1. Organizational Resource Management ORM 5: Nov-2012 Strictly Private & Confidential. Unauthorized use of the contents, information and materials is prohibited Westford School of Management – All rights reserved

2. Human Resource Development

3. LEARNING THEORY THREE THEORETICAL APPROACHES 1. THE BEHAVIOURIST (OR STIMULUS-RESPONSE) APPROACH. Based on observable behaviors (responses) that occur as the result of exposure to stimuli 2. THE COGNITIVE (OR INFORMATION-PROCESSING) APPROACH. Learning based on mental information processing 3. THE SOCIAL LEARNING APPROACH. that states that people learn within a social context

4. ACTIVITY 1 For Coca-Cola: – How have they used behavioral theory in their marketing? – Cognitive theory? – How have they built brand loyalty?

5. STAGES OF LEARNING STAGE 1. UNCONSCIOUS INCOMPETENCE. The individual does not understand or know how to do something and does not necessarily recognize the deficit. The individual must recognize their own incompetence: "I don't know that I don't know how to do this” STAGE 2. CONSCIOUS INCOMPETENCE. Though the individual does not understand or know how to do something, he or she does recognize the deficit, as well as the value of a new skill in addressing the deficit "I know that I don't know how to do this, yet." STAGE 3. CONSCIOUS COMPETENCE. The individual understands or knows how to do something "I know that I know how to do this." STAGE 4. UNCONSCIOUS COMPETENCE. The individual has had so much practice with a skill that it has become "second nature" and can be performed easily "What, you say I did something well?"

6. ACTIVITY 2 ILLUSTRATE THE STAGES OF LEARNING WITH AN EXAMPLE OF DEVELOPING ASSERTIVENESS TRAINING DURING WORK.

7. LEARNING CURVE Learning Time Level of Competence Proficiency Standard Curve Stepped Curve

8. ACTIVITY 3 DRAW A LEARNING CURVE FOR: 1. AN EASY TASK THAT TAKES TWO WEEKS TO LEARN. 2. A COMPLEX TASK THAT TAKES EIGHT WEEKS TO LEARN, BUT FOR WHICH THE TRAINING PROGRAM HAS BEEN PACED TO INCLUDE CONSOLIDATION AND PROBLEM SOLVING TIME.

9. EXPERIENTIAL LEARNING CYCLE FORMATION OF ABSTRACT CONCEPTS & GENERALISATIONS APPLYING/TESTING THE IMPLICATIONS OF CONCEPTS IN NEW SITUATIONS CONCRETE EXPERIENCES OBSERVATION & REFLECTION

10. Kolb's model therefore works on two levels - a four-stage cycle : Concrete Experience - (CE) Reflective Observation - (RO) Abstract Conceptualization - (AC) Active Experimentation - (AE) Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting. concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences.

11. HONEY & MUMFORD LEARNING STYLES o ACTIVIST: ‘I’LL TRY ANYTHING ONCE ’. OPEN MINDED & ENTHUSIASTIC ABOUT NEW THINGS, ACT FIRST AND THINK LATER, TACKLE PROBLEMS BY BRAINSTORMING, CENTRE ACTIVITIES ON THEMSELVES. o REFLECTOR : ‘ LOOK BEFORE YOU LEAP ’. STAND BACK & OBSERVE NEW EXPERIENCES BEFORE MAKING ANY MOVES, ADOPT A LOW PROFILE BUT LISTEN & OBSERVE CAREFULLY. o THEORIST : ‘ IF IT’S LOGICAL IT’S GOOD ’. KEEN ON BASIC ASSUMPTIONS, PRINCIPLES & THEORIES, THEY ARE ANALYTICAL & LOGICAL, UNCOMFORTABLE WITH SUBJECTIVITY & AMBIGUITY. o PRAGMATIST : ‘ IF IT WORKS, IT’S GOOD (BUT THERE IS ALWAYS A BETTER WAY) ’. EAGER TO TRY OUT IDEAS, THEORIES TO SEE IF THEY WORK IN PRACTICE. LIKE TO GET ON, ACTING QUICKLY ON IDEAS THAT ATTRACT THEM & DISLIKE OPEN- ENDED DISCUSSIONS, TAKE PRACTICAL DECISIONS & RESPOND TO PROBLEMS AND OPPORTUNITIES ‘AS A CHALLENGE’.

12. ACTIVITY 4 JOHN, PAULA, RINGO AND GEORGETTE ARE LEARNING FRENCH, AS PART OF THEIR FIRM’S INITIATIVE TO DEVELOP STAFF IN EUROPEAN MARKETS. JOHN RECKONS THAT SINCE HE DOES NOT ACTUALLY SPEAK TO CLIENTS, THE WHOLE SCHEME IS A WASTE OF TIME. HE CLAIMS TO BE TOO BUSY TO ATTEND CLASSES. PAULA LOVES THE CLASSES, BECAUSE THEY SIMULATE REAL CONVERSATIONAL SITUATIONS. THE TRAINEES HAVE TO USE WHATEVER VOCABULARY THEY HAVE TO GET THEIR MEANING ACROSS GUIDED AND CORRECTED BY TUTOR: PAULA DOESN’T LIKE LEARNING GRAMMATICAL RULES, SHE’S HAPPY TO PICK UP THE PHRASES TO FIT THE SITUATIONS. RINGO DOESN’T MIND THE TEACHING METHOD EITHER. HE DOESN’T SAY ANYTHING FOR THE FIRST FEW MINUTES, THOUGH, JUST PICKS UP WHAT HE CAN, GETS IT STRAIGHT (ALLOWING PAULA TO MAKE THE MISTAKES) AND THEN COMES OUT WITH A FLUENT RESPONSE. GEORGETTE IS LOST. SHE FEELS FRUSTRATED BECAUSE, ALTHOUGH SHE HAS LEARNED THE PHRASES FOR A GIVEN SITUATION SHE IS NOT SURE IT WILL APPLY IN OTHER CONTEXTS. SHE TAKES HOME A BOOK OF GRAMMAR AT NIGHT, TO HONE UP HER GRAMMAR SKILLS. WHO REPRESENTS WHICH LEARNING STYLE? WHAT STYLE HAS THE COURSE BEEN DESIGNED FOR?

13. ROLE OF TRAINING & DEVELOPMENT OUTCOMES OF TRAINING & DEVELOPMENT o SKILL -DEFINED AS A LEARNED PATTERN OF OPERATIONS, OR RESPONSES TO STIMULI, WHICH ALLOW THE SUCCESSFUL& RAPID PERFORMANCE OF A COMPLEX TASK. DEGREE OF SKILL IS ASSOCIATED WITH: THE AMOUNT OF LEARNING REQUIRED TO MASTER THE NECESSARY ACTIONS, TECHNIQUES & METHODS. THE SOPHISTICATION OF PERCEPTION & RESPONSE REQUIRED ( DIAGNOSING A FAULT & REPAIRING A MACHINE IS MORE SKILLED WORK THAN SIMPLY OPERATING IT). ’ THINKING SKILLS : COGNITIVE, CREATIVE, PERCEPTUAL, LINGUISTIC/EXPRESSIVE, SOCIAL/INTERPERSONAL, ETC.

14. ROLE OF TRAINING & DEVELOPMENT OUTCOMES OF TRAINING & DEVELOPMENT o KNOWLEDGE -IT IS A COMPLEX CONCEPT DIVIDE INTO TWO AREAS WHICH ARE REFERRED TO AS: ‘KNOW-THAT’ IS KNOWLEDGE ABOUT SOMETHING OR ‘PROPOSITIONAL KNOWLEDGE’: AWARENESS OF IDEAS, CONCEPTS, THEORIES, METHODOLOGIES, ETC. ‘KNOW-HOW’ IS THE ABILITY TO DO SOMETHING: ‘PRACTICAL KNOWLEDGE’. THIS MAY BE USED ON UNDERLYING, UNVERBALISED, UNTAUGHT KNOWLEDGE (‘TACIT KNOWLEDGE’), TYPICALLY ACQUIRED THROUGH IMITATION & EXPERIENCE. o PROPOSITIONAL KNOWLEDGE IS COMMONLY ASSOCIATED WITH FORMAL EDUCATION WHEREAS PRACTICAL KNOWLEDGE SEE THEMSELVES AS REAL WORLD COMPETENT PERSONS.

15. ACTIVITY 5 WHICH IS MORE USEFUL TO AN ORGANIZATION: ‘KNOW-THAT’ (PROPOSITIONAL KNOWLEDGE) OR ‘KNOW-HOW’ (PRACTICAL KNOWLEDGE)? WHICH ONE OF THESE DO YOU THINK IS RELATIVELY MORE IMPORTANT THAN THE OTHER?

16. ROLE OF TRAINING & DEVELOPMENT OUTCOMES OF TRAINING & DEVELOPMENT o COMPETENCE -MAY BE DEFINED AS THE SKILL, KNOWLEDGE AND BEHAVIOURS THAT NEED TO BE APPLIED FOR EFFECTIVE PERFORMANCE IN A WORK CONTEXT: COMPETENCE FRAMEWORKS MAY BE USED IN HR PLANNING, RECRUITMENT & SELECTION, PERFORMANCE MANAGEMENT, REWARD & TRAINING & DEVELOPMENT. IT DEFINES AND ASSESSES ABILITY IN THE CONTEXT OF WORKPLACE PERFORMANCE & PROFICIENCY.

17. ROLE OF TRAINING & DEVELOPMENT OUTCOMES OF TRAINING & DEVELOPMENT o ATTITUDES & AWARENESS -IT IS AIMED AT ENCOURAGING TRAINEES TO GAIN INSIGHT INTO THEIR OWN BEHAVIOUR AND TRY AND CHANGE THE NEGATIVE OR RESTRICTING ATTITUDES THAT PREVENT THE INDIVIDUAL FROM ATTAINING MORE EFFECTIVE PERFORMANCE. E.g. OF TRAINING OUTCOMES INCLUDE: ASSERTIVENESS. EFFECTIVENESS OF INTERPERSONAL RELATIONSHIPS & GROUP DYNAMICS. INSIGHT INTO UNDESIRABLE ATTITUDES. SELF AWARENESS, SOCIAL AWARENESS, SOCIAL SKILLS & ABILITY TO MANAGE ONE’S EMOTIONAL RESPONSES (EI).

18. ACTIVITY 6 WHO DO YOU THINK WOULD BENEFIT MOST FROM ASSERTIVENESS TRAINING, AND FOR WHAT PURPOSE?

19. ROLE OF TRAINING & DEVELOPMENT OUTCOMES OF TRAINING & DEVELOPMENT o EMPLOYABILITY -DESCRIBES A PORTFOLIO OF KNOWLEDGE, SKILLS, COMPETENCES & ATTRIBUTES THAT ENHANCES AN INDIVIDUAL’S MOBILITY & POWER IN THE LABOUR MARKETPLACE. EMPLOYABILITY TRAINING AIMS TO EQUIP EMPLOYEES WITH SUCH A PORTFOLIO. THOUGH TRAINING IS TRADITIONALLY REQUIRED TO IMPROVE EMPLOYEE’S PERFORMANCE, HOWEVER, MANY ORGANIZATIONS ARE IN NO POSITION TO OFFER LONG TERM JOB SECURITY TO THEIR EMPLOYEES. SOCIALLY RESPONSIBLE EMPLOYERS FACILITATE EMPLOYEES’ TRANSITION TO OTHER JOBS BY ENHANCING THEIR EMPLOYABILITY PORTFOLIO-WHILE BENEFITING FROM CREATION OF A MORE FLEXIBLE MULTI-SKILLED LABOUR FORCE.

20. ACTIVITY 7 WHAT BENEFITS CAN THE ORGANIZATION EXPECT TO GAIN FROM ACHIEVING THE ABOVE OUTCOMES?

21. TRAINING & DEVELOPMENT SYSTEMATIC APPROACH TO TRAINING o STAGE 1 : IDENTIFY & DEFINE TRAINING NEEDS. o STAGE 2 : DESIGN LEARNING & DEVELOPMENT PROGRAMMES WHICH MEET THOSE NEEDS. o STAGE 3 : IMPLEMENT LEARNING EVENTS & PROGRAMMES. o STAGE 4 : SYSTEMATICALLY EVALUATE TRAINING.

22. Training Processes Model Outcome Evaluation Data Needs Analysis Phase Input Process Output Design Phase Input Process Output Development Phase Input Process Output Implementation Phase Input Process Output Evaluation Phase Input Process Output Process Evaluation Data Triggering Event

23. SETTING TRAINING OBJECTIVES OBJECTIVES SHOULD BE CLEAR, SPECIFIC & RELATED TO OBSERVABLE MEASURABLE TARGETS. IT SHOULD CONTAIN DETAILED DEFINITIONS OF: KNOWLEDGE – WHAT THE TRAINEE SHOULD UNDERSTAND. BEHAVIOUR – WHAT THE TRAINEE SHOULD BE ABLE TO DO. STANDARD – TO WHAT LEVEL OF PERFORMANCE. ENVIRONMENT – UNDER WHAT CONDITIONS.

24. ON-THE-JOB TRAINING & DEVELOPMENT COACHING COACHING IS ONE ELEMENT OF THE ‘SITTING WITH NELLIE’ APPROACH BUT CAN BE USED FLEXIBLY IN A WIDE RANGE OF TRAINING SITUATIONS ON AN ON-GOING BASIS. COACHING IS ON-THE-JOB GUIDANCE, ADVICE, CORRECTION & FEEDBACK-GIVING WITH A VIEW TO IMPROVING PERFORMANCE IN SPECIFIC SKILL AREAS. ESSENTIALLY, COACHING IS A COLLABORATION BETWEEN THE COACH & TRAINEE, IN WHICH THE COACH’S SPECIAL ROLE IS ENCOURAGEMENT & GUIDANCE. A COACH SHOULD: o DEMONSTRATE HOW AREAS OF A JOB ARE PERFORMED, AND GUIDE THE TRAINEE’S OWN PERFORMANCE OF THE SAME TASKS, BY ADVICE & CORRECTION. o HELP THE TRAINEE TO IDENTIFY & RESOLVE PROBLEMS IN HIS OR HER WORK. o SEEK OUT TO IDENTIFY OPPORTUNITIES FOR THE TRAINEE TO DEVELOP, THROUGH DOING NEW THINGS AT WORK. o GIVE FEEDBACK ON PROGRESS & RESULTS, TO GUIDE LEARNING. o ENCOURAGE THE TRAINEE TO ASSESS HIS OR HER OWN PROGRESS & PERFORMANCE, & TO FORMULATE FURTHER PLANS FOR IMPROVEMENT IN AN ONGOING CYCLE. ADVANTAGES o FLEXIBLE & INTERACTIVE. o COLLABORATIVE: INVOLVES TRAINEE IN PROBLEM SOLVING. o HIGH TRANSFER OF LEARNING. DISADVANTAGE o REQUIRES COACHING SKILLS.

25. ON-THE-JOB TRAINING & DEVELOPMENT MENTORING A MENTOR IS A GUIDE, IDEALLY BOTH MORE EXPERIENCED & MORE POWERFUL IN THE ORGANIZATION, WHOSE CONCERN IS THE TRAINEE’S LONG-TERM PERSONAL DEVELOPMENT. THE ROLE IS VARIED: COUNSELLOR, ROLE MODEL, CHAMPION/ SPONSOR, SPUR TO ACTION OR IMPROVEMENT, CRITICAL FRIEND, ENCOURAGER & SO ON. WHILE COACHING IS SHORT-TERM, SKILL BASED DEVELOPMENT, MENTORING IS A LONGER TERM RELATIONSHIP FOCUSED ON BROADER CAREER & PERSONAL DEVELOPMENT. A MENTOR SHOULD ASSIST THE MENTORED AS FOLLOWS: oHIS OR HER IDEAS, & FEEDING BACK TO HIS OR HER BEHAVIOUR. o HELP THE TRAINEE TO FORMULATE & CLARIFY HIS OR HER NEEDS & AMBITIONS IN LIFE, & TO IDENTIFY WHERE EVENTS & OPPORTUNITIES AT WORK FIT INTO THOSE PLANS. o ENCOURAGE THE TRAINEE TO TAKE RESPONSIBILITY FOR HIS OR HER DEVELOPMENT, WHILE OFFERING SUPPORT – PERSONALLY & WITHIN THE ORGANIZATION – IF REQUIRED. oHELP THE TRAINEE TO PLAN SPECIFIC DEVELOPMENT & CAREER PATHS OR DIRECTIONS, OFFERING OPPORTUNITIES WHERE APPROPRIATE & POSSIBLE.

26. Employee Engagement

27. What is Employee Involvement? Employee Involvement Program A participative process that uses the entire capacity of employees and is designed to encourage increased commitment to the organization’s success Participative Management A process in which subordinates share a significant degree of decision-making power with their immediate superiors. 7–27