Understanding the Pakistan Budgeting Process: Basics and Key Insights
Training & development(unit 1)
1. UNIT - I
M. Mano Samuel
Lecturer , HR
The American College
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2. Training refers to a planned
effort by a company to
facilitate employees’ learning
of job-related competencies
for the achievement of
organizational goals.
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3. ◦ Master the knowledge, skill, and
behaviors emphasized in training
programs, and
◦ Apply them to their day-to-day
activities
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4. Training is the process of proving
employees with specific skills or
helping them correct efficacies in
their performance
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5. Development is an effort to provide
employees with the abilities that
organization will require in the future
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6. 3 important terms
Training
Education
Development
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7. In all training there is some education
In all education there is some training
And two process cannot be separated from
development
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8. Training Development
Focus Current Job Current/Future Jobs
Scope Individual Group/
Organization
Time Frame Immediate Long Term
Goal Fix Skill Deficit Prepare for Future
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9. Training Education
Orientation Application Theoretical conceptual
Learning On-the-job and off-the Class-room
job
Scope
Specific tasks General concepts
Goal Trainee is paid to Student pays to learn
learn V.SUGUMARAN
T&D UNIT-1, KSM 9
10. Training is required for improving
performance on the job
Training is essential to keep pace with
technological advances and avoid obsolence
To cope with changing environment such as
competition.
Training is needed for promotion to higher
jobs I,e for future role succession
11. For tackling human problems, 1.e imparting
training in human relations.
Training helps to harness human
potential, i.e. creativity
Training for creating favorable attitudes and
motivation of employees.
To train for better adjustment to the
organization and commitment to work.
To train employees in the company culture.
Training of employees is required for
achieving organization’s efficiency, growth
and to reduce costs.
12. Gives the supervisor more time to manage,
standardized performance, less absenteeism, less
turnover, reduced tension, consistency, lower
costs, more customers, better service
Gives the workers confidence to do their jobs,
reduces tension, boost morale and job satisfaction,
reduces injuries and accidents, gives them a
chance to advance.
Gives the business a good image and more profit.
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13. Managing Alignment
◦ Clarify team goals and company goals.
◦ Help employees manage their objectives.
◦ Scan organization environment for useful
information for the team.
Encouraging Continuous Learning
◦ Help team identify training needs.
◦ Help team become effective at on-the-job training.
◦ Create environment that encourages learning.
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14. A number of studies indicate that employee
training has a positive impact on corporate
performance.
Training also improves
◦ Productivity
◦ Firm’s performance
◦ Revenues
◦ Profitability
◦ Client Satisfaction
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15. Training and development activities have been
increasing
◦ Tight labour market - Organizations compete to attract &
retain employees, by offering better Training &
Development opportunities
◦ New and changing technology
◦ Globalization – training for employees with international
assignments
◦ Mergers, acquisitions, restructuring
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17. Learning is the acquisition of
skills, knowledge, or attitudes.
18. When they are actively involved in the learning process
Training is relevant and practical.
Training material is organized and presented in chunks.
Training is in an informal, quiet, and comfortable setting.
When they have a good trainer.
When they receive feedback on performance.
When they are rewarded.
19. There are 3 theories:
1. Behavioral Learning Theory
2. Social Learning Theory
3. Cognitive Learning Theory
20. Primary Focus
◦ Observable behaviour
◦ Stimulus-response
connections
Assumptions
◦ Learning is a result of
environmental forces
21. 1.1 Respondent or Classical Conditioning-
Pavlov
◦ We make associations with stimuli
◦ Example: The Pavlov Dog.
1.2 Operant or Instrumental Conditioning-
Skinner
◦ Learning is the result of the application of
consequences; that is, learners begin to connect
certain responses with certain stimuli.
◦ Examples: Positive Reinforcement, Negative
Reinforcement
22. Classical conditioning was the first type
of learning to be discovered and studied
within the behaviorist tradition (hence
the name classical).
The major theorist in the development
of classical conditioning is Ivan Pavlov, a
Russian scientist trained in biology and
medicine.
23.
24.
25.
26. Examples
Employee is harassed at work
Employee feels bad when harassed
Employee associates being harassed and
work
Employee begins to feel bad when she
thinks of work
28. Examples
Behaviours Consequences
The Individual
works and is paid.
is late to work and is docked pay.
enters a restaurant and eats.
enters a football stadium and watches a football game.
enters a grocery store and buys food.
29. Social Learning Theory- Albert Bandura
The social learning theory emphasizes the
importance of observing and modeling the
behaviors, attitudes, and emotional reactions of
others.
The learning cycle
Attention
Retention
Reproduction
Motivation
31. Discovery Learning
1. Bruner said anybody can learn anything at
any age, provided it is stated in terms
they can understand.
32. Discovery Learning
2. Powerful concepts (not isolated facts)
a. Transfer to many different situations
b. Only possible through Discovery Learning
c. Confront the learner with problems and
help them find solutions. Do not present
sequenced materials.
33. Principles of Learning is also referred as Laws of
Learning
Readiness
◦ Individuals are best when they are physically , mentally and
emotionally ready to learn.
Exercise
◦ It is the basis of practice
Effect
◦ Based on emotional reaction
Primacy
◦ Things learned first create a strong impression in mind
Recency
◦ The most recently learned are best remembered
Intensity
◦ Real thing has a greater impact than a substitute
34. What type of a trainer are you?
The ‘guru’: An expert. Has a deep knowledge of
her subject and loves to share it.
‘Showman’: A would-be actor. Loves to be ‘on
stage’, to perform before the audience. Often
jokes and tells stories. A great entertainer.
‘One of the boys’ (‘one of the girls’)
Communicates on a very friendly level with the
participants. Perhaps mixes socially with them.
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35. The quiet one: Tends to keep a low
profile, preferring the participants to do all
the work. Likes to stand back and let them
get on with it.
Disciplinarian: Strict. Likes to push the
participants hard and exert strong control
over the group.
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36.
37. Referred as training need analysis (TNA)
Effective training system begin with
identification of training need
These need creates performance gap
Ex: low profit , low customer satisfaction
, more scrap
Another type of performance gap is future
oriented
Company can perform poorly until changes
are made
38. Development of training objective
What will be trained and how
Identifying factors needed in training
program
Identifying alternative factors methods of
instruction
39. Formulating a instructional strategy to meet a
set of training objectives
Instructional strategy consist of order , timing
, material , media , and combination of
methods and elements used in training
program
Output of development phase act as input for
implementation phase
40. All aspects of training program come
together during the implementation phase
It is mistake to assume that everything will
happen as planned
It is useful to conduct a dry run or pilot study
of the program
41. Output becomes input for Evaluation Phase
Two Types of Evaluation : Process , Outcome
Process: Determined how well a particular
process achieved its objectives ( I,e ouputs)
Outcome: Is evaluation conducted at end of
training to determine the effect of training on
the trainee , job , and organization
42. Reduce fear with a positive approach
Increase motivation: emphasize
whatever is of value to the
learner, make the program form a
series of small successes, build in
incentives and rewards.
Limited abilities: adjust teaching to
learners level.
Laziness, indifference, resistance:
May mean a problem worker.
43. Adapt teaching to learners:
Deal with people as they are.
Poor training program: revise
to include objectives.
Poor instructor: The trainer
needs to know the job, be a
good communicator and a
leader, sensitive, patient, helpf
ul, etc.
44. Process used to determine how best to
pursue the organizations mission while
meeting the demand of the organization in
the near and long term.
2 types of strategy
Proactive strategy
Reactive Strategy
45. Focus on longer term
Process is more formalized
Purpose is to build a good fit between the
organization and its future environment
Help to make a best guess about what the
future will bring
46. Focus on short term
Process is less formalized
It address how operations will confront what
exist now and the next two years.
47. Identify current mission, goals and objectives
Environmental assessment
Development of operational plans and
budgets
Implementation
Evaluation and feedback
48. A collection of planned change interventions
, built on humanistic – democratic
values, that seeks to improve organisational
effectiveness and employee well-being
◦ Strong emphasis on colloboration
◦ Respect for people, trust and support, power
equalisation, participation
49. Sensitivity training
Survey feedback
Process consultation
Team building
Inter-group development
Appreciative enquiry
50. Also called laboratory training, encounter
groups, T-groups( training groups)
Changing behaviour through unstructured
group interaction
Free and open environment
Members discuss, loosely directed by a
professional behavioural scientist
51. Group is process-oriented
Individuals learn through observing and
participating
Objective is to increase awareness of their
own behaviour, and others perception
Results in increased empathy, listening
skills, greater openness, increased
tolerance, conflict resolution skills
52. Use of questionnaires
Identifies discrepancies among member
perceptions, discussion follows and remedies are
suggested
Manager and his subordinates participate
Concentrates on DM practices, communication
effectiveness, coordination between units, job
satisfaction
Data is tabulated and distributed to employees
Identify issues creating differences to employees
53. An outside consultant helps client to deal
with problems that need improvement
More task oriented
Consultants help clients in understanding the
environment
Guides client to solve his own problems
54. Joint approach between client and consultant
Develops greater understanding of the
process and less resistance to the plan
chosen
Consultant only helps in problem
identification
Refers to an external expert if needed
55. To increase trust and openness
Activities include goal setting, role analysis
Begins with defining goals and priorities
Identify potential problem areas
Analyzing key problems and effective ways of
performing it
56. To reduce conflict among groups
To change attitudes, stereotypes &
perceptions that groups have of each other
Popular method is problem solving
◦ Each group meets independently to develop lists of
perception of itself and how others perceive it
◦ Differences are identified and discussed
57. Identifies the unique strengths/qualities of an
organisation
4 steps
Discovery – identifying strengths
Dreaming – speculating possible futures of the
organisation
Design – finding a common vision and agree on
unique qualities
Destiny – how organisation is going to fulfill its
dream . Writing of action plans and development of
implementation strategies
