Professional Documents
Culture Documents
Unit 1
Unit 1
Unit 1
&
DEVELOPMENT
Seek direction
More accepting
Often learn for unclear future
Often dependent on others
Need Motivation
ADULT LEARNERS
Results-oriented
Self-directed
Seek relevancy
WIFME
What Is Learning?
4 - 12
Learning is a relatively
permanent change in human
capabilities that is not a result
of growth processes.
These capabilities are related
to specific learning outcomes.
Training & Learning
DEVELOPMENT
Analytical
Conceptual Skills
Human
Differences between Training,
15
Education & Development
2. Skills
3. Knowledge
Exercise
19
Attitude
Skills •Easy
Knowledge
•Moderately difficult
•Most difficult
Do Organizations Need Training
Expected Curve
Time
In training terms this means we need to
develop programs to fill the Gap
Role of T & D
Role of Training
Increase the productivity of Employees
Inculcating the sense of team work, team spirit
1. Employee obsolescence/out-dated –
Technical advancements, cultural changes, new
systems, computerization
2. Career plateaus
Need for education and training programs
3. Employee Turnover
Development plan for new employees
OBJECTIVES OF TRAINING
2 Prepare the employees both newly recruited and already employed to meet
the present as well as the future requirement
4 Prevent obsolescence
Instructional designer
Technical Trainer
Need Analyst
Training Coordinator
LMS administrator
T & D Officer/Specialist/manger/Director
T & D Analyst
Training Process
Faculty model
Look a lot like the structure of a college.
Training staff are experts in the areas in which they
train.
The training department's plans are easily determined
by staff expertise.
The training function may not meet the needs of the
organization.
Trainers may be unaware of business problems or
unwilling to adapt materials to fit a business need.
Models of Organizing the Training
Department (cont.)
Customer model
Responsible for the training needs of one division or
function of the company.
Training programs are developed more in line with the
particular needs of a business group.
Trainers are expected to be aware of business needs
and to update courses and content to reflect them.
Involves considerable time, programs may vary greatly
in effectiveness, and design may be poor.
Models of Organizing the Training
Department (cont.)
Matrix model
The trainer has the responsibility of being both a
training expert and a functional expert.
It helps ensure that training is linked to the needs of the
business.
Trainer gains expertise in understanding a specific
business function.
Trainers will have more time demands and conflicts
because they report to two managers.
Models of Organizing the Training
Department (cont.)
The business embedded (BE) model is characterized
by five competencies strategic direction, product design,
structural versatility, product delivery, and accountability for
result.
It is customer-focused when compared to the traditional
training department.
The objective is to provide a direct alignment with the current
business environment and organizational needs.
Tying together the specific competency needs to achieve
strategic and day-to-day objectives while balancing quality
to internal and external stakeholders.
The training, activities, objectives, and outcomes are clearly
defined, specific, assigned, and participants are held
accountable for performance.
Outsourcing Training