Session 9 & 10

Human Resource Management

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 Prof. Prantika Ray
IIM Kozhikode
Prof. Prantika
IIM Kozhikode
Ray Knowledg
e and
Learning
Reasons for
investment in L&D

Factors of L&D

Different types of
knowledge

Experiential learning
Why do we need to invest in L&D
Attraction and retention of talent

Development of people capabilities.

Creation of a values-based culture.

Development of an employer brand.

Motivation and engagement of employees.

Important factors of L&D activities
• The audience for whom the training
Whom? is designed.

What? • The content of the training

When? • The timing of the training

Why? • The reason for the training

How? • The process of the training

Understanding different kinds of knowledge
(on the basis of strategic value & uniqueness)

• This is both unique to the firm and high in strategic value.

Core knowledge • It is crucial to retain and develop such knowledge within the corporation,
which implies a focus on retaining and developing the talent of people in
whom this core know-how resides.

Compulsory • This knowledge is of high strategic importance but is generally available.

• This knowledge is essential for the opportunity to compete but offering no
knowledge distinct competitive advantage.

• This refers to know-how that is unique to the firm but does not have clear
Idiosyncratic strategic value at the present time, though it may represent the core
knowledge of the future.
knowledge • Risks related to idiosyncratic knowledge managed through partnerships
such as R&D alliances.

Ancilliary • This is low on both strategic value and uniqueness,

• This knowledge may be outsourced or automated.
knowledge
 Understanding different types of
knowledge (based on its explicitness)
Explicit or codified knowledge is knowledge that individuals and
organizations know that they have

This knowledge is
• Objective
• Formal
• Systematic
• Incorporated in texts and manuals
• Relatively easy to pass on to others at a low marginal cost
• Explicit knowledge can be shared through databases, manuals and blueprints often
called collections.
Tacit knowledge sharing requires networks and connections
Stages of Experiential Learning
Concrete Experience
New experience or situation is
encountered

Accommodati Diverging
ng (CE/AE) (CE/RO)
Active Reflective
Experimentation Observation
Reviewing/ reflecting on the
Application of the learning
experience
Convergi Assimilati
ng ng
(AC/AE) (AC/RO)

Abstract
Conceptualization
Development or modification of
existing ideas from the
experience
 Experiential Learning styles
Accommodating (doing and Diverging (feeling and
feeling - CE/AE) Concrete
Experience watching - CE/RO)
• The Accommodating • Able to look at things from
learning style is 'hands-on,' New experience or
situation is different perspectives. They
and relies on intuition encountered are sensitive.
rather than logic. • Prefer to watch rather than
• Use other people's do, tending to gather
analysis, and prefer to take Accommodat Diverging
ing (CE/AE) information and use
a practical, experiential (CE/RO)
imagination to solve
approach. Active Reflective problems.
• Are attracted to new Experimenta Observation • Best at viewing concrete
challenges and tion Reviewing/ situations from several
experiences, and to Application of the reflecting on the
Assimilating (watching and
different viewpoints.
Converging (doing and
carrying out plans. learning experience
thinking - AC/RO)
thinking - AC/AE) Convergi Assimilati
• Involves a concise, logical
• Solve problems and will ng ng
(AC/AE) (AC/RO) approach.
use their learning to find
Abstract • Ideas and concepts are
solutions to practical
Conceptualiz more important than
issues.
• Prefer technical tasks, and ation people.
• Require good clear
are less concerned with Development or
modification of explanation rather than a
people and interpersonal existing ideas from practical opportunity.
aspects. the experience
• Excel at understanding
• Finding practical uses for
wide-ranging information
ideas and theories.
and organizing it in a clear,
 Prof. Prantika Ray
Prof. IIM Kozhikode
Prantika Ray
IIM Kozhikode

Training
What is training?

Understanding the
steps of training
process
Employee
onboarding and
orientation
Training
techniques
What is Training

Training can be defined as the ‘systematic

approach to affecting individuals’
knowledge, skills and attitudes in order to
improve individual, team and
organizational effectiveness’.
ADDIE Five-step training process

Implem Evaluat
Analysis Design Develop
ent e
Step 1: Training Needs Analysis
(TNA)

• It identifies the training that the employees

Strategic require to fill the future jobs aligned with the
Training needs strategic goals of the organization such as new
analysis lines of business or global expansion.
• It aims to improve the current performance – of
Current & New new employees and whose performance has
employees’ been deficient.
training needs • Task Analysis for new employees
analysis • Talent Management: using profiles and
competency models
• Performance analysis of current employees
Step 1: Training Needs Analysis
(TNA)
• A detailed study of a job to identify the specific
Task analysis skills required.

• A graphic model that consolidates, usually in one

Competency diagram, a precise overview of the competencies
(the knowledge, skills, and behaviors) someone
model would need to do a job well.
• Verifying that there is a performance deficiency
Performance and determining whether that deficiency should
be corrected through training or through some
analysis other means (such as transferring the employee).
Step 2: Designing the Training
Program
Creating a Making the
Setting Making the
motivational skill transfer
learning learning
learning obvious and
objectives meaningful
environment easy

Ensuring
Other training transfer of Reinforcing
design issues learning to the the learning
job
Step 3: Developing the Program

Program development means actually assembling/

creating the programs training content and materials. It
means choosing the actual content the program will
present, as well as designing/choosing the specific
instructional methods.
Step 4: Implementing training
programs
On-the-job Apprenticeshi Informal Job instruction
Lectures
training p training learning training

Electronic
Audio-visual Performance
Programmed Vestibule Video
based Support
learning Training conferencing
learning Systems
(EPSS)
Computer-
Internet-
Based Simulated Interactive
Based Team Training
Training Learning Learning
Training
(CBT)
 Step 5: Evaluating the training
effort
Participants reactions to the program

What (if anything) the trainees learned from the

program,

What extent their on-the-job behavior or results

changed as a result of the program.
Prof. Prantika Ray
IIM Kozhikode
Prof. Prantika Ray
IIM Kozhikode

Developme
nt

What is
development?

Management
Development
programmes
What is development?

Development can be defined as

‘systematic efforts affecting individuals’
knowledge or skills for purposes of
personal growth or future jobs and/or
roles’.
Implementation of the Management
development process

assessing the company’s strategic needs

appraising managers current performance

developing the managers (and future managers)

Thank you!

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