross- cultural trainingPrograms to teach specifics of varied culture
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