1. WHAT WE HAVE LEARNED SO FAR UNDERSTANDING AND INSIGHT
Retention Understanding relationships Wider application of
knowledge
2. WHAT WE HAVE LEARNED SO FAR RULES OF ASSOCIATION
Repetition-simple associations like company policies, H&S etc.
Attention and intention are critical Whole learning is generally
preferred over part learning Feedback is essential Cause and effect
relationships can add meaning. Active learning with passive
learning
3. SOCIAL CONSTRUCTIVISIM We learn as a community.we agree upon
certain meanings of language, symbols, beliefs etc. A social
construction of color PINK Collectively held beliefs-National and
organizational culture, sequencing, generational sensitivities and
methodologies.
4. PEDAGOGY Trainer centered & Subject centered Trainees
are passive, inert, uniform Lectures & one way
inputregimentation, learners experience not realized JUG & MUG;
New situations e.g. Induction Policies & Procedures Health
& Safety
5. ANDRAGOGY ASSUMPTION by definition an adult is someone who
has achieved the self concept of being responsible for his/her own
life
6. MALCOM KNOWLES 4 ASSUMPTIONS 1. People learn when they feel
that they need to learn 2. Self directed 3. Prior Experience 4.
Desire to develop competencymotivation
7. SOME INITIAL RULES!!!!! Physical environment Psychological
environment Self Diagnosis Mutual Responsibility Importance of
Collaboration
8. 3 STEPS!!!!!! COMPETITION CO OPERATION COLLABORATION
9. Kolbs Learning Styles Theory Some KLPs DIVERGING (CE/RO);
See things from various angles Problem solving in teams HR
managers, artists, historians ASSIMILATING (RO/AC); Less concerned
with people & more with ideas.Lectures, readings, graphs Pure
scientists, mathematicians, R & D
10. Kolbs Learning Styles Theory CONVERGING(AC/AE); Finding
practical use of theories High instrumentality, case studies
Applied scientists, engineers, lawyers ACCOMODATING(AE/CE);
Intuition not logic Team players, risk takers Achieving objectives
in a team Teachers , Marketing
11. One size fits all? PROFESSION IS ONE KEY Self-Awareness
Holistic Approach Chasing in the cycle?
12. Honey and Mumford Learning Styles ACTIVIST--- Do not like
listening, thrown into deep end REFLECTOR Like to listen
THEORIST--- Do not like subjectivity, like patterns and charts
PRAGMATIST- --Practical pay off
13. VISUAL: I see what you mean AUDITORY: I hear what you mean
KINESTHETIC: I get a feel of what you mean
14. CRITICISM If the criticism is true you need to look towards
your content
16. Anxiety, Fear Building efficacy Avoid comparisons Avoid
guilt Feedback
17. Some Exceptions Socio legal issues- sexual harassment,
equal opportunity, Diversity, Health & Safety KLP- if it is
reactive you are in trouble Change BPR, new equipment, new
values
18. TNA- KEY TERMS PERFORMANCE DISCREPENCY CAUSES TARGET GROUP
LINE BUY IN ASSUMPTIONS
19. WHAT IS THE RESULT? Effective utilization of training, time
and $$$ (performance improvement) Motivation Benchmark for
evaluation of training effectiveness KLP- a good TNA ensures that
training is given on job related KSAs AND only those who need the
training are included
20. Arrange formal training Arrange practice Arrange feedback
Ignore it Is it Important?? Is it caused by skills deficiency Is
performance of skills punishing to employee? In non performance
Rewarding? Does performance matter? R there obstacles to
performance Employee exhibited skills in past? Is the skills used
often Remove punishment Arrange +ive consequence 4 performance
Arrange consequence Remove obstacles Yes No Performance
discrepancy
21. Organizational Analysis Organization strategy, goals and
mission Overall discrepancies Mission as a context- Our mission is
to continually improve our products and services to meet our
customers needs, allowing us to prosper as a business and provide a
reasonable return to our stockholders Ford Prioritization
22. Organizational Analysis Core Values, Employer Branding,
Employee value proposition Establish how far the core values of the
organization support the creation of an attractive brand and ensure
that these are incorporated in the presentation of the brand as
long as they are values in use (lived by members of the
organization)rather than simply espoused
23. Organizational Analysis Organizational Climate Structure,
job design, policies and procedures, performance management &
CULTURE Grievances, Exit interviews, Surveys KLP- Incongruities
must be corrected
24. Organizational Analysis Human Resource Planning
Retirements, Succession Planning, New Hires Talent Inventory TNA
Business strategy Heinz Canadas Leamington Plant
25. Task Analysis/Job Analysis Content tasks, duties,
responsibilities, Key dimensions or result areas ( Importance,
level of difficulty, consequences of error) Contextual factors KSAs
required Many methods e.g. CIT
26. Lets Do It One key result area in the job of a manager is
Getting results in teams Identify the KSAs ???
27. Competency Modeling What is a COMPETENCY? Generalizibility
Changing nature of jobs (From jobs to roles) A people orientation
Training based only on task analysis can be quickly outdated
28. Changing Nature of Work To be able to work in teams, to
rotate through various jobs, to understand how their task fit into
the entire process, to spot problems in production, to
troubleshoot, articulate problems to others, suggest improvements,
and write detailed charts that serve as a road map in the assembly
of the car JD of assembly line worker at Mazda, Flat Rock, Michigan
Plant
29. Competency Modeling How to do it? One of the key result
areas for a divisional HR director might be human resource
planning, defined as: Prepares forecasts of human resource
requirements and plans for the acquisition ,retention and effective
utilization of employees, which ensure that the companys needs for
people are met. The positive indicators for this competence area
could include:
30. Competency Modeling How to do it? Seeks involvement in
business strategy formulation; Contributes to business planning by
taking a strategic view of longer-term human resource issues that
are likely to affect business strategy; Networks with senior
management colleagues to understand and respond to the human
resource planning issues they raise; Suggests practical ways to
improve the use of human resources, for example the introduction of
annual hours.
31. Competency Modeling How to do it? Negative indicators could
include: Takes a narrow view of HR planning does not seem to be
interested in or understand the wider business context; lacks the
determination to overcome problems and deliver forecasts; Fails to
anticipate skills shortages, for example unable to meet the
multiskilling requirements implicit in the new computer integrated
manufacturing system; Does not seem to talk the same language as
line management colleagues fails to understand their requirements;
Slow in responding to requests for help.
32. Competency Modeling How to do it? When the positive and
negative indicators have been agreed the next step is to distil the
competency dimensions that can be inferred from the lists. In this
example they could be: Strategic capability Business understanding
Achievement motivation Interpersonal skills Communication
skills
33. Person Analysis Performance Appraisal- AP Performance
Standard- EP- means & ends & core values ISSUES WITH
APPRAISALS: Human subjectivity Motivation of the appraiser
Defensiveness (SEPARATE APPRAISAL FOR TNA) You know what are the
key result areas, competencies, KSAs so now you want to see who is
not meeting the expectations
34. Person Analysis- Getting it Right 360 feedback, Self
appraisal Ask questions such as: How well do you feel you have
done? What do you feel are your strengths? What do you like
most/least about your job? Why do you think that project went well?
Why do you think you didnt meet that target? Always refer to actual
events or behavior and to results compared with agreed performance
measures
35. Person Analysis- Getting it Right It is necessary first to
identify any causes that are external to the job and outside the
control of either the manager or the individual. Any factors that
are within the control of the individual and/or the manager can
then be considered. What needs to be determined is the extent to
which the reason for the problem is because the individual: did not
receive adequate support or guidance from his or her manager; did
not fully understand what he or she was expected to do; could not
do it ability; did not know how to do it skill; would not do it
attitude.
36. Person Analysis- Getting it Right Seems pretty straight
forward then why it is not done??????? A culture that supports this
type of approach to appraisal Top management support PD- employer
and management are both accountable. In fact, one can argue that it
is unlikely to emerge if people are effectively managed There are
no bad soldiers, only bad officers
