HUMAN RESOURCE

DEVELOPMENT

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 Training
 Training is an intentional act, to guide
individual’s learning with a view to bring about
desired change in their behavior.
 Training assists the individuals in choosing,
utilizing and evaluating their experience.

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 Objectives of training
 To improve the work methods and skill so as
to increase the quality and quantity of output
 Prepare employees for higher level
responsibilities
 To facilitate succession planning
 To avoid wastage and accidents
 To develop inter-personal relations
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 Scope of Training
 New entrants lack basic skills
 Change in technology

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 Training and Development
Training Development
 Focuses on technical, mechanical  Focus on theoretical & conceptual
oriented operations skills
 Specific job skills and behavior  General knowledge& non technical
 Mostly non-managers skills
 Focus on current job  Managers & executives
 Short-term gains  Future job
 Job-oriented process  Long term
 Enhancement of one particular job  In general initiative, enterprise,
skill creativity etc
 Motivation is extrinsic  On-going process
 Usually imposed  Develops overall personality
 Motivation is intrinsic
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 Generally voluntary
Training Methods

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 We Learn We Remember
1% through taste 10% of what we read
1.5% through touch 20% of what we hear
3.5% through smell 30% of what we see
11% through hearing 50% of what we see and
83% through sight hear
80% of what we say
90% of what we say as
we act
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 Case Study
Small Group Activity/
Discussion

Demonstration
Role Play

Lecture

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Types of Training Techniques

‘Traditional’ lecture

Vocational training
Adult education

E-learning
Case-based learning
Class discussion
Group discussion
Practical exercise
Project work
Self learning
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 Using Training Techniques
 Apply always a combination of techniques
 Active participation of students should be encouraged
as much as possible: participative training
 Understanding basics and relations of the course
subjects are more important than learning facts
 Select a combination of techniques which is 'suitable'
for both trainers as well as participants

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 Lecture Training
Advantages :

a quick and simple way to provide information to large

allows for the giving and taking of questions

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 Lecture
 Convey information, theories or principles
 Depends on trainer for content
Uses
 Introduce a subject
 Bring Facts/statistics
 Overview
 Large groups
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Demonstration
 Show and explain an activity
 Provides a model
 Learn by doing

Uses
 Model a behaviour
 Illustrate points
 Create a visual impact
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 Small Group Activity / Discussion
 Learners share their own experience
 4- 8 participants in a group
 Involve all participants
Uses
 Planning / problem solving
 In-depth exploration
 Learn from each other
 Practice new skills 14
 Case Study
 Analysis of a hypothetical but
realistic situation
 No “right answers”
 Participant devises his/her own
solution

Uses
 Discuss typical situations
 Recognize multiple approaches
 Safe environment 15
 Role-Play
 Participants act out a hypothetical situation
 Everyone becomes part of the scenario
 Participants bring their own experience to role

Uses
 Skill building
 Affects feelings and attitudes
 Rehearsal preview
 Pushes for new solutions
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 RAMP 2 FAME
R Recency
A Appropriateness
M Motivation
P Primacy
2 2-way communication
F Feedback
A Active Learning
M Multi-sense learning
E Exercise 18
 Recency
Things that are learned last are best remembered
 Summarize frequently
 Plan review sections
 Divide subject into mini-topics of about 20
minutes in length

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 Appropriateness
All information, training aids, case studies, etc
must be appropriate to participant’s needs
 Clearly identify a need
 Use descriptions, examples or illustrations that
the participants are familiar with

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 Motivation
Participants must want to learn, must be ready to
learn, must have some reason to learn
 Presenter must also be motivated
 Identify a need for the participants
 Move from the known to the unknown

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 Primacy
Things learned first are learnt best
 Short presentations
 Interesting beginning
 Updates on direction and progress of learning
 Get things right the first time

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 2-way communication
Communicate with participants
 Include interactive activities in sessions plan
 Match body language with verbal message

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 Feedback
Trainer and trainee need information from each
other
 Include feedback activities (e.g., questions;
tests) in sessions plan
 Give feedback on performance immediately
 Positive and negative feedback
 Acknowledge good work (positive
reinforcement)
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 Active learning
Participants learn more when they are actively
involved in the learning process
 Use practical exercises
 Use questions
 Get the participants to DO it

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 Multiple-sense learning
Learning is more effective if participants use more
than one of five senses
 Tell AND show

 I see and I forget

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 Exercise
Things that are repeated are best remembered
 Hear, see, practice, practice
 Frequent questions
 Frequent recall
 Give exercises

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ELEMENTS OF THE TRAINING
CYCLE
 Identify
Evaluate Needs

Plan &
Design

Assess

Deliver
 ELEMENTS OF THE TRAINING CYCLE

1. TARGET GROUP
2. TRAINING NEED ASSESSMENT
3. TRAINING DESIGN
4. PRE-TRAINING PREPARATIONS
5. TRAINING DELIVERY
6. EVALUATION
7. FOLLOW UP
 1. TARGET GROUP
 IDENTIFICATION OF THE ISSUE & THE PROBLEM
 IDENTIFICATION OF THE TARGET GROUP
 UNDERSTANDING THEIR SOCIO-CULTURAL AND
EDUCATIONAL BACKGROUND
 THEIR EXISTING LEVEL OF AWARENESS
 WHAT THEY NEED TO DO AND KNOW WITH RESPECT TO THE
ISSUE
 POPULATION
 2. TRAINING NEED ASSESSMENT
 DESIRED LEVEL OF PERFORMANCE OR
BEHAVIOUR
 EXISTING LEVEL OF THE SAME
 THE LEARNING GAP
 METHODS OF TNA
 DATA COMPILATION & ANALYSIS
 DECIDING UPON DEVELOPMENT GOAL
 3. TRAINING DESIGN
 SETTING OBJECTIVES
 FINALISING CONTENT
 CREATING TRAINING MODULE
 MAKING SESSION PLANS
 DECIDING UPON TRAINING
METHODOLOGY
 MONITORING & EVALUATION
 4. PRE-TRAINING PREPARATIONS
 IDENTIFICATION OF RESOURCE
PERSONS
 CONFIRMATION OF PARTICIPANTS
 MAKING THE VENUE READY
 LOGISTICS ARRANGEMENTS
 BUDGETING
 DEVELOPING TRAINING MATERIALS
 ADMINISTRATIVE ARRANGEMENTS
 5. DELIVERY OF TRAINING
 OPENING THE PROGRAM
 DELIVERY OF SESSIONS
 MAINTAINING LEARNING CONTINUITY
 MONITORING DURING TRAINING
 EVALUATION AT THE END OF TRAINING
 DOCUMENTATION
 6. POST-TRAINING EVALUATION
 MID-TERM EVALUATION
 LONG TERM EVALUATION
 POST TRAINING UTILISATION
 IMPACT ASSESSMENT
 ASSESSING NEED FOR NEW LEARNING
OR REFRESHER PROGRAM FOR THE
TARGET GROUP
 7. FOLLOW UP
 DECIDING UPON FURTHER SUPPORT
REQUIRED FOR THE TARGET GROUP
 NATURE OF SUPPORT
 EXTENSION OF SUPPORT
 MONITORING AND EVALUATION DURING
FOLLOW UP
THANK YOU !