EMPLOYEE DEVELOPMENT

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EMPLOYEE MANAGEMENT DEVELOPMENT

• EMPLOYEE DEVELOPMENT
• EMPLOYEE TRAINING
• PROCESS OF TRAINING
• PLANNED TRAINING
• LEARNING ORGANISATION
• EXPERIMENTAL LEARNING CYCLE
• INDIVIDUAL BARRIERS TO LEARNING

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EMPLOYEE DEVELOPMENT

• Employee Development of HR development is about
  the provision of learning, development and
  training opportunities in order to improve
  individual, team and organisational performance.
• The definition of development suggests a
  fulfilment of innate potential and ability
  through continuous involvement rather than just
  timely interventions to satisfy gaps in knowledge
  and ability.

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KEY TERMS

• LEARNING Learning is relatively permanent
  changes in behaviour that occurs as a result of
  practice or experience.
• EDUCATION The development of Knowledge, values
  and understanding required in all aspects of life
  rather than the knowledge and skills relating to
  particular areas of activity.
• DEVELOPMENT the growth or realisation of a
  person's ability and potential through the
  provision of learning and educational
  experiences.
• Training The planned systematic modification
  of behaviour through learning events, programmes,
  and instruction which enable individuals to
  achieve the levels of knowledge, skills and
  competence to carry out their work effectively.
• Source Armstrong-handbook of Personnel
  Management practices.

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EMPLOYEE TRAINING

• Training is an important part of an
  organizations long-range strategy
• Global competition and flatter organizational
  structures require multi-skilled employees
• Focus on life-long learning
• Diverse employees with varying cultural values
• Developments in information technology require
  new skills and training strategies
• Increased motivation
• Individual goals equating with those of the
  organisation
• Social benefits
• Newly acquired skills for future use

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BENEFITS OF TD TO ORGANISATIONS

• Provision of trained human resources
• Improvements of existing skills
• Increased employee knowledge
• Improved job performance
• Improved customer service
• Greater staff commitment
• Increased value of the organisation's human
  assets
• The personal development of employees

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Training Development
Present jobs
Training
Development
Future jobs
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PROCESS OF TRAINING

• SYSTEMATIC TRAINING
• PLANNED TRAINING

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PLANNED TRAINING

• Identify and define training needs
• Define the learning required
• Define the objectives of training
• Plan training programme
• Decide who provides the training
• Implement the training
• Evaluate training
• Modify training programmes basis on the
  evaluation.

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DEFINING TRAINING NEEDS

• JOB TRAINING ANALYSIS
• ORGANSATIONAL ANALYSIS
• PERFORMANCE APPRAISAL
• JOB ANALYSIS
• CUSTOMER FEEDBACK
• OBSERVATION OF EMPLOYEES
• RECORDS OF EMPLOYEES PERFORMANCE

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TRAINING OBJECTIVES

• PREREQUISITE EXPERIENCE AND ABILITIES
• EDUCATINAL OBJECTIVES
• BEHAVIOURAL OBJECTIVES
• CRITERIA FOR ASSESSMENT

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The Training System
Needs Assessment
Training Objectives
Evaluation
Implementation
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Training Techniques
On-the-job
Off-the-job

• Lectures videos
• Vestibule training
• Role-playing/Cases
• Simulation
• Self-Study Programmed
• Computer-based (CBT)
• Virtual reality
• Internet/Web-based/Intranet
• Video-conferencing

• Job rotation
• Apprenticeships
• Coaching
• Mentoring
• Delegation by supervisor
• Work shadowing

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Training Development Strategies
Cognitive
T D Strategies
Behavioural
Environmental
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Training Evaluation Criteria
Reaction
Training Evaluation Criteria
Knowledge
Organizational results
Behaviour
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Training Evaluation Steps
Evaluation criteria
Transfer to the Job
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LEARNING ORGANISATION

• Learning might be the acquisition of a new
  skills, new knowledge, a modified attitude or a
  combination of all three.
• The process of acquiring knowledge through
  experience that leads to a change in behaviour.

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LEARNIN ORGANISATION

• An organization that has an enhanced capacity to
  learn, adapt and change
• Systems thinking
• Personal mastery
• Mental models
• Shared vision
• Team learning

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LEARNING ORGANISATION (CONTD.)

• Garvin (1993) has suggested that LO are good at
  doing five things
• Systematic problem solving-relying on scientific
  methods, insisting on data rather than
  assumption.
• Experimentation-Kaizen (continuous improvements)
• Learning from past experience
• Learning from others
• Transferring knowledge quickly and efficiently
  throughout the organisation

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SIX FACTOR MODEL OF LO

• Kandola and Fullerton have produced a six factor
  model of a LO
• Shared vision
• Enabling structure
• Supportive culture
• Empowering management
• Motivated workforce
• Enhanced learning

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EXPERIMENTAL LEARNING CYCLE

• Kolb provides one of the most useful descriptive
  model of the adult learning process. The LC
  suggests that there are four stages that follow
  from each others.
• Concrete experience either planned or accidental
• Reflective observation looking back at the
  experience.
• Abstract conceptualisation seen as generalising
  from reflection and developing hypotheses based
  on experience and knowledge.
• Active experimentation Testing the concepts or
  ideas in new situation.

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KOLBS LEARNING STYLES

• ACCOMMODATIVE Strong preference for concrete
  experience and active experimentation, learning
  by errors.
• DIVERGENT preference for concrete experiences,
  but to reflect on these from different
  perspectives.
• ASSIMILATIVE Indicates that knowledge is gained
  by incorporating experiences into already
  existing cognitive structure.
• CONVERGENT prefer to experiment with ideas.

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HONEY MUMFORDS LEARNING STYLES

• ACTIVIST a dynamic learners without bias
• REFLECTOR an imaginative learner and the person,
  who observes phenomena, thinks about them and
  then choose how to act.
• THEORIST Who adapt and apply their observations
  in the form of logical theories.
• PRAGMATIST a commonsense learner who only likes
  to study if they can see a direct link to
  practical problems.

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INDIVIDUAL BARRIERS TO LEARNING

• LACK OF INFORMATION
• TIME
• MONEY
• APATHY ANDLACK OF MOTIVATIO
• CULTURE
• AGEISM
• SPECIAL NEEDS
• SOCIO-ECONOMIC STATUS
• LACK OF CONFIDENCE