The document discusses training and development. It defines training as focusing on specific job skills for short term application, while development focuses on broader knowledge for long term adaptation. It outlines the importance of training, types of training like skills and diversity training, and a training process model involving needs assessment, development, and evaluation. Learning principles and common training methods like classroom, video, and on-the-job training are also examined. Performance management and addressing problems in appraisals are later topics covered.
Training and development, Staffing, Human resources development, HRM, on the job training, in house training, vestibule training, the difference between recruitment and selection, the difference between training and development
Working with some of the world’s leading technology innovators, Steljes has developed the Business Productivity Suite to help you change the way you work for real and lasting benefit. The Business Productivity Suite comprises of the cream of today’s productivity technology, under one roof, designed to address five focus areas that businesses tell us they need to make more efficient: meetings, video and data conferencing, workspaces and flexible working, training and marketing and communications.
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Training and development, Staffing, Human resources development, HRM, on the job training, in house training, vestibule training, the difference between recruitment and selection, the difference between training and development
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The Foundation Course Overview - Four GroupsFour Groups
The Foundation Course is an advanced developmental application of 4G. By combining the Social Profiles from 4G with the skills of a facilitator, the Foundation Course represents an alternative to traditional executive coaching.
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Microlearning is more than a buzz today. It is being increasingly used by many organizations for both formal and informal learning. It appeals to the learners as it consumes less time and is available to them exactly at the time of the learning need (just-in-time). Furthermore, its rich media formats ensure better retention of the learning. Organizations are embracing microlearning as it is cheaper to build, quicker to deploy, and can be updated fairly easily. You can use microlearning nuggets flexibly as stand-alone assets or as multiple micro-courses. Here are 5 great examples of using microlearning-based training effectively.
Unit 4 training and development (CHAPTER 4 HUMAN RESOURCE MANAGEMENTMAHUA MUKHERJEE
CBCS CALCUTTA UNIVERSITY HUMAN RESOURCE MANAGEMENT TRAINING AND DEVELOPMENT
various types of training
concept of development
human resources development
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Innovative eLearning development featuring creative Instructional Design can be used to make learning sticky. In this article, look at tips and the leading 5 approaches that include Gamification, Interactive videos, Decision making branching simulations, Story based learning and Scenario based learning and step up your learnability quotient.
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EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
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This is a chapter full of valuable information on where the training and development arena is headed. It is critical that the training and development students have an understanding of these trends, for they will have a great effect on the major issues in training and development.
5 Killer Examples : How to Use Microlearning Based Training Effectively - EI ...EI Design
Microlearning is more than a buzz today. It is being increasingly used by many organizations for both formal and informal learning. It appeals to the learners as it consumes less time and is available to them exactly at the time of the learning need (just-in-time). Furthermore, its rich media formats ensure better retention of the learning. Organizations are embracing microlearning as it is cheaper to build, quicker to deploy, and can be updated fairly easily. You can use microlearning nuggets flexibly as stand-alone assets or as multiple micro-courses. Here are 5 great examples of using microlearning-based training effectively.
Unit 4 training and development (CHAPTER 4 HUMAN RESOURCE MANAGEMENTMAHUA MUKHERJEE
CBCS CALCUTTA UNIVERSITY HUMAN RESOURCE MANAGEMENT TRAINING AND DEVELOPMENT
various types of training
concept of development
human resources development
Top 5 Tips For Innovative eLearning Development - EI DesignEI Design
Innovative eLearning development featuring creative Instructional Design can be used to make learning sticky. In this article, look at tips and the leading 5 approaches that include Gamification, Interactive videos, Decision making branching simulations, Story based learning and Scenario based learning and step up your learnability quotient.
Know more about Innovative eLearning Development Strategies @ http://bit.ly/EID-SlideShare-Innovative-elearning-development-Strategies
EI Design brings in 14 years of expertise servicing customers across 16 countries catering to their varied eLearning needs. We have delivered more than 6500 hours of eLearning development content (of which over 750 hours is for mobile learning). We also have a strong expertise in localising content in 26 global languages. Please visit - www.eidesign.net to know more.
The Future of Training and Development - Joseph F Valencia MBAJoseph Valencia
This is a chapter full of valuable information on where the training and development arena is headed. It is critical that the training and development students have an understanding of these trends, for they will have a great effect on the major issues in training and development.
1. Training and DevelopmentTraining and Development
1. Training vs. Development.1. Training vs. Development.
2. Importance of Training.2. Importance of Training.
3. Types of Training.3. Types of Training.
4. Training Process Model.4. Training Process Model.
5. Learning Principles.5. Learning Principles.
6. Training Methods.6. Training Methods.
2. 1. Difference Between Training1. Difference Between Training
TrainingTraining focuses onfocuses on
specificspecific jobjob
knowledge and skillknowledge and skill
that is to be applied inthat is to be applied in
the short run.the short run.
DevelopmentDevelopment focuses onfocuses on
broad knowledge andbroad knowledge and
insights that may beinsights that may be
required forrequired for adaptationadaptation
to environmentalto environmental
demands in the future.demands in the future.
1. Training vs. Development
3. 1. Respond to1. Respond to technologytechnology changes affectingchanges affecting
job requirements.job requirements.
2. Respond to organizational2. Respond to organizational restructuringrestructuring..
3. Adapt to increased3. Adapt to increased diversitydiversity of theof the
workforce.workforce.
4. Support4. Support careercareer development.development.
5. Fulfill employee need for5. Fulfill employee need for growthgrowth..
2. Importance of Training
4. 3. Types of Training3. Types of Training
1. Skills Training.1. Skills Training.
2. Retraining.2. Retraining.
3. Cross-Functional.3. Cross-Functional.
4. Team Training.4. Team Training.
5. Creativity Training.5. Creativity Training.
6. Literacy Training.6. Literacy Training.
7. Diversity Training.7. Diversity Training.
8. Customer Service.8. Customer Service.
3. Types of Training
5. 1.1. SKILLS TRAININGSKILLS TRAINING
Focus on job knowledgeFocus on job knowledge
and skill for:and skill for:
Instructing new hires.Instructing new hires.
Overcoming performanceOvercoming performance
deficits of the workforce.deficits of the workforce.
7. 3.3. Cross-Functional TrainingCross-Functional Training
Training employees to perform aTraining employees to perform a
widerwider variety of tasksvariety of tasks in order toin order to
gain:gain:
Flexibility in work scheduling.Flexibility in work scheduling.
Improved coordination.Improved coordination.
8. 4.4. Team TrainingTeam Training
Training self-directed teams withTraining self-directed teams with
regard to:regard to:
Management skills.Management skills.
Coordination skills.Coordination skills.
Cross-functional skills.Cross-functional skills.
9. 5.5. Creativity TrainingCreativity Training
Using innovative learningUsing innovative learning
techniques to enhancetechniques to enhance
employee ability to spawnemployee ability to spawn
new ideas and newnew ideas and new
approaches.approaches.
10. 6.6. Literacy TrainingLiteracy Training
ImprovingImproving basic skillsbasic skills of theof the
workforce such asworkforce such as
mathematics, reading, writing,mathematics, reading, writing,
and effective employeeand effective employee
behaviors such as punctuality,behaviors such as punctuality,
responsibility, cooperation,etc.responsibility, cooperation,etc.
11. 7.7. Diversity TrainingDiversity Training
Instituting a variety of programsInstituting a variety of programs
to instill awareness, tolerance,to instill awareness, tolerance,
respect, and acceptance ofrespect, and acceptance of
persons of different race,persons of different race,
gender, etc. and differentgender, etc. and different
backgrounds.backgrounds.
12. 8.8. Customer Service TrainingCustomer Service Training
Training to improveTraining to improve
communication, bettercommunication, better
response to customerresponse to customer
needs, and ways toneeds, and ways to
enhance customerenhance customer
satisfaction.satisfaction.
14. 1. Organizational Level1. Organizational Level
Sales and operating plans.Sales and operating plans.
Productivity measures.Productivity measures.
Technology change.Technology change.
OrganizationalOrganizational
restructuring.restructuring.
Change in workforce.Change in workforce.
15. 2. Job Level2. Job Level
Job and task analysis.Job and task analysis.
Identify KSAs.Identify KSAs.
Review procedural andReview procedural and
technical manuals.technical manuals.
Design Training Program
16. 3. Individual Level3. Individual Level
Determine who needs trainingDetermine who needs training
and what kind.and what kind.
Tests.Tests.
Prior training andPrior training and
experience.experience.
Performance review.Performance review.
Career assessment.Career assessment.
17. Methods of trainingMethods of training
1. Classroom Instruction1. Classroom Instruction
2.2. Video and FilmVideo and Film
3.3. Computer Assisted InstructionComputer Assisted Instruction
4.4. Computer Assisted InstructionComputer Assisted Instruction
with Videowith Video
5.5. Simulation/VestibuleSimulation/Vestibule
6. Off the job training6. Off the job training
18. 1.1. Classroom InstructionClassroom Instruction
Efficient disseminationEfficient dissemination
of large volume ofof large volume of
information.information.
Effective in explainingEffective in explaining
concepts, theories, andconcepts, theories, and
principles.principles.
Provides opportunity forProvides opportunity for
discussion.discussion.
Learner does not controlLearner does not control
pace or contentpace or content
Does not considerDoes not consider
individual differences.individual differences.
Limited practice.Limited practice.
Limited feedback.Limited feedback.
Limited transfer to job.Limited transfer to job.
PROS CONS
19. 2.2. Video and FilmVideo and Film
Provides realism.Provides realism.
Adds interest.Adds interest.
Allows schedulingAllows scheduling
flexibility.flexibility.
Allows exposure toAllows exposure to
hazardous events.hazardous events.
Allows distribution toAllows distribution to
multiple sites.multiple sites.
Does not considerDoes not consider
individual differences.individual differences.
Limited practice.Limited practice.
Limited feedback.Limited feedback.
Limited transfer to job.Limited transfer to job.
PROS CONS
20. 3.3. Computer Assisted InstructionComputer Assisted Instruction
Efficient instruction.Efficient instruction.
Considers individualConsiders individual
differences.differences.
Allows schedulingAllows scheduling
flexibility.flexibility.
Allows active practiceAllows active practice
for some tasks.for some tasks.
Allows learner control.Allows learner control.
Provides immediateProvides immediate
feedback to tasks.feedback to tasks.
Limited in presentingLimited in presenting
theories and principles.theories and principles.
Limited discussion.Limited discussion.
Transfer depends onTransfer depends on
particular job. (Good forparticular job. (Good for
computer work.)computer work.)
High development costHigh development cost
(40-60 hours per hour of(40-60 hours per hour of
instruction at $100-$300instruction at $100-$300
per hour.)per hour.)
PROS CONS
21. 4.4. Computer Assisted InstructionComputer Assisted Instruction
with Videowith Video
Same as basic CAI.Same as basic CAI.
Adds realism.Adds realism.
Adds interest.Adds interest.
Allows exposure toAllows exposure to
hazardous events.hazardous events.
Same as basic CAI.Same as basic CAI.
Adds additional cost.Adds additional cost.
$50,000-$150,000 per hour$50,000-$150,000 per hour
of instruction due to:of instruction due to:
* Script writers* Script writers
* Production specialists* Production specialists
* Camera crews* Camera crews
PROS CONS
22. 5.5. Simulation/VestibuleSimulation/Vestibule
Provides realism.Provides realism.
Allows active practice.Allows active practice.
Provides immediateProvides immediate
feedback.feedback.
Allows exposure toAllows exposure to
hazardous events.hazardous events.
High transfer to job.High transfer to job.
No job interference.No job interference.
Lowers trainee stress.Lowers trainee stress.
Cannot cover all job aspects.Cannot cover all job aspects.
Limited number of trainees.Limited number of trainees.
Can be very expensive (forCan be very expensive (for
example, “aircraft simulators”example, “aircraft simulators”
and “virtual reality”and “virtual reality”
simulators).simulators).
PROS CONS
23. 6. On-The-Job Training6. On-The-Job Training
Provides realism.Provides realism.
Allows active practice.Allows active practice.
Provides immediateProvides immediate
feedback.feedback.
High motivation.High motivation.
High transfer to job.High transfer to job.
Lowers training cost.Lowers training cost.
Disruptions to operations.Disruptions to operations.
May damage equipment.May damage equipment.
Inconsistent acrossInconsistent across
departments.departments.
Inadequate focus onInadequate focus on
underlying principles.underlying principles.
Lack of systematicLack of systematic
feedback.feedback.
Transfer of improperTransfer of improper
procedures.procedures.
Trainee stress.Trainee stress.
PROS CONS
24. Off the job trainingOff the job training
Case studiesCase studies
Role playsRole plays
Conference methodConference method
LecturesLectures
25. Employee
Performance Management
Performance appraisal is a formalPerformance appraisal is a formal
structured system of measuring andstructured system of measuring and
evaluating an employees job relatedevaluating an employees job related
behavior and outcomes to discoverbehavior and outcomes to discover
how and why the employee ishow and why the employee is
presently performing on the job andpresently performing on the job and
how the employee can perform morehow the employee can perform more
effectively in the future so that theeffectively in the future so that the
employee, orag. and society allemployee, orag. and society all
benefit.benefit.
26. Why Performance Appraisal?Why Performance Appraisal?
Appraisal provide information upon whichAppraisal provide information upon which
promotion and salary decision can bepromotion and salary decision can be
made.made.
Appraisal provide an opportunity for aAppraisal provide an opportunity for a
manager and his/her subordinates to sitmanager and his/her subordinates to sit
down and review the subordinate’s work-down and review the subordinate’s work-
related behavior, and then develop a planrelated behavior, and then develop a plan
for corrective action.for corrective action.
Appraisal provide a good opportunity to
review the person’s career plans in light of
his/her exhibited strengths and
weaknesses
27. Performance Management CyclePerformance Management Cycle
Performance
Planning
(Setting
Performance
Targets)
Regular
Review and
Monitoring
Feed backFeed back
CorrectiveCorrective
ActionAction
Performance
Appraisal and
Evaluation
• Training &
Development
Plan
• Salary/Bonus
Adjustment
• Career
Development
28. Performance Management CyclePerformance Management Cycle
DefiningDefining
PerformancePerformance
Standard/Standard/
TargetsTargets
AppraisingAppraising
PerformancePerformance
ProvidingProviding
Feedback forFeedback for
DevelopmentDevelopment
1.1. Defining the performanceDefining the performance standards
means making sure that you and your
subordinate agree on his/her duties and
targets that you expect
2.2. Appraising performanceAppraising performance means
comparing your subordinate’s actual
performance to the standard/targets set
in step one.
3.3. Providing feedbackProviding feedback means discussing
plans for any development that is
required.
29. Problems in Performance AppraisalProblems in Performance Appraisal
Lack ofLack of
standardsstandards
Irrelevant orIrrelevant or
subjectivesubjective
standardsstandards
PoorPoor
measures ofmeasures of
performanceperformance
PoorPoor
feedback tofeedback to
employeeemployee
NegativeNegative
communicationcommunication
Failure toFailure to
applyapply
evaluationevaluation
datadata
Common Performance Evaluation ProblemsCommon Performance Evaluation Problems
30. Bias in the Appraisal ProcessBias in the Appraisal Process
HaloHalo
EffectEffect
The "halo" effect occurs when a supervisor’s
rating of a subordinates on one trait biases the
rating of that person on other traits
CentralCentral
TendencyTendency
A tendency to rate all employees the same
way, such as rating them all average
31. LeniencyLeniency
The problem that occurs when a supervisory
has a tendency to rate all subordinates either
high or low
BiasBias
The tendency to allow individual differences
such as age, race, and sex affect the appraisal
rates these employees receives.
Bias in the Appraisal ProcessBias in the Appraisal Process
32. Performance
appraisal
elements
has two main
categories: 2. Performance Result:
Hard or quantitative aspects
of performance (result)
1. Competencies: It
represents soft or qualitative
aspects of performance
(process)
Performance Appraisal ElementPerformance Appraisal Element
33. 1.1. Competencies ScoreCompetencies Score
2. Performance Result2. Performance Result
ScoreScore
Overall ScoreOverall Score
Will determine the employee’s
career movement, and also
the reward to be earned
Performance Appraisal ElementPerformance Appraisal Element