Human Resource

Management
Course Code: 21241101
 Unit 7: Training and Development
 Overview of the Training process:
• ‘Training’ means giving new or current employees the skills that they need to perform their jobs.
This might mean showing new Web designers the intricacies of your site, new salespeople how to
sell your firms product, or new supervisors how to complete the firm’s weekly payroll.
• It might involve simply having the current jobholder explain the job to the new hire, or a multi-
week training process including classroom or Internet classes. In any case, training is a task that
managers ignore at their peril.
• Having high potential employees doesn’t guarantee they will succeed. They must know what to do
and how to do it. If they don’t, they will improvise or do nothing useful at all.
• Inadequate training can also trigger negligent training liability.
• Development- Another component of a training programme is development which is less skill-
oriented but stress on knowledge.
• Knowledge about business environment, management principles and techniques, human relations,
specific industry analysis and the like is useful for better management of a company.
 Aligning Strategy and Training
• The employer’s strategic plans should ultimately govern its training goals.
• In essence, the task is to identify the employee behaviors the firm will require to execute its
strategy, and from that deduce what competencies employees will need.
• Then, put in place training goals and programs to instill these competencies.
• For example, Caterpillar Inc. created Caterpillar University to oversee all its training and
development programs. Company executives comprise the university’s board of directors. They set
the university’s policies and oversee the alignment of the corporations learning needs with the
enterprises business strategy. The accompanying Strategic Context feature illustrates strategy s role
in training and development.
 Aligning Strategy and Training
How Nokia Corporation Links Training and Development to Business Strategy.
 Training and Performance
• Training experts often use the phrase workplace learning and performance in lieu of training to
underscore trainings dual aims of employee learning and organizational performance.
• Training has an impressive record of influencing performance. It scores higher than appraisal and
feedback and just below goal setting in its effect on productivity.
• Companies recently spent on average $1,103 per employee for training per year and offered each
about 28 hours of training.
 Benefits of Employee Training
 Leads to improved profitability and/or more positive attitudes towards profit orientation.
 Improves the job knowledge and skills at all levels of the organization.
 Improves the morale of the workforce.
 Aids in understanding and carrying out organizational policies.
 Aids in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that
successful workers and managers usually display.
 Develops a sense of responsibility to the organization for being competent and knowledgeable.
 Training process
• Creating a training program involves more than contracting with an online training vendor and
requiring your employees to take the course. The employer should use a rational training process.
• The gold standard here is still the basic analysis-design develop-implement-evaluate (ADDIE)
training process model that training experts have used for years.
 Analyze the training need.
 Design the overall training program.
 Develop the course (actually assembling/creating the training materials).
 Implement training, by actually training the targeted employee group using methods such as on-
the-job or online training.
 Evaluate the courses effectiveness.
Training process
 Training Needs Analysis
• Needs assessment refers to the process used to determine whether training is necessary. Needs
assessment typically involves organizational analysis, person analysis, and task analysis. An
organizational analysis considers the context in which training will occur. That is, organizational
analysis involves determining the appropriateness of training, given the company’s business strategy, its
resources available for training, and support by managers and peers for training activities.
• Person analysis helps to identify who needs training. Person analysis involves:
• (1) determining whether performance deficiencies result from a lack of knowledge, skill, or ability (a
training issue) or from a motivational or work-design problem,
• (2) identifying who needs training, and
• (3) determining employees ‘readiness for training. Task analysis identifies the important tasks and
knowledge, skills, and behaviors that need to be emphasized in training for employees to complete their
tasks.
• The training needs analysis should address the employers strategic/longer term training needs and/or its
current training needs. If the program is to use technology, the manager should also include a review of
the technology he or she plans to use for presenting the program, as part of the analysis.
Training Needs Analysis (Contd…)
• Need assessment diagnoses present problems and future challenges to be met through training and
development.
• Before committing such huge resources, organizations would do well to assess the training needs
of their employees. Companies that implement training progammes without conducting needs
assessment may be making errors.
• Need assessment occurs at three levels: group, individual and task. An individual needs training
when his or her performance falls short of expectations. Performance deficiency may be due to
knowledge, skill and abilities (KSA) deficiency, incongruence between performance and reward,
inadequate feedback or systems obstacles.
• Assessment of training needs must also focus on anticipated skills of an employee. Technology
changes fast and new technology demands new skills. This will help him/her to progress in his/her
career path. Training and development is essential to prepare the employee to handle more
challenging tasks.
The Needs Assessment Process
 WHY IS NEEDS ASSESSMENT NECESSARY?
• Needs assessment is the first step in the instructional design process, and if it is not properly
conducted any one or more of the following situations could occur:
• Training may be incorrectly used as a solution to a performance problem (when the solution should
deal with employee motivation, job design, or a better communication of performance
expectations).
• Training programs may have the wrong content, objectives, or methods.
• Trainees may be sent to training programs for which they do not have the basic skills, prerequisite
skills, or confidence needed to learn.
• Training will not deliver the expected learning, behavior change, or financial results that the
company expects. Money will be spent on training programs that are unnecessary because they are
unrelated to the company’s business strategy.
Causes and Outcomes of Needs Assessment
Key Concerns of Upper-Level and Mid-Level Managers and Trainers in Needs
Assessment
 Training needs assessment at group level
• Assessment of training needs occurs at the group level also.
• Any change in the organization’s strategy necessitates training of groups of employees.
• For example, when the organization decides to introduce a new line of products, sales personnel
and production workers have to be trained to produce, sell and service the new products.
• Training can also be used when high accident rates, low morale and motivation, or other problems
are diagnosed.
 TASK ANALYSIS: ANALYZING NEW EMPLOYEES TRAINING NEEDS
• Particularly with lower-level workers, it is common to hire inexperienced personnel and train them.
The organizations aim here is to give these new employees the skills and knowledge they need to
do the job.
• Task analysis is a detailed study of the job to determine what specific skills like Java (in the case of
a Web developer) or interviewing (in the case of a supervisor) the job requires.
• For task analysis, job descriptions and job specifications are essential. These list the jobs specific
duties and skills, which are the basic reference points in determining the training required.
• Managers can also uncover training needs by reviewing performance standards, performing the
job, and questioning current job holders and their supervisors.
• Some managers supplement the job description and specification with a task analysis record form.
This consolidates information regarding required tasks and skills in a form that is especially helpful
for determining training requirements.
• The task analysis record form contains six types of information, such as skills or knowledge
required.
Printing press operator task analysis record form
 Organizational Analysis
• Organizational analysis involves identifying whether training supports the company’s strategic
direction; whether managers, peers, and employees support training activity; and what training
resources are available.
• Some combination of documentation, interviews, or focus groups of managers and individuals in
the training function should be used to answer these questions.
• Questions to Ask in an Organizational Analysis
• How might the training content affect our employees’ relationship with our customers?
• What might suppliers, customers, or partners need to know about the training program? How does
this program align with the strategic needs of the business?
• Should organizational resources be devoted to this program?
• What do we need from managers and peers for this training to succeed?
• What features of the work environment might interfere with training (e.g., lack of equipment, no
time to use new skills)?
• Do we have experts who can help us develop the program content and ensure that we understand
the needs of the business as we develop the program?
• Questions to Ask in an Organizational Analysis (Contd…)
• Will employees perceive the training program as an opportunity? reward? punishment? waste of
time?
• Which persons or groups (employees, managers, vendors, suppliers, program developers) have an
interest in seeing training succeed?
• Whose support do we need?
 Person Analysis
• Person analysis helps to identify employees who need training, that is, whether employees’ current
performance or expected performance indicates a need for training. The need for training may
result from the pressure points, including performance problems, changes in the job, or use of new
technology.
• Person analysis also helps determining employees ‘readiness for training. Readiness for training
refers to whether-
• (1) employees have the personal characteristics (ability, attitudes, beliefs, and motivation)
necessary to learn program content and apply it on the job and
• (2) the work environment will facilitate learning and not interfere with performance.
• This process includes evaluating person characteristics, input, output, consequences, and feedback.
 Process for Person Analysis
• Person characteristics refer to the employees’ knowledge, skill, ability, and attitudes.
• Input relates to the instructions that tell employees what, how, and when to perform. Input also
refers to the resources that the employees are given to help them perform.
• These resources may include equipment, time, or budget.
• Output refers to the job’s performance standards. Consequences refer to the type of incentives that
employees receive for performing well.
• Feedback refers to the information that employees receive while they are performing.
 Need Assessment Techniques
• Several techniques are available for needs assessment.
• They include:
 observation of employees performing the job,
 using on-line technology, reading technical manuals and other documentation,
 interviewing subject-matter experts,
 conducting focus groups with experts, and
 asking experts to fill up questionnaires designed to identify the tasks and knowledge, skills,
abilities and other experts to fill up questionnaires designed to identify the tasks and knowledge,
skills, abilities, and other attributes requirement for a job.
Needs Assessment Techniques-Merits and Demerits
 Designing the Training Program
• Armed with the needs analysis results, the manager next designs the overall training program.
• Design means planning the overall training program including training objectives, delivery
methods, and program evaluation.
• Sub-steps include setting performance objectives, creating a detailed training outline (all training
program steps from start to finish), choosing a program delivery method (such as lectures or Web),
and verifying the overall program design with management.
• The design should include summaries of how you plan to set a training environment that motivates
your trainees both to learn and to transfer what they learn to the job.
• It is also at the design stage that the manager reviews possible training program content (including
workbooks, exercises, and activities), and estimates a budget for the training program.
Designing the Training Program
Questions and Answers about Training Practices
 Developing the Training 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 (lectures, cases, Web-based, etc.) you will use.
• Training equipment and materials include (for example) iPads, workbooks, lectures, PowerPoint
slides, Web- and computer-based activities, course activities, trainer resources (manuals, for
instance), and support materials.
• Once you design, approve, and develop the program, management can implement and then evaluate
it.
 Implementing Training Programs
 On-the-Job training (OJT) -means having a person learn a job by actually doing it. Every
employee, from mailroom clerk to CEO, gets on-the-job training when he or she joins a firm. In
many firms, OJT is the only training available.
• The most common OJT types of training include orientation, job-instruction, internship,
apprenticeship, and coaching and job rotation.
• OJT offers several benefits to the organization. It is relatively inexpensive; trainees produce
something while learning; does not result in work disruption; does not require elaborate
preparations like selection of place, arranging facilities and drawing trainees; and quick feedback is
available to trainers.
 Off-the-Job training- Off-the-job training occurs away from workplace. A training away from
work environment enables trainees to study theoretical information or be exposed to new and
innovative ideas.
• Among the most commonly used techniques are lectures, films, audio cassettes, case studies, role
playing, video-tapes and simulations.
 On-the-Job Training (OJT) Techniques
 Coaching:
• Coaching is a one-to-one training. It helps in quickly identifying the weak areas and tries to focus on
them. It also offers the benefit of transferring theory learning to practice. The biggest problem is that
it perpetrates the existing practices and styles. In India most of the scooter mechanics are trained
only through this method.
 Mentoring:
• The focus in this training is on the development of attitude. It is used for managerial employees.
Mentoring is always done by a senior inside person. It is also one-to- one interaction, like coaching.
 Job Rotation:
• It is the process of training employees by rotating them through a series of related jobs. Rotation not
only makes a person well acquainted with different jobs, but it also alleviates boredom and allows to
develop rapport with a number of people. Rotation must be logical.
On-the-Job Training (OJT) Techniques (Contd…)
 Apprenticeship Training-
• Apprenticeship training is a process by which people become skilled workers, usually through a
combination of formal learning and long-term on-the-job training.
• It traditionally involves having the learner/apprentice study under the tutelage of a master
craftsperson.
• When steelmaker Dofasco discovered that many of their employees would be retiring during the
next 5 to 10 years, the company decided to revive its apprenticeship training.
• Applicants are prescreened. New recruits then spend about 32 months in an internal apprenticeship
training program, learning various jobs under the tutelage of experienced employees.
 Job Instruction Training-
• Many jobs (or parts of jobs) consist of a sequence of steps that one best learns step-by-step. Such
step-by-step training is called job instruction training (JIT).
• First, list the jobs required steps (let’s say for using a mechanical paper cutter) each in its proper
sequence.
• Then list a corresponding key point (if any) beside each step. The steps in such a job instruction
training sheet show trainees what to do, and the key points show how it’s to be done and why.
 Off-the-Job Training techniques
 Lectures-
• Lecturing is a quick and simple way to present knowledge to large groups of trainees, as when the
sales force needs to learn a new product features.
 Programmed Learning-
• Whether the medium is a textbook, PC, or the Internet, programmed learning (or programmed
instruction) is a step-by-step, self-learning method that consists of three parts:
 Presenting questions, facts, or problems to the learner
 Allowing the person to respond
 Providing feedback on the accuracy of answers, with instructions on what to do next
• Generally, programmed learning presents facts and follow-up questions frame by frame.
• When the learner responds, subsequent frames provide feedback on the answers accuracy.
• What the next question is often depends on how the learner answers the previous question. The
built-in feedback from the answers provides reinforcement.
• Programmed learning reduces training time. It also facilitates learning by letting trainees learn at
their own pace, get immediate feedback, and reduce their risk of error.
Off-the-Job Training techniques (Contd…)
 (c) Audiovisual-Based Training-
• Although increasingly replaced by Web-based methods, audiovisual-based training techniques like
DVDs, films, Power Point, and audiotapes are still popular.
• The Ford Motor Company uses videos in its dealer training sessions to simulate problems and
reactions to various customer complaints, for example.
 When there is a need to illustrate how to follow a certain sequence over time, such as when
teaching machine repair. The stop-action, instant replay, and fast- or slow-motion capabilities
of audiovisuals can be useful here.
 When there is a need to show trainees events not easily demonstrable in live lectures, such as a
visual tour of a factory.
 (d) Vestibule Training-
• With vestibule training, trainees learn on the actual or simulated equipment they will use on the
job, but are trained off the job (perhaps in a separate room or vestibule).
• Vestibule training is necessary when it’s too costly or dangerous to train employees on the job.
Putting new assembly-line workers right to work could slow production, for instance, and when
safety is a concern as with pilots simulated training may be the only practical alternative.
• As an example, UPS uses a life-size learning lab to provide a 40-hour, 5-day realistic training
program for driver candidates.
Off-the-Job Training techniques (Contd…)
 (e) Simulated Learning-
• Simulated learning means different things to different people. A survey asked training professionals
what experiences qualified as simulated learning experiences. The percentages of trainers choosing
each experience were:
 Virtual reality-type games,19%
 Step-by-step animated guide,8%
 Scenarios with questions and decision trees overlaying animation,19%
 Online role-play with photos and videos,14%
 Software training including screenshots with interactive requests,35%
 Other,6%
• Virtual reality puts the trainee in an artificial three-dimensional environment that simulates events
and situations that might be experienced on the job. Sensory devices transmit how the trainee is
responding to the computer, and the trainee sees, feels and hears what is going on, assisted by
special goggles and auditory and sensory devices.
Off-the-Job Training techniques (Contd…)
 (f) Role playing-
• The aim of role playing is to create a realistic situation and then have the trainees assume the parts
(or roles) of specific persons in that situation.
• Each trainee gets a role, such as: You are the head of a crew of telephone maintenance workers,
each of whom drives a small service truck to and from the various jobs.
• Every so often you get a new truck to exchange for an old one, and you have the problem of
deciding to which of your crew members you should give the new truck.
• Often there are hard feelings, since each seems to feel entitled to the new truck, so you have a
tough time being fair.
• When combined with the general instructions and other roles, role playing can trigger spirited
discussions among the role player/trainees.
• The aim is to develop trainee’s skills in areas like leadership and delegating.
• For example, a supervisor could experiment with both a considerate and an autocratic leadership
style, whereas in the real world the person might not have the luxury of experimenting.
• It may also train someone to be more aware of and sensitive to others feelings.
Off-the-Job Training techniques (Contd…)
 (g) Behavior Modelling-
• Behavior modeling involves-
 showing trainees the right (or model) way of doing something,
 letting trainees practice that way, and then
 giving feedback on the trainee’s performance.
• Behavior modeling training is one of the most widely used, well researched, and highly regarded
psychologically based training interventions.
• The basic procedure is as follows:
• 1. Modeling-First, trainees watch live or video examples showing models behaving effectively in a
problem situation. Thus, the video might show a supervisor effectively disciplining a subordinate,
if teaching how to discipline is the aim of the training program.
• 2. Role playing- Next, the trainees are given roles to play in a simulated situation; here they are to
practice the effective behaviors demonstrated by the models.
Off-the-Job Training techniques (Contd…)
• 3. Social reinforcement- The trainer provides reinforcement in the form of praise and constructive
feedback.
• 4. Transfer of training- Finally, trainees are encouraged to apply their new skills when they are
back on their jobs.
• (h) Corporate Universities-
• Many firms, particularly larger ones, establish in-house development centers (often called
corporate universities).
• GE, Caterpillar, and IBM are examples.
• Such centers typically offer a catalogue of courses and programs aimed at supporting the
employer’s management development needs.
• Employers often collaborate with academic institutions, and with training and development
program providers and Web-based educational portals, to create packages of programs and
materials. Characteristics of effective corporate universities include:
 alignment with corporate strategic goals,
 a focus on development of skills that support business needs,
 evaluation of learning and performance,
 using technology to support the learning, and
 partnering with academia
 Evaluating the Training Program
• With today’s emphasis on measuring results, it is crucial that the manager evaluate the training
program. Training programmes should be evaluated to determine their cost effectiveness.
• Evaluation is useful to explain programme failure, should it occur.
• Principles of Evaluation
 Evaluation of the training programme must be based on the following principles:
 Evaluation specialist must be clear about the goals and purposes of evaluation.
 Evaluation must be continuous.
 Evaluation must provide the means and focus for trainers to be able to appraise themselves, their
practices, and their products.
 Evaluation must be based on objective methods and standards.
 Outcomes used for evaluation
• Outcomes or criteria for evaluation include-
• reaction outcomes,
• earning or cognitive outcomes,
• behavior or skill based outcomes,
• affective outcomes,
• results and return on investment.
Outcomes used for evaluation