HUMAN RESOURCE

MANAGEMENT

TRAINING AND DEVELOPMENT

 TRAINING

A PROCESS WHEREBY PEOPLE ACQUIRE

CAPIBILITIES TO AID IN THE ACHIEVEMENT
OF ORGANIZATIONAL GOALS
 TRAINING & DEVELOPMENT
TRAINING DEVELOPMENT

FOCUS Current Job Current &

future jobs

Individual Work group or

SCOPE
Employee organization

TIME
Immediate Long term
FREME

Fix current skill Prepare for

GOAL
deficit future work
demands
 CONTEXT OF
TRAINING

 ORGANIZATIONAL COMPETITVENESS

 TRAINING AS A REVENUE SOURCE

 INTEGRATION OF JOB PERFORMANCE,

TRAINING AND LEARNING
 TRAINING AND
PERFORMANCE
CONSULTING

DESIRED ACTUAL
RESULTS RESULTS

PERFORMANCE
GAP

DESIRED
ACTUAL
PERFORMANCE
PERFORMANCE

PERFORMANCE NEED
ANALYSIS

NON TRAINING TRAINING

ACTIONS ACTIONS
 TRAINING &
PERFORMANCE
CONSULTING

•Performance Consulting – Where trainer &

organizational client work together to boost workplace
performance in support of business goals

•PC compares Desired & Actual organizational results with

desired and actual employee performance

•Revolve around integration of multi-faceted

approach
–Focus on identification & addressing of root causes of
performance problems
–Recognition of Interaction of individual & organizational
factors influencing employee performance
–Documentation of actions and accomplishments of high
performers & comparison with actions of more typical
 DIVISION OF HR
RESPONSIBILTIES -
TRAINING
HR Unit
 Prepares skill-training
materials
 Coordinates training efforts
 Conducts or arranges for
off-the-job training
 Coordinates career plans &
employee development
efforts
 Provides input & expertise
for organizational
development
MANAGERS
 Provide technical
information
 Monitor training needs
 Conduct & monitor
continuing on-the-job
training
 Continually discuss
employees’ growth &
future potential
 Participate in
organizational change
efforts
CHIEF LEARNING OFFICER

 Strategic Leader who links learning &

knowledge through training for individual
employees & organization
 LINKAGE BUSINESS AND
TRAINING STRATEGIES

STRATEGIC TRAINING

• Develop employee capabilities

TRAINING
BUSUNESS • Encourage change STRATEGIES &
STRATEGIES • Promote continuous learning ACTIVITIES
• Creates / shares new knowledge
• Facilitates communication
DEVELOPING STARTEGIC
TRAINING PLAN

a. STRATEGIZE
b. PLAN
c. ORGANIZE
d. JUSTIFY
 TRAINING PROCESS

ASSESMENT DESIGN DELIVERY

Analyze training methods
Identify training objectives
and criteria
. Schedule training
. Pretest trainees
. Conduct training
. Select training methods
. Monitor training
. Plan training content

EVALUATION
.
Measure training outcomes
. Compare outcomes to objectives/criteria
 SOURCES OF TRAINING
NEED ASSESSMENT

ORGANIZATION-WIDE SOURCES
. Grievances . Observations
. Accidents . Complaints JOB-BASED SOURCES
.Waste/Scrap . Exit interviews . Employee KSAs
Training Observations . Job specifications
Equipment use

INDIVAIDUAL EMPLOYEE SOURCES

. Tests . Questionnaires
. Records . Attitude surveys
Assessment centers
Performance appraisals
 ORGANIZATIONAL
ANALYSIS

a. Identification of KSAs - future orientation

b. Technological Obsolescence of current
employees
c. Educational Standards
d. Training weaknesses
e. Department or areas with high turnover-low
performance or other deficiencies
f. Facilitates development of training
objectives
JOB/TASK ANALYSIS

 COMPATIBILITES OF JOB ELEMENTS AND

KSA

 IDENTIFY GAP

 TRAINING OBJECTIVES TO COVER GAP

 INDIVIDUAL
ANALYSIS

 INDIVIDUAL PERFORMANCE APPRAISAL

 PERFORMANCE INADEQUAICIES
DETERMINED INFORMAL REVIEW

 SURVEY BOTH MANAGERS AND NON-

MANAGERIAL EMPLOYEES

 INSTRUMENT USED IN SURVEY INCLUDE

QUESTIONNAIRE
 ESTABLISHING TRAINING
OBJECTIVES AND PRIORITIES

FOCUS : CLOSE THE GAP

TYPES OF OBJECTIVES

. KNOWLEDGE : Impart cognitive

information and details to trainers
. SKILLS : Develop behaviour changes in
how jobs and tasks requirements are
performed
. ATTITUDE : Create interest in and
awareness of importance of training
 TRAINING DESIGN
LEARNING : Continuous learning with
organization

LEARNERS READINESS

- Ability to learn
- Motivation to learn
- Self-efficacy ( belief that he/she can
successfully learn the training programmes)
 TRAINING DESIGN

LEARNING STYLE
- Auditory learners ( Ones who learn best by
listening to someone else tell them about
the learning content)
- Tactile learners ( who must “get their hands
on” and use the training resources)
- Visual learners ( who think in pictures and
figures and need to see the purpose of the
training)

PROBLEMS OF LEARNERS FROM

DIVERSE BACKGROUNDS ?
 EFFECTIVE TRAINING

FOCUS : Actively engaging in learning and problem solving process

ACTIVE PROCESS : The performance of job-related tasks and duties by
trainees during training
SPACED PRACTICE : Several practice sessions spaced over a period of
hours and days
MASSED PRACTICE : The performance of all the practice at once
BEHAVIOUR MODELLING : Copying someone else’s behaviour
REINFORCEMENT : People tend to repeat responses that give them some
type of positive reward and avoid actions associated with negative
consequences
IMMEDIATE CONFIRMATION : The concept that people learn best if
reinforcement and feedback is given after training
 TRANSFER OF TRAINING

FOCUS :
• Apply training to job context in which they work
• Maintain the use of learned material over time
• Methods to increase the transfer of training
- Offering trainees an overview of the training content
and process prior to the actual training seem to help in
short term and long term training transfer
- Ensure that the training mirrors the job context as
much as possible (role playing)
 TYPES OF TRAINING

. REQUIRED AND REGULAR TRAINING : Complies with various

mandated legal requirements and serves as training for all
employees( new employee orientation)

. JOB/TECHNICAL TRAINING : Enables employees to perform

their jobs ,tasks, and responsibilities well(e.g product
knowledge,technical processes and procedures ,customer
relations)

. INTERPERSONAL AND PROBLEM-SOLVING TRAINING :

Addresses both operational interpersonal problems and
seeks improve organizational working relationships (e.g
interpersonal communication ,managerial supervisory
skills,conflict resolution)
 TYPES OF TRAINING

. DEVELOPMENT AND INNOVATIVE TRAINING : Provides a

long-term focus to enhance individual and organizational
capabilities for the future (e.g business practices
,executive development,organizational change)

 DIVERSITY TRAINING: Programmes that provide diversity

awareness training and educate employees on specific
cultural and gender differences and how to respond to
these in the workplace

 CRISIS TRAINING: Focuses on handling crises and

prevention of crises( stress management, conflict
resolution and team building)

 CUSTOMER SERVICE TRAINING: Aims at delighting

customers
INTERNAL TRAINING

. INFORMAL TRAINING

. ON-THE-JOB TRAINING
 STAGES FOR
ON JOB TRAINING

PREPARE THE LEARNERS PRESENT THE INFORMATION

. Put them at ease Tell, show, question
.
. Find out what they know . Present one point at a time
. Get them interested . Make sure they know

DO-FOLLOW UP TRAINEES PRACTICE

. Put them on their own . Trainees perform tasks
.Check frequently . Ask questions
Reduce follow-up as performance . Observe and correct
improves . Evaluate mastery
EXTERNAL TRAINING

OUTSOURCING OF TRAINING
 TRAINING
EVALUATION
 LEVELS OF
EVALUATION

• observe job performance

RESULTS
• views from trainee, peer,
supervisor. Behavioural Measure
change takes time productivity,
BEHAVIOUR sales, quality,
Tests before and time, turnover,
after the training costs
to measure
learning LEARNING

REACTION
•How workers liked the Source:
training Kirkpatric
• Questionnaire & Evaluation Model
 COST BENEFIT
ANALYSIS

TYPICAL COSTS TYPICAL BENEFITS

. Trainer’s salary and time
. Increase in production
. Trainees’ salary and time
. Reduction in errors and accidents
. Materials for training
. Reduction in turnover
. Expenses for trainer and trainees
. Less supervision necessary
. Cost of facilities and equipment
. Ability to use new capabilities
Lost productivity ( opportunity cost )
. Attitude changes
 MANAGEMENT
DEVELOPMENT
 Management development consists of all
means by which managers learn to
improve their behaviour and performance

 A planned effort to improve effectiveness

of managers in present jobs and to
prepare them for higher jobs in future
 Relationship between
Managerial Level and Skill
Requirement

Technical
Skills
Human Skills

Conceptual Skills

Low Managerial Level High

 Executives Potential
Dimensions

 End-state competency dimensions:

sensitivity to cultural differences, business
knowledge, courage to take a stand,
brining out the best in people, acting with
integrity, insight, commitment to success,
and risk taking
 Learning-oriented dimensions: use of
feedback, cultural adventurousness,
seeking opportunities to learn, openness to
criticism, feedback seeking, and flexibility
Source: Spreitzer et al, (1997
 Competencies of
21st Century Managers

 Knowledge based technical specialty

 Cross-functional and international
experience, collaborative leadership
 Self management skills and
 Personal traits including integrity,
trustworthiness, and flexibility

Source: Allred, Snow & Miles ( 1996)

 MANAGEMENT DEVELOPMENT
ORGANIZATION INITIATED

ON-THE-JOB METHODSOFF-THE-JOB METHODS

 LECTURES
 CONFERENCES
 COACHING  SYDICATE
 UNDERSTUDY  ROLE-PLAYING
 MENTORING  IN-BASKET EXERCISES
 JOB ROTATION  CASE STUDY
 PARTICIPATION  MANAGEMENT GAMES
INDELIBERATIONS  GROUP DISCUSSIONS
 MULTIPLE  BRAIN STORMING
MANAGEMENT  ORGANIZATION
DEVELOPENT TRAINING
 PROJECT ASSIGNMENTS
 SELECTRED READING
 MANAGEMENT
DEVELOPMENT
SELF DEVELOPMENT

 SELF-BEHAVIOUR MANGEMENT
 TIME MANGEMENT
 ANGER MANAGEMENT
 IMPRESSION MANAGEMENT
 IMPROVING PERSONALITY
 DEVELOPMENT THROUGH SELF
STUDY
QUESTIONS / ANSWERS
SESSION