MBAMBA-SHRM EMPLOYEE & MANAGEMENT DEVELOPMENT

EMPLOYEE DEVELOPMENT EMPLOYEE TRAINING

PROCESS OF TRAINING PLANNED TRAINING

LEARNING ORGANISATION EXPERIMENTAL LEARNING CYCLE INDIVIDUAL BARRIERS TO LEARNING

EMPLOYEE DEVELOPMENT

 Employee Development of HR development is about the provision of learning, development and training opportunities in order to improve individual, team and organisational performance.  The definition of development suggests a fulfilment of innate potential and ability through continuous involvement rather than just timely interventions to satisfy gaps in knowledge and ability.
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KEY TERMS
 LEARNING: Learning is relatively permanent changes in behaviour that occurs as a result of practice or experience.  EDUCATION: The development of Knowledge, values and understanding required in all aspects of life rather than the knowledge and skills relating to particular areas of activity.  DEVELOPMENT: the growth or realisation of a person's ability and potential through the provision of learning and educational experiences.  Training: The planned & systematic modification of behaviour through learning events, programmes, and instruction which enable individuals to achieve the levels of knowledge, skills and competence to carry out their work effectively.
Source: Armstrong-handbook of Personnel Management practices.

EMPLOYEE TRAINING
 Training is an important part of an organizations long-range strategy:  Global competition and flatter organizational structures require multi-skilled employees  Focus on life-long learning  Diverse employees with varying cultural values  Developments in information technology require new skills and training strategies  Increased motivation  Individual goals equating with those of the organisation  Social benefits  Newly acquired skills for future use

BENEFITS OF T&D TO ORGANISATIONS Provision of trained human resources Improvements of existing skills Increased employee knowledge Improved job performance Improved customer service Greater staff commitment Increased value of the organisation's human assets  The personal development of employees       
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Training & Development

Present jobs Training

Development Future jobs

PROCESS OF TRAINING

 SYSTEMATIC TRAINING  PLANNED TRAINING

PLANNED TRAINING
        Identify and define training needs Define the learning required Define the objectives of training Plan training programme Decide who provides the training Implement the training Evaluate training Modify training programmes basis on the evaluation.
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DEFINING TRAINING NEEDS

       JOB TRAINING ANALYSIS ORGANSATIONAL ANALYSIS PERFORMANCE APPRAISAL JOB ANALYSIS CUSTOMER FEEDBACK OBSERVATION OF EMPLOYEES RECORDS OF EMPLOYEES PERFORMANCE

TRAINING OBJECTIVES
    PREREQUISITE EXPERIENCE AND ABILITIES EDUCATINAL OBJECTIVES BEHAVIOURAL OBJECTIVES CRITERIA FOR ASSESSMENT

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The Training System

Needs Assessment

Evaluation

Training Objectives

Implementation

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Training Techniques
On-theOn-the-job
Job rotation Apprenticeships Coaching Mentoring Delegation by supervisor  Work shadowing     
       

Off-the-job Off-the Lectures & videos Vestibule training Role-playing/Cases Simulation Self-Study & Programmed Computer-based (CBT) Virtual reality Internet/Web-based/Intranet Video-conferencing

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Training & Development Strategies

Cognitive

T&D Strategies
Environmental Behavioural

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Training Evaluation Criteria

Reaction

Organizational results

Training Evaluation Criteria

Behaviour

Knowledge

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Training Evaluation Steps

Evaluation criteria

PrePre-test

Trained or Developed Workers

PostPost-test

Transfer to the Job

FollowFollow-up Studies

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LEARNING ORGANISATION
 Learning might be the acquisition of a new skills, new knowledge, a modified attitude or a combination of all three.  The process of acquiring knowledge through experience that leads to a change in behaviour.

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LEARNIN ORGANISATION An organization that has an enhanced capacity to learn, adapt and change
    

Systems thinking Personal mastery Mental models Shared vision Team learning

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LEARNING ORGANISATION (CONTD.)

Garvin (1993) has suggested that LO are good at doing five things:  Systematic problem solving-relying on scientific methods, insisting on data rather than assumption.  Experimentation-Kaizen (continuous improvements)  Learning from past experience  Learning from others  Transferring knowledge quickly and efficiently throughout the organisation

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SIX FACTOR MODEL OF LO

Kandola and Fullerton have produced a six factor model of a LO:  Shared vision  Enabling structure  Supportive culture  Empowering management  Motivated workforce  Enhanced learning

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EXPERIMENTAL LEARNING CYCLE

Kolb provides one of the most useful descriptive model of the adult learning process. The LC suggests that there are four stages that follow from each others.  Concrete experience: either planned or accidental  Reflective observation: looking back at the experience.  Abstract conceptualisation: seen as generalising from reflection and developing hypotheses based on experience and knowledge.  Active experimentation: Testing the concepts or ideas in new situation.

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KOLB`S LEARNING STYLES

 ACCOMMODATIVE: Strong preference for concrete experience and active experimentation, learning by errors.  DIVERGENT: preference for concrete experiences, but to reflect on these from different perspectives.  ASSIMILATIVE: Indicates that knowledge is gained by incorporating experiences into already existing cognitive structure.  CONVERGENT: prefer to experiment with ideas.

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HONEY & MUMFORD`S LEARNING STYLES

 ACTIVIST: a dynamic learners without bias  REFLECTOR: an imaginative learner and the person, who observes phenomena, thinks about them and then choose how to act.  THEORIST: Who adapt and apply their observations in the form of logical theories.  PRAGMATIST: a commonsense learner who only likes to study if they can see a direct link to practical problems.

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INDIVIDUAL BARRIERS TO LEARNING

         LACK OF INFORMATION TIME MONEY APATHY ANDLACK OF MOTIVATIO CULTURE AGEISM SPECIAL NEEDS SOCIO-ECONOMIC STATUS LACK OF CONFIDENCE

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