Topic 6 training and development

8/9/2019 Topic 6 training and development

1/35

1

Topic 6:STAFF TRAINING

ANDDEVELOPMENT


2/35

2

IntroductionAfter successful orientation and placement, the

new employees start a new life in the workorganisation. During their initial life in theorganisation, the organisation readily utilisesthe employees past knowledge, skills, and

experience for its performance. But thissituation changes in the course of time, whenthe employees ability to perform starts fallingbelow the demands of their jobs. Then the

organisation has to them in order toensure the restoration of the match betweentheir and their


3/35

3

What is Employee Training andDevelopment?

Training may be defined as a learning

process in which people acquire

knowledge, skills, experience, andattitudes that they need in order to

perform their jobs well for the

achievement of their organisationsgoals.


4/35

4

The main objective of training is to try to

maintain a continued balance of thefollowing equation;

Employee Performance Capability =K+S+E+A

The components; knowledge (K), skills (S),experience (E), and attitudes (A)


5/35

5

The HR department is responsible for designingand managing the organisations training anddevelopment programme.

However, the successful design andimplementation of an organisations T&Dprogramme, greatly depends on the co-operation between the training officer or

manager and the officers or managers in otherdepartments, because the latter are theformers sources of information as well as theleaders of the employees being trained.

Because of their close and continuous contactwith the employees, managers understand theemployees general and specific training needsas well as training duration.


6/35

6

The specific responsibilities of a trainingofficer / manager

1. Conducts training needs assessments.2. Solicits information regarding training

institutions, i.e. venues, particulars of

programmes being offered, fees, etc.3. Prepares skill-training materials.

4. Conducts or arranges for off the job

training.5. Co-ordinates all training efforts.

6. Provides input and expertise in the

organisational development programmes.


7/35

7

7. Co-ordinates career plans and employeedevelopment efforts.

8. Prepares the T&D budget.9. Prepares the training schedule and co-

ordinates its implementation according to

the budget and organizational needs.10.Evaluates training efforts and providesfeedback to the employees userdepartments and trainers.

11.Evaluates trainers and recommends oroppose their reappointment.

12.Maintains all training records.


8/35

8

Organisational performance and survival

is a function of the relationshipbetweenjob demands or performancedemands(PD), and performance

capabilities(PC) of their doers.The relationship between PD and PC is

perceived in the form of a PC: PD

model. This model can assume theform of 3 possible scenarios;


9/35

9

1st Scenario

This is a situation, where employeesperformance capabilities are just rightfor the effective performance of theirduties.

This is also the situation, which allorganisations would like to reach and

maintain. There is no need fortraining efforts in this situation.


10/35

10

Past Education,skills,

experience,attitude

Orientation Training

PERFORMANCE CAPABILITIES PERFORM.DEMANDS

orJob Demands

1st scenario:Performance capabilities = performance demands


11/35

11

Education, skills,experience,attitude

Orientation

Training

PERFORMANCE CAPABILITIES

PERFORM.DEMANDS

orJob

Demands

2nd Scenario:Performance Demands > Performance Capabilities


12/35

12

The reasons giving rise to the 2nd scenario maybe as follows:

Poor recruitment process. Shortage of training funds, followed by very

little or no training. Top management is unwilling to invest in

training. New products and competition call for

employees with new or additional skills. Rapid changes in technology call for new or

additional skills among existing employees. Poor retention of trained staff, as a result of

poor motivation, poor placement, and poorremuneration.

Poor job design.


13/35

13

3rd Scenario:Performance Capabilities > Performance Demands

Past Education,

skills, experience,attitude

Orientation

Training

PERFORMANCE CAPABILITIES

PERFORM.DEMANDS

orJob Demands


14/35

14

3rd scenario:This is a rare situation in work organizations. It is

caused by the following reasons: Poor job design.

Employees are over-qualified for their jobs.

Employees do not have sufficient work to do.

Lower Production targets.

In this situation, employees see little meaning intheir work, and see less challenge.

Therefore, management ought to redesign jobs forpurposes of utilizing their personnel better, andcreate more challenging jobs. There is no needfor training in such a situation.

G S C O


15/35

15

TRAINING VS. EDUCATION

Although both training and education are

processes which equip a person withknowledge, skills, experience and attitudes,they differ in purpose.

Training helps employees to do their present

jobs better, i.e. it is role-specific.Education on the other hand, is more general

and is related to the goals of the individual,more than it is to the goals of an

organisation. Education therefore, tends tofocus on the individuals, their growth needs,and the multiple roles they may play insociety.


16/35

16


Education normally takes longer to achieve

its objectives than training does.Training programmes are designed on the

basis of what an individual can do, and

thus the programme facilitates amechanisticlearning process.

Education programmes involve organiclearning which purports to cause a change

in the individual (not in what the individualcan do) and whose outcome is oftendifficult to predict.


17/35

17


Another distinction between training and

education is that, training is normally paid forby the employees work organization,whereas, education is normally paid for bythe individual employee.

Finally, whereas education emphasizes the useof theoretical and conceptual materials aimedat stimulating the individuals generalanalytical ability, training programmesemphasizes the use of materials aimed atproviding the trainee with the knowledge,skills, and experiences that are necessary toenable the individual to carry out specificjobtasks


18/35

18

Importance of T&D

(1) Leads to improved profitability.(2) Improves the morale of the work force.(3) Improves corporate image.(4) Improves the relationship between boss and

subordinates.(5) Leads to increased productivity.(6) Reduces the organization's dependence on

outside consulting.(7) Reduces the organization's dependence onrecruitment from outside for job openings.

(8) Reduces employee obsolescence


19/35

19

Importance of T&D

Better job performance. Improves employee job knowledge and performance. Prepares employees for transfers and promotions. Improves employee work attitude and loyalty to the

organisation. Helps a person develop speaking, writing, and listeningskills.

Helps employees adjust to change. Improves employee self-confidence.

Increases job satisfaction and recognition. Satisfies the personal needs of the trainee. Eliminates the employees' fear in attempting new

tasks.


20/35

20

Why do Organizations Train Employees?

(i) Employee obsolescence.(ii) Improvements in technology.

(iii) Change of business

(iv) Job redesign

(v) Transfers

(vi) Promotions

(vii) Competition

(viii)Globalization


21/35

21

Retention of Trained Manpower

Employees training costs a lot of money and

interrupts the organization's productionschedules. Thus to train employeesessentially means to increase theirmarketability and to risk losing them to an

employer who is willing to pay them better.It is wasteful to train employees if you have

no strategies for retaining them and utilizing

their acquired performance capabilityelements.

The following are strategies, which employersmay use to retain their trained manpower;


22/35


23/35

23

LEARNINGLearning may be defined as a process of relatively

permanent change in behaviour that occurs as aresult of experience.

Therefore, changes in behaviour indicate thatlearning is taking place.

Learning is abstract. Its not seen. We can onlyinfer that learning has taken place if anindividual behaves, reacts, responds, as a resultof experience, in a manner different from theway he or she formerly behaved.

The change of behaviour may be positive or negativee.g. to increase their support for a quality of work lifeimprovement programme or learn negative behaviourslike contributing insufficient effort in the productionprocess.


24/35

24

Learning Theories

There are three main theories,which explain how peoplelearn:

1. Classical conditioning,

2. Operant conditioning, and

3. Social learning.


25/35

25

(a) Classical Conditioning

The classical conditioning theory grew out of theexperiments conducted by a Russian psychologist,Ivan Pavlov in 1902.

Classical conditioning is passive: something happensand people act in a certain manner, as long as they

are able to associate their actions to a specificconditioning event. Classical conditioning is not auseful theory to explain complex learning processesin modern organisational life. In addition, mostemployee behaviour in work organisations is

voluntary, ie they voluntarily decide to work hard orto be co-operative.

In modern democratic societies however, humanbeings cannot be simplistically manipulated like thebell-meat-salivation example in Pavlovs experiment.


26/35

26

(b) Operant Conditioning

The operant conditioning theory resulted from the workof a Harvard psychologist called Skinner in 1971 bybuilding on Pavlovs classical conditioning theory.

Behaviour is learned from outside. Skinner maintainsthat by creating attractive consequences to follow

specific patterns of behaviour, the frequency of thatbehaviour will increase. If people are positivelyreinforced for doing something, they will repeat thatbehaviour. If penalised, they will most likely avoiddoing it. In this sense rewards and punishments can

make people learn. However, in order for rewardsand punishments to condition the learning processeffectively, they must be administered immediatelyfollowing the respective response.


27/35

27

Impact of consequence on theactivity (3)

Activitye.g. high

performance (1)

Consequencee.g. a promotion (2)

(b) Operant Conditioning

Figure: The stages of operant conditioning


28/35


29/35

Learning Principles


30/35

30

Learning Principles

Learning principles are guidelines to the

ways in which people learn mosteffectively

(1) Participation

(2) Relevance

(3) Repetition

(4) Transference

(5) Feedback


31/35

31

(1) Participation

Learning is usually faster and longer-lasting when thelearner can participate actively in the learningprocess. The truth of this statement is born by thefollowing message;

which was spotted on the wall in one of the offices ofthe Zambia Consolidated Copper Mines in Kitwe,Zambia.


32/35

32

(2) Relevance

A trainee learns well if he or she isconvinced that what he or she islearning makes sense to him or her.This is why it is important that at the

beginning of employee trainingprogrammes, trainers spend sufficienttime to explain about the purpose of

the programme, its design, and whatthey are expected to benefit from it ,before going into the specific tasks.


33/35

33

(3) Repetition

Repetition or doing the same thing overand over again creates a pattern in thelearner's memory, which helps him or herto master what is learned, fast.

A learner who gets opportunities ofrepeating what he or she earns manytimes, has more chances of mastering

his or her material within a shorter periodand for a longer time than the learnerwith one or fewer opportunities forrepetition.


34/35

34

(4) Transference

Transference refers to how applicable thetraining is to the trainee's actual job situation.The learner learns and masters his or her jobfaster, if he or she can closely match the

demands of his or her training programme tothe demands of his or her job.

Eg A person learning how to drive a motor

vehicle should not be trained on riding amotorcycle because the trainee cannottransfer directly the tasks and conditions ofmotorcycle riding to motor vehicle driving.


35/35

35

(5) Feedback

Feedback refers to information that helpsevaluate the success or failure of an action orsystem. Through feedback learners canreceive guidance from their trainers.

Through feedback trainers can reinforce positiveperformance behaviour and correct negativebehaviour so that the learner knows his or her

progress. Learners who do not receivefeedback necessarily become slow learnersbecause they spend a long time trying beforethey can master doing the task right.

Documents

Topic 6 training and development