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Human Resources Management T5 Training & Development D. Borisova Definitions of Learning Knowledge … got by study (Shorter Oxford Dictionary) Relatively permanent change in behaviour that occurs as a result of practice or experience ( Bass and Vaughan, 1966) Learning has occurred when a person: – Knows something he/she did not know earlier, and can show it – Is able to do something which they were not able to do before (Honey and Mumford, 1992) “You cannot make people learn, and you cannot stop them” 2 Management of the Learning Process (Preview) Assess what you think employees need to learn Plan the opportunities to facilitate learning experiences Evaluate what has worked well, and what has been less successful Redesign the learning programme accordingly 3 Characteristics of Learning A relatively permanent change in behavior that occurs as a result of : PRACTICE (deliberate) EXPERIENCE (accidental) 4 APPROACHES TO LEARNING CONDITIONING COGNITIVE (structured) Focus on observable behavior: Drive-Stimulus-Reinforcement “Learning occurs within the mind” Drills (safety, machine use etc.) Languages Procedures (emergencies) Simulators Induction Management and leadership Team work Interpersonal skills Career development 5 Ivan Pavlov 6 B.F. Skinner operant conditioning 7 The Learning Cycle (David Kolb et al., 1974) Stage 1: Having an experience Stage 2: Reviewing the experience Stage 3: Concluding from the experience Stage 4: Planning the next step …and repeat the cycle 8 Learning Styles (Honey & Mumford, 1992) Activists: get fully involved in whatever is happening; seek out new experiences, ideas and techniques Reflectors: do not take fast decisions, stand back and observe and analyze all data Theorists: think through the problem logically; perfectionists; value rationality Pragmatists: are keen to check how the new ideas and theories work in practice 9 Barriers to learning People may be afraid to do something wrong and to be laughed at No time to sit back and reflect Different learning types: – Some people don’t learn from lectures and books – Other enjoy new theories but are not interested in how they work in practice 10 Other approaches to learning Visual – Auditory – Kinaesthetic learning Left-brain (logical) or right brain (creative) Learning curve – forgetting curve – recalling curve Memorising; mnemonics (ABC); number rhymes; stories 11 Definition of Training System process of change in behavior, knowledge, skills, attitudes (KSA) and/or motivation of employees aiming to achieve correspondence between position/job requirements and employee’s personal characteristics 12 Importance of T&D Strategic function Competitive advantage Return of Investment in People Winning strategy in “War for talents” Profit generator Important element of working process 13 Types of Training Formal Informal 14 Characteristics of Training Specific for different businesses Practical Skills acquisition Related to business objectives Measurable Task-oriented Final test/exam 15 Characteristics of Development Dependent on pre-existing knowledge Individualistic Self-generated Hard to measure Relies on feedback Could be both planned and unplanned 16 Principles of Training Adequacy Problem-orientated Linked to process of work Connected with performance Lifelong learning 17 SYSTEMATIC TRAINING INVESTIGATE & ANALYSE TRAINING NEEDS EVALUATE THE TRAINING DESIGN TRAINING EVENT DELIVER THE TRAINING 18 1. TRAINING NEEDS ANALYSIS Training must be driven by the business needs of the organisation. If the link to business needs can be established this will ensure that training is focused on the real issues and demonstrates it relevance to the business Roland & Frances Bee: Training Needs Analysis and Evaluation IPM 1994 19 Three levels of TNA Organisational Job or Occupational / Team Individual 20 Methods of training needs analysis 1. Analysis of business and HR strategy 2. Analysis of job description and person specification 3. Analysis of personnel appraisal results 4. Review of feedback from past training activities 5. Interviewing 21 2. DESIGN TRANING EVENT: Training methods 1. On the job 2. At the job 3. Off the job 22 Training providers Internal – HR specialist – Manager (mentoring, coaching) – Other specialist (“Train the trainers”) External – Open courses – Tailor-made courses 23 Trainability tests… Another use of selection methods Important to ensure trainee will benefit Also to avoid waste of resources 24 3. TRAINING DELIVERY METHODS ON THE JOB IN THE FIELD OFF THE JOB Sink or Swim Guided instruction Sit by “Nellie” Coaching Projects Internal Consultancy Self-directed Learning Coaching Simulations (equipment, materials, situations) Discussions, meetings, “clinics” Case Studies, Demonstrations, Lectures 25 4. EVALUATION: METHODS AND LEVELS LEVEL OF EVALUATION EVALUATION QUESTIONS Reaction What trainees feel they have learned Learning What trainees have actually learned Job Behavior Impact on job performance; learning transfer Team / Departmental Impact on team or departmental performance Organisational Value for money; cost effectiveness; cost benefit; business contribution 26 In support of Organisational Policies Induction training and the induction crisis Tackling performance problems (discipline and dismissal) Health and Safety Customer Relations Equality of Opportunity Teamwork and Leadership training To develop Managers 27 Dr. Elizabeth Kubler-Ross Change cycle 28 Employee development (ED) strategies corresponding to corporate strategies Continuous learning strategy (Learning organization) Mass training strategy Priority training strategy (only of key personnel) Training to achieve strategic advantage Anticipatory training for introduction of new technologies Training linked to career development 29 Motives in favor of strategic ED Knowledge based economy Necessity of building a learning organization Fast moral exhaustion of knowledge Short innovation and product life cycles Hyper competition Change in corporate knowledge and organization values Aging of some professions More expensive education 30 Reasons for training failure (1) No reward for trainee efforts and newly acquired skills - 58% Insufficient time to realize training programs - 55% Work environment is different from the learned and acquired behavior - 53% Insufficient motivation - 47% 31 Reasons for training failure (2) Inaccurate analysis of training needs 40% Change in training needs after the training has been designed and implemented 35% Lack of managerial support 30% Insufficient training budget 21% 32 Factors for effective training (1) 1. The trainer keeps close contact with top management 2. Clear and well defined training objectives 3. Direct contact between trainer and trainee 4. Connection and correspondence between corporate and training strategy 33 Factors for effective training (2) 5. Individual development is a key for organizational development 6. Training methods are based on learning through practice 7. Discussions during the training 8. Specific preparations are made to ensure that the learned will be put in practice shortly after the training 9. Focus both on long-term and short-term effect of training 34 Management development Planned – to achieve long-term company objectives Reactive – to solve current performance problems Proactive / Motivational – to answer individual expectations for career development 35 Elements of efficient employee development Willingness of employees for selfdevelopment Willingness of organization to develop the employees Willingness of line managers to develop the subordinates 36 Postulate in training „A person learns: 10% of what he/she listens, 50% of what he/she sees, 70% of what he/she studies and revises and 90% of what he/she does and puts in practice” 37 Thank you! 38