Training & Development in

Organizations
6-2
 Iceberg Model for Training

Source: https://exeqserve.com/iceberg-need-build-competency-model-ed-ebreo /
Training and
Development
and other
HRM
Functions

6-4
Components of Successful L&D
Strategy

6-5
 #1_Deloitte US-India

• Culture of continuous learning

• Investing in people learning and growth
• US India offices: more than 7 lakh learning hours are
delivered annually through training programs
• Enhancing technical, leadership, industry and professional
competencies
• Advanced learning methodologies-coaching, simulations,
assessments and action-learning projects.

6-6
 Deloitte Leadership Academy
Program design focuses on the three main things:
• Development of combination of strength rather than
weakness.
• Leadership development is best achieved through on the
job-learning
• Emerging/experienced leaders need to be mentored, trained
and given stretch opportunities via social-learning, on the
demand learning and career learning.
 #2_T&D Initiatives at
HPCL
• HPCL (Hindustan Petroleum Corporation Limited),
headquartered in Mumbai, founded in 1974.
ü In company programmes: conducted by both external
and internal faculties.
qFocused on training employees working at different
levels with an emphasis on core internal faculty
members.
qHP Management Development Institute (HPMDI),
training institute at Nigdi(Pune)-strengthening
employee capabilities.
ü Customised programmes:
6-8
 Contd….
• Training plan for entire year finalised through mutual
consent,
• Requirements as suggested by SBU considering market
scenario and requisite competencies are discussed.
• Consultants/practitioners are then identified for designing
customised MDP in alignment with line functions.
ü Foreign training: Top mgmt (DGM & above) are advised
to attend MDPs from the top business schools.
• Sponsored study tour for enhancing theory and knowledge
is also organised.
6-9
Contd…
• E-learning
• Learning centers-established in all zones and
headquarters for accessing information with the
aid of internet, books etc.
• Education refund plans: academic courses for self-
development.
• Study-leave policy.
• Summer-internship: 6-8 months provided to
graduate/PG professional course students.
#3. Mahindra & Mahindra- Improving
your Hiring Strategy
• Mahindra started as a steel trading venture in
1945.
• Founded by 2 brothers, JC and KC Mahindra
along with Ghulam Mohammed.
• Over the past seven decades, they have grown into
a global brand spanning nations and industries.

6-11
Contd..
• Success focused on 3Cs: Customer,
Company, and Competitors.
• One thing in common that lays the
groundwork for all three Cs -
Employer Branding.
• Mahindra has laid conscious efforts
to cultivate a strong employer
brand in order to attract and retain
top talent through Campus
Engagement activities.

• Source: https://unstop.com/blog/mahindra-
rise-challenge-case-study
 Engaging with Campuses- Mahindra Rise
Challenge

Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-13

 Key benefits
• Transition from subjective long case study
assessments to more objectiveassessments such as
simulation games, quizzes, and other mini-games.
• Better execution and managing of resources
• Engagement with right candidates in an interactive
manner.
• Mini-assessments for evaluating candidates fairly
and accurately.
• Building a strong employer brand.

6-14
 #4_Mahindra Finance Limited- focus
on Capability & Competence Building
3 Emergency readiness for filling immediate
Different short-term talent gap
types of
situations
Planned mid-term readiness for situations
arising out of promotions/movements

Long-term readiness for talent movement

in the span of next five years

Source: https://www.peoplematters.in/article/training-development/mahindra-finance-focused-
on-capability-and-competence-building-15678
 Contd…
• Different programs for capability development are
designed for all 3 types of talent movements, with the clear
objective of developing both product and people handling
skills as well.
• Mahindra’s scale-up has been built around 4 pillars —
Engagement, Processes, Culture and Capability building.
• For engagement, MMFSL continually conducts internal
and external engagement surveys,
• A comprehensive scorecard based program called “Engage
to Excel” is used to assess and develop employees.
 Contd…
• Second pillar, Processes - addressed through People
Capability Maturity Model for driving continuous
improvement in HR processes.
• Culture is based on 4 milestones — Understanding,
Spreading, Inspiring and Living. Cultural frameworks like
RISE and Employee Value Proposition are used to take
people up through these milestones.
• Capability Building is the fourth pillar - implemented
through a combination of Farming (nurturing internal talent)
and Fishing (hunting for external talent).
 Contd…
• Each branch is encouraged to develop an
“entrepreneurial mind-set”.
• Mahindra Finance’s initiative “Soap Opera Style
Learning Program “, is also a unique learning tool
using byte sized podcasts specifically designed for
the Field Executives which can be delivered
through social media platforms like WhatsApp on
their mobile phones.
 Systems Model of Training

Phase Phase Phase Phase

One: Two: Three: Four:

Needs
Implemen-
Assess- Design Evaluation
tation
ment
 Systems Model of Training
Phase 4:
Evaluation
• Reactions
Phase 3: •Learning
Implementation •Behavior (transfer)
• On-the-job methods •Results
•Off-the-job methods
Phase 2: •Management
Design development
• Instructional objectives
•Trainee readiness
Phase 1: •Learning principles
Note: US organizations spend over $60 billion
Needs Assessment
annually on training (1.7 billion training hours).
•Organization Analysis Much of that investment is wasted because
•Task analysis it is not done in a systematic way.
•Person Analysis
Needs Assessment
Organizational
Analysis

Task Analysis

Person Analysis
 Think About It?......
• Recall a training experience where you
thought the content to be mismatched to
the tasks you actually performed on the
job.

• How did this mismatch influence your

ability to learn in the training program?
To successfully use your knowledge and
skills on the job?
 Organization Analysis
• Examination of the environment,strategies, and resources
of the organization to determine where training emphasis
should be placed.
• It involves determining the:
– Appropriateness of training given the organization’s
strategy.
– Resources (financial and development) available for
training and transfer after training.
– Support by managers and peers for training and
transfer.
v Gather data mainly from senior and mid-level managers.
Why?
v Is there a reason this TNA step should be accomplished
first?
Task Analysis
• Process of determining what the content of a training
program should be on the basis of a study of the tasks and
duties involved in the job.
– Identifying the important work-related tasks and
knowledge, skills, behaviors and abilities (KSBAs)
that must be emphasized in training.
– Data sources: Subject matter experts (SMEs),
managers, exemplary employees.
 Task Analysis Process
• Selecting the job(s) to be analyzed.
• Developing a list of tasks performed (from an interview or
survey of exemplary employees).
• Mining data sources: Ask SMEs, managers and/or
exemplary employees to validate tasks:
• Frequency: How frequent is the task completed?
• Importance: How important is this task to the overall
work?
• Difficulty: How difficult is this task?
 Competency Assessment
• Analysis of the sets of skills and knowledge
needed for decision-oriented and
knowledge-intensive jobs.
• Identification of specific key behavioral
indicators pertinent to tasks assigned or job-
roles.
 Person Analysis
Determination of the specific individuals who need training.
– Determining whether performance deficiencies result
from a lack of knowledge, skill, behavior or ability (a
training issue) or from a motivational or work design
problem.
– Identifying who needs the training; who has a KSA
deficiency.
– Determining readiness for training: basic skills,
motivation, self-efficacy.
v Data sources include learners, managers and document
reviews (personnel records, prior training records, or
testing).
Data of a Person/Learner Analysis
• Person: Is the person
cognitively and/or physically
able to complete the task? Does
the person believe in their
ability to complete the task
(i.e., self efficacy)?
• Barriers: Does the person
perceive any constraints to
performing the task correctly?
Are the constraints physical or
managerial?
• Performance expectations:
Does the person understand
the level of performance
expected?
• Consequences: What
consequences exist to correct
an incorrect task
demonstration?
• Feedback: Are people
receiving timely and accurate
feedback about their
performance?
 TNA Data-Gathering Methods
• Observation
• Questionnaires
• Focus-groups
• Interviews
• Document-reviews

6-29
 Challenges of a TNA
• Time constraints can limit the length and detail obtained
from needs assessment.
• What should you do if you lack the time to conduct a
TNA?
• Lack of management support :
• The scope of the needs assessment depends on the size of
the performance issue.
• Starting over each time. However, you can anticipate
training needs if you are attuned to:
• Business problems.
• Technological developments.
• Other issues facing the organization.
6-30
Designing Training Programs
Instructional
Objectives

Trainee Readiness
Issues in and Motivation

Training Principles of
Design Learning

Characteristics of
Successful
Trainers
 Instructional Objectives

Desired outcomes of a training program

Principles of Learning
Mo l
deli
ng Goa g
in
sett
n ing- I nd
i
a
Me ess diff vidual
fuln e re n
ces
Principles
of Learning
Fee ive
dbac c t
A ice
k t
Wh prac
u ted ole
trib
Dis rning part vs.
lear
lea ning

6-33
 Distributed Learning

In most cases, spacing out training

periods will result in faster learning
and longer retention

6-34
 Behavior Modification
Technique that operates on the
principle that behavior that is rewarded,
or positively reinforced, will be exhibited
more frequently in the future,
whereas behavior that is penalized or
unrewarded will decrease in frequency
 Training for Nonmanagers

On-the-Job

Simulation Apprentice

Cooperative,
Computer-Based Internship, and
Government

Audiovisual
Classroom
Materials
Programmed

6-36
On-the-Job Training (OJT)

Method by which employees are

given hands-on experience
with instructions from their supervisor
or other trainer
Job Instruction Training
STEP FOUR: FOLLOW-UP
S E T… ght. •Put employee on his/her own.
, G ET st be tau ady. •Check-up frequently that
E A DY yee mu terials re instructions are followed.
R
GET hat the em ent and mly arrange
plo a d. •Taper off extra supervision.
m r
ec i de w ht equip e prope STEP THREE: PERFORMANCE
• D the rig c
v e w orkpla
• Ha ave the •Test employee by having him/her perform the job.
•H •Ask questions beginning with why, how, when, where.
•Observe, correct errors & repeat instructions.
•Continue until you know the employee knows.
STEP TWO: PRESENTATION
•Tell, show, illustrate, and question in order to put of the new knowledge.
•Instruct slowly, clearly, completely, and patiently, one point at a time.
•Check, question, and repeat.
•Make sure the employee really knows.
STEP ONE: PREPARATION
•Put the employee at ease
•Find out what the employee already knows
•Get the employee interested and desirous of learning the job

Source: The Training within Industry Report (Washington, D.C.: Bureau of Training, Training with Industry Service, War Manpower Commission).
 Apprenticeship Training

System of training in which a worker

entering the skilled trades is given
thorough instruction and experience,
both on and off the job, in the practical
and theoretical aspects of the work
Cooperative Training

Training program that combines

practical on-the-job experience
with formal educational classes
 Internship Programs
Programs jointly sponsored by colleges,
universities, and other organizations
that offer students the opportunity
to gain real-life experience while
allowing them to find out how they
will perform in work organizations
Computer-Assisted Instruction
(CAI) )& Computer-Managed
Instruction (CMI)
• System that delivers instructional material
directly through a computer terminal in an
interactive format.
• System normally employed in conjunction
with CAI that uses a computer to generate
and score tests and to determine the level
of training proficiency
Training for Management
Development
! On-the-job Experiences
! Seminars and conferences
! Case Studies
! Management Games
! Role Playing
! Behavior modeling
 Behavior Modeling

Approach that demonstrates

desired behavior and gives trainees
the chance to practice and role play
those behaviors and receive feedback
Characteristics of Successful Trainers

Knowledge of
Subject Interest

Adaptability Clear Instructions

Individual
Sincerity
Assistance

Sense of Humor Enthusiasm

Criteria for Evaluating Training
6-47
 Transfer of Training

Effective application of principles

learned to what is required on the job
 Benchmarking

Process of measuring one’s own services

and practices against the recognized leaders
in order to identify areas for improvement
Special
Training
Programs
 Orientation

Formal process of familiarizing

new employees with the organization,
their jobs, and their work units
 PROCESS DYNAMICS
• meeting skills Team Training Skills
• problem solving
• brainstorming Team Training
• decision making
• negotiation skills
• goal setting
BEHAVIOR DYNAMICS
• presentation skills
• member communications
• process analysis
• conflict resolution
• task evaluation
• trusts building
• customer/vendor
analysis • establishing norms
• project planning • handling difficult
members
• information
management • diversity awareness
• creativity • team development
stages
• team issues/concerns
• team benefits
• features of good teams
• negotiations

Source: George Bohlander and Kathy McCarthy, “How to Get the Most from Team Training,” National Productivity Review, Autumn 1996 25-35.
 Training Initiative at Infosys
• In order to reinvent their training module, company encouraged the instructors to
visit flight schools and observe how pilots are taught to face dynamic situations.
This program aimed at enhancing the speed of decision-making regrading
recruitment.
• The simulation includes a number of scenarios which are never repeated in the
course. This simulation training eliminated the doubt of the unknown further
increasing their interest in the learning. This training module helped the
company to keep up with the fast-changing industry environment.
• Trainees at Infosys undergo 19-week training along with nine weeks of software
industry basics in its fully residential campus in Mysore.
• The basics include studying three programming languages, along with team-
building, which is followed by an additional nine-weeks of intensive
brainstorming training.
• Along with these hard-skills, soft-skills are also given an equal emphasis.
Various topics such business etiquettes, do’s and don’t of dressing etc. are
included in the curriculum. Overall, efforts are made to cater to the evolving
needs and expectations of the clients.
Capgemini Reskilled Employees for
Digital Tech

Considering the emergence of digital technology and as part of their plan

of upskilling its entire workforce in digital skills. Company ramped up
hiring of freshers and reduced the number of total hires in a year. Each
individual employee was given an opportunity to be benefitted from the
training program focused on skills related to digital and cloud. Before
conducting a training program, company conducted an aptitude test to
understand the areas of improvement. Several employees were trained as
part of this initiative and a combination of both classroom sessions and
(specially created customized) online modules were deployed in the
training. Later, the focus of training shifted towards newer technologies.

6-54
Gamification in e-learning
• Induction Program For A
Globally Renowned
Entertainment Company
• Purpose of the course was to
orient employees with the
company’s history, policies and
benefits, procedures to be
followed, and career growth
opportunities through a fully
gamified approach.
• A guided visual tour, associated
terms, rich and customized
visuals and details.
• Created what the organization
called a "magical" learning
experience.

Source: https://elearningindustry.com/6-killer-examples-gamification-in-elearning
Professional Skills Enhancement for Project/Account
Managers
• Learning journey is
driven by scenarios or
challenges matching
real-life situations.
• Learners can directly
jump on a challenge
rather than going
through theory followed
by practice.
• Seek the support of
experts or facilitators for
conceptual clarity or in
case they aren’t able to
clear the challenge.
• Curated content is added
along with new content
for refreshing their
learning.
 • This uses an avatar-based approach for
Rewards & personalization along with gamification.
Recognition • The learners go through a series of locations
in a fictitious city and have gamified
activities that map to the different aspects of
the organization’s compensation program.
• The simulated activities reinforce the
concepts the individuals must understand
and remember in order to win. The scores
lead them to gain the reward
 Using Gamification for creating impact on
Learning
• Challenges: These map to the
learning objectives or learning
goals.
• Levels: These map to the learning
journey and as the learner goes
through each level, it signifies a
step up in proficiency for them.
• Competition: can be leveraged
effectively as it helps learners
assess where they stand against
other peers or competing teams.
• Instant feedback: Learners know
how they are faring against their
learning goals and can adopt the
necessary measures to step up their
performance.
• Scores: They are indicators of their
performance as well as a sense of
accomplishment.
• Collaboration:enables learners to
leverage the support of peers or guidance
from experts to meet their goals.
• Badges: As the learners go through the
learning path and clear certain levels, they
are given badges. These reflect
affirmations for their significant
achievements.
• Leader-boards: provide a pictorial view
of the overall progress—including against
others. The analytics keeps learners
connected to the learning journey and
aligned to meeting their terminal
objectives.
 Implementing a gamified learning
program- Key Challenges

Technology • Technical glitches

• Complexity of designing and managing gamification
challenges system is immense

• High turnaround time taken by vendors in resolving

Vendor issues
challenges • High costs
• Roadblocks in proper usage hinders learning

People • Attitudes and perceptions of employees difficult to

change
challenges • Perception of people for using gamification as a tool
for relaxation and entertainment

Source: https://www.peoplematters.in/article/training-development/gamification-of-learning-challenges-you-need-to-know-about-16083