TRAINING AND DEVELOPMENT

Question 1

REFERENCE: UNIVERSITY OF LONDON, HUMAN RESOURCE MANAGEMENT
INTERNATIONAL PROGRAMMES
J. Coyle-Shapiro, K. Hoque, I. Kessler, A. Pepper, R. Richardson and L. Walker
2013

Question 2

EDUCATION

Answer 2

Is the exposure to new knowledge, concepts and ideas [KIC] in a relatively programmed way.

It it normally aimed at increasing knowledge, or modifying attitudes and beliefs. [NEW-ICK]

Question 3

TRAINING

Answer 3

Includes those solutions to a learning need that involve being taught or shown a way of doing things. It is essentially skill relating.

[INVOLVE BEING TAUGHT/ SHOWN A WAY OF DOING THINGS]

Question 4

LEARNING

Answer 4

is employee need centered and starts with the individual beneficiary.

HONEY AND MUMFORM (1992):
- Learning has taken place when people can demonstrate that they know something that they did
not know before and/or when they can do something they could not do before.

Question 5

INDUCTION TRAINING [new employee]

Answer 5

• is undertaken when a new employee joins an organisation.
• it is partly an information giving exercise (explaining how the firm is organised and who
  works for whom)
• but it is also part of the socialisation process
• so that new staff begin to learn the rules and understand how we do things around here.

Question 6

REMEDIAL SKILLS TRAINING [fill “SKILL GAPS”]

Answer 6

• when an employee or group of employees lack the skills necessary to perform their current job task effectively. [take note of the CURRENT JOB]

Question 7

DEVELOPMENTAL TRANING [KAS]

Answer 7

• This concerns the acquisition of competencies (skills, knowledge, and attitudes) that the company will find necessary in the future.

Question 8

FIRM SPECIFIC [value = within the employee’s particular organisation]

Answer 8

• referring to training in skills that will only be of value within the employee’s particular organisation.

Question 9

TRANSFERABLE [WIDE RANGE OF EMPLOYMENT SITUATIONS]

Answer 9

• Referring to training in skills that will be of value in a wide range of employment situations

Question 10

SPILLOVER EFFECT

Answer 10

• The training of an individual employee may also have a beneficial effect on all the other employees in that team or section.
• Better performance or more skilled working practice may be transferred from the person who was trained to their co-workers through collaboration and daily interaction.

Question 11

CASCADE TRAINING

Answer 11

• Sometimes managers take a deliberate decision to send only one worker on the course to learn new skills
  and expects that worker to train the others.

Question 12

*CONSIDERATIONS IN THE DESIGN OF TRAINING PROGRAMMES - WHAT ARE THE MAJOR STAGES INVOLVED IN DESIGNING A TRAINING PROGRAMME

Answer 12

(A) DETERMINING TRAINING NEEDS
- The first stage in developing any training programme is to identify the skills deficiencies that exist
within the company and determine which employees need to undergo training.

(B) IMPLEMENTING TRAINING
- How the training programme is to be implemented.

Question 13

DEFINE AND DISTINGUISHED “ON-THE-JOB” vs “OFF-THE-JOB”

Answer 13

1. ON THE JOB [KnowS]
   - Is any activity designed to teach new skills or knowledge that takes place while the worker is in their normal place of work.
2. OFF THE JOB
   - Is any training activity designed to enable a worker to learn new knowledge, change their attitude or teach them a new skill which takes place away from the workplace (for example, in a class room, in a hotel conference room).

Question 14

DEFINE AND DISTINGUISHED “ACTIVE LEARNING” vs “PASSIVE LEARNING”

Answer 14

1. ACTIVE LEARNING
   - where the learner is actively involved in the learning process, in activities such as group discussion, work simulations or role-play exercises
2. PASSIVE LEARNING
   - where the trainer imparts information and the trainee passively receives it, as in a classroom situation

Question 15

*TNA - Training Needs Analysis

Question 16

*We will again draw on Gold et. al (2010) for advice about designing learning opportunities.

1. CLEAR OBJECTIVES for learning must be established
   > The person designing the learning must say to themselves “what will the learner be able to do, or to know, or how will their behaviour have changed, when they have had the learning experience”
2. THE LEARNING MUST BE CAREFULLY SEQUENCED AND STRUCTURED
   > ***SIMPLE CONCEPTS COULD BE TAUGHT BEFORE MORE COMPLEX ones.
3. There must be feedback to the learners so that they know what they are doing right and what they
   need to change.
4. REWARDS AND REINFORCEMENT help learners to change their behaviour and to learn.
5. LEARNERS SHOULD BE ACTIVELY INVOLVED IN THEIR OWN LEARNING.
6. UNDERSTANDING IS KEY TO LEARNING.
7. finally, LEARNING MUST BE MEANINGFUL TO PEOPLE IN TERMS OF THEIR JOBS.
8. LEARNERS SHOULD BE GIVEN RESPECT AND TREATED AS EQUALS.

Question 17

– 8 LEARNING THEORIES

Answer 17

1. REINFORCEMENT
   > If learners receive feedback when they are learning and are rewarded when they demonstrate the “correct” behaviour then they are more likely to learn.
2. COGNITIVE THEORY
   > SELF-MANAGED LEARNING
   - It argues that if people have to find things out for themselves, then they are more likely to learn and retain that learning.
3. EXPERENTIAL LEARNING
   > This is one of the deepest forms of learning and needs learners to reflect on their experience.
4. STIMULUS RESPONSE [DRIVE - STIMULUS - RESPONSE - REINFORCEMENT]
   > He based it on a combination of factors, including a need to learn (drive)
   > the stimulation provided by the learning process (stimulus)
   > the development of appropriate responses by the learnier (response), and the use of feedback to reinforce the learning until the learner gets it right (reinforcement)
5. SELF-EFFICACY
   - People themselves have a belief in their ability to learn and to perform a task.
   - Guest noted that a strong feeling of self-sufficiency is positively related to becoming a better learner.

Note: The learning cycle goes through the 4 stages: [CoRAA]
1. Concrete experience
2. Reflective observation
3. Abstract conceptualising
4. Active experimentation

Question 18

UNIVERSITY OF MUMBAI
METHODS OF TRAINIG

Q: What are the methods generally employed to provide training?

Answer 18

Answer:
1. On-the-Job Training Methods
2. Off-the-Job Training Methods
3. Induction Training

Question 19

Q: What are the different types of ON-THE-JOB TRAINING METHODS?

Answer 19

Answer:
1. On specific job
a. Experience
b. Coaching
2. Job rotation
3. Special projects
4. Apprenticeship
5. Vestibule Training
6. Multiple Management

Question 20

ON-THE-JOB TRAINING METHOD
This type of training is IMPARTED ON THE JOB and at the WORK PLACE where the employee is expected to perform his duties.

Answer 20

It enables the worker to get training under the same working conditions and environment and with the same materials, machines and equipments that he will be using ultimately after completing the training.

Question 21

ON SPECIFIC JOB
On the job training methods is used to provide training for a specific job such a electrician motor mechanic pluming etc.

Answer 21

a) Experience : This is the oldest method of on-the-job training.
a. Learning by experience cannot and should not be eliminated as a method of development, though as a sole approach; it is a wasteful, time consuming and inefficient.

i. In some cases, this method bas proved to be very efficient though it should be followed by other training methods to make it more meaningful.

b. Coaching : On-the-Job coaching by the superior is an important and potentially effective approach is superior.

i. The technique involves direct personnel instruction and guidance, usually with extensive demonstration.

Question 22

*JOB ROTATION

Answer 22

• The major objective of job rotation training is the broadening of the background of trainee in the organisation.
• If trainee is rotated periodically from one job to another job, he acquires a general background.
  o The main advantages are:
   It provides a general background to the trainee, training take place in ACTUAL SITUATION
   COMPETITION CAN BE SIMULATED AMONG THE ROTATING TRAINEES.

Question 23

SPECIAL PROJECTS

Answer 23

• This is a very flexible training device.
• The trainee may be asked to perform special assignment; thereby he learns the work procedure.

Question 24

*APPRENTICESHIP

Answer 24

• Under this method, the trainee is placed under a qualified supervisor or instructor for a long period of time depending upon the job and skill required.

Question 25

VESTIBULE TRAINING

Answer 25

• ACTUAL WORK CONDITIONS ARE CREATED in a class room or a workshop.
• The machines, materials and tools under this method is same as those used in actual performance in the factory.

Question 26

MULTIPLE MANAGEMENT

Answer 26

Multiple management emphasizes the use of committees to increase the flow of ideas from less experience managers and to train them for positions of greater responsibility.

Question 27

OFF-THE-JOB TRAINING METHODS

Answer 27

1. SPECIAL COURSES AND LECTURES
   a. Lecturing is the most traditional form of formal training method Special courses and lectures can be established by business organizations in numerous ways as a part of their development programmes.
2. CONFERENCES
3. CASE STUDIES
   a. A case is written account of a trained reporter of analyst seeking to describe an actual situation.
4. BRAINSTORMING
   a. This is the method of stimulating trainees to creative thinking.
   b. This is to reduce inhibiting forces by providing for a maximum of group participation and a minimum of criticism.
5. LABORATORY TRAINING
   a. Laboratory training adds to conventional training by providing situations in which they train themselves
   b. Experience through their own interaction some of the conditions they are talking about.

Question 28

SIMULATION (LABORATORY TRAINING)

Answer 28

• An increasing popular technique of management development is simulation of performance.
• ***In this method, instead of taking participants into the field, the field can be simulated in the training session itself.
• Simulation is the presentation of real situation of organization in the training session.
  o ***ROLE-PLAYING
   Is a laboratory method, which can be used rather easily as a supplement of conventional training methods?

Question 29

GAMING (LABORATORY TRAINING)

Answer 29

Gaming has been devised to simulate the problems of running a company or even a particular department. It has been used for a variety of training objectives from investment strategy, collective bargaining techniques to the morale of clerical personnel.(LABORATORY TRAINING)

Question 30

INDUCTION TRAINING

Answer 30

• The introduction of the new employee to the job is known as INDUCTION.
• It is the process by which new employees are introduced to the practices, policies and purposes of the organisation.

Question 31

Q: What are the purposes of induction?

Answer 31

Answer:
a. To help the newcomer to overcome his natural shyness, any nervousness he may experience in meeting new people in the new environment;
b. To integrate the new employee into the organisation and develop a sense of belonging which is a strong motivation force;
c. To supply information about the nature for workforce, conditions of service and welfare facilities.

Question 32

Q: What is the difference between apprenticeship and craft training?

Answer 32

Apprenticeship, which varies in duration from a year to three or five years.

Craft training is imparted in training centres and the industry itself.

Question 33

Q: What are the purposes of an orientation?

Answer 33

Answer:
a. The significance of the job with all necessary information about it including job training and job hazards.
b. The company, its history and products, process of production and major operations involves in his job;
c. Structure of the organization – the geography of the plant and functions of the various departments.
d. Employees’ own department and job and how they fit into the organization;
e. Many programmes include follow-up interviews at the of 3 or 6 months with a view to finding out how the new employee is getting along;
f. Relations between foremen and personnel department;
g. Company policies, practices, objectives and regulations;
h. Personnel policy and sources of information;
i. Terms and conditions of service, amenities, and welfare facilities
j. Rules and regulations government hours of work and overtime, safety and accidents prevention, holidays and vacations, method of reporting, tardiness and absenteeism;
k. Grievance procedure and discipline handling
l. Social benefits (insurance, incentive plans, pensions, gratuities, etc.) and recreation services, athletic, social and culture activities; and
m. Opportunities, promotions, transfers, suggestion schemes and job stabilization.

Question 34

Q: What does an induction consists of?

Answer 34

a. General orientation by the staff – the personnel department.
b. Specific orientation – by the job supervisor, or his representative
c. Follow-up orientation – by either the personnel department or supervisor.