CHAPTER 5: TRAINING AND DEVELOPMENT

Course Name: HUMAN RESOURCE MANAGEMENT

Course Code: DIB 2253

DIPLOMA IN BUSINESS (DIB)

Lecturer: MISS NITA YUSNEE MOHAMAD IDRIS

 DEFINING EMPLOYEE TRAINING

◦ It is a program that provides workers with information, new skills, or

professional development opportunities.
◦ For example, people might be required to participate in a new employee
orientation or on-the-job training when they are hired.
◦ After new employees are hired, they go through a training period, prior to
being assigned major job duties.
◦ The training is intended to orient them to the position and to give them the
information they need to carry out their daily responsibilities.
◦ Part of this orientation could include meeting with the human resources staff
and learning administrative tasks.

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 WHAT IS EMPLOYEE DEVELOPMENT?

◦ Employee development is a joint, on-going effort on the part of an employee and

the organization for which he works to upgrade knowledge, skills, and abilities.
◦ Encouraging employees to acquire new or advanced skills, knowledge, and view
points by providing learning and training facilities and avenues where such new
ideas can be applied.
◦ It is important for employees to enhance their skills and upgrade their existing
knowledge to perform better.
◦ It is important not only for professional but also personal growth of employees.
◦ Employee development activities prepare individuals for adverse conditions and
unforeseen situations.

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WHY EMPLOYEES LIKE TO ACQUIRE NEW SKILLS AND LEARNING?
◦ A sense of pride develops when they feel that their organization is investing
time and resources to train them.
◦ Employee development is essential for extracting the best out of employees.
◦ Employee development creates a learning culture in the organization where
every employee is motivated to learn new skills and acquire new learning.
◦ You really need to give their careers an extra push.
◦ Motivate them to inculcate the habit of reading.
◦ Employee development helps an employee to do a self analysis.
◦ He knows where he is lacking and what all new skills and learning will help
him improve his performance and deliver better results.

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 UNDERSTANDING TRAINING AND DEVELOPMENT
◦ T&D is concerned with organizational activity aimed at bettering the performance
of individuals and groups in organizational settings.
◦ T&D involves the development of HR to remain competitive in the marketplace.
◦ T&D encompasses three main activities: training, education, and development.
◦ Training - both focuses upon, and evaluated against, the job that an individual
currently holds
◦ Education - focuses upon the jobs that an individual may hold in the future, and
is evaluated against those jobs.
◦ Development - focuses upon the activities that the organization employing the
individual, or that the individual is part of, may partake in the future, and is
almost impossible to evaluate

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 THE IMPORTANCE OF TRAINING AND DEVELOPMENT

Help in addressing employee weaknesses

◦ Training assists in eliminating the workers’ weaknesses by strengthening
their skills. A well-organized development program helps employees gain
similar skills and knowledge, bringing them all to a higher uniform level.

Improvement in workers performance

◦ A properly trained employee becomes more informed about procedures for
various tasks. The worker confidence is boosted by T&D.
◦ It helps the worker carry out duties in better way and find new ideas to
incorporate in the daily execution of duty.

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Consistency in duty performance
◦ A well-organized T&D program gives the workers constant knowledge and
experience.
◦ Consistency is vital when it comes to an organization’s procedures and
policies. This includes administrative procedures and ethics during
execution of duty.

Increased productivity
◦ Through T&D the employee acquires all knowledge and skills needed in their
day to day tasks.
◦ Workers can perform at a faster rate and with efficiency, increasing overall
productivity.
◦ They also gain new tactics of overcoming challenges when they face them.

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Reduction in supervision
◦ The moment they gain necessary skills and knowledge, employees will
become more confident.
◦ They will become self reliant and require only little guidance as they
perform their tasks.
◦ The supervisor can depend on the employee’s decision to give quality
output.
◦ This relieves supervisors the burden of having to give directives on what
should be done.

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 DEFINING TRAINING NEEDS ANALYSIS (TNA)

◦ Conducting a training needs analysis is your first step to developing a

successful training program.
◦ TNA involves a procedure to determine whether training will indeed address the
problem which has been identified.
◦ It is a process that a business goes through in order to determine all the
training that needs to be completed in a certain period to allow their team to
complete their job as effectively as possible, as well as progress and grow.
◦ It looks at each aspect of an operational domain so that the initial skills,
concepts and attitudes of the human elements can be effectively identified and
appropriate training can be specified.

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THREE LEVELS OF TRAINING NEEDS ANALYSIS (TNA)

◦ McGhee and Thayer’s Three Level Analysis Model states that training
needs analysis can be done at three different levels.

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◦ Organizational analysis
◦ Most organizations invest in employee training, year after year - not
every training program is aligned with business goals.
◦ TNA at the organizational level will help identify training programs
that would help achieve the strategic business objectives of the
organization.
◦ The firm’s strategic mission, goals, and corporate plans are studied,
along with the results of strategic HR planning.
◦ What is the organization overall trying to accomplish?
◦ Without knowing the goals of the organization, it is well-nigh
impossible to determine if training is actually necessary.

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◦ For example

◦ If you go ahead and develop training programs without considering

the organizational goals, chances are your training program is
doomed to fail.

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◦ The important questions being answered by this analysis are who decided
that training should be conducted, why a training program is seen as the
recommended solution to a business problem, what the history of the
organization has been with regard to employee training and other
management interventions.

Task analysis
◦ This level focuses on the tasks required to achieve the firm’s purpose.
◦ Training needs analysis determines what kind of training needs to be given
to employees to achieve a specified level of proficiency.
◦ This analysis can help identify the knowledge and skills required to perform
specific jobs at the workplace.

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◦ Job descriptions are important data sources for this analysis level.
◦ This is an analysis of the job and the requirements for performing the work.
◦ This analysis seeks to specify the main duties and skill level required.

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Person analysis
◦ Determining individual training needs involves “who needs to be trained?”
and “what kind of knowledge, skills, and abilities do employees need?”
◦ TNA checks how each employee performs in hi job role.
◦ The difference between the expected performance and the actual
performance helps you arrive at the training need.
◦ Analysis dealing with potential participants and instructors involved in the
process.
◦ Do the employees have required skills?
◦ Are there changes to policies, procedures, software, or equipment that
require or necessitate training?

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◦ Is there really a need for TNA at the individual level? Won’t employees
identify their training needs themselves?
◦ After all, they’re the ones executing the tasks and they should know where
they need to improve.

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◦ Data Sources used to Conduct TNA at the Individual Level

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THE ADDIE FIVE-STEP TRAINING PROCESS

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STEP 1: ANALYSIS
◦ What is the goal of the training itself? - this answer is critical - influences a
mass amount of decisions later on.
◦ In the analysis phase, the training team works with the business owners to
analyze and assess the goals and objectives for the training being developed.
◦ What type of training delivery method will be used?; will it be web-based or
instructor led?
◦ Identify the learners existing knowledge and skills, and knowledge gaps.
◦ Instructional goals and objectives are then established.
◦ Additional questions such as who the audience is and what are their learning
patterns may also be discussed during the analysis phase.

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◦ Deadlines and a project plan may be determined at this time as well.
◦ This phase is essentially a full audit of your audience, goals, methods, etc.
◦ At the end of the analysis, you should have identified training needs and a
training plan.
◦ Once this thorough analysis is complete, you can then move onto the next
step.

STEP 2: DESIGN
◦ After questions are assessed and answered during the analysis phase, the
training designer begins to layout the training content and to develop the
design document.

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◦ The design phase is systematic, logical, and orderly.
◦ Identify, develop, and evaluate a set of planned strategies to meet your
training needs - includes identifying the structure and duration of the training,
the best delivery methods, and the assessment tools.
◦ This document will contain the outline of content, any groupings of content
that may be necessary and media notes.
◦ Each piece of the design needs to be carefully and specifically executed -
designed to meet the needs identified during analysis.
◦ One way to achieve this is to storyboard ideas, or create a prototype.
◦ This allows you to practically see if the design makes sense - becomes a
shareable example for team members and other stakeholders, gaining their
buy-in early on, and ensuring that people feel this training is valuable.

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◦ This phase should result in learning objectives; associated content, lessons,
and exercises; assessment tools; subject matter analysis; and media
selection.

STEP 3: DEVELOPMENT
◦ Storyboards for the training are developed, and graphic designs are created or
chosen.
◦ This is where the developers get to assemble all the pieces created during the
design, relying upon the storyboards and prototypes for guidance.
◦ Programmers develop or integrate various technologies, matching each
element to the design phase, and carefully selecting graphics, colours, fonts,
etc. to ensure that the content is engaging and memorable.

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◦ The graphics will be implemented into the training and will enhance the training
by giving the learning visuals to complement the content.
◦ The actual course content is written during the development phase.
◦ For web-based training, a small version of the course may be put together at
this time - allows the web team to upload and test the content online and to
make necessary adjustments.
◦ The design is reviewed for errors - from colours that are too bright to typos or
grammatical errors.
◦ Processes, procedures, mechanics, and navigation are tested, adjusted, and
perfected until there are no bugs.
◦ Overall functionality is reviewed and revised according to feedback from
multiple sources.

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◦ Often mistakes are made in this phase because designers do not review
functionality from the perspective of a learner.
◦ Assess your design by asking if a learner can progress in the way you
designed.
◦ Check to see if sections are too long, too dry.
◦ Does the layout make sense? Does the navigation work, even if the learner
makes unexpected decisions? Does content flow appropriately, or are topical
changes too abrupt?
◦ A systematic check for accuracy and navigational ease means taking the
course repeatedly, not just half-heartedly flipping through it.

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STEP 4: IMPLEMENTATION
◦ After the course content is finalized and approved, the training is ready to be
launched.
◦ Facilitators review and understand the curriculum as well as the testing
process.
◦ Books, manuals and copies of software should be obtained if necessary to be
distributed during the training.
◦ Course scheduling and enrolment are completed during this time.
◦ Any necessary travel arrangements are made for facilitators or participants
during the implementation phase.
◦ Facilitators and training leaders (if relevant) are trained first - they can then roll
out the content to their learners.

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◦ These trainers will be instructed in curriculum, learning outcomes, method of
delivery, and assessment procedures.
◦ If self-guided, the courses are uploaded into a learning management system,
and the delivery options are set up (who can enrol, how much time do they
have to complete the coursework, what are the standard marks for passing the
assessment at the end of the course?)
◦ You may want to test implementation with a pilot group before rolling out the
content to the masses.
◦ The project manager or management team overseeing the pilot group can also
verify that all equipment, tools, etc. are in place, and that the delivery method is
functional and accessible.

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STEP 5: EVALUATION
◦ During the evaluation phase, feedback is generated by the participants of the
course.
◦ This can be done by surveys, either paper based or electronic.
◦ Receiving participants' feedback is important for the development of future
courses.
◦ The evaluation process will allow the instructional designers to find out if
learning objectives are being met and how well the course is being received.
◦ Long-term evaluations may be necessary to determine whether material was
retained or if workers' behaviour changed in the workplace.
◦ At the end of ADDIE, you can get more feedback, evaluating every aspect of the
courses so that future course creation is even more seamless.

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 TRAINING AND DEVELOPMENT METHODS
Instructor-led
◦ The instructor may convey a great deal of information in a short time and it
improves when groups are small enough to permit discussion and when the
instructor is able to capture the imagination of the class and use multimedia in a
suitable manner. Instructors physically lectured in front of students and now
some instructors can deliver their lectures virtually.

Case study
◦ Trainees study the information provided in the case and make decisions based
on it. If an actual company is involved, they would be expected to research the
firm to gain better appreciation of its financial condition and environment. This
method occurs in the classroom with an instructor who serves as a facilitator.

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Behavior modelling
◦ Learning by copying or replicating behaviors of others to show managers how to
handle various situations. It is used to train supervisors in conducting appraisal
reviews, correcting unacceptable performance, delegating work, improving safety
habits, handling discrimination complaints, overcoming resistance to change,
orienting new employees, and mediating individuals or groups in conflict.

Role playing
◦ Participants are required to respond to specific problems they may encounter in
jobs by acting out real-world situations. It is used to teach such skills as
disciplinary action, interviewing, grievance handling, conducting performance-
appraisal reviews, team problem solving, effective communication, and
leadership-style analysis.

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Business games
◦ They permit participants to assume roles such as president, controller, or
marketing director of two or more similar organizations and compete against each
other by manipulating selected factors in a particular business situation. They
make decisions affecting price levels, production, and inventory levels, etc. and
they are able to see how their decisions affect other groups and vice versa.

In-basket training
◦ The participant is asked to establish priorities for and handle a number of
business papers, e-mail messages, memo, etc. that would cross a manager’s
desk. The messages call for anything from urgent action to routine handling. The
trainee assigns a priority to each particular situation before making any decisions.

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On-the-job training (OJT)
◦ OJT is an informal T&D method that permits an employee to learn job tasks by
actually performing them. The key is to transfer knowledge from a highly skilled
and experienced worker to a new employee, while maintaining the productivity of
both workers.

Job rotation
◦ It is a T&D method in which employees move from one job to another to broaden
their experience. Rotational training programs help employees understand a
variety of jobs and their interrelationships, thereby improving productivity. It is
often used to relieve boredom, stimulate better performance, reduce
absenteeism, and provide additional flexibility in job assignments.

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 ON-THE-JOB TRAINING

◦ OJT is a one-on-one training located at the job site, where someone who knows
how to do a task shows another how to perform it.
◦ It means ‘learning while doing’.
◦ The trainees learn in the real work environment and gain practical experience
dealing with the tasks and challenges during a normal working day.
◦ Aim - to ensure that trainees understand the rules, regulations and the work
procedures by adopting them in their day-today performance.
◦ OJT uses the regular or existing workplace tools, machines, documents,
equipment, knowledge and skills necessary for an employee to learn to
effectively perform his job.

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 TYPES OF ON-THE-JOB TRAINING
Coaching
◦ An experienced staff will help trainees learn skills and processes through
providing instructions or demonstrations (or both).
◦ The trainee is placed under a supervisor - a coach in training the individual.
◦ The supervisor provides feedback to the trainee on his performance and offers
some suggestions for improvement.
◦ It consists of one-to-one developmental discussions and provides people with
feedback on both strengths and weaknesses - focuses on improving performance
and developing or enhancing individual skills.
◦ It is time-bounded and based on skilled activity which its aim is emphasizing on
specific issues or areas.

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Mentoring
◦ Each trainee is allocated to an established member who acts as a guide and
helper.
◦ Mentoring is a professional relationship in which an experienced person (mentor)
assists another (mentee) in developing specific skills and knowledge that will
enhance the less-experienced person’s professional and personal growth.
◦ Mentoring is to support and encourage people to manage their own learning in
order that they may maximize their potential, develop their skills, improve their
performance and become the person they want to be.
◦ A mentor is a guide who can help the mentee to find the right direction and help
them to develop solutions to career issues.

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Action Learning
◦ Action learning gives teams or work groups an actual problem, then these teams
work on solving it and committing towards an action plan and then they are
accountable for carrying out the plan.
◦ Companies use action learning to solve important problems, develop leaders,
quickly build high performance teams and transform the organization culture.
◦ It is a type of skill development where a worker learns how to do the work
through hands-on experience.
◦ It gives the trainee the opportunity to work in the same place and with the same
equipment that will be used regularly which can make it an efficient approach to
learning new things.

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Job Rotation
◦ Job rotation involves the movement of employees from one job to another, so
that they can attain the understanding of different functions and processes of an
organization.
◦ In addition, to release boredom, it allows employees to build a rapport with a wide
range of individuals within the organization, which further facilitates cooperation
among the departments.
◦ The cross-trained provides the organization a great amount of flexibility when
transfers, promotions, or replacements become inevitable.

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Special Project Assignments
◦ Special project assignments denote a highly useful training technique, under
which trainees are assigned a project that is closely related to their jobs.
◦ Sometimes, a number of trainee executives are put together to work on a project
directly related to their functional areas.
◦ Trainees analyse the problems and submit the written recommendations, which
provide them with a valuable experience in tackling the problem.
◦ These special project assignments help the trainees to analyse the organizational
problems from different angles and perspectives.
◦ When trainees work as a member of the team, they not only acquire knowledge
but also learn how to work with others having different viewpoints.

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 OFF-THE-JOB TRAINING

◦ Off-the-job training occurs when employees are taken away from their place of
work to be trained - conducted in a location specifically designated for training.
◦ Conducting the training away from the workplace minimize distractions and
allows trainees to devote their full attention to the material being taught.
◦ Providing off-the-job training opportunities to your staff allows them to pay
more attention to the training activities.
◦ Holding workshops, seminars or events at a different location enables
employees to focus on learning new skills, knowledge and behaviour without
the distraction of ringing telephones, instant messages or email notifications.

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 TYPES OF OFF-THE-JOB TRAINING
Simulation
◦ In the simulation training, trainee will be trained on the especially designed
equipment or machine seems to be really used in the field or job.
◦ Under this training, the trainee is required to learn the operations of machines
and equipment, that are reasonably designed to look similar to those installed at
the actual work floor.
◦ This is one of the most common method of training wherein the worker learns to
operate tools and machinery that look alike to those, they would be using in the
actual work environment.

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Lecture
◦ This is also called as classroom training wherein the employees are given
lectures about the job requirements and the necessary skills required for
implementing the job.
◦ Lectures are regarding as one of the simplest ways of imparting knowledge to the
trainees, especially when facts, or principles, attitudes, theories and problem
solving abilities are to be taught.
◦ There is a classroom or a workshop wherein the complete job knowledge is given
to the workers by the experts or specialists from the professional institutes.
◦ The main purpose of this training is to make the employees well informed about
their job roles and discussing their queries arising out of the lectures.

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Conference and Seminar
◦ The conference training method is a good problem-solving approach.
◦ A group considers a specific problem or issue and they work to reach agreement
on statements or solutions.
◦ There is a lot of trainee participation - trainees build consensus and the trainer
can use several methods (lecture, panel, and seminar) to keep sessions
interesting.
◦ Seminars often combine several group methods: lectures, discussions,
conferences, demonstrations.
◦ Group members are involved in the training.
◦ The trainer can use many group methods as part of the seminar activity.

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Vestibule Training
◦ This type of training is specifically given to the technical staff, office staff and the
employees who learn the operations of tools and equipment assembled at a place
away from the actual work floor.
◦ This type of training is conducted to give the real feel to the trainees, that they
would be experiencing at the actual plant.

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Incident Method
◦ This method aims to develop the trainee in the areas of intellectual ability,
practical judgment and social awareness.
◦ Each employee developed in a group process - incidents are prepared on the
basis of actual situations which happened in different organizations.
◦ Each employee in the training group is asked to study the incident and to make
short term decisions in the role of a person who has to cope with the incident in
the actual situation.
◦ The group studies and discusses the incident and takes decisions relating to
incident, based on the group interaction and decisions taken by each member .

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 EFFECTIVE TRAINING AND DEVELOPMENT PROGRAM

Numbers
◦ One way of measuring the success of training is the good old ‘bums on seats’.
◦ Although by no means a true measure of the effectiveness of training, trainee
numbers do reflect the fact that the training is addressing a need and that the
design and methodology is meeting expectations.

Direct Costs
◦ Direct costs are those costs that are incurred directly as a result of a training
program; design and development, consultancy fees, travel expenses, etc.
◦ If the program did not take place, these costs would not be incurred.

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Indirect Costs
◦ Indirect costs are costs that may or may not be directly associated with a training
event, which would have been incurred whether or not the training took place.
◦ Examples are salaries of in-house trainers and trainees, the costs of equipment.
◦ Any analysis of the true costs of training will include both direct and indirect
costs.

Efficiency
◦ The amount of learning achieved relative to the amount of effort put in - the
amount of time it takes to complete a piece of training.
◦ Efficiency has a direct relation to cost; the more efficient a training method is, the
less it will cost.

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Performance to Schedule
◦ Sometimes with a training program, ‘time is of the essence’ - the training needs to
be completed by a given date if a particular business objective is to be achieved.
◦ The extent to which a training program performs to schedule is a critical measure
of success.

Income Received
◦ If you are a training provider operating externally to a client organization,income
received is a vital measure of your success - financial equivalent of ‘bums on
seats’ - the more courses you run or places you fill, the greater the benefit.

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Reactions
◦ Reactions are what you measure with the ‘happy sheet’.
◦ Reactions are important because if trainees react negatively to your courses, they
are less likely to transfer what they learned to their work and more likely to give
bad reports to their peers, leading in turn to lower student numbers.

Learning
◦ Learning, in terms of new or improved skills, knowledge and attitudes, is the
primary aim of a training event.
◦ Learning can be measured objectively using a test or exam or some form of
assessed exercise.

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◦ If a trainee has to achieve a certain level of learning to obtain a ‘pass mark’, the
number of passes may be used as an evaluation measure.
◦ Another important aspect of learning is the degree of retention; how much of the
learning has stuck after the course is over.

Behaviour Change
◦ If a trainee has learned something from a course, you hope that this will be
reflected in their behaviour on the job.
◦ If a trainee employs what he had learned appropriately, his work behaviour will
meet desired criteria.
◦ To assess behaviour, change requires that the measurements are taken before
and after the training.

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 REFERENCES

• Gary Dessler (2017). Human Resource Management, 15th Edition. Pearson.

• Maimunah Aminuddin (2014). Human Resource Management: Principles and Practices,
3rd Edition. Oxford Fajar.
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• https://bizfluent.com/about-5412764-five-steps-design-training-process.html
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• https://1.bp.blogspot.com/-B-
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• https://www.eurotriade.com/wp-content/uploads/Employee-Development-
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