Training and Development

Learning Objectives
• Summarize the purpose and process of employee
orientation.
• Discuss the nature and concept of training and
development.
• Explain the process of training and development.
• Describe and illustrate how you would identify training
requirements.
• Explain how to use training techniques.
• Explain why a controlled study may be superior for
evaluating the training program’s effects.
HRM in Action: Employee Orientation for
External Hires

• Up to 40% of externally hired executives fail

within first 18 months
• Others that are recruited from outside the firm
leave within five years
• Companies often do a poor job of orientation
• Provides a guide to new corporate culture and its
people and personalities
 Employee Orientation
 A formal process of familiarizing new employees with
the organization, their jobs, and their work units.
 Benefits:
 Lower turnover
 Increased productivity
 Improved employee morale
 Lower recruiting and training costs
 Facilitation of learning
 Reduction of the new employee’s anxiety
 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
 The Orientation Process

Employee benefit Company organization

information and operations

Personnel Employee Safety measures

policies Orientation and regulations

Daily Facilities
routine tour
 Training and Development
• It is a systematic process through which an organization’s
human resources gain knowledge and develop skills by
instruction and practical activities that result in improved
organizational performance.
• Giving new or current employees the knowledge, skills and
abilities they need to perform their jobs
• Effort initiated by an organization to foster learning among
its members
• Aligning strategy and training
• Source of competitive advantage
− Stability
− Flexibility
− Growth
• Helps to remove performance deficiencies in employees
 Training and Development
– Training
• Refers to the process of imparting specific skills
• Tends to be narrowly focused and oriented toward
short-term performance concerns
• Skill enhancement processes for non-managerial jobs
– Development
• Refers to the learning opportunities designed to focus
on developing current and future managers
• Effort that is oriented more toward broadening an
individual’s skills for the future responsibilities
• Skill enhancement processes for managerial jobs
Benefits of Employee Training & Development
For Organization
- Linked to higher profit
- Morale of workforce is increased
- Created corporate image
- Increased working relationships
- Aids in preparing work guidelines
- Increase understanding and implementation of organizational policy
- Identify future needs in all organizational areas
- More effective problem solving skills and decision making
- Prepare for promotion with in the organization
- Develop leadership skills, motivation, commitment and loyalty
- Reduce cost in different areas like production, administration, and HR
- Better labour-management relationship
- Help to improve organizational communication
- Help to initiate and implement change management program
Benefits of Employee Training & Development

For Employees

- Self development and self confidence

- Make individual able to handle stress, and conflicts
- Increase motivation, job satisfaction, loyalty
- Improved skills and knowledge to perform their work
- Bring positive attitudinal change
- Prepare to learn and grow to take future responsibilities
- Interpersonal skills
- Make them prepare to take new initiatives
- Help to achieve personal goals
Inputs in Training and Development

Skills

Education
Inputs
Development

Ethics

Attitudinal Changes
 Training Process
Need Assessment
a) Organization support
b) Organizational Analysis
c) Task and KSA analysis
d) Person Analysis

Development of Training Validity

Instructional Objectives
criteria

Transfer Validity
Selection and design
of instructional
program Intra-organizational
Validity

Training
Inter-organizational
validity
Use of Evaluation
Source: Aswathappa, 2008, p. 216 models
 1. Conducting the Needs
Assessment
• Diagnosis current problems and future needs
• Organizational Support
• Organization Analysis
– An examination of the environment, strategies, and resources
of the organization to determine where training emphasis
should be placed.
• Task and KSA Analysis
– The process of determining what the content of a training
program should be on the basis of a study of the tasks and
duties involved in the job.
– Required Knowledge, skills and abilities
• Person Analysis
– A determination of the specific individuals who need training.
 Needs Assessment for Training
…of environment, strategies, and resources to
determine where to emphasize training
ORGANIZATIONAL 1 How training will assist to achieve organization
ANALYSIS goals?
2 What cost is expected and what is benefit to the
organization?

…of the activities to be performed in order to

TASK ANALYSIS determine the KSAs needed.
1 What are job responsibilities and duties?
2 What knowledge and skills are required to increase
work performance?

PERSON ANALYSIS …of performance, knowledge, and skills in order to

determine who needs training.
1 What is trainee's skill and knowledge level?
2 Which learning style trainees prefer?
Needs Assessment for Training

Individual
• Performance gap
• Change in technology
• Transfer

Training Need
Assessment Levels
Group
• Change in organizations'
strategy
• New product line
• new technology
• Low moral and motivation
Assessing Current Employees’ Training Needs

Software
Assessment Center Performance
Results Appraisals

Methods Job-Related
Individual Diaries
for Identifying Performance Data
Training Needs
Attitude Surveys Observations

Tests Interviews

Can’t-do or Won’t-do?
 Benefits of Needs Assessment
• Informed about the broader needs of the
trainees
• Course inputs closer to the specific needs of
the trainees.
• Helps to create more accountability
 Training Process
Need Assessment
a) Organization support
b) Organizational Analysis
c) Task and KSA analysis
d) Person Analysis

Development of Training Validity

Instructional Objectives
criteria

Transfer Validity
Selection and design
of instructional
program Intra-organizational
Validity

Training
Inter-organizational
validity
Use of Evaluation
Source: Aswathappa, 2008, p. 216 models
 2. Deriving Instructional Objectives
• Need assessment helps prepare a blueprint that
describes the objectives to be achieved
• Provide the input for designing the training
programme
• Criteria that would help assess effectiveness of
the training programme
3. Designing Training and Development
Program
Who are the trainees?

Who are the trainers?

What methods and techniques?

What should be the Level of training?

What principles of learning?

Where to conduct the program?

 i. Who are the Trainees?
• Selected on the basis of
– Self nomination
– Recommendations of supervisors
– HR department
• Advisable to have two or more targeted
audiences – facilitates group processes such as
problem solving and decision making skills
 ii. Who are the Trainers?
• Immediate supervisors
• Co-workers, as in buddy systems
• Members of HR staff
• Specialists in other parts of the company
• Outside consultant
• Faculty members at universities
iii. Methods and Techniques of Training
• On-the-Job Training • Computer-Based Training
• Apprenticeship Training (CBT)

• Informal Learning • Simulated Learning

• Job Instruction Training • Internet-Based Training

• Lectures • Learning Portals

• Programmed Learning
• Audiovisual-Based Training
• Vestibule Training
• Teletraining and
Videoconferencing
 iv. What Should be Level of Learning
• First level – Fundamental Knowledge
• Second level – Skill development
• Third level – Increased operational efficiency
(Obtaining additional experience and
improving skills)
 v. Learning Principles
• Employee motivation
• Recognition of individual differences
• Practice opportunities
• Reinforcement
• Knowledge of results (feedback)
• Schedules of learning
• Transfer of learning
vi. Where to Conduct the Programme

At the Job itself

On site but not on the job

Off the site

 Training Process
Need Assessment
a) Organization support
b) Organizational Analysis
c) Task and KSA analysis
d) Person Analysis

Development of Training Validity

Instructional Objectives
criteria

Transfer Validity
Selection and design
of instructional
program Intra-organizational
Validity

Training
Inter-organizational
validity
Use of Evaluation
Source: Aswathappa, 2008, p. 216 models
 4. Implementation of the Training
Programme
• Deciding the location and organizing training
and other facilities
• Scheduling the training programme
• Conducting the programme
• Monitoring the progress of the trainees
5. Evaluating the Training Program

Evaluating the Training Program

Need for Evaluation

Principles of Evaluation

Levels of Evaluation

Criteria for Evaluation

 i. Need for Evaluation
• Is to determine if the programmes are accomplishing
specific training objectives
• To ensure that any changes in trainee capabilities due
to training programme
• To determine their cost effectiveness
 ii. Principles of Evaluation
• Evaluation specialist must be clear about the goals
and purposes of evaluation
• Must be continuous
• Focus for trainers to be able to appraise themselves,
their practices
• Must be based on objective methods and standards
iii. Kirkpatrick’s Levels of Evaluation
 Level 1: Reactions
• Participant Reactions
– The simplest and most common approach to training
evaluation is assessing trainees.
– Potential questions might include the following:
What were your learning goals for this program?
Did you achieve them?
Did you like this program?
Would you recommend it to others who have similar
learning goals?
What suggestions do you have for improving the program?
Should the organization continue to offer it?
• Questionnaires
 Level 2: Learning
• Checking to see whether they actually learned
anything.
– Testing knowledge and skills before beginning a
training program gives a baseline standard on
trainees that can be measured again after training to
determine improvement.
– However, in addition to testing trainees, test
employees who did not attend the training to
estimate the differential effect of the training.
• Written tests, performance tests
 Level 3: Behavior
• Are trainees behaving differently on the job after
training?
• Are they using the skills and knowledge they
learned in training?
• Transfer of Training
– Effective application of principles learned
• Maximizing the Transfer of Training
1. Feature identical elements
2. Focus on general principles
3. Establish a climate for transfer
• Performance appraisal by superior, peer, client,
subordinate
 Level 4: Results or Return on
Investment (ROI)
• Utility of Training Programs.
– Calculating the benefits derived from training:
How much did quality improve because of the training
program?
How much has it contributed to profits?
What reduction in wasted materials did the company get
after training?
How much has productivity increased and by how much
have costs been reduced?
 Level 4: Results or Return on
Investment (ROI)
• Return on Investment
– Viewing training in terms of the extent to which it
provides knowledge and skills that create a
competitive advantage and a culture that is ready
for continuous change.
– ROI = Results/Training Costs
• If the ROI ratio is >1, the benefits of the training
exceed the cost of the program
• If the ROI ratio is <1, the costs of the training exceed
the benefits.
Calculating Training ROI - Examples
 Level 4: Results (cont’d)
• Benchmarking
– The process of measuring one’s own services and
practices against the recognized leaders in order
to identify areas for improvement.
1. Training activity: How much training is occurring?
2. Training results: Do training and development
achieve their goals?
3. Training efficiency: Are resources utilized in the
pursuit of this mission?
iv. Criteria for Evaluation

Training Validity

Transfer Validity
Criteria for
Evaluation
Intra-organizational Validity

Inter-organizational Validity
Methods and Techniques of Training
• On-the-Job Training • Vestibule Training
• Apprenticeship Training • Videoconferencing
• Informal Learning • Internet-Based Training
• Job Instruction Training • Learning Portals
• Lectures
• Programmed Learning
• Computer-Based Training
(CBT)
• Audiovisual-Based Training
 The OJT Training Method
• On-the-Job Training (OJT)
– 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
• Drawbacks
– The lack of a well-structured training environment
– Poor training skills of managers
– The absence of well-defined job performance criteria
 On-the-Job Training

Steps to Help Ensure OJT Success

1 Preparation

2 Present the operation

3 Tryout

4 Follow-up
 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.
• Carpenter
• Chef
• Child care development specialist
• Construction craft laborer
• Dental assistant
• Electrician
• Elevator constructor
• Pipefitter
 Job Instruction Training
Many jobs (or parts of jobs) consist of a logical sequence of steps
that one best learns step-by-step. This step-by-step training is called
job instruction training (JIT).
 Lectures
• Lecturing is a quick and simple way to present
knowledge to large groups of trainees
• The communication of learned capabilities is primarily
one-way – from the trainer to the audience
• Least expensive
• least time-consuming ways to present a large amount of
information efficiently in an organized manner
 Programmed Learning
• Step-by-step, self-learning method

Presenting
Providing
questions, Allowing the
feedback on
facts, or person to
the accuracy
problems to respond
of answers
the learner

• Advantages
– Reduced training time
– Self-paced learning
– Immediate feedback
– Reduced risk of error for learner
 Audiovisual-based training
• Providing training by way of using Films, Televisions, Video, and
Presentations etc.
• To expose trainees to events not easily demonstrable in live
lectures.
• To meet the need for organization wide training and it is too
costly to move the trainers from place to place.
Advantages
 Wide range of realistic examples
 Quality control possible.
Disadvantages
 One-way communication
 No feedback mechanism
 No flexibility for different audience.
 Distance and Internet based Training
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.
 Vestibule Training
• Employees who deal with the tools and machinery,
are given the job education training in the workplace
other than the main production plant.
• “Near the job training”, which means the simulated
setup is established, proximate to the main production
plant, wherein the employee learns how to operate the
tools and machinery, that may be exactly similar, to
what they will be using at the actual work floor.
 Vestibule Training
• Useful to give training to a large number of people,
performing the same type of job.
• The actual work does not suffer, as the vestibule training is
conducted at the simulated workplace and not on the actual
work floor.
• The workers accustom themselves with the simulated work
environment and thus, their nervousness or anxiety reduces
before going to the actual work floor.
• The Vestibule training is given by the specialist
• Generally, the vestibule training is conducted when any
new technology is launched, and the workers are
required to learn about its operations in the simulated
work environment, thereby not hampering the actual
 Vestibule Training
• Disadvantages of Vestibule Training
• The vestibule training is costly
• More money for the trainer.
• The vestibule training is time-consuming
 Barriers to Effective Training
• Management commitment is lacking and
uneven
• Aggregative spending on training is inadequate
• Educational institutes award degrees but
graduates lacks skills
• Large scale poaching of trained workers
• Employers and B schools must develop closer
ties
 What is Management Development?

• Management development
– Any attempt to improve current or future
management performance by imparting
knowledge, changing attitudes, or increasing skills.
 Implementing Management
Development Programs

Long-Term Focus of
Management Development

Assessing the Appraising Developing the

company’s managers’ current managers and
strategic needs performance future managers
 What is Management Development?
• Succession planning
– A process through which senior-level openings are
planned for and eventually filled.
• Anticipate management needs
• Review firm’s management skills inventory
• Create replacement charts
• Begin management development
Management Development Techniques

Managerial On-the-Job Training

Job Coaching and Action

rotation understudy learning
Other Management Training Techniques

Off-the-Job Management Training

and Development Techniques

The case study method Role playing

Management games Corporate universities

Outside seminars Executive coaches

University-related programs