HUMAN RESOURCE DEVELOPMENT
GROUP 5
PERSONNEL MANAGEMENT II
XAVIER INSTITUTE OF SOCIAL SERVICE
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ROLL NO.
05
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NAME
Daksh Agrawal
Sneha
Navya Jain
Anand Shankar
Priyanka Srivastava
Pooja Rani
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Job Instruction Training
Job Rotation
Coaching
Mentoring
Lecture
Discussion
Vestibule Training
Case Study
Role Play
Out – bound Training Program
E – Learning
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Training Inputs
Training Outputs
Conditions of Transfer
Learning &
Retention
Generalization &
Maintenance
TRAINEE CHARACTERSTICS
Ability
Personality
Motivation
TRAINING DESIGN
 Principles of
Learning
Training Aides and
Methods
WORK ENVIRONMENT
 Support
 Opportunity to Use
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Methods
Techniques
On-the-job
training
Job Instruction Training
Job Rotation
Coaching
Mentoring
Classroom
Lecture
Conference/Discussion
Audiovisual
• Static Media (e.g. Handouts, books)
• Dynamic Media ( e.g. DVD, Video, film)
• Telecommunication (e.g. Satellite Transmission,
Internet)
Computer-based training (classroom based)
•Networked Computer labs/Classrooms
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Methods
Techniques
Classroom
Experiential Techniques
• Case Study
• Business Games
• Role Play
• Behavioral Modelling
Self-Paced
Paper-Based Training
• Workbooks (e.g. Programmed Instruction)
Computer-Based training (non-classroom-based)
•Computer-aided instruction (e.g. multimedia, CD-ROM)
•Internet/Intranet
•Intelligent Computer-aided instruction
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• JOB INSTRUCTION TRAINING
– Prepare the worker
– Present the task
– Practice the task
– Follow-up
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• JOB ROTATION
– Train on different tasks/positions
– Often used to train entry-level managers
– Also used to provide back-up in production
positions
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• COACHING
• Takes place between worker and supervisor
– Can provide specific performance improvement and
correction
• MENTORING
• Senior employee paired with a junior employee
(“protégé”)
– Helps to learn the ropes
– Prepares protégé for future advancement
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LECTURE METHOD
The lecture method involves the oral presentation of
information by a subject matter expert to a group of
listeners. It is an efficient way of transmitting factual
information to a large audience in a relatively short
amount of time. It is an effective way to facilitate the
transfer of theories, concepts, procedures, and other
factual material.
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ADVANTAGES OF THE LECTURE METHOD:
Less expensive
Can be reached large number of people at once
Knowledge building exercise
Saves time
DRAWBACKS OF THE LECTURE METHOD:
One way communication
Inability to identify and correct misunderstandings
Less effective because lectures require long periods of trainee
inactivity.
Lack of sharing of ideas among trainees.
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DISCUSSION METHOD
This method uses a lecturer to provide the learners with
context that is supported, elaborated, explains, or
expanded on through interactions both among the
trainees and between the trainer and the trainees. The
interaction and the communication between these two
make it much more effective and powerful than the
lecture method. If the Discussion method is used with
proper sequence i.e. lectures, followed by discussion
and questioning, can achieve higher level knowledge
objectives, such as problem solving and principle
learning.
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DISCUSSION METHOD
The success of this method is dependent upon the
ability of the trainer to initiate and manage class
discussion by asking following type of questions:
• Direct question- illustrate and produce a very narrow
response
• Reflective questions- used to mirror what someone
else has said to make sure the message was received
as intended.
• Open ended question- used to challenge the trainees
to increase their understanding of a specific topic.
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LIMITATIONS OF DISCUSSION METHOD:
• A skilled facilitator is needed to manage the
discussion process
• Sufficient time must be available for meaningful
discussion to take place
• Trainees need to have a common reference point for
meaningful discussion to occur
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• VESTIBULE TRAINING
It occurs off the job on equipment or methods that are
highly similar to the ones used on the job. It enables
the trainees to concentrate on learning new skills
rather than on performing on actual job. This type of
training is efficient to train semi-skilled personnel,
particularly when many employees have to be trained
for the same kind of work at the same time.
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CASE STUDIES
It tries to simulate decision making situation that trainees
may find at their work place. It reflects the situations and
complex problems faced by managers, staff, HR, CEO, etc.
The objective of the case study method is to get trainees to
apply known concepts and ideologies and ascertain new
ones. The case study method emphasize on approach to
see a particular problem rather than a solution.
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PROCEDURE OF THE CASE STUDY METHOD
· The trainee is given with some written material, and the some complex
situations of a real or imaginary organization. A case study may range
from 50 to 200 pages depending upon the problem of the organization.
· A series of questions usually appears at the end of the case study.
· The longer case studies provide enough of the information to be
examined while the shorter ones require the trainee to explore and
conduct research to gather appropriate amount of information.
· The trainee then makes certain judgment and opines about the case
by identifying and giving possible solutions to the problem.
· In between trainees are given time to digest the information. If there is
enough time left, they are also allowed to collect relevant information
that supports their solution.
· Once the individuals reach the solution of a problem, they meet in
small groups to discuss the options, solutions generated.
· Then, the trainee meets with the trainer, who further discusses the
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case.
CASE STUDY METHOD FOCUSES ON:
A. Building decision making skills
B. Assessing and developing Knowledge, Skills and
Attitudes (KSAs)
C. Developing communication and interpersonal skills
D. Developing management skills
E. Developing procedural and strategic knowledge
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ROLE PLAY
It is a simulation in which each participant is given a role to
play. Trainees are given with some information related to description
of the role, concerns, objectives, responsibilities, emotions, etc. Then,
a general description of the situation, and the problem that each one
of them faces, is given. For instance, situation could be strike in
factory, managing conflict, two parties in conflict, scheduling
vacation days, etc. Once the participants read their role descriptions,
they act out their roles by interacting with one another.
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ROLE PLAYS HELPS IN:
·
·
·
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Developing interpersonal skills and communication skills
Conflict resolution
Group decision making
Developing insight into one’s own behavior and its impact on others
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THERE ARE VARIOUS TYPES OF ROLE PLAYS, SUCH AS:
MULTIPLE ROLE PLAY – In this type of role play, all trainees are in
groups, with each group acting out the role play simultaneously. After the
role play, each group analyzes the interactions and identifies the learning
points.
SINGLE ROLE PLAY – One group of participants plays the role for the rest,
providing demonstrations of situation. Other participants observe the role
play, analyze their interactions with one another and learn from the play.
ROLE ROTATION – It starts as a single role play. After the interaction of
participants, the trainer will stop the role play and discuss what happened
so far. Then the participants are asked to exchange characters. This method
allows a variety of ways to approach the roles.
SPONTANEOUS ROLE PLAY – In this kind of role play, one of the trainees
plays herself while the other trainees play people with whom the first
participant interacted before.
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IN-BASKET EXERCISE
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IN-BASKET EXERCISE
• In-basket exercise is a type of simulation used in
management training and development as well as
assessment centers.
• Trainees are given a packet of materials (such as
requests, complaints, memos, messages, and reports)
which make up the in-basket.
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IN-BASKET EXERCISE
• It affords an opportunity to assess and/or develop
decision-making skills and attitudes.
• The goal of this technique is to assess the trainees
ability to establish priorities, plan, gather relevant
information and make decisions.
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Step 1
Step 2
Step 3
Step 4
• Trainees are informed of their promotion.
• Trainees are given the necessary information.
• Trainees receive the contents of the managers’ in-basket.
• Trainees are asked to read, organize, prioritize and make
decisions regarding the issues presented by the in-basket
material.
• Trainees’ decisions are then evaluated and feedback
provided.
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IN-BASKET EXERCISE EVALUATION &
FEEDBACK
• When the in-basket is completed, the trainer asks the
trainee to identify the processes used in responding to the
information and to discuss their appropriateness.
• The trainer provides feedback, reinforcing appropriate
decisions and processes or asking the trainee to develop
alternatives.
• A variation is to have trainees discuss their processes in a
group format moderated by the trainer. Here the trainer
should attempt to get the trainees to discover what worked
well, what didn't and why.
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IN-BASKET EXERCISE
• The object of this technique is to force the trainees to
make decisions in the allotted time period giving due
importance to the various tasks.
• The trainees are evaluated not only on the quality of
their decisions but also on their ability to prioritize and
to deal effectively with all of the critical documents.
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ADVANTAGES of In-Basket
Excercises
1. Best at developing procedural and strategic
knowledge.
2. Enhances decision making skills of the trainees.
3. Helps in developing interpersonal skills.
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LIMITATIONS of In-Basket
Excercises
1. It may lack the realistic complexity and information
present in the real life situation.
2. This may undermine the extent to which the learning
is transferred on the job.
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MANAGEMENT/BUSINESS GAMES
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MANAGEMENT/BUSINESS GAMES
• A development technique in which teams of managers
compete by making decisions regarding realistic but
simulated situations.
• Business games attempt to reflect the way an industry,
company, or functional area operates.
• They also reflect a set of relationships, rules, and
principles derived from appropriate theory (e.g.,
economics, organizational behavior, etc.).
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MANAGEMENT/BUSINESS GAMES
Step 1
• Trainees are given information describing a situation and
the rules for playing the game.
Step 2
• Trainees are asked to play the game.
• Usually trainees are required to take decisions, given the
available information.
Step 3
• Trainees are given feedback on the results.
• They may be asked to take another set of decisions on the
basis of the feedback provided.
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ADVANTAGES of Management Games
• People learn best by being involved.
• Help in developing problem-solving skills.
• Help in focussing attention on planning rather than just
putting out fires.
• Nurtures leadership skills in the trainees.
• Fosters cooperation and team work.
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LIMITATIONS of Management
Games
1. Since games involve an element of competition, if the
trainer is not careful, the learning points might take a
backseat.
2. It may be expensive in time and cost aspects.
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• Outbound Training Programs are literally what the name implies,
training programs in a locale and environment which is ‘out’ of the
place and situation of work.
• These programs are conducted outdoors, usually in secluded
locations where there is an absence of human activity. In an up,
close and informal environment, surrounded by nature and
tranquility, people become more reflective and candid, paving the
way for a complete and effective learning process.
• These also involve activities such as outdoor games and
adventure sports.
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• The activities are typically physical and high energy
and more often than not use nature as a backdrop. Most
of these are carried out in camps set in forests, hills or
deserts, in a landscape providing variety and a chance
for adventure. Rafting, trekking, rappelling, rock
climbing, treasure hunts, construction and other high
adrenaline activities are combined to create the mix
which is most appropriate to the participant profile and
the learning objectives of the training program.
• After spending a few days outdoors, team members
tend to bond together in a way that is often not
impossible in a high voltage, urban office atmosphere
with its attendant stress and worries.
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• The areas where outbound programs make an effective
impact are:
·
Teambuilding
·
Leadership Development
·
Conflict Resolution
·
Change Management
·
Personal/Professional Effectiveness
·
Communication Skills
·
Interpersonal Skills
·
Partnerships
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• Outbound programs have been found to be particularly effectual
in areas that entail communication of shared vision and goals,
interpersonal relationships, trust and bonding, motivation,
behavior change and personal efficiency.
• Outbound programs demonstrate that people can become more
cohesive, shedding their inhibitions, losing their mask and
becoming more receptive to learning.
• It also proves that in spite of differences in cultures and ethnic
backgrounds, people can live and work together and that it is
inherent in human nature to be helpful. In an environment such as
this, it becomes possible for an experienced executive coach or
facilitator to identify weaknesses, strengths and suggest new
coping behavior for trouble areas.
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• E-learning is commonly referred to the intentional
use of networked information and communications
technology in teaching and learning.
• “e” in e-learning stands for the word ‘electronic’.
• e-learning incorporates all educational activities that
are carried out by individuals or groups working
online or offline, and synchronously or
asynchronously via networked or standalone
computers and other electronic devices.
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• Various types or modalities of e-learning activity are;
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• Individualized self-paced e-learning
Online refers to situations where an
individual learner is accessing learning
resources such as a database or course
content online via an Intranet or the
Internet.
• A typical example of this is a learner
studying alone or conducting some
research on the Internet or a local
network.
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• Individualized self-paced e-learning Offline
refers to situations where an individual
learner is using learning resources such as
a database or a computer-assisted learning
package offline (i.e., while not connected to
an Intranet or the Internet).
• An example of this is a learner working
alone off a hard drive, a CD or DVD.
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• Group-based e-learning synchronously
refers to situations where groups of
learners are working together in real time
via an Intranet or the Internet.
• It may include text-based conferencing,
and one or two-way audio and
videoconferencing.
• Examples of this include learners
engaged in a real-time chat or an audiovideo conference.
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• Group-based e-learning asynchronously
refers to situations where groups of
learners are working over an Intranet or
the Internet where exchanges among
participants occur with a time delay (i.e.,
not in real time).
• Typical examples of this kind of activity
include on-line discussions via
electronic mailing lists and text-based
conferencing within learning
managements systems.
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• Valuable extensions of distance education programs
provided by certain organizations.
• For the corporate, e-learning is a way of rationalizing
the costs of the in-house staff training activities.
• For campus-based educational organizations, elearning is a way of improving access to the programs
and also as a way of tapping into growing niche
markets.
• Aid for teachers to support their teaching.
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• The contemporary student population (often called the
“Net Generation”, or “Millennials”) who have grown
up using information and communications technology
also expect to see it being used to enhance
educational experiences and better learning.
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• The fundamental obstacle to the growth of e-learning
is lack of access to the necessary technology
infrastructure, for without it there can be no e-learning.
• Involves costs of infrastructure support and its
maintenance, and appropriate training of staff to
enable them to make the most of the technology.
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• Training management in organizations can no longer
be restricted to the cut and dry training methods, there
has to be an appropriate mix of training
methodologies.
• Blended Learning – a combination of traditional
classroom based and technology enhanced training, is
what requires to be achieved for effective Training.
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• Trainer bears the primary responsibility for the
implementation of the program;
– Trainer should be able to get the program to a good start,
and then maintain the momentum.
– Establish rapport with trainees.
– Establish clear expectations.
– Assess motivation – Reinforce motivation.
– Build a climate of mutual respect and openness.
• Physical environment also requires to be aligned;
– Comfort level - trainee must feel comfortable in order to
concentrate and learn.
– Support equipments must be ready and operational.
– Physical distractions must be minimized.
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Excellence is an art won by training and habituation. We
do not act rightly because we have virtue or excellence,
but we rather have those because we have acted rightly.
We are what we repeatedly do. Excellence, then, is not an
act but a habit.
- Aristotle
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Human Resource Development, Jon M. Werner & Randy L. Desimone, Pg.
151-201,Eighth Edition, Cengage Learning India Pvt. Ltd.
http://www.citehr.com/103171-writing-s-m-r-t-trainingobjectives.html, Writing S.M.A.R.T Training objectives, www.
Citehr.com, Accessed on 20th November, 2011
www.cemca.org/e-learning_guidebook.pdf (Retrieved November,
2011)
http://www.mmmts.com/outbound_training.htm (Accessed
November, 2011)
http://corporateexecutivecoaching.net/867691-Corporate-TrainingBenefits-of-an-outbound-training-program.html “Corporate Training:
Benefits of an outbound training program”, Sonia Kapur (Accessed
November, 2011)
http://www.chillibreeze.com/articles_various/importance-of-out-ofclassroom-corporate-training-1010.asp “Importance of Out of
Classroom Corporate Training”, Neha Lehl (Accessed November,
2011)
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