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Training and Development Notes

The document discusses different approaches to determining grades across various academic departments, including using a normal bell curve, keeping the same grade as the previous year, determining grades randomly or based on philosophical questions. It then discusses training and development in an organization, including the differences between training and development, challenges in training, common training pitfalls, the training process, and different training techniques. Finally, it discusses measuring the effectiveness of training programs using Kirkpatrick's four levels of evaluating reaction, learning, behavior, and results.

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HARSH VARMA
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83 views

Training and Development Notes

The document discusses different approaches to determining grades across various academic departments, including using a normal bell curve, keeping the same grade as the previous year, determining grades randomly or based on philosophical questions. It then discusses training and development in an organization, including the differences between training and development, challenges in training, common training pitfalls, the training process, and different training techniques. Finally, it discusses measuring the effectiveness of training programs using Kirkpatrick's four levels of evaluating reaction, learning, behavior, and results.

Uploaded by

HARSH VARMA
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Talent Management -

Employee Development
How Your Grades Are Determined
Dept of Statistics: All grades are plotted along the normal
bell curve.
Dept of History: All students get the same grade they got
last year.
Dept of Religion: Grade is determined by God.
Dept of Philosophy: What is a grade?
Law School: Students are asked to defend their position of
why they should not receive D?
Dept of Computer Science: Random number generator
determines grade.
•Dept of HR: We don’t believe in
grade.

•We believe in upgrade?


• It’s not what you want in life, but it’s knowing how to
reach it
• It’s not how high you want to rise, but it’s knowing
how to take off

• It’s not what you dream of doing, but it’s having the
knowledge to do it
Training and Development

If you think learning is expensive,


try ignorance.
What you know today may
become irrelevant tomorrow.
Assess your rate of learning with the
rate of change

Rate of learning = Rate of change


Rate of learning < Rate of change
Rate of learning > Rate of change

Knowledge today has short shelf life


One who knows not and knows not that he knows
not, is an idiot. Leave him.
One who knows not and knows that he knows not,
is simple. Teach him.
One who knows but knows not that he knows, is
asleep. Awake him.
One who knows and knows that he knows, is wise.
Follow him
Training refers to the methods used to give
new or present employees the skills they
need to perform their jobs.
Development
An effort to provide employees
with the abilities the
organization will need in the
future.
Training versus
Development
Training Development

Focus Current job Current and future jobs


Scope Individual employees Work group organization
Time Frame Immediate Long term
Goal Fix current skill deficit Prepare for future work
demands
Challenges in Training
• Is training the solution to the problem?
• Are the goals of training clear and
realistic?
• Is training a good investment?
• Will the training work?
Training Pitfalls
•The ‘who’ is accountable game
•The cafeteria cause
•The piling on the work paradigm
•The January third application assignment
•The sleepwear syndrome- “One-size-fits-all
•The lone ranger situation
•The ‘name that tune’ game

Kevin Eikenberry
The Training Process
Needs Assessment Phase Development and Conduct
•Organization Needs of Training
•Task Needs •Location
•Person Needs •Presentation
•Type

Evaluation
Training Techniques

On-the-Job Training

Apprenticeship Training

Informal Learning

Job Instruction Training

Lectures

Programmed Learning

Audiovisual Techniques

Vestibule or Simulated Training

Computer-Based Training

Training Via CD-ROM and the Internet
Training and Development:Instructional Methods
On-The-Job Training In-Basket Techniques
– Very widely used – Analyze & critique trainees on
– Placed in real work number, quality, & priority of
experiences decisions made
Case Method Management Games
– Written descriptions of real – Simulate company or industry
decision-making situations situations
Role Playing – Emphasize problem solving
– Ask trainees to interact & Behavior Modeling
react with other role players – Learning through observation or
imagination
– Used in leadership training
Training and Development:
Off the Job Training
LECTURE-DISCUSSION
– Most frequently used method
– Classroom presentations by outside
Motivation
consultants/trainers
– More recently presented via technology or distance
learning

OUTDOOR-ORIENTED PROGRAMS
– Action-oriented programs
– Emphasize leadership, teamwork and risk-taking
– Combine outdoor skills and classroom seminars
Training Techniques

On-the-Job Training

Off-the-Job Training
Training and Development:Instructional Methods
Case Method In-Basket Techniques
– Written descriptions of real – Analyze & critique trainees on
decision-making situations number, quality, & priority of
Role Playing decisions made
– Ask trainees to interact & Management Games
react with other role players – Simulate company or industry
LECTURE-DISCUSSION situations
– Most frequently used method
– Emphasize problem solving
– Classroom presentations by
outside consultants/trainers Behavior Modeling
– More recently presented via – Learning through observation
technology or distance learning or imagination
– Used in leadership training
MEASURING TRAINING
EFFECTIVENESS
• CLASSICAL MODEL OF DONALD
KIRKPATRIC
• Effectiveness can be evaluated at four levels
– Reaction
– Learning
– Behaviour
– Results
Training Effects to Measure
Four basic categories of training outcomes can be measured:

Reaction

Learning

Behavior

Results
LEVEL 1 - REACTION
• Measures the participants’ reactions to the
programme.
• How well did the trainees like the program?
• Level of learner satisfaction through feedback or
happy sheets.
• Considers a wide range of topics, including
program content, structure and format, instructional
techniques, trainers’ competencies and style,
quality of learning environment etc.
LEVEL 2 - LEARNING
• Aims at assessing the learning transfer
achieved by training activity.
• Measures changes pertaining to knowledge,
skill and attitude.
• Utilizes Pre test and Post test measures.
• Indicator for transfer of learning on to the
job context.
LEVEL 3 - BEHAVIOUR
• Measures the application of the learning in the
work context.
• Assesses the changes in behaviour of the
individual on the job as a result of the training
activity.
• Can be done few weeks after the training.
• On the job performance appraisal before and
after basis.
LEVEL 4 - RESULTS
• Measures the effectiveness of the programs
in terms of business objectives.
• Contribution of training in value terms –
quantitative or qualitative such as increased
sales, productivity, satisfaction, or reduced
turnover, cost, grievances.
• Involves Pre test and Post test measures.

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