Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 9 views

    DS 01 T and D - Unit 4 T and D As A Process

    Uploaded by

    s17005832

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    DS 01 T and D - Unit 4 T and D As A Process

    Uploaded by

    s17005832
    9 views36 pages

    Original Title

    DS 01 T and D- Unit 4 T and D as a process

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    9 views36 pages

    DS 01 T and D - Unit 4 T and D As A Process

    Uploaded by

    s17005832

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 36

    Training and

    Development
    HRU6412
    UNIT 4

    TRAINING AND DEVELOPMENT -


    AS A PROCESS
    Unit 4 - is divided in to two sessions.

     Session 1 –
     the concepts in training and the process of learning.

     Session 2 –
     focuses on factors that need to be fulfilled in effective learning
     learning theories, conditions required for effective learning and
    learning curves are described
    UNIT 4 : SESSION 1

    Basic concepts in Training and the Process of


    Learning.
    SESSION 1 : Concepts in Training and the Process of Learning

     Concepts in training
    • Training
    • Education
    • Development •

     Training and development as a learning process

     Planned training
    Quiz

     What is meant by the following concepts?

     TRAINING

     EDUCATION

     DEVELOPMENT
     A planned training and development programme consists of several steps, which should
    be followed carefully, if the training programme is to be a success.

    Concepts in training can be identified basically under three folds,


     Training,
     Education
     Development

     Concepts in training can be identified basically under three folds, namely training,
    education and development.
    Training: What do you understand by training ?.
     The systematic modification of behaviour through learning.
     This change of behavior occurs as a result of education, instruction, development and
    planned experience.
     Bass and Vanghan have defined learning as
     "a relatively permanent change in behaviour that occurs as a result of practice or experience”.

     Training is “a planned process to modify attitudes, knowledge and skill behaviour


     through learning experience
     to achieve effective performance in an activity or range of activities.

     Its purpose, in the work situation is to develop the abilities of the individual and to satisfy
    the current and future manpower needs of the organization”.
    Education
     "The activities aim at developing knowledge, skills and moral understanding required in all
    aspects of life".
     It is actually more than knowledge and skill related to a limited field of activity.

     The purpose of education is to provide


     the conditions essential to young people and adults to develop an understanding of the
    traditions and ideas influencing the society.

     It also involves
     a study of their own cultures and of the laws of nature
     the acquisition of linguistic and other skills which are basics
     to learning, personal development, creativity and communication
    Development
     " Development can be explained as
     the growth or realization of a person’s ability through conscious or unconscious
    leaning.

     Development programmes usually include


     elements of planned study, and experience,
     and are frequently supported by a coaching or counseling facility.
    Training and development as a learning process
     ‘Training’ is a learning process that involves the acquisition of
     skills, concepts rules and attitudes in order to increase the performance level of employees.
     The KSA Model- Competencies

    Skills
    Knowledge Attitudes

     Generally, manager of the new employee's has the primary responsibility of organizing job
    training.
     Regardless, of who conducts the training the quality of this initial training can have a
    significant influence on the productivity of the employee and his attitudes towards the job.
    Planned Training: To be successful we should follow the following steps
    when launching a training programme

    At the very outset we have to identify and


    define training needs.

     This involves analyzing organizational and


     occupational needs at tasjk level
     as well as individual needs of employees who want to acquire new
    skills or knowledge to improve their competencies.

     What are the areas which have to be improved or developed?


    Define the learning required

     After analyzing the needs it is necessary to specify as


    clearly as possible
     what the knowledge
     skills that have to be learnt
     what attitudes need to be developed.

     This will help in designing a training programme.


    Define the objectives of learning
     Having identified the needs of trainees

     the next step is to define objectives of learning.

     Learning objectives should be fixed after considering


     what has to be learnt and what the trainees must be able to do after their training programme.

     After designing training objectives the training programmes should be planned.

     These must be developed to meet the needs and objectives by using


     the right combination of training techniques and locations.
    Decide who provides the training

     You must decide whether the training is to be provided

     by personnel from within or


     outside the organization.

     At the same time the division of responsibilities among


     training managers, supervisors or department and
     individuals has to be determined.
    Implement the training

     When we decide on the method of implementing the programme


     it has to be seen whether the most appropriate methods are used to
    help the trainees to acquit
     skills, knowledge and abilities they require.

     That is, it should be a method based on the needs of


    trainees
    Evaluate training
     The effectiveness of training is monitored during the programme
    and

     subsequently the impact of training is evaluated to assess

     and determine the extent to which the learning objectives have


    been achieved.

    By now you know the steps in a planned training programme, and you may have understand that

    training & development programme is a learning process.


    UNIT 4 : SESSION 2

    Factors that need to be fulfilled in Effective


    Learning.
    SESSION 2 : Effective Learning

     Theories of learning

     Conditions required for effective learning

     Learning curves
    Theories of learning

     There are four main theories of learning namely;

     1. Reinforcement theory,

     2.Cybernetic and information theory,

     3. cognitive theory,

     4.experimental learning theory


    Reinforcement

     You may understand what is meant by the term reinforcement in its positive
    sense.

     It means commending trainees when they have accomplished a task


    successfully, thus motivating them to continue with their learning.

     Positive feedback and knowledge of results are important to ensure that effective
    learning takes place
    Cybernetic and information theories
    (communication)
     According to this, “feedback controls performance of people in the same way a
    thermostat controls a heating system.

     If a task can be divided into a number of small parts, learning can be easy.

     For instance, a workshop can be conducted in several sessions to enable the


    employees to obtain better results
    Cognitive theories

     These theories explain “the way in which people learn to recognize


    and define problems and experiment to arrive at solutions.

     This, theory implies that people can discover things for themselves
    and

     they are more likely to retain the skills or knowledge and use it when
    so required.”
    Experimental learning
     This was described by David Kola, Rubin, and Mclutyre as a four stage
    cycle.

     1. The actual experience (converge) – activists

     2. Observations and reflections on that experience (assimilates)-

    reflectors

     3. Conclusions from experience – theorists

     4. Planning the next steps - pragmatists


    The actual experience (converge) - activists
     Such people always want to try something new.

     For instance, one may want to have a new hobby.

     Such people are called activists.

     Activities enjoy new experiences and opportunities from which they can learn.

     They enjoy being involved, and are happy to be in the limelight and prefer to be
    active rather than sitting and listening.

     This category of people seems to get frustrated by "all this talking".

     If the plan does not fit the situation they will throw out the plan.

     Strengths of the activists lie in the fact that they get the things done and adapt
    themselves to new circumstances.
    Observations and reflections on that experience
    (assimilates) - reflectors.

     These people have a preference for gathering data.

     They are called reflectors.

     They prefer to observe, think and assimilate information before they start work.

     They like to review what has already happened and what they have already learned.

     Also they do not like to feel under pressure.


    Conclusions from experience - theorists

     These people have a preference to arrive at conclusions quickly. They

    are called theorists.

     Theorists like to explore methodically.

     They look through the problem in a step by step logical way and ask

    questions.

     They tend to be analytical.


    Planning the next steps - pragmatists

     These are people who are keen on applying theory into practice.

     They are called pragmatists. They dislike too much theory.

     They like to experiment and search for new ideas which they can tryout. They act

    quickly and confidently.

     Then have a very down to earth attitude and respond to problems as a challenge
    Activity
    Conditions required for effective learning

     You know, there are several factors that should be fulfilled to ensure effective
    learning.

     Otherwise, the outcome would be low effectiveness.

     Learning theory suggest that there may be ten main


    requirements to make learning effective
    Ten main requirements
     1.Individuals should be motivated to learn.
     2. Standards of performance should be set for learners, prior to the training
    programme.
     3. Learning should have guidance.
     4. Learners should enjoy self-satisfaction from learning.
     5. Learning should be an active and not a passive process.
     6. Appropriate techniques should be used to train leaners,
     7. Learning methods should be designed according to their needs.
     8. Time must be allowed to absorb learning.
     9. The trainee must be encouraged to strengthen correct behavior.
     10. It must be recognized that a different level of learning will take place under
    different methods and different needs at different times.
    Understanding of Learning Curves
     When we plan and design training programmes we should consider & be aware of
    the learning curves also.
     This will help to understand how an experienced worker will perform after training.

     Key factors of learning according to Amstrong are


     Motivation or a sense of purpose,
     Relevance to personal interest and choice for instance if it is more relevant to the learner
    he/she may learn more.
     Learning by doing.
     Freedom to make mistakes in safety.
     Feedback.
     Freedom for learners to learn in their own time and at their own pace
    UNIT 4

    TRAINING AND DEVELOPMENT - AS A


    PROCESS

    Thank You!

    You might also like