TRAINING IN TRAINING IN ORGANISATIONSORGANISATIONS

I. INTRODUCTION• Organizations not exempt from

changes that society faces today.• Successful organizations able to

develop innovative strategies that enable its human resources to be continually equipped with the necessary knowledge and skill to effectively undertake their jobs.

• Organizations recognise the importance of focusing on human factor to improve its productivity

• Human resource development programmes help bring change in the employees’ work-related behaviour.

• One of the major factors affecting productivity is human factor-employee ability and employee motivation

• People are key factor in improving productivity. In this context organizations have demonstrated their willingness to invest in human resource development.

• Nadler defines HRD as “those learning experiences which are organized for specified time and designed to bring about the possibility of behavioral change”.

• HRD programmes increase the possibility of behaviour change but this has to be accompanied by reinforcement in the organization if training has to have an impact or positive outcome.

• Nadler identifies three types of learning experiences, namely: training, education and development.

L earn in g is fo cu sedo n th e cu rren t jo b o f

th e learn er

L earn in g is fo cu sedo n a fu tu re id en tified

jo b o f the learn er

L earn in g en h an cesa p erso n

TRAINING EDUCATION DEVELOPM ENT

HUM AN RESOURCE DEVELOPM ENT (HRD)

BENEFIT OF HRD BENEFIT OF HRD PROGRAMMESPROGRAMMES

(i) Productivity improvement(ii) Increasing employee

satisfaction(iii) Improving quality of work

life(iv) Contributing to

Organizational Growth(v) Developing a Learning

Culture

III. TRAINING IN III. TRAINING IN ORGANISATIONSORGANISATIONS

Training is the provision of learning situations that allow the trainees to form specific attitudes (based on the new experience) about certain phenomenon which will lead them to behave (using skills and knowledge) in particular ways based on newly discovered attitudes (new alternative ways of responding to a situation)

Training has assist individuals acquire the Knowledge, Skills and Attitudes relevant to get their tasks done competently in the present or in the future.

• Training should be able to:-(a) Assist the trainee acquire the ASK

necessary to get his job done according to the standards

or expectations of the organization.(b) Provide the trainee the ASK

necessary to ensure his continued

ability to perform effectively on his

job in the present and in the future.

• Successful training programmes have a direct bearing on organizational performance.

The benefits of training are as follows:-

Reduces time taken for employees to learn job competencies, thereby reducing the costs for learning on the job.

Ensures that employees have the required competencies (according to their job specialization) to do their tasks effectively.

Provides abilities that are contemporary.

Ensures jobs are undertaken according to predetermined standards.

Assists in preparing employees for new appointments or enlarged job roles.

Develops specialized skills - technical or supervisory.

Helps increase output. Reduces errors and wastage. Helps reduce work related accidents. Improve job safety. Increases job satisfaction and reduces labour turnover. Helps develop teamwork. Provide relevant exposure and experience required to improve job performance Inculcates unique attributes necessary for:

Organizational excellence - innovation,

Creativity, dynamism and enthusiasm.

Help instill values such as teamwork, work ethics,

discipline, accountability and

cooperation.

Organizations require not only people with academic and technical skills, but with additional characteristics such as:

Communication skills Problem solving ability Leadership qualities Teamwork Interpersonal skills Self development skills Motivation Self-Esteem Creativity Computer Literacy Learning to learn

IV. ORGANIZATIONAL IV. ORGANIZATIONAL FACTORS THAT FACILITATE FACTORS THAT FACILITATE

PRODUCTIVITYPRODUCTIVITY

• Management has to provide necessary `reinforcement’ to ensure that the learning results in improve job performance, and thereby increases productivity.

• Management is responsible to ensure that job environment is supportive of the application of new learning.

• The corporate objectives of the organization serves as basis to draw up the HRD mission and strategy for the organization.

• Productivity has brought about desired change in production by increasing the efficiency of the workforce (and physical resources).

• The better the match between the individual and organization’s goals, the better the results in attitudes that are more appropriate to ensuring behaviour that is consistent with improving job performance.

• The effectiveness of learning can be evaluated and its translation into improved job performance after a training programme as compared to his performance prior to training.

• The link between HRD programmes and productivity is significant.

• HRD programmes play the key role in improving these learning experiences for human resources in the organization.

Corporate ObjectivesCorporate Objectives

HRDHRDMission and StrategyMission and Strategy

HRDHRDProgrammesProgrammes

Supportive OrganizationalSupportive OrganizationalEnvironmentEnvironment

Job PerformanceJob Performance(Desired Behaviour)(Desired Behaviour)

Exemplary LeadershipExemplary LeadershipOrganizational CultureOrganizational Culture

OUTCOMESOUTCOMES

TRAINING PROCESSTRAINING PROCESS

The effectiveness and efficiency of an organization depend on a number of variables.One is the continued development of the people in the organization.These can be the responsibility of managers or supervisors or of a separate training department. A trainer is in the middle process known as change. As a trainer you are a “change agent” helping others into the future.To plan training strategies and to function effectively you must evolve a training model.The model is your planning tool.

A TRAINING MODELA TRAINING MODEL

The organization can include the trainer and the training function in the diagnosis and solution of organizational problems An experienced trainer is uniquely positioned and has wide contacts, a detailed knowledge job requirements and significant information about the capabilities and skills of personnel.The trainer can perform a function beyond session plans and training techniques. As a trainer, you must contribute to achieving organizational goals.You regularly assess organizational needs and measure the outcomes of your training programs in relation to these needs.The planning, managing, and evaluating activities of training are just as important as the “teaching” activities.Planned training in organizations begins when someone becomes aware of an opportunity or a problem that may create a training need.

If a training-based solution is chosen, we must then analyze training needs.The purpose of analysing training needs is to specify what training is needed.We write specific objectives for our training activities. In writing the objectives, we specify the standards of performance that a trainee must achieve and the conditions under which the trainee must perform.Then we define methods of measuring performance, since these may affect subsequent decisions about training techniques and materials. Having decided on the content of training and how we will measure performance, we can write tests and performance criteria.Then we begin pretesting our target population and selecting training methods and develop training materials and aidsThese steps are likely to require a large amount of a new trainer’s effort.

After developing the training materials and selecting our trainees, we can run the training program.We measure reaction and learning outcomes during and immediately after the program.After we return the trainees to their jobs, we measure performance to determine if any changes have occurred and if the changes are attributable to trainingWe may organize follow-up activities to reinforce what the trainees have learned on the original program.

ADULT LEARNING ADULT LEARNING PRINCIPLESPRINCIPLES

Adult learning principles are important for you to learn and use as a trainer or training facilitator.

If you use adult learning principles both to develop training designs and facilitate your groups, you’ll increase the likelihood that your adult group members will learn, be committed to the group’s goals and generate more solutions to problems.

PEDAGOGY AND PEDAGOGY AND ANDRAGOGYANDRAGOGY

- The term pedagogy refers to the teaching of

children.- The term andragogy refers to the teaching of

adults.

DIFFERENCES BETWEEN DIFFERENCES BETWEEN CHILDREN AND ADULTS CHILDREN AND ADULTS AS LEARNERSAS LEARNERS

CHILDRENCHILDREN ADULTSADULTS

Rely on others to decide what is important to be learned

Accept the information being presented at face value

Expect that what they are learning will be useful in their long-term future.

Have little or no experience upon which to draw-are relatively “clean slates”

Have little ability to serve as a knowledgeable resource to teacher or fellow classmates.

Are content centered.

Are less actively involved.

Learn in an authority-oriented environment.Planning is teacher’s responsibility.

Decide for themselves what is important to be learned.

Need to validate the information based on their beliefs and experiences.

Expect that what they are learning is immediately useful.

Have much past experience upon which to draw-may have fixed viewpoints.

Have significant ability to serve as a knowledgeable resource to the facilitator and group members.

Are problem centered

Actively participate

Function best in a collaborative environment.Share in planning.

SOME LEARNING SOME LEARNING PRINCIPLESPRINCIPLES

Whole or Part LearningAfter defining training objectives, you must decide whether to present the knowledge or skill that you will teach as a whole or in parts.

Spaced LearningLearning that is spaced at reasonable intervals is usually superior to massed ( or crammed) learning if you want long-term retention of the material.

Active LearningIf trainees are actively involved in the learning process (instead of listening passively), they will learn more effectively and becomeself-motivated.

FeedbackFirst, the trainees need feedback on how they are progressing. Second, you need feedback on your

own performance as a trainer

OverlearningOver time, people gradually forget

what they have learned. Reinforcement

Learning that is rewarded is much more likely to be retained.

Primacy and RecencyGiven any sequence of facts, trainees will tend to remember what they heard first and last.

Material in the middle has to compete with both preceding and following material and is

therefore remembered less well.

Meaningful MaterialMeaningful material links the past and thefut ure and promotes two beneficial effects:-* Security when trainees move from the known to the unknown.* Motivation - because the information will be useful in the near future.

Multiple-Sense LearningAuthorities suggest that of the information a person takes in, approximately 80 percent is obtained through sight, 11 percent by hearing, and 9 percent by the other senses combined.

Therefore, to achieve maximum input to the trainees, you must use two or more of the senses. For most learning, however, sight

provides most information to trainees, and we consequently emphasize visual aids.

Transfer of learningThe amount of learning that trainees

transfer from the training room to the workplace depends, mainly on two variables:* The degree of similarity between

what was learned in the training program and what occurs at the workplace.

* How easily the trainees can integrate into the work environment the skills or knowledge gained in the training program.

SUMMARYSUMMARY

A trainer must understand the special assumptions and attitudes necessary for adult learning especially for intelligent and motivated adults

A trainer must also apply sound learning principles to the design of the training program and its materials.

THE LEARNING CYCLETHE LEARNING CYCLE

Introduction

- Learning is at the heart of training and development.

- Whether organizations adopt a formal and systematic approach or are committed to the ongoing and long term process of individual growth and development, learning is the essential precondition for any change in performance at work.

- Learning can perhaps best be understood as a word which describes a change in an individual’s range an repertoire of behaviour.

THE LEARNING CYCLETHE LEARNING CYCLE

- It is the process by which behaviour is modified either by the addition of new and different capabilities or by the extension and enhancement of those which an individual already possesses.

- The pressures to change, to improve, to be more flexible and adaptive all assume the need to learn.

WHAT DOES LEARNING WHAT DOES LEARNING CONSIST OF?CONSIST OF?

OUTCOMESOUTCOMESIn almost all examples of learning at or for work, the required behavioral change which learning is supposed to facilitate should be clearly established.

These intended outcomes can be categorised in terms of:* Learning how to do what a person can already do, better, differently or to higher standards.* Learning how to do something new which is different from a person’s existing capabilities.

HOW DO PEOPLE LEARN?HOW DO PEOPLE LEARN?

They can be taught.This is often associated with the use

of a narrow range of stimuli under the control of the teacher.

They can be instructedThis shares certain common characteristics with being taught, but

is distinguishable by being associated

with physical rather than cognitive

skills,and often involves a person being shown what to do with supporting

explanation about how to do it.

They can experience- The range and variety of everyday

experiences from which learning stems

are too numerous to identify.- People learn from the well known

process of trail and error, and trial and

success.- Through experimentation with various

responses, the person learns the one(s)

which seem to be appropriate to the situation.

They can learn from observation and perceptionObservation and perception are a natural part of `being’ and will occur in anyone who is exposed to natural or structured stimuli.They can learn from thinking and reflectingThis involves using cognitive powers such as reasoning and analysing to make sense of things that we do or are required to do.

Learners are uncertain about what new behaviours they are supposed to learn by confusion and contradiction over intended outcomes.

The problem is not a lack of ability or competence to do certain things to prescribed standards, but the reluctance or refusal of the job holder to use what he or she has already learnt.

A person’s motivation to learn:

The innate capacity to learnThe innate capacity varies between people and is affected by among other things, age and personal circumstances.

The fear of feelingLearning is often associated with psychologically damaging experiences.

The anticipated outcomes of learning Any individual’s motivation to learn, as well as reflecting past learning experiences, will also be influenced by the outcomes associated with learning.

The behaviour of the people controlling and structuring the learning processThe skills approaches and general behaviour of people playing these role have to be recognised as having an important effect on the individual’s psychological predisposition to learn

Learning presupposes relatively permanent changes in behaviour, or the capacity to behave in certain ways.

Over time, these behaviours can become reinforced and sharpened by use and practice, or they can become diluted and in extreme cases, effectively lost to the person.

Learners become disillusioned with the apparent lack of progress and give up.

THE LEARNING CYCLETHE LEARNING CYCLE

The concept of a learning cycle is based on the belief that there are four critical behaviours which learners themselves need to engage in, which are not the behaviours that are the intended outcome of any particular learning event or activity

In other words, for learning to take place, or more precisely for the learning process to be more effective, certain activities must be built into the learning process.

Using the Kolb learning cycleEach stage requires the learner to engage actively in a particular type of behaviour which relate to the cycle’s four stages.It is the learner not the trainer who needs to engage in these four activities, which can be summarised as:

* doing;* reviewing;* reflecting;* planning.

The role of the trainer should be to help the learner learn how to carry out these activities so that they become part of the individual’s internalised, i.e. learnt behaviours, available for use in any future learning situation.

The learning cycle takes as its starting point the existence of some activity or experience which is relevant to a person’s work or non-work life, which provides the material and opportunity to review, reflect and plan.

It sees learning as being founded on some initial experience or activity, which can then be subject to certain cognitive processes to help make sense of the experience.

The cycle requires people to consider what they intend to do differently or better the next time they are required to undertake certain tasks.

It reinforces learning by linking the act of doing with thinking about doing.

When you are selecting, adapting or writing training exercises, it is important to make your decision on which method to use based on a model of how people learn.

This learning cycle includes three stages:* Presentation of the learning activity* The participants’ response* Application to everyday life

Stage One: The Learning Activity* Initially, learners are involved in some activity that you have selected from the many learning methods and experiences available.* This activity might be relatively passive like reading or observing a demonstration, or very active like solving a case study or participating in a role play.* The purpose of the learning activity is to encourage inductive learning through reading or deductive learning through experience.* In either case, the learning activity provides the basis for understanding a concept or skill and a foundation for stage two of the learning cycle.

Stage Two: The Participants’ Response* The participants are now ready to respond to what happened and perhaps to identify how they felt.* This is a critical part of the learning cycle because it encourages learners to identify the impact of what they were exposed to in the first stage, to analyze both feelings and information, and to continue their focus on the experience or learning.

Various methods can be used to elicit participants’ responses. A few successful ones include:* Polling* Rating* Small group discussions* Listing of responses on newsprint* Interviewing partners* Questioning* Sentence completion

Stage Three: Application of Learning* They are now ready to move toward application of the learning to their own

life and work.* Out of the analysis, processing, and discussion Participants can begin to make generalizations, draw conclusions, and transfer them to their everyday life.* Learning now moves from the abstract to the concrete.* At this point, a review of the information, concepts, and theory is appropriate because it serves to augment what else has been learned in the other two stages.

Often, the learners’ good intentions for applying learning are reinforced when they share their goals and plans with others, either those in this workshop group or with others back at work.

DESIGNING TRAINING DESIGNING TRAINING PROGRAMMESPROGRAMMES

Assess needs What data do you have on the

participants’ jobs, back-home environment, age, sex, race, religion?

• What are the participants’ expectations for the training program?

• Has a pre-course questionnaire been administered? Have you seen the program announcement?

• What further information do you need to obtain at the beginning of the program?

• What can you anticipate from the participants in the way of mood, volunteerism, readiness?

• Set training goals• Discuss and write a set of goals for

the program, usually not more than five, and have them ready for use in the first session.

• Agree among yourselves on the difference between goals and objectives.

• Establish trainer responsibilities as seen by the trainer.

Assess staff resources and skills• What training aids and devices have

staff members brought with them?• What special skills and interests

exist among staff members?• If certain unusual modules are

needed, who can handle them?• Make a list of what resources are

needed and the resources that are available to see if there are any gaps.

Select training strategies and prioritize them

• This is the heart of the design: what should come first, second, etc.

• Begin with known elements: meals, free time, and perhaps time for back-home planning and evaluation.

• As other elements are filled in, look at the schedule’s balance, flow, and required energy level.

• Mornings are better for theory; afternoons for activity; evenings for nonverbal events and T-groups.

State the objectives for each module

• This may be done by the staff, through discussion, or by the staff member responsible for a specific module.

• Ideally, the objectives should be specific and measurable: “By the end of this period you should be able to ….”

• Present the objectives to participants at the start of each session. Knowing where they are going will help them to learn better.

Predict the time schedule for each element

• This should be specific: introduction, ten minutes; forming groups and giving instructions, five minutes; working on the task, forty minutes; etc.

• On a larger-scale, review the schedule to see that sufficient time is available for what is planned, for each element.

• Provide for “fillers.” Is more time available than the work will consume?

• Avoid planning so much that the participants feel hurried.

• Allocate staff responsibility• Generally, all staff members

participate in the first session, and all should be visible. Planning the opening session often takes a large portion of the total planning time.

• For subsequent modules, individual staff members or pairs can volunteer to take responsibility.

• Often a staff member will want to try to conduct a type of session for the first time as a means of learning or stretching.

Assess the logistics• Space: large rooms, small rooms,

comfort, convenience.• Materials: handouts, pencils, newsprint,

nametags, workbooks, masking tape, flip-charts on easels, magic markers, tape recorder and tapes, reference materials.

• Housekeeping details: breaks, meals, physician, sleeping comfort, etc.

• Administration: registration, money, travel, personal supplies.

• Recreation: bar provision, indoor-outdoor resources, alone time, and socialization.

• Define primary client concerns• Who is the primary client? Who is paying

for this?• What is this client’s expectations? How

will you communicate?• Does your design to this point meet these

expectations?• What contact will you have with the client

before, during, and after the program?• Will the client be expected to take action

as a result of the program?• Are you and the client clear on your

contract?

Provide for evaluation• Will you evaluate as part of the

design:– By obtaining post meeting reaction

sheets for each module?– By obtaining a daily rating of

satisfaction or learning?– By obtaining an end-of-program

evaluation?

• Each of these needs preparation. Who is going to do it?

• Any provision for follow-up?• Is there a requirement for a report

to the primary client?• Do you anticipate that the design as

planned will meet the goals stated?

PROGRAM STRUCTURE: PROGRAM STRUCTURE: HIERARCHY OF HIERARCHY OF

OBJECTIVEOBJECTIVE

Concluding Objectives• The training program as a whole has

objectives that are known as concluding objectives.

• They should describe the terminal behavior for the trainees and the standard achieve at the end of the training program, as well as the conditions under which the trainees are expected to perform.

Enabling Objectives• Split the concluding objectives into

manageable parts.• They are sometimes referred to as

achieving objectives because they make it possible to achieve the final program objectives.

• Session Objectives• Split the enabling objectives into

the sessions that will ultimately make up the program.

• Session objectives define the goal of each session.

PROGRAM STRUCTURE: PROGRAM STRUCTURE: DETAILSDETAILS

1.Introduction• The introduction to a training

program is essentially the same as the introduction to a theory session - It should:– Gain interest– Check current knowledge– Orient– Motivate– Preview what is ahead

• Some other considerations– Program opening– Introductions– Administrivia

2.Body• The body of the theory session is

divided into three step segments of explanation, activity, and summary

Additional considerations.• Regular reviews• The training techniques

• Conclusion• Recapitulation• Use a test• Link to subsequent programs• Use questions to clear up any

misunderstandings• Allow time for the trainees to give

you feedback on their impressions of the program.

• You may also wish to invite a VIP to close the program and to encourage the trainees to transfer back to the job what they have learned.