Training, Learning, Talent Management and Development

1. TRAINING, LEARNING,
TALENT MANAGEMENT
AND DEVELOPMENT

2. TRAINING
 It is the systematic development of the
knowledge, skills & attitudes required by an
individual to perform adequately a given
task.
 It speeds up the process of Socialization
process of employees.

3. SOCIALIZATION
 Refers to all the passages employees
undergo.
 In simple terms, it is the process of
adaptation.
 This involves the feelings or emotions
experienced on the first day of the job.
 Organizations can assist in the adjustment
process if a few matters are understood.

4. SOCIALIZATION
 ASSUMPTIONS OF EMPLOYEE
SOCIALIZATION
1. Socialization strongly influences employee
performance and organizational stability.
2. New members suffer from anxiety.
3. Socialization does not occur in a vacuum
4. Individuals adjust to new situations in
remarkably similar ways.

5. SOCIALIZATION
 The Socialization Process
PREARRIVAL ENCOUNTER METAMORPHOSIS
PRODUCTIVITY
COMMITMENT
TURNOVER
OUTCOMES

6. TRAINING
 Should be a learning experience
 Should seek a relatively permanent change
in employees that improves their job
performance.
 It involves changing skills, knowledge,
attitudes, or behavior.

7. TRAINING
 Reasons for:
1. Boost employee morale assist in the
most efficient performance of the job.
2. Ensure continuity of a candidate for a
higher post.
3. Assist the general efficiency of the
business.
4. Ensure that standards are used by
trainees.

8. TRAINING AND DEVELOPMENT
TRAINING DEVELOPMENT
• Present-day oriented • generally focuses on future
jobs in the organization
• Focuses on individual’s
current jobs
• being groomed for
positions of greater
responsibility
• enhances specific skills
and abilities to immediately
perform their jobs.
• prepares employees for
promotion
• designed to make an
employee more effective in
his current job
•

9. TRAINING
 AIMS TO:
1. To shorten the learning time so that new
employees become as efficient as quick
and economical as possible.
2. To improve the performance of current
employees.
3. To assist employees to develop their
potential so that the needs of the
organization can be met from within.

10. TRAINING PROCESS
Feedback
Training
Evaluation
Identification of knowledge and
skills required.
Identification of present levels of
knowledge and skills
Identification of training needs
Preparation of training plan or
programme
Implement the training
programme

11. TRAINING NEEDS ASSESSMENT
 The identifying of performance requirements and
the knowledge, skills, and abilities needed by an
agency's workforce to achieve the requirements.
 The process of identifying the "gap" between
performance required and current performance.
 It explores the causes and reasons for the gap
and methods for closing or eliminating the gap.
 It also considers the consequences for ignoring
the gaps.

12. THREE LEVELS OF TRAINING NEEDS
ASSESSMENT
1) Organizational assessment
 It evaluates the level of organizational performance.
 This will determine what skills, knowledge, and
abilities an agency needs.
 It determines what is required to alleviate the
problems and weaknesses of the agency as well as
to enhance strengths and competencies.
 It takes into consideration various additional factors,
including changing demographics, political trends,
technology, and the economy.

13. THREE LEVELS OF TRAINING NEEDS
ASSESSMENT
2) Occupational assessment
 It examines the skills, knowledge, and abilities
required for affected occupational groups.
 It identifies how and which occupational
discrepancies or gaps exist, potentially introduced
by the new direction of an agency.
 It examines new ways to do work that can eliminate
the discrepancies or gaps.

14. THREE LEVELS OF TRAINING NEEDS
ASSESSMENT
3) Individual assessment
 It analyzes how well an individual employee is
doing a job and determines the individual's
capacity to do new or different work.
 It provides information on which employees need
training and what kind.

15. TRAINING NEEDS ASSESSMENT
MODEL

16. TRAINING PROCESS
Feedback
Training
Evaluation
Identification of knowledge and
skills required.
Identification of present levels of
knowledge and skills
Identification of training needs
Preparation of training plan or
programme
Implement the training
programme

17. CHALLENGES TO
THE TRAINING PROCESS
1. Time Constraints
2. The uniqueness of each employee
3. Overwhelming employees with too
much information
4. Monetary and Non-monetary
resources

18. LEARNING
 the act of acquiring new, or modifying
and reinforcing,
existing knowledge, behaviors, skills, va
lues, or preferences and may involve
synthesizing different types
of information.

19. THE LEARNING THEORY
 suggests that we learn best under
pleasant environment.
 The Law of Effect.
 external consequences tend to
determine behavior
 This concept places a greater
responsibility on the shoulders of the
supervisor/manager.

20. THE LEARNING THEORY
 REINFORCEMENT
 a behavior modification process which
emphasizes more on the use of
rewards and other alternative
consequences to sustain job
behavior.

21. REINFORCEMENT
 Four ways of Reinforcement
1. Positive Reinforcement
 When a response is followed by
something pleasant, it is called positive
reinforcement.
 provides a favorable consequence that
encourages repetition of a behavior.

22. REINFORCEMENT
 Four ways of Reinforcement
2. Negative Reinforcement
 When a response is followed by the
termination or withdrawal of something
unpleasant
 It is the removal of something
undesirable in the situation.
 Occurs when behavior is accompanied
by removal of an unfavorable
consequence.

23. REINFORCEMENT
 Four ways of Reinforcement
3. Punishment
 the administration of an unfavorable
consequence that discourages a certain
behavior to reoccur again.
 It is causing an unpleasant condition in an
attempt to eliminate an undesirable behavior.
 It is anything which weakens behavior and to
decrease its subsequent frequency.
 It is also a withdrawal of a desirable
consequence in the individual’s situation before
the undesirable behavior occurs.

24. REINFORCEMENT
 Four ways of Reinforcement
3. Extinction
 the withdrawal of a desirable/pleasant
consequence that is contingent upon the
individual’s behavior.
 it is the withholding of significant positive
consequences that were previously provided
for a desirable behavior.

25. GUIDELINES FOR APPLYING
BEHAVIOR MODIFICATION
 1. Identify exact behavior to be modified.
 2. Apply positive reinforcements as far as possible.
 3. Apply punishment only in unusual circumstances/cases
and for specific behavior.
 4. Ignore minor undesirable behavior to allow its extinction.
 5. Use shaping procedures (Reinforcements Schedules) to
develop correct complex behavior.
 6. Minimize the time between the correct response and
reinforcement.
 7. Apply variable ratio reinforcement schedules where
possible.
 8. Provide reinforcement relatively frequently

26. DESIGNING TRAINING METHODS
 Common Training Methods
 Off the Job training Methods
1. Lecture
2. Case Studies
3. Role Playing
4. Group Exercises
 On the Job Training Methods
1. Demonstration
2. Job Rotation
3. Coaching or Tutorial

27. DESIGNING TRAINING METHODS
 Developing a Training Program
1. Identify goals.
2. Acquire training resources.
3. Create a schedule.
4. Find a trainer.
5. Communicate effectively.
6. Track progress.
7. Encourage feedback.

28. DELIVERING TRAINING
1. Establish Ground Rules
 Set out the deliverables at the start so
participants understand what is expected.
2. Master your material
 Keep your slides brief, preferably rich in
images and thin on words.
3. Have back-up plans when technical
problems persist.
 You need to be able to continue your training
when all around you is falling apart

29. DELIVERING TRAINING
4. Know the room layout
 Try to surround yourself with participants to
encourage interactivity
5. Have materials ready for use or let the
participants bring their own
 Ensure you have all the basic tools for
interactive group exercises
6. Refreshments
 Be available to chat during the
refreshment breaks - you may pick up
important information that you may be
able to use in the sessions

30. DELIVERING TRAINING
7. Be well organized
 Set out course objectives at the start so
participants know what to expect and what is
expected from them
8. Keep participants active
 Add group exercises to all sessions - training
should not be about you talking at people
9. Know and Understand your audience
 Identify the enthusiasts, vacationers and
prisoners as early as possible

31. DELIVERING TRAINING
9. Know and Understand your audience
 Types of audience (beginning of training)
1. Enthusiasts
 those who are genuinely interested in the
topic being covered and will have made a
special effort to attend.
 They will be the ones who could be great
assets and contribute to the success of
the event.

32. DELIVERING TRAINING
9. Know and Understand your audience
 Types of audience
2. Vacationers (beginning of training)
 those who are there because it is a
chance to have a day off work.
 Their attitude will be one of contributing
the least amount of effort possible.
 They will be polite, usually quiet although
appearing attentive, contribute little and
ask few questions

33. DELIVERING TRAINING
9. Know and Understand your audience
 Types of audience
3. Prisoners (beginning of training)
 They have been sent by their line
manager to make up the numbers.
 They have no desire to attend your
session and will be determined not to
contribute.
 They will typically be texting friends, the
first to stand up when a break is called,
the last to arrive in the morning and the
first to leave in the evening.

34. DELIVERING TRAINING
9. Know and Understand your audience
 Aim to win over the vacationers and the
prisoners and to involve the enthusiasts fully.
It’s a delicate balancing act. Your aim, by
lunchtime on day one, is to have everyone fully
engaged and enthusiastic about the training.
 You will also need to acknowledge
the following: (as the training progresses)
 activists (those who like to do)
 reflectors (those who like to review)
 theorists (those who like to think things through
and reach a conclusion)
 pragmatists (those who like to plan).

35. DELIVERING TRAINING
10. Have a strategy for dealing with
disruptive behavior
 Shouting does not work, neither does
ignoring it.
11. Never Plagiarize
 It is safest to use original material that
you have created.
12. Have Take-Away Materials
 Participants like to take material away
with them to work on in their own time

36. DELIVERING TRAINING
13. Feedback
14. Thank the Group
 Without the participants you wouldn't
have a job, so be sure to thank them
at the end.

37. ASSESSING TRAINING
Donald Kirkpatrick’s Model in Evaluating Training Programs

38. ASSESSING TRAINING

39. DEVELOPING A COMPETITIVE
ADVANTAGE THROUGH TRAINING

40. FIVE STEPS TO
EFFECTIVE TRAINING
1
• Identify the Problem / Opportunity
2
• Target the Training
3
• Timing is Everything
4
• Reinforce the Learning
5
• Facilitate Growth

41. TALENT MANAGEMENT
AND DEVELOPMENT

42. TALENT MANAGEMENT
AND DEVELOPMENT

43. TALENT MANAGEMENT
AND DEVELOPMENT

44. REFERENCES
 www.cipd.co.uk: Talent management: an overview -
Factsheets – CIPD
 www.humanresources.about.com: What Is Talent
Management - Really?
 www.forbes.com: How Corporate Learning Drives
Competitive Advantage
 learnnovators.com: Kirkpatrick's Four Levels of
Evaluation | Learnnovators
 www.mediahelpingmedia.org: Basic rules for
delivering training
 www.bizmove.com: Employee Training and
Development Process | Training Methods for
Employees

45. REFERENCES
 www.trainingindustry.com: Training Process
Framework | Training Industry
 www.trainingimpulse.com: The Training Process |
Training Impulse
 www.learndash.com: 5-Steps for Creating Effective
Employee Training | LearnDash
 www.hrdailyadvisor.blr.com: 5 Steps to Effective
Training | HR Daily Advisor
 www.companyofexperts.net: Company of Experts »
Blog Archive » Employee Training Leads to
Competitive Advantage
 www.mediahelpingmedia.org: Basic rules for
delivering training

46. REFERENCES
 www.coursehero.com: Chapter 7 Training,
Learning,Talent Management and Development Notes
– Chapter
 Decenzo and Robbins. 2005. Fundamentals of human
Resource Management Eighth Edition. John Wiley
and Sons Inc.