Org.

Behaviour & HRM

Unit 7
Training and Development

Training Need Assessment, Org. Training,

Diversity Training, Team training etc…..

.
Note:

• 12 Volunteers (6 Boys; 6 Girls) will get Balloons and (Large) Safety Pins to
class

• Will be playing a Game during the course of this Unit

• The Game will be explained later as and when it comes up.

• We will be playing the game outside class;

• (Pref. on the First Floor behind Cafeteria where the space is empty).
Training & Development

Training

• Training constitutes a basic concept in human resource development. It is

concerned with developing a particular skill to a desired standard by instruction
and practice

• Training is a highly useful tool that can bring an employee into a position where
they can do their job correctly, effectively, and conscientiously.

• Training is the act of imparting the knowledge and skill of an employee for doing a
particular job.

Definition of Training:

• Dale S. Beach defines training as ‘the organized procedure by which people learn
knowledge and/or skill for a definite purpose’
• Training refers to the teaching and learning activities carried on for the primary
purpose of helping members of an organization acquire and apply the knowledge,
skills, abilities, and attitudes needed by a particular job and organization.

• According to Edwin Flippo, ‘training is the act of increasing the skills of an

employee for doing a particular job’.

Training Needs Identification / Training Needs Assessment (TNA) / Training

Process Model

• The concept of need typically refers to a discrepancy or gap between and

organization expects to happen and what actually occurs. Thus a need
assessment process can identify:-

• An organization goal and its effectiveness in reaching these goals

• Discrepancies and gaps between employee’s skill and skills required for effective
current job performance
• The conditions under which HRD activity will occur
• Thus it is obvious that need assessment forms the foundation of any training
programmed.
• The main purpose of a systematic exploration of the way things are and the way
they should be. The difference is called THE PERFORMANCE GAP.

Model of Needs Analysis (Training needs Analysis Model)

Needs gap exist at any of the three levels:-

1. Organizational / Strategic level Analysis:

• organization analysis is a process used to determine where training and HRD

efforts are need and the conditions within which they will be conducted
2. Job / Task Level Analysis:

• results of the task analysis are typically included the appropriate standards of
performance, how task should be performance to meet these standards and the
knowledge, skills , abilities and other characteristics that employees need to
possess, in order to meet the standards.

3. Individual Level Analysis:

• In this type of analysis, the focus is typically on how well an individual employee
is performance his task, i.e. whether he is competent to perform his job well as
per the targets / objectives given to him.
Types of Training / Organizational Training (OT)

1. On the job training:

• It refers to new or inexperienced employees learning through observing peers or

managers performing the job and trying to imitate their behavior.

2. Off the job training:

• Trainee is separated from the job environment

• Takes place at training agency or local college, training centres’

• Study materials may be provided

• Concentration will be on learning rather than performing

• Freedom of expression (trial and error, doubt clearance, creative thinking etc….)
1. On-the-Job Training Methods

a) Coaching

• It is one to one interaction formal in nature.

• Considered as corrective measure for inadequate performance.

• Helps in identifying weaknesses and focuses on areas which needs improvement.

• It has an Authority-Subordinate relationship (i.e., the Subordinate must listen and

follow all steps, policies, rules or regulations set by the coach and report the
results).

b) Mentoring

• Mentoring focuses on Attitude development.

• Normally conducted for Management-Level employees

• Mentoring is done by a “known” person, normally, by an immediate superior, peer
or a friend.

• it is a one-on-one interaction, mostly in-formal in nature.

• It helps in identifying weakness and focus on the area that needs improvement.

• There is no reporting structure here, it is more informal, the mentee may or may
not take the “advice” of the mentor (unlike in coaching).

c) Job Rotation

• It is an approach to management development where an individual is

• moved from one job to another in the similar designation / job family (Ex. Bank
Employees – moving from cashier, treasurer, customer executive, recruitment,
sales, marketing, etc….).
• Job rotation is also practiced to allow qualified employees to gain more insights
into the processes of a company, and to reduce boredom and

• increase job satisfaction & skill enhancement through job variation.

d) Job Enrichment

• It means giving an employee additional responsibilities previously reserved for his

manager or other higher-ranking positions.

• It leads to greater learning, job satisfaction and increase in self confidence, self
worth, self esteem and the like.
e) Job Enlargement

• Job enlargement means increasing the scope of a job through extending the
range of its job duties and responsibilities generally within the same level and
periphery.

• Job enlargement involves combining various activities at the same level in the
organization and adding them to the existing job.

• For Ex: A HR Executive may be given (along with recruitment), C&B, T&D, Emp.
Grievances, Labor laws, handling exit interviews etc….
e) Job Instruction Technique (JIT) / Apprenticeship Training

• Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to

train employees on the job.

• It is especially suitable for teaching manual skills or procedures; the trainer is usually
an employee's supervisor but can be a co-worker.

• The JIT technique consists of a series of steps that a supervisor or other instructor
follows when teaching an employee to do something.

As adapted for use, the steps consist of the following:

(1) get ready to instruct https://www.youtube.com/watch?v=sFofBgSdpmI

(3.23 min) (Apprenticeship Training Video Air Bus)

(2) prepare the learner

(3) present the learning (4) try out learner performance and (5) follow up.
f) Embedded Training

• is defined as training provided by capabilities built into or added onto operational

systems, subsystems, or equipment, to enhance and maintain the skill proficiency
of personnel.

• The ET is a functional capability hosted in hardware and / or software,

integrated into the overall equipment configuration.

• ET supports training, assessment, and control of exercises on the operational

equipment with auxiliary equipment and data sources as necessary.

• https://www.youtube.com/watch?v=y70V0qHAFNQ

• An embedded system is some combination of computer hardware and software,

either fixed in capability or programmable, that is designed for a specific function
or for specific functions within a larger system.
• Industrial machines, agricultural and process industry devices, automobiles, medical
equipment, cameras, household appliances, airplanes, vending machines and toys as
well as mobile devices are all possible locations for an embedded system.

Advantages of “On-the –job” Methods:

• Generally more cost effective

• Less disruptive to the business - i.e. employees are not away from work

• Training with equipment they are familiar with and people they know can help
them

• Gain direct experience to a standard approved by the Employer

• On the job training is also productive, as the employee is still working as they are
learning
2. Off-the-Job Training

a) Vestibule Training

• The actual working conditions are Stimulated in a environment close to the actual
set-up (may be proportionately in a smaller size); Ex: Air Bus facility at France.

• Materials, files and equipment are used – similar in size or proportionality reduced
to accommodate space in the facility.

• Duration ranges from few days to even few years (incase of complex operations).

• Theory can be related to practice here.

b) Management Games

• To improve decision making and analytical skills.

• To develop awareness of the need to make decisions lacking complete

• information.

• To develop an understanding of the interrelationships / Team work

• To develop the ability to function cooperatively and effectively in a small group

situation.

Play the Balloon Game in (First floor empty space in college):

• 12 Volunteers will blow balloons, will be given pins, instructor will give signal

• The last one with the balloon intact will win the game
Types of Management Games

i) Executive Games

• are general management games and cover all functional areas (like planning,
decision making, etc…) of business and their interactions and dynamics.
Executive games are designed to train general executives.

ii) Functional Games

• on the other hand, focus on middle management decisions and emphasize

particular functional areas (like HRM, Marketing, Sales etc….) of the firm.

iii) Role Play

• Is the method of human interaction that involves realistic behavior in imaginary
situations.
iv) Films / Videos

• Content for the training experience comes primarily from a videotape or computer-
based program.

• Interest of the audience can be maintained by showing them audio visuals

• Easy to handle and explain

• Provides a lot of content to talk about

v) Lecture Methods

• Lecture is traditional & direct method of instruction.

• It is a verbal presentation of information by an instructor to a large audience.

• It is presumed to posses a considerable depth of knowledge of subject at hand.

• This method is used mainly in college and universities

vi) Outbound Training

• Outdoor and action-oriented programs through experiential learning

• Develops Leadership, teamwork and risk-taking abilities

• Interesting as compared to classroom leaning

• Conducted by professionals who are very cooperative

Few Other Methods of Training

3. In-Basket Training

• Also known as In-tray method of training.

• The trainee is presented with a pack of papers & files in a tray containing
 administrative problems & is asked to take decisions on these problems &

are asked to take decisions on these within a stipulated time.

• The decisions taken by the trainees are compared with one another. The trainees
are provided feedback on their performance

4. Experimental Exercises

• Usually short, structured learning experiences where individuals learn by doing.

• For instance, rather than talking about inter-personal conflicts & how to deal with
them, an experiential exercise could be used to create a conflict situation where
employees have to experience a conflict personally & work out it’s solutions.
5. Case Study

• Present an in depth description of a particular problem an employee might

encounter on the job.

• The employee attempts to find and analyze the problem, evaluate alternative
courses of action & decide what course of action would be most satisfactory.

Advantages of “Off-the –job” Methods:

• Learn from specialists in that area of work who can provide more in-depth study

• Can more easily deal with groups of workers at the same time

• Employees respond better when taken away from pressures of working

• environment

• Workers may be able to obtain qualifications or certificate

Diversity Training

1. Cultural Training

• Boeing: A Mixed Approach

At Boeing, the world’s largest aerospace company with 330,000 employees in 28
countries, leaders use internal and external trainers, and a mix of approaches and
tools—from online modules to afternoon seminars to one-on-one training—to help
staff become more culturally aware.

• All employees are trained using Globe-Smart, an online resource developed by

Portland-based Aperian Global.

• Workers and their families embarking on overseas assignments are given one-on-
one sensitivity training and cultural orientation sessions.
• The goal is to make sure employees are “not just landing in a country and getting
introduced for the first time,” says Lisa-Marie Gustafson, SPHR, a talent manager
for Boeing’s supplier management group.

• The company also arranges “lunch and learn” cultural talks, employee rotation
programs to allow overseas staff to work for nine to 18 months in the U.S., and
diversity summits twice a year in U.S. locations.

• Boeing’s leaders can also take the “passport series” of training sessions, which
are structured and classroom-based.
Why Cultural Training is required?

• A good training program addresses invisible and subtle differences between

people of different cultures.

• How is trust built differently in this culture?

• What is the most constructive way to provide criticism?

• These things vary greatly from country to country

• These are the differences that impact a workplace the most, because even
employees who work frequently with international colleagues may be totally
unaware of them.
Understanding Cultural Differences

Hofstede’s framwork for assessing cultures

• Undertaken in the late 1970’s by Geert Hofstede for analyzing variations between
cultures, he surveyed more than 1,16,000 employees from IBM in 40 countries
about their work related values and found that employees and Managers vary
on five value dimensions of National Culture:

1. Power Distance

• Describes the degree to which people in a country accept that power in

institutions & organizations is distributed unequally.
• A high rating on power distance means that large inequalities of power & wealth
exists and are tolerated in the culture, as in a class or caste system that
discourages upward mobility. Ex: India, China, Thailand etc…

• A low power distance rating characterizes societies that stress equality &
opportunity. Ex: USA, Europe, Aus, NZ etc

2. Individualism V/S Collectivism

• Individualism is the degree to which people prefer to act as individuals rather than
a member of groups and believe in individual rights above all else.

• Collectivism emphasizes a tight social framework in which people expect others

in groups of which they are a part to look after them and protect them.

Ex: East v/s West cultures

•
3. Masculinity v/s Femininity

• Masculinity is the degree to which the culture favors traditional masculine roles
such as achievement, power & control, as opposed to viewing men & women as
equals.

• A high masculinity rating indicates that the culture has separate roles for men &
women, with men dominating the society.

• A high Femininity rating means that the culture sees little differentiation between
male & female roles & treats women as the equal of men in all respects.

4. Uncertainity Avoidance

• The degree to which people in a country prefer structured-unstructured situations

defines the uncertainty avoidance.

• In cultures that score high uncertainty avoidance, people have an increased level
of anxiety about uncertainty and ambiguity and use laws & controls to reduce
uncertainty.

• Cultures low on uncertainty avoidance are more accepting of ambiguity, are less
rule-oriented, take more risks and more readily accept change.

5. Long term V/S Short term Orientation

• People with long term orientation look to the future and value thrift, persistence
and tradition.

• In short term orientation, people value the here and now; they accept change
more readily & don’t see commitments as impediments to change.
Developing Cross-Cultural Sensitivity

• There is an increase in organizational cooperation for training employees for

cultural sensitivity.

• Cross-cultural task forces or teams are increasing. Employees are more

often being trained to be expatriates.

• Integrity, insightfulness, risk taking, the courage to take a stand, and the ability to
bring out the best in people are key competencies for expatriate managers.

• An expatriate (sometimes shortened to expat) is a person temporarily or

permanently residing in a country and culture other than that of the person's
upbringing. The word comes from the Latin terms ex ("out of")
and patria ("country, fatherland").
Managing Workforce Diversity – Challenges & Opportunities

• Diversity encompasses all forms of differences among individuals, including

culture, gender, age, ability, religious affiliation, economic class, social status,
military attachment, and sexual orientation.

A) Cultural Diversity:-

• Cultural diversity indicates the diversity apparent in the workplace.

• The change in the population will increase the diversity and distribution of
participants from various Geographical origins.

• The challenge for Managers is to capitalize on the wealth of differences provided

by cultural diversity.
B) Gender Diversity:-

• Women make up almost 46 percent of the labor force, and by the year 2020, a
balance of genders is expected in the workforce.

• Women continue to receive less compensation for work, and the transparent barrier
referred to as the glass ceiling continues to keep women from rising above a certain
level in organizations.

C) Age Diversity:-

• The number of youngsters joining the workforce will continue to rise, resulting in a
younger work- force.

• This will place emphasis on inter-generational work situations. This will also have
an impact on benefits and policies relating to a more diverse workforce.
D) Ability Diversity:-

• The number of disabled individuals in the workforce is expected to increase

dramatically because of the passing of the Disabilities Act in recent times.

• This law stipulates that Employers should make reasonable accommodations to

assist disabled individuals to become contributing employees.

E) Differences are Assets:-

• Managing diversity is one way in which organizations can become more

competitive (Give example of United Nations Internship experience).

• As the workforce becomes more diverse in the next decade, it will be imperative
that companies appreciate diversity.
There are five problems associated with diversity:

(i) resistance to change

(ii) lack of cohesiveness

(iii) communication problems

(iv) conflicts and

(v) decision making.

Parochialism and Ethnocentrism

• Parochialism — assuming that the ways of one’s own culture are the only ways of
doing things.

• Ethnocentrism — assuming that the ways of one’s culture are the best ways of
doing things.
Cultural Diversity & how it affects people

1. Cultural Relativism

• Believes, no cultures’ ethics are superior.

• The values and practices of the local setting determine what is right or wrong.

• (When in Rome, do as the Romans do).

2. Ethical Imperialism

• Believes, certain absolute truths apply everywhere.

• Universal values transcend cultures is determined what is right or wrong.

• (Don’t do anything you wouldn’t do at home).

E-Learning and Gamification for Learning

What is E-Learning?

• Simply put, elearning is training provided via a computer or other digital device,
allowing technology to facilitate learning anytime, anywhere.

• E-learning lends itself to every industry (from retail to financial to healthcare) and
every type of training (from compliance to technical to manufacturing to systems),
especially with the application of technology (gamification, simulations,
personalization, social elements).
Why Organizations use E-Learning?

• To scale, save money, and save learners’ time.

• Without the cost of classroom logistics, and by allowing learners to self-guide

through the course, organizations are spending less, and learners are learning
more.

What approaches qualify for E-Learning?

• Module or course

• Videos and motion graphics

• Gamification

• Virtual instructor-led training (VILT), such as Web-Exs or webinars

• MOOCs (Massive Open Online Course)

• Social forums / Podcasts / Real-time polling

Gamification for Learning

• In training and learning, this means you add elements of gaming into your
instructional strategy with the goal of increasing engagement, motivation and
participation.

• Gamification is not the same as gaming. Typically games are made simply to add
interest or fun.

• Gamification should make your solution more interesting, but it needs to also have
a purpose that will enhance your instructional design and meet your goals.

• Gamification shouldn’t just throw a learner into a competition because it’s fun, but
instead target your audience and move you closer to your business goal of
behavior change.
• The main pitfall of gamification in training is it can be easy to lose sight of the
business goals.

• If you focus too much on making something fun and it has no relevance to your
learners’ jobs then you won’t change behavior.

• While gamified training should be fun so your learners are engaged, it also must
be relevant to their jobs and to the skills you want them to learn.

• https://www.youtube.com/watch?v=fhiAyqPUMaU (5.35 Min)

• https://www.youtube.com/watch?v=6wk4dkY-rV0 (18.25 Min) -- Ted Talk

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