Learning & Development

Dr JP Upadhyay
Course Objectives
 Appreciate the strategic significance
and correlates of learning and
development with business and HR
strategy
 Acquire insights into major factors
underpinning learning and human
performance at work place
Objectives-contd
 Acquire skills necessary for –
-diagnosing training needs
-designing training courses
- implementing and evaluating the
impact of training and development
Session: 1-2
 Introduction, Overview & Context
of training
 Strategic Training
 SAT Model
 3-4
 Learning,
 Motivation
 Performance
 5-6
Training Need Analysis:
Organisational Analysis

Job Analysis

Personal Analysis

Competency models

Consultant Model of TNA

 7-8
Training Design
Developing training objectives &

enabling objectives
Design protocol of learning events

Embedding experiential learning models

 9-10
 Training Methods
 Lecture, Discussion
 Case study method
 Behaviour modelling
 Role Plays
 Simulations
 Games
 Action Learning
 On the Job Training (OJT)
 Performance Aids
 Key Areas of
Organisational Training
 Orientation trainings
 Technical Trainings
 Team Trainings
 Sales Trainings
 Customer service trainings
 Ethics Trainings
 Sexual Harassment Trainings
 External Trainings
 MDPs
 Corporate University
 13-14
 Training Delivery & Administration
 Lesson plans/Process Sheets
 Instructional Strategy: Gagne’s model
 Training scheduling, training calendars
 Training sites/facilities & Logistics
 Facilitation Skills
 Train the Trainer
 Transfer of training
 15-16
E-Learning & Use of Technology
in Training
Blended Learning

Online learning: Learning Portals

Learning Management System

 17-18
 Training Evaluation
 Formative and Summative Evaluation
 Kirkpatrick Model of Evaluation
 COMA Model
 ROI on Training
19-20
 Presentation of group assignment
 Project
 Summing Up
EVALUATION CRITERIA WEIGHTAGE

Class Participation 10%

Group Exercises and Presentation 30%

Mid Term 20%

End Term 40%

What is Changing….
 Traditional view that T& D doesn’t help
companies create value and deal with their
competive advantage is fast changing
 Organizations are committing more resources
to training and development and T& D is
emerging central to high performance
organizations
 In India provision of facilities for education
and technical training is being identified as
important dimension of organizational climate
We realized we had to be competitive one person at a time,
counterpart to counterpart, to be the best in our specific
function versus anyone else in our business
Robert Galvin

Tapping the Intelligence of the experts, our empoyees

Raymond Royer, Domator

Motorola calculates that for every $1
spent on training, there is a $30
productivity gain within three years -
Ronald Henkoff, "Companies That
Train Best," Fortune (March
22,1993).
A study by the National Center on the
Educational Quality of the Workforce
at the University of Pennsylvania found
that a dollar invested by a company in
education was more than twice as
effective in boosting the firm's
productivity as a dollar invested in new
machinery - Washington Post
(December 29, 1996).
Organizational Scenario
Organizations are in 3 categories in
terms of levels of sophistication of T&
D:
o Fragmented
o Formalized
o Focused
Fragmented
 Training not linked to organizational goals
 Training is perceived as luxury & waste of
time
 Training takes place in training
departments
 Training is carried out by trainers
 Emphasis on knowledge based courses
Formalized
 Training becomes systematic
 There is more concern to link the training to
individual needs
 Emphasis is still on knowledge based courses,
but the focus of the courses broadens with
greater emphasis on skill based training
 Line Managers become involved through their
role as appraisers
 Training in Fragmented category to
some extent in Fomalised organizations
also is trapped in a vicious cycle of poor
resourcing - Weak design -resistance
to evaluation -low credibility
Focused
 T & D perceived as necessity for
organizational survival in a rapidly
changing business environment
 Training is regarded as a competitive
weapon
 Learning linked to organizational
strategy and individual goals
 Multiple channels of learning
SWOT Analysis
SWOT stands for:
 Strengths - the positive internal attributes

of the organisation
 Weaknesses - the negative internal

attributes of the organisation

 Opportunities - external factors which

could improve the organisation’s prospects

 Threats - external factors which could

undermine the organisation’s prospects

Let us begin with….
Definition of ‘TRAINING’

A planned process to modify

attitude, knowledge or skill
through learning experiences to
achieve effective performance in
an activity or range of
activities...to satisfy... needs of
organisation’
Employee Development-HRD
 Employees of an organization are helped in a
continuous planned way to-
(1) Acquire or sharpen capabilities required to
perform various functions associated with
their present or expected future roles
(2) Develop their general capabilities as
individuals and develop their own inner
potential for their own and /or organizational
development purpose
Employee development contd
(3)Develop an organizational culture in
which supervisor-subordinate
relationships, teamwork and
collaboration among sub-units are
strong and contribute to the
professional well-being, motivation and
pride of employeess
MODELS OF TRAINING
SAT
Transitional
National Award winning
Consultancy
Learning Organization
The Systematic Approach To Training - SAT

Identify Training
Needs

Assess Plan and Design

PERFORMANCE
Results Training

Implement
Training
 Identify the learning
requirements

Evaluate the
Set learning
learning
objectives

Implement Determine
the training training strategy

Design and plan

the training

(From Kenney and Reid, 1992. Training Interventions by permission of the Institute of
Personnel Management)
 VISION

implement
REALIZATION

plan
evaluate
MISSION
objectives

UNSTRUCTURED
EXPERIMENTATION
VALUES

A Transitional Model of Systematic Training

(A) (B) (C)
Business Training Training
Need Objectives Design

( (D)
Training
(F) E)
Organization Training
Delivery
Benefits Outcomes

The National Training

Award Model
Learning Organisation
 Learning organizations [are]
organizations where people continually
expand their capacity to create the
results they truly desire, where new and
expansive patterns of thinking are
nurtured, where collective aspiration is
set free, and where people are
continually learning to see the whole
together. (Senge 1990: 3)
In a Learning Company…
 The importance of individual learning to
corporate development is recognized
 Team learning is promoted through
interaction and feedback
 Experimentation is encouraged and hence
failure is tolerated
 All out effort to provide a supportive
environment that allows individual to develop
and grow
 The cornerstone of any learning organization
is the fifth discipline - systems thinking. This
is the ability to see the bigger picture, to look
at the interrelationships of a system as
opposed to simple cause-effect chains;
 The fifth discipline shows us that the essential
properties of a system are not determined by
the sum of its parts but by the process of
interactions between those parts.
Fifth discipline
 Personal mastery
 Team learning
 Mental models-the capacity to reflect
upon internal pictures of the world to
see how they shape actions
 Shared vision-collective commitment
 System thinking
The crux of LO..
 A conceptual leap from individual to corporate
learning is central to a LO
 Peters and Waterman in “In search of
Excellence’, wrote of a learning company as a
truly adaptive organization evolving…it is
trying a lot of things, experimenting, making
right sort of mistakes. …..it is fostering its
own mutations..
To begin with..
 You can take steps to create a mini
learning organization in the parts you
can influence…small incremental
changes if sustained have the habit of
gaining momentum to the point where
they become transformational..
So An Effective Model should
 Retain a structured and disciplined
framework of SAT
 Ensure that an effective loop from
evaluation is in operation
 Ensure that training function is
embedded firmly in the organizational
strategic and operational processesss
 How to achieve
strategic integration of training function?
Business Human Resources
What Business are we What sort of people we
in? need in the business?
Where are we going? What sort of organization
do we need to get there?
What are our SWOT? To what extent are those
related to our HR capability?
What are the main To what extent these issues
strategic issues facing involve organizational and
the business? HR considerations?
What are the critical How far business success
success factors for our dependant on quality,
vision/mission? motivation and commitment
of employee
ASSESSMENT OF TRAINING NEEDS
Various Approaches to TNA
Present organizational TNA practice
scenario is ‘pitiable’….
 Performance Appraisal
 Employee Survey
 Thames Valley University Model
 Competency based model
 Bottom up Approach
Comprehensive TNA begins with
assessment of exact nature of
performance problem

l
ta

Mo
en

t
nm

iva
tio
o

P
vir

na
En

l
Behavioural
 Ineffective communications
7%

Inappropriately qualified workforce IT-related problems

7% 8%

Poor working morale

12%

Inadequate management
23%

Insufficient planning and control

43%
CAUSES OF LOW PRODUCTIVITY
Sunday Times 6 10 2002
1,300 companies
7 countries
Analysis at 3 LEVELS

Zooming in:
organization

department / team

individual
TRAINING NEEDS
Organisational
Analysis

Job Analysis

Task Analysis
Tools for data collection
 Structured interview
 Critical incident method
 Repertory Grid
 Job analysis
 Self directed approaches
Diagnostic Approach to TNA…
 Sets the foundation for a robust design
 Measures can be developed for
evaluation
 Management involvement
 Ownership of training solutions
 Cost effective training
TNA through PA
 Annual-needs postponed-excessive lead time
 Often fall prey to ‘menu’
 PA discussion often with conflicting goals
 May not have long term and strategic
perspective
 Managers often recommend ‘problem’
subordinates for training
 " I like to learn, but hate to be taught"

Winston Churchill

" I never teach my pupils. I only attempt to

provide the conditions in which they can
learn"
Albert Einstein
“I Hear and I Forget, I
See and I Remember, I
Do and I Learn”
1. Learning is aligned with
the strategic goals and
priorities
2. Learning is accessible to

all
3. Learning is part of culture
DESIGNING TRAINING
Designing training
Effective learning objectives state
unambiguously what trainee will be
capable of doing back in their job.
 Setting Learning objectives-3 elements:
-Desired Behaviour
-Conditions for Performance
-Standard of Performance
At the end of training,
participants will be able to
separate computer chips using an
ohmeter with an accuracy of
99.9% while sorting a minimum
of 10 chips per minutes
TASK OF A TRAINER
IMPROVED
PERFORMER

ENABLING
OBJECTIVES
Design and development
issues
 The training method
 Content
 Media
 Structuring
 Assessment
 Transfer of learning
Design Structure
1. Sequencing of the learning
-builds up logically part by part
-Uses cycle of
doing/reflecting/understanding/trying out
2.Learning Curves
-Short sessions with regular breaks
-Fatigue plateaux avoided
-learning progress reviewed within each
session
Design Structure
1. Sequencing of the learning
-builds up logically part by part
-Uses cycle of
doing/reflecting/understanding/trying out
2.Learning Curves
-Short sessions with regular breaks
-Fatigue plateaux avoided
-learning progress reviewed within each
session
Design Structure Contd
3. Skill practice
-complex tasks broken into segments
-Incorrect response speedily corrected
-skills practiced in realistic situation
4. Transfer of learning
-learning elements continually related to work
applications
-provision for post training reinforcement
GAGNE-BRIGGS THEORY
of Instructional Design
The theory identifies 9 events-
 Gain attention

 Informing the trainee of objectives

 Stimulate recall of prior knowledge

 Present the material

 Provide guidance for learning

Briggs theory..
 Elicit performance (practice)
 Provide informative feedback
 Assess performance
 Enhance retention and transfer
DETERMINING FACTORS
HUMAN FACTORS
TRAINING OBJECTIVES • Trainer
• Categories of • Trainee's learning style & EB
knowledge and skill • Number of trainees

CHOICE RESOURCE
OF AVAILABILITY
METHOD • Time
• Budget
LEARNING PRINCIPLES • Facilities
• Motivation
• Participation
• Practice SUBJECT AREA
• Feedback • Reproductive
• Flexibility • Productive
• Transfer • Inter Disciplinary
FOUR WAYS OF LEARNING

There are at least four ways in producing

relatively permanent alternations in how we
do things:

• Being Told
• Imitation
• Trial and Error
• Thinking
LEARNING STYLES
ACTIVIST

PRAGMATIST REFLECTION

THEORIST
 Four Ways of Learning

Imitation

Thinking Being Told

LEARNING EVENT
Trial and Error
 PRODUCTIVE REPRODUCTIVE
TASK TASK

Reproductive tasks - where there is one, clearly

defined procedure or method

Productive tasks - where there are alternative

ways of doing the task, or where creativity is
encouraged
 Imitation Learning event for a
reproductive task

Thinking Being Told

Trial and Error

 Imitation

Thinking Being Told

Learning event
for productive task

Trial and Error

Evaluation of Training
Present Organizational
Scenario
 IRQ/Happy Sheet
 “What did you think of the course”
 Misleading and inadequate data
 Following Gresham’s Law. …these least
effective evaluation system pervades
 Your experience…
Purpose of Evaluation
 Feedback - on the effectiveness
of the training activities
 Control - over the provision of
training
 Intervention - into the
organizational processes that
affect training
Training Evaluation has to address 3
Questions…
 Has the training achieved what was
intended?
 Is what was achieved worth the
resource invested?
 Is there a better way of getting these
results
 Power of Evaluation
From Vicious to benign Spiral
 Systematic evaluation builds up the
credibility of training. Positive findings
demonstrates that training investment
is paying off
 Negative findings show the trainers are
serious for enhancing training
effectiveness
 Evaluation Models ?

o Stake Holder Goal Satisfaction

o Kirkpatrick 4 Levels of Evaluation
o Kaufman 5 levels evaluation
framework
o Philips 5 level ROI framework
o Balanced Scorecard
Training and the workplace
Framework of Kirkpatrick

1 2 3 4

TRAINING WORK
PLACE

Reactions Results

Learning

Behavior
Four Levels of Training Evaluation

 Level 1: Whether the participants were

pleased from the programme?
 Level 2: What did the participants learn from
the programme?
 Level 3: Did the participants change their
behaviour based on the learning?
 Level 4: Did the change in behaviour
positively affect the organisation?
Kaufman’s Five Levels of Evaluation
Level-5 Societal Societal and client
outcomes responsiveness,
consequences, pay
offs
Level-4 Organizational Organizational
output contributions
Level-3 Application Individuals and small
groups utilization
Level-2 Acquisition Individual and small
group mastery of
competencies
Level-1b Reaction Method, means and
Philips 5 Level ROI Framework
L-1 Reaction Participants reaction to the
and planned programme and outlines
action specific plan of action
L-2 Learning KSA changes

L-3 Job Changes on the job-

Application behaviour
L-4 Business Business impact of the
Results programme
L-5 Return on Measures the monetary
investment value of the results and costs
Primary Measurement of Improvement
 Cost saving
 Quality improvement
 Time saving
 Increase in output
 Absenteeism
 Violation of safety rules
 Number of grievances
 New Skills
 Climate
Cost of Not Training?

 Untrained users take up to six times longer to perform

the same tasks.
 Training enhances employee retention. A Louis Harris
and Associate Poll says that among employees who
say their company offers poor or no training, 41%
plan to leave within a year. Of those that say their
company offers excellent training, only 12% say they
plan to leave.
 A four-year study by the American Society of Training
and Development shows that firms who invest $1500
per employee in training compared to those that
spend $125, experience on average: 24% higher gross
profit margins and 218% higher income per employee!
Aspects of Does it Best Best guess at
work happen guess $ gain by
performanc here? at $ training
e cost
Customer
complaint
Equipment
downtime
Delivery
delays
Breakage
Aspects of Does Best Best
work it guess at guess at
performan happ $ cost $ gain by
ce en training
here?
Customer
complaint
Equipment
downtime
Delivery
delays
Breakage
inventory held
Capacity under-utilized
Contact deadlines missed
Loss of the market share
Absenteeism
Shortage of promotable staff
Excessive overtime working
Aspects Does it Best Best
of work happen Guess guess at
perform here at its gains
ance cost made
by
training
Lost
sales
Accident
s
Quality
failures
Staff turnover
Recruitment errors
Ineffective training
Uncontrolled overhead
Bad debts
Stock controlled problems
Excessive
Cost of Not Training?

 Untrained users take up to six times longer to perform

the same tasks.
 Training enhances employee retention. A Louis Harris
and Associate Poll says that among employees who
say their company offers poor or no training, 41%
plan to leave within a year. Of those that say their
company offers excellent training, only 12% say they
plan to leave.
 A four-year study by the American Society of Training
and Development shows that firms who invest $1500
per employee in training compared to those that
spend $125, experience on average: 24% higher gross
profit margins and 218% higher income per employee!