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4 views

LECTURE 5 Training

Uploaded by

Respicus RJ
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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1

ENGINEERING, MANAGEMENT AND


SOCIETY II
CIE:422

Training and Development


Lecture 5
Training & Education
2

 Training is an organized process of increasing the


knowledge and skills of people for definite purpose.

 Training and Education is concerned with imparting


specific skills for particular purpose

 Purpose of Training is to bring about improvement in the


Performance of work
Training & Development
3

 Development involves the growth of the individual in all


respects
 Training is job centered whereas development is career
bound
 Aims at increasing the capacity for further tasks of
greater difficulty
Training & Development Process
4

1. Determining Training Needs


a. Organizational analysis – (
analyzing the present and future
needs of the total Organization)

b. Operational analysis – (need of a

specific group of jobs)


c. Individual analysis – (analyzing the
need of the specific Employee)
Training & Development Process
5

2. Deciding the purpose of Training

3. Choosing Training method

4. Evaluating Training Effectiveness


Need for Training
6

1. To improve job related skills


2. To update Knowledge and skills
3. To prepare for higher responsibilities and task
4. To develop proper job related attitudes
5. To inject motivation and morale
6. To mould personnel to adapt and adjust to
Organizational change
Advantages of Training
7

1. Increased productivity
2. Job Satisfaction
3. Reduction in accidents
4. Better use of Resources
5. Reduced Supervision
6. Greater Flexibility
7. Management by Exception
8. Stability and Growth
Essential of a good Training Programme
8

a. Clear Purpose
b. Training Needs
c. Relevance
d. Individual Differences
e. Appropriate incentives
f. Management Support
g. Balance between theory and practice.
Training Procedure
9

1) Preparing the Instructor


I. know the job or subject he is attempting to teach

II. Have the aptitude and ability to teach

III. Have willingness towards the profession

IV. Pleasing Personality and capacity for leadership

V. Knowledge of teaching Principles and methods


Training Procedure cont’
10

2. Preparing the Trainee

3. Getting ready to teach

4. Presenting the Operation

5. Try out the Trainee’s performance

6. Follow - up
Methods and Techniques of Training
11

1. On the Job Training

a. Coaching

b. Understudy

c. Job Rotation

2. Vestibule Training – ( Dummy Machine set up )

3. Apprenticeship Training

4. Classroom Training
Executive Development / Management
Development
12

 Developing a manager is a progressive process in the


same sense that educating a person is.

•Neither development
nor Education should be
thought of as something
that can ever be
completed
Methods of Executive Development
13

1. On the Job Method


a. Coaching and Understudy
b. Position rotation
c. Special projects and task forces
d. Committee assignments
e. Multiple Management
Methods of Executive Development cont’
14

2. Off the Job Method


a. Special courses
b. Conferences and Seminars
c. Case study
d. Selective Readings
e. Brain Storming
f. Simulation , role Playing and Management Games
15

 LEADERSHIP
Leadership
16

 Leadership is defined as influence, the art or process of


influencing people so that they will strive willingly and
enthusiastically toward the achievement of group goals.
Skills of a Leader
17

 The ability to use power effectively and in a responsible


manner

 The ability to comprehend that human beings have


different motivation forces at different times and in
different situations

 The ability to inspire


Skills of the Leader
18

 The ability to act in a manner that will develop a climate


conductive to responding to and arousing motivations.

 Fundamental understanding of People

 Ability to inspire followers to apply their full capabilities


to a project
Leadership Styles
19

1. Autocratic Leader –Commands and expects


compliance, is dogmatic and positive, and leads by the
ability to withhold or give rewards and punishment.

2. Democratic or Participative – consults with subordinates


on proposed actions and decision and encourage
participation from there
Leadership Styles cont’
20

3. Free-rein leader / laissez-faire Leadership – uses his or


her power very little, giving a high degree of
Interdepence in their operations.
 Leaders depend largely on subordinates to set their own

goals and the means of achieving them.


 They see their role as one of aiding the operation of

followers by furnishing them with information and acting


primarily as a contact with the groups external
Environment.
Leadership Styles cont’
21

4. Paternalistic Leadership – Serves as the head of the


family and treats his followers like his family members.
He assumes a paternal or fatherly role to help, guide
and protect the followers.
22

 notes 2022\12 Different Types of Leadership


Styles.doc
Functions
23

 Goal Determination
 Motivating Followers
 Direction
 Coordination
 Representation
Importance of Leadership
24

a. Aid to authority

b. Motive power to group efforts

c. Basis for co operation

d. Integration of Formal and Informal Organization.


Motivation
25

 Motivation is an internal state or condition (sometimes


described as a need, desire, or want) that serves to
activate or energize behavior and give it direction
Motivation cont’
26
Motivation cont’
27

 Motivation results from the interaction of both


conscious and unconscious factors such as

 Intensity of desire or need

 Incentive or reward value of the goal

 Expectations of the individual and of his or her peers


Classifications of motivation
28

 Extrinsic (external)

 Intrinsic (internal)
Classifications of motivation
29

 Extrinsic motivation is motivation to perform and


succeed for the sake of accomplishing a specific result
or outcome
 External motivation comes from influences outside of the
individual
 Common extrinsic motivators are rewards and the threat
of punishment
Classifications of motivation
30

 Intrinsic motivation arises from a desire to learn due to


its inherent interests, for self-fulfilment, enjoyment and
to achieve a mastery of the subject.
 It exists within the individual rather than relying on
external pressures or desire for reward
1. Maslow’s hierarchy of needs
 Abraham Maslow’s postulated that a person will be
motivated when his or her needs are fulfilled.
 The needs start from the lowest level basic needs and
keeps moving up as the lower needs are satisfied.
(a) Physiological needs – physical survival necessities
such as food, water, and shelter.
(b) Safety needs: protection from threats, deprivation,
and other dangers.
(c) Social needs: (belonginess and love): the need for
association, affiliation, friendship, and so on.
1. Maslow’s hierarchy of needs

(d) Self-esteem: the need for respect and recognition.


(e) Self-actualisation: the opportunity for personal
development, learning, and fun/creative/challenging
work. It is the attainment of one’s ultimate potential.
Self-actualisation is the highest level of needs.
 The teacher will have to understand the specific

need of every individual learner and accordingly


work to help fulfil their needs.
1. Maslow’s hierarchy of needs
2. Attribution theory
 Human beings are prone to attributing their successes or
failures to other people or situations.
 This is what is referred to as attribution theory.

 The theory tries to explain how an individual’s


perceived reasons for past success and failure
contribute to the current and future motivation and
success.
 The theory revolves around four causal attributions:

(a) Ability

(b) Effort
2. Attribution theory
(c) task-difficulty
(d) Luck
 Each of the above is characterised as stable or unstable,
internal or external and controllable and uncontrollable.
 The extent to which a person tends to use the combination of
these causes is known as attributional style.
 Causal attribution concerns how people understand their
reasons for their successes and failures.
 Individuals attributing their success to internal, stable and
controllable factors tend to be more successful than those
with alternative attribution styles.
3. Self-fulfilling prophecy
 Self-fulfilling prophecy is a prediction that directly or
indirectly causes itself to become true, by the terms of
the prophesy itself, due to positive feedback between
belief and behaviour.
 The self-fulfilling prophesy is in the beginning, a false
definition of the situation invoking a new behaviour
which makes the original false conception come true.
 In other words, a prophecy declared as truth when it is
actually false may sufficiently influence people, either
through fear or logical confusion, so that their reactions
ultimately fulfil their once false prophecy.
4. McClelland theory of needs
 McClelland states that we all have three motivating
drives, and this does not depend on gender or age.
 One of these drives will be dominant in our behaviour

 The dominant drive depends on our life experiences


 The three motivators are:
(a) Achievement: a need to accomplish and demonstrate
own competence. People with a high need for
achievement prefer tasks that provide for personal
responsibility and results based on their own efforts.
They also prefer quick acknowledgement of their
progress.
4. McClelland theory of needs
(b) Power – a need to control own work or the work
of others. People with a high need for power desire
situations in which they exercise power and influence
over others.
(c) Affiliation – a need for love, belonging and social
acceptance. People with a high need for affiliation
are motivated by being liked and accepted by others.
5. Vroom’s theory of expectancy
 Victor Vroom stated that people will be highly
productive and motivated if two conditions are met:
1. People believe it is likely that their efforts will
lead to successful results.
2. Those people also believe they will be rewarded
for their success.
 People will be motivated to exert a high level of
effort when they believe there are relationships
between the efforts they put, the performance they
achieve, and the outcomes/rewards they receive.
40

Thank you

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