International Management Institute

PGDM (HRM) 2019 -21

Term III (January – March 2020)

Learning and Development

Faculty: Prof JP Upadhyay

Telephone: 138
E-Mail : jaiprakash.upadhyay@imi.edu

COURSE DESCRIPTION
Globalization and technology are revolutionizing business landscape at ever increasing pace and
organizations are increasingly resorting to continuous learning philosophy to successfully
navigate the fast dynamic and complex environment. Contribution of learning and development
function is being increasingly recognized and it’s considered a strategic function which creates
“value” and thereby helps companies to successfully deal with the current and emerging
competitive challenges. Some statistics indicate that organizations are spending 4-5% of their
revenue on employee development. Accordingly, there is increasing demand on HRD
professionals to handle training like any other business function with clearly defined top lines
and bottom lines.

This course attempts to provide insight to future managers into the theories surrounding
learning and performance improvement at work place and equips them with competencies to
effectively manage learning and development function in organizational settings.

Objectives

At the end of the course the students would be able to:

 Appreciate the strategic significance and correlates of learning and development with
business and HR strategy
 Acquire insights into major factors underpinning learning and human performance at
work place
 Acquire skills necessary for diagnosing training needs, designing training courses,
implementing and evaluating the impact of training and development
 Mapping between Course objectives and Program Objectives

Program Objectives Course Course Course

Objective 1 Objective 2 Objective 3

Program Objective 1.1

Student should be able to write well organized and
grammatically correct business reports and letters

Program Objective 1.2

Student should be able to make effective oral
presentations
Program Objective 2.1
Student should be able to demonstrate critical thinking
skills by understanding the issues with a strong focus on √ √
Human Resources Management, evaluating alternatives
on the basis of multiple perspectives and presenting a
solution including conclusions and implications

Program Objective 2.2 √

Student should be to demonstrate problem solving skills √
by understanding and defining the problem particularly
related to Human Resources Management, analyzing it
and solving it by applying appropriate theories, tools and
techniques.
Program Objective 3.1
Student should be able to illustrate the role of
responsible leadership in management
Program Objective 3.2
Student should be able to identify social concerns and
ethical issues in management
Program Objective 4.1
Student should be able to identify challenges in Human √
Resources Management faced by the organization at the
global level
Program Objective 4.2
Student should be able to take decisions in the global
business environment with a special focus on Human
Resources Management
Pedagogy

The pedagogy will include class discussions, case analysis, role plays, individual and group
exercises and project work.

Evaluation Criteria:

The following broad pattern will be followed for evaluation:

EVALUATION CRITERIA WEIGHTAGE

Class Participation 10%
Group Exercises and Presentation 30%
Mid Term 20%
End Term 40%
Total 100%

Text Book:

Noe, A, Raymond, Kodwani Amitabh; “Employee Training Systems, Strategies and

Practices”, McGraw-Hill Companies, Ed. 5, 20012.

Reference Books:

1. Blanchard, P. Nick, James W. Thacker & V Anand Ram “Effective Training Systems,
Strategies and Practices”, Pearson, 5th Edition, 2014.
2. Irwin L. Goldstein, J.Kevin Ford, “Training in Organisations” CENGAGE Learning, Fourth
Edition
3. Saks,A. Haccoun, R.; “Managing Performance through Training & Development, Cengage
Learning
4. Lynton, R.P. and Pareek, U, Training for Development.
5. All the volumes of Jossey-Bass & Pfeiffer on training manuals and hand books.
 Session Plan

Session Topic Readings/Cases

No.
1&2  Introduction, Overview & Context Readings:
of training
 Strategic Training  Raymond & Kodwani-Chapter 1 & 2
 SAT Model  Strategic Human Resource at Seers
(Kirn, Rucci, Huselid & Becker HRM
1999
 Best Buy Co Inc: An Innovator’s
Journey (HBR)
 Six Lessons for the Corporate
Classroom. (HBR)
Case:
Motorola (A) & (B)

3 Learning, Motivation and Readings:

3&4 Performance
 Raymond & Kodwani-Chapter 4
Adult learning principles  How Bell Labs Creates Stars
Learning styles Performers. (HBR)
Kolb’s learning model  Fleishman,E. “On the relation between
Learning Theories abilities, learning and human
performance.” American Psychologist
27 (1972),pp 1017-32.
 Dunnette, M. “Aptitudes, abilities and
skills.” The Handbook of Industrial &
Organisational Psychology (1976),
edited by M. Dunnette. Chicago: Rand
McNally.

5& 6 Training Need Analysis: Readings:

 Raymond & Kodwani-Chapter 3
Organisational Analysis  Assessment of Managerial Talent
Job Analysis at AT&T (HBR)
Personal Analysis
Competency models Case: Supervalu, Inc.HBS Case
Consultant Model of TNA

77&8 Training Design Readings

Developing training objectives &  Raymond & Kodwani (Chapter 4 )
 enabling objectives
Design protocol of learning events
embedding experiential learning Case:
models Training the Sales Force (Saks & Haccoun)

9 - 10 Training Methods Readings

Lecture, Discussion  Saks & Haccoun Chapter 6-7
Case study method  Blanchard, James & Ram Chapter-6
Behaviour modelling Case:
Role Plays Best Buy Co. Inc.: An Innovator’s Journey.HBS
Simulations Case
Games The Customer Service Training Programme
Action Learning (Saks & Haccoun)
On the Job Training (OJT)
Performance Aids
9-11-12 Key Areas of Organisational Training Readings
Orientation trainings  Saks & Haccoun Chapter 13
Technical Trainings  Blanchard, Thakar & Ram Chapter 10
Team Trainings  Developing First Level Leaders. (HBR)
Sales Trainings  Motorola U: When Training Becomes
Customer service trainings an Education(HBR)
Ethics Trainings  How GE Teaches Teams to Lead
Sexual Harassment Trainings Change (HBR
External Trainings Case: Leadership Development at Goldman
MDPs Sachs. HBS Case
Corporate University

1 13-14 Training Delivery & Administration
Lesson plans/Process Sheets
Instructional Strategy: Gagne’s model
Training scheduling, training calendars
Training sites/facilities & Logistics
Facilitation Skills
Train the Trainer
Transfer of training
1 15-16 E-Learning & Use of Technology in
Training
Blended Learning
Online learning: Learning Portals
Learning Management System
Chapter 10 (Saks & Haccoun in reference)
Broad, M.L., & Newstrom, J W (1992).
Transfer of Training. Personnel Psychology,
41, 63-105
Case:
The Houghton Reirrigation Company
Readings
 Raymond & Kodwani Chapter-8
 V. Beer. The Web Learning Fieldbook
(New York: John Willey, 2000
 M. Weinstein, “Virtuality Integrated”
Training (April, 2007)
Case
24x7 Learning-Redefining Training in India

17-18 Training Evaluation Readings

Formative and Summative Evaluation  Raymond & Kodwani (Chapter 6)
 Kirkpatrick Model of Evaluation Cases
COMA Model 
The Alcohol/Drug Abuse
ROI on Training Prevention Programme (Saks &
Haccoun)
 Evaluating the Return on
Leadership Development at BP
19 & 20 Presentation of group assignment / project & Summing Up

ACADEMIC INTEGRITY

a) Plagiarism is the use of or presentation of ideas, works that are not one’s own and
which are not common knowledge, without granting credit to the originator. Plagiarism
is unacceptable in IMI and will invite penalty. Type and extent of penalty will be at the
discretion of the concerned faculty.
b) Cheating means using written, verbal or electronic sources of aid during an
examination/ quiz/ assignment or providing such assistance to other students (except in
cases where it is expressly permitted by the faculty). It also includes providing false data
or references/list of sources which either do not exist or have not been used, having
another individual write your paper or assignment or purchasing a paper for one’s own
submission. Cheating is strictly prohibited at IMI and will invite penalty as per policies of
the Institute.

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