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Training and development
1. WHAT WE HAVE LEARNED SO FAR
• UNDERSTANDING AND INSIGHT
• Retention
• Understanding relationships
• Wider application of knowledge
2. WHAT WE HAVE LEARNED SO FAR
• RULES OF ASSOCIATION
• Repetition-simple associations like company
policies, H&S etc.
• Attention and intention are critical
• Whole learning is generally preferred over
part learning
• Feedback is essential
• Cause and effect relationships can add
meaning.
• Active learning with passive learning
3. SOCIAL CONSTRUCTIVISIM
• We learn as a community……….we agree upon
certain meanings of language, symbols, beliefs
etc.
• A social construction of color PINK
• Collectively held beliefs-National and
organizational culture, sequencing,
generational sensitivities and methodologies.
4. PEDAGOGY
• Trainer centered & Subject centered
• Trainees are passive, inert, uniform
• Lectures & one way input…regimentation,
learners experience not realized
• JUG & MUG;
New situations e.g. Induction
Policies & Procedures
Health & Safety
5. ANDRAGOGY
• ASSUMPTION
“ by definition an adult is someone who has
achieved the self concept of being
responsible for his/her own life”
6. MALCOM KNOWLES
• 4 ASSUMPTIONS
1. People learn when they feel that they need
to learn
2. Self directed
3. Prior Experience
4. Desire to develop competency…motivation
7. SOME INITIAL RULES!!!!!
• Physical environment
• Psychological environment
• Self Diagnosis
• Mutual Responsibility
• Importance of Collaboration
9. Kolb’s Learning Styles Theory
Some KLPs
• DIVERGING (CE/RO);
See things from various angles
Problem solving in teams
HR managers, artists, historians
• ASSIMILATING (RO/AC);
Less concerned with people & more with
ideas….Lectures, readings, graphs
Pure scientists, mathematicians, R & D
10. Kolb’s Learning Styles Theory
• CONVERGING(AC/AE);
Finding practical use of theories
High instrumentality, case studies
Applied scientists, engineers, lawyers
• ACCOMODATING(AE/CE);
Intuition not logic
Team players, risk takers
Achieving objectives in a team
Teachers , Marketing
11. • One size fits all?
• PROFESSION IS ONE KEY
• Self-Awareness
Holistic Approach
Chasing in the cycle?
12. Honey and Mumford Learning Styles
ACTIVIST---
Do not like
listening,
“thrown into
deep end”
REFLECTOR–
Like to listen
THEORIST---
Do not like
subjectivity, like
patterns and
charts
PRAGMATIST-
--Practical “pay
off”
13. VISUAL: “I see what you
mean”
AUDITORY: “ I hear what you
mean”
KINESTHETIC: “ I get a feel of
what you mean”
17. Some Exceptions
• Socio legal issues- sexual harassment, equal
opportunity, Diversity, Health & Safety
• KLP- if it is reactive you are in trouble
• Change – BPR, new equipment, new values
19. WHAT IS THE RESULT?
• Effective utilization of training, time and $$$
(performance improvement)
• Motivation
• Benchmark for evaluation of training
effectiveness
KLP- a good TNA ensures that training is given on
job related KSAs AND only those who need the
training are included
20. Arrange
formal training
Arrange
practice
Arrange
feedback
Ignore it Is it Important??
Is it caused by
skills deficiency
Is performance
of skills punishing
to employee?
In non
performance
Rewarding?
Does
performance
matter?
R there
obstacles
to performance
Employee
exhibited
skills in past?
Is the skills
used often
Remove
punishment
Arrange +ive
consequence
4 performance
Arrange
consequence
Remove
obstacles
Yes
No
Performance
discrepancy
21. Organizational Analysis
• Organization strategy, goals and mission
• Overall discrepancies
• Mission as a context- “Our mission is to
continually improve our products and services
to meet our customers needs, allowing us to
prosper as a business and provide a
reasonable return to our stockholders” Ford
• Prioritization
22. Organizational Analysis
• Core Values, Employer Branding, Employee
value proposition
• Establish how far the core values of the
organization support the creation of an attractive
brand and ensure that these are incorporated in
the presentation of the brand as long as they are
‘values in use’ (lived by members of the
organization)rather than simply espoused
23.
24. Organizational Analysis
• Organizational Climate
• Structure, job design, policies and procedures,
performance management & CULTURE
• Grievances, Exit interviews, Surveys
KLP- Incongruities must be corrected
25. Organizational Analysis
• Human Resource Planning
• Retirements, Succession Planning, New Hires
• Talent Inventory TNA Business strategy
• Heinz Canada’s Leamington Plant
26. Task Analysis/Job Analysis
• Content – tasks, duties, responsibilities, Key
dimensions or result areas ( Importance, level of
difficulty, consequences of error)
• Contextual factors
• KSAs required
• Many methods e.g. CIT
27.
28. Lets Do It
• One key result area in the job of a manager is
‘Getting results in teams’
Identify the KSAs ???
29. Competency Modeling
• What is a COMPETENCY?
• Generalizibility
• Changing nature of jobs (From jobs to roles)
• A people orientation
• Training based only on task analysis can be
quickly outdated
30. Changing Nature of Work
• “To be able to work in teams, to rotate through
various jobs, to understand how their task fit into
the entire process, to spot problems in
production, to troubleshoot, articulate problems
to others, suggest improvements, and write
detailed charts that serve as a road map in the
assembly of the car”
JD of assembly line worker at Mazda, Flat Rock,
Michigan Plant
31. Competency Modeling – How to do it?
• One of the key result areas for a divisional HR
director might be human resource planning,
defined as: Prepares forecasts of human
resource requirements and plans for the
acquisition ,retention and effective utilization
of employees, which ensure that the
company’s needs for people are met.
• The positive indicators for this competence
area could include:
32. Competency Modeling – How to do it?
• Seeks involvement in business strategy formulation;
• Contributes to business planning by taking a strategic
view of longer-term human resource issues that are
likely to affect business strategy;
• Networks with senior management colleagues to
understand and respond to the human resource
planning issues they raise;
• Suggests practical ways to improve the use of human
resources, for example the introduction of annual
hours.
33. Competency Modeling – How to do it?
Negative indicators could include:
• Takes a narrow view of HR planning – does not seem to be
interested in or understand the wider business context;
• lacks the determination to overcome problems and deliver
forecasts;
• Fails to anticipate skills shortages, for example unable to
meet the multiskilling requirements implicit in the new
computer integrated manufacturing system;
• Does not seem to talk the same language as line
management colleagues – fails to understand their
requirements;
• Slow in responding to requests for help.
34. Competency Modeling – How to do it?
When the positive and negative indicators have
been agreed the next step is to distil the
competency dimensions that can be inferred from
the lists. In this example they could be:
• Strategic capability
• Business understanding
• Achievement motivation
• Interpersonal skills
• Communication skills
35. Person Analysis
• Performance Appraisal- AP
• Performance Standard- EP- means & ends & core
values
ISSUES WITH APPRAISALS:
• Human subjectivity
• Motivation of the appraiser
• Defensiveness (SEPARATE APPRAISAL FOR TNA)
• You know what are the key result areas,
competencies, KSA’s so now you want to see who
is not meeting the expectations
36. Person Analysis- Getting it Right
• 360 feedback, Self appraisal
Ask questions such as:
– How well do you feel you have done?
– What do you feel are your strengths?
– What do you like most/least about your job?
– Why do you think that project went well?
– Why do you think you didn’t meet that target?
Always refer to actual events or behavior and to results
compared with agreed performance measures
37. Person Analysis- Getting it Right
• It is necessary first to identify any causes that are external
to the job and outside the control of either the manager or
the individual. Any factors that are within the control of the
individual and/or the manager can then be considered.
What needs to be determined is the extent to which the
reason for the problem is because the individual:
– did not receive adequate support or guidance from his or
her manager;
– did not fully understand what he or she was expected to do;
– could not do it – ability;
– did not know how to do it – skill;
– would not do it – attitude.
38. Person Analysis- Getting it Right
• Seems pretty straight forward then why it is
not done???????
• A culture that supports this type of approach
to appraisal
• Top management support
• PD- employer and management are both
accountable. In fact, one can argue that it is
unlikely to emerge if people are effectively
managed
‘There are no bad soldiers, only bad officers’
