HRD THRO TRAINING

AND DEVELOPMENT

UNIT IV

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Learning

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 Theories
Associations
 Contiguity
 Law of effect
 Practice
Instructional Psychology
Cognitive Psychology

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 Factors
 Learners Characteristics
 Learning ability-BMW
 Personality and attitude

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 Factors
 Learning design
 Conditions of practice
 Active practice
 Massed Vs spaced practice
 Whole Vs part learning
 Over learning
 Knowledge of results/feedback

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 Factors
 Retention
 Meaningfulness
 Degree of original learning
 interference

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 Transfer of learning
 Positive transfer
 Zero transfer
 Negative transfer
 Near transfer
 Far transfer

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 Training and Development (T&D)
 Human Resource Development – Major
HRM function consisting not only of T&D,
but also individual career planning and
development activities and performance
appraisal
 Training and Development – Heart of a
continuous effort designed to improve
employee competency and organizational
performance
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 Training and Development (T&D)
 Training - Designed to provide learners with
the knowledge and skills needed for their
present jobs
 Development - Involves learning that goes
beyond today's job – more long-term focus
 Learning Organization – firms that
recognize critical importance of continuous
performance-related training and
development an take appropriate action
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 Factors Influencing T&D
 Top management support
 Commitment from specialists and
generalists
 Technological advances
 Organizational complexity
 Learning principles
 Other human resource functions
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The Training and Development
Process

 Consider External and Internal

Environment
 Determine T&D needs

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The Training and Development (T&D) Process
External Environment
Internal Environment
Determine T&D Needs

Establish Specific
Objectives

Select T&D Method(s)

Implement T&D Programs

Evaluate T&D Programs

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Determining Training and
Development Needs

In order to compete
effectively, firms must
keep employees well
trained.

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Establishing Training and
Development Objectives

 Desired end results

 Clear and concise objectives

must be formulated

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 T&D Methods
 Classroom Programs  Business Games
 Mentoring  In-Basket Training
 Coaching  Distance Learning and
 Reverse Mentoring Videoconferencing
 Case Study  Computer-based Training
 Videotapes  Virtual Reality
 Role Playing  E-learning
 Apprenticeship Training  On-the-Job Training
 Vestibule Training  Job Rotation
 Simulations  Internships
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 Classroom Programs
 Continue to be
effective for
many types of
employee
training
 May incorporate
some of other
methods

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 Mentoring
 Approach to advising, coaching, and
nurturing, for creating practical
relationship to enhance individual
career, personal, and professional
growth and development
 Mentor may be located elsewhere in
organization or in another firm
 Relationship may be formal or informal

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 Coaching

 Often considered responsibility

of immediate boss
 Provides assistance much as a
mentor

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Reverse Mentoring

Process where
the older
employees learn
from the younger
ones.

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Case Study
 Trainees solve
simulated business
problems
 Individuals study
information in case
and make decisions
 Used in classroom with
instructor who serves
as facilitator
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 Videotapes
 Especially appealing to small
businesses
 Behavior modeling utilizes videotapes
to illustrate effective interpersonal
skills and how managers function in
various situations
 Used to train supervisors

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 Role Playing
 Respond to specific problems they may
actually encounter in jobs
 Used to teach such skills as:
interviewing
grievance handling
performance appraisal reviews
conference leadership
team problem solving
communication
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Apprenticeship Training

 Combines classroom
instruction with on-the-
job training
 Traditionally used in
craft jobs
 Apprentice earns less
than the master
craftsperson who is the
instructor
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 Vestibule Training

 Takes place away from production area

 Uses equipment closely resembling
equipment actually used on the job
 Removes employee from pressure of
having to produce while learning
 Emphasis on learning skills required by
the job

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Simulations

Training devices
that model the real
world or programs
replicating tasks
away from the job
site

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Business Games
Simulations
(computer-based or
non-computer-based)
which attempt to
duplicate selected
factors in particular
business situations,
which participants
manipulate
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In-Basket Training
Participants asked to
establish priorities, then
handle business papers,
e-mails, and telephone
messages that would
typically cross a
manager’s desk

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 Distance Learning and
Videoconferencing
 Interactive training
 Used to:
increase access to training
ensure consistency of instruction
reduce cost of delivering T&D
programs
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Computer-Based Training

 Takes advantage of
computer speed,
memory, and data
manipulation
 Greater flexibility of
instruction

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 Virtual Reality

 Unique computer-based
approach
 Permits trainees to view objects
from a perspective otherwise
impractical or impossible

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 E-Learning

Umbrella term
describing online
instruction

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 On-the-Job Training

 Informal approach that permits

employee to learn job tasks by
actually performing them
 Most commonly used T&D method
 No problem transferring what has
been learned to the task

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Job Rotation

 Employees move from

one job to another to
broaden experience
 Helps new employees
understand variety of
jobs

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 Internships
 Training approach where university
students divide their time between
attending classes and working for an
organization
 Excellent means of viewing potential
permanent employee at work
 Students are enabled to integrate
theory with practice
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Corporate Universities
 Focus on creating
organizational change
 Proactive and strategic
 Growth attributed to
universities’ flexibility
 Permits students to learn
on their own time

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 Community Colleges

 Publicly funded higher education

establishments that provide vocational
training and associate degree programs
 Rapid technological changes and
corporate restructuring have created
new demand for community college
training resources

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 Management Development
 All learning experiences resulting in
upgrading of skills and knowledge needed
in current and future managerial positions
 Imperative managers keep up with latest
developments in their fields while
managing ever-changing workforce in a
dynamic environment
 Requires personal commitment of
individual manager
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Reasons to Conduct Management
Training Outside of the Company
 An outside perspective
 New viewpoints
 Possibility of taking
executives out of work
environment
 Exposure to faculty
experts and research
 Broader vision
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How Computer-Delivered Training Breaks Down

Via Computer
By Other
Means 11%

Self-Paced Web Courses

CD-ROM/DVD/Diskette 48%
41%

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Reasons to Conduct Management
Training Inside of the Company
 Training more specific to
needs
 Lower costs
 Less time
 Consistent, relevant
material
 More control of content and
faculty
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 Training Delivered by Outside Sources
and Inside Staff

Traditional Training Programs

▪▪ ▪ ▪
▪
▪ ▪
▪ ▪▪ ▪ ▪ ▪
▪
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28% 37%
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▪ ▪ ▪
63% 72% ▪ ▪
▪▪
▪
▪
▪
▪ Delivered by
▪
Outside Sources
Technology-Based Delivered by Inside
Training Programs Staff
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 Special Training Areas
 Telecommuter – permit manager and
employee to define job responsibilities
and set goals and expectations
 Diversity – develop sensitivity to create
more harmonious working environment
 Ethics – develop corporate culture that
rewards ethical behavior
 Conflict Resolution – communication
skills needed to resolve gridlock
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 Special Training Areas
 English as a Second Language –
help employees in way that validates
them and optimizes personal
relationships
 Teamwork – how to work in groups
 Empowerment – how to make
decisions and accept responsibility
 Remedial – basic literacy and
mathematics skills
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 Implementing Training &
Development Programs

 Often difficult
 Many managers are action-oriented
 Feel they are too busy to engage in T&D
efforts
 Qualified trainers must be available
 Requires a high degree of creativity

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 Evaluating Training &
Development programs
 Ask participant’s opinions
 Determine extent of learning
 Will training change behavior?
 Have T&D objectives been accomplished?
 Benchmarking
 Evaluation difficult, but necessary

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