Training & development

Lecture outline
 Importance of Training
 Who Will Do the Training
 Training needs Analysis
 Process of Training
 Methods of training
 Models of training
 How Employees Learn Best
 Developing a Job Training Program- factors to be
considered
 Retraining
 Overcoming Obstacles to Learning
 Evaluation of training
 Questions
 What influences learning and skill acquisition?
 What training strategy will be employed?
 What are we doing to ensure that we adequately engage, motivate
and challenge the trainees?
 What are we going to do before and after this training to ensure
trainees can and will use what they have learned?
 Does my organization have a sufficient number of individuals with
the right skills to support a new product launch?
 What training interventions would be most useful to increase the
productivity of my offshore contact center?
 What are the factors that differentiate higher-performing
managers in my most productive branches?
 Accenture’s Future Workforce Study
 Survey of 1,100 workers across skill levels in India and a study of 100
senior executives in the country, found that while 69 per cent of the senior
executives agreed that adopting intelligent technologies will be critical to
their organization's ability to differentiate in the market, none said their
organizations plan to increase their training investments over the next
three years.

 This, despite 59 per cent of the executives identifying skills shortage as a

critical hindrance to future growth.
 with 93 per cent saying it will be important to learn new skills
 WE ARE ENTERING THE AGE OF MAN–MACHINE COLLABORATION,WHERE
MACHINESWILL AUGMENT HUMAN CAPABILITIES, ALLOWING PEOPLE TO
FOCUS ONWHAT THEY DO BESTWHILE DOING THE THINGS THAT
HUMANSWOULD RATHER NOT
 Brandon Hall Group 2014 Learning and
Development Benchmarking Study

 One-third of companies are increasing their budget for learning

and development.
 41 percent of companies describe their culture as “Controlling.”
 Only 10 percent of companies are leveraging mobile learning
solutions.
 59 percent of companies are leveraging social learning activities.
 Key trends in L&D
We learn by example and by direct experience because there are real limits to the
adequacy of verbal instruction

It’s the Darwin’s theory. When you stop learning , you stop developing & you
stop growing.

 Growing realization that L&D delivery is only effective when lessons stick.
 Second it is delivered in a form that can people hooked
 Efficient utilization technology resources.
 Accurate insights – oscillation between seeing from inside & seeing from outside.
 Insights about their leadership & its style of functioning.
 The space of L&D can be viewed through the 3 Ps- products , programs and
platforms
 Gamification
 Anytime Anywhere Learning
 Skill Analytics
 Identifying top performers with performance ratings, assessments and succession
plans; and
 Developing top talent with career development and personalized learning paths.
 Recent trends in T & D
 Development in Neuroscience
 Era of the individual – employee value proposition to Individual
value
 Digital transformation
 Big data- exploring & understanding data – important critical skills
 Investment in Learning & development
 Leadership & the role of learning & development
 Talent ecosystem
 Relationship between Training and performance support
 L & D at Deloitte
 More than 700,000 learning hours are delivered annually, through
nearly 5,000 training programs
 Self-study labs and multi-media resource centers
 help professionals strengthen their skills in reading, writing,
speaking and listening dimensions of professional
interaction and communication skills required for success.
 Education Programs
 Deloitte believe professional excellence requires focus, diverse
experiences, and the ability to adapt
 The learning process and infrastructure extend significant learning
opportunities for their practitioners across the globe.
 the new hires will undergo detailed function-specific
programs that add significant knowledge in areas such as health care,
financial research and analysis, enterprise application training, and
more.
 Deloitte leadership academy
 Deloitte’s approach to program design rests on three simple, yet
powerful principles
 focus on the development of combinations of strengths
rather than addressing weaknesses
 Leadership development is best achieved through experience
based, on-the-job learning.
 Emerging and experienced leaders need to be mentored,
trained and given stretch opportunities in order to develop. via
social learning, on-demand learning and career learning
 DLA is an innovative digital executive training program
 For more than 50,000 executives at more than 150 companies
worldwide.
 Deloitte L & D
 Leader boards : rank users based usage of Deloitte’s 12 development
areas. Users compete to become the expert for a topic
 Predictable badges: Can be earned when a user completes a specific
set of controllable actions (such as completing all courses within a
competency or completing their monthly learning plan)
 Random variable rewards (rewarding users with badges for
completing a largely unknown set of activities). This will provide
users with badges without them expecting to receive them.
 ADOBE: Online Leadership Training Drives
Global Productivity
At Adobe, when we talk about leadership, it’s leadership at all levels
from our newest college grads to our senior leadership:

 1) Lead with Emotional Intelligence

 2) Identify and hire top talent
 3) Scale the business and drive growth
 4) Innovate and drive change
 5) Role model the Adobe Check-in approach by delivering
meaningful, timely feedback
 Adobe’s Global Talent Development team designed Adobe’s
innovative Leading@Adobe curriculum to accomplish these goals
across Adobe’s vast organization of +14,000 employees, in 40
countries and 70 locations.
FACEBOOK: Culture Is The Key for a Rapidly Expanding
Workforce
 L &D objectives are to promote respect and foster a culture of continual learning,” says Mike
Welsh, L & D Partner and People Engineer at Facebook.
 It was designed to appeal to its talented millennial workers who are hungry for autonomy,
feedback, learning, and advancement.
 They want personalized experiences so the company offers many avenues for individual
learning through on-demand classes and career flexibility.
 most of the learning happens organically within functional departments and is peer-to-peer
and employee-driven.
 What Facebook’s L&D team is most known for are its innovative Manager, Leadership and
Positive Culture development programs. For example, Facebook’s Engage Coaching Program
provides new managers with one-on-one sessions with an executive coach to help them
develop effective people management skills.
 Facebook’s FLiP (Facebook Leadership in Practice) program also receives rave
reviews. The FLiP program goes deep into leadership best practices, case studies,
team-building and coaching circle exercises where rising leaders receive
feedback and coaching from their peers and Facebook executive team members.
 Finally, Facebook’s nationally recognized Managing Unconscious Bias program trains
employees to acknowledge bias in the workplace and build productive working relationships
with co-workers. Facebook successfully uses L&D to create a culture that puts people first,
and fosters employee engagement, collaborative relationships and continual learning.
 Training and Development (T&D)
 Training - Designed to provide learners with the knowledge and skills
needed for their present jobs – formal and informal
 Development - Involves learning that goes beyond today's job – more
long-term focus
 Learning Organization – firms that recognize critical importance of
continuous performance-related training and development an take
appropriate action
 Forgetting Curve- how we retain or get rid of information that we take
in.
 Learning Curve- the rate of a person's progress in gaining experience or
new skills.
 Hermann Ebbinghaus- who pioneered the experimental study
of Memory , and is known for his discovery of the forgetting Curve and
the Spacing effect .
 Training & science
 Training is especially effective when various jobs in the
organization have been analyzed, the skill sets of its employees
are understood, supervisors and leaders are all on the same page
and trainees are motivated to learn.
 During the training, whether it is computer and technology based
or in a classroom, sufficient structure and guidance should
be offered to trainees while still giving them opportunities to make
decisions about their learning experience.
 After the training, trainees should have ample time and
opportunities to use what they have learned in the real world
with real feedback.
Training & performance
 Trainees who believe that their abilities actually influence
training outcomes are more likely to persist in learning
activities, even when they encounter challenges.
 Trainees who are oriented toward mastery or learning may
perform better when they can control how they explore and
organize training material
 trainees who are oriented toward performance seem to do
better in highly structured environments that involve
successively more complex tasks.
 How employees learn the best

 When they are actively involved in the learning

process-( appropriate teaching method).
 Training is relevant , useful and practical.
 material is organized and presented in chunks.
 is in an informal, quiet, and comfortable setting.
 When they have a good trainer.
 When they receive feedback on performance.
 When they are rewarded.
 Difference between Training &
development
Training Development

The process of affecting change in an The process of growth ,by which an

individual’s behavior , often applied to the organization expands the number or
acquisition of limited operating job related modernizes the nature of its activities
skills
Specific job related General Knowledge

Technical & mechanical Theoretical ,conceptual ideas

Short term duration Long term

Non- managerial personnel and mostly Managerial personnel

Technical
Benefits of Training
Organization/Business
 It can work more
effectively & contribute
more
 Can effectively use
machines & tools
 Also reduces accidents
 Show superior
performance
 Enhances the level of
employee engagement
 Need not be put under
close supervision
Employee
 Upgrades knowledge &
skill
 Become aware of their
safety & Health
 Enables employees to
secure promotions
 Facilitates career planning
& growth
 Increases motivation
 Proactive /Reactive
employees , greater job
satisfaction
Aims & objectives
 Empowering the employees
 Increasing productivity
 Making the processes more efficient and effective
 Equip employees to meet challenges of the changing
requirement of job
 Updated with new techniques
 Improves service delivery
 Help to prevent manpower obsolescence
 Also build up a second line of managers
will lead to
1. Increased customer satisfaction
2. Improve the overall performance of the organization.
Then why is training often neglected?
 Urgency of need
 Training time
 Costs
 Employee turnover
 Short-term worker
 Diversity of workforce
 Kinds of jobs (simple-complex)
 Not knowing exactly what you want
your people to do and how
 Core concepts of Training

1. Education

2. Learning & development

3. Planned Experience
Functions of Training
Research

Analysis

Development

Operation

Evaluation
Training at Taj group of hotels
 Areas for training are
 sales & marketing
 Finance
 hospitality
 Service
 Front office management
 Food & beverages
 Projects
 HR and leadership programmes
 Examples of Training Investments
Average Japanese companies spends about 6% of budget
on training.
Study of major automobile manufactures found U. S
automakers spend about 40 hours training new
employees compared to 300 hours for Japanese
automakers.
Motorola’s CEO required all divisions to spend at least 2%
of budget on training. Over next 7 years, profits increased
47% and it was estimated that each $1.00 in training
yielded $30.00 in return.
Process of Training
 Organizational objectives

 Strategies Assessment of Training needs

 Establishment of Training goals

 Devising training program (design & develop)

 Implementation

 Evaluation
Traditional Approach
 Individuals want to learn something

 Learning activity is organized & run

 Changes in the levels of knowledge & skills

 Application of the acquired knowledge

The PDCA cycle model of Training
Plan

Do

Check ( to counter training gaps )

 Act
Bramley’s model (improving
effectiveness)
 Training as an investment

 It produces returns that can be related to business plans of the

organization.

 How training enhances the level of effectiveness ?

 Behavior of trainees to achieve desired performance level

 Knowledge ,skills & attitude needed to support theses behaviors

 Change in the aspects of supervision , job design

 The Workplace Skills Strategy

 Human capital is increasingly regarded as

one of the major drivers of productivity,
economic growth and competitive
advantage.
 Recognizing the importance of human Training will build and
capital, the training manpower sets out strengthen relationships with
to generate: and among workplace
partners and better engage
 A skilled, adaptable, motivated and resilient employers, unions to
workforce respond to the challenges of
 A flexible, efficient labour market workplace skills
development.
 A responsive strategy to meet employers
needs for skilled workers
 A learned employee can retain customers
and increase business & market share thro’
proper behavior and good public relations
Developing a Job-Training Program
A detailed plan for carrying out employee training for a
unit of work.
 1st- establish performance standards: they
provide a ready made structure for a training
program.
 2nd- define and write a training objective
derived form above.
 3rd- Develop standard procedures (list tasks ).
 4 th-involving the employees at every step
Factors to be considered for Training
program
 Choice of the trainer
 Trainees or the learners
 Training conditions
 Individual differences
 Training curriculum
 Training material & method & techniques
 Sequencing training events & materials
 Timing of the training materials
 Venue and physical facilities
Scope of Evaluation
Area of Evaluation Components Dimension
Pre training factors Preparation Context
Learning Motivation
Expectations
Training Curriculum Events
Specific events
Specific sessions
Training management Area of satisfaction Context
Training facilities
Allied facilities
Participant development Conceptual development Outcome
Change in Behavior
Post –training factors Cost Context
Organizational support
Helping factors
 Kirkpatrick’s Four-Level Framework of Evaluation
Criteria

Level Criteria Focus

1 Reactions Trainee satisfaction

2 Learning Acquisition of knowledge, skills, attitudes,

behavior

3 Behavior Improvement of behavior on the job

4 Results Business results achieved by trainees

6 - 34
Jack Phillips ROI model of training Evaluation