Académique Documents
Professionnel Documents
Culture Documents
Over
learning
Peak period
proficiency
False
plateau
Increasing
Returns
Discouraging
first stage
PURPOSE OF LEARNING Unconscious
Competence
Conscious
Competence
Conscious
Incompetence
The Competence
Unconscious Stepladder
Incompetence
Learning Vs. Understanding
• Borrowed, taken from • Your own original
others experience
• Gives you knowledge • Gives you wisdom
• Comes from outside
• Comes from inside (may be
triggered from outside)
• Possible even for
unintelligent, even • Possible only to your
mentally retarded, even intelligence
animals
• Needs good memory • Needs intelligence
• Learned things you may • Never forgotten
forget
• An uncreative act • Very very creative act
Training Quintet
SENIOR
MANAGEMENT
TRAINING LINE
MANAGER MANAGER
LEARNER
TRAINER
Training Cycle
Design Instruction
TRAINING NEED ANALYSIS
1.Common Ways:
• Complain from staff
• Complain from customers/clients
• Poor quality of work
• Frequent errors
• Over handling items
• Inadequate recruiting process
• Large staff turnover
• Performance date not met
• Conflicts among staff
• New equipment/systems
TRAINING NEED ANALYSIS
1.Common Ways (contd..):
• Accident reports
• Company plan, policy or projections
• Exit interviews
• Legislation
• Error rates
• Absenteeism
• Quality control reports
• Market research reports
• Performance appraisals
• Observation
• Testing
• Job analysis
TRAINING NEED ANALYSIS
2. Information to be Collected:
Job roles
Job process
Task list
Job problems
Task frequency
Task difficulty
Task importance
PSYCHOLOGICAL PRINCIPLES FOR
MAKING OTHERS TO UNDERSTAND
PROCEED FROM TO
• SIMPLE COMPLEX
• CONCRETE ABSTRACT
• GENERAL SPECIFIC
• KNOWN UNKNOWN
AND
ARRANGE FOR FREQUENT REINFORCEMENT
SESSION PLAN
Structuring Session Plan:
1. Timing
2. Content (What is to be taught)
3. Training Technique
4. Training Activity
5. Aids required
2. Presentation/Demonstration Outline
(Define your learning objectives using the whole-
part-whole approach. Each objective should have a
separate outline.)
Template for preparing a Training Outline
3. Tryout
I will have trainees practice each of these
tasks: During tryout I will:
4. Follow-up
If there are problems, trainees should contact:
LOGIC-LED VALUES-DRIVEN
• Learn more with “heads” • Learn more with “hearts”
• Detached and tough minded • Emotionally bound-up with learning
• Focus on analytical rigour • Concerned about people’s feeling
• Concerned about task • Disturbed by conflict
• Search for intellectual credibility • Search for ethical credibility
STRUCTURED FLUID
• Like to know where they are going, get there, and then • Like to pick things up opportunistically
know where they have been • Enjoy a certain amount of chaos and spontaneity
• Like clearly stated objectives, specific action planning • Enjoy the process, the journey
sessions etc. • Prepared to take output on trust, provided process is
interesting.
TRAINING/LEARNING METHODOLOGIES
STRUCTURED LESS STRUCTURED
LECTURE- SEMINARS,
DISCUSSION SYNDICATES
CASE METHODS
PROGRAMMED PROBLEM TEACHING/
CONTENT LEARNING CONSENSUS TRAINING
ORIENTED BRAIN-STORMING EMPHASIS
INSTRUCTED PARTICIPANT
CENTERED CENTERED
TRAINING METHODS
• ASSIGNMENTS • DEMONSTRATION
• BRAINSTORMING • DICUSSION GUIDED
• BUSINESS GAMES • DISCUSSION:
• CASE STUDIES PROBLEM SOLVING
• COACHING • FIELD TRIP
• COMPUTER- • GROUP EXERCISES
BASED TRAINING • GUIDED PRACTICE
• COUNSELLING • GUIDED READING
TRAINING METHODS
• INTERACTIVE • PROJECT:
VIDEO INDIVIDUAL
• IN-TRAY • ROLE PLAYING
EXERCISE
• LECTURE • SEMINAR
• LESSON • SIMULATION
• MENTORING • SKILLS DEV. :
• PROGRAMMED EXERCISES
LEARNING • TUTORIAL
• PROJECT GROUP
Benefits of Internal & External Deliverers:
INTERNAL EXTERNAL
• Underline the origin • Bring knowledge of
other organisations
• Seen as colleagues, ‘in • Are seen as outsiders,
it’, with the participants with no axe to grind
• Perceived as ‘available’
(hence appreciated and • Perceived as
not ‘expensive’ (hence
resented) listened to)
• Seen as having channels
of communication and • Are seen as neutral
influence with
management
Training Evaluation: A Session
Reactionnaire-Rate and Express
Why Have You Rated So?
• Interesting Boring
• Clear Confusing
• Simple Complicated
• Time too short Too long
• Visual aids good Aids poor
• Session be retained Be omitted
• Learned a lot Learned little
Training Evaluation: A Session Reactionnaire-Rate
and Express Why Have You Rated So? Contd…
A. Speed– Speedometer TF TS
F S
Too slow/slow/Just
JR
right/Fast/Too Fast
B. Enjoyment Warm
Friendly
Thermometer Businesslike
Cool
Unsupportive
Hostile
C. Satisfaction
Happy faces
TRAINING EVALUATION
Pre-/Post- Evaluation
Measure Design
Pre-/Post-
Measure with
Control Group
Evaluation Designs
• Evaluation Designs
– One-shot post-test only design:
TRAIN → MEASURE
– One-group pretest-posttest design:
MEASURE → TRAIN → MEASURE
– Pretest-posttest control-group design:
Control: MEASURE → NO TRAIN → MEASURE
Training: MEASURE → TRAIN →
MEASURE
Training Evaluation
1. Top management believes that HR are their most important asset yet
they do not seen to do much to develop HR.
2. Training is imparted rather seriously but employees are not assigned
tasks related to the areas in which they are trained.
3. Environment appears to be open for expression of feeling but not for
feedback.
4. HRD requires “I am OK, you are OK” type but employees in general
seem to be “I am OK, you aren’t OK” type.
5. Organisations convey employees of their “good intentions” but are yet
to convince their employees of their “good intentions”.