1. EMPOWERMENT
Approaches,
Skills and Issues

2. Empowerment thru’ Training, Education and Development
Training: job specific skills, knowledge, attitudes, values & orientations
Education: Institutional process è formal qualifications? Major contributor to personal development, character, culture, aspiration & achievement. Direct & indirect enhancement of knowledge, ability
Development: Primary process. +ve or -ve. Individual (& organisation?) adaptation. Become more complex, elaborate, settled, aware, differentiated & autonomous

3. What training?
Operational competence – aggregate of knowledge, understanding, skill & personal orientation in a situation + at a standard or level of performance.
Product, service, procedural & system knowledge
Task and situation specific
Reduced, double-sided & stapled photocopying
Return of goods procedure
Advanced Powerpoint Skills
Recruitment interviewing
Gall-stone removal
Desert survival
Aircraft emergency landing
New policy on patient care
Open and closed competencies + pre- and co-requisites

4. What education? National curriculum & school/university quality
Education for
citizenship
occupational success
personal development & life
School, college, university, community/adult
Public attitudes re-value of education
Government, employer & individual responsibility
Life long learning

5. recruitment, redundancies redeployment
What Development?
Business Strategy & Capacity Development
Mission
Know-how for competitive advantage & performance
Staffing plan
Demand for skills
Skill gaps
recruitment,
redundancies
redeployment
Skills audit
Data for audit
Performance review
Development
needs
Current performance
Data to integrate individual & organisational needs
Development action
Improved capability, competence + motivation
Training, seminars, delegation, coaching, private study, day release, learning company, IIP

6. Transitions in Life-span
Late adulthood
Late adult transition
culmination of middle adulthood
50s transition
enter middle adulthood 50 55 60 65
Middle
adulthood
Mid-life adult transition
settling down
20s transition
enter adult world 28 33 40 48
Early
adulthood
Early adult transition
childhood & adolescence 17 22

7. Employee development approaches?
Laissez-faire - little or no training interest/activity
Systematic staff development: appraisal, resourcing, coaching & mentoring
Training for workforce maintenance: induction, product, SoPs
Technical (know-how) training
Off-the-job vs. on-the-job
Central training vs. devolved and out-sourced
Recognising, valuing & accrediting “competencies” (NVQs)
Management development
Investors in People
Learning Company model (abstraction). What is the concrete form?

8. Organisational Programmes & Interventions
New recruits
induction to firm & job, familiarisation & comprehensive job training
Develop & up-date know-how for live situations.
Technical: product, procedure & specialism training
Social skills e.g. handling demanding situations
Corporate training for all e.g. for ISO9000 or new policy
Supervisory & management training
from leadership to corporate analysis, change & Action learning
Sales training
Customer, dealer & supplier training
Face-to-face vs. package training - from manuals to CBL
Company University, Company Chairs, Company Fellowships

9. Trainee Groups young & older staff
skilled, semiskilled, unskilled, manual & non-manual
graduates, professionals, technologists & IT champs
secretarial & clerical
sales staff
team supervisors, department & project managers
strategic & international managers
women
customers & suppliers
minorities
disabled

10. T&D strategies often disappoint. Why?
Much talk, expenditure & effort is committed to training
Many training initiatives and events
Act of faith-evidence of outcomes: from training, coaching, secondments, learning from experience (success & failure) & role models.
Critical Thinking:
What determines & influences training effectiveness?
How do we evaluate?
How do training needs become apparent?
What factors hinder/help investment in T&D?
Invest in people (unfaithful assets, flexibility), people invest in themselves?
Training as a strategic issue?

11. Whose interest is served & by whom?
The individual
Well placed (job demands + aspirations) to evaluate development needs (SWOT)? But is time & effort invested? Perception of“market” gaps, demands, relevance, support & learning opportunities?
Training Sponsors
Top managers (“lack of know-how is jeopardising performance”)? Line Managers? HRD specialists who speak for T&D activity? Employer attitudes to training. Voluntarism.
Institutional and Market factors?
Civic, intellectual & cultural factors. Workforce competencies & international comparisons. Industrial re-structuring.

12. Service provider or change agent?
Training Manager –
Service provider or change agent?
Forecast, plan, organise, direct & control. Strategy & programmes
Maintainer-Instructor
Reactive > proactive.
Deliver T&D within existing brief, structure & culture.
Change Agent (Facilitator)
Proactive & consultancy.
Define problems.
Facilitate organisational & individual learning, innovation & cultural change.
Role in transition?
from provider to change agent
in-house or out-sourced

13. Analysing training needs?
Blanket training: Brief/train all - by level. New law, policy drivers.
Comprehensive - Job curriculum approach
ALL job facets: KSA for all tasks /situations
define scope, objectives, frequency, difficulty, standards & measurements
Selective
key tasks, problems/difficulties where a training solution vital for performance?
Identify
problems and competencies to handle these
best learning approach, training media & methods
learner involvement + individual & group needs
self-organised learning or cop-out?

14. Training Design critical Qns & Implementation for Competence
Air hostess? Cabin Crew?
Midwife? Nurse ICU?
Accountant? Cashier?
Marketing assistant manning Exhibition?
Salesperson? Storekeeper?
New CEO for Rail-Track?
Drug Inspector? Chemist? Pharmacist?
Pre-requisite/Foundation ability?
Mastery in performance?

15. Learning Curves & Competence?
What are competencies?
Time ---->
Associative
Cognitive
Automatic
- autonomous
Development to
next level?
Competence level/standard
Performance e.g. in output units, quality indicators,completion of project etc
Expertise
Adequacy vs. mastery
Conditions under which performance is required?

16. The Training/Learning Needs Gap
What needs to be
learnt? Changes in
performance
Learner/trainee
The Person
knowledge,
skills,
orientation,
motivation
The Job
knowledge,
skills,
orientation,
motivation
Difficulties and
preferences.
Learning style?
Ability gap
required competence vs. present performance
Selection/training - fit the person to the job
Counselling, job re-design - fit the job to the person

17. From Key Result Areas to Competencies
generic & job specific
technical & social
knowledge, skills, attitudes
range in context
KT1
KT5
Define competencies
for KRA 5
KT2
KT3
KT4
KRA 4
KRA 2
KRA 5
KRA 3
KRA 1
task, faults & quality analysis
role demands, choices, constraints
ambiguities. overloads, pressures/conflicts
what is difficult to learn
safety critical
organisational change

18. How do we assess competence and learning/change?
Define norms or standard levels of performance/progress for the performance application
Assess/test- individual performance and progress
Compare
performance & progress between individuals
against standards
Objective - subjective problems

19. General Model for Training Interventions
Environment of change
Learning for knowledge,
competence & creativity
Return to job
Transfer of learning to performance
Has training solved the problem?
Learning
needs &
outcomes
- individual
& group
Training
Content
Methods
of delivery,
learning opps
& materials
Programme
and
implementation
Learners on
completion
Assessment & test criteria - validity, reliability & utility
Organisational & trainee feedback
Symptoms
Learning Contract

20. Why see learning outcomes?
Competencies (staff know-how & situational mastery). What learners should know, be able to do, feel at the end
Agree specific targets/learning contracts. Verify progress
More systematic training design. Define content, structure, methods, aids, programme/timetable.
Relevance seen - added-value, tangibles/intangibles.
Identify size, level, timing of problem.
Achieved on-the-job vs. off-the-job?
The problem may not be training but: business planning, competition, products, methods, conflicts & relationships, job change, technology etc.

21. Domains of learning Cognitive Behavioural Affective Knowledge/Knowing
memory/thinking
facts/recall
levels of mental
manipulation
associating/relating
classifying
induction/deduction
imagining
conceptualising
analysis/synthesis
modelling
Behavioural
Manual
Dexterity
Lifting
Passing
Moving
Visual?
Tasting?
Affective
Feelings
committed
caring
awareness
believing
valuing
enthusing
other regarding
cautious
determined
contented
aspirational
Decisions
Complexity?
Individual/group
Situation analysis
Problem definition
routinised/heuristic
reactive/proactive
risky
intuitive/rational
emotional/fuzzy
actual vs. ideal
solution development
evaluation
action & application
Social
Communication
Orientation to
others
Speaking
Smiling
Listening
Persuading

22. Learning & Competence Contributors
“a relatively permanent change in behaviour as a result of practice/experience”.
Everyone needs KNOWLEDGE & SKILL to perform a job. COMPETENCE involves bringing knowledge & skill together to meet the requirements of a performance for which STANDARDS may be defined.
A PERFORMANCE situation may involve a range of CONTEXTS.
Contributors
ability
motivation or drive
stimulus or cue
assimilation
response
feedback
reinforcement

23. Competencies: critical success factor competencies
accredited occupational competencies (such as AICTE certified Graduate Engineers, MBAs, ICA certified CAs or NCTVT certified welders, or IDA certified Dental Technician or a IMC certified Doctor)
Generic, Core/Key Skills (Open capacities )
open (transferable) capacities … across jobs/tasks
awareness, investigation, observation/reflection, analysis & learning
decision-making/problem-solving, creativity & evaluation
communication & social skills, interacting/working with others, influencing
numerical & information oriented skills plus IT abilities
learning to learn competencies
threshold and management competencies

24. Seven Threshold Competencies
(1982, The Competent Manager, Wiley)
Use of unilateral power - forms of influence
Accurate self-assessment - realistic view of self (SWOT)
Positive regard - basic belief (optimistic) in others
Spontaneity - free/easy self-expression
Logical thought - orderly, sequential, systematic
Specialised knowledge - usable facts, frameworks, models
Developing others - help, coach, facilitating, supporting

25. Clusters of Mgt Competence
Goal & action management cluster
concern with impact, diagnostic use of concepts,
efficiency orientation, proactivity
Leadership
conceptualisation, self-confidence, oral presentation
HRM - use of socialised power, managing group processes
Focus on other clusters
perceptual objectivity, self control, stamina & adaptability
Directing subordinates
Threshold competencies - developing others, spontaneity, use of unilateral power

26. Kolb Experiential Learning Cycle
A model for
personal awareness
and
development
Concrete
Experience
(Activist)
Reflective
Observation
(Reflector)
Abstract
Conceptualisation
(Theorist)
Active
Experimentation
(Pragmatist)
LEARNING
CYCLE
D Kolb, Rubin & McIntyre
Organisational Psychology, Addison Wesley

27. Learning Through Experience
events, incidents,
action, doings
Test
check, discuss,
experiment, verify,
challenge, review.
Knowledge
Beliefs, facts,
insight,
understanding,
conviction
Ideas
propositions,
hunches,
classification,
model
Observation
notice, examine,
scrutinise, absorb,
reflection, analyse

28. Why Evaluate?
“monitoring the training function & its activities to establish its social & financial benefits & costs”
If we can measure the effectiveness of the instruction, then we have
information to improve the effectiveness of later or even current instruction
evidence of the training function’s contribution which can confirm is value & increase its influence
evaluation process itself often generates further benefit
What is involved? Who does it? What techniques?

29. Evaluation Issues Nebulous & unsatisfactory? Ritual justification?
Hard vs. soft criteria. Acceptability, reliability, validity & utility of evaluation?
Objectivity of data. Are outputs visible e.g. improved typing speed, use, better team leading?
What measures for a general management training course or a focussed skill/competency workshop?
Evaluate at what level? Individual, team & organisational criteria, the training expertise itself.
VfM? 1000 staff & a £250,000 pa training budget = £250/employee.
Compare India with USA, Japan, Germany, UK or Japan, China, Korea?
Compare Co A with Co B, Co C, Co D

30. Evaluation Techniques
Reactions
one-to-one & group reactions. Direct & indirect feedback. Survey methods (rating against criteria + open-ended responses)
Learning
end of training
tests, demonstrations, examinations, simulators, role play.
job behaviour (transfer & application)
incidents, staff appraisal reviews, project outcomes
Organisation
improved production & service quality indicators, survey feedback of organisational climate/culture
Overall value
cost-benefit reviews, human resource accounting

31. Five Levels of Training Evaluation
Hamblin (1974)
training approach, methods, learner reaction to these?
what is learnt? Is it meaningful for the individual? Is the training meeting its objectives?
changes in job performance - do these stem from the training experience?
changes in organisational performance? Are the training objectives the right objectives?
is the organisation now making a different wider contribution ?

32. Evaluation of T&D Processes
Methods - validity, reliability, utility?
Quantifiable e.g. drop-out rates, absenteeism, wastage, complaints, time saved, cost savings.
Happy sheets? The questions? Halo effect?
Pre-course survey of needs/aims. Post- survey of achievement + transfer to work. Experience, reflection, planning, implementation, review.
Evaluate course & tutor methods vs. the learning
Performance tests (pre/post). Quizzes. Examinations. On-job demonstrations . Inspections
Trainee & line-manager observation
Appraisal Coaching/counselling
Validation
observe results of the course. Measure whether the training objectives are met
Evaluation
compare actual costs of the scheme against assessed benefits obtained
Cost > benefits?
redesign or withdraw the scheme.

33. Organisation Development - definitions
an approach to bring about…..
planned change (a programme)
organisation-wide
managed from the top
increased organisational effectiveness through …..
Planned, systematic interventions in the organisation's behavioural processes
using behavioural science knowledge.
Richard Beckhard – Sloan School of Management 1969
"….a long-term programme of interventions in the social, psychological and cultural belief systems of an organisation. These interventions are based on certain principles& practices which are assumed to lead to greater organisational effectiveness"
Ralph Stacey 1993 – Strategic Management
Soft versus Hard?

34. Ingredients of a “Learning Organisation”
Adopt a Learning Approach to Strategy
Participative Policy Making
Informating (Information Systems)
Formative accounting
Internal Exchange (Client-Server relationships)
Reward Flexibility
Roles and flexible, matrix structures
Boundary workers as intelligence agents
Company-to-company learning
Learning climate
Self-development opportunities for all
Pedler et al
The Learning Company
Senge
The Fifth Discipline
Practical
Interventions?

35. Investors in People
Top level commitment to develop all employees to achieve business objectives
Regular review of T&D needs of all staff
Action to train & develop individuals on recruitment + throughout employment
Evaluate T&D to assess achievement & improve future effectiveness
Written plan: business goals/targets, how employees will contribute, assess needs etc. Identify T&D resources
Agree T&D needs with each employee. Link to NVQ if poss. Action: train new recruits & improve skills of existing staff
Review investment, competence & commitment of employees & skills learnt against business plan + at all levels
T&D effectiveness reviewed by top level è renewed commitment & targets
accreditation to promote Er-led, quality, effective staff development