HRM

Lecture1- Training and Development

12/08/21 HRM/SIMSREE/Sem2 1
AGENDA FOR TODAY

• What is training
• Business strategy and training
• Model of training in an organisation- what it
involves
• Needs analysis
• Model of Training design
• How to design to facilitate learning
• Cases and exercises

12/08/21 HRM/SIMSREE/Sem2 2
What is training?

• Training refers to a planned effort by a

company to facilitate employees’ learning of
job-related competencies.
• The goal of training is for employees to
• master the knowledge, skill, and behaviors
emphasized in training programs, and
• apply them to their day-to-day activities

12/08/21 HRM/SIMSREE/Sem2 3
What is a Business Strategy?

• A plan that integrates the company’s goals, policies,

and actions.
• The strategy influences how the company uses:
– physical capital (plants, technology, and equipment)
– financial capital (assets and cash reserves)
– human capital (employees)
• The business strategy helps direct the company’s
activities to reach specific goals.

12/08/21 HRM/SIMSREE/Sem2 4
Decisions a Company Must Make about How to
Compete to Reach Its Goals

• Where to compete?
– In what markets will we compete?
• How to compete?
– On what outcome or differentiating characteristic will we
compete?
– Cost? Quality? Reliability? Delivery? Innovativeness?
• With what will we compete?
– What resources will allow us to beat the competition?
– How will we acquire, develop, and deploy those resources to
compete?

12/08/21 HRM/SIMSREE/Sem2 5
Strategy impacts training with a strong influence on
determining:

• The amount of training devoted to current or

future job skills.
• The extent to which training is customized for
the particular needs of an employee or developed
based on the needs of a team, unit, or division.
• Whether training is restricted to specific groups
of employees or open to all employees.

12/08/21 HRM/SIMSREE/Sem2 6
Strategy impact on training (continued)

• Whether training is:

– planned and systematically administered, or
– provided only when problems occur, or
– spontaneously as a reaction to what
competitors are doing
• The importance placed on training compared to
other human resource management practices such
as selection and compensation.

12/08/21 HRM/SIMSREE/Sem2 7
Implications of Business Strategy for Training

Strategy Emphasis How Achieved Key Issues Training Implications

Concentration Increase market Improve quality Skill currency Team building
share Improve Development Cross-training
Reduce operating productivity of existing Specialized programs
costs Customize work force
Interpersonal skill
Create market products training
niche On-the-job training
Internal Market Add distribution Create new Support high-quality
Growth development channels jobs product value
Product Expand global Create new Cultural training
development markets tasks Conflict negotiation
Innovation Create new Innovation skills
Joint ventures products Manager training in
Joint ownership feedback and
communication
Technical competence
in jobs

12/08/21 HRM/SIMSREE/Sem2 8
• Based on company policy, training could be
either in-house, or experts could be brought
in to train
• We could have training that is reactive, or
training that is proactive

12/08/21 HRM/SIMSREE/Sem2 9
Training Design Process
Ensuring
Conducting Needs Employees’ Creating a Learning
Assessment Readiness for Environment
Training

Developing an Ensuring Transfer

Evaluation Plan of Training

Monitor and
Select Training
Evaluate the
Method
Program

12/08/21 HRM/SIMSREE/Sem2 10
Needs Assessment

• Refers to the process used to determine if

training is necessary.

• It is the first step in the instructional design

process:
– If it is poorly conducted, training will not
achieve the outcomes or financial benefits
the company expects.

12/08/21 HRM/SIMSREE/Sem2 11
Needs Analysis Model
Input ANALYSIS PHASE
Output
Organisational Analysis
•Objectives
•Resources Process
•Environment Training Needs

Trigger
Actual Organisational
Identify Performance
Performance (AOP) < Operational Analysis
Discrepancy (PD)
Expected Organisational Expected Performance
PD=EP – AP
Performance (EOP) (EP)
And
Causes of PD

Non Training
Person Analysis Needs
Actual Performance
(AP)

12/08/21 HRM/SIMSREE/Sem2 12
The Needs Assessment Process
Reasons or “Pressure Outcomes
Points
What is the Context? •What Trainees Need to
•Legislation Learn
Organization •Who Receives Training
•Lack of Basic Skills
Analysis
•Type of Training
•Poor Performance In What Do
Task
Analysis They Need •Frequency of Training
•New Technology
Training? •Buy Versus Build
•Customer Requests Person
Analysis Training Decision
•New Products
•Training Versus Other
•Higher Performance Who Needs the HR Options Such as
Standards Training? Selection or Job
Redesign
•New Jobs

12/08/21 HRM/SIMSREE/Sem2 13
Needs assessment involves:

• Organizational Analysis
• Task Analysis
• Person Analysis

12/08/21 HRM/SIMSREE/Sem2 14
Organisational analysis

• Involves
– Analysis of objective
• the appropriateness of training, given the business
strategy
– Resource utilization analysis
• resources available for training
• Usage of resources in the organisation
– Environment scanning
– Climate analysis
– Support by managers and peers for training

12/08/21 HRM/SIMSREE/Sem2 15
Task Analysis

• Focus is on job
– Components of job
– Conditions under which it is to be
performed
– What skills, knowledge and attitudes and
behaviour are needed – competency
identification

12/08/21 HRM/SIMSREE/Sem2 16
Person Analysis

• Focus here is on individual

– Is performance satisfactory
– Can we train this employee
– Do we need to find someone else

12/08/21 HRM/SIMSREE/Sem2 17
Output of the Need Analysis
No KSA Deficiency
•Reward/Punishment In congruency
•Inadequate feedback
•Obstacles in system
Non Training
Needs

KSA Deficiency
•Job Aids
•Practice
Training Need •Changing job itself
Analysis •Transfer or terminate

Training Need Design Program

as per need

12/08/21 HRM/SIMSREE/Sem2 18
Exercise

• Job of “student”- Perform a task analysis on

this “job”. What are the KSAs needed here?
Can you identify a gap? If yes, then what are
the actions that you would take?
• Job of “coordinator for SIMERGANCE”.
Conduct a TNA for this job. Outcomes?

12/08/21 HRM/SIMSREE/Sem2 19
Training Design
DESIGN PHASE
Inputs Process Output
Learning
Theory Determine factors
that facilitate
learning and
transfer

Develop
Identify alternative
Training Needs Training
methods of
Objectives
instruction

Evaluate-
Objectives and
Programs
Organisational
Constraints

12/08/21 HRM/SIMSREE/Sem2 20
Learning Theories

• Behaviorism
• Cognitive Theory
• Constructivism

12/08/21 HRM/SIMSREE/Sem2 21
Kolb’s Cycle of Experiential learning

12/08/21 HRM/SIMSREE/Sem2 22
12/08/21 HRM/SIMSREE/Sem2 23
• Experiential learning
– Kolb
– Honey and Mumford
• Having an experience
• Reviewing the experience
• Concluding from the experience
• Planning the next steps.

• Adult learning- Knowles

12/08/21 HRM/SIMSREE/Sem2 24
Types of learners

• VISUAL LEARNERS
• Visual learners learn primarily through the written word.
• They tend to be readers who diligently take down every word.
• AUDITORY LEARNERS
• Auditory learners learn primarily through listening.
• They focus their ears and attention on your words, listening
carefully to everything you say.
• They like to talk rather than write and relish the opportunity to
discuss what they've heard.
• KINESTHETIC LEARNERS
• Kinesthetic learners learn better by doing.
• This group learns best when they can practice what they are
learning.
• They want to have their hands on the keyboard, the hammer, or
the test tube because they think in terms of physical action

12/08/21 HRM/SIMSREE/Sem2 25
Organisational constraints

• What might they be?

12/08/21 HRM/SIMSREE/Sem2 26
Training objectives

• Trainee reaction objectives

• Learning objectives
• Transfer of learning objectives
• Organizational outcome objectives

12/08/21 HRM/SIMSREE/Sem2 27
Facilitation of learning and Transfer of
Learning

• Ensuring strategic knowledge

• Need to take care if individual differences in KSA
• Implication of earlier conditioning
• Use of operant conditioning
• Setting goals
• Understanding the way people learn
• Attention and expectancy- eliminate distractions and
attract attention
• Retention
• Behavioral reproduction

12/08/21 HRM/SIMSREE/Sem2 28
Gagne

• (1)gaining attention (reception)

(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)
(4) presenting the stimulus (selective perception)
(5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization).

12/08/21 HRM/SIMSREE/Sem2 29
• Principles:
• 1. Different instruction is required for different
learning outcomes.
• 2. Events of learning operate on the learner in ways
that constitute the conditions of learning.
• 3. The specific operations that constitute
instructional events are different for each different
type of learning outcome.
• 4. Learning hierarchies define what intellectual skills
are to be learned and a sequence of instruction.

12/08/21 HRM/SIMSREE/Sem2 30
Other principles

• Massed Vs Spaced Practice

• Whole Vs part learning
• Maximizing similarity
• Knowledge of results

12/08/21 HRM/SIMSREE/Sem2 31
• Text books:
• Personnel and Human Resource Management :P.
Subba Rao. Himalaya Publishing House. ( 658.3 /
010655)
• Human Resource Management – V. S. P. Rao .
Excel Books (658.3 /010620)

12/08/21 HRM/SIMSREE/Sem2 32
12/08/21 HRM/SIMSREE/Sem2 33
12/08/21 HRM/SIMSREE/Sem2 34
Learning Principles

• Modeling
• Motivation- intent to learn
• Reinforcement
• Feedback
• Spaced practice
• Action learning
• Whole learning

12/08/21 HRM/SIMSREE/Sem2 35
Factors that facilitate learning and transfer

12/08/21 HRM/SIMSREE/Sem2 36
Training Methods

12/08/21 HRM/SIMSREE/Sem2 37
Kolb

• Concrete Experience - (CE)

• Reflective Observation - (RO)
• Abstract Conceptualization - (AC)
• Active Experimentation - (AE)
• and a four-type definition of learning styles, (each
representing the combination of two preferred
styles, rather like a two-by-two matrix of the four-
stage cycle styles, as illustrated below), for which
Kolb used the terms:
• Diverging (CE/RO)
• Assimilating (AC/RO)
• Converging (AC/AE)
• Accommodating (CE/AE)
12/08/21 HRM/SIMSREE/Sem2 38