Talent Management -

Employee Development
How Your Grades Are Determined
Dept of Statistics: All grades are plotted along the normal
bell curve.
Dept of History: All students get the same grade they got
last year.
Dept of Religion: Grade is determined by God.
Dept of Philosophy: What is a grade?
Law School: Students are asked to defend their position of
why they should not receive D?
Dept of Computer Science: Random number generator
determines grade.
•Dept of HR: We don’t believe in
grade.

•We believe in upgrade?

• It’s not what you want in life, but it’s knowing how to
reach it
• It’s not how high you want to rise, but it’s knowing
how to take off

• It’s not what you dream of doing, but it’s having the
knowledge to do it
 Training and Development

If you think learning is expensive,

try ignorance.
What you know today may
become irrelevant tomorrow.
Assess your rate of learning with the
rate of change

Rate of learning = Rate of change

Rate of learning < Rate of change
Rate of learning > Rate of change

Knowledge today has short shelf life

One who knows not and knows not that he knows
not, is an idiot. Leave him.
One who knows not and knows that he knows not,
is simple. Teach him.
One who knows but knows not that he knows, is
asleep. Awake him.
One who knows and knows that he knows, is wise.
Follow him
Training refers to the methods used to give
new or present employees the skills they
need to perform their jobs.
 Development
An effort to provide employees
with the abilities the
organization will need in the
future.
 Training versus
Development
Training Development

Focus Current job Current and future jobs

Scope Individual employees Work group organization
Time Frame Immediate Long term
Goal Fix current skill deficit Prepare for future work
demands
 Challenges in Training
• Is training the solution to the problem?
• Are the goals of training clear and
realistic?
• Is training a good investment?
• Will the training work?
 Training Pitfalls
•The ‘who’ is accountable game
•The cafeteria cause
•The piling on the work paradigm
•The January third application assignment
•The sleepwear syndrome- “One-size-fits-all
•The lone ranger situation
•The ‘name that tune’ game

Kevin Eikenberry
 The Training Process
Needs Assessment Phase Development and Conduct
•Organization Needs of Training
•Task Needs •Location
•Person Needs •Presentation
•Type

Evaluation
Training Techniques

On-the-Job Training

Apprenticeship Training

Informal Learning

Job Instruction Training

Lectures

Programmed Learning

Audiovisual Techniques

Vestibule or Simulated Training

Computer-Based Training

Training Via CD-ROM and the Internet
 Training and Development:Instructional Methods
On-The-Job Training In-Basket Techniques
– Very widely used – Analyze & critique trainees on
– Placed in real work number, quality, & priority of
experiences decisions made
Case Method Management Games
– Written descriptions of real – Simulate company or industry
decision-making situations situations
Role Playing – Emphasize problem solving
– Ask trainees to interact & Behavior Modeling
react with other role players – Learning through observation or
imagination
– Used in leadership training
 Training and Development:
Off the Job Training
LECTURE-DISCUSSION
– Most frequently used method
– Classroom presentations by outside
Motivation
consultants/trainers
– More recently presented via technology or distance
learning

OUTDOOR-ORIENTED PROGRAMS
– Action-oriented programs
– Emphasize leadership, teamwork and risk-taking
– Combine outdoor skills and classroom seminars
 Training Techniques

On-the-Job Training

Off-the-Job Training
 Training and Development:Instructional Methods
Case Method
– Written descriptions of real
decision-making situations
Role Playing
– Ask trainees to interact &
react with other role players
LECTURE-DISCUSSION
– Most frequently used method
– Classroom presentations by
outside consultants/trainers
– More recently presented via
technology or distance learning
In-Basket Techniques
– Analyze & critique trainees on
number, quality, & priority of
decisions made
Management Games
– Simulate company or industry
situations
– Emphasize problem solving
Behavior Modeling
– Learning through observation
or imagination
– Used in leadership training
 MEASURING TRAINING
EFFECTIVENESS
• CLASSICAL MODEL OF DONALD
KIRKPATRIC
• Effectiveness can be evaluated at four levels
– Reaction
– Learning
– Behaviour
– Results
Training Effects to Measure
Four basic categories of training outcomes can be measured:

Reaction

Learning

Behavior

Results
 LEVEL 1 - REACTION
• Measures the participants’ reactions to the
programme.
• How well did the trainees like the program?
• Level of learner satisfaction through feedback or
happy sheets.
• Considers a wide range of topics, including
program content, structure and format, instructional
techniques, trainers’ competencies and style,
quality of learning environment etc.
 LEVEL 2 - LEARNING
• Aims at assessing the learning transfer
achieved by training activity.
• Measures changes pertaining to knowledge,
skill and attitude.
• Utilizes Pre test and Post test measures.
• Indicator for transfer of learning on to the
job context.
 LEVEL 3 - BEHAVIOUR
• Measures the application of the learning in the
work context.
• Assesses the changes in behaviour of the
individual on the job as a result of the training
activity.
• Can be done few weeks after the training.
• On the job performance appraisal before and
after basis.
 LEVEL 4 - RESULTS
• Measures the effectiveness of the programs
in terms of business objectives.
• Contribution of training in value terms –
quantitative or qualitative such as increased
sales, productivity, satisfaction, or reduced
turnover, cost, grievances.
• Involves Pre test and Post test measures.