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Chapter 1-TnD.pptx
- 1. Chapter 1. Introduction toTraining & Development
- 2. Learning Objectives • Tounderstand the concept ofTraining & Development • To know the factors which influenceTraining • To learn the different types ofTraining • To understand the process ofTraining • To identify the key roles inTraining
- 3. Key Components ofLearning • Learning • Acquiring knowledge, skills, competencies, attitudes, or behaviors • Human Capital • Knowledge • Advanced skills • System understanding and creativity • Motivation to deliver high-quality products and services
- 4. Key Components ofLearning • Training • Facilitates learning job-related competencies, knowledge, skills or behavior • Development • Future focused—includes formal education, job experiences, relationships, and assessments • FormalTraining and Development • Developed and organized by the company
- 5. Key Components ofLearning • Informal learning • Learner initiated • Occurs without a trainer or instructor • Motivated by an intent to develop • Does not occur in a formal learning setting • Breadth, depth, and timing is controlled by the employee
- 6. Key Components ofLearning • Explicit Knowledge • Well documented, easily articulated, and easily transferred from person-to- person • Primary focus of formal training • Tacit Knowledge • Personal knowledge based on individual experiences that is difficult to codify • Facilitated by informal learning
- 7. Key Components ofLearning • Knowledge Management • Tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge
- 8. Importance ofTraining • Thereare many challenges and opportunities in the workplace today • Training equips individuals with necessary knowledge, skills, and abilities • Training serves to attract employees to companies, engages, them, and promotes retention • Training helps to create a competitive advantage
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- 11. Forces Impacting Learning Followingfactors have an impact on Learning: • Economic cycles • Globalization • Value of intangible assets and human capital • Focus on links to business strategy • Diversity • Generational differences • Talent management • New technology • High-performance models of work systems
- 12. Economic Cycles • Indifficult times, companies may be tempted to reduce training expenditures • However, doing so may be detrimental • For example, companies that used more selective staffing and training before the recession of 2009 performed better and recovered more quickly
- 13. Globalization • Global companiesmust find talented employees • Expatriates require training for success • Individuals from different countries come to the U.S. for low-skill work and highly technical positions • There are pros and cons of outsourcing
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- 15. Implications • Knowledge workersare becoming more important • A greater focus on employee engagement is needed • There is an increasing need for companies to become “learning organizations”
- 16. Links to BusinessStrategy • Given the importance of intangible assets and human capital, training has greater strategic importance • Training is no longer an isolated function, but rather an integral part of business success • Different companies have different strategic training needs—one size does not fit all
- 17. 5 Generations atWorkby 2022 • Traditionalist • Baby Boomers • Generation X • GenerationY—Millennials • Generation Z—Digital Natives
- 18. Managing Diversity • Communicatingeffectively • Coaching, training, and developing • Providing performance feedback that is free of stereotypes • Recognizing and responding to generational differences • Allowing employees of all backgrounds to be creative and innovative
- 19. Talent Management • Systematic,planned, and strategic effort by a company to attract, retain, develop, and motivate highly skilled talent • Key components • acquiring and assessing employees • learning and development • performance management and compensation
- 20. NewTechnology • Technology haschanged how we train • Training can occur at any time, anywhere • Training is more consistent and more realistic • More individuals can now be trained • Knowledge can be shared by readily • Trainers roles have evolved • Many organizations used blended training methods
- 21. Challenges withTechnology • Notall trainees may be comfortable with technology • It may be difficult to engage trainees and ensure compliance with training • Some trainees may desire greater “live” interaction with trainers
- 22. High Performance Systems •Work teams • Employees interact to assemble a product or provide a service • Cross training • Training employees in a range of skills to fill roles needed to be performed • Virtual teams • Teams separated by time, geographic, and organizational boundaries
- 23. Training Roles American SocietyforTraining and Development (ASTD, 1998) identified 11 roles of an HRD manager, which can be enumerated as follows: • Administrator: The role of providing coordination and support services for the delivery of HRD programmes and services. • Evaluator: The role of identifying the impact of an intervention on individual or organizational effectiveness. • Individual Career DevelopmentAdvisor: The role of helping individuals to assess personal competencies, values and goals and to identify, plan and implement development and career actions. • HRD Manager: The role of supporting and leading a group’s work and linking that work with the entire organization.
- 24. Training Roles Cont.. •Instructor/Facilitator: The role of presenting information, directing structured learning experiences and managing group discussions and group process. • Marketer:The role of marketing and contracting from HRD viewpoints, programmes and services. • Material Developer:The role of producing written and/or electronically mediated instructional materials. • NeedsAnalyst: The role of identifying ideal and actual performance and performance conditions and determining causes of discrepancies. • OrganizationalChange: The role of influencing and supporting changes in organizational behaviour. • Programme Designer: The role of preparing objectives, defining content and selecting and sequencing activities for a specific intervention. • Researcher:The role of identifying, developing or testing new information (theory, concepts, technology, models and hardware) and translating these two implications for improved individual or organizational performance.
- 25. Skills in Demand Inthe changed global business scenario, organizations need to develop the following skills in all cross sections of employees to sustain in competition and to achieve excellence. • Partnership and collaboration skills • Quick decision-making skill • Skill to attract and retain the talents • Skills to predict future • Skills to integrate technology with the business • Skill to balance the stakeholders need
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