Training and development
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The document discusses the essential role of training and development in modern organizations, emphasizing that change is inevitable due to technological advancements and globalization. It outlines the differences between training and development, their importance for organizational success, and the structured steps involved in the training process, including needs assessment, program design, delivery, and evaluation. Additionally, it highlights various training methods, learning objectives, and barriers to effective learning.
Training and development
- 1. Training & Development Krishantha Jayasundara BA (English, Psychology,Sociology) University of Peradeniya, PQHRM(IPM), NDTHRD(IPM)
- 2. Change 2
- 3. 3
- 4. Change 4
- 9. Introduction • Change is inevitable 9
- 10. Introduction • Change is inevitable 10
- 11. 11
- 12. Introduction • The training & development play a major role in modern organizations due to the rapid change in technology & the working environment 12
- 13. Introduction • Globalization of markets & the increasing competitions are reasons for it. 13
- 14. Introduction • Multi-skilled workforce, efficiency, and adoptability are important. 14
- 15. Training • A systematic process of developing the following aspects in individuals. • Knowledge • Skills 15
- 16. Training 16
- 17. Training • A systematic process of developing the following aspects in individuals. • Technology • Needed to perform better in the present job 17
- 18. Development • Helping an individual to successfully meet more challenging job tasks in the future 18
- 20. Training vs. Development Development Future Job Tasks Knowledge Skills Attitude 20
- 21. Training vs. Development Training focuses on current job Development focuses on future job tasks 21
- 22. Training vs. Development Training is limited to job related KAS Development is an overall growth 22
- 23. Training vs. Development Training is temporary in nature Development is permanent in nature 23
- 24. Training vs. Development Training is short term Development is long term 24
- 25. Training vs. Development Training is for better performance in current job Development is for better performance in future jobs 25
- 26. Importance of Training • Improve Product quality 26
- 27. Importance of Training • Improve quality of service levels- customer satisfaction 27
- 28. Importance of Training • Use hidden potentials of people 28
- 29. Importance of Training • Increase moral and attitudes 29
- 30. Importance of Training • Career progression 30
- 31. Importance of Development • Acts as a succession planning 31
- 33. Importance of Development • Tracking for long term HR Goals 33
- 34. 34
- 35. Steps of Training 1. Training needs 35
- 36. Steps of Training 1. Training needs The needs of the following level should be understood I. Individual level II. Occupational level III. Organizational level 36
- 37. Steps of Training 2. Analyzing training needs • Finding the gap between the current skill levels and the desired skill level 37
- 38. Steps of Training • These are the indications of training needs Drop in productivity 38
- 39. Steps of Training • These are the indications of training needs Conflicts 39
- 40. Steps of Training • These are the indications of training needs Product defects 40
- 41. Steps of Training • These are the indications of training needs Staff turnover 41
- 42. Steps of Training • These are the indications of training needs Lack of interest 42
- 43. Steps of Training • These are the indications of training needs Loss of market share 43
- 44. Steps of Training 3. Planning and designing training programmes • Objectives of the programme 44
- 45. Steps of Training 3. Planning and designing training programmes • Identify the target group (knowledge/Skills/ Age) 45
- 46. Steps of Training 3. Planning and designing training programmes • Programme content (should be suitable for the target group) 46
- 47. Steps of Training 3. Planning and designing training programmes • Administration and costing (fixed cost-fee of the lecturer/documents...est. /variable costs) 47
- 48. Steps of Training 4.Conducting the training • This is called the delivery of training. 48
- 49. Steps of Training 4.Conducting the training • Taking the attention of employees is very important because the success of the training programme depends on it 49
- 50. Steps of Training 4.Conducting the training • The trainer should have skills to deliver (presentation skills/knowledge) 50
- 51. Steps of Training 4.Conducting the training 51
- 52. Steps of Training 5. Training Evaluation • The success of the training can be measured by evaluating it. 52
- 53. Steps of Training 5. Training Evaluation 53
- 54. Steps of Training 5. Training Evaluation 54
- 55. Steps of Training 5. Training Evaluation • Training evaluation helps us understand whether we have actually met our objectives. 55
- 56. Steps of Training 5. Training Evaluation • The knowledge of the employees can be measured to see whether they have succeeded 56
- 57. Steps of Training • Training can be evaluated at 5 levels 57
- 58. Steps of Training • Training development level 58
- 59. Steps of Training • Participant reaction level 59
- 60. Steps of Training • Participant learning (relatively permanent change in behavior) level 60
- 61. Steps of Training • Job behavioural level 61
- 62. Steps of Training • Organizational level 62
- 63. Training Methods • Lecture method 63
- 64. Training Methods • On the job training (OJT) 64
- 65. Training Methods • Off the job training 65
- 66. Training Methods • Role plays 66
- 67. Training Methods • Case study method 67
- 68. Training Methods • Computer aided instruction 68
- 69. Learning Objectives • Cognitive learning Cognitive refers knowledge learning (gather knowledge) 69
- 70. Learning Objectives • Cognitive learning How to apply the knowledge gathered 70
- 72. Learning Objectives • Psychomotor Learning Acquiring physical skills to successfully complete a job task 72
- 73. Learning Objectives • Affective Learning It means the development of attitudes, values & interests. 73
- 74. Learning Objectives • Affective Learning This is the most difficult part in training because usually it is hard to change or create the attitudes in people 74
- 75. Learning Objectives • Affective Learning The trainer should be highly professional to handle this area of training. 75
- 76. Barriers to Learning Trainee Centered Barriers Trainer Centered Barriers Environmental Barriers 76
- 77. Barriers to Learning • Trainee centered barriers Language and speech barriers 77
- 78. Barriers to Learning • Trainee centered barriers Know it all syndrome (trainee thinks that he knows everything) 78
- 79. Barriers to Learning • Trainee centered barriers Negativity 79
- 80. Barriers to Learning • Trainee centered barriers Shyness or aggression 80
- 81. Barriers to Learning • Trainee centered barriers Resistance to change 81
- 82. Barriers to Learning • Barriers attributed to trainer Unskilled trainer 82
- 83. Barriers to Learning • Barriers attributed to trainer Wrong techniques and approach 83
- 84. Barriers to Learning • Barriers attributed to trainer Accents 84
- 85. Barriers to Learning • Barriers attributed to trainer Manner of delivery 85
- 86. Barriers to Learning • Barriers attributed to trainer Lack of subject knowledge 86
- 87. Barriers to Learning • Environmental barriers Noise, cold, heat 87
- 88. Barriers to Learning • Environmental barriers lack of ventilation 88
- 89. Barriers to Learning • Environmental barriers Disturbances 89
- 90. Barriers to Learning • Environmental barriers Time constraints (limitations of time) 90