Learning

 Learning is a key process in human behavior. If we

compare the simple, crude ways in which a child feels
and behaves, with the complex modes of adult
behavior, his skills, habits, thought, sentiments and
the like- we will know what difference learning has
made to the individual.
 The individual is constantly interacting with and
influenced by the environment. This experience
makes him to change or modify his behavior in order
to deal effectively with it. Therefore, learning is a
change in behavior, influenced by previous behavior.
As stated above the skills, knowledge, habits,
attitudes, interests and other personality
characteristics are all the result of learning.
Training & Development
 Training is part of the Human Resource Development.
 The role of Human Resource department is to improve the
organization’s effectiveness by providing employees with
the knowledge, skills and attitudes that will improve their
job performance.
 Development has a long-term view. It is all about
preparing the employee for the current as well as future
jobs, by providing them with learning opportunities to
increase their capacities, to undertake more challenging
and complex tasks.
TRAINING PROGRAMME
A training programme can be defined as a
planned process through which an
organization seeks to attain the objectives
of performance enhancement by
developing the skills of a set of learners or
by fulfilling the learning requirements of an
identified group of employees.
 The planning process identifies the group of
learners, the venue, and the required
resources (financial and physical).
Objectives of Training
 Induction
 Skill upgradation
 Preparing for future assignments
 Competency development
The Training Process
Need Assessment
 Organization support- Diagnoses present problems and future
challenges to be met through training.
 Occurs at two levels- group and individual.
 Organizational Analysis
 Examines system wide factors that effect the transfer of
newly acquired skills to the workplace
 Person Analysis
 Who needs what kind of training
 Task Analysis
 Provides statements of the activities and work operations
performed on the job
 Task and KSA Analysis
Methods of Conducting Need Analysis

Group/ organizational analysis Individual analysis

Organizational goals & objectives Performance appraisal
Personnel/ skills inventories Work sampling
Exit interviews Interviews
Quality circles Questionnaires
Customer survey/ satisfaction data Training progress
Consideration of current and projected
changes
Benefits of Needs Assessment

 Trainers may be informed about the broader needs of the

trainees.
 Trainers are able to pitch their course inputs closer to the
specific needs of the trainees.
 Assessment makes training department more
accountable and more clearly linked to other human
resource activities, which may make the training
programme easier to sell to line managers.
Deriving Instructional Objectives
 Need assessment helps prepare a blueprint that
describes the objectives to be achieved by the trainee
upon completion of the training programme.
 Instructional objectives provide the input for designing
the training programme.
Considerations in Training Design
 Designing a learning environment
 Learning principles
 Trainee characteristics
 Instructional techniques
Implementation of training programme
 Deciding the location and organizing training and other
facilities.
 Scheduling the training programme.
 Conducting the programme.
 Monitoring the progress of trainees.
Evaluation of the programme
 Need for evaluation
 Principles of evaluation- clear, specific, based on
objective criteria, realistic.
 Criteria:
1. Training validity- did the trainees learn during training?
2. Transfer validity- what has been learnt in the training, has it
been transferred on the job?
3. Intra-organizational validity
4. Inter-organizational validity
OFF THE JOB TRAINING METHODS
 The Lecture
 Demonstration
 Computer Based Training
 Vestibule Training: Simulation
 Business Games
 Case Studies
 Role Playing
The Lecture

 The lecture is best used to create a general understanding of a

topic or to influence attitudes through education about a
topic.

 The most common form of off-the-job training is the oral

presentation of information to an audience
Demonstration
 This method is a visual display of how something works
or how to do something.
 Helps focusing their attention on critical aspects of the
task.
 This method uses a lecturer to provide the learners with
context that is supported, elaborated, explains, or
expanded on through interactions both among the
trainees and between the trainer and the trainees.
Computer Based Training
 Computer based training can be defined as that any
training that occurs through the use of computer.
 It does not require face-to-face interaction with a
human trainer.
 E- Learning new ways of delivering training programs
are constantly being developed in the attempts to
match the high speed at which businesses are
moving. One of the new methods of delivering
training programs is with online .
Vestibule Training: Simulation
 Vestibule Training involves the virtual duplication of work
environment in an off-site setting.
 Simulation exercises place the trainee in an artificial
environment that closely imitates actual working
conditions where the trainer demonstrates on the same
kind of machine and using the same procedures that
trainees will use on the job.
Business Games
 Business games are another form of simulations that attempt
to indicate the way in an industry, company, or subunit of
company functions. Generally, they are based on a set of
relationships, rules, and principles derived from the theory or
research.
 In this type of training, participants learn how to deal with a
variety of issues in a simulated business environment.
Trainees are provided with information describing a situation
and are asked to make decisions about what to do. (e.g.,
develop leadership skills, strengthen executive and upper
management skills)
Case Studies
 Detail of series of events, either real or hypothetical,
which take place in a business environment.
 When this method of training used, participants asked to
sort through data provided in the case to identify the
principal issues and then propose solutions to these
issues
Role Playing
 The purpose of this method is to give participants a
chance to experience such situations in a controlled
setting.
 Trainees are provided with a description of the context
usually a topic area, a general description of a situation, a
description of their roles, and the problem they each
face.
ON THE JOB TRAINING
 On-the-job training places employees in actual work
situation and makes them immediately productive.
 On-the-job training involve learning by doing, relies on
demonstration and coaching.
 This form helps particularly to develop the occupational
skills necessary to manage an organization, to fully
understand the organization’s products and services and
how they are developed and carried out.
ON THE JOB TRAINING
 Job Rotation
 Coaching
 Apprenticeship Training
 Internship
Job Rotation
 Job rotation is the systematic movement of employees from
job to job or project to project within an organization, as a
way to achieve many different human resources objectives.
 Excellent job rotation program can decrease the training cost
while also increasing the impact of training, because job
rotation is a hands on experience. Make individuals more self-
motivated, flexible, adaptable, innovative, eager to learn and
able to communicate effectively and better understanding of
strategic issues.
 One of the possible problems with the rotation programs will
be the cost, because job rotation increase amount of
management time to spent on lower level employees.
Coaching

 Coaching is the process of one-on-one guidance and

instruction to improve knowledge, skills and work
performance.
 Coaching is becoming a very popular means of
development, and often includes working one-on-one
with the learner to conduct a needs assessment, set
major goals to accomplish, develop an action plan, and
support the learner to accomplish the plan.
Apprenticeship Training

 Apprenticeship is another form of on-the-job training, is

one of the oldest forms of training. Apprenticeship are
designed to provide planned, practical instruction over a
significant time span. Apprenticeship were the major
approach to learning a craft.
Internship
 Internship are opportunities for students to get real
world experience, often during summer vacations as a
part of fulfilling requirements for degree programs.
 Internship are offered usually by organization to college
students wanting to find work experience.
 The internship offer precious, real life job experience and
the organization often get skilled, highly dedicated
service.
To be effective, training method should
 Motivate the trainee to improve performance
 Provide for active participation by the trainee
 Encourage positive transfer from training to job
 Provide timely feedback on the trainee’s performance
 Be structured from simple to specific problems
Training & Development @ Google
 At Google, 80% of all tracked trainings are run through an
employee-to-employee network called “g2g” (Googler-to-
Googler) to offer first-hand knowledge in different fields.
 First, Google acknowledges the employees’ right to learn.
Second, it gives them an opportunity to grow with an on-
the-job-training and allows them to give back to other
employees by participating in the program.
 Finally, with the g2g program, the company trusts its
employees “to be smart, capable and motivated and have
the capacity to grow the organization’s learning culture.”
Microlearning and Nudges @ Google
 Google has employed microlearning in the
form of email reminder prompts to their
managers. 
 Over the course of 10 weeks, managers are
regularly sent email "nudges" with ideas and
tips they can try in their meetings or one on
one's with employees to help develop
psychological safety within their team.
‘Pivot’ Program @ Amazon
 The company launched the program as a part of
their performance improvement plan, also known
as “PIP.”
 The program is designed to track employees on
their path to reaching their goals and put pressure
on those that are failing.
 With their “annual stacked-ranking,” the company
pulls out the lowest-rated employees before
putting them on PIP.
 The goal of the program is to give guidance and
support to under-performing employees by pairing
them with a “subject matter experts” called
Career Ambassadors.
Training @ TCS
 In TCS there is Initial Learning Programme (ILP)
for 23 days at their main 6 training centers that is
Induction.
 They will be sent to the locations where they are recruited
for stream specific training. There is exams in between
and their performance will affect their salary.
 Also, there is science-to software-training
programme in Chennai.
 Tata Ignite’ is a seven-month programme that aims
to transform 500 science (B.Sc. Physics and
mathematics) graduates into global software
professionals.
 Thereafter the trainees will be absorbed into any of
the company’s services depending on their
performance.
Training @ Infosys
 In Infosys the recruits are divided into
computer background and non computer
background.
 Training is in their Mysore campus and it is 16
weeks.
 At the end of training they have
comprehensive exams and their performance
will affect their salary
Career Planning and Development

Unit - III
Theoretical perspective
 Security- Job security is one of the criteria
people use to pursue certain job careers. For
example, in developing countries, one of the
reasons why many people chose to pursue
career in the public service as compared to
private sector is security of tenure and a clear
career path.
 Autonomy- Some kind of autonomy in
performing work is intrinsically rewarding. This
also explains why some individuals may prefer
self-employment.
 Technical and functional competencies-Mastering
ones job is itself rewarding because it creates a sense
of recognition and status from colleagues and the
management. Therefore, a person may have desire
and the motivation to achieve the highest levels of
technical and professional competencies in a
particular field and hence grow along that career.
 Feeling a sense of service to others- Some jobs
give employees less exposure to the recipients of
their services, the consumers. This is typical of
scientific careers where a person may be tied to a
laboratory for hours, months and years. Persons with
the urge to serve others may not find such jobs
attractive enough like, let’s say, a social worker.
 Challenging job- Some careers pose more
challenges than others. One of the reasons why
some people are ready to sacrifice their social
life to achieve scientific discovery is the drive
for achievement through a challenging job.
 Lifestyle- Every human being has a lifestyle
preference and may not be willing to lose that
through career choices. For example, a person
may prefer to pursue a less rewarding job career
with flexibility to have more time to stay with
their family than have a better rewarded job.
Career Planning Process
Steps:
 Self-Assessment
 Exploration
 Taking Action
Career Development Strategies of
Companies Succession Planning
Talent Management
 Talent management is the systematic process
of identifying the vacant position, hiring the
suitable person, developing the skills and
expertise of the person to match the position
and retaining him to achieve long-term
business objectives.
Benefits of talent management for the
organization
 Strategic talent management results in the
accomplishment of organizational vision.
 Filtration of talented employees and retaining
of the finest ones is possible.
 Talent management strengthens the
organizational structure by building strong
human capital.
 It helps the organisation to succeed over its
competitors and establish a strong presence
in the market.
Benefits of talent management for
employees
 Talent management initiates a positive
environment in the organisation where
employees experience job satisfaction.
 Employees get a chance of learning and
improving themselves which motivates them to
perform better.
 The organisation focuses on an individual’s
growth and betterment hence employees
develop a feeling of being cared for and
belongingness for the organisation.
 The employees remain associated with the
organisation for a long-term period.
Employee Engagement
 Employee engagement is the extent to which
employees feel passionate about their jobs,
are committed to the organization, and put
discretionary effort into their work.
 Employee engagement goes beyond
activities, games, and events. Employee
engagement drives performance. Engaged
employees look at the whole of the company
and understand their purpose, where, and
how they fit in. This leads to better decision-
making. Organizations with an engaged
workforce outperform their competition.
Components of employee engagement
 Engagement with the Organization
 Engagement with "My Manager" 
 Strategic Alignment
 Managing Execution
Knowledge Management
 The classic one-line definition of Knowledge
Management was offered up by Tom
Davenport early on (Davenport, 1994):
“Knowledge Management is the process of
capturing, distributing, and effectively using
knowledge.” Probably no better or more
succinct single-line definition has appeared
since.
Components of KM:
 Content Management
 Expertise Location
 Lessons Learned
 Communities of Practice (CoPs)
ASSIGNMENT-4
Write short notes with examples on:
Employer branding in HRM
Golden Handshake
Culture shock & its effect