MGT501 Final Term Highlighted Handouts by VU Topper RM

Lesson 23

MAXIMIZING LEARNING · C. Maximizing Learning · D. Selecting the Stage for Learning · E. Maintaining performance after Training · F. Following up on Training · G. Learning Principles · H. Training versus Development

I.

Human Resource Development (HRD)

J.

Role of Line Managers and Training and Development

K. Role of HR Department in Training and Development

In this lecture we will discuss how a learning process can be maximized in terms of learning. As we know that training is a learning process we should know the basic learning principles that can be helpful in making training process more effective. We will also discuss the HRD that is, Human Resource Development in detail as well.

A. Maximizing Learning:

Learning can be maximized by considering the basic principles of learning. That will be discussed later.

B. Selecting the Stage for Learning

Effective learning requires two things (1) Clear Task Instructions that what is going to be learnt how and what is its importance and the (2) is Model Appropriate Behavior. When ever the training need is assessed, it should be translated to behavioral objective and trainer should try to present the results in behavioral terms. This will be contributing towards quality training and effective learning.

C. Maintaining Performance after Training

Effective training can raise performance, improve morale, and increase an organization's potential. Poor, inappropriate, or inadequate training can be a source of frustration for everyone involved. To maximize the benefits of training, managers must closely monitor the training process. Developing learning points, to assist knowledge retention, Setting specific goals, identifying appropriate reinforces and teaching trainees, selfmanagement skills can help organizations to maintain performance after training.

D. Following up on Training:

Any training or development implemented in an organization must be cost effective. That is the benefits gained by such programs must outweigh the cost associated with providing the learning experience. Training to be more effective, is supposed to be followed with careful evaluation. Evaluation methods are discussed in the previous lecture. Different techniques and approaches can be used to evaluate the training program and, if required at any level, revisions and redesigning should not be avoided. It is not enough to merely assume that any training effort of an organization is effective; we must develop substantive data to determine whether our training effort is achieving its goalsthat is, if it’s correcting the deficiencies in skills, knowledge or attitudes that were assessed in needing attention. Training programs are expensive. The cost incurred alone justify evaluating the effectiveness.

E. Learning Principles

These are the basic principles or conditions that facilitate learning.

I.

Participation

Learning should permit and encourage active participation of the learner. The learning activities should be experiential rather than just informational. Therefore, the trainers should arrange the physical surroundings to facilitate small group interaction and promote the sharing of ideas.

II.

Repetition

An important principal of the learning is to provide the learner with the opportunity for practice and repetition. To gain the full benefit of training learned behaviors must be over learned to ensure smooth performance and minimum of forgetting at a latter date. Proficiency in learning and retaining new skills is improved when individuals visualize themselves performing the new behavior.

III.

Relevance

The learning should be problem centered rather than content centered. People are motivated to learn when training is immediately relevant to help them solve a current problem. Learning something just because someone says “it is important” is not as motivating.

IV.

Transference

Because the training occurs in a special environment, an important question to ask is whether learning will transfer to the actual job situation. Transfer of training occurs when trainees can apply the knowledge and skills learned in training course to their jobs. If the learning in one setting does not transfer to the actual job situation, the training has failed .Three transfers training situations are possible (1) Positive transfer of training, when the training activities enhance performance in the new situation; (2) negative transfer of training, when the training activities inhibit performance in new situation; and (3) no observable effect of training.

V.

Feedback

Performance feed back is necessary prerequisite for learning. Feedback improves performance not only by helping learners correct their mistakes, but also by providing reinforcement for learning. Knowledge of results is a positive reinforcement itself. Learning activities have more intrinsic interest if feedback is available. Nevertheless, performance feedback should do more than inform learners whether they were right or wrong. Merely informing the trainees that they were wrong is not as effective as telling them why they were wrong and how they can avoid making mistakes in future. In general, knowledge of results is an essential feature of learning, and this knowledge comes after the learner’s response.

F. Training vs. Development

Although training is often used with development, the terms are not synonymous. Training typically focuses on providing employees with specific skills or helping them to correct deficiencies in their performance. In contrast, development is an effort to provide employees with the abilities that the organization will need in the future

I.

Purposes of T & D

The most prominent changes affecting T&D that have been prophesied and that are actually occurring today in business include: x Orient new employees and Preparing them for promotion x Satisfy personal growth needs x Improve performance x Avoid Managerial Obsolescence x Solve organizational problems x Changes in organization structure caused by mergers, acquisitions, rapid growth, downsizing, and outsourcing x Changes in technology and the need for more highly skilled workers x Changes in the educational level of employees x Changes in human resources; a diverse workforce consisting of many groups x Competitive pressures necessitating flexible courses and just-in-time and just-what’s-needed training x Increased emphasis on learning organizations and human performance management

II.

Selecting T & D Program

While selecting the training ad development programs and selecting training and development methods to be used, following factors should be kept in mind in order to have more effective utilization of resources that are supposed to be spent on proposed training and development programs. a. Cost Effectiveness: Any training or development implemented in an organization must be cost effective. That is the benefits gained by such programs must outweigh the cost associated with providing the learning experience. If measured the effectiveness of the training process, there should be air justification of assigning training programs in the organization because if organizations are not able to have advantages or development and enhancement of the performance after training it is only wastages of the resources.

b. Desired Program Content: Contents of the training program and the methods used to deliver the training should be in relevance to training objectives and need assessed for training.

c. Learning Principles: Learning principals should be implemented to have more effective training.

d. Appropriateness of the Facilities: Factors that are supposed to facilitate the training program should be appropriate and available.

e. Trainee Performance and Capabilities: There is chance and enough probability that training will lead to the enhancement of the trainees.

f. Trainer Performance and Capabilities: Trainers or people who are assigned responsibility to train the trainees are having enough experience, skills, capabilities and past trends that show that they can be effective trainers. Trainers themselves are required to be well trained in order to provide the training.

G. Human Resource Development (HRD)

HRD has been defined as an organized learning experience, conducted in a definite time period, to increase the possibility of improving job performance and growth. Training is the part of HRD that deals with the designing programs that permit learners to acquire knowledge and skills needed for their present jobs.

HRD Involves Following Activities;

Training & Development: Training typically focuses on providing employees with specific skills or helping them to correct deficiencies in their performance. In contrast, development is an effort to provide employees with the abilities that the organization will need in the future. Organizational Development: It is an organization wide application of behavioral science knowledge – to the planned development and reinforcement of a firm’s strategies, structures, and processes for improving its effectiveness. Career Development: A formal approach taken by an organization to help people acquire the skills and experiences needed to perform current and future jobs is termed as career development. Company’s policies especially policies regarding promotion, counseling the employees, opportunities to excel in future help employees to develop their career. It consists of skills, education and experiences as well as behavioral modification and refinement techniques that allow individuals to work better and add value.