STUDY UNIT 9 Training and development of employees and career management at organisational level SU 9 TRAIN AND DEVELOP 1

RELEVANT PAGES See chapter 18 Page 443 – 473 Page 476 - 485 SU 9 TRAIN AND DEVELOP 2

OUTCOMES Explain the difference between education , training and development. Devise a strategic training and development model for an organisation Identify and apply training methods relevant ot a particular training situation SU 9 TRAIN AND DEVELOP 3

Explain the difference between education training and development. Activities which aim at developing knowledge, moral values and understanding required in all walks of life rather than knowledge and skill relating to only a specific field of activity. SU 9 TRAIN AND DEVELOP 4

Explain the difference between education training and development. Training is the use of specific means to inculcate specific learning using techniques that can be identified and described. training is a deliberate effort to teach specific skills and knowledge to serve a specific purpose; to do a specific job effectively directly or soon after training. SU 9 TRAIN AND DEVELOP 5

Explain the difference between education training and development. It is a process whereby managers gain experience, skills, and attitudes to become or remain successful leaders in their enterprise for the present, but mainly focused on the future.

Devise a strategic training and development model for an organisation Homework A strategic HR development management model SHRD means the process of changing an organisation, stakeholders outside it, groups inside it, and people employed by it, through planned learning to possess knowledge and skills needed in future. SHRD helps implement strategic business and HR plans by cultivating the skills of people inside the organisation or changing the knowledge and skills of stakeholders outside it. SU 9 TRAIN AND DEVELOP 7

Strategic training approach Strategic training is about incorporating business strategy, formulated by senior management into the training process A comparison of a traditional department and virtual organisation is presented in Table 18.1 page 456 SU 9 TRAIN AND DEVELOP 8

Strategic training approach T & D policy based on assumptions and principles in the form of a philosophy described as the managerial attitude - A policy is influenced by e.g. size, services, and expectations of employees In Figure 18.1, page 456 a theoretical basis for a training and development policy is presented.

Strategic questions to compile a HRD policy & plan What competencies are required? Are people an asset or a cost? How do we reward people? How do we train & develop people? How are people motivated? What do we do with surplus people? How can we get sustainable high performance? What relationships exist among people? SU 9 TRAIN AND DEVELOP 10

Training policy Guidelines to formulate a training policy Link training plans and activities to business strategies, HR planning, and employment policies Determine responsibilities for training managers Identify characteristics of effective managers

Guidelines to formulate a training policy (cont) Identify managerial competencies for implementing strategy Chart organisation’s cultural philosophy regarding management Communicate strategic goals and objectives to managers Ensure development is linked to what managers do Develop a flexible approach to management development

Models to T & D and methods A sound approach to T & D must take cognisance of models In Figure 18.2, page 459 a generic contemporary training model is presented based on Nadler’s 9-step model Identifying training needs is based on gap analysis and includes three areas: - Organisational assessment - Task analysis of the incumbent - Training to be based on what current levels, knowledge and skills are

Models to T & D and methods Three types of instructional objectives exist namely cognitive, effective and psychomotor - Test items enable trainers to establish if learners have mastered the required behaviour (which could be norm or criterion referenced)

Models to T & D and methods Selecting or designing instructional content and choosing delivery methods In Figure 18.3 page 461 an algorithm deciding whether or not to produce instructional material is presented - Teaching methods are dependent on what is to be taught

Models to T & D and methods In Table 18.2 page 459 delivery methods and strategies are presented Employees should transfer what they have learned back to the job to perform effectively - Factors preventing transfer are e.g. employee himself, job, supervisor or work group

Models to T & D and methods T & D must be properly assessed as ‘to measure is to know - Two main types of evaluation exist: formative and summative

Identify and apply training methods relevant ot a particular training situation Off-the-job training includes venues and methods Venues are classrooms, vocational schools etc. except the shop floor Methods are e.g. case studies, incident method, role play etc. (See Table 18.2) NB for exam see page 466

Training methods (cont) On-the-job training fits the needs of a particular employee to suit background, knowledge and skills Various methods can be used e.g.: Coaching, job rotation, understudy, and mentoring

Training methods (cont) Learnership training (previously apprenticeship training) entails the following: - A learner works under the guidance of a skilled artisan - Learners receive training mainly at two sites namely on the shop floor and at a vocational school - Main characteristics are learning by doing - Vestibule training simulates real world as closely as possible e.g. simulated cockpit of an aircraft used to train airline pilots.

Contemporary delivery approaches both on- or off-the job E-learning can be applied via various methods e.g. - Computer based training (CBT) - Interactive video - Web-based training (WBT)

Contemporary delivery approaches both on- or off-the job (cont) Mix mode training mainly entails action and adventure learning - Action learning expose employees to real life problems and solutions - Adventure learning uses management behaviour and principles to be applied in the workplace (originates mainly from outdoor experiences)

Contemporary delivery approaches both on- or off-the job (cont) In Table 18.4 page 474, a comparison of action and adventure learning with traditional learning is presented.

Learning differences between adults and children Characteristic Child Adult 1. Need to know Need determined by teacher Needs to know why before learning 2. Learner’s experience Little or no experience Great volume and quality of experience 3. Concept of learner Dependent on teacher Self-directing 4. Readiness to learn Ready when told to learn Ready when need is experienced 5. Orientation to learning Activities are subject-centred Activities are life or task centred 6. Motivation to learn Largely extrinsic Largely intrinsic 7. Authority relationship Self-dependent and self-responsible 8. Responsibility Little or no responsibility Co-responsibility

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