UNIT III TRAINING AND EXECUTIVE DEVELOPMENT

• Types of Training Methods – Purpose, Benefits, Resistance - Executive Development

• Programmes -Common Practices - Benefits - Self Development - Knowledge Management

TRAINING• Training is the continuous, systematic

development among all levels of employees of that knowledge and their skills and attitude which contribute to their welfare and that of the company.

• It bridges the differences between job requirements and employees present specifications.

PURPOSE/OBJECTIVES OF TRAINING1. Enhancing employee performance: Helps to bridge

the gap between actual performance and expected.2. Updating employee skill: Keeping track of the speed

and direction of changes.3. Avoiding or delaying managerial obsolescence: A

manager’s inability to cope with technological advancements-managerial obsolescence.

4. Preparing for promotion and managerial succession: Transition of the employee from the present job to the next job easier.

5. Motivating and preventing employee attrition: Motivates and reinstates organizational commitment

6. Gaining organizational excellence: Knowledge, skill and motivation –human performance.

INPUTS IN TRAINING1. SKILLS: Acquisition of a simple motor skill to

a complex administrative one2. ATTITUDES: Through orientation [induction]

programs, organization develops attitudes in new employees– better cooperation, greater loyalty

3. KNOWLEDGE: Job context, job content and knowledge related to quality and standards of product or quality of work.

TRAINING PROCESS1. ORGANIZATIONAL OBJECTIVES AND

STRATEGIES: Assessment of its objectives and strategies.

2. ASSESSMENT OF TRAINING NEEDS: Individual/group training needs

3. ESTABLISHMENT OF TRAINING GOALS:

4. DESIGNING TRAINING PROGRAM:• Who participates in the program• Who are the trainers?• What methods/techniques?• Where is the program conducted?5. IMPLEMENTATION OF THE TRAINING

PROGRAM:• Deciding the location and organizing training and

other facilities• Scheduling and conducting the training program• Monitoring the progress of the trainees.6. EVALUATION OF RESULTS:

TYPES OF TRAINING1. Skills training: Basic skills-reading, writing, computing,

speaking, listening, problem-solving etc2. Refresher training: Rapid changes in technology 3. Cross-functional training:4. Team training: Content tasks and group processes.• How members must communicate• How they have to cooperate and get ahead• How –deal conflicting situation5. Creativity training:• Breaking away: • Generate new ideas• Delaying judgment:6. Diversity training: Diverse dimensions while designing a

training program—race, gender, age, lifestyle, culture, education.

7. Literacy training: Inability to write, speak and work well with others.

FACTORS INFLUENCING TRAINING AND DEVELOPMENT

1. Top management support:2. Commitment from specialists and

generalists:3. Technological advances:4. Organization complexity:5. Learning styles:6. Other human resource functions:

BENEFITS OF EMPLOYEE TRAINING1. Reduction in cost of production:2. Minimum Possibility of accident:3. Stability in organization:4. High morale:5. Improvement in the quality and quantity of

production:6. Difference between efficient and inefficient

employees:7. Minimum need of supervision:8. Helpful to managers:9. Increase in understanding:10. Team spirit11. Organization culture12. Organization climate:

LIMITATIONS OF EMPLOYEE TRAINING

• Time consuming• Increase in responsibility: tough targets• Costly affair: • Increases competition: • Feeling of boredom: Repetition of work• Loss of investment to organization: • Develops feeling of jealousy and competition: • Restricts job switching:• Natural skills of employees remains unexplored:• Sometimes leads to frustration:

TYPES OF TRAINING METHODS• ON THE JOB METHODS: Suited to

technical personnel and scientists.• OFF THE JOB METHODS: ON THE JOB METHODS:1. On the job training: 2. Job Instruction training:3. Coaching:4. Job rotation:5. Understudy:6. Apprenticeship:

1. On the job training• Placed in a new job• told how to be performed. • Aims at developing skills and habits with

existing practices.• Procedure charts, lecture manuals, sample

problems, demonstrations etc.

MERITS:• Real work environment• Economical• Full knowledge of the rules, regulations,

procedures by watching and doing• Convenient where jobs are difficult to simulate.DEMERITS:• Not understood properly• Distraction by noise • Cause low productivity

2. Job Instruction Training [JIT]:• Formal systematic program for conducting

training in the workplace --By supervisor-• Actual work site as a proper setting to instruct

employees Merits:• Increase productivity and quality• Performance assessment can be done• Reinforces work relationshipsDemerits:• Finding the right time for it• Inefficient work methods

3. Coaching:• Activity of guiding a manager by a senior one.• Tells how to do a job and corrects the errorsMerits:• Reduced errors• Job retention-reduced work stress• Achieve targetsDemerits:• Disorganized: trainer’s capability• Distraction• Low productivity: Initial period.

4. JOB ROTATION:• Transfer of employees from one job to another in a

planned manner.• Horizontal Merits:• Broadens employees experience and views.• Cross functional capabilities• Variety– self imageDemerits:• Increased costs• Limited job knowledge• Frustrated-- interruptions—limited impact on

motivation

UNDERSTUDY• Development technique to prepare a manager for

taking over the charge of his senior after his retirement, transfer, promotion or death.

Merits:• Continuity of managerial talent:• Leadership qualities:• Higher responsibilities:• Cheap method.Demerits:• Selection of wrong person:• Favoritism:

APPRENTICESHIP• Earning while learning• Formal agreement between an individual who

wants to learn a skill and an employer who needs a skilled worker.

• Under the supervision of an experienced person, an apprentice receives knowledge and develop skills.

• Successful completion of apprenticeship, the trainee is eligible for applying for permanent job.

Merits:• Learn while earn money• Blending of theory: Learning by doing• Motivate individuals:• Interaction skills:’• Update techniques:• Holistic training:Demerits:• Participant’s education –apprenticeship contract• Not all occupations offer apprenticeship• All apprenticeships are not easy.

OFF THE JOB METHODS1. Lectures:2. Discussion Method:3. Demonstration:4. Simulation:5. Case Study:6. Role Plays:7. Brainstorming:8. Field trip:

LECTURES• Concepts, ideas, theories, principles are explained.• Speaker: expert who collects the material and delivers.Merits:• Better method for larger group:• Simple, efficient and effective:• Provides basic theoretical knowledge:• Low cost:• Less time taking:• Better ambience:Demerits:• Does not follow-Learning by doing:• Difficulty in adjustment:• Boring:• Low trainee involvement

DISCUSSION METHOD• Uses a lecturer to provide the learners with

context that is supported on through interactions both among the trainees and between the trainer and trainee.

• Two-way flow of communication-non-verbal communication

• Questioning can be done by both waysMerits:• Gets high level of participation• Good method for obtaining new ideas• Solving specific problems• Controversial material.

Demerits:• Poor method—company policies• Poor method—participants –no background on the

subject.• Poor method—large number of participantsDEMONSTRATION• Instructional method—instructor shows and explains• Identifying the appropriate resources for demonstration:

Principles, tools, steps• Conducting a demonstration: Physical setting, aids,

assistants• Following up a demonstration: Test their understanding

level

Merits:• Teaching skills to many people• Seeing, hearing, discussing and participating in a group

stimulates action• Trainer—control the pace—alter the needs of the group• Relate principles and theories—real world situationsDemerits:• Costly and expensive• Limited supply of materials—only one member –imitate

what has been demonstrated.• Large group—difficult to observe the demonstration.

SIMULATION• Duplicated real job conditions• Actual on the job practice –expensive, serious

injury, costly error eg. Aeronautical industry.Merits:• Creates interest and motivates them• Avoid costly errorsDemerits:• Involves huge costs.

CASE STUDY• Cases—actual business situations are prepared—given

to trainee managers for discussions and arriving at a proper decision.

Merits:• Enables the pooling of the experiences of a group of

participants• Distributes knowledge and facts• Promotes the process of synthesis of several concepts

and priniciples—one multi-faceted explanation or plan of action

• Improves participants skills in problem analysis and communication

• Group cooperation and improves interpersonal skills.

Demerits:• Time-consuming • Requires participants to engage in deep-processing of the

general principles involved.ROLE PLAY:• Simulated exercise• Assume a role of a person in the simulated situationTypes:• Multiple role play : Groups acting out the role-play

simultaneously• Single role play: One group of participants plays—

others observe and analyze• Role rotation: Single role play—discuss -- exchange

characters• Spontaneous role play: One of the trainees plays

himself—while the other trainees play people with whom he interacted before.

MERITS:• Participants: Experience as players or observers.• Development of certain skills• Diagnosing problems• Safe learning environment• Experiment with new ideasDemerits:• Instructional objectives—not clear—flop• Role briefs—clear• Selection of participants—tricky• Ineffective job done

BRAINSTORMING• Developing creative ideas• Creative solutions to problemsMerits:• Broader participation, enthusiasm, team work, stimulated

thinking• Specific problem—effective• No highly paid consultant necessary• Inexpensive• Thinking out of the box• Generate ideas and solutions—can be used elsewhere• Widespread participation and involvement

Demerits:• Time consuming• No sound ideas generated• Choosing the right groupFIELD TRIP:• Journey –group of people—to a place away from

their normal environmentMerits:• Practical experience—direct• Change from monotonous theory sessions• Inputs supplement –class room sessions• Report writing—systematic presentation of data• Collect relevant data--analyse

Demerits:• Academic work is hampered• Expects high coordination ability from the

trainer• Expensive• Out of station• Complete relaxation and entertainment• More trainers needed

ADVANTAGESON THE JOB TRAINING1. No Specific facilities

needed2. No additional staff needed3. Real life situation—no

simulation4. Productive –departments’

work5. Establish work-

relationships from the start6. Learning can be controlled7. No off the job cost

involved

OFF THE JOB TRAINING1. More time available2. Trainees’ specific

difficulties—explore—easy3. Relaxed atmosphere more

conducive to learning4. Easier to obtain full

attention of trainees5. Able to test hypothesis and

ideas 6. Improve morale and

motivation for self-development.

DISADVANTAGESON THE JOB TRAINING1. Cost lost—departmental

budget2. Risk to machines,

equipment3. Part-time instructor—

lack skill4. Lack of time—due to

pressure of production5. Psychological pressures

on trainess due to exposure before experienced workers

OFF THE JOB TRAINING1. Cost of external facilities2. Artificial sheltered

environment3. Difficulty of simulating

work problems4. Resistance of trainers

being away from home5. Difficulty of transferring

learning to work situation6. More time consuming –

traveling costs and inconvenience

DIFFERENCE BETWEEN ON THE JOB AND OFF THE JOB TRAINING

ON THE JOB TRAINING• Cheaper to carry out• Practical dealing with day-to

day requirements of job• Productive• Direct supervision possible• Distractions will be there• Coaching, job rotation,

apprenticeship, understudy are some on the job training

OFF THE JOB TRAINING• Expensive –separate training

rooms, aids etc• Deals with groups of workers

at the same time• Better response—away from

work pressure• More in-depth study• No distraction• Role plays, seminars, lectures,

case studies are some off the job training methods.

RESISTANCE TO TRAINING• Resistance to change• Sources of resistance

TYPES OF RESISTANCE1. Psychological resistance: Sentimental,

perceptual and emotional2. Sociological resistance: Group resists the

change on several grounds such as uprooting social norms and devaluating social standards.

3. Logical resistance: Changes are not desirable at present—no logic.

FACTORS AFFECTING RESISTANCE TO CHANGE

• Insecurity• Lack of communication• Rapidity and extent of change• Group reistance• Emotional turmoil• Loss of power and control

MANAGING RESISTANCE TO CHANGE1. Participation and involvement: Change should

be genuinely wanted by the employees—enthusiasm.

2. Communication and education: Educate about the change, its process and its working.

3. Leadership: The greater the credibility of the manager—acting agent—the greater the influence.

4. Negotiation and Agreement: When costs and benefits must be balanced for the welfare of all concerned parties.

5. Willingness for the sake of the group: Cohesiveness or group togetherness.

EXECUTIVE DEVELOPMENT PROGRAMS [EDP]

• Executive development consists of all the activities by which all executives learn to improve their behavior and performance.

OBJECTIVES OF EDP1. increase function knowledge in specific fields2. increase proficiency in different management

techniques3. develop the ability to analyze problems4. sustain good performance of managers throughout

their careers by exploiting their full potential.

5. To think through problems of human resources6. To develop responsible leaders7. Inculcate knowledge of human motivation and

human relationships8. Enhancing managerial skills

PROCESS OF EDPANALYSIS OF DEVELOPMENT NEEDS:

APPRAISAL OF PRESENT MANAGERIAL TALENT

INVENTORY OF EXECUTIVE MANPOWER

PLANNING INDIVIDUAL DEVELOPMENT PROGRAMS

ESTABLISHING TRAINING AND DEVELOPMENT PROGRAMS

EVALUATING DEVELOPMENT PROGRAMS:

1. ANALYSIS OF DEVELOPMENT NEEDS: • Present and future needs of the organization• Organization structure—job analysis2. APPRAISAL OF PRESENT MANAGERIAL

TALENT:• Performance is appraised—potential is analysed.3. INVENTORY OF EXECUTIVE MANPOWER:• Complete information about each executive.—

strengths and weaknesses looked into.4. PLANNING INDIVIDUAL DEVELOPMENT

PROGRAMS:• Each one—unique set of physical, intellectual and

emotional characteristics.• Tailor-made for each individual.

5. ESTABLISHING TRAINING AND DEVELOPMENT PROGRAMS:

• The HRD prepares comprehensive and well-conceived programmes

• Launch specific courses in fields of leadership, decision making, human relations etc.

• Nominate executives who will participate in these programs

6. EVALUATING DEVELOPMENT PROGRAMS:• Program evaluation will reveal the relevance of the

development programs and the changes that should be made—more effective

• Observation—trainee’s behavior, rating of the training elements, etc has to be done.

FACTORS INFLUENCING EDP1. Ineffective training2. Absence of training—performing mgrs—

demotivated.3. Organizational performance—affected by loss

of market share, lower sales, reduced profit4. Shortage of trained mgrs—retention strategies5. Competitive environment – restructure, new

products-- develop competencies

BENEFITS OF EDP1. Develop skills—face cut-throat competition2. Developing better relations –labor3. Facing problems –technology and institution4. Developing the right attitude5. To adjust with the socio-economic changes6. Broaden their outlook7. Better communication with peers, sub and top8. Enhance performance of executive

TRAINING AND DEVELOPMENT• Focuses on technical,

mechanical operations• Specific job skills • Non-managers• Current jobs• Short term gains• One shot deal• Motivation is extrinsic• On the job, off the job• Imposed• Evaluation is essential

• Focus on theoretical skill and conceptual ideas

• Enhancement of general knowledge

• Managers and executives• Future jobs• Long term gains• Continuous on-going process• Motivation is intrinsic• Voluntary

COMMON PRACTICES1. Processes to align Executive development to the business

objectives: Balanced Score Card.2. Parallel development of individuals and learning

organizations: Gain competitive advantage 3. Development of critical individual competencies: Key

behavioral skills—Running global business.4. Selected but comprehensive menu of development options:

Both internal and external source ED.5. Development of global partnerships, networks and

alliances: Global learning strategy—broad spectrum6. Need to create competitive advantage through executive

development: Partnership programs focused on strategic implementation, shorter programs to larger numbers, coordinating learning activities globally, wide opportunities for learning.

SELF DEVELOPMENT• Setting goals about what is to be achieved, what

actions are to be taken to achieve that, and taking these actions to proceed in right direction.

• Self development takes place through self-managed or self directed learning

FOUR STAGE APPROACH:• Self assessment:Analysis• Diagnosis:Learning needs and priorities• Action planning:Objectives, timescales• Monitoring and review: assess progress

ESSENTIAL CONDITIONS FOR SELF-DEVELOPMENT:

• Proactive• External stimuli-consequences- control• Measure progressionMODEL FOR PLANNED SELF-DEVELOPMENT:1. DEVELOPMENT OF SELF-AWARENESS:

Identification of what one is. Joseph Luft and Harrignton Ingham—Johari window

• Complete introspection of one self—assess S and W• Self-insight to identify patterns in emotional life and

reactions, recognizing similar patterns in others• Identification of one’s patterns—Self acceptance of the

mistakes and weaknesses • Right attitudes to develop a positive mind-set or

readiness to accept change.

2. Awareness of skills required:• Skills: Proficiency required to use the

knowledge to do a work.• Job related skills: Specific and relevant to

one’s career—Friends, relatives, career consultants etc

• Behavioral skills: High self-esteem, positive attitudes, creativity, emotional maturity, interpersonal skills etc—continous practices.

ADOPTING METHODS OF SKILL DEVELOPMENT:

• Self-behavior Management: Engaging in Constructive behavior and disengaging from non-contructive behavior.

• Development through self-study: Reading books, joining correspondence courses etc

• Continous practice: Developing skills is an art. • SELF DEVELOPMENT AND TIME

MANAGEMENT:• Time management: Process of eliminating

wastage of time and proper allocation of time to different activities.

2. RATIONAL USE OF TIME: • Economic theory: Every factor of

production is used in an activity where its return is maximum.

• Each activity of an individual should take time in proportion of its contribution to the realization of the goals.

ADVANTAGES OF SELF-DEVELOPMENT:

1. Relevant:2. Suitable for isolated settings:3. Adds to Trainer’s ability:

KNOWLEDGE MANAGEMENT - KM• Knowledge—Information that changes something or

somebody. - By becoming grounds for actions - By making an individual or an institution capable of

different or more effective action• KM– It is the process by which information is used

to create something actionable.Two recognized trends or dimensions:• Tangible knowledge assets: Captured and retained

in organization structures and systems. Eg: R&D outcomes, patents, copyrights, royalties

• Intangible knowledge assets: Intelligence possessed by employees, other stakeholders

ELEMENTS OF KMI KNOWLEDGE CREATION: It involves

generating facts, information and techniques.• It uncovers new knowledge through several

avenues—research and development, experimentation, creative thinking etc.

• Never ending process: Keeps accumulating, changing, and regenerating to suit the times.

• Explicit knowledge and tacit knowledge:• Explicit –dependent on tacit knowledge.• Causal mapping: Technique to surface tacit

knowledge.

• The tacit knowledge process can include focus groups, semi-structured interviews, story telling etc.

II. Knowledge Sharing: It involves communication and distribution of knowledge organization-wide

• Stored –database• Tools—information tecnology, process engineering,

organizational dynamics.III. Knowledge utilization: Using knowledge to solve

problem• Knowledge perishes when it is not used, it increases

when it is used—self-regenerative and feeds on itself.

SIGNIFICANCE OF KM1. Knowledge Intensive: 2. Unstable conditions: Reshaping of product and

project lines –market requirements.3. Provides opportunity: For survival4. Tool for decision making: Foundation,

Productivity, competence, resource allocation.5. Aids sharing culture: 6. Retains critical capabilities:7. Globalization:

APPROACHES OF KM1. KM AS ACQUIRING AND STORING

INFORMATION:• Mainly employs technology, IT to acquire , store

information• Establishing repository databases and retrieval

system• Gathering information from customers• Creating and maintaining employee talent and

skill profiles• Creating and maintaining virtual or physical

platforms for sharing and disseminating information

1. Connectivity: e-mail, LAN2. Storage: Data warehouses, electronic directories,

corporate intranet3. Locators: Browsers, agents, Knowledge maps,

electronic card, 4. Learning vehicles: Distance learning5. Recent Developments: Knowledge portals,

software etcII. KM as Sharing and leveraging information: • Technology based KM is not wrong.• The people behind the IT systems are more

important.

KM PROGRAM1. Defining Knowledge management strategy:• Define KM strategy• Active involvement of top management• Why, what, whom and how of knowledge

sharing.2. Organizing Knowledge management

program:• Providing budget for knowledge sharing• Choosing technology for knowledge sharing• Communicating the value of knowledge sharing

• Adopting methods of knowledge sharing– Serial transfer: Repeated task– Near transfer: similar task – different location– Far transfer: Non-routine task– Strategic transfer: Very complex knowledge– Expert transfer: Measuring Performance:

3. Reinforcement for knowledge management:• Introducing new incentives: Financial/non-

financial.• Providing support for knowledge sharing: