Human Resource Management: A Case Study Approach Training and Development Your title and name Your university‘s name Title course Your University logo

Your Uni- versity logo 2 Formal training and development Informal learning initiatives Formal schemes based around a mixture of formal and informal learning methods Lecture Outline

Your Uni- versity logo 3 An explanation of the range of different methods available for workplace learning Identification of some key issues of on-the- job and off-the-job methods of training and development Identification of the benefits and disadvantages of a range of different workplace learning methods Learning objectives

Your Uni- versity logo 4 Any learning and development scheme forming part of a formal organisational process is considered formal training Most common formal schemes are formal training courses, coaching, mentoring, job rotation and job shadowing Formal Schemes

Your Uni- versity logo 5 Training courses are usually designed and delivered with specific focus and in the context of the organisation Usually trainer / tutor led at a specified time Can be meeting based (presentation followed by discussion) or activity based (using a work related simulation) or a combination of these approaches Benefits of formal training are that the content can be designed in advance, is given in a structured manner, costs and length of time are known and the course is relatively easy to plan and prepare for Disadvantages can be the course being ineffectual with participants only attending because they have to, context being too rigid and may be costly for the benefits gained Formal Schemes

Your Uni- versity logo 6 Coaching can be both formal and informal Expect staff can act as coaches to oversee and support another individual becoming more effective at specific skill or task May be scheduled into work time or on a need basis Advantage as being very relevant and focused on what is required, may be cost and time effective and can be used at all levels in the organisation Disadvantage are that success is dependant on the individual skill of the coach, and assumes that they have the required knowledge and skills (risk of poor performance being passed on) Formal Schemes

Your Uni- versity logo 7 Mentoring can also be formal or informal This is a one-to-one relationship Focus of relationship is on the mentees individual development and personal development and growth It is beneficial as it is not just work related and allows for a wider perspective However its success is dependant on the personal skill and expertise of the mentor Job shadowing allows an individual to sit alongside another to see what, when and how they do a particular role (assumes the individual being observed is competent) Formal Schemes

Your Uni- versity logo 8 Increased use of informal methods of workplace learning These might include: –Workbooks –Electronic resources (internet / CD roms / DVD) –Private reading Allows the individual to work when and where they like, the context studied can be more flexible and focussed on an individuals needs Informal Schemes

Your Uni- versity logo 9 The use of e-learning has increased Can be used at an individuals desk, at own speed, with opportunities to review and usually have the ability to conduct tests to check understanding However the learner has to be self motivated, the work is unsupervised (less opportunity to get guidance) and it assumes that the technology will work or is available Informal Schemes

Your Uni- versity logo 10 Blended learning is the term used to describe a mixture of formal and informal learning using a range of different learning media and methods that may be tailored to suit the individual / team / organisation However more difficult to plan, monitor progress and may be more costly An effective appraisal system will support workplace learning and development Informal Schemes

Your Uni- versity logo 11 The methods used within organisations will vary greatly dependant on: –Resource available e.g. time, money, space (smaller organisations may have less of these) –Type of business (a highly regulated organisation will most likely need more formal training) –The number of skilled experienced Learning and development professionals in the business (an absence of these will make training less likely) –Organisational structure (whether learning and development are open to all or just senior staff) –Style and culture of the organisation (learning as part of personal development or learning just to meet a specific need) Informal Schemes

Your Uni- versity logo 12 Induction should be an ongoing process and aims to help new staff feel integrated into the organisation Apprenticeships are usually found in craft / trade roles, with a focus on learning and development combining both theoretical and practical experience Many apprenticeships are funded by government schemes (e.g. Learning and skills council), and are also subject to independent inspection There has been an increasing move to competency based schemes, occupational schemes usually have national standards such as NVQ’s Learning Whilst Working

Your Uni- versity logo 13 Many organisations use placements, secondments and attachments to help develop staff Enable staff to gain insight to a new role As these may cover a significant period of time these methods need to be planned to ensure work is covered, how the individual will be trained in the new role and any location issues are considered Larger organisations may also run graduate programmes to attract promising people into the organisation with a view to make them permanent at the end of the position Learning Whilst Working

Your Uni- versity logo 14 Organisations keen on employee development may provide a resource / learning centre Resources available might include magazines, journals, videos, DVD’s, course details, computer terminals and course information Workplace learning can receive funding from government bodies such as the Learning Skills Council and are subject to inspection and review Learning Whilst Working

Your Uni- versity logo 15 Within organisation training, learning and development opportunities can take many forms and be very wide in approach and content There are no rules or boundaries to limit what is offered and how it takes place, so long as the organisation feels it is effective in achieving what is required, and the activity meets many legal requirements The key must always be what it is that should be learned, and exactly hoe this can be best done bearing in mind the context, the nature of the work, the people involved, and the cost in both time and money Lecture summary

Your Uni- versity logo 16 Getting the best fit between the form of training, the organisation and the individual is often a challenge, and each organisation should check the effectiveness of initiatives to ensure that the workforce is as skilled and knowledgeable as possible at all times in a way that disturbs the workflow the smallest amount, for maximum organisational achievement Weak induction programmes can often lead to new staff leaving prematurely. An effective induction is a programme of study is ongoing and deals with key issues over a period of time that slowly merges and leads naturally into the organisation mainstream development programme The exact nature of workplace learning and development might be affected by funding and associated inspection regimes that have specific requirements of a programme that is funded Lecture summary

Your Uni- versity logo 17 Workplace learning and development is often linked to a robust and well operating Appraisal or Performance Management scheme. This enables the development activity to be planned and monitored as a natural part of everyday performance The extent to which learners have access to resources in the form of materials and personal learning support will often determine the effectiveness of the learning Workplace learning can be associated with a wide range of qualifications, or simply for the benefit of the organisation, the team and the individual Learning benefits people and organisations. However, it may be more difficult to access in a smaller organisation or department Lecture summary

Your Uni- versity logo 18 Questions to answer: 1.Make a list of the issues that you should consider tackling 2.Put the list in priority order, so that urgent business needs can be addressed first 3.Consider how you might address the issues on the list 4.Who else should be involved? Why them? 5.How will you know that the development activities are successful? Case study:

Question session Your title and name Your university‘s name Your contact details Your Uni- versity logo