Reference Points in HRD

Sl No 1 Topic Training perspective in HRD Points

Training is the process of the increasing knowledge & skills for doing a particular job with positive attitude. It is one of the main objectives of HRD. According to Edwin B Flippo Training is the act of increasing the skills of an employee for doing a particular job

Focus of Training and Development

Bridge the gap between organizations expectations and employee competency Trg focuses on short term goals but development focuses on long term goals which bring strategic growth for individual and organization. Training and Development Helps people for reactive and proactive assignment It ensures Professional development of employees Building core competence for the organization Focus on continuous performance improvement To increase employee morale and job satisfaction Defined measurement Performance based analysis Observable Measurable Reliable Outcomes Easy administration Helps to set learning objectives for future Developing Training Strategy Finalizing the training policy Identification of training needs Consolidation of training needs Preparation of training calendar Training evaluation by participants Training effectiveness assessment of employees after training Feedback to participants and trainers Documentation Follow up Further training / Retraining

Focus of Training Tools

4 Training Cycle

Principle of readiness: we learn best when we are ready to learn. Trg department create readiness by letting learners know how important the training is, why they should take it, and the benefits it should bring them. 5 Principles of Learning Principle of association: proceed from the known to the new, to start with simple steps and gradually build up to the new and more difficult task. Principle of involvement: for significant learning to occur, learners must be actively involved in the learning process. A good instructor users learner involvement tools such as hands-on training, question and answer group discussion, audiovisual aids, case problems, role playing simulations, quizzes and application exercises. Principle of repetition: repetition aids learning, retention and recall. Application and practice are essential. Principle of reinforcement: the more a response leads to satisfaction, the more likely it is to be learned and repeated. Accentuate the positive and break complex task down into simple steps allowing for the successful learning of one step to help motivate learning the next one. 1. Learning is fundamentally social. "Many of the greatest benefits of training are unintentional. When you come out of a training program, you often perform better. But is it the training that's critical or the interaction during the training? You may be able to perform better simply because you have better relationships with people who you can now call." 2. Cracking the whip stifles learning. "If you are a supervisor and you see two people talking in the hallway, don't say, `Get back to work.' Recognize that this interaction creates a community of practice that stimulates learning -- and it may be precisely what they need." 3. Learning needs an environment that supports it. "XBS used to think of space in terms of cost-per-squarefoot. When you look at a cubicle and you see that it's so small that another person can't get in there, you know something's wrong. For learning to flourish, you need to restructure the physical design of the office to encourage interaction, social learning, and peer learning

Principles of Learning (Cont.) Second Type

where and when it happens most effectively -informally." 4. Learning crosses hierarchical bounds. "Camp Learning included all levels of the company. Supervisors, fifth-line managers, and all kinds of operators train together. Inclusiveness inspires crossfunctional learning -- it's a powerful motivating factor." 5. Self-directed learning fuels the fire. "Who knows better what needs to be learned than the people doing the learning?. People have a say in structuring their own training, and that means they're more eager to learn." 6. Learning by doing is more powerful than memorizing. This is much more effective than sitting at a desk and listening to a lecture." 7. Failure to learn is often the fault of the system, not the people. "Rather than blaming people for lack of motivation, examine how the situation is either motivating or debilitating. Look for patterns of participation and exclusion." 8. Sometimes the best learning is unlearning. "For a long time people have learned that it's best to keep their mouths shut and do what they're told, even if it's not consistent over time. The key is to break those habits and make engagement something that's not only encouraged but also rewarded."

7 Principles of Adult Learning

Adults have a need to know why they should learn something. The adult has to consider it important to acquire the new skill knowledge or attitude. Adults have a need to be self-directing and decide for themselves what they want to learn. Adults have a far greater volume and different quality of experiences than young people so that connecting learning experiences to past experience/s can make the learning experience more meaningful and assist the participant to acquire the new knowledge. Adults become ready to learn when they experience a life situation where they need to know. Adults enter into the learning process with a task centered orientation to learning. Adults are motivated to learn by both extrinsic

and intrinsic motivation (Knowles 1970) Transfer of learning is the application of skills and knowledge learned in one context being applied in another context (Cormier & Hagman, 1987) . An example would be the knowledge and skills learned in sales training being applied on the job with a customer Successful transfer of learning requires that training content be relevant to the task, that the learner must learn the training content, and that the learner must be motivated It helps to determine the organizational goals Prioritizing the tasks in meeting this goals Determining the skills required by the employees Identifying the deficiencies in the skills and knowledge level of employees 10 Different Training need assessment are Steps in identifying training & development needs are Benefits of identifying training and development needs Analyzing the training requirement for the training plan. Organization need assessment Task need assessment Employee need assessment Need / problem identification Design of need analysis Data collection of needs Data Analysis Providing feedback Developing action plan Documentation review Questionnaire Interview Schedule Exit Interview Performance Appraisal Observation Survey Suggestion Box Common meetings Through TQM / ISO / CMM Process Realistic idea about how we can effectively plan, budget, direct and evaluate a training & development programme Strategic goal to ensure employees performance growth Helps to match organizations vision, mission with employee needs & desires. Improving performance of managers

Transfer of Learning

Objectives of Identification of Training and Development Needs

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Tools or methods for identifying training and development needs

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Management Development Pgms

15 On the Job Training Methods of employees

16 Off the Job Training Methods for employees

On the job Methods 1. Coaching 2. Job Rotation 3. Under Study training under a Sr Mgr 4. Multiple Management Jrs to participate in board meeting and make views Off the job methods 1. Simulation Exercises Case Study Business Games Role Play Incident Method In Basket Method takes roles of srs and perform. 2. Sensitivity Training changing individual behaviour through unstructured group interaction. 3. Transactional Analysis Personality Development and speaks of ego states child, adult and parent. Developed by Eric Berne. 4. Conferences 5. Lectures Takes place in the real environment Exposed to actual work situation Methods 1. Job instruction method Instructions by the trainer while performing job onsite 2. Apprenticeship and coaching supervisor act as a model for trainee to emulate 3. Job Rotation- Placed in various jobs across different functions in the organization to create flexibility 4. Committee assignments group of employees are given real problems and asked to find the solutions. Away from work environment Frees from distractions Methods Class Room Lectures Rules, procedures and policies are conveyed Simulation exercises Case studies, Experiential learning and modeling are used. Create artificial work situation closely resemble the actual work area. Vestibule Training Role playing Programmed Instructions Convincing of subject knowledge Communication Leadership

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Skills of a trainer

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Change and Change Agent

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Training Evaluation

Team Building Effective Presentation Effective Coaching Problem Solving Time Management Peformance Appraisal of participants Documentation Change is the only permanent thing in the world. It is bringing new systems to replace existing system in an organizational context which can result in the resistance from employees. So trainers and HR needs to act as change agents. Change agent is a person who leads a change project or business-wide initiative by defining, researching, planning, building business support and carefully selecting volunteers to be part of a change team. Change Agents must have the conviction to state the facts based on data, even if the consequences are associated with unpleasantness Following factors are considered Trainees feedback on the content and process of training Learning acquired by the trainees as a result of training experience Changes in job performance and behaviour as a result of training Measurable interests and involvements of trainees Suggestions and responses from the participants

Training Evaluation is a systematic process of collecting information for and about a training activity which can be used for guiding decision making and for assessing the relevance and effectiveness of various training components ( Raab et al. 1987)

Types of evaluation 20 Training Evaluation

Formative Evaluation collection of relevant & useful data to identify drawbacks of a training programme Summative Evaluation overall assessment to check whether training has achieved its goals and objectives

Kirkpatrick's Four Levels of Evaluation ASSESSING TRAINING EFFECTIVENESS often entails

using the four-level model developed by Donald Kirkpatrick (1994). According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level's evaluation. Thus, each successive level represents a more precise measure of the effectiveness of the training program, but at the same time requires a more rigorous and time-consuming analysis. Level 1 Evaluation - Reactions Just as the word implies, evaluation at this level measures how participants in a training program react to it. It attempts to answer questions regarding the participants' perceptions - Did they like it? Was the material relevant to their work? This type of evaluation is often called a smilesheet. According to Kirkpatrick, every program should at least be evaluated at this level to provide for the improvement of a training program. In addition, the participants' reactions have important consequences for learning (level two). Although a positive reaction does not guarantee learning, a negative reaction almost certainly reduces its possibility. Level 2 Evaluation - Learning Assessing at this level moves the evaluation beyond learner satisfaction and attempts to assess the extent students have advanced in skills, knowledge, or attitude. Measurement at this level is more difficult and laborious than level one. Methods range from formal to informal testing to team assessment and selfassessment. If possible, participants take the test or assessment before the training (pretest) and after training (post test) to determine the amount of learning that has occurred. Level 3 Evaluation - Behaviour This level measures the transfer that has occurred in learners' behavior due to the training program. Evaluating at this level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude being used in the everyday environment of the learner? For many trainers this level represents the truest assessment of a program's effectiveness. However, measuring at this level is difficult as it is often impossible to predict when the change in behavior will occur, and thus requires important decisions in terms of when to evaluate, how often to evaluate, and how to

evaluate. Level 4 Evaluation- Results Frequently thought of as the bottom line, this level measures the success of the program in terms that managers and executives can understand -increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment. From a business and organizational perspective, this is the overall reason for a training program, yet level four results are not typically addressed. Determining results in financial terms is difficult to measure, and is hard to link directly with training Training Effectiveness realize through the assessment of transfer in behavior and business results mentioned as the third and fourth step in training evaluation Training Effectiveness means brining a better ROI (Return on investment)

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Training Effectiveness

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How each component in training evaluation is conducted

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Audio Visual Aids in Training

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Designing a Training & Development Programmes

Steps to remember for conducting a training

Level 1 Reaction is measured through post training surveys Level 2- Learning is measured by conducting appropriate test Level 3 - Change in behavior is assessed through daily efficiency rating ( Performance monitoring) Level 4 - Business Results are assessed through improvement in productivity & reduction of waste ROI is analyzed by converting productivity to profit or monetary values. Flip Charts Photographs Recording Sounds Posters LCD Audio Slides Video Slides etc Defining purpose of training and target audience Determining participants needs Defining training goal and objectives Outlining training content Developing Instructional activities Preparing the written training and development programme design Preparing Participant evaluation form Determining follow up activities for the programme Choosing the delivery system (On the job or off the job)

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programme

Non formal methods of development 26

Communicating Training and Development Programme (Title of the programme, Objectives, Venue, Time etc) Implementation (Conducive environment & logistics) Competence gained through non formal methods of development are

Personal and social competence, Cognitive and creative competence and Vocational Competence Different Non formal methods are Development through Self Study Development through Distance Learning Programme Development through Professional Associations such as AIMA, NIPM, IIPM etc Development through Mass Media

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