human resource

1. Chapter 5
Training and Development

2. 2
LEARNING OBJECTIVES
After completing this unit, you will be able to:
 Define training and management development
 Explain the processes of training and
development
 Describe the purpose of training and
development toward improving job
performance.
 Identify various training and development
methods and types.
 Explain organizational and staff motives for
training and development programs

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 Human resource development is about two things:
 Training: Helping employees do their present jobs.
 Development: Helping mangers handle future responsibilities
Training
 Seeks to improve ability to perform present jobs.
 Skills-oriented generally given to operative employees
Development
 Seeks to improve experience to handle future challenges
and responsibilities.
 Education-oriented, given to managerial employees who
supervise the activities of others.
5.1 Concept of Human Resource Development

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Distinction Between Training and Development
Employee Training Management Development
1. Focus present jobs; task
oriented
2. Short-term periodic
process.
3. Target is operative
employees
4. Confined to hands-on skills
and knowledge
5. Remedial effort.
1. Focus on future responsibilities;
growth oriented.
2. Long-term on-going process.
3. Target is managerial employees
4. Develops conceptual,
interpersonal, technical and
decision-making skills
5. Develop employee potential
cabable of achieving

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5.1.1 What is Training?
It is a systematic process of
altering the behavior of
employees in a direction to
increase organizational
goals.

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What is training? Cont’d …
Training
 Enhances capabilities required to improve
performance in the present job.
 Involves positive changes in knowledge, skills
and attitudes of employees to increase their
efficiency and effectiveness on the job.
 Serves as a balancing factor between employee
capabilities and job requirements.
 Transforms the behavior of the individual.

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Benefits of Training
 Improves job knowledge, skills and attitudes of
employees;
 Aids in increasing productivity and quality of work.
 Increase employee moral; labor turnover is reduced
 Job satisfaction is increased.
 Improves labor-management relations
 Helps keep costs down; materials and equipment are
properly utilized;
 Helps in planning the change and managing conflicts
 Improves organizational climate.

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Training & Learning
 Training falls in the broad domain of
learning process
 Theories of Learning
1. The cognitive view
2. The Environment perspective
3. The Social Learning theory (SLT)

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Training & Learning cont’d …
 Social Learning Theory
 The SLT Argues that learning could be
effected through:
 direct experience
 observing others and/or
 by being told about what to do

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Basic Learning Principles
 Meaningfulness of Material
 Reinforcement of the material
 Reinforcement increases the likely hood that a
learned behavior will be repeated
 Practice increases learner’s performance
 Transfer of Learning
 Learning must be transferable to the job

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Learning principles cont’d …
Learning Principles are guidelines to the ways in
which people learn most effectively.
 Participation: Learning usually is quicker and longer-
lasting when the learner participates actively.
 Repetition: Repetition apparently etches a pattern into
one's memory.
 Relevance: Learning is helped when the material to be
learned is meaningful.
 Transference: The more closely the demand of the
training program matches the demand of the job, the faster
a person learns to master the job.
 Feedback: Feedback gives learners information on their
progress.

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5.1.2 Training Process
Determi
ne
Training
Needs
Specify
training
Objectiv
es
Determi
ne
Curricul
um/
Methods
Select
Trainees/
Trainers
Develop
Training
Budget
Conduct
Training
Program
Evaluation and
Feedback

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Training Process cont’d …
Determine training needs
 The gap between skills needed for a job and the
present skill level of employees.
Specify Training Objectives
 Objectives are desired outcomes of training.
 Specific and measurable in terms of outcomes.
 Can be in terms of skills to be taught, changes in
behavior or performance results.

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Training Process cont’d …
Determine Curriculum and Training Methods
 The courses to be offered and training methods
to be used should be determined.
 The methods can be on-the-job and off-the-job.
Select Trainees and Trainers
 Right kind of trainees and effective training
should be selected.

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Training Process cont’d …
Develop Budget
 Costing should be done for each training program.
Conduct Training
 The training program should be delivered to the
trainees as per schedule.
Evaluate Training
 The outcome of training should be evaluated.
 Performances factors can also be measured.
 Evaluation results provide feedback.

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1. Assessing Training and Dev’t Needs
 Training or development should be given
when there is a need.
 A need exists when a work performance
problem can be traced to a knowledge or
skill deficiency.
 Represents a gap between the capabilities
of an employee and the requirements of
the job

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Assessing Training and Dev’t Needs cont’d …
Job
Requiremen
ts
Minus
(-)
Employee
Capabilities
Training
/Development
Needs
Equals
(=)
Training and Development need model

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Assessing Training and Dev’t Needs cont’d …
 Training and development need exists at
three levels:
 Organizational level
 Task level
 Individual level

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Assessing Training and Dev’t Needs cont’d …
A) Organizational level
 The assessment of need at this level is done to
determine the problem areas where training or
development is needed.
 Training or development needs at organizational level
can be created by:
 Projected growth and development,
 Changes in environment, objectives, structure,
technology
 Changes in products and productivity, and
 High absenteeism, turnover, reject rate and accidents

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B)Task Level
 The knowledge, skills and attitudes required to
perform jobs are the focus of needs analysis at
the task level.
 Training or development needs at task level can
be created by:
 Job redesign, task relocation,
 Changes in work methods and procedures, and
 Upgrading of job functions eg. computerization
in office
Assessing Training and Dev’t Needs cont’d …

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Assessing Training and Dev’t Needs cont’d …
C)Individual Level
 Assessing present deficiencies in specific skills, knowledge
and attitudes.
 Identifies who needs training or development in what and
how long.
 Important for assessing needs because individual
employees are the targets for development
 Essential to diagnose deficiencies at individual level
 Training or development need at individual level can be
created by:
 Human resource policies and plans,
 Job descriptions and job specifications, and
 Skill deficiencies on the job.

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Training or Development Needs Indicators
 Organizational Plans
 Changes in goals, programs, structure, technology, people,
products, markets and productivity.
 Employee Records
 High rates of staff turnover, absenteeism, accidents, low
performance.
 Work and Work flow
 Changes in work methods and procedure.
 Employee Factors
 Deficiencies in competences, low morale.
 Selection, transfer, promotion of employees

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Methods of Determining Needs
The major sources of information for
assessing needs are:
 Environmental changes
 Organization's objectives, strategies and
structure
 Job description and job specification, job
demand.
 Human resource plans, policies and practices-
Performance standards.

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Methods of Determining Needs cont’d …
There are various methods for assessing training
and development needs:
1. Management Audit
2. Performance Analysis
3. Task Analysis
4. Supervisory Recommendations
5. Need Survey

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I. Management Audit
 A comprehensive; systematic, independent and
periodic examination of organization to assess
human resource development needs.
 The factors examined are:
1. Environmental Assessment
 Political, legal
 Economic
 Technological
 Social-Cultural

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Methods of Determining Needs cont’d …
2. Objectives, strategies and structure
 Objectives may change due to goal succession
or goal displacement.
 Strategies may also change.
 Activities may change due to changes in
structure of the organization

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II. Performance Analysis
 There should be a fit between people and
performance in organizations. Human resource
development needs can be identified by
analyzing:
 Organizational performance analysis
 Employee performance analysis
 Organizational performance analysis
 Goal achievement
 Production, Service performance etc

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Performance Analysis cont’d …
 Employee Performance Analysis is based on
observation of employee performance on the job.
 Other tools for assessing employee performance
are
 Employee performance appraisal reviews
 Career Planning Discussions
 Exit Interviews
 Performance Tests

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III. Task Analysis
 Collecting and analyzing task-related information.
 A task is an element of job.
 Several tasks form a job.
 Performance criteria for each task are established.
 From task information, human resource development
needs are determined for each employee.
 Observation, questionnaire and interview tools can
be used to obtain task-related information from good
performers.

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IV. Supervisory Recommendations
 The supervisor sees and guides the employee on
a daily basis. He is knowledgeable about:
 Realities of work situation
 Performance standards for the job
 Present knowledge and skills of the employees
 Desired knowledge and skills to perform the job.
 Supervisors can identify gaps in knowledge and
skills and recommend needed training for the
employee.

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V. Needs Survey
 The method consists of direct questioning to gather opinion
about human resource development needs. The survey can
be of three types:
 Individual Survey:
 Group Survey:
 Competency Survey
 The results of survey become training or development
needs.
 Three instruments for survey can be
 Questionnaire
 Interview
 Focus Group Discussion

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2.Instructional Method and Media
 The content, method, and media must
match the job requirement of the
organization and the learning style of
the participant.

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2.1 Factors affecting selection of method/media
of training
There is no single method or media is always best;
the best method or media depends on:
 Cost-effectiveness
 Desired program content
 Learning principles
 Appropriateness of the facilities
 Trainee preferences and capabilities
 Trainer preferences and capabilities

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2.2 Training Methods
I) On-the-job Training Methods
 Involves "learning while working". Training takes
place on the job.
 Places the employee in the context of real work
situation.
 Learning by doing under the supervision of an
experienced employee.
 The methods available for on-the-job training are:
 Apprenticeship Training
 Internship Training
 Job Instruction Training

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Training Methods cont’d …
 Apprenticeship Training
 Employees learn by working with those already
skilled in their jobs.
 Internship Training
 The goal is to combine practical experience with
classroom-oriented theoretical knowledge.
 Job Instruction Training
 A systematic approach to on-the-job training to
teach new task.
 Received directly on the job and consists of four
steps:
 Designed for supervisors to train operatives.

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Training Methods cont’d …
Job Instruction Training…..
 Prepare the trainees by telling them about the
job and overcoming their uncertainties,
 Presenting the instruction
 Having the trainees try out the job

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Training Methods cont’d …
2) Off-the-job Training Method
 The training takes place outside the work situation.
 Mostly classroom-based.
 The trainees focus on learning experience.
 Removed from the stresses and demands of workplace.
 The methods used for off-the-job training are:
 Lecture/ conference
 Simulation methods
 Programmed Instruction
 Seminars/Conferences

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3.Evaluation of Training & Development
 Evaluation
 An integral part of the training and
development process.
 Provides feedback on the effectiveness of
training and development activities.
 The measure of training and development
effectiveness is the extent to which objectives
have been achieved
 Helps to control and improve the quality of
programs and to judge their value.

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3.1 Process of Training Evaluation
 Setting intended standards
 Measuring actual outcomes
 Finding Deviations
 Corrective actions

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3.2 Criteria for Evaluating Training Effectiveness
 Reaction criteria
 Concerned with the feelings of trainees to the
training content, process, methods, etc..
 Learning criteria
 Concerned with the knowledge, skills and
attitudes acquired through the training
experience.

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Criteria cont’d …
 Behavior criteria
 Concerned with changes in job behavior that result after
the training.
 Results criteria
 Concerned with measurable results or improvements in
organizational performance. The indicators may be
 higher productivity,
 better quality,
 lower turnover/absenteeism/ accidents

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5.1.3 What is Management Development?
 A systematic process of improving managerial
effectiveness by imparting
 Knowledge,
 Increasing skills and
 Changing attitudes.
 Prepares the management team to handle future
responsibilities.
 more concerned with education than training
 focuses on the employee’s personal growth

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Management development cont’d …
 Given to managerial employees who supervise
the activities of others.
 Develops managerial potential by increasing
conceptual, interpersonal and decision-making
skills.
 Future-oriented
 Target is managers

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Management development cont’d …
 The Process
 Look at organization’s objectives
 Appraise the current Human Resources
 Ascertain the development activities
 Determine individual development need
 Assess potential development programs
suitable to the needs

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Management dev’t cont’d …
 Methods:
 On the job Methods
 Off the job Methods
1. On the job Methods
 Coaching
 Understudy assignment
 Job rotation
 Committee assignment

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Management dev’t cont’d …
2. Off the job methods
 Sensitivity training
 Transactional analysis
 Formal studies
 Case studies
 Decision games
 Role plying

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Benefits of Management Development
1. Increase capability: Managers acquire
capabilities to face challenges and handle
responsibilities m the future. They become
versatile with broadened outlook.
2. Enhance effectiveness: Managerial
performance improves through increased
conceptual, human and technical skills.
3. Foster teamwork: Management development
programs improve managerial communication,
which fosters teamwork.

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Benefits of Management Dev’t cont’d …
4. Facilitate Environmental Adaptation:
Management development equips
managers to proact as well as respond to
changing environmental forces.
5. Improved Decision Making:
Management development improves
decision-making capabilities and creative
thinking.

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Benefits of Management Dev’t cont’d …
6. Managerial Succession: Managers with
potential are identified for development
to assume greater responsibilities in
future.
7. Job Satisfaction: Management
development aids job satisfaction to
managers by changing their attitudes and
behavior towards jobs.

50. Thank You!!
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