MOHAMAD SHUKRI BIN MUDA

COMMERCE DEPARTMENT
POLITEKNIK METrO BETONG SARAWAK
 Definition
▪ The process of teaching new employees the basic skills they need to
do their job.
▪ Used to focus mostly technical skills.
▪ In addition to technical skills, employees need skills in team building,
decision making and communication.
 Comparison of training, development and education
Training Development Education
Concerned with increase in Concerned with achieving long Concerned with enhancing general
knowledge, skill and abilities of the term needs of the organisation and knowledge and motivating to
employees in doing a particular the predetermined goals. understand the total environment.
job.

Narrow aim limited to increase in Broader scope and aims at Broader aim in sight and its
knowledge and skill. developing an individual in all purpose is to develop the
respects. individual.

Vocational in orientation and is Meant for executives and Imparted in schools, colleges and
given at the factory or at supervisory staff only in the universities
workplace. organization
 Benefits of training and development
▪ Positive employee retention - establish an employee’s sense of value
within the company, and fosters loyalty and ultimately staff retention.
▪ Training future leaders - select current employees as managerial
candidates and consider the future organisational goals by preparing
promotable talent
▪ Employee empowerment - a greater sense of autonomy, value, and
confidence within work and more effective at influencing employees and
gaining their trust.
▪ Increase workplace engagement - establish regular re-evaluation – of
employees, skills, and processes and o influence company culture by
instilling an emphasis on planning.
 Training need analysis
▪ Organizational analysis
▪ The process of appraising the growth, personnel, operations, and work environment
of an organization.
▪ Enables management to identify areas of weakness and then find approaches for
eliminating the problems.
▪ Helps businesses find innovative ideas, such as new ways to structure objectives so
that employees are more productive.
▪ Four different models of organizational analysis:
▪ Rational model - there is only one logical way to perform tasks
▪ Natural model - a business not only wants to achieve its own goals, but also positively influence
its external environment
▪ Socio-technical - businesses are evolving on a continuous basis
▪ Cognitive model - places great emphasis on tasks done by the business team.
 Training need analysis
▪ Individual analysis
▪ The process of studying employee behaviour, to determine whether performance meets
standards.
▪ It examines how well an employee performs critical tasks and their knowledge, skills, and
abilities to perform it.
▪ Two approaches used to identify the training needs of individuals:
▪ Output Measures:
 Based on performance data (e.g., productivity, accidents, customer complaints) and performance
appraisal ratings, can provide evidence of performance deficiencies.
 Person needs analysis can also consist of work sample and job knowledge tests that measure
performance capability and knowledge
▪ Self-Assessed Training Needs:
 Require the employee and supervisor to identify what the business needs are for the department and the
business, as well as the skill needs and deficiencies of the individual.
 Assumed that employees are aware of their weaknesses and performance deficiencies to identify their
own training needs.
 Training need analysis
▪ Task analysis
▪ The examination of each step involved in completing a task or job, along with
a detailed description of the activities performed in each task or job.
▪ Reveals the knowledge and skills the employee needs to complete each step.
▪ Used to determine training needs and a part of the analysis completed during
the needs assessment.
▪ Learning objectives may be written based on the task analysis.
 Definition
▪ The planned introduction of new
employees to their jobs, co-workers, and
the organization.
▪ Incorporate a sensitive awareness of the
anxieties, uncertainties, and needs of the
individual.
▪ To educate new employees about the
goals and responsibilities of the position
and company including on HR, benefits
and payroll information.
 Purpose of orientation
▪ Reduce start-up costs
▪ orientation can help the employee get "up to speed" much more quickly, thereby reducing the costs associated with learning the job.

▪ Reduce anxiety
▪ any employee experiences anxiety that can impede his or her ability to learn to do the job.
▪ proper orientation helps to reduce anxiety that results from entering into an unknown situation
▪ helps provide guidelines for behavior and conduct, so the employee doesn't have to experience the stress of guessing.

▪ Reduce employee turnover

▪ employee turnover increases as employees feel they are not valued, or are put in positions where they can't possibly do their jobs.
▪ orientation shows that the organization values the employee, and helps provide the tools necessary for succeeding in the job.

▪ Save time for supervisor and co-workers

▪ better the initial orientation guarantees supervisors and co-workers to spend less time in teaching the employee.

▪ Develop realistic job expectations, positive attitudes and job satisfaction

▪ it is important that employees learn about the values and attitudes of the organization.
▪ employees will make less mistakes that are unnecessary and potentially damaging.
 Types of orientation
▪ Formal Orientation - A proper and planned orientation program is
carried out before the new employee is onboard to acquaint him/her
with the work environment.
▪ Organizational level
▪ Departmental level
▪ Informal Orientation - The new hire is directly onboard after a
briefing on his/her work. He/she is left by himself/herself to acquaint
with the work environment and the team.
 Types of orientation
 On the job training approach
▪ A person learns by actually doing it via Coaching, Mentoring, Job
rotation and Apprenticeship
▪ The trainers themselves should be trained and be given proper
training materials
▪ Advantages of on the job training:
▪ Relatively inexpensive
▪ Trainees learn while producing
▪ Trainees learn by doing, get feedback on their performance
▪ No need for expensive off-site quick facilities like classroom
On the job training approach
 Coaching
▪ A process that is designed to assist motivated individuals in making changes to further their professional
development.
▪ Helps employees to improve work skills, discover strengths, and achieve personal and organizational goals.
▪ Skills required for coaching:
▪ Analytical skills: It is important to know the problem first and then teach or advise someone, otherwise it is futile. It refers to
analyzing the coachee and then coaching according to the needs and requirements.
▪ Interpersonal skills: Along with knowing the problem, it is also important to get the person to listen to and change
himself/herself

▪ Types of coaching:
▪ Internal coaching: It is done within the organization, where a manager or leader acts as coach for their team. The coach
knows the coachee and has interest in the quality of decision making of the organization.
▪ External coaching: The coach is not a part of the organization or the line management structure, but he/she is an expert in
the field in which coaching is being given. Organizations hire professionals to impart the skills required. The coach doesn’t
know the coachee and has no interest in the quality of decision making of the organization.
On the job training approach
 Mentoring
▪ The trainee works directly with a senior manager – the trainee’s
mentor
▪ The trainee relieves the manager of certain responsibilities
▪ Trainee has a chance to learn the job
On the job training approach
 Job rotation
▪ A management technique that involves moving trainees from
department to department
▪ In order to broaden their experience and identify strong and weak
points
▪ Implemented through observations in each department and getting
involved in the operations
▪ Learn the business by actually doing it and discover the job they
prefer most
On the job training approach
 Apprenticeship
▪ A structured process by which people become skilled workers
through a combination of classroom and on-the-job training
▪ The learner (apprentice) studies under the guidance of a master
craftsman
▪ Widely used in some occupations such as electrical work and
plumbing
 Off the job training approach
▪ Lecture and conferences
▪ Simulation exercise
▪ In-basket training
▪ Vestibule training
Off the job training approach
 Lecture and conferences
▪ A quick and simple way of providing knowledge to a large group of trainees
▪ Useful hints for presenting a lecture/conference:
▪ Present the materials point by point
▪ Explain why the lecture is important
▪ Make sure everyone in the room can hear
▪ At the end of the lecture, summarize the main points
▪ Be alert to your audience
▪ Keep eye contact with the listeners
▪ Avoid making unnecessary gestures
▪ Speak from notes rather than read from a script
▪ Practise before the actual presentation
Off the job training approach
 Simulation exercise
▪ Training employees on special off-the-job equipment
▪ Trainees learn on the actual or simulated equipment they will use on
the job, but are actually trained off job
▪ Example: In airplane pilot training, simulated training used to reduce
hazards and cost
Off the job training approach
 In-basket training
▪ A hiring assessment tool used by companies to
gauge how well applicants perform job-related tasks
within a certain period of time.
▪ Helps in acquainting employees about their job
where a number of problems are kept in the "in-
basket" (usually kept on the desk of the employee).
▪ An employee has to look at the problems which
could also be complaints from different employees
and simultaneously deal with those problems.
▪ As the employee solves these problem, he/she
transfers them to the "out-basket".
Off the job training approach
 Vestibule training
▪ A method that combined the benefits of the classroom with the benefits of on-
the-job training.
▪ A term for near-the-job training, as it offers access to something new (learning).
▪ Employees are trained as if on the job, but it does not interfere with the more
vital task of production.
▪ Transfer of skills and knowledge to the workplace is not required since the
classroom is a model of the working environment.
▪ Classes are small so that the learners received immediate feedback and ask
questions more easily than in a large classroom.
▪ Its main disadvantage is that it is quite expensive as it duplicates the production
line and has a small learner to trainer ratio