1

To discuss the philosophy and key

concepts
of
Training
&
Development and their application
for
developing
Organisational
Excellence

Q Why do organisation come into being?

A - To satisfy a given Societal Need.
Survival depends upon the degree of need satisfaction.
Survival NOT good enough.
Need for Growth- Sustained Growth.
Need for Competitiveness.
Is Competitiveness a Means or an End?
It is a means. You compete to Win.
Another dimension of Competitiveness.
Competing with yourself
Constantly raising the bar to achieve still higher standards

Q - How do you get that distinctive competitive

Edge?
A - By developing better/newer/relevant
Knowledge,
Skills and Practices
(Behaviours)
Q - How do you develop it all?
A - By Training and Learning and Practicing

Current
Business
Scene

1. Technology Obsolescence
2. Globalization
3. Influence of Communication &
Media- Computer, Internet etc
4. Fierce Competition
5. Razor thin margin
6. Customer - hard to please
7. M & A
8. High mortality rate
9. Rapid Changes
6

SOLUTIONS
Cost Cutting
Better Quality
BPR
Benchmarking
CRM
ERP
Six Sigma
8

1. Technology
2. Systems
3. Resources
9

Economics
or
Organisational Development
or
Marketing
or
Strategy

10

It depends quite simply

on
The Quality of People

11

Continuous Research
What makes an Organisation Click ?
What separates Winners from Runners?
It is all about getting competitive edge.
Common denominator- Leadership and People.
What is one lie that a lot of Companies tell with impunity?
Human Resources are our Greatest Asset

12

 What is so unique about Human Resources

or People?
They are not mass produced

13

People

Environment

Environment

Goal

Structure

Technology

ORGANISATION
14

LOGIC FOR CHANGE

Environment/Technology
Strategy
Structure
Systems
Procedure

Processes

Practices

People
(Behaviour)
Performance

Internal
Environment

Non-Performance

CULTURE
15

CONCEPT
Training & Development

Purpose
Achievement

H R D

Quality of
Products &
Services

Organisational
Excellence
Surplus
Generation

Competitiveness
Sustained
Growth

16

Degree of Difficulty

PROCESS OF DEVELOPMENT
Group Behaviour
Behaviour (B)
Attitude (A)
Skills (S)
Knowledge

(K)

Time
K

Attitude

Behaviour

17

When does it start

18

19

1. Training Needs Assessment

Organisational
Task or Job
Person
Environmental Scan

20

2. Training Development

Define Training Objectives/Goals

Training Design
Structure
Content
Type of Training Intervention
Time Frame

21

Learning Environment

Characteristics of adult learners

Adults have a need to know why they should learn
something

Adults have a deep need to be self-directing

Adults have a greater volume and different quality of

experience than youth

Adults become ready to learn when they experience a

need to know in order to perform more effectively and
satisfactorily.

Adults enter into a learning experience with a task

centered (or problem centered and life-centered)
orientation to learning

22

 From Pedagogy to Andragogy

Pedagogy (Paid-Child; Agogus Leader)

The art and science of teaching children

Andragogy (Aner Adult; Agogus - Leader)
The art and science of helping adults learn
Developing

Training Methods & Materials

23

3. Training Delivery
4. Training Evaluation

Reaction
Learning
Behaviour Change
Organisational Results

5. Feed Back/Spiral

24

PLANNING
ORGANISING
STAFFING
DIRECTING
CONTROLLING
COORDINATING

25

Transformational Learning

Capacity
Competence

Knowledge Skills

26

Learning
Cognitive
Perception
Reasoning
Problem Solving
Processing Knowledge &
Information

Affective
Emotional

Action/Practice
27

Training
Knowledge

Trainees

Transfer of
Trainer

Institute

Organisation
28

PRINCIPLES OF TRAINING
1. Principle of Necessity
2. Principle of
Relevance/Applicability
3. Principle of Adequacy
4. Principle of Effectiveness
5. Principle of Collaboration
6. Principle of Evaluation

29

TRAINING
METHODOLGOGIES
Class Room (Lecture)
Seminar
Workshop
Clinic
Laboratory
Reading
Demonstration
Field Trips/Study Tours
Structured Discussion Interactive
Sessions
10. Group Discussion Experience Sharing
11 Exercises
12 Case Study
1.
2.
3.
4.
5.
6.
7.
8.
9.

30

13
14
15
16
17
18
19
20
21
22
23
24
25
26

Role Play
Instruments
Structured Experience or Games
Syndicate Work
Stealth Learning
Distance Learning
E-Learning
Out Bound Learning
Self Directed Learning
Collective Training
Simulation
Drilling
On-the Job
Refresher Training or Re-learning
31

TRAINING TECHNOLOGY

32

TRAINING EFFECTIVENESS
1
2
3
4
5

Programme Design
Trainer
Environment
Participants
MOTIVATION

33

AUDIT OF TRAINING
Alignment of Training Strategies with
Corporate Direction
Training Policy
Induction Training
Assessment of Existing Skills,
Knowledge
and Ability
Process of Identification of Training
Needs
Identified Training Needs vis--vis
Organisation Needs

34

 Linkage of Training with Potential

Appraisal, Performance Appraisal,
Career Planning System, Job
Rotation etc.
Process of Bridging Competency
Gap
Training Budget Time & Money
Annual Training Plan
Internal Training

35

FACULTY

Selection Process
Development
Evaluation
Tenure

36

 TRAINING INFRASTRUCTURE
Training Hall/Syndicate Room
Accommodation
Training Aids
Food
Recreation
Computer Lab

Training Locations
External Training
Networking with other Training
Institutes
37

 PROGRAMME DESIGN
Training Courses
Duration
Content
Target Group

Process of Publicizing Programs

Process of Nomination
Briefing prior to attending Program
Debriefing after Program
Post Training follow up
38

 TRAINING EVALUATION METHODS

Return on Investment
Performance Improvement Program
On the Job Performance

QUALITY OF COURSEWARE

39

1. Stick to Agenda
2. Focus on Learning Objectives
3. Train Adults as Adults
4. Ensure Participation
5. Handle Dysfunctional Behaviour
6. Listen - Listen - Listen
7. Make Learning Risk-free
8. Summarize Recapitulate
9. Make Learning Fun
10.Give your BEST
40

Ten Qualities of a Good Trainer

1. Competence or Capability
2. Capacity
3. Confidence
4. Communicator
5. Authenticity
6. Listener
7. Learner
8. Passionate
9. Humour
10.Service Orientation
41

42

Learning Organisation
Paradigm Shift
Organisational Learning
to
Learning Organisation

43

Laws of Learning
First Law. You will learn, only if there is a great needfelt.
Second Law. The more you learn, the more you realise
how little you know.

Third Law. Unless you learn to unlearn what you may

have learnt so far, you cannot learn what you need to learn
today.

Fourth Law. Unless you learn to act on what you have

learnt, you have not learnt anything at all.
44

45