TRAININGjajajajajwjjwjs AND DEVELOPMENT.ppt

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1. TRAINING AND DEVELOPMENT
& RELATED CONCEPTS
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2. INDUCTION
VS
ORIENTATION
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3. SOCIALIZATION
Aprocessofadaptationthattakesplaceas
individualsattempttolearnthevaluesand
normsofworkroles.
Joininganorganisationbringsanxiety,
excitement, happiness, loneliness,
expectationssameasanewuniversity
student
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4. ORIENTATION OR ONBOARDING
Employee orientation
orONBOARDING
aprocedureforprovidingnewemployeeswith
basicbackgroundinformationaboutthefirm
Every manager should know how to orient
and train employees
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6. THE PURPOSES OF EMPLOYEE
ORIENTATION/ONBOARDING
Thepurposethemanagerwantstoaccomplisharethese
fourthingswhenorienting/onboardingnewemployees:
MakethenewemployeefeelWelcome,athome,and
partoftheteam.
Makesurethenewemployeehasthebasicinformation
tofunctioneffectively,suchase-mailaccess,personnel
policiesandbenefits,andexpectationsintermsofwork
behavior.
Helpthenewemployeeunderstandtheorganizationin
abroadsense.
Starttheprocessofapersonbecomingsocializedinto
thefirm’sculture,values,andwaysofdoingthings.
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7. ORIENTATION PROCESS
Onboardingideallybeginsbeforetheperson’sfirstday,with
awelcomenote,orientationschedule,andlistof
documentsneededthefirstday.
Thelengthoftheorientationprogramdependsonwhatyou
cover.Mosttakeseveralhours.
Thehumanresourcespecialist(or,insmallerfirms,theoffice
manager)performsthefirstpartoftheorientationbyexplainingbasic
matterslikeworkinghoursandbenefits.
Thenthesupervisorcontinuestheorientationbyexplainingthe
department’sorganization,introducingthepersontohisorhernew
colleagues,familiarizinghimorherwiththeworkplace,andreducing
first-dayjitters.
Duringorientation,theEmployeehandbookand/or
Orientationtechnologymaybeused.
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8. TheEmployeeHandbook–Courtsmayfindthatthe
employeehandbook’scontentsarelegallybinding
commitments.Thehandbookshouldincludeproper
disclaimerssuchas“nothinginthishandbookshould
betakenascreatingabindingcontractbetween
employerandemployees,andallemploymentison
anatwillbasis.”
OrientationTechnology–
Employersusetechnologytosupportorientationalso.Some
employersplacescannableQRcodesalongtheorientation
tour’sstops,toprovideinformationabouteachdepartment
anditsrole.
Othercompanies“gamify”onboarding,forinstance,by
offeringrewardsandrecognitionfornewhires’contributions.
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9. Onboarding at Toyota
Inmanyfirmstoday,orientationgoeswellbeyond
providingbasicinformationaboutthingslikework
hours.
Whileitdoescoverroutinetopicssuchascompany
benefits,itsmainaimistoengageToyota’snew
employeesinthefirm’sideologyofquality,
teamwork, personaldevelopment, open
communication,andmutualrespect.Theinitial
programtakesabout4days.
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10. Day1:Thefirstdaybeginsearlyandincludesan
overviewoftheprogram,awelcometothecompany,
andadiscussionofthefirm’sorganizationalstructure
andhumanresourcedepartmentbythefirm’shuman
resourcesvicepresident.Heorshedevotesaboutan
hourandahalftodiscussingToyotahistoryandculture,
andabout2hourstoemployeebenefits.Managers
thenspendseveralhoursdiscussingToyota’s
commitmenttoqualityandteamwork.
Day2:Atypicalseconddayfocusesfirstonthe
importanceofmutualrespect,teamwork,andopen
communicationatToyota.Therestofthedaycovers
topicssuchassafety,environmentalaffairs,andthe
Toyotaproductionsystem.
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11. Day3:GiventheimportanceofworkinginteamsatToyota,
thisdaybeginswith2½to3hoursdevotedto
communicationtraining,suchas“makingrequestsand
givingfeedback.”Therestofthedaycoversmatterssuchas
Toyota’sproblem-solvingmethods,qualityassurance,
hazardcommunications,andsafety.
Day4:Topicstodayincludeteamworktrainingandthe
Toyotasuggestionsystem.Thissessionalsocoverswhat
workteamsareresponsibleforandhowtoworktogetheras
ateam.Theafternoonsessioncoversfirepreventionand
fireextinguishertraining.Bytheendofday4,new
employeesshouldbewellontheirwaytobeingengagedin
Toyota’sideology;inparticularitsmissionofqualityandits
valuesofteamwork,continuousimprovement,andproblem-
solving.
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12. The bottom line is that there’s more to
orienting employees than introducing them to
new coworkers. Even without a program like
Toyota’s, use the onboarding opportunity to
start instilling in the new employee the
company values and traditions in which you
expect the person to become engaged.
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13. TRAINING AND RELATED CONCEPTS
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14. TRAINING AND RELATED CONCEPTS
Training-processthatattemptstoimproveemployee
performanceonacurrentlyheldjobbyproviding
employeewiththeknowledgeandskillsneededfortheir
presentjob
Development-learningopportunitiesdirectedtowards
helpingemployeesgrowandacquirecapabilitiesbeyond
thoserequiredfortheircurrentjob
Education-aimsatdevelopinganindividual’sknowledge,
skills,andcompetenciesinacomprehensivemannerso
thattheyareapplicableacrossseveralsituations
Experience-learningonthejob,withoutplanning
Learning-anyrelativelypermanentchangeinbehaviour
thatresultsfrompracticeorexperience
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15. PURPOSES
performance improvement
skill updating
solving organizational problems
new employee orientation
preparation for promotion
opportunities for personal growth
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16. BENEFITS
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17. WHY IS TRAINING A STRATEGIC ORGANIZATIONAL
ACTIVITY IN CONTEMPORARY ENVIRONMENT?
Advances in technology
Work redesign
Mergers and acquisitions
Restructuring
Workforce diversity
Employee mobility
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18. INPUTS IN T & D
Skills
Education
Development
Ethics
Attitudinal changes
Decision making skills
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19. TRAINING PROCESS
NEEDS ASSESSMENT
a.Organisation support
b.Organisational analysis
c.Task and KSA analysis
d.Person analysis
Instructional
Objectives
Development
of criteria
Training
validity
Transfer
validity
Intra-
organisation
al validity
Inter-
organisation
al validity
Use of
Evaluation
models
Selection and
designing of T & D
programs
Training

20. TRAINING PROCESS
Needs assessment
Deciding on objectives of T&D
Designing T&D programme
Implementation of the programme
Evaluation
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21. TRAINING NEEDS
ASSESSMENT/ANALYSIS/IDENTIFICATION
Issues in assessment
Benefits from assessment
Outcomes of not assessing
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22. LEVELS OF NEEDS ASSESSMENT
Individual
Group
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Trainersmaybeinformedaboutthebroaderneedsofthe
trainees
Trainersareabletopitchtheircourseinputsclosertothe
specificneedsofthetrainees
Assessmentmakestrainingdepartmentmoreaccountable
andmoreclearlylinkedtootherhumanresourceactivities
Needsassessmentcompelsmanagerstosetasidetimefrom
productionhourstobuildskillsandimprovecompetency
BENEFITS OF NEEDS ASSESSMENT

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OrganizationAnalysis
Anexaminationoftheenvironment,strategies,
andresourcesoftheorganizationtodetermine
wheretrainingemphasisshouldbeplaced.
TaskAnalysis
Theprocessofdeterminingwhatthecontentofa
trainingprogramshouldbeonthebasisofa
study
ofthetasksanddutiesinvolvedinthejob.
PersonAnalysis
Adeterminationofthespecificindividualswho
needtraining.
ISSUES

24. METHODS IN NEEDS ASSESSMENT
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25. INITIATIVES TO RECTIFY PERFORMANCE
DISCREPANCY
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Performance
Discrepancy
Is it worth fixing
Inadequate
Feedback
Reward/Punishment
Incongruence
Obstacles in the
System
KSA Deficiency
Provide Proper
Feedback
Change
Contingencies
Remove Obstacles
Choose Appropriate
Remedy
Job Aid
Training
Practice
Change the Job
Transfer or Terminate
Yes
Yes
Yes Yes Yes Yes

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Absence of Training Needs Assessment
•Loss of business
•Constraints on business development
•Higher labour turnover
•Poorer-quality applicants
•Increased overtime working
•Higher rates of pay, overtime premiums and supplements
•Higher recruitment costs
•Greater pressure and stress on management and staff to
provide cover
•Pressure on job evaluation schemes, grading structures,
payment systems and career structures
•Additional retention costs
•Need for job redesign and revision of job specifications
•Undermining career paths and structures
•Higher training costs

27. DESIGNING INSTRUCTIONAL OBJECTIVES
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Represent the desired outcomes of a training program
–Performance-centered objectives
Provideabasisforchoosingmethodsandmaterialsand
forselectingthemeansforassessingwhetherthe
instructionwillbesuccessful.

28. TRAINING PROCESS
NEEDS ASSESSMENT
a.Organisation support
b.Organisational analysis
c.Task and KSA analysis
d.Person analysis
Instructional
Objectives
Development
of criteria
Training
validity
Transfer
validity
Intra-
organisation
al validity
Inter-
organisation
al validity
Use of
Evaluation
models
Selection and
designing of T & D
programs
Training

29. DESIGNING TRAINING & DEVELOPMENT
PROGRAM
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30. TRAINING AND DEVELOPMENT METHODS
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32. ON THE JOB METHODS
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Orientation Training
Job Instruction Training
Apprentice Training
Internships And
Assistantships
Job Rotation
Coaching

33. OFF THE JOB METHODS
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VestibuleTraining
Lecture
SpecialStudy
Films
Televisions
Conference/Seminar
s
Workshops
Discussion
CaseStudy
RolePlaying
Simulation
ProgrammedInstruction
LaboratoryTraining
SensitivityTraining

34. LEVELS OF LEARNING
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3 basic levels
Lowest level : focus on fundamental
knowledge
Middle level: Skill development
Highest Level: Operational Efficiency

35. PRINCIPLES OF LEARNING
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Employee motivation
Recognition of individual differences
Practice opportunities
Reinforcement
Knowledge of results
Goals
Schedules of learning
Meaning of material
Transfer of learning

36. CONDUCT OF TRAINING
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At the job itself
On site by not the job for ex in a training
room
Off site ex in a university, classroom, hotel,
resort .

37. IMPLEMENTATION OF TRAINING PROGRAM
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Deciding the location and organising training
and other facilities
Scheduling the training program
Conducting the program
Monitoring the progress of trainees

38. EVALUATION OF THE TRAINING PROGRAM
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Need for evaluation
Principles of Evaluation
Criteria for evaluation
Techniques of evaluation

39. PRINCIPLES OF EVALUATION
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Evaluation specialist must be clear about the goals
and purposes of evaluation
Evaluation must be continuous
Evaluation must be specific
Evaluation must provide the means and focus for
trainers to be able to appraise themselves, their
practices and their products
Evaluation must be based on objective methods
and standards
Realistic target dates must be set for each phase of
evaluation process.

40. CRITERIA FOR EVALUATION
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TRAINING VALIDITY
Did the trainees learn during training?
TRANSFER VALIDITY
Whathasbeenlearntintraining,hasitbeen
transferredonthejob?Hasitenhanced
performanceintheworkplace?
INTRA-ORGANISATIONAL VALIDITY
Isperformanceofthenewgroupoftrainees,for
whichthetrainingprogramwasdeveloped,
consistentwiththeperformanceoftheoriginal
traininggroup?
INTER-ORGANISATIONAL VALIDITY
Can a training program validated in one firm be used
successfully in another company

41. TECHNIQUES/METHODS OF EVALUATION
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Experimental and control groups
Longitudinal /Time Series Analysis
Questionnaire
Cost and Benefits Analysis
Costs

42. Human Resource Management, 5E
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https://www.aihr.com/blog/training-evaluation/

44. LEVELS OF TRAINING EVALUATION
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Levels Questions being asked Measures
Result
Behaviour
Learning
Reaction
Accidents
Quality
Productivity
Turnover
Morale
Costs
Profits
Performance
Appraisal by
superior, peer,
client,
subordinate
Written tests
Performance
tests
Questionnaires
Is the
organisation or
unit better because
of the training?
Are trainees behaving differently
on the job after training? Are they
using the skills and knowledge
they learnt in training?
To what extent do trainees have greater
knowledge or skill after the training
programme than they did before?
Did the trainees like the programme, the trainers, the
facilities? Do they think the course was useful? What
improvement can they suggest?

45. CURRENT AND FUTURE TRENDS
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46. CURRENT & FUTURE TRENDS
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https://whatfix.com/blog/learning-development-trends/

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52. RECENT TRENDS IN L & D
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https://whatfix.com/blog/learning-development-trends/
https://www.careercliff.com/future-trends-in-training-
and-development/

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