Induction , Training and Development

1. HRM Module 7 Induction , Training and Development

2. Exercise 1: • Form groups of seven members. Select a leader. • 2. Recall your first few days in your organization and • The orientation program that you underwent. • What has been the most valuable input for you. • What input you wished you had. • Individually reflect and write on your notepad. • Share in the group. Arrive a consensus on (15 minutes) the Design of an orientation program. • Report out

3. Induction: Purpose • Orientation is designed to start the employee in a direction that is compatible with the firm’s: • Mission • Goals • Culture • Orientation is also used to: • Explain what the organization stands for • Explain the type of work that will be performed • Introduce employees to managers and work groups

4. Why Induction? • Newness anxiety is caused by: • Not knowing what to expect • Having to cope with a major life change (the job) • Feeling unsure about the future • A good orientation program can: • Make the first few days a positive experience • Get the employee on the right track • Start him/her off with a positive attitude • Different levels of orientation may be required

5. Induction: What is it • The orientation process is similar to socialization • The established group communicates systematic sets of expectations for how newcomers should behave • People undergoing socialization respond both cognitively and emotionally • They receive and try to understand the cultural messages being sent • If the messages are not understood or accepted, they must invent their own behaviors

6. Formal Orientation Programme Organisational Issues Employee Benefits Introduction HR Representative Special Anxiety-Reduction Seminars To Placement Specific Job Location and Duties Supervisor

7. Problems of Orientation • Supervisor who is entrusted with the job is not trained or is too busy. • Employee is overwhelmed with too much information in a short time. • Employee is overloaded with forms to complete. • Employee is given only menial tasks that discourage job interest and company loyalty. • Employee is asked to perform tasks where there are high chances of failure that could needlessly discourage the employee.

8. Problems of Orientation • Employee is pushed into the job with a sketchy orientation under the mistaken belief that ‘trial by fire’ is the best orientation. • Employee is forced to fill in the gaps between a broad orientation by the HR department and a narrow orientation at the departmental level. • Employee is thrown into action too soon. • Employee’s mistakes can damage the company. • Employee may develop wrong perceptions because of short periods spent on each job.

9. Model of Employee PlacementAssessment-classification Collect details about the employees Construct his or her profile Which subgroup profile does the individual’s profile best fit? Compare subgroup profile to job family profiles Which job family profile does subgroup profile best fit? Assign the individual to job family Assign the individual to specific job after further counselling and assessment

10. Training & Development

11. Spending on Training Infosys & TCS - $125 million. Accenture- $546 million.

12. Training Inputs requirements

13. Introduction • Training and development are processes that provide employees with: • Information • Skills • An understanding of the organization and its goals • The ability to make positive contributions in the form of good performance

14. Training • Training is the systematic process of altering employee behavior in a way that will achieve organizational goals • It should be related to present job skills and abilities • It has a current orientation • It helps employees master the specific skills and abilities needed to be successful

15. Needs Assessment • Needs assessment is a process used to determine if, and what type of, training is necessary • Organizational analysis: examining a firm’s mission, resources, and goals • Person analysis: determining who needs training and their readiness for training • Task analysis: identification of the tasks, knowledge, skill, and behaviors that should be included in a training program

16. Needs Assessment • A needs assessment is conducted through: • Interviews • Surveys • Reviews of records • Observation • Discussions with management

17. Needs Assessment • The information gathering provides a profile of: • What type of training is needed • Who should be trained • When training should be conducted • Whether training is the preferred approach • Instructional objectives lead to the selection and design of instructional programs: • If assessment and program design are done carefully, training and development can be monitored and evaluated

18. Learning Theory and Training • Learning principles can be applied to job training: • The trainee must be motivated to learn • The trainee must be able to learn • The learning must be reinforced • The training must provide for practice of the material • The material presented must be meaningful • The material must be communicated effectively • The training taught must transfer to the job

19. Learning Organizations • In The Fifth Discipline, Peter Senge described learning organizations as places where: • People continually expand their capacity to create the results they desire • New and expansive patterns of thinking are nurtured • Collective aspiration is set free • People are continually learning how to learn together

20. Learning Organizations • Learning in firms such as Xerox and General Electric has a three-stage learning perspective: • Cognitive • Behavioral • Improvement of performance • Learning organizations do not simply appear • Encouraging learning is essential

21. Training Activities • Instructor-led training is the preferred and dominant method of delivering training, followed by: • Public seminars • Case studies • Performance support • Web-based self-study • Role playing • Use of the Internet, intranet, and extranet has increased each year for the past five years

22. Training Activities • These types of training rely heavily on e-learning and traditional classroom methods: • Computer systems/applications • Computer systems/programming • Technological skills/knowledge • Management skills/development

23. Training Activities • The consensus accounting model of the American Society for Training and Development helps assess the costs/benefits of training and development • The consensus model has four steps: • Establish a definition of training • Determine all training cost categories • Calculate training costs • Code the costs • Costs include such things as trainer salaries, lost work time, materials, travel, and accommodations

24. Choosing Trainers and Trainees • Success of the training program also depends on the trainer, who should be able to: • Speak well • Write convincingly • Organize the work of others • Be inventive • Inspire others to greater achievements • Analyzing needs and developing a training program is done by company trainers or outside consultants

25. Choosing Trainers and Trainees • Managers can also be good trainers: • This is especially true if technical skills are involved • Qualified trainers can help prepare training materials • This overcomes the frequent criticism that the training won’t work back on the job • Principles of learning to follow: • Provide time for practice • Require practice and repetition • Communicate the material effectively

26. Instructional Methods This phase of training includes: • Selection of content and training methods • The actual training

27. Case Method • The case method uses a written description of a real decision-making situation • Managers are asked to study the case in order to: • Identify the problems • Analyze the problems • Propose solutions • Choose the best solution • Implement it • More learning takes place if there is interaction with the instructor

28. Case Method • When using the case method, guard against: • Dominating the discussion • Permitting a few people to dominate the discussion • Leading the discussion toward a preferred solution • As a catalyst, the instructor should: • Encourage divergent viewpoints • Initiate discussion on points the managers are missing • Be thoroughly prepared

29. Incident Method • With the incident method: • The outline of a problem is given • Students are given a role in the incident • More data are given if the right questions are asked • Each student solves the case, and groups based on similarity of solutions are formed • Each group formulates a statement of position • The groups then debate or role-play their solutions • The instructor describes what actually happened in the case and the consequences • The groups compare their solutions with the results

30. Role Playing • Role-playing is a cross between the case method and an attitude development program • Each person is assigned a role in a situation and is asked to react to other players’ role-playing • The player is asked to react to the stimuli as that person would • Players are provided with background information on the situation and the players • A script is usually provided

31. Role Playing • The success of this method depends on the ability of the players to play the assigned roles believably • Role-playing can help a manager become more aware of, and more sensitive to, the feelings of others

32. Case Study vs. Role Play

33. Exercise Two: • Design and demonstrate a Role Play on Conflict Resolution or Negotiation based on the dual concern Model.

34. In-Basket Technique • The participant is given typical items from a specific manager’s mail, email, and telephone list • Important and pressing matters are mixed in with routine business matters • The trainee is analyzed and critiqued on: • The number of decisions made in the time allotted • The quality of the decisions • The priorities chosen for making them • To generate interest, in-basket materials must be: • Realistic, job-related, and not impossible to make decisions on

35. Management Games • Management games describe the operating characteristics of a company, industry, or enterprise • The descriptions take the form of equations that are manipulated after decisions are made • These games emphasize development of problem-solving skills • Examples of games: • Looking Glass

36. Management Games • Advantages of the games: • Integration of several interacting decisions • Ability to experiment with decisions • Provision of feedback on decisions • Requirement that decisions be made with inadequate data

37. Management Games • Criticisms of the games: • Limited novelty or reactivity in decision making • The cost of development and administration • The unreality of some of the models • Participants tend to look for the key to winning the game instead of focusing on good decision making • Many participants feel the games are rigged; too few, or even a single factor, may be the key to winning

38. Behavior Modeling • Behavior modeling is also called: • Interaction management • Imitating models • Modeling is a “vicarious process” that emphasizes observation

39. Behavior Modeling • There are four steps in this process: • Modeling of effective behavior (films) • Role playing • Social reinforcement (role playing) • Transfer of training to the job • Modeling offers promise for developing leadership skills, if used in conjunction with videotape methods • Research evidence is generally positive

40. Outdoor-Oriented Programs • Outdoor, action-oriented programs are becoming increasingly popular • Leadership, teamwork, and risk-taking are top-priority items in these programs • Popular types of outdoor training include: • River rafting • Mountain climbing • Night searching • Team competition • Boat races • Rope climbing

41. Outdoor-Oriented Programs • Program popularity is based on the opinion that: • They are action packed • Participants like them • They involve healthy exercise • Little research shows these programs are effective • Critics also question whether an organization has the right to encourage or require participation in such programs

42. Which Approach Should be Used? • The choice should be based on: • How many managers need to be developed • Relative costs per manager for each method • Availability of development materials • The instructor’s capabilities • Employees’ learning efficiency and motivation • If there are only a few instructors, individualized programmed instruction may be considered • Outside instructors, movies, or videotapes may also be used

43. Which Approach Should be Used? • The techniques of behaviorism include: • Behavioral modeling • Role playing • Positive reinforcement • Simulations • Preferred techniques include: • Self-assessment • Visualization • Guided reflection

44. Which Approach Should be Used? • Advocates of cognitive approaches recommend: • Lectures • Discussion • Readings • Debates • Simpler tasks, like word processing or filing, are learned efficiently by behaviorist techniques • More complex tasks often require cognitive and humanistic approaches

45. On-The-Job Training for Managers • On-the-job management training is relevant and immediately transferable to the job • Three widely used approaches to manager OJT: • Coaching and counseling • Transitory anticipatory experiences • Transfers and rotation

46. Off-The-Job Training • Organizations with the biggest training programs often use off-the-job training • Programmed instruction: most effective if knowledge is the objective • Case method: improves problem-solving skills • Most popular off-the-job methods: • Lecture-discussion, supplemented with audiovisual • Programmed instruction • Computer-assisted instruction (CAI)

47. Computer-Assisted Instruction • Advantages of CAI: • Allows trainees to learn at their own pace • Trainees can study areas that need improvement • Flexibility • Learning is more self-initiated and individualized • The Internet offers ways to: • Increase learning • Link resources • Share knowledge inside and outside an organization

48. Computer-Assisted Instruction • Training can be delivered in these ways, individually or in combination with other instruction methods: • E-mail • Bulletin boards, forums, and newsgroups • Interactive, online tutorials and courses • Real-time conferencing

49. Computer-Assisted Instruction • Intranetsare internal, proprietary electronic networks, similar to the Internet • An intranet facilitates delivery of training materials • Intranets can also support CD-ROM-based training • HRM practitioners and trainers should have a working knowledge of multimedia technology • Learning is enhanced with audio, animation, graphics, and interactive video • It lets trainees retrieve information when they want it, and in the way that makes the most sense to them

50. Computer-Assisted Instruction • Distance training, or distance learning, is also called “just-in-time training” • Trainers are evolving into facilitators, guides, and mentors • The goal of the corporate trainer should now be to find, interpret, and assess information and technologically sophisticated products