Topic 8 HRM - T - D

Course Title: Human Resource Management
(Training and Development)

Topic 8.1: What is T&D?, The T&D Cycle
Dr. Sadia Nadeem

Professor, FAST School of Management, NUCES, Islamabad, Pakistan
HRM by Dr. Sadia Nadeem 1

Topic 8: Learning Outcomes
To be able to explain a basic training cycle
To be able to explain the concept of TNA and list sources of information for TNA
To be able to explain the stages of design, delivery, implementation and evaluation
of training
To be able to summarize the process and purpose of employee orientation and
induction training
To be able to explain the purpose and list basic contents of a Employee Handbook
and/or the HR Manual
To list some HR metrics for T&D

Agenda
Topic 8.1
What is T&D?
The T&D cycle
Topic 8.2
TNA and Sources of information for TNA
Design, Delivery and Implementation
Evaluation of Training
HR Metrics for T&D
Topic 8.3
Induction Training and Orientation
The Employee Handbook and the HR Manual

Relevant Readings and Material
Dessler et al. (2014) Chapter 7 (222 – 241)
May also be covered from any other HRM book e.g.
Torrington (2017), Armstrong (2018) etc.
Samples from the local industry
Nadeem and Rahat (2018) MAPS 2017: A Study of HR Practices in Pakistan

Topic 8.1: What is T&D?; The T&D
Cycle

Training and Development
Process of improvement or enhancement of an individual (or organization)
through learning.
◦ Training is a present oriented activity, which focuses on individuals’ current job or skills
requirements.
◦ Development is future oriented training focusing on personal growth of employee.
Training and development are both similar in methods used to affect learning but
their time frame differs.

Training cycle and ADDIE

Training Cycle
Organisational strategy HRM strategy
Training and development

strategy
Analysis of needs
Delivery of training
Monitor and evaluate

The ADDIE five step training process
Analyze the training need
Design the overall training program
Develop the course (assemble/create the training material)
Implement training (actual training of the target group)
Evaluate the course’s effectiveness

The Purpose of Training
To help realize the business strategy
A means to assess and address skill deficiencies
To act as a catalyst for management initiatives: culture change, improving
productivity, team building, customer service programs etc.
To give a competitive edge to the organization (training impacts performance)
To encourage learning climate

Training Needs Analysis (TNA)
TNA is the systematic gathering of data to find out where there are gaps in the
existing employees’ capabilities (KSA) and organisational demands, keeping in view
any new or changed roles.

Class Exercise – 5 min
List sources of information
(To identify gaps

in the existing employees’ capabilities (KSA)
and organizational demands)

Class Feedback – 5 min
List sources of information (Section A)
Competency framework (Job)
Job descriptions (Job)
Performance appraisal forms (PDP part and overall form) (Individual)
Survey (what the employees want)
PMS – continuous monitoring by the line manager (Individual)
CV and application forms (Individual)
Selection methods e.g. assessment centers, tests (Individuals)
Assessment centers (Individual)
Customer feedback (Individual)

List sources of information (Section B)

Survey of employees and/or managers (individual)
Appraisal (generally, PDP) (individual)
Selection methods e.g. tests, assessment center, interviews (individual)
PMS – ongoing monitoring by line manager (individual)
Job description, job specification (job)
CV (individual)

List sources of information (Section C)
Job description
Line managers observations (PMS linked or otherwise)
Appraisals (technical and behaviours, PDP part of the appraisal)
Assessment centers
Tests/assessment
Customer feedback e.g. customer complaints
360 degree feedback
(SWOT for organizational level TNA)
CVs, selection methods (for newly hired employees)

Topic 8.2: TNA; Design, Delivery and
Implementation; Evaluation of
Training; HR Metrics

Training Needs Analysis (TNA)
TNA is the systematic gathering of data to find out where there are gaps in the
existing employees’ capabilities (KSA) and organisational demands, keeping in view
any new or changed roles.

Types of TNA
Strategic TNA: strategic change (e.g. launch a new product line, introducing new
technology for production, international expansion)
Current TNA:
◦ New employees (any deficiencies during selection or any firm specific training)
◦ Task analysis: Detailed study of the job to determine specific skills (lower level jobs)
◦ Existing employees
• Performance analysis: Verifying that there is a performance deficiency (TNA of individual)
• Talent Management: Goal oriented and integrated approach of planning for the future of the
company (R&S, comp and training): Using competency models

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 transferring the employee.
Some sources of information for individual:
◦ Performance appraisal
◦ Job related performance data (e.g. absenteeism, grievances, late delivery, customer
complains)
◦ Observations by supervisors or other specialists
◦ Tests
◦ Attitude surveys
◦ Assessment centers

Additional Sources of Training Needs for the Individual
(Beardwell et al., 2005)
Person specification
Personal profiles and records
Appraisals
Assessment centers
 (Global review and training audits)

Training Needs for the Job
(Beardwell et al., 2005)
Job descriptions: Skills and knowledge needed for job roles

Job Analysis: Provide information about skills and requirement of job
◦ Interview with job holders
◦ Interview with managers and supervisors
Performance objectives: and match whether employee has the skills (e.g.
increasing quality)
Analysis of competencies: job requirements versus employee levels

Results of TNA
(Slides Only)
Report of overall training needs of the organization or department
◦ Training policy
◦ Basis of business planning
◦ Basis of budgeting for training
Prioritizing needs
◦ Identify urgent and critical needs
◦ Allocate budgets accordingly
Learning and training plans
◦ What needs to be learnt
◦ Most suitable methods
PDP aligned with existing resources

When to Carry Out TNA
It can be an annual process.

It should be carried out at the time of change e.g. expansion, new major project,
major recruitment drive, merger.
TNA can be at an individual, departmental or organizational level.

Designing the Training Program
It includes:
◦ Planning the overall program
◦ Detailed training outline
◦ Choosing a program delivery method
◦ Details of training environment
◦ Review of possible alternative training program contents
◦ Estimation of budgets
(some input from trainees and supervisors can ensure greater transfer of learning)

Developing the Program
It includes:
◦ Assembling and creating the program’s training content and materials
◦ Choose instructional methods (lectures, cases, videos)
◦ Finalizing training equipment and material e.g workbooks, specific cases to be taught,
power point slides.
◦ In formalized training, a trainer’s manual is developed.
It can be custom designed or off-the shelf

Implementing the Training
Two basic groups of training methods:
◦ On-the-job Training
◦ Off-the-job Training
(Induction Training or Orientation training)

Induction Training (to be discussed later)
Objectives of induction training:
◦ Make employees feel welcome

◦ Give basic information e.g. email address, personal policies and benefits, work
behaviors
◦ Develop and understanding of the organization: its history, culture, strategies, vision
◦ Motivate them to adopt the culture and values

On-the-Job Training (OJT)
Coaching Clarify the expectations: an attempt
should be made to clarify learning
Understudy objectives
Mentoring The ‘trainers’ should be aware of the
Job rotation objectives and any input required from
them
Special assignments
Formally plan and structure OJT
(Informal training)
Train the trainer
Provide training material

Off-the-job Training
1. Classroom lectures
2. Job instruction training: Listing each jobs basic tasks, along with key points, in order
to provide step by step training
3. Electronic Performance Support System (EPSS): Support service with call centers etc.
4. Audiovisual based training
5. Vestibule training: learning on actual or simulated equipment
6. Computer-based training (CBT) or e-learning
7. Programmed learning: Step by step self-learning method (questions, response and
feedback)
8. Internet based training: Online courses – in house or on-line trainers
9. Simulated learning: Virtual reality games, role plays
10. Group discussions/Case studies/Adventure learning

Edgar Dale: The Cone of Learning
©SHRM 2009 Source: Mesa Community College

30

MAPS 2017
Training of Employees

Training of Employees (%)
Off-the-Job Training Given to
76 24
Employees
Yes
Presence of Standard Induction No

52 48
Program
0 20 40 60 80 100

Days of Training Experienced by Employees (%)
10 days or more 25
5 to less than 10 days 19
Less than one day 8
No time 7
0 5 10 15 20 25 30

Proportion of Employees Trained from the Main
Occupational Group (%)
All (100%) 8
Almost all (80-99%) 18
Most (60-79%) 22
Around half (40-59%) 13
Some (20-39%) 12
Just a few (1-19%) 8
None (0%) 19
0 5 10 15 20 25

Comparison of HR Practices of MAPS
2017 Pakistan and WERS 2011 UK

Training of Employees;
Standard Induction Programs (%)
Pakistan 52 48
Yes
No
Britain 83 17
0 20 40 60 80 100

Days of Training Experienced by Employees (%)
10 days or more 25
10
18
24 Pakistan
1 to less than 2 days 17 Britain
27
Less than one day 8
6
No time 7
1
10 20 30 40 50

Proportion of Employees Trained from the
Main Occupational Group (%)
8
All (100%) 33
18
Almost all (80-99%) 9
22
Most (60-79%) 6 Pakistan
13
Around half (40-59%) 6
Britain
12
Some (20-39%) 9
8
Just a few (1-19%) 17
19
None (0%) 19
0 5 10 15 20 25 30 35

Project Presentations
Project reports submitted?
All groups will submit a 10-15 minutes video presentation on SLATE by 5 pm on 14th
December, irrespective of your presentation date. Email to Fatima if there is a problem with
SLATE.
Section A – 5 groups
Section B – 6 groups
Section C – 6 groups
Groups 1-3 will present on Tuesday, 15th December.
Groups 4-5 or 4-6, as applicable, will present on Thursday, 17th December.
Fatima will play each video presentation, which will be followed by Q&A for that group.

The ADDIE five step training process
Analyze the training need
Design the overall training program
Develop the course (assemble/create the training material)
Implement training (actual training of the target group)
Evaluate the course’s effectiveness

Responsibility for Delivery
(Slides Only)
Possible choices:
◦ Training departments
◦ Training consultancies
◦ Line managers
Which is better?

Training Departments
Common criticisms on internal training departments
◦ Too rigid to respond to changing organization needs
◦ Self serving and bureaucratic
◦ An administrative expense
◦ Lost contact with changing skills needed on the shop floor or at the place of work
Off-the-job training is more emphasized by them that does not match up to on-the-job
needs
Too much theoretical training
 If these issues are properly addressed, there is no substitute for having an internal training
department because of customized delivery and firm specific knowledge
Examples of corporate universities: The Hamberger University, Chicago (McDonald Corp.),
Disney University, Orlando and Anahiem
PTCL, HBL have large training departments

Training Consultancies
Can be industry specific or general training

Can provide specialized, up to date, training programs
Useful for SMEs
However, ‘Cowboy’ operations (across the world)

Training and the Line Manager
In order to counteract the perceived inflexibilities of training departments, there is

trend to devolve many functions to line managers including training policy.
Training budgets have increasingly been devolved to line managers for effective
utilization

Evaluation of Training
(Dessler, 2016; Pg. 248-249)
Levels of evaluation (Kilpatrick, 1959)

◦ Reaction to training (e.g. fb forms)
◦ Learning level (tests, evaluation)
◦ Change in behavior
◦ Change in results/performance
(the training process is often evaluated, but ROI is not)

Examples of Methods of Evaluation of T&D
Questionnaires (feedback forms) Case studies and structured exercises

Interviews of trainees Discussions
Observations by training strategist Tutor reports
Tests or examinations Interviews of line managers
Projects Appraisals

Sample Training Evaluation Forms

PDP (from Appraisal Form) Sample 1



Local Examples: Process and Guest Speaker Session

Local Training
An Oil and Gas
Company

Training Ratios
Training cost per employee Training cost÷ Average organizational staff
Internal training cost per employee Internal training cost÷ Average organizational staff
External training cost per employee External training cost÷ Average organizational staff
Training cost to HR cost ratio Training cost÷ HR cost x 100
Average Training days per staff Total training days÷ Average organizational staff
Training ROI
Revenue-(Operating cost-Training cost) ÷ Training cost
Learning & Growth
◦ Training Volume Index
◦ Workforce Competency Index
◦ Internally Trained Index
◦ Externally Trained Index
◦ Hours per Employee Index
◦ Cost per Participant Index
◦ Training Cost Index
◦ Training Feedback Index
◦ Learning Retention Index
◦ Learning Transfer to Workplace Index
◦ Business Performance Improvement Index
◦ Training ROI Index
Topic 8.3: Induction/Orientation;
The HR Manual

Induction Training
Objectives of induction training:
◦ Make employees feel welcome

◦ Give basic information e.g. email address, personal policies and benefits, work
behaviors
◦ Develop and understanding of the organization: its history, culture, strategies, vision
◦ Motivate them to adopt the culture and values

Employee
Orientation
Checklist
(Dessler)

Induction Videos

Table of Contents
Chapter 1 – Recruitment and appointment
Section 1 – Recruitment process
Section 2 – Appointment and induction
Sample: Section 3 – Staff member contracts
Section 4 – Internal transfers
Section 5 – Probationary period
HR Manual 1 Section 6 – Employment of relatives
Section 7 – Junior Professional Officers
Section 8 – Staff seconded from other organisations to IUCN
(Slide 1/3) Section 9 – Interns
Section 10 – Volunteers
Section 11 – Temporary personnel
Section 12 – Consultants
Chapter 2 – Position management
Section 1 – Position descriptions
Section 2 – Grade structure
Section 3 – Position evaluation
Section 4 – Special post allowance
Chapter 3 – Compensation and benefits
Section 1 – Competitive compensation structure
Section 2 – Salary reviews
Section 3 – Benefits
Chapter 4 – Performance management
Section 1 – Performance management
Section 2 – Progress review and feedback
Section 3 – Annual performance evaluation
Section 4 – Rewards for merit

Chapter 5 – Professional development and training
Sample: Section 1 – Training needs assessment
Section 2 – On the job training
Chapter 6 – Personnel files
HR Manual 1 Section 1 – Personnel files
Chapter 7 – General employment procedures
(Slide 2/3) Section 1 – Sabbaticals

Section 2 – Personal loans
Section 3 – Leave
Section 4 – Secondment of IUCN staff to other organizations
Section 5 – Work certificates and references
Section 6 – Appearance
Chapter 8 – Responsibilities of staff members
Section 1 – Outside activities
Section 2 – Disciplinary procedures
Chapter 9 – Personal grievances
Section 1 – Grievance procedure
Chapter 10 – Termination/redundancy/dismissal
Section 1 – Termination of employment
Section 2 – Redundancy

Sample: Annexes
Annex 1 – Standard recruitment/extension form
Annex 2 – Standard increase of hours request form
HR Manual 1 Annex 3 – Standard new appointment checklist

Annex 4 – Standard departure checklist
Annex 5 – Standard time sheet
Annex 6 – Standard overtime request form
(Slide 3/3) Annex 7 – End of probationary period review report
Annex 8 – Performance evaluation form (Staff)
Annex 9 – Performance evaluation form (Managers)
Annex 10 – Obligations of consultants, temporary personnel, interns,
volunteers and staff
seconded from other organizations
Annex 11 - Specific conditions and considerations

Sample:
HR Manual 2
(Slide 1/3)

Sample:
HR Manual 2
(Slide 2/3)

Sample:
HR Manual 2
(Slide 3/3)

Questions?

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Course Title: Human Resource Management

(Training and Development)

Dr. Sadia Nadeem

HRM by Dr. Sadia Nadeem 1

HRM by Dr. Sadia Nadeem 2

HRM by Dr. Sadia Nadeem 3

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Training and development

Monitor and evaluate

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List sources of information

(To identify gaps

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List sources of information (Section B)

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Job descriptions: Skills and knowledge needed for job roles

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It can be an annual process.

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Two basic groups of training methods:

(Induction Training or Orientation training)

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◦ Make employees feel welcome

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©SHRM 2009 Source: Mesa Community College

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Presence of Standard Induction No

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5 to less than 10 days 19

2 to less than 5 days 24

1 to less than 2 days 17

Less than one day 8

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Almost all (80-99%) 18

Around half (40-59%) 13

Just a few (1-19%) 8

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