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Training and Development Practices in in In Information Age: A Study of Select Organizations Priyadarshani Singh Under the Supervision of Professor Arun Kumar Department of Commerce and Business Administration University of Allahabad In

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Training and Development Practices in in In Information Age: A Study of Select Organizations

Priyadarshani Singh Under the Supervision of Professor Arun Kumar Department of Commerce and Business Administration University of Allahabad

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In Introduction

  • Mechanical work turns into digital work
  • Ascending skill gap
  • Speed of change
  • Knowledge and ideas - sources of economic growth
  • Technology, pace, demands and resources
  • In-tandem Training and Development
  • T&D Practices of Information Age

2

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Research Problem

To explore Training and Development Practices with the expanding horizon of the Information Age to handle the future demands of learning in corporate world.

3

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Purpose

Trace and track the changes that took place in Training and Development Practices in Information Age.

4

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Research Question

What are the Training and Development Practices in Information Age?

5

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Research Questions

1

  • What are Training and Development Practices?

2

  • What is Information Age?

3

  • What were the preceding ages?

4

  • How did the Training and Development Practices

transformed in different ages? 5

  • What are the Training and Development Practices in

Information Age? 6

  • How Training and Development Practices are

transforming in Information Age?

PD SD

SS: Secondary Data Research; PS: Primary Data Research

6

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Research Questions

1

  • What are Training and Development Practices?

2

  • What is Information Age?

3

  • What were the preceding ages?

4

  • How did the Training and Development Practices

transformed in different ages? 5

  • What are the Training and Development Practices in

Information Age? 6

  • How Training and Development Practices are

transforming in Information Age?

PD SD

SS: Secondary Data Research; PS: Primary Data Research

7

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Training and Development Practices

RQ1: What are Training and Development Practices?

“Training

and development practices are the customary, habitual, or expected procedures or ways

  • f managing training and development by the
  • rganizations, industries or the countries.”

Literature

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Training and Development Practices

RQ1: What are Training and Development Practices?

Training and Development Practices are unique blend of:

  • 1. Principles
  • 2. Standards
  • 3. Policies
  • 4. Concepts
  • 5. Tools
  • 6. Methods
  • 7. Techniques
  • 8. Ideas
  • 9. Procedures and

10.Rules

9

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Training and Development Practices

RQ1: What are Training and Development Practices?

PS PCMTT IPR

Training and Development Practices

PS = Principles, Standards PCMTT = Policies, Concepts, Methods, Techniques, Tools IPR = Ideas, Procedures, Rules

10

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Research Questions

1

  • What are Training and Development Practices?

2

  • What is Information Age?

3

  • What were the preceding ages?

4

  • How did the Training and Development Practices

transformed in different ages? 5

  • What are the Training and Development Practices in

Information Age? 6

  • How Training and Development Practices are

transforming in Information Age?

PD SD

SS: Secondary Data Research; PS: Primary Data Research

11

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In Information Age

RQ2: What is Information Age?

In the last quarter of the twentieth century, a technological revolution, centered around information, transformed the way we think, we produce, we consume, we trade, we manage, we communicate, we live, we die, we make war, and we make love. Castells, M. (2010) IA is in a position to support the six business

  • bjectives : Improving Productivity, Reducing

costs, Improving decision making, Facilitating collaboration, Enhancing customer relationships, Developing new strategic applications. Turban & Volonino (2010)

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In Information Age

RQ2: What is Information Age?

IA has transformed the world and offered everyone equal chance to create his or her own world. Enyinna (2013) Consumerization and SaaS like concepts are the backbone of IA work environment. Boyd (2013) The main features of information age are– hyper-specialization, horizontally-networked, highly-interconnected, less hierarchical, less command-and-control oriented organizations, with the big data as key basis of competition, growth and innovation. Richard Nolan (2005)

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IA IA Trends

RQ2: What is Information Age?

  • Political/State Trends
  • Business Trends
  • Economic Trends
  • Technology and Communication Trends
  • Transportation Trends
  • People, Home and Family Trends

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Research Questions

1

  • What are Training and Development Practices?

2

  • What is Information Age?

3

  • What were the preceding ages?

4

  • How did the Training and Development Practices

transformed in different ages? 5

  • What are the Training and Development Practices in

Information Age? 6

  • How Training and Development Practices are

transforming in Information Age?

PD SD

SS: Secondary Data Research; PS: Primary Data Research

15

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Preceding Ages

RQ3: What were the preceding ages?

No. Outlook Hunter and Gatherers Agrarians Industrial 1 Work Survival Independence Scientific management 2 Time Exploration of natural laws Natural laws In tandem with machine schedules 3 Achieve- ment Survival of the fittest Surplus and civilization Scientific utilization of resources 4 Job Egalitarian and non- egalitarian Agriculture as process Fixed duty and responsibility

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Preceding Ages

RQ3: What were the preceding ages?

No. Outlook Hunter and Gatherers Agrarians Industrial 5 Motivation Egalitarian benefits Control Compensation 6 Reward Quarry and foodstuff, appreciation of family members Produce of choice Exploitation 7 Collaborati

  • n

Closed outlook In cast structure Darwinism, rugged individualism

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Preceding Ages

RQ3: What were the preceding ages?

No. Outlook Hunter and Gatherers Agrarians Industrial 8 Administrati

  • n

Imposed by nature Taking charge supervision 9 Performance management Abysmal On the job performance No link to causation 10 Knowledge For dealing with the present situation Imparting to the next generation Guidelines, manuals and checklists

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Research Questions

1

  • What are Training and Development Practices?

2

  • What is Information Age?

3

  • What were the preceding ages?

4

  • How did the Training and Development Practices

transformed in different ages? 5

  • What are the Training and Development Practices in

Information Age? 6

  • How Training and Development Practices are

transforming in Information Age?

PD SD

SS: Secondary Data Research; PS: Primary Data Research

19

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T&D Practices in in Preceding Ages

  • Hunter & Gatherer Training and Development:
  • Learn Survival Skills
  • Education and training were indistinguishable
  • Learn acquiring necessaries of life for self and

family

  • Learning from family and close relations

RQ4: How did the Training and Development Practices transformed in different ages?

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T&D Practices in in Preceding Ages

  • Agrarian Age Training and Development:
  • Conscious imitation of experts
  • Merchant Guilds
  • Apprentice to master craftsman
  • Huge state-of-the-art universities
  • The education system was divided into two

categories –

  • Literary or general and
  • Scientific or industrial education
  • Religion had control on education

RQ4: How did the Training and Development Practices transformed in different ages?

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T&D Practices in in Preceding Ages

  • Industrial Age Training and Development:
  • On the job training combined with vestibule

schooling

  • Scientific training
  • Within the walls of the factory
  • Time bound task specific learning
  • Different Trainings for skilled, semi-skilled, and

unskilled workforce

RQ4: How did the Training and Development Practices transformed in different ages?

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Research Questions

1

  • What are Training and Development Practices?

2

  • What is Information Age?

3

  • What were the preceding ages?

4

  • How did the Training and Development Practices

transformed in different ages? 5

  • What are the Training and Development Practices in

Information Age? 6

  • How Training and Development Practices are

transforming in Information Age?

PD SD

SS: Secondary Data Research; PS: Primary Data Research

23

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T&D Practices in in In Information Age

  • Evolving T&D Challenges
  • Attitudinal/Philosophical Changes
  • Technology, Changes, Learner and Trainer

RQ5: What are the Training and Development Practices in Information Age?

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T&D Practices in in In Information Age

  • Training and Development Trends
  • Need Analysis Trends
  • Delivery Trends
  • Evaluation Trends
  • Follow-up Trends

RQ5: What are the Training and Development Practices in Information Age?

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Research Questions

1

  • What are Training and Development Practices?

2

  • What is Information Age?

3

  • What were the preceding ages?

4

  • How did the Training and Development Practices

transformed in different ages? 5

  • What are the Training and Development Practices in

Information Age? 6

  • How Training and Development Practices are

transforming in Information Age?

PD SD

SS: Secondary Data Research; PS: Primary Data Research

26

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Research Methodology

RQ6: How Training and Development Practices are transforming in Information Age?

Three limitations:

  • Restricting the study for the period of year 1995

to year 2015.

  • Restricting the study to Indian Automobile

Industry.

  • Restricting the understanding from the

viewpoint of Training and Development Tools.

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Research Methodology

RQ6: How Training and Development Practices are transforming in Information Age?

Identifying Research Gap Data Collection Questionnaire Design and Pretesting of Questionnaire Samples Design Identifying Research Problem Designing The Research Defining Purpose

  • f the

Research Formulating the Research Question Processing

  • f

Data Findings

  • f

Research Conclusion

  • f

Research

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Research Methodology

  • Exploratory
  • Descriptive
  • Inductive
  • Grounded Theory

RQ6: How Training and Development Practices are transforming in Information Age?

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Sample Desig ign

  • Non-probability
  • Purposive (Judgment Sampling)
  • Emergent
  • Setting: Natural

RQ6: How Training and Development Practices are transforming in Information Age?

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Data Coll llection Tools

  • Questionnaire
  • Printed
  • Online (SurveyMonkey, Google Form, Word, Pdf)
  • Interviewing - formal and informal
  • Face-to-face Interview/Talk
  • Telephonic Interview/Talk
  • Email and Social Media
  • Observation
  • Documents
  • Audio, Video and Human – (Memo, notes)

RQ6: How Training and Development Practices are transforming in Information Age?

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Questionnaire Desig ign and Pretesting

  • Pretesting of Draft Questionnaire
  • Administered to Fifteen Respondents
  • Ascertain:
  • Respondents are able to understand the questions

easily

  • Questionnaire is able to collect the expected data
  • Doesn’t

take much time to respondents in answering the questions

  • Questionnaire is able to fulfill the objective of the

research

  • Each question is relevant in generating the required

data

RQ6: How Training and Development Practices are transforming in Information Age?

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Questionnaire Desig ign and Pretesting

  • Final Questionnaire: Divided into Five Parts
  • First Part – Demographic Record
  • Second Part – Training Need Analysis
  • Third Part - Delivery of Training
  • Fourth Part - Appraisal of Training
  • Fifth Part - Follow-up of Training

RQ6: How Training and Development Practices are transforming in Information Age?

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Data Coll llection

  • Data Collection
  • Companies Studied (Top three):
  • Tata Motors
  • Mahindra & Mahindra
  • Maruti Suzuki
  • Respondents:
  • Executives of training centers
  • Consultants
  • Trainers of training companies providing services to

these organizations

  • Ten different geographic locations in the country
  • Size: 500
  • Time and Resources

RQ6: How Training and Development Practices are transforming in Information Age?

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Vali lidity and Reliability

  • Validity:
  • Pretesting
  • Peer Evaluation
  • Reliability:
  • Test-Retest
  • Triangulation
  • Saturation or redundancy
  • Inter-Rater Reliability

RQ6: How Training and Development Practices are transforming in Information Age?

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Data Analysis

  • Descriptive Analysis
  • Outcome variables identified
  • Descriptive Statistics
  • Contingency RXC Tables
  • Inductive Analysis
  • Open ended questions
  • Thematic analysis
  • Grounded Theory

RQ6: How Training and Development Practices are transforming in Information Age?

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Fin indings

RQ6: How Training and Development Practices are transforming in Information Age?

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  • Results from

Descriptive Statistics

1

  • Results from

Thematic Analysis

2

  • Comprehensive

Theory/Model

3

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Sig ignificance

  • 1. Presents guidelines and benchmark in IA for:
  • A. Organizations to evaluate their position
  • B. Plan path to maintain their competitiveness
  • 2. Insight

for policy makers and strategic management

  • 3. Insight for design and implementing training
  • 4. Help extrapolating for future with the help of

further studies

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Sig ignificance

  • 5. Contribution to scholarly knowledge
  • A. Defined T&D Practices
  • B. Compared T&D practices of preceding ages
  • C. Patterns

in Training and Development Practices in the Information Age

  • 6. Manufacturers

and sellers

  • f

Training and Development Tools to find their position with the time

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Sig ignificance

  • 7. Guideline for trainer and trainee both
  • 8. Presented

Information Age training and development practices into five generations

  • 9. Feature of each generation
  • 10. Progression at all the four levels of training

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Majo jor Fin indings

  • Tools evolved gradually at each stage of the

training.

  • Five generations of evolution.
  • Technologies are replacing themselves.
  • Adoption of the tools is growing.
  • No single online tool is enough for all stages.
  • Video streaming has highest momentum.
  • The use of video rose till the year 2010 and

stabilized.

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Majo jor Fin indings

2 4 6 8 10 12 14 16 18 20

Need Analysis Delivery Appraisal Follow-up

Coverage of online Tools

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Most Used Training Tools

Need Analysis Delivery Appraisal Follow-up E-forms LMS Software Social Media Email Video Streaming Website

43

Majo jor Fin indings

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Majo jor Fin indings

  • Most used training tools in all the four stages:
  • Email,
  • E-form and
  • Video Streaming

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Lim imitations

  • 1. Many More Dimensions - Methods, Techniques
  • 2. More Industries
  • 3. More Organizations
  • 4. More Qualitative Rich Data Methods
  • 5. Data has potential to be analyzed in many more

ways

  • 6. Interview and Note taking by researcher herself

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Future Scope

  • 1. Conclusions - natural guide to future research
  • 2. Other

Industries – Consolidation and Generalization

  • 3. Other Dimensions to be explored
  • 4. Mid or bottom size organizations – startups
  • 5. The tools could be studied individually

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Conclusion

  • A milestone in the process of identification of

current Training and Development Practices in the Information Age by the organizations.

  • This will help understand the advances required in

practice in designing and implementation

  • f

training to harness people.

  • This will provide a new insight to the policy makers

and strategic managers.

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If If we kn knew what it it was we were doin ing, g, it it would ld not be calle lled research, would ld it it?

  • Albert Einstein

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Training and Development Tools

  • 1. Software
  • 2. Audio
  • 3. Video
  • 4. Simulators
  • 5. Satellite
  • 6. Email
  • 7. Virtual Reality
  • 8. Projector
  • 9. Instant Messaging
  • 10. Virtual Classrooms
  • 11. Websites
  • 12. Smart Boards
  • 13. Webcasting
  • 14. Online classes
  • 15. Learning Management

Systems

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Training and Development Tools

  • 16. Web Portals
  • 17. Audio Streaming
  • 18. Mobile Device
  • 19. Video Streaming
  • 20. Digital Library
  • 21. Online Chat
  • 22. Screencasting
  • 23. Electronic Forms
  • 24. Social Media
  • 25. Apps

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In Indian Automobile In Industry ry

  • Automobile Industry
  • Indian Automobile Industry
  • Training and Development Practices in Indian

Automobile Industry

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Automobile In Industry ry

“Automobile industry is all those companies and activities involved in the manufacture of motor vehicles, including most components, such as engines and bodies, but excluding tires, batteries, and fuel”.

  • J. B. Rae

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In Indian Automobile In Industry ry

  • India is the fastest growing automobile market in

the world after China.

  • India is Asia's fourth largest exporter of passenger

cars, behind Japan, South Korea, and Thailand.

  • Indian automobile industry is forecasted to grow:
  • Privatization of ports,
  • Setting up of ultra mega power projects
  • Better roads and highways.

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In Indian Automobile In Industry ry

Ranking of Indian Automobile Companies

The Economic Times Et t 500 Ra Rank Co Company Revenue (CR (CR) PAT (CR (CR) MC MCAP (CR (CR) As Assets (CR (CR) 5 Tata Mo Motor

  • rs Ltd.

2,32,834 13991.02 155333.02 141453.53 17 17 Mah ahindra & Mahindra Ltd. 74874.20 .20 4666.93 .93 80990.65 .65 69184.97 .97 30 30 Mar aruti Su Suzuki Ind ndia Ltd. 45281.10 .10 2852.90 .90 81570.19 .19 23961.00 .00 49 49 Her Hero Mo MotoC

  • Cor
  • rp Ltd.

25721.85 2109.08 51411.98 5982.22 56 56 Baja Bajaj Aut Auto Ltd. 20840.10 3380.28 63010.32 10435.17 104 104 As Asho hok Le Leyla land Ltd. 10929.39 29.38 10086.47 13277.66 120 120 Su Sundaram Cl Clayt yton Ltd. 9412.32 141.23 2596.84 2710.16 135 135 TV TVS Mo Motor Co Company Ltd. 8428.20 186.30 8317.25 1951.12 162 162 Ei Eicher Mo Motors Ltd. 6905.09 393.94 25418.66 3252.42

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In Indian Automobile In Industry ry

Ranking of Indian Automobile Companies

The Economic Times Et t 500 Ra Rank Co Company Revenue (CR (CR) PAT (CR (CR) MC MCAP (CR (CR) As Assets (CR (CR) 5 Tata Mo Motor

  • rs Ltd.

2,32,834 13991.02 155333.02 141453.53 17 17 Mah ahindra & Mahindra Ltd. 74874.20 .20 4666.93 .93 80990.65 .65 69184.97 .97 30 30 Mar aruti Su Suzuki Ind ndia Ltd. 45281.10 .10 2852.90 .90 81570.19 .19 23961.00 .00 49 49 Her Hero Mo MotoC

  • Cor
  • rp Ltd.

25721.85 2109.08 51411.98 5982.22 56 56 Baja Bajaj Aut Auto Ltd. 20840.10 3380.28 63010.32 10435.17 104 104 As Asho hok Le Leyla land Ltd. 10929.39 29.38 10086.47 13277.66 120 120 Su Sundaram Cl Clayt yton Ltd. 9412.32 141.23 2596.84 2710.16 135 135 TV TVS Mo Motor Co Company Ltd. 8428.20 186.30 8317.25 1951.12 162 162 Ei Eicher Mo Motors Ltd. 6905.09 393.94 25418.66 3252.42

55

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Training and Development Practices in in In Indian Automobile In Industry ry

  • Open programs- Training calendars
  • Customized programs - targeted group
  • Leadership development programs - leaders across

the group

  • Four Types of modules
  • Technical
  • Commercial
  • Human resource
  • Product module sessions

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Training and Development Practices in in In Indian Automobile In Industry ry

  • Highest weight on digital training
  • Centralized studio at Maruti Suzuki’s
  • Ninety percent of TMTC’s training has gone online
  • Academic faculty as well as business leaders
  • Emphasis on learning through experience
  • Training of globally scattered team

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Training and Development Practices in in In Indian Automobile In Industry ry

  • Programs for:
  • New entrants
  • Middle managers
  • Senior managers
  • Leaders
  • Array of methods ranging from classroom lecture to
  • nline self-paced programs
  • From long spanning programs to smaller sessions
  • Increased use of technology

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Training and Development Practices in in In Indian Automobile In Industry ry

  • Course formats are crisp, shorter and smarter
  • Multi-cultural classroom
  • Assessment by small exercises like quiz and role

plays

  • Evaluation by feedback system
  • Digital platform is used in ample for follow up
  • Functional Alumni club

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Pri rinciples

  • The fundamental sources that serve as the basis of

finding direction of training and development programs

  • Five principles of sound training (Adams, 2000):
  • Addressing the problem
  • The adult learners must relate to training
  • Training must meet an immediate need of the learner
  • The adult learner should be involved in setting learning

goals

  • Training should involve workers to the point of using

their expertise

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Standards

Training and development standards are models for the measurement and comparative evaluation of T&D programs for its effectiveness and efficiency. ISO 10015 OHSAS TQM

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Poli licies

Training and development policies are statement of intent that turns subjective principles and standards into objective guidelines to be followed.

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Concepts

Training and development concepts are clearly stated ideas around which the training and development programs are organized.

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Tools

Training and development tools are the means or help to perform the training and development

  • perations.

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Methods

Training and development methods are established systematic process of achieving certain ends with accuracy and efficiency, in an ordered sequence of fixed steps.

65

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Techniques

Training and development techniques are the skillful

  • r efficient ways of carrying out training and

development methods.

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Id Ideas

While applying training and development methods and techniques, idea is an intentional opinion or certitude acting as a trick of success for the unique set of trainee, trainer and process.

67

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Procedures

  • A training procedure is a sequence of step-by-step

activities involved in the delivery of a training.

  • From start to end, the training procedure has to be

followed in the same order to correctly impart the training.

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Rules

  • Training rules assert demeanor of training within

certain scope of regulation.

  • These rules control or influence the conduct of the

training program.

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Poli litical/State Trends

RQ2: What is Information Age?

  • Internet – a lawless and leaderless space
  • Virtual statehood and cyber wars
  • Villager and metropolis can be same productive
  • Participatory culture
  • Collaborations based on ideology and religious

morals (not the physical distance and economy)

  • Most important resources as intangible
  • After China and India, Facebook is third with largest

population

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Busin iness Trends

RQ2: What is Information Age?

  • Every employee is leader
  • Teams are self-organizing and self-managing
  • Capital and cost is no longer a barrier
  • One’s network is his key-currency
  • Personal branding is business
  • Involves low-opportunity cost as one starts very

early

  • Digital marketing, procurement and distribution

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Economic Trends

RQ2: What is Information Age?

  • People are assets not liabilities
  • A worldwide base of skilled labor
  • Information is lifeblood
  • Place and time independent transactions
  • Global real-time capital flowing freely
  • Adaptable,

innovative and responsive to ICT businesses

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Technology & Communication Trends

RQ2: What is Information Age?

  • Computer-supported cooperative work
  • What was once science fiction is quickly becoming

science fact

  • Robots are easing production process
  • Designs have moved from drawing boards to

computers

  • 3D Printing
  • Web 2.0

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Transportation Trends

RQ2: What is Information Age?

  • Telepresence
  • GPS (Global Positioning System)
  • Mobile communication systems
  • Independent of fossil fuel - frictionless vehicles
  • Automatic and high-speed vehicles
  • Reduced carbon footprint

74

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People, Home and Famil ily Trends

RQ2: What is Information Age?

  • Companies need a radically different kind of

workforce

  • Knowledge workers – Autonomic and value reason
  • Empowered and involved
  • 29% of millennial find love through Facebook
  • 33% are dumped via wall posts or text messages
  • Parents spend more time with their children
  • People need fruitful engagements

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Attit itudinal/Philosophical Changes

  • Demassification and decentralization
  • Intermittent in place of linear
  • Home-based learning
  • Adults seek education
  • Choice in place of conform
  • Collaboration in place of competition
  • Personal

preferences in place

  • f

societal preferences

  • Upward learning curves in place of falling curves
  • Computer – a great God of information not a

monster

RQ5: What are the Training and Development Practices in Information Age?

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Need Analysis Trends

  • Specific to each individual
  • Multidisciplinary perspective - 5 to 6 careers
  • Needs of individual not Organization
  • Need analysis in global context
  • Need assessment on hands-on work

RQ5: What are the Training and Development Practices in Information Age?

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Deli livery ry Trends

  • Self-paced e-learning modules
  • Massive Open Online Course
  • Real-time webinars instead of face-to-face training
  • Crowdsourcing and sharing materials across digital

platforms

  • Provision for immediate knowledge

RQ5: What are the Training and Development Practices in Information Age?

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Evaluation Trends

  • Focus is to measure the transfer of learning
  • Stakeholder based
  • Resource Sensitive
  • Takes a system-wide approach
  • Takes account of time
  • Flexible

RQ5: What are the Training and Development Practices in Information Age?

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Foll llow-up Trends

  • Traditional methods enhanced on digital platform
  • Blogs, forums, twitter accounts, Facebook pages
  • Audio, video and small animations
  • Online appreciation

RQ5: What are the Training and Development Practices in Information Age?

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Tech, Changes, Learner & Trainer

  • ICT has led to an increase in the demand for skills
  • Employment relocating from clerical workers to

knowledge work

  • ICT supports knowledge environment, life-long,

quick, and customized learning

  • The ocean of available knowledge in
  • Preferred format
  • No bondage of time and scale
  • Sincere and result-oriented digital learners

RQ5: What are the Training and Development Practices in Information Age?

81

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SLIDE 82

Tech, Changes, Learner & Trainer

  • Choice on the basis of output
  • Individuals are independent learners
  • Line between learner and expert is blurring
  • Individual will outlive the organization
  • The crucial job of the 21st century instructional

designer is to:

  • Filter knowledge
  • Curate it and
  • Organize it

RQ5: What are the Training and Development Practices in Information Age?

82

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SLIDE 83

Results fr from Descri riptive Statistics

  • Training Need Analysis
  • Delivery of Training
  • Appraisal of Training
  • Follow-up of Training

RQ6: How Training and Development Practices are transforming in Information Age?

83

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SLIDE 84

Training Need Analysis

RQ6: How Training and Development Practices are transforming in Information Age?

84

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SLIDE 85

Training Need Analysis

  • Offline tools are moving downwards
  • Online tools are moving in upwards direction
  • Online tools are not increasing solitarily but are

eating on offline tools

RQ6: How Training and Development Practices are transforming in Information Age?

85

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SLIDE 86

Results fr from Descri riptive Statistics

  • Training Need Analysis
  • Delivery of Training
  • Appraisal of Training
  • Follow-up of Training

RQ6: How Training and Development Practices are transforming in Information Age?

86

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SLIDE 87

Deli livery ry of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

87

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SLIDE 88

Deli livery ry of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

88

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SLIDE 89

Deli livery ry of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

89

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SLIDE 90

Deli livery ry of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

90

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SLIDE 91

Deli livery ry of f Training

  • The average positive response for offline tools is

100% throughout

  • Online tools together make an average positive

response of 52.74%

RQ6: How Training and Development Practices are transforming in Information Age?

91

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SLIDE 92

Results fr from Descri riptive Statistics

  • Training Need Analysis
  • Delivery of Training
  • Appraisal of Training
  • Follow-up of Training

RQ6: How Training and Development Practices are transforming in Information Age?

92

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SLIDE 93

Appraisal of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

93

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SLIDE 94

Appraisal of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

94

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SLIDE 95

Appraisal of f Training

  • No online tool booked negative score
  • The use of online tools started late
  • The use of online tools moving upwards
  • In the due course of time, the use of offline tools

declined by 55.2%, from 100% in the year 1995 to 44.8% in the year 2015

  • The use of online tools progressed from 0% to

55.8% in the year 2015

RQ6: How Training and Development Practices are transforming in Information Age?

95

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SLIDE 96

Results fr from Descri riptive Statistics

  • Training Need Analysis
  • Delivery of Training
  • Appraisal of Training
  • Follow-up of Training

RQ6: How Training and Development Practices are transforming in Information Age?

96

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SLIDE 97

Foll llow-up of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

97

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SLIDE 98

Foll llow-up of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

98

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SLIDE 99

Foll llow-up of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

99

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SLIDE 100

Foll llow-up of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

100

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SLIDE 101

Foll llow-up of f Training

  • In the year 1995, only two online tools
  • In the year 2000, eight new online tools
  • In the year 2005, six new online tools
  • In the year 2010, six new online tools
  • In the year 2015, one new tool

RQ6: How Training and Development Practices are transforming in Information Age?

101

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SLIDE 102

Results fr from Thematic Analysis

  • Training Need Analysis
  • Delivery of Training
  • Appraisal of Training
  • Follow-up of Training

RQ6: How Training and Development Practices are transforming in Information Age?

102

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SLIDE 103

Training Need Analysis

RQ6: How Training and Development Practices are transforming in Information Age?

Independent and Simple Tools Elaborate Learning Software Integration

  • f Learning

Module in Enterprise Software, Web Presence Advanced Integration

  • f Learning

into Enterprise Software, Web Access Pervasive Access

103

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SLIDE 104

Deli livery ry of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

Enhancing the Effectiveness

  • f

Traditional Training Delivery Standalone Stations, Enabling Instructional Processes Solitarily Integrated, Interactive and Vicarious Tools Adopted for Different Learning Styles with Huge Paraphernalia Learner centric remotely accessible flexible customizable embedded- in-job modular tools enabling collaborative learning, knowledge managemen t and intermittent learning choices

Pervasive Responsive Just-in-time Self-service Home-based Tools Focused to Cater to Individual Needs to Help With Unstructured Job Processes, Enabling Global and Beyond- domain Learning and Own Knowledge Environment With Least Paraphernalia 104

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SLIDE 105

Appraisal of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

Dodged Solitary Applications for Recording, Sometimes Attached to Learning Software Sometime Independent Inbuilt in Learning Software, Remote Access and Interaction Interactive, Learner Oriented, Just-in-time, Open Appraisals, Faster Analysis and Reverts, One Point Contact Pervasive, Embedded in System, Module Based, Convenience

  • based,

Attention Seeking Simple Tools

105

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SLIDE 106

Foll llow up of f Training

RQ6: How Training and Development Practices are transforming in Information Age?

Record of program or material, external drives, as keepsake System- based and web based, in-campus standalone tools Interactive tools Embedded in job, chunky, learner- centric, integrated and web based, easily available, live support tools Pervasive, just-in-time, self service tools

106

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SLIDE 107

Progression of f T&D Tools in in Fiv ive Gen

RQ6: How Training and Development Practices are transforming in Information Age? Gen One: Prop to Offline Training Gen Two: Standalone Tools Gen Three: Integrated and Interactive Tools Gen Four: Learner- centric Collaborative Tools Gen Five: Pervasive Tools

107

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SLIDE 108

Gen 1 – Prop to Offl fline Training

Highlights

  • External prop to the then-existing offline training

systems

  • Starting of online tools
  • Greater effectiveness
  • Tools

RQ6: How Training and Development Practices are transforming in Information Age?

108

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SLIDE 109

Highlights

  • Time of standalone tools
  • Learning software
  • Advanced learning software delivering learning

process solitarily

  • Tools

RQ6: How Training and Development Practices are transforming in Information Age?

109

Gen 2 – Standalone

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SLIDE 110

Highlights

  • Era of integrated and interactive tools
  • Learning modules integrated into the enterprise

software

  • TNA tools used in the generation 2, booked double

positive responses

  • Increased use of web
  • Tools

RQ6: How Training and Development Practices are transforming in Information Age?

110

Gen 3 – In Integrtd and In Interactive

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SLIDE 111

Highlights

  • Learner-centric collaborative tools
  • Flexible and modular interface
  • The learning systems - advance integrated into the

enterprise software

  • Platform for career management
  • Learner centric and remotely accessible tools
  • Chunky and easily available tools
  • Tools

RQ6: How Training and Development Practices are transforming in Information Age?

111

Gen 4 – Learner-cent & & Coll llabor

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SLIDE 112

Highlights

  • Emergence of pervasive tools
  • Embedded in the system
  • Cut down of paraphernalia
  • Simple, self-service, home based tools
  • Catering to individual needs and help them with

unstructured processes

  • Enable learning beyond the domain
  • Tools

RQ6: How Training and Development Practices are transforming in Information Age?

112

Gen 5 - Pervasive

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SLIDE 113

Training and Development Practices

Odoriferous of Master slave relationship Chartered Institute of Personnel Development; Rosemary Harrison (2005) Learning and Development underscores training’s dual aim Sugrue, Brenda (2005) Methods used by employers to give employees the knowledge and skills they need to perform their jobs. Dessler, Gary & Varkkey, Biju (2011) Training consists of planned programme designed to improve performance at the individual, group, and /or organizational levels. Cascio, Wayne F. (1995)

RQ1: What are Training and Development Practices?

113

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SLIDE 114

Training and Development Practices

Provision of learning, development and training opportunities in order to improve individual, team and

  • rganizational performance.”

Armstrong (2009) Development means growth of an individual in all respects Malhotra and Phull (n.d.) Training and development encompasses three main activities, namely- training, education, and development. Thomas, Pat & Noreen (1995); Patrick & Bruce (2000); Rosemary (2005) The process of being taught how to do something. Ivanovic and Collin (2003)

RQ1: What are Training and Development Practices?

114

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SLIDE 115

Training Need Analysis Practices

RQ1: What are Training and Development Practices?

  • Observation
  • Interview
  • Questionnaires/Survey
  • Job Description
  • Gap Analysis
  • Performance Appraisal
  • Focus Group

115

Contd…

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SLIDE 116

Training Need Analysis Practices

RQ1: What are Training and Development Practices?

  • Competency

Mapping and Assessment Centers

  • Advisory Committee
  • Critical Incidents
  • Test
  • Problem Solving Conference
  • Recommendation of Senior
  • Review of Documents on Existing Training

116

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SLIDE 117

Training Deli livery ry Practices

RQ1: What are Training and Development Practices?

  • Lecture/Discussion
  • Demonstration
  • Games and Simulation
  • Brainstorming
  • Storytelling
  • Workshop
  • Field trip

117

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SLIDE 118

Training Appraisal Practices

RQ1: What are Training and Development Practices?

  • Observation
  • Interview
  • Feedback
  • Performance appraisal
  • Benchmarking
  • Cost-benefit Analysis
  • Data mining
  • Factor analysis

118

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SLIDE 119

Training Foll llow Up Practices

RQ1: What are Training and Development Practices?

  • Orientation program
  • Small reunion meets
  • Quizzes
  • Making groups/clubs
  • E-mail/Letters
  • Praise and motivation
  • Phone/SMS
  • Stationary/gift/Memento
  • Assigning Voluntary Services
  • Social Media

119

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SLIDE 120

Gen 1 – Prop to Offl fline Training

Stage-wise Tools

  • Need Analysis:
  • 1. e-Form
  • Delivery:
  • 1. Audio and Video
  • Appraisal:
  • 1. No online tools
  • Follow-up:
  • 1. Audio and Video

RQ6: How Training and Development Practices are transforming in Information Age?

120

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SLIDE 121

Gen 2 – Standalone

Stage-wise Tools

  • Need Analysis:
  • 1. Software
  • 2. Learning Management System
  • 3. Website

RQ6: How Training and Development Practices are transforming in Information Age?

121

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SLIDE 122

Gen 2 – Standalone

Stage-wise Tools

  • Delivery:
  • 1. e-Form
  • 2. Email
  • 3. Learning Management System
  • 4. Software
  • 5. Website
  • 6. Projector
  • 7. Live Chat
  • 8. Simulator

RQ6: How Training and Development Practices are transforming in Information Age?

122

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SLIDE 123

Gen 2 – Standalone

Stage-wise Tools

  • Appraisal:
  • 1. Software
  • 2. Learning Management System
  • 3. e-Form
  • 4. Website
  • 5. Live Chat

RQ6: How Training and Development Practices are transforming in Information Age?

123

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SLIDE 124

Gen 2 – Standalone

Stage-wise Tools

  • Follow-up:
  • 1. Email
  • 2. e-Form
  • 3. Learning Management System
  • 4. Software
  • 5. Website
  • 6. Live Chat
  • 7. Simulator
  • 8. Projector

RQ6: How Training and Development Practices are transforming in Information Age?

124

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SLIDE 125

Gen 3 – In Integrated and In Interactive

Stage-wise Tools

  • Need Analysis:
  • 1. Not new
  • 2. Quantum of existing one’s increased
  • Delivery:
  • 1. Instant Messaging
  • 2. Online Class
  • 3. Web Portal
  • 4. Virtual Reality
  • 5. Screencasting

RQ6: How Training and Development Practices are transforming in Information Age?

125

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SLIDE 126

Gen 3 – In Integrated and In Interactive

Stage-wise Tools

  • Appraisal:
  • 1. Not new
  • 2. Increased quantum
  • Follow-up:
  • 1. Virtual Reality
  • 2. Instant Messaging
  • 3. e-Library
  • 4. Web Portal
  • 5. Screencasting
  • 6. Virtual Reality

RQ6: How Training and Development Practices are transforming in Information Age?

126

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SLIDE 127

Gen 4 – Learner-centric & Coll llaborative

Stage-wise Tools

  • Need Analysis:
  • 1. Mobile devices
  • Delivery:
  • 1. Virtual Class
  • 2. Mobile Device
  • 3. Audio Streaming
  • 4. Video Streaming
  • 5. Smart Board
  • 6. Webcasting

RQ6: How Training and Development Practices are transforming in Information Age?

127

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SLIDE 128

Gen 4 – Learner-centric & Coll llaborative

Stage-wise Tools

  • Appraisal:
  • 1. Instant Messaging
  • 2. Web Portal
  • 3. Mobile Device
  • Follow-up:
  • 1. Virtual Class
  • 2. Smart Board
  • 3. Webcasting
  • 4. Audio Streaming
  • 5. Video Streaming
  • 6. Mobile Device

RQ6: How Training and Development Practices are transforming in Information Age?

128

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SLIDE 129

Gen 5 - Pervasive

Stage-wise Tools

  • Need Analysis:
  • 1. Apps
  • Delivery:
  • 1. Social media
  • Appraisal:
  • 1. Social Media
  • Follow-up:
  • 1. Not new

RQ6: How Training and Development Practices are transforming in Information Age?

129

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SLIDE 130

Independent Simple Prop for Effectiveness Record of program

  • r material

External Drives Standalone stations Solitary Deliverers Complete specialized applications Inbuilt in enterprise software Enterprise-wide present Remotely Accessible Interactive Vicarious Adaptive Learner-centric Flexible Modular Customizable Collaborative Knowledge Managing Web-based

Just-in-time Self-service Embedded Convenience- based Attention-seeking Global Beyond domain Specialized for individual needs Creates Knowledge environment

Main Features of the Tools in the Five Generations

130

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SLIDE 131

Audio Video E-forms Email Software LMS Websites Projector Live chat Simulator Online Classes E-library Instant Messaging Screencasting Web Portals Virtual Reality Video Streaming Audio Streaming Smart Board Virtual Classroom Webcasting Mobile Devices App Social Media Generation One Tools Generation Two Tools Generation Three Tools Generation Four Tools Generation Five Tools

131

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SLIDE 132

Speed of f Change

132

97% 3% 0.3%

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SLIDE 133

Tata Motors M&M Maruti Suzuki

Bangalore Gurgaon Haridwar Jaipur Jamshedpur Lucknow Mumbai Pant Nagar Pune Ranjangaon

133

10 Geographic Locations

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SLIDE 134

Research Methodology

RQ6: How Training and Development Practices are transforming in Information Age?

The research question of this study is:

“What are the changes taking place in training

and development practices in the information age from the viewpoint of training and development tools in the select cases of automobile industry for the period of year 1995 to the year 2015?”

134