MGT-351

Human Resource Management

Chapter-8

Training and Development

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 Employee orientation: A procedure for providing
new employees with basic background
information about the firm.
Purpose of orientation:
1. Make the new employee feel welcome and at home and part of the
team.
2. Make sure the new employee has the basic information to
function effectively, such as e-mail access, personnel policies
and benefits, and what the employer expects in terms of work
behavior.
3. Help the new employee understand the organization in a broad
sense (its past, present, culture, and strategies and vision of the
future).
4. Start the person on becoming socialized into the firms culture,
values, and ways of doing things.

© 2008 Prentice Hall, Inc. All rights reserved. 8–2

 The Orientation Process

Company
Employee Benefit
Organization and
Information
Operations

Personnel Employee Safety Measures

Policies Orientation and Regulations

Daily Facilities
Routine Tour

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The Training Process
• Training: The process of teaching employees the
skills they need to perform their jobs.
• Negligent training: A situation where an employer
fails to train adequately, and the employee
subsequently harms a third party.
• Training’s Strategic Context
 Relevance; The firm’s training programs must make
sense in terms of the company’s strategic goals.
 One survey found that establishing a linkage between
learning and organizational performance was the
number-one pressing issue facing training professionals

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The Training Process

The Five-Step Training and Development Process

1 Needs analysis

2 Design the training program

3 Develop course

4 Implement the program

5 Evaluating effectiveness

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 1. Analyzing Training Needs
Strategic training needs analysis focuses on identifying the training
that employees will need to fill these new future jobs, that will result
from future strategic moves.

Current Training Need Analysis:

Managers use task analysis to identify new employees training needs,
and performance analysis to identify current employees training
needs.

1.Task analysis: ANALYZING NEW EMPLOYEES TRAINING

NEEDS: A detailed study of a job to identify the specific skills required
2. Performance analysis: Verifying that there is a performance
deficiency and determining whether that deficiency should be
corrected through training or through some other means (such as
redesigning for motivation/ transfer).

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Assessing Current Employees’ Training Needs

Assessment Center
Results Performance Appraisals

Methods for Job-Related

Individual Diaries
Identifying Performance Data
Training
Needs
Attitude Surveys Observations

Tests Interviews

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 2. Designing training:
SETTING LEARNING OBJECTIVES often start with line managers
presenting concerns, such as we re getting too many complaints from
a specific department.
• Make Skills Transfer Easy • Make the Learning Meaningful
1. At the start of training, provide a
1. Maximize the similarity between
the training situation and the work bird’s-eye view of the material to
situation. be presented to facilitate learning.
2. Use a variety of familiar examples.
2. Provide adequate practice.

3. Label or identify each feature of the 3. Organize the information so you

machine and/or step in the process. can present it logically, and in
meaningful units.
4. Direct the trainees’ attention to
4. Use terms and concepts that are
important aspects of the job.
already familiar to trainees.
5. Provide “heads-up,” preparatory
information that lets trainees know 5. Use as many visual aids as
what might happen back on the job. possible.

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
(lectures, cases, Web-based, etc.) you will use
© 2008 Prentice Hall, Inc. All rights reserved. 8–8
4. Implementing Training: Different methods
A. 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: most common
 Job rotation
 Special assignments
• Advantages
 Inexpensive
 Learn by doing
 Immediate feedback

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 B. 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.

C. Informal Learning: Employees learn on the job they learn through

informal means, including performing their jobs on a daily basis with their
colleagues.

D. Job instruction training (JIT): Listing each job s basic tasks, along
with key points, in order to provide step-by-step training for employees.

As an example, when training new UPS drivers to park and disembark, the
company leaves nothing to chance. Among the steps it teaches new drivers
are these: Shift into the lowest gear or into park; turn off the ignition; apply
the parking brake; release the seatbelt with your left hand; open the door;
and place the key on your ring finger

E. 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. Eg. Pilots
© 2008 Prentice Hall, Inc. All rights reserved. 8–10
F. Effective 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 s
features.
• Lecture guidelines:
 Don’t start out on the wrong foot.
 Give 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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G. 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 Providing
Allowing the
questions, facts, feedback on the
person to
or problems to accuracy of
respond
the learner answers

• Advantages
 Reduced training time
 Self-paced learning
 Immediate feedback
 Reduced risk of error for learner
Intelligent tutoring systems take programmed learning one step further.
In addition to the usual programmed learning, computerized intelligent
tutoring systems learn what questions and approaches worked and did
not work for the learner, and then adjust the instructional sequence to
the trainee’s unique needs 8–12
H. Computer-Based Training (CBT): Computer-based training refers
to training methods that use interactive computer based systems to
increase knowledge or skills.
I. Simulated learning means
• Advantages different things to different
 Reduced learning people. A survey asked training
professionals what experiences
time qualified as simulated learning
 Cost-effectiveness experiences. Eg. Military.
* Virtual reality-type games, 19%
 Instructional * Step-by-step animated guide, 8%
consistency * Scenarios with questions and
decision trees overlaying
• Types of CBT animation, 19%
* Online role-play with photos and
 Interactive multimedia videos, 14%
training • Software training including
screenshots with interactive
 Virtual reality training requests, 35%
• * Other, 6%
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 Distance and Internet-Based Training

Distance Learning
Methods

Teletraining is training that. usually conveys live

instruction via telecommunications facilities, may
be accomplished on a point-to-point basis or on a
point-to-multipoint 

Video conferencing is a technology that allows users in

different locations to hold face-to-face meetings without
having to move to a single location together.

Web-based training (sometimes called e-learning) is anywhere,

any-time instruction delivered over the Internet or a corporate
intranet to browser-equipped learners. 
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Management Development Program: Any attempt to
improve current or future management performance
by imparting knowledge, changing attitudes, or
increasing skills

Long-Term Focus
of Management
Development

Assessing the Appraising Developing the

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

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 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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 Managerial
On-the-Job
Training

Coaching/
Job Action
Understudy
Rotation Learning
Approach

Job Rotation : A management training technique that involves moving a trainee from
department to department to broaden his or her experience and identify strong and weak
points.

COACHING/UNDERSTUDY APPROACH Here 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 programs give managers and others released time to work analyzing
and solving problems in departments other than their own.
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 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

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

management game
A development technique in which teams of managers compete by making computerized
decisions regarding realistic but simulated situations.

role playing
A training technique in which trainees act out parts in a realistic management situation.

case study method

A development method in which the manager is presented with a written description of an
organizational problem to diagnose and solve.
 Managing Organizational Change
and Development

What to Change

Strategy Culture Structure Technologies Employees

M & A of 2 Attitude,
Centralized to 3g to 4g?
Nokia international Skill,
Decentralized Offline to Online
companies Behavior

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Managing Organizational Change
and Development (cont’d)

The Human Resource

Manager’s Role

Effectively
Organizing
Overcoming using
and leading
resistance to organizational
organizational
change development
change
practices

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 Managing Organizational Change
and Development (cont’d)
Overcoming Resistance to Change: Lewin’s
Change Process

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How to Lead the Change
• Unfreezing Phase
 Establish a sense of urgency (need for change).
 Mobilize commitment to solving problems.
• Moving Phase
 Create a guiding coalition.
 Develop and communicate a shared vision.
 Help employees to make the change.
 Consolidate gains and produce more change.
• Refreezing Phase
 Reinforce new ways of doing things.
 Monitor and assess progress.

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Evaluating the Training Effort
• Designing the Study
 Time series design

 Controlled experimentation

• 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 8–5
Using a Time
Series Graph
to Assess a
Training
Program’s
Effects

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FIGURE 8–6
A Sample Training
Evaluation Form

Source: www.opm.gov/employment_and_benefits/worklife/.
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Motivation Principles for Trainers
• People learn best by doing—provide as much
realistic practice as possible.
• Trainees learn best when the trainers
immediately reinforce correct responses.
• Trainees learn best at their own pace.
• Create a perceived training need in the trainees’
minds.
• The schedule is important—the learning curve
goes down late in the day; less than full day
training is most effective.
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