Human Resource Training & Developing Model

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Human Resource Training & Developing Model by Weschool,Bangalore

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Human Resource Training & Developing Model

  1. 1. Training & Development Models Group Number 01 Members: Mufeed Sayyed (24) Adhish Kumar Sinha (01) Harshal Koli (18) Krunal Desai (21) Suneet Sharma (44) Vivek Guntnur (48) Prin LN Welingkar Institute Of Management Development & Research, Bangalore
  2. 2. The purpose of a training needs assessment is to identify performance requirements and the knowledge, skills, and abilities needed by an agency's workforce to achieve the requirements. An effective training needs assessment will help direct resources to areas of greatest demand. The assessment should address resources needed to fulfil organizational mission, improve productivity, and provide quality products and services. A needs assessment is the process of identifying the "gap" between performance required and current performance. When a difference exists, it explores the causes and reasons for the gap and methods for closing or eliminating the gap. A complete needs assessment also considers the consequences for ignoring the gaps. Professional Equipping employ with required knowledge & skills for the job Simple
  3. 3. The purpose of a training needs assessment is to identify performance requirements and the knowledge, skills, and abilities needed by an agency's workforce to achieve the requirements. An effective training needs assessment will help direct resources to areas of greatest demand. The assessment should address resources needed to fulfil organizational mission, improve productivity, and provide quality products and services. A needs assessment is the process of identifying the "gap" between performance required and current performance. When a difference exists, it explores the causes and reasons for the gap and methods for closing or eliminating the gap. A complete needs assessment also considers the consequences for ignoring the gaps. Professional Equipping employ with required knowledge & skills for the job Simple
  4. 4. The goal of training and development is to enhance employee quality and motivation so as to improve productivity and meet future needs of the organization. Objectives How it is related to HRM activities Goal
  5. 5. Defining training objectives in both qualitative and quantitative terms helps in evaluating and monitoring the effectiveness of training. Involvement of top management is necessary in order to integrate training objective with organizational objectives. How it is related to HRM activities Goal Objectives
  6. 6. A. Task analysis: the basis for developing training programs, strategies and materials. B. HR planning: guidelines for training and development programs. C. Performance appraisals: identifying training needs. D. Organization development: identifying training needs. Goal Objectives How it is related to HRM activities:-
  7. 7. Training Needs  Organization analysis: identify training needs  Job analysis: identify training needs according to job descriptions  People analysis: identify people that need training
  8. 8. Training Needs Instructional Design  Set training goals.  Determine what to train.  Identify trainees.  Choose training materials  Select trainers
  9. 9. Training Needs Instructional Design Validation A. Validate the training program before implementation.  Pilot study: conduct the program with a small number of trainees to test its effect.  Consultation: consult the trainees and their supervisors on the appropriateness of the program.
  10. 10. Training Needs Instructional Design Validation Implementation A. Appoint manager of the training program. B. Develop managing guidelines for the program. C. Provide logistic supports. D. Conduct concurrent evaluation of the program
  11. 11. Training Needs Instructional Design Validation Implementation Evaluation and follow-up Types of evaluation: Concurrent evaluation: evaluate training effects during training. Immediate evaluation: evaluate training effects at the end of the training. Follow-up evaluation: evaluate training effect by evaluating trainee performance over time
  12. 12. Training Needs Instructional Design Validation Implementation Evaluation and follow-up
  13. 13. Types On-The Job Off-The Job
  14. 14. Types On-The Job Off-The Job
  15. 15. Types On-The Job Off-The Job
  16. 16. On – The Job Off – The Job 1. 2. 3. 4. Coaching Vestibule – Training Mentoring Job – Rotation Job – Instruction Technique Role - Play Management - Games Out – Door Training
  17. 17. 1. Instructional Systems Design (ISD) 2. Systematic ModelTraining 3. Transitional Model
  18. 18. ▪ ISD model was made to answer the training problems. ▪ The systematic approach to the Analysis, Design, Development, Implementation, and Evaluation of learning materials and activities. ▪ Widely used now-a-days because it is concerned with training need on the job performance. ▪ ISD is the process to determine the 5W1H of Learning (Who,What,When, Where,Why, and How) ▪ Training objectives are defined on the basis of Job Responsibilities and Job Description.
  19. 19. ▪ There is a genuine need for learning. ▪ The learning events are well designed. ▪ Quality learning materials are developed. ▪ Learning events are implemented using the appropriate strategies and approaches. ▪ Learning events are evaluated to ensure learning has actually taken place.
  20. 20. 1. Analysis- training need assessment, job analysis 2. Planning- setting goals of learning outcome, instructional objectives, media selection, strategies to impart knowledge,etc 3. Development-developing course material for training like workbooks, visual aids, hand-outs, etc. 4. Execution- focuses on logistical arrangement of speakers,equipment,benches,podium, etc. 5. Evaluation- to make sure that training program has achieved its aim in terms of work performance
  21. 21. • Developed by Florida State University • Was used by Armed Services as the primary means for developing Training programs • Term ‘ADDIE’ was changed to ISD (Instructional System Design) • It’s a continuous process that lasts throughout the training program. • Output of one phase is input of next phase.
  22. 22. 5 Phases 1.Analyze and identify the training needs i.e. to analyze the department, job, employees requirement, who needs training, what do they need to learn, estimating training cost, etc The next step is to develop a performance measure on the basis of which actual performance would be evaluated. 2. Design and provide training to meet identified needs. This step requires developing objectives of training, identifying the learning steps, sequencing and structuring the contents. 3.Develop- Requires listing the activities in the program. Assist the participants to learn delivery method, examining the training material, validating information to be imparted to make sure it accomplishes all goals and objectives.
  23. 23. 4.Implementing is the hardest part of the system because one wrong step can lead to the failure of whole training program. 5. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work performance. Making necessary amendments to any of the previous stage in order to remedy or improve failure practices.
  24. 24. ▪ Focusses on the organization as a whole. ▪ The outer loop describes the vision, mission and values of the organization on the basis of which training model i.e. inner loop is executed. ▪ Vision-Focuses on the milestones that the organization aims to achieve. ▪ Mission-The reason for developing a mission statement is to motivate, inspire, and inform the employees regarding the organization. ▪ Values-It reflects the deeply held values of the organization and is independent of current industry environment. For example, values may include social responsibility, excellent customer service, etc.
  25. 25. World's Largest Corporate University 340Acre Campus ,500 Instructors , 200 Classrooms 115,000 Engineers 4000 Employees for 4 Months Each
  26. 26. Induction CulturalTraining & Assessment TechnicalTraining
  27. 27. Induction • 7 Day Induction Process • Meet with Senior Management • Company policies • Security and Safety Drills Culture and Assessment • 7 Days Cultural Training • Soft SkillsTraining • Initial AssessmentTest • Divide
  28. 28. Technical Training •3-4 Days •50% Modules •Basics •1-2 Month General •Specific •3-4 Months Platform
  29. 29. Consistently 50% Passing 60% in final test Clear : Bench or Project Fail : RetrainingWith next batch
  30. 30. ▪ Methodology There are various methods which can be used for training & development ofAngels: (a) E-Learning:  E-Learning is a general team used to refer to computer-enhanced learning.  It provides self-learning across the organization.  It helps in reaching out to outstation Regions/Branches but can also be in conjunction with face-to-face teaching with the help of a facilitator.  The training contents available are in the form of PPT, text documents etc. (b) On-Job-Training:  Every Angelite undergoes this type ofTraining.  It facilitates learning new processes / skills on the job through peers / supervisors.
  31. 31. ▪ Learning programs helps in gaining knowledge. ▪ Success in implementing new learnings is not likely to be fully achieved, managers take effort to constantly coach team members, as they learn faster by observing their supervisors. ▪ To ensure and maintain the seriousness about theT & D among team members: the Supervisors & the team members are expected to adopt the below mention practices;
  32. 32. ▪ The content for the Induction & all FunctionalTraining programs is designed & developed with the help of process owners at CSO. ▪ Contents for all specialized training programs is designed & developed by theTrainingTeam at CSO. ▪ Standardized contents for all training programs are available with theT & D team at CSO and some of them are available on the E-Learning interface on Angel Harmony.
  33. 33. ▪ Angel provides for a minimum of seven days of formal training which includes Induction, Functional & CRM to all new joinees.
  34. 34. ▪ The opportunity for special learning programs are offered to performers as a reward.
  35. 35. ▪ During employment phase Angelites are constantly nurtured to acquire new skills that will help plan their career progression and put them on fast track to career growth. ▪ T & D programs are aimed to honed their skills and improve the effectiveness of Angelites to apply the learnings on the job. ▪ All training programs are linked to assessment tests which are ultimately linked to performance on the job. ▪ The assessment test are administered through the Test Centre on Angel Harmony. ▪ The ratings of the various tests are captured in Angel Harmony and form an important part of performance reviews. ▪ The Performance Management System is also a platform to capture further training & developmental needs for each Angelite.

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