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Process of Training Planned Training: Employee Development Employee Training

The document discusses employee development and training. It defines key terms like learning, education, development and training. It describes the process of training as planned and systematic. The benefits of training and development for organizations are improved job performance, greater staff commitment and increased value of human assets. Evaluation of training involves pre-tests, post-tests and follow-up studies. Barriers to individual learning include lack of time, money, motivation and confidence.

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jamilsadiq
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106 views

Process of Training Planned Training: Employee Development Employee Training

The document discusses employee development and training. It defines key terms like learning, education, development and training. It describes the process of training as planned and systematic. The benefits of training and development for organizations are improved job performance, greater staff commitment and increased value of human assets. Evaluation of training involves pre-tests, post-tests and follow-up studies. Barriers to individual learning include lack of time, money, motivation and confidence.

Uploaded by

jamilsadiq
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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MBA-SHRM EMPLOYEE & MANAGEMENT DEVELOPMENT

EMPLOYEE DEVELOPMENT EMPLOYEE TRAINING

PROCESS OF TRAINING PLANNED TRAINING


LEARNING ORGANISATION EXPERIMENTAL LEARNING CYCLE INDIVIDUAL BARRIERS TO LEARNING

EMPLOYEE DEVELOPMENT
Employee Development of HR development is about the provision of learning, development and training opportunities in order to improve individual, team and organisational performance. The definition of development suggests a fulfilment of innate potential and ability through continuous involvement rather than just timely interventions to satisfy gaps in knowledge and ability.
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KEY TERMS
LEARNING: Learning is relatively permanent changes in behaviour that occurs as a result of practice or experience. EDUCATION: The development of Knowledge, values and understanding required in all aspects of life rather than the knowledge and skills relating to particular areas of activity. DEVELOPMENT: the growth or realisation of a person's ability and potential through the provision of learning and educational experiences. Training: The planned & systematic modification of behaviour through learning events, programmes, and instruction which enable individuals to achieve the levels of knowledge, skills and competence to carry out their work effectively.
Source: Armstrong-handbook of Personnel Management practices.

EMPLOYEE TRAINING
Training is an important part of an organizations long-range strategy: Global competition and flatter organizational structures require multi-skilled employees Focus on life-long learning Diverse employees with varying cultural values Developments in information technology require new skills and training strategies Increased motivation Individual goals equating with those of the organisation Social benefits Newly acquired skills for future use

BENEFITS OF T&D TO ORGANISATIONS Provision of trained human resources Improvements of existing skills Increased employee knowledge Improved job performance Improved customer service Greater staff commitment Increased value of the organisation's human assets The personal development of employees
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Training & Development


Present jobs Training

Development

Future jobs

PROCESS OF TRAINING

SYSTEMATIC TRAINING PLANNED TRAINING

PLANNED TRAINING
Identify and define training needs Define the learning required Define the objectives of training Plan training programme Decide who provides the training Implement the training Evaluate training Modify training programmes basis on the evaluation.
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DEFINING TRAINING NEEDS


JOB TRAINING ANALYSIS ORGANSATIONAL ANALYSIS PERFORMANCE APPRAISAL JOB ANALYSIS CUSTOMER FEEDBACK OBSERVATION OF EMPLOYEES RECORDS OF EMPLOYEES PERFORMANCE

TRAINING OBJECTIVES
PREREQUISITE EXPERIENCE AND ABILITIES EDUCATINAL OBJECTIVES BEHAVIOURAL OBJECTIVES CRITERIA FOR ASSESSMENT

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The Training System


Needs Assessment

Evaluation

Training Objectives

Implementation

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Training Techniques
On-the-job
Job rotation Apprenticeships Coaching Mentoring Delegation by supervisor Work shadowing

Off-the-job
Lectures & videos Vestibule training Role-playing/Cases Simulation Self-Study & Programmed Computer-based (CBT) Virtual reality Internet/Web-based/Intranet Video-conferencing

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Training & Development Strategies

Cognitive

T&D Strategies
Environmental Behavioural

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Training Evaluation Criteria

Reaction

Organizational results

Training Evaluation Criteria


Behaviour

Knowledge

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Training Evaluation Steps


Evaluation criteria

Pre-test

Trained or Developed Workers

Post-test

Transfer to the Job

Follow-up Studies

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LEARNING ORGANISATION
Learning might be the acquisition of a new skills, new knowledge, a modified attitude or a combination of all three. The process of acquiring knowledge through experience that leads to a change in behaviour.

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LEARNIN ORGANISATION An organization that has an enhanced capacity to learn, adapt and change

Systems thinking Personal mastery

Mental models
Shared vision Team learning

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LEARNING ORGANISATION (CONTD.)


Garvin (1993) has suggested that LO are good at doing five things: Systematic problem solving-relying on scientific methods, insisting on data rather than assumption. Experimentation-Kaizen (continuous improvements) Learning from past experience Learning from others Transferring knowledge quickly and efficiently throughout the organisation

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SIX FACTOR MODEL OF LO


Kandola and Fullerton have produced a six factor model of a LO: Shared vision Enabling structure Supportive culture Empowering management Motivated workforce Enhanced learning

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EXPERIMENTAL LEARNING CYCLE


Kolb provides one of the most useful descriptive model of the adult learning process. The LC suggests that there are four stages that follow from each others. Concrete experience: either planned or accidental Reflective observation: looking back at the experience. Abstract conceptualisation: seen as generalising from reflection and developing hypotheses based on experience and knowledge. Active experimentation: Testing the concepts or ideas in new situation.

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KOLB`S LEARNING STYLES


ACCOMMODATIVE: Strong preference for concrete experience and active experimentation, learning by errors. DIVERGENT: preference for concrete experiences, but to reflect on these from different perspectives. ASSIMILATIVE: Indicates that knowledge is gained by incorporating experiences into already existing cognitive structure. CONVERGENT: prefer to experiment with ideas.

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HONEY & MUMFORD`S LEARNING STYLES

ACTIVIST: a dynamic learners without bias REFLECTOR: an imaginative learner and the person, who observes phenomena, thinks about them and then choose how to act. THEORIST: Who adapt and apply their observations in the form of logical theories. PRAGMATIST: a commonsense learner who only likes to study if they can see a direct link to practical problems.

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INDIVIDUAL BARRIERS TO LEARNING


LACK OF INFORMATION TIME MONEY APATHY ANDLACK OF MOTIVATIO CULTURE AGEISM SPECIAL NEEDS SOCIO-ECONOMIC STATUS LACK OF CONFIDENCE

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