Introduction to Human Resource Management

Sub -Module 5
(Day 7)
 “If you think training is
expensive, try ignorance.”

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Training is a change in skills.

What Is training ?

The simple answer is, training deals with building skills. Therefore, in order to build
skills, training has to do two things:
• Assess learner's skill level before training starts.
• Design a program based on sound adult learning principles,
Including:
 Realistic scope
 Clear objectives
 Appropriate methodology
 Numerous opportunities to practice skills with feedback and
suggestions for improvements
 Competent instructors
 Assess learner's skill level after training is over.
 If your learner's skills did not increase, your training did not work.

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The Difference Between Education and Training

• What is the difference between education and

training?
• Are they the same and it is just a matter of
semantics, or are they completely different
concepts?
• Can they be studied together?

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Education
• Formal education is usually thought of studies done in
schools. The students range from the very youngest
through college to those in adult education.
• There is also informal education or self-study, where
adults read books, listen to tapes and learn through other
media. Observing life itself is a form of education.
• The objective of classes or of self-education is usually to
gain knowledge about facts, events, principles, concepts,
and such. In some classes the student is required to
demonstrate the memorization of facts and the
association between concepts. In other classes, they
must apply rules to solve problems.
• Testing concerns memorization and understanding, plus
perhaps analytic and problem solving skills.

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Training
• On the other hand, formal training is usually concerned with gaining
a skill. Training is done in trade schools, seminars, and business
training classes. Learners of training are usually adults, although
there are some classes to teach youngsters certain skills.
• Informal training is usually done through reading, viewing or
listening to how-to material. Sometimes that material is then used
as a guide, while the person applies the skills learned. For
example, you may refer to a how-to book when trying to fix your
plumbing at home.
• Verification of skills is best achieved by actually doing something in
the real world. Sometimes tests given in trade schools check for
knowledge, as opposed to skill. Often in corporate training sessions
and in seminars, there is no verification that the learner had
achieved the desired skills.

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• Education is a change in knowledge.

 Education is our attempt to give our learners broad

information on a subject; no attempt is made to develop skills
 Education is what survives when what has been learned has
been forgotten.

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Training or Education: Does it make a difference?
• The education and training paradigms are opposite poles
on nine characteristics. Many instructional programs are
a mixture to varying degrees of these two paradigms
• (A paradigm is "...a constellation of concepts, values,
perceptions and practices shared by a community which
forms a particular vision of reality that is the basis of the
way a community organizes itself."
• Much of what is called training is largely education by
definition and that includes many of the instructor-led
PowerPoint programs common in many corporations.
There is also some training in some educational
programs – mostly in the professional schools.

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 Purpose

Instructor and student roles

Training

Processes

Evaluation

PARADIGM Underlying theory

Values

How we think of it
Education

Socializing

After graduation

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Training & Development
• Training is a process of learning a sequence of programmed behavior. It is application on
knowledge
• Development is a related process/concept. Growth in personality, higher maturity levels
and actualization of potential

• Training
– Effort initiated by an organization to foster
learning among its members.
– Tends to be narrowly focused and oriented
toward short-term performance concerns.
• Development
– Effort that is oriented more toward broadening
an individual’s skills for the future
responsibilities.

Flippo defined training as the act of increasing the knowledge and skills of an employee for
doing a particular job and prepare himself for higher level job.
Training & Development

• Learning Training Development

Dimensions
• Who Non managers Managers
• What Technical mechanical Theoretical
operations conceptual ideas
• Why Specific job related General knowledge
information
• When Short term long term
Objectives
• To increase productivity
• To improve quality
• To help organizational with its future HR needs
• To improve organizational climate
• To improve health and safety
• Obsolescence prevention
• Personal growth
Training

Need for training

• New entrants –basic knowledge & skills for performing job
• Current employees – Better & effective performance in current roles- to latest
concepts/techniques etc
• Build next line to take up higher position
• Broaden horizon of employees with exposure to opportunities & techniques
outside.
• Reduce supervision time, reduce wastage and better use of resources reduce
accidents
• Raising morale of the employees
• To absorb newer technology.
• …..
• …….
• …….
Training
Increasing Importance

• Increasing importance of product and service quality

(Collin, 2001 and Mabey & Salaman, 1995)
• Flexibility (Crofts, 1995 & Hyman, 1996)
• New technology (Hyman, 1996)
• Downsizing and delayering in lean organisations
(Hyman, 1996)
• Employee commitment (Hyman, 1996 & Holden, 2001)
• Skills and labour shortages
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Training

Sources for Identification of training needs

• Performance review reports

• Potential appraisals
• Job rotation
• Continuing education
• Psychometric tests
• Training need survey
• Competency mapping –behavioral /functional
Training

Methodology

• On -job • Off -job

– On the job training – – Class room
learning by doing – Conferences
– Movies
– Apprenticeship
– Simulation exercise
programs/GET/MT
– Cases
program
– Experiential
exercises
– Computer modeling
– Vestibule training
– Programmed
instruction
Training Methods
• On-the-job training (OJT)
– Method by which employees are given hands-on experience with instructions
from their supervisor or other trainer.
• Apprenticeship training
– System of training in which a worker entering the skilled trades is given thorough
instruction and experience, both on and off the job, in the practical and
theoretical aspects of the work.
• Cooperative Training
– Training program that combines practical on-the-job experience with formal
educational classes.
• Internship Programs
– Programs jointly sponsored by colleges, universities, and other organizations that
offer students the opportunity to gain real-life experience while allowing them to
find out how they will perform in work organizations.

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Training Methods
• Vestibule Training
– A special type of classroom facility is used to give instruction in
the operation of equipment like that found in operating
departments
– The emphasis is on instruction rather than production
• Computer-assisted Instruction (CAI)
– A system that delivers instructional materials directly through a
computer terminal in an interactive format.
• Computer-managed Instruction (CMI)
– A system normally employed in conjunction with CAI that uses a
computer to generate and score tests and to determine the level
of training proficiency.
– .
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Development
• On-the-Job Experiences
• Seminars and Conferences
• Case Studies
• Management Games
• Role Playing
• Behavior Modeling

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On-the-Job Experiences
• Coaching
• Understudy Assignment
• Job Rotation
• Lateral Transfer
• Special Projects
• Action Learning
• Staff Meetings
• Planned Career Progressions
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Case Studies
The use of case studies is most appropriate when:
• Analytic, problem-solving, and critical thinking skills are
most important.
• The KSAs are complex and participants need time to
master them.
• Active participation is desired.
• The process of learning (questioning, interpreting, and so
on) is as important as the content.
• Team problem solving and interaction are possible.

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Role Playing
• Successful role play requires that instructors:
– Ensure that group members are comfortable with each other.
– Select and prepare the role players by introducing a specific situation.
– To help participants prepare, ask them to describe potential characters.
– Realize that volunteers make better role players.

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Behavior Modeling

• Behavior Modeling
– An approach that demonstrates desired behavior and
gives trainees the chance to practice and role-play those
behaviors and receive feedback.
– Involves four basic components:
• Learning points
• Model
• Practice and role play
• Feedback and reinforcement

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Evaluating the training program
• Basic Criteria available to evaluate training
– Reactions ( at end of training asking participants
feedback –achieving learning goals, liked the
program, would you recommend ,suggestions)
– Learning ( testing knowledge /skills imparted in
the training
– Behavior( noticeable changes in behavior post
training)
– Results( improvement in productivity )
Present status of training
• Training not partner in decision making
• Feeling of training being peripheral activity
• Service department
• Non –professional image

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Overview
• When and why is training necessary?
• How should a training program be conducted?
• How are training needs determined?
• What goes into the design of an effective training
program?
• What are some of the commonly used training
methods?
• How can we determine whether training has been
effective?
Employee Training
Why?
• Provide knowledge and skills required to perform effectively.

When?
• New hires (to complement selection)
• Change of jobs (e.g., transfer, promotion)
• Change to jobs (e.g., new technology; realignment)
• Performance deficiencies detected
Employee Development
Why?
• Prepare employees for future positions
• Upgrade general skills for personal growth

When?
• Internal promotion policy
• QWL programs
• Team building
• Developing/changing organizational culture
The Training Process

Step 1
Conduct training
needs analyses

Step 2
Develop training
objecti
Step 7 Step 3
ves
measure training Review available
result training methods
s
Step 6 Step 4
Implement Design/select
training program training methods
Step 5
Design training
evaluation
approach
Needs Analysis
Levels of Analysis
1. Organizational Analysis
 Identification of short- and long-term goals
 Identification of human resource needs
 Evaluation of methods of meeting HR needs (e.g.,
selection, training)
 Assessment of resource availability
 Evaluation of support for transfer of training
Needs Analysis
Levels of Analysis
2. Task (Job) Analysis
 Identification of: tasks
standards
optimal procedures
Needs Analysis

Levels of Analysis
3. Person Analysis
 Evaluation of individual against standards
 Identification of deficiencies
 Identification of causes (e.g., motivation vs.
ability)
Needs Analysis

Levels of Analysis
4. Demographic Analysis
 Assess the specific training needs of various
demographic groups (e.g., the disabled, or
those protected by civil rights legislation).
Other Common Reasons for Training

• Poor performance (without analysis)

“They’re not performing, therefore they must
need training”
• Fad
“Everyone else is doing it”
• Reward
“They deserve it”
• Habit
“We’ve always done it. Besides, we have a
budget for it”
Types of Training Programs

On-Site Training
• On-the-job training
• Apprentice training
• Coaching/mentoring
• Job rotation
• On-line help (as needed)
Types of Training Programs
Off-Site Training
• Lectures/seminars
• Multi-media presentations
• Programmed/Computer-assisted instruction
• Simulation
• Cases studies/management games
• Role-playing
• Behaviour modelling
Selection and Development of Training Methods

Factors to Consider
1. Purpose (based on needs analysis)
Common objectives include
 Information acquisition
 Skills development (e.g., motor, interpersonal,
problem solving, decision-making)
Selection and Development of Training Methods

Factors to Consider
2. Principles of Learning
i. Motivation to learn
 Relevance and
meaningfulness
 Adequate preparation
& self-efficacy
 Choice/participation
(e.g., time, content)
 Clear goals
 Reinforcement
ii. Feedback
iii. Opportunity to
practice
Selection and Development of Training Methods

Factors to Consider
3. Transfer of Training
Facilitated by:
 Similarity of setting
and task
 Overlearning
 Teaching of general
principles
 Reinforcement of
transfer
Selection and Development of Training Methods

Factors to Consider
4. Individual Differences
Should accommodate differences in:
 Readiness to learn
 Motivation to learn
 Preferred learning style
Selection and Development of Training Methods

•Factors to Consider
5. Trainer Qualifications Trainers
should:
 Have knowledge of the organization
 Be knowledgeable about content
 Be motivated to train
 Understand principles of learning

6. Cost
Evaluation of Training

Criteria (based on Kirkpatrick, 1976)

• Reaction
 Did
employees like the training, think it was useful, feel
more confident in their abilities?
• Learning
 Did employees learn anything new?
• Behavioural
 Do trainees behave any differently back on the job?
• Results
 Did the training have the desired outcome?
Evaluation of Training: AnExample

Focus of Training:
• Orienting new employees
• Giving recognition
• Motivating poor performers
• Correcting poor habits
• Discussing potential disciplinary
action
• Reducing absenteeism
• Handling a complaining employee
• Reducing turnover
• Overcoming resistance to change
Evaluation of Training: AnExample

Length of Training: 2 hrs/wk for 9

weeks
Training Procedure:
• Initial instructions (learning points)
• Videotape of model
• Role-playing
• Feedback
• Monitoring and reinforcement
Evaluation of Training: AnExample

Research Design:
• Participants were male first-line supervisors
• Randomly divided into two groups
 Experimental (training)
 Control (waiting list)
Evaluation of Training: AnExample

Dependent Measures and Results:

• Reactions - Survey of attitudes immediately following
training & 6 months later
- Ratings were found to be uniformly high
• Learning - Multiple choice test administered 6 months after
training
- Exp’t > Control
• Behaviour - Role playing 3 months after training
- Exp’t > Control
• Results - Performance appraisal (standard and BOS)
- Pre-training: Exp’t = Control
- Post-training: Exp’t > Control
What is Training Good for Anyway?
• There are good reasons to mandate training and development
in your organization, and there are bad reasons for mandating
training. 
• There are ALSO good reasons for NOT training, in some
circumstances, and bad reasons to refuse.  Knowing what
training can and cannot accomplish enables you to make the
right decisions at the right time, ensuring that your limited
training dollars are used effectively.  

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What Training Can Do
1. Training CAN accomplish many things. 
2. It can help people learn the new skills that are required
to meet new expectations, both formal and informal
3. Training can help people accept the challenge of their
evolving jobs.
4. Build a common understanding of the organization's
purpose.
5. Show management's commitment and loyalty to 
employees
6. Develop people so they can increase their  
responsibilities and contribute to the organization in new
ways.
 
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What Training Cannot Do
• Training cannot do many things.  Training, on its own, cannot change ineffective
employees into effective ones.  It is unlikely to address ALL the causes of poor
performance.  Limited training also will not turn a poor supervisor or manager into an
effective one, unless it is coupled with ongoing coaching from above.

• Training will not erase problems that occur because of poor structuring of work,
mismatching of work with the person, unclear authorities and responsibilities or other
organizationally related. issues.
•

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Training as a Tool
• The best way of thinking about training is to think of it as a
management tool, much like a carpenter's tool.  Just as if a
carpenter picks the hammer and not a screwdriver to pound a
nail, the manager should be choosing training because it is the
RIGHT tool for the job.

• In addition, to continue the analogy, if the supporting structure

(the wood) is rotted, only the foolish carpenter would attempt to
pound the nail into the wood, and expect it to help.  It is the
same with the manager.  If a manager expects things to improve
because of training, he or she needs to ensure that the supports
are there for the use of the tool, and that there are no other non-
training related problems hanging about.

• Training can be a valuable tool for the organization and the

manager, provided it is the RIGHT tool to solve the problem or
address the identified issues.  Even then, there must be supports
in the organization so the training can be effective. 

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