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

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

3. 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

4. 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

5. 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

6. 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.

7. 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

8. 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

9. 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.

10. 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

11. 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

12. 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

13. 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

14. 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)

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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.

21. 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)

22. 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)

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

24. 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

25. The end!!!