Human Resource Management

Basic Text : Human Resource Management (14th edition)

By Gary Dessler

Course Facilitator
Dr. Anupam Kumar Das
Associate Professor
Department of Management
University of Chittagong
email : dasanupam@cu.ac.bd
Chapter: 5

Employee Training &

Development

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Learning Outcomes
 Summarize the purpose and process of employee orientation.
 List and briefly explain each of the five steps in the training process.
 Discuss how you would motivate trainees.
 Describe and illustrate how you would identify training requirements.
 Explain how to distinguish between problems you can fix with training
and those you can’t.
 Explain how to use five training techniques.
 List and briefly discuss four management development programs.
 List and briefly discuss the importance of the eight steps in leading
organizational change.
 Answer the question, “What is organizational development and how does
it differ from traditional approaches to organizational change?”

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Employee Orientation

 Employee orientation (often called “onboarding”

today) provides new employees with the information
they need to function.
 A procedure for providing new employees with basic
background information about the firm.
 Ideally, though, it should also help new employees
start getting emotionally attached to the firm.

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Purpose of Orientation

Orientation Helps New

Employees

Know what is
Begin the
Feel welcome Understand the expected in
socialization
and at ease organization work and
process
behavior

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The Orientation Process

Employee benefit Company organization

information and operations

Personnel Employee Safety measures

policies Orientation and regulations

Daily Facilities
routine tour

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The Training Process
 Training.
 Is the process of teaching new employees the basic skills they need to
perform their jobs
 Is a hallmark of good management
 Reduces an employer’s exposure to negligent training liability
 Is the act of increasing the knowledge and skill of an employee for
doing a particular job.
 Generally training is a learning experience in that it seeks a relatively
permanent change in an individual that will improve his or her ability
to perform on the job.
 Typically involves changing skills, knowledge, attitudes or social
behavior.

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The Training Process

 Training’s Strategic Context

 The aims of firm’s training programs must make sense in
terms of the company’s strategic goals.
 Training fosters employee learning, which results in
enhanced organizational performance.
 Performance management: the process employers use
to make sure employees are working toward
organizational goals.
 Web-based training
 Distance learning-based training
 Cross-cultural diversity training

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Steps in the Training Process [analysis-design-develop-
implement-evaluate (ADDIE)]

The Five-Step Training Process

1 Analyze the needs analysis (TNA)

2 Design overall training program

3 Develop overall course/training contents

4 Implement training on the job-off the job

5 Evaluate the course’s effectiveness.

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The Training and Development Process
 Needs analysis
 Identify job performance skills needed, assess prospective trainees
skills, and develop objectives.
 Design
 Produce the training program content, including workbooks,
exercises, and activities.
 Develop
 Presenting (trying out) the training to a small representative
audience.
 Implement the program
 Actually training the targeted employee group.
 Evaluation
 Assesses the program’s successes or failures.
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Analyzing TNA

• To produce new line of business

Strategic Analysis • To expand to abroad
• Hiring and T&D

• Task analysis (JD, JS, and WBS)

Task Analysis • Analysis record form

• Performance analysis
Performance (performance deficiency and
Analysis correction of those through
effective training

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Analyzing Training Needs
Task analysis is a detailed study of the job to determine what specific
skills the job requires.
Performance analysis is the process of verifying that there is a
performance deficiency and determining whether the employer should
correct such deficiencies through training or some other means (like
transferring the employee).

Training Needs
Analysis

Task Analysis: Performance Analysis:

Assessing new employees’ Assessing current employees’
training needs training needs

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Analyzing Training Needs
The heart of performance analysis is determining why performance is down. It is
futile to train an employee whose work actually is deficient because of
insufficient motivation. Distinguishing between can’t-do and won’t-do problems
is therefore crucial.

Specialized Software
Assessment Center
Performance Appraisals
Results

Methods Job-Related Performance

Individual Diaries
for Identifying Data
Training Needs
Attitude Surveys Observations

Tests Interviews

Can’t-do or Won’t-do?

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Designing Training Programs

Objectives

Delivery
Technologies
methods

Designing
Training

Program
Budgets
Evaluation

Contents

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Setting Learning Objectives

Training, development, learning, or (more generally)

instructional objectives should specify in measurable terms what
the trainee should be able to do after successfully completing the
training program.

The learning objectives:

It should first address the performance deficiencies that you
identified via the needs analysis. But at the same time, the learning
objectives must be practical, given the constraints.

Budget Constraints:
Typical costs include the development costs-the direct and indirect
(overhead) costs of the trainers’ time, participant compensation
(for the time they’re actually being trained), and the cost of
evaluating the program. Last but not the least, the timing cost.

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Creating Motivational Learning Environment
There’s often no better way to get someone’s attention than to
present a nice presentation. In other words, they know the best
training starts not with a lecture but by making the material
meaningful. Watching a movie in a training is not to enjoy but to
learn from it.

Trainee

Training

Ability and
Motivation Trainer
of both

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Make the Learning Meaningful in a Training

Using familiar
examples
Organize and
Bird’s-eye present info
view of the logically in
materials meaningful
units

Creating
perceived Using familiar
training needs terms and
in trainees’ concepts
minds
Using visual
ads

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Make Skills Transfer Easy

1. Maximize the similarity between the training

situation and the work situation.
2. Provide adequate practice.
3. Label or identify each feature of the machine and/or
step in the process.
4. Direct the trainees’ attention to important aspects
of the job.
5. Provide “heads-up,” preparatory information that
lets trainees know what might happen back on the
job.

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Ensuring transfer of learning to the job
1. Trainees learn best when the trainers immediately
reinforce correct responses,
perhaps with a quick well done.
2. The schedule is important. The learning curve goes
down late in the day, so that
full day training is not as effective as half the day or
three-fourths of the day.
3. Provide follow-up assignments at the close of training,
so trainees are reinforced
by having to apply back on the job what they've learned.

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Developing training programs
Program development means actually assembling the
program’s training content and materials (iPads,
workbooks, lectures, PowerPoint slides, Web- and
computer-based activities, course activities, trainer
resources), and instructional methods (lectures, cases,
Web-based, and so on).

Some employers create their own training content, but

there’s also a vast selection of online and offline content.

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Implementation and Evaluation of the Training

Once you design, approve, and develop the program, management

can implement and then evaluate it.

Implement means actually provide the training, using one or more

of the instructional methods (such as lectures) that we discuss
next.

Trainers’ directives during implementation:

Before training-announcements far in advance, provide directions, provide a point of
contact, and make sure participants have pre-training materials.
During training-make sure all participants have a point of contact in case they have
questions or need guidance.
After training-training does not end when the program ends. Instead, periodically
ascertain that trainees are transferring their learning to the job.

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Employee Training Methods
• On-the-Job Training (OJT)
 Training a person to learn a job while
working on it. It is learning by doing.
 Having a person learn a job
by actually doing the job.
• Types of On-the-Job Training
 Coaching or understudy
 Job rotation
 Special assignments
• Advantages
 Inexpensive
 Learn by doing
 Immediate feedback

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On-the-Job Training

Steps to Help Ensure OJT Success

1 Prepare the learner

2 Present the operation

3 Do a tryout

4 Follow up

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Employee Training Methods
• Apprenticeship training
 A structured process by which people become skilled
workers through a combination of classroom instruction and
on-the-job training.
• Informal learning
 The majority of what employees learn on the job they learn through
informal means of performing their jobs on a daily basis.
• Job instruction training (JIT)
 Listing each job’s basic tasks, along with key points, in order to provide
step-by-step training for employees.
• Effective lectures
 Quick and simple way to present knowledge to large groups of trainees in
case of new products features etc.

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Delivering Effective Lectures

 Don’t start out on the wrong foot.

 Give your listeners signals.
 Be alert to your audience.
 Maintain eye contact with audience.
 Make sure everyone in the room can hear.
 Control your hands.
 Talk from notes rather than from a script.
 Break a long talk into a series of five-minute talks.
 Practice and rehearse your presentation.

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Employee Training Methods
• Programmed instruction/Learning (PL)
 A systematic method for teaching job skills involving:
 Presenting questions, facts or problems to the learner
 Allowing the person to respond
 Giving the learner immediate feedback on the accuracy of
his or her answers
Presenting Providing
 Advantages questions,
Allowing
feedback
facts, or on
the person
 Reduced training time problems the
to respond
to the accuracy
 Self-paced learning learner of answers

 Immediate feedback
 Reduced risk of error for learner

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Employee Training Methods
• Audiovisual-Based Training
 Techniques like DVDs, films, Power points, videoconferencing,
audiotapes and videotapes can be very effective and are widely used.
• Simulated Training/Vestibule Training
 Training employees on special off-the-job equipment, as in airplane pilot
training, so training costs and hazards can be reduced.
• Computer-based Training (CBT)

 Advantages Types of CBT

 Reduced learning time  Intelligent Tutoring systems
 Cost-effectiveness  Interactive multimedia training
 Virtual reality training
 Instructional consistency

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Employee Training Methods
Distance & Internet-Based Training: Learning management
systems (LMS) play an important role in Internet training. They are special
software packages that support Internet training by helping employers identify
training needs, and in scheduling, delivering, assessing, and managing the
online training itself.

Tele training
– A trainer in a central location teaches groups of employees at
remote locations via TV hookups.
Videoconferencing
– Interactively training employees who are geographically
separated from each other—or from the trainer—via a
combination of audio and visual equipment.
Training via the Internet
– Using the Internet or proprietary internal intranets to facilitate
computer-based training.

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Employee/Management Development
 Employee/Management Development

 is any attempt to improve future

management performance by imparting
knowledge, changing attitudes, or
increasing skills.

 it is more concerned with education than

employee job-specific training.

 Employee training is present oriented training

that focuses on individuals’ current job.
Whereas employee development is future
oriented training focuses on employee personal
growth.

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Management Development Process/Implementing
Management Development Programs
The management development process consists of

Long-Term Focus of
Management Development

Assessing the Appraising Developing the

company’s strategic managers’ current managers and
needs performance future managers

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Succession Planning
 A process through which senior-level openings are
planned for and eventually filled.
 Development is usually part of the employer’s
succession planning
Steps in the Succession Planning Process

1 Anticipate management needs

2 Review firm’s management skills inventory

3 Create replacement charts

4 Begin management development

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Management Development Techniques

Managerial On-the-Job Training

Job Coaching and Action

rotation understudy learning
A management training A training technique by
technique that involves which management
moving a trainee from trainees are allowed to
department to department work full-time analyzing
to broaden his or her and solving problems in
experience and identify other departments.
strong and weak points.

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Managerial on-the-Job Training

 Job rotation
 Moving a trainee from department to department to broaden
his or her experience and identify strong and weak points.
 Coaching/Understudy approach
 The trainee works directly with a senior manager or with the
person he or she is to replace; the latter is responsible for
the trainee’s coaching.
 Action learning
 Management trainees are allowed to work full-time
analyzing and solving problems in other departments.

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Other Management Training Techniques

Off-the-Job Management Training

and Development Techniques

The case study method Role playing

Management games Behavior modeling

Outside seminars Corporate universities

University-related programs Executive coaches

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Off-the-Job Management Training and
Development Techniques
 Case study method
 Managers are presented with a description of an organizational
problem to diagnose and solve.
 Management game
 Teams of managers compete by making computerized decisions
regarding realistic but simulated situations.
 Outside seminars
 Many companies and universities offer Web-based and
traditional management development seminars and conferences.
 Role playing
 Creating a realistic situation in which trainees assume the roles of
persons in that situation.

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Off-the-Job Management Training and
Development Techniques
 Corporate universities/ In-house development centers
 A company-based method for exposing prospective managers to
realistic exercises to develop improved management skills.
 Executive coaches
 An outside consultant who questions the executive’s boss, peers,
subordinates, and (sometimes) family in order to identify the
executive’s strengths and weaknesses.
 Counsels the executive so he or she can capitalize on those strengths
and overcome the weaknesses.
 Behavior Modeling
 A training technique in which trainees are first shown good
management techniques in a film, are asked to play roles in a
simulated situation, and are then given feedback and praise by their
supervisor. The basic procedures are: a) Modeling b) Role Playing
c) Social reinforcement d) Transfer of training.
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Behavior Modeling
Behavior modeling involves (1) showing trainees the right (or “model”)
way of doing something, (2) letting trainees practice that way, and then
(3) giving feedback on the trainees’ performance.

Behavior Modeling Training

1 Model the effective behaviors

2 Have trainees role play using behaviors

3 Provide social reinforcement and feedback

4 Encourage transfer of training to job

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Managing Organizational
Change Programs
Faced with the need to change, managers can change
one or more of five aspects of their companies—their
strategy, culture, structure, technologies, or the attitudes
and skills of the employees.

What to Change

Strategy Culture Structure Technologies Employees

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Managing Organizational Change and
Development
Knowing how to deal with resistance to change is the heart of
implementing an organizational change program. Implementing
change can mean either reducing the forces for the status quo or
building up the forces for change.

The Human Resource

Manager’s Role

Overcoming Organizing Effectively using

resistance to and leading organizational
change organizational change development practices

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Managing Organizational Change and
Development (cont’d)
Psychologist Kurt Lewin formulated a model of change to summarize
what he believed was a three-step process for implementing a change
with minimal resistance.

Overcoming Resistance to Change:

Lewin’s Change Process

1 Unfreezing
2 Moving
3 Refreezing
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How to Lead the Change
 Unfreezing Stage
1. Establish a sense of urgency (need for change).
2. Mobilize commitment to solving problems.
 Moving Stage
3. Create a guiding coalition.
4. Develop and communicate a shared vision.
5. Help employees to make the change.
6. Consolidate gains and produce more change.
 Refreezing Stage
7. Reinforce new ways of doing things.
8. Monitor and assess progress.
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 Force Field
Analysis or Three
Stages Model

 Provide rationale for  Communicate shared Monitor and assess

change vision progress.
 Create anxiety for  Bring about actual  Set new performance
not changing shifts in developed indicators
 Create sense of behavior  Reward for new
psychological safety for  Involve, encourage, & behavior
change recognize people  Sanction for old
 Reduce the strengths  Give guidance, behavior
of the old value feedback, and  Reinforce change
 Establish a sense of resources through norm
urgency  Facilitate change

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Using Organizational Development
Organizational development (OD) is a change process through which
employees formulate the change that’s required and implement it, often
with the assistance of trained consultants.

Organizational Development (OD)

1 Usually involves action research

2 Applies behavioral science knowledge

3 Changes the organization in a particular direction

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Evaluating the Training Effort
There are two basic issues to address when evaluating training
programs. The first is the design of the evaluation study and, in
particular, whether to use controlled experimentation. The second issue
is of “What should we measure?” and involves choosing which training
outcomes to assess.
 Designing the Evaluation Study
 Time series design
 Controlled experimentation

 Choosing Which Training Effects to Measure

 Reaction of trainees to the program
 Learning that actually took place
 Behavior that changed on the job
 Results achieved as a result of the training

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FIGURE: Using a Time Series Graph to Assess a Training Program’s Effects

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FIGURE:
A Sample Training
Evaluation Form

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