HUMAN RESOURCE MANAGEMENT1

DIAGRAMMATIC VIEW
HRM MODEL
Framework
&
Challenges

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Employee
Relation
&
Assessment

Preparation
&
Selection
OBJECTIVES
Societal
Organizational
Functional
Personal
Development
& Evaluation

Compensation
&
Protection

Orientation, placement,
& separation
Training & development
Career Planning
Performance Appraisal

SOCIETAL

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CHAPTER - 10

TRAINING & DEVELOPMENT

TRAINING & DEVELOPMENT

THE BALANCE BETWEEN NEW EMPLOYEE
CAPABILITIES & JOB DEMAND
Job demands & employees capabilities must be balanced through
orientation &
training programs
Once employees have been trained & have mastered their jobs,
they may needed
further development to prepare for their future responsibilities
Ongoing trends toward greater workforce diversity, flatter orgs &
increased global
competition, training & development efforts enable employees to
assume
expanded duties & greater responsibilities

TRAINING & DEVELOPMENT

FOUR PHASED TRAINING PROGRAM
(Example: Corning Glass Works Plant in kentucky)
Concept of training focuses on the Individual, where all employee regardless
of salary grade, position or dept assignment, can benefit from quality training
Phase I (Individual Training) An extensive orientation program for new
employees & on-the job training for those who have transferred to a new job
Phase II ( Dept Training ) Hourly & mangt employees receive specialized
courses that are intended to increase dept productivity SOP etc
Phase III ( Plant or Facilitates Training) It conveys information of general
interest to those at the plant, safety Training ,Professional Development
Phase VI (Corporate & Outside Training & Development) The Training
&Dev efforts made by corporate office, private consultants, & universities.
These courses tend to be more general and development in nature, forming
the backbone of employees; efforts at continuous learning
Note: the benefits of employee training are at book page 285,

STEP TO TRAINING
&
DEVELOPMENT

STEP TO TRAINING &

DEVELOPMENT
SALIENT ASPECTS
To receive the benefits listed in Figure 10-2, HR specialists &
managers must
assess the needs, objectives content & learning principles
associated with training
(book page 287, Figure 10-3)
The sequences that should be followed before training &
development begin
As implied by the figure, the person who is responsible for training
or Development
(usually a trainer) must assess the need of the employee and
organization to learn
which objectives should be sought
Once objectives are set, the specific content and learning
principles are considered

STEP TO TRAINING & DEVELOPMENT

NEEDS ASSESSMENT
1.Needs assessment diagnoses current problems & future challenges to be
met through training & development
2.Although training is not an org cure all, the undesirable trends may provide
evidence of a poorly prepared workforce, therefore ,the need assessment
must consider each individual/person
3.To pinpoint the range of training needs & define their contents, the HR dept
use different approaches to need assessments
4.Needs assessment also considers diversity and international issues.
Training may be wasted if poor performance stems from language or cultural
barriers
5.Trainers are also alert to other sources of information that may indicate a
need for training
6.The success of the remaining steps at figure 10-3 depends on the accuracy
of the need assessment process & resulting training & development objective

STEP TO TRAINING &

DEVELOPMENT
TRAINING & DEVELOPMENT OBJECTIVES
1.Needs result in training & development objectives, which should
state the desired behavior & the conditions under which it is to
occur
2.These stated objectives then become standards against which
individual performance & the program can be measured
3.Specific, measurable, time-targeted objectives give the trainer &
trainee specific goals that can evaluate their success
4.If objectives are not met, failure gives the HR dept feedback on
program & participants

PROGRAM CONTENT
1.Programs content is shaped by the needs assessment & the
learning objectives
2.Objective here may be to teach specific skills, provide needed
knowledge, or try
3.to influence attitudes
4.Whatever its content, the program must meet the needs of org &

STEP TO TRAINING & DEVELOPMENT

LEARNING PRINCIPLES
Learning principles are guidelines & ways in which people learn
most effectively. The more (below stated) principles are reflected in
training, the more effective training is likely to be & it applies
equally to domestic & international training situations: Participation It improves motivation & apparently engages more
senses that
reinforce the learning process. As a result of participation, people
learn more
quickly & retain that learning longer
Repetition It apparently etches a pattern into ones memory.
Studying for an
examination involves the repetition that can be recalled during a
test
Relevance Trainers usually explain the overall purpose of a job
to trainees before
explaining specific tasks

TRAINING & DEVELOPMENT

APPROACHES

TRAINING & DEVELOPMENT APPROACHES

SALIENT ASPECTS
In selecting training & development techniques, trade-offs exist. That is,
single technique is always best; the best method depends on:- Cost-effectiveness
- Appropriateness of the facilities
- Desired program content
- Learning principles
- Trainer preferences & capabilities
The importance of these six trade-offs depends on the situation. For
example cost-effectiveness may be a minor factor in training an airline pilot in
emergency maneuvers
But whatever method is selected, it has certain learning principles
associated with it. Book page-291, Figure 10-5 lists the most common training
& development techniques & the learning principles each one includes
Even approaches that use few learning principles, such as the lecture, are
valuable tools because they may satisfy one of the other six tradeoffs
Although these trade-offs affect the methods used, HR specialists must be
familiar with all the techniques & learning principles

TRAINING & DEVELOPMENT APPROACHES

JOB INSTRUCTION TRAINING
1.It is received directly on the job, & so it is often
called on-the-job training
2.It is used primarily to teach workers how do to
their current jobs
3.When it is properly planned & executed, this
method includes each of the learning principles
4.On Job Training includes several steps as :- First, the trainee receives an overview of the
job, its purpose, &
its desired outcomes,
with an emphasis on the relevance of
the
training
- Second , the trainer demonstrates the job to
give the employee a model to copy
- Third, the employee is allowed to mimic the
trainers example
Fourth, the demonstrations are repeated

TRAINING & DEVELOPMENT APPROACHES

JOB ROTATION
1. To cross-train employees in a variety of jobs,
some trainers move a
trainee from
job to job
2.
Each move normally is preceded by job
instruction training
3. Besides giving workers variety in their jobs,
cross-training helps the org when following
occurs:- Vacations
- Absences
- Downsizing
- Resignations
4. Learner participation & high job transferability

TRAINING & DEVELOPMENT APPROACHES

APPRENTICESHIPS & COACHING
Apprenticeships involve learning from a more experienced
employee or
employees, though it may be supplemented with off-the-job
classroom training
Most craft workers, such as plumbers & carpenters, are trained
through formal
apprenticeship programs
Coaching is similar to apprenticeships because the coach
attempts to provide a
model for the trainee to copy
Coaching tends to be less formal than an apprenticeship program
because there
are few formal classroom, sessions & provided when needed
rather than being
part of a carefully planned program

LECTURE & VIDEO PRESENTATIONS

Feedback & participation can be improved when discussion is
permitted along

TRAINING & DEVELOPMENT APPROACHES

VESTIBULE /ENTRANCE TRAINING
It occurs off the job on equipment or methods that are highly
similar to those
used on the job
This technique minimizes the disruption of operations caused by
training activities
Separate areas or vestibules are set up with similar equipment ,
used on the job

ROLE PLAYING & BEHAVIOR MODELING

The role playing is a device that force trainees to assume different
identities. For
example, a male worker may assume the role of a female
supervisor & a female
supervisor may assume the role of a male worker
Modeling is one of the fundamental psychological processes by

TRAINING & DEVELOPMENT APPROACHES

CASE STUDY
By studying a case situation, trainees learn about real or
hypothetical situations
& the actions others take under those circumstances
Besides learning from the content of the case, a person can
develop decision
making skills
When cases are meaningful and similar to work-related
situations, there is some
transference

SIMULATION
Simulation exercises come in two forms. One involves a
mechanical simulator
that replicates the major features of the work situation, e.g,
driving simulators
Computer simulators are the other forms. This method often
comes in the
forms of games, in which the players make a decision & the

TRAINING & DEVELOPMENT APPROACHES

SELF-STUDY & PROGRAMMED LEARNING
Self-study techniques range from manuals to prerecorded
cassettes or videotapes
Carefully planned instructional materials can be used to train &
develop employees
These materials are particularly helpful when employees are
dispersed
geographically or when learning requires little interaction

LABORATORY TRAINING
It is a form of group training primarily used & designed to enhance
interpersonal
skill of individuals
It too can be used to develop desired behaviors for future job
responsibilities.
The process relies on:- participation

TRAINING & DEVELOPMENT APPROACHES

ACTION LEARNING
Action learning takes place in small groups that seek a solution to
a real problem
confronting the org, aided by a facilitator who is either an outside
consultant or a
member of the firms in-house staff
The groups focus on the problem, becomes a learning vehicle as
the members
explore solutions, drawing on the facilitator to provide guidance in
group, problemsolving, and other problem-related matters

EVOLUTION OF TRAINING &

DEVELOPMENT

EVOLUTION OF TRAINING &

DEVELOPMENT
SALIENT ASPECTS
To verify a programs success, HR managers increasingly demand
that training &
development activities be evaluated systematically
Effective criteria used to evaluate training focus on outcomes.
Trainers are
particularly concerned about:- The reactions by trainees to the training content & process
- The knowledge or learning acquired through the training
experience
- Changes in behavior that result from the training
- Measurable . results or improvements in the individuals or the
org such as
lower turnover, fewer accidents, or less absenteeism
The program is a success only if the improvement meets the
evaluation criteria &
is transferred to the job, resulting in behavioral change that is
best measured by
improved job performance.

DEVELOPMENT OF HUMAN
RESOURCES

DEVELOPMENT OF HUMAN RESOURCES

SALIENT ASPECTS
The long-term development of human resources is of growing
concern to HR depts
Through the development of current employees, the department
reduces the
companys dependence on hiring new workers

HR development is also an effective way to meet several

challenges. By meeting
the challenges, the dept can maintain an effective workforce

EMPLOYEE OBSOLESCENCE
It results when an employee no longer possesses the knowledge
or abilities needed
to perform successfully
Avoiding obsolescence before it occurs is a major challenge for the
HR dept. By

DEVELOPMENT OF HUMAN RESOURCES

INTERNATIONAL & DOMESTIC WORKFORCE
DIVERSITY
Trends toward global businesses & diversity of the workforce
challenge the HR dept
When a firm is providing training for foreign nationals, the content
& delivery
must take into account local customs & expectations, down to
seating
arrangements, duration & ending tines, meals, &
accommodations
When an international move is involved, some companies
facilitate the process
with in-house mentoring programs

TECHNOLOGICAL CHANGE
Rapid changes in technology require technically based firms to

DEVELOPMENT OF HUMAN RESOURCES

DEVELOPMENT, EEO & AFFIRMATIVE ACTION
The Civil Rights Act prohibits discrimination with respect to the
terms, conditions,
or privileges of employment & as, a result, training & development
activities must
be conducted in such a way that they do not discriminate against
protected classes
HR dept must be able to show that the training requirements are
related to job
success regardless of any type of discrimination
If the training or development activities are not validated, the
employer may be
charged with violating the act

EMPLOYEE TURNOVER
Turnover, the willingness of employees to leave one org for an
other, creates a
special challenge for HR development. Because departures are
largely

THANKS