Training and Development

Prepared By

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Manu Melwin JoyAssistant Professor

Ilahia School of Management Studies

Kerala, India.Phone – 9744551114

Mail – manu_melwinjoy@yahoo.com

Case study :Taking change at Domtar; What it takes for a turnaround.

Case Study : Domtar

• Third Largest Producer of uncoated free sheet paper in North America.

• In the decade prior to 1996, it had one of the worst financial records in the pulp and paper industry.

Case Study : Domtar• Bureaucratic and hierarchical

organization with no clear goals. • Half of the business in trouble

areas. • Did not have critical mass to

compete with bigger names in the industry.

• Balance sheet was in bad shape.• Did not have investment grade

status in its long term debts.

Case Study : Domtar

• In 1996, Raymond Royer

was name president and

CEO.

• He decided to focus on

two goals.

– Return on investment.

– Customer service.

Case Study : Domtar• Royer told Domtar

employees that in order to

survive, they need to

participate in the

consolidation of the industry

and increase its critical mass.

• The goal was to become the

preferred supplier.

Case Study : Domtar• He explained to the executive

team that there are three pillars to

the company.

– Customers.

– Shareholders.

– Ourselves.

• He noted that it is only “ourselves”

that are able to have any impact

on changing the company.

Case Study : Domtar• Royer implemented Kaizen in

Domtar, a process of getting

employees involved by using

their expertise in the

development of new and more

effective ways of doing things.

• He believed in tapping the

intelligence of experts, the

employees.

Case Study : Domtar• The success of any change

process requires extensive

training and therefore, training

became a key part of Royer’s

strategy for Domtar.

• He believed that it is employees

competence that make the

difference. This was later called

the “Domtar Difference”.

Case Study : Domtar• Training a Domtar went

beyond the traditional job

training necessary to do

the job effectively and

include training in

customer service and

kaizen.

Case Study : Domtar• Using the Kaizen Approach, employees

developed a new way of cutting trees

into planks.

• The result was fewer wood chips to

transport and more logs produced per

tree.

• Since 1997, it is estimated that Kaizen

has saved Domtar about $ 230 million

in production cost.

• Two of their mills are among the lowest

cost mills in North America.

Case Study : Domtar• First quarter net earnings in

1998 were $ 17 million

compared with a net loss of $

12 million for the same period

in 1997, his first year in office.

• In 2002, third quarter earning

were $ 59 million, and totaled

$ 141 million for the year.

Case Study : Domtar• Domtar became the only paper

and pulp company in north

America to be included in the

Dow Jones Sustainability list.

• In 2003, Paperloop, the pulp

and paper industry’s

international research and

information service, named

Royer Global CEO of the year.

Case Study : Domtar• The committee said that Royer

was selected for the award for

his ability to integrate

acquired businesses through a

management system that

engages employees.

• This happens only through

training.

Case Study : Domtar• It was Royer’s sound management

policies and shrewd joint ventures

and acquisitions that helped

Domtar became more competitive.

• However, joint ventures and

acquisitions bring additional

challenges of integrating the new

companies into the “Domtar way”.

• This requires training.

Introduction to training

What is Training?

• “Training is learning that is provided

in order to improve performance on the

present job. ”

- Dr. Leonard Nadler

• “The purpose of any training program

is to deliver results. People must be

more effective after the training than

they were before. ” - Mr. Bob Pike

Training - Definition

• Training is a systematic process through which an organization’s human resources gain knowledge and develop skills by instruction and practical activities that result in improved corporate performance.

Need for Training• helps new recruits to perform assigned

tasks effectively.• helps existing employees to prepare for

higher level jobs.• enables existing employees to keep in

touch with latest developments.• permits employees to cope with changes

brought in by frequent transfers.• makes employees more versatile, mobile,

flexible and useful to the organization.• bridges the gap what the employee has

and what the job demands allows an employee to gain acceptance from peer groups readily.

Importance of training• Maintains qualified products /

services.• Achieves high service standards.• Provides information for new

comers.• Refreshes memory of old employees.• Achieves learning about new things;

technology, products / service delivery.

• Reduces mistakes - minimizing costs.• Opportunity for staff to feedback /

suggest improvements.• Improves communication &

relationships - better teamwork.

Importance of training

• In 2008, training budgets for US companies with 100 or more employees totaled just over $ 56 billion.

• According to NASSCOM (National Association of Software and Services Companies), the corporate training market is expected to reach Rs 6 billion.

Objectives of training• Individual Objectives – help employees

in achieving their personal goals, which in turn, enhances the individual contribution to an organization.

• Organizational Objectives – assist the organization with its primary objective by bringing individual effectiveness.

• Functional Objectives – maintain the department’s contribution at a level suitable to the organization’s needs.

• Societal Objectives – ensure that an organization is ethically and socially responsible to the needs and challenges of the society.

Rationale of Training

• Improve employee skills• Attract, motivate, and

retain talented employees• Allows any organization to

gain a competitive advantage

• For better financial performance

Issues in Training• Aligning training with

business strategy.• Changing demographics. • Knowledge workers.• Training as continuous

improvement.• Quality.• Legal Issues.

Aligning training with business strategy

• Companies are now realizing that worker knowledge is a competitive advantage and that training is a strategic tool.

• As Angela Hornsby, VP of Learning and Development at Carlson Restaurants Worldwide says: “ The fact is that one of the most powerful tools we have at our disposal to change performance and help people to adapt more readily to that change is learning.”

Changing demographics

• Ethnic diversity is increasing among workforce.

• Four separate generation are currently working with each holding very different attitudes and expectations about work.

• Age of population is increasing.

Knowledge Workers

• There is a projected shortage in the areas requiring advanced knowledge and skill.

• Maintaining a pipeline of skilled workers is critical to being competitive.

• A survey done has shown that in manufacturing industry, replacing retiring employees will cost their companies up to $100 million in the next five years.

Training as continuous improvement.

• Experienced trainers know that effective training is structured as a continuous performance improvement process that is integrated with other systems and business strategies.

• Training must be seen as an integral part of organization’s performance improvement system.

Quality

• Training is important in attaining the ISO certification.

• Once certified, there are continued audits to ensure company compliance with the standards.

• Therefore, training is also required on a continuous basis to maintain the ISO standards.

Legal Issues

• Equal employment opportunity, affirmative action, sexual harassment and related legislation have placed legal requirements on businesses that affect ho training is managed.

• Many trainings are required by law and failure to provide it can be detrimental for the orgnaization.

Benefits of training• Benefits to the business– Increase efficiency.– Wastage eliminated.– Less chances of accidents.– Reduced supervisory need.– Increase quality of goods.

• Benefits to the employees– More loyal ; increased morale &

confidence.– More efficient & effective.– Produce more with minimum

effort.

Factors Influencing Training

• Top management support

• Commitment from

specialists and generalists

• Technological advances

• Organizational complexity

• Learning style

• A business must interact with its environment and thus it is an open system.

• Open systems have dynamic relationship with their environment, but closed system do not interact with their environment.

• Inputs from the environment keeps the system active. The environmental inputs are transformed into outputs by the system’s processes.

Training as an open system

Input Process Output

Open System

System’s External Environment

Training as an open system

Training is a subsystem within the larger Human Resource Unit, which is itself

a subsystem of the company.

Input Process Output

Training’s Organizational EnvironmentMission Strategy Structure Policies Procedures

Finance Resources People Products Technology

Training Subsystem

Org NeedsEmployee Needs

BudgetEquipment

Staff

AnalysisDesign

DevelopmentImplementation

Evaluation

KnowledgeSkill

AttitudeMotivation

Job Performance

Training, Development and Education

• Training is a systematic process of providing an opportunity to learn KSAs for current or future job.

• Development refers to the learning of KSAs.

• Education focuses on more general KSAs related, but not specifically tailored, to a person’s career or job.

Training, Development and Education• Training is concerned with the

teaching of specific, factual, narrow - scoped subject matter and skills.

• Development is concerned with a broader subject matter of a conceptual or theoretical nature and the development of personal attitudes.

• Education, primarily, involves the presentation of material by the faculty to students who are learning about the subject matter. Those activities known as teaching and training are included in this category.

Theories of Training

1. Reinforcement theory

2. Goal-setting theory

3. Expectancy theory

Reinforcement theory (Skinner, B.F.)

A. The frequency of behavior is influenced by its consequences.

B. Three major types of consequences:

– Positive reinforcement: reward desirable behavior.

– Negative reinforcement: withhold punishments to force the adoption of desirable behavior.

– Punishment: punish undesirable behavior.

Goal-setting theory (Locke, E. A)A. One’s conscious goals or

intentions regulate his/her behavior.

B. Three important implications for motivating trainees:

– The learning objective should be conveyed clearly to the trainees.

– Training goals should be difficult enough to challenge the trainees and satisfy their needs.

– The final goal should be supplemented with periodic sub-goals during training.

Expectancy theory (Victor Vroom)A. One will be motivated to chose a

behavior alternative that is most likely to have favorable consequences.

B. Key concepts:– Outcome: the result of a certain

behavior.– Valence: perceived value of the

outcome.– E (effort) →P (performance)

expectancy: the amount of effort for a certain level of performance.

– P (performance) → O (outcome) expectancy: the probability that improved performance will lead to desirable outcome.

Areas of training

• Training is generally offered

in the following areas .

– Knowledge.

– Skills

• Technical skills.

• Social skills.

– Attitude.

Classification of learning outcomes

Learning

Skill based learning1. Compilation2. Automaticity

Cognitive Knowledge1. Declarative2. Procedural3. Strategic

Attitudinal Learning1. Affect / feeling.

ASK Concept• If we follow the GAP concept,

training is simply a means to use activities to fill the gaps of performance between the actual results and the expected results.

• This GAP can be separated into 3 main themes

1. Attitude2. Skills3. Knowledge

ASK Concept

The reasons for not making the 1,000 cars:• Not enough

resources• Poor machines• Poor staff skills

As training experts we must analyze the situation to determine if:• Expected result too

high.• Target achievable.• Is training the only way

to make it happen?• Are there other factors.

Knowledge is an organized body of facts,

principles, procedures and information

acquired over time.

1. Declarative knowledge is a person’s

store of factual information about a

subject.

2. Procedural knowledge is a person’s

understanding about how and when to

apply the facts that have been learned.

3. Strategic knowledge is used for

planning, monitoring and revising goal

– directed behavior.

Knowledge

Knowledge is a prerequisite for learning

skills.

Skills are the capacities needed to perform

a set of tasks that are developed as a result

of training and experience.

There are two levels of skill acquisition.

1. Compilation (Lower level) – He needs

to think about what he is doing while

he is performing the skill.

2. Automaticity (Higher level) - He is

able to perform the skill without really

thinking about what he is doing.

Skills

Phases of Skill Acquisition

AcquiringDeclarativeKnowledge

KnowledgeCompilation

ProceduralKnowledge

• Attitudes are employee belief and opinions that support or inhibit behavior.

• Attitudes are important to training because they affect motivation.

• A competency is a set of knowledge,

skills and attitudes that enable a

person to be successful at a number of

similar task.

• A competency is more than just KSAs:

It is the ability to integrate and use the

KSAs to perform a task successfully.

Attitudes

51

Rank ASK by difficulty to develop in people

• Attitude• Skills• Knowledge

•Easy •Moderately difficult•Most difficult

ASK Concept

Characteristics of successful training programs

• They effect change.• They are designed to achieve

specific goals.• They are learner centered, not

trainer centered.• They are designed to engage

learners actively in the learning process.

• They are relevant in the learner’s real world.

• They have measurable outcomes.

Structure of T&D

• In an HR department led by a vice president or director, there might be a training and development manager, as well as training specialists.

• Training and development managers collaborate with senior HR executives to determine the role that training plays in the strategic direction of HR and the overall organization.

• They are experts in adult learning theory, methods and application and they might be equally well-versed in organizational development.

• Training specialists are the ones who conduct classroom training, Web-based instruction and in-house workshops and focus groups.

Responsibilities of T&D officer

• He handles the learning and professional development of an organization's workforce.

• Trainers equip staff with the knowledge, practical skills and motivation to carry out work-related tasks.

• Training officers either deliver the training themselves or arrange for a third party trainer to do it.

Responsibilities of T&D officer

• Identifying training and development needs within an organization through job analysis, appraisal schemes and regular consultation with business managers and human resources departments

• Designing and expanding training and development programmes based on the needs of the organization and the individual.

• Working in a team to produce programmes that are satisfactory to all relevant parties in an organization.

Responsibilities of T&D officer

• Developing effective induction programmes.

• producing training materials for in-house courses.

• Managing the delivery of training and development programmes and, in a more senior role, devising a training strategy for the organization.

• Monitoring and reviewing the progress of trainees through questionnaires and discussions with managers.

• Ensuring that statutory training requirements are met

Qualities of T&D officer

• Experience in management development

• Experience in public speaking, preferably among large audiences

• Experience in soft skills training

• Experience with people management

• Experience in dealing with third parties, consultants and training specialists

Qualities of T&D officer

• The ability to design and

implement different forms of

training solutions

• Strong communication skills

• The ability to control and manage

large groups of people.

• An organized personality as well

as the potential of becoming an

inspirational leader.

Challenges of T&D officer

• Because of the wide variety of responsibilities that they face, most learning & development managers are often burdened with a lot of responsibilities.

• This is particularly true when they are in charge of large training programs that involve several thousands of trainees as well as dozens of instructors.

• Under such circumstances, the manager will be burdened with responsibilities which he or she can barely handle.

Challenges of T&D officer

• Responsible T & D managers must always learn how to delegate some of their work to the right subordinates.

• Not only does this make their work easier, it also allows them to focus on long term concerns and, at the same time, frees up their schedule for meetings with consultants and trainers.

• Furthermore, by delegating work, he will also have more time to consult their organization’s employees about their training, and thus ensure a more positive attitude among rank and file personnel with regards to training.

Role of T&D officer

• Gordon Lippitt has identified four roles for training managers in modern organizations: – learning specialist and

instructor .– administrator of training

and development staff and programmes .

– information coordinator. – internal consultant to the

management of the organization.

Role of T&D officer

• Now the focus has shifted significantly towards the last two of the roles listed: – the training manager as

information coordinator: • managing and monitoring

contractor relationships • enabling and evaluating line

manager effectiveness in developing their staff • coordinating an organization-

wide skills development effort.

Role of T&D officer

– the training manager as internal consultant: • Identifying skill development

needs for the future • advising on staff development

methods and best practice • evaluating and improving the

bottom line effectiveness of the organization’s training and development effort

• This is the new profile which training managers will need to match as they help to steer their organizations into the new millennium.

Internal Trainers

• “For organizations with their own training group, an internal trainer will front up on training day and deliver the training material. Internal trainers may already know some of the people they are training, so their ability to engage and personalize the material is much greater.

External trainers

• External trainers can be hired when internal trainers are not available, or when the material requires a depth and breadth of expertise that calls for someone special. Remember, however, that internal trainers have a different outcome in mind than external trainers. For internal trainers—at least the good ones—the outcome is greater understanding and competence for the employees at the organization. For external trainers, the outcome is to deliver the class and get paid well.“

Functions of T&D Orientation

• New employee orientation is an important part of the hiring process.

• It prepares the employees for new roles, and acclimates them to the company.

• According to SHRM, employees who go through an orientation process feel more connected to their job.

• The focus and length of orientation sessions are often determined by the employees' positions in the company.

• While hourly employees may be in orientation for one day, manager-level employee orientation can last up to two weeks.

Functions of T&DCompliance

• Compliance training is highly recommended by the U.S. Department of Labor.

• This encompasses workplace violence, sexual harassment, drug and alcohol, and safety in the workplace.

• This training assures employees know how certain situations are handled.

• Policies and procedures are outlined, and the consequences are clearly spelled out.

• Offering this type of training puts employees on alert, and helps the company avoid costly lawsuits.

Functions of T&DLeadership

• Offering leadership training helps the workforce grow. It prepares employees for the challenges of management, and begins the succession planning process.

• Succession planning helps fill high-level positions by molding current employees.

• Retirement is inevitable, and some positions are difficult to fill.

• Succession planning allows employees to train for certain roles, and when the time comes, they can successfully fill the vacant position.

Functions of T&DCareer Planning

• Training and development also deals with employee career planning.

• Counseling employees is an effective way to determine their career goals, and can help them remain a part of the organization for years to come.

• Companies that offer career counseling show they care about their employee's future.

• According to SHRM, career counseling is an important component of succession planning.

Functions of T&DResearch

• A large component of the HR training function is research.

• Skill development programs are ever-changing.

• Conducting research should be an on-going training activity.

• It will assure the programs are fresh and relevant.

• Assessing the needs of incumbent employees will better shape them for future success.

• This, in turn, guarantees the success of the company.

Functions of T&DNeeds Assessment

• The training and development staff is particularly adept at conducting needs assessments.

• They identify employee skill sets and determine the kind of training employees need to meet the organization's workforce and staffing goals.

• Needs assessments are critical for organizations in their growth phase because training an existing workforce saves the money of hiring new staff at higher wages.

• Training should be viewed as a set

of integrated processes in which

organizational and employee

needs are analyzed and responded

to in a rational, logical and

strategic manner.

• When training is conducted in this

manner, the organization will

improve, the value of training will

increase and further investment in

training is likely to occur.

A systematic Approach to T&D

• The ADDIE model is a

framework that lists generic

processes that training

developers use.

• It represents a guideline for

building effective training

and performance support

tools in five phases.

ADDIE MODEL

• The training process begins with

some type of triggering event.

• A triggering event occurs when a

person with authority to take

action recognizes that Actual

Organizational Performance

(AOP) is less than the Expected

Organizational Performance

(EOP).

• Triggering Event = AOP<EOP

A training process model

The objective in establishing a needs analysis is to find out the answers to the following questions:1. Who are the learners and what are

their characteristics?2. What is the desired new behavior?3. What types of learning constraints

exist?4. What are the delivery options?5. What are the pedagogical

considerations?6. What adult learning theory

considerations apply?7. What is the timeline for project

completion?

Analysis Phase

• In a TNA, both training and non training needs are identified.

• An effective training system begins with the identification of the organization’s training needs.

• These need will create a performance gap (AOP is less than EOP).

• Performance gap can be current or future oriented.

Analysis Phase

• Things such as profitability shortfalls, low level of customer satisfaction or excessive scrap are all examples of current performance gap.

• Another type of performance gap is future oriented.

• Here, the company is seen as likely to perform poorly in the future unless changes are made. Once a performance gap exists, the cause must then be determined.

Analysis Phase

• Inadequate KSA results in

training needs.

• Other reasons for performance

gaps such as motivational issues

etc are non training needs and

requires a different solution.

• In the analysis phase, the cause

of performance gap is

identified , separating KSA from

non KSA causes.

Analysis Phase

• Those performance gaps caused by KSA deficiencies are identified as “Training needs” because training is the solution.

• Analysis phase attaches priorities to the training needs that are identified.

• Not all needs will have same level of importance for the company.

• This process of data gathering and causal analysis to determine which performance problems should be addressed by training is the analysis phase of the training phases.

Analysis Phase

• Training needs identified in the

analysis phase in addition to

areas of constraints and support

is inputs to design phase.

• An important output from the

design phase is the development

of training objectives that

provide specific direction for

what will be trained and how.

Design Phase

• The design phase should be systematic and specific.

• Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals.

• Specific means each element of the instructional design plan must be executed with attention to details.

Design Phase

1. These objectives specify the employee and organizational outcomes that should be achieved as a result of training and become inputs to the evaluation phase.

2. Another part in the design process is identifying the factors needed in the training program to facilitate learning and its transfer back to the job, including identifying alternative methods of instruction.

Design Phase

• Program development is the

process of formulating an

instructional strategy to meet a

set of training objectives.

• The instructional strategy

consists of the order, timing, and

combination of methods and

elements used in the training

program.

Development Phase

• Inputs to this phase are provided by design phase and outputs are specific content, instructional methods, materials, equipment's and media, manuals, and facilities integrated into a training plan designed to achieve the training objectives.

• These outputs of the development phase serve as inputs to the implementation phase.

Development Phase

• All aspects of the training

program come together during

the implementation phase.

• However, it is a mistake to

assume that everything will

happen as planned.

• Therefore, it is useful to conduct

a dry run and even a pilot of the

program.

Implementation Phase

• Evaluation objectives are the

outcomes of design phase and

become inputs to the evaluation

phase.

• Another input is organizational

constraints.

• Time, money and staff all affect

how training is evaluated.

Evaluation Phase

• Two types of evaluation are useful.• Process evaluation – How

well a particular process achieved its objectives.

• Outcome evaluation – Evaluation conducted at the end of training to determine the effects of training on the trainee, job and organization. This kind of evaluation uses the training objectives as standard.

Evaluation Phase

1. Peter Senge is an American

scientist born in 1947, called as

the Strategist of the Century”.

2. He was the director of centre for

Organizational Learning at MIT

school of Management and the

author of “The Fifth Discipline”

in 1990.

3. In his book he explain about the

concept of learning organisation.

Learning Organization

• A learning organization is the

term given to a company that

facilitates the learning of its

members and continuously

transforms itself.

• A learning organization is a

place where people are

continually discovering how they

create their reality.”

Learning Organization

1. Stability is yielding to change

2. Change is constant

3. Rate of change is increasing

geometrically

1. Technology

2. Science

3. Standard of living

Why is Organizational Learning Important?

Why is Organizational Learning Important?

• For companies to be able to adapt to changing environments and stay ahead of their competition

• To improve the workforce skill-set• To improve communication

among employees• To improve morale and

productivity and make the employees feel like they are an important entity of the company.

• To overcome companies weaknesses and to utilize their strength more efficiently

Characteristics of learning organization

Systems Thinking• The idea of the learning

organization developed from a body of work called system thinking.

• This is a conceptual framework that allows people to study businesses as bounded objects.

• Systems thinking states that all the characteristics must be apparent at once in an organization for it to be a learning organization

Personal Mastery• The commitment by an individual to

the process of learning is known as personal mastery.

• There is a competitive advantage for an organization whose workforce can learn more quickly than the workforce of other organizations.

• A learning organization has been described as the sum of individual learning, but there must be mechanisms for individual learning to be transferred into organizational learning.

Mental Models• The assumptions held by

individuals and organizations are called mental models.

• To become a learning organization, these models must be challenged.

• In creating a learning environment it is important to replace confrontational attitudes with an open culture

that promotes inquiry and trust.

Shared Vision• The development of a shared

vision is important in motivating the staff to learn, as it creates a common identity that provides focus and energy for learning.

• The most successful visions build on the individual visions of the employees at all levels of the organization.

• learning organizations tend to have flat, decentralized organizational structure.

Team learning• The accumulation of

individual learning constitutes team learning.

• Learning organizations have structures that facilitate team learning with features such as boundary crossing and openness.

• Team learning requires individuals to engage in dialogue and discussion.

Learning Curve

• A learning curve is a graphical

representation of the increase of

learning (vertical axis) with

experience (horizontal axis).

• The term learning curve is used in two

main ways: where the same task is

repeated in a series of trials, or where

a body of knowledge is learned over

time.

Basic principles of learningA. The principle of reinforcement:

continuous and repetitive practice ensures the retention of knowledge and skills.

B. The principle of behavior modeling: set models for the trainees to follow.

C. The principle of feedback: timely and adequate feedback motivates the trainees.

D. The principle of learning transfer: those that can be transferred to work are most likely to be retained.

Kolb’s Learning styles• Kolb's (1984) learning theory

sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle.

• Kolb's model offers both a way to understand individual learning styles, and also an explanation of a cycle of experiential learning that applies to all learners.

The Four Stage Learning Cycle• Kolb proposed that an individual

learner moves through a spiral of immediate experience which leads to observations and reflections on the experience.

• These reflections are then absorbed and linked with previous knowledge and translated into abstract concepts or theories, which result in new ways and actions to adjust to the experience that can be tested and explored.

The Four Stage Learning Cycle• Kolb described the four stages in the cycle of

experiential learning as:

Concrete Experience (CE)• This stage of the learning cycle

emphasizes personal involvement with people in everyday situations.

• In this stage, the learner would tend to rely more on feelings than on a systematic approach to problems and situations.

• In a learning situation, the learner relies on the ability to be open-minded and adaptable to change.

• For example, a student performs an initial interview for the first time.

Reflective Observation (RO)• In this stage of the learning cycle,

people understand ideas and situations from different points of view.

• In a learning situation the learner would rely on patience, objectivity, and careful judgment but would not necessarily take any action.

• The learner would rely on their own thoughts and feelings in forming opinions.

• In the example, after finishing the student reflects on what they did, makes observations and discusses how they went with their educator.

Abstract Conceptualisation (AC)• In this stage, learning involves using

theories, logic and ideas, rather than feelings, to understand problems or situations.

• Typically, the learner relies on systematic planning and develops theories and ideas to solve problems.

• In the example, the student then thinks about the interview process and their performance and tries to make links between previous experience of interviewing, the client and what they heard, and any theories or knowledge they can apply.

Active Experimentation (AE)• Learning in this stage takes an

active form - experimenting with changing situations.

• The learner would take a practical approach and be concerned with what really works, as opposed to simply watching a situation.

• In the example, the student considers ways to improve, and tries out methods and strategies based on the previous stages of the cycle.

The Four Stage Learning Cycle

Retention of Learning

• 20% AC

• 50% AC + RO

• 70% AC + RO + CE

• 90% AC + RO + CE + AE

Source: 2006 Hay Group

Kolb's learning styles• Kolb's four stage learning

cycle provides the basis for his model of learning styles.

• Kolb proposed that an individual's learning style was the product of two pairs of preferences we have in how we approach the task of learning.

Kolb's learning styles• Kolb presented these as lines of axis, each with

"conflicting" modes at either end:

Kolb's learning styles• Kolb proposed that learning is a

combination of both how we approach a task and how we respond to and assimilate the experience.

• In approaching a task (processing) we have a preference for either doing or watching, and in responding to the experience we have a preference for either feeling or thinking.

• The combination of these preferences creates four main learning styles.

Kolb's learning styles

Accommodator• Learn primarily by

“hands-on”• Act on “gut” rather than

logical analysis (intuitive)• Rely more heavily on

people for information than technical analysis

• Like getting involved in new experiences

• Task oriented

Diverger

• View concrete solutions from many different points of view

• Like brainstorming, idea generation

• Observe rather than take action

• Imaginative, creative

Assimilator

• Focus more on abstract ideas and concepts than people

• More important that theory is sound rather than have practical value

• Can take a wide range of information and put it into concise, logical form

Converger

• Practical application of ideas

• Solution focused – decision maker

• Prefer dealing with technical problems rather than social or interpersonal issues

• Does best when there is a single right answer

Important Trainee Characteristics• Trainee readiness– Trainability tests• Have prospective trainees

perform a sample of tasks that reflect KSAs needed for job

• Trainee motivation– Arousal, persistence, and

direction.– Factors related to high

motivation.• Self-efficacy• Locus of Control• Commitment to Career

Trainee Motivation to learn• A trainee learns best when

he recognizes the need and develops the desire to learn. This is through motivation.

• Motivation stimulates trainees to think, concentrate and learn effectively.

• Motivation influences the rate of learning, the retention of information and desire to learn.

Techniques to motivate trainees• Show the need for the

lesson.• Arouse and maintain interest.• Increase chances of early

success.• Give recognition and credit

where due.• Set clear goals.• Treat trainees as special

individuals.

Reinforcement for behavioral modification

• Reinforcement– Positive– Negative

• Punishment – Positive– Negative

• Extinction• Shaping

Case Study : Training in action at infosys

Case study - Infosys

• Infosys is one of India’s leading

information technology

services companies.

• The top management of

Infosys has always placed a

strong emphasis on training

and development.

Case study - Infosys• The education and research center

housed in the company’s headquarters

in Bangaluru can train 1000 software

engineers simultaneously.

• It comprises fully equipped classrooms,

labs with video – conferencing units,

individual faculty rooms and a 30,000

square foot library with a capacity of

10,000 books.

Case study - Infosys• The education and research

department of Infosys offers courses in business, e – commerce, data base management and many more.

• Full time faculty teaches 75 % of these courses, professionals teach 10 % and outside vendors offer the rest of the courses.

• The full time faculty comprises 40 individuals from academics and industry.

Case study - Infosys• All fresh technology recruits of the

company receives 14.5 weeks of training.

• This includes three days of orientation (eg: corporate culture, customers), five weeks of foundation courses (eg: programming, system development, interpersonal skills), seven weeks of technology courses(eg: C++, UNIX, HTML), and two weeks of group projects.

Case study - Infosys• Training is also provided as a part

of continuing education.• Beyond entry level training, people

may nominate themselves for the scheduled courses.

• Close to 100 courses are offered each quarter, with varying duration of one day to six days.

• Most courses are presented in classrooms, some in laboratories.

• In addition, courses may be offered on request.

Case study - Infosys• Company assesses the training needs

through various mechanisms. • Segment wise technology

requirements are determined by the management and communicated to the education and research department.

• For example, the E&R department may be informed of the requirement for 500 people with knowledge in internet technology in the near future.

• Specific skills needs such as interfacing with microsoft or Java may be determined through a deeper analysis.

Case study - Infosys• Regular planning meetings are also held

to assess training needs. In these

meetings, the expected projects for the

coming years are forecasted.

• These projections determine skill

requirements ( Eg: 300 to 400 project

managers for 500 projects).

• Based on current skill availability and

skill demand, training need is

determined.

Case study - Infosys

• Infosys also offers training and development support to academic institutions by providing exposure to industry, in the forms of sabbaticals at Infosys, training programs and sharing courseware.