TRAINING AND DEVELOPMENT

CHAPTER SIX
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 HUMAN RESOURCE DEVELOPMENT

 Is defined as a set of systematic and planned activities designed by an organization

to provide its members with the opportunities to learn necessary skills to meet current
and future job demands.
 The three primary functions of HRD are training and development, organizational
development, and career development.
 Learning is at the core of all HRD efforts.

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 LEARNING

Learning is the process by which a person acquires and develops new knowledge,
skills, capabilities and attitudes.

Learning is goal directed, it impacts behavior and cognition, and the changes brought
about are relatively stable.

Learning has happened when people can demonstrate that they know something that
they did not know before (insights, realizations as well as facts) and when they can do
something they could not do before (skills).
 TRAINING

Training - is the use of systematic and planned instruction activities to

promote learning.

It involves the use of formal processes to impart knowledge and help

people to acquire the skills necessary for them to perform their current
jobs satisfactorily.
 DEVELOPMENT

Development - enables people to progress from a present state of

understanding and capability to a future state in which higher-level skills,
knowledge and competencies are required.

It takes the form of learning activities that prepare people to exercise

wider or increased responsibilities.

It does not concentrate on improving performance in the present job.

 MAJOR PURPOSES OF TRAINING AND DEVELOPMENT
Establish sound relationship between the worker and his/ her job
Upgrade skills and prevent skills obsolescence
Increase productivity and quality of work
Improves labor-management relations
Minimize operational error (wastage, unnecessary repetitions, reduce accident).
Help address performance deficiencies caused by lack of skills, knowledge and
experience.

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 Human Resource Development Process

HRD interventions should be designed and conducted using the following

steps:
1. needs assessment

2. design

3. implementation, and

4. evaluation
 Step1: Conducting Need Assessment
Need assessment refers to a systematic identification of training and development
needs.

Training need is the gap between skills needed for a job and the present skill level of
employees.

Training and development needs are identified by comparing job performance

standard and actual performance.

If the actual performance is below the job standards, it indicates performance
deficiencies.
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 Step1: Conducting Need Assessment
Levels of training need analysis
 Organization analysis - is an examination of the environment, strategies, and resources
(technology, financial and HRM) the firm faces so as to determine what training it
should emphasize.

 Source of data for organizational analysis

 Secondary(strategic plan, operational plan, proposed initiatives, financial plan, etc.)

 Top management

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 Step1: Conducting Need Assessment
Levels of training need analysis
 Task analysis - involves reviewing the job description and specifications to identify
the activities performed in a particular job and the KSAs needed to perform them.
I.e., the process of determining what the content of a training program should be on
the basis of a study of the tasks and duties involved in the job.

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 Step1: Conducting Need Assessment
Levels of training need analysis
 A person/individual analysis - involves determining which employees require training
and, which do not.

 Performance appraisal information can be used for the purposes of conducting a

person analysis. Source of data , employee + immediate supervisor.

Purpose of conducting a person analysis

 Helps organizations avoid the mistake of sending all employees into training when
some do not need it.
 Helps to determine training programs

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 EFFECTIVE NEED ANALYSIS WILL LEAD TO:

Identifying the training goal (what problem the training is hoping to solve?)

Identifying the training content- what trainees are going to learn?

Identifying The learners’ current capabilities

Identifying the context of the training

 STEP2: DESIGNING THE TRAINING PROGRAM
1. Identifying trainees and setting learning objectives
 Are desired outcomes that the training is intended to achieve
 Learning objectives describe the skills or knowledge to be acquired and/or the
attitudes to be changed.
 Example: "At the end of the course, learners will be able to work cooperatively in a
small group setting.”
 STEP2: DESIGNING THE TRAINING PROGRAM
2. Identifying training content
 Training contents are what the trainees will learn in order to achieve the intended
training objectives.
3. Determining sequencing approach of the content - how the training material is
going to be presented.
 Step-by-step sequencing - Learners are introduced to a task by the steps in the task
itself. “First you do this, then you do this.”
 STEP2: DESIGNING THE TRAINING PROGRAM
3. Determining sequencing approach of the content - how the training material is going to be
presented.
 Chronological sequencing - the content is arranged by time sequence. “ First this happened ,
then this happened.”
 Whole to part sequencing - learners are first presented with a complete model or a
description of the work duty.
 Part-to-whole sequencing - learners are presented with each part of a system. Then, they
learn how that part fits into the system as a whole.
 Simple-to- complex sequencing - content is arranged from simplest task to the most complex
task.
WHAT SEQUENCING METHOD WOULD YOU USE TO TEACH THE FOLLOWING TOPICS?

Process of job analysis

Human resource information system
Evolution of management theory
HR supply forecasting methods
 STEP2: DESIGNING THE TRAINING PROGRAM
4. Identifying trainer/s - characteristics of effective trainers are:
• Knowledge of subject

• Interest in the subject matter

• Ability to give clear instructions

• Adaptability – ability to adapt to the different learning ability of trainees.

• Individual assistance - when training more than one employee, successful trainers
always provide individual assistance.
 STEP2: DESIGNING THE TRAINING PROGRAM
5. Determining training method/s

• Training methods refers to the approach needed to teach specific skills,

knowledge and influence attitudes.

• A major consideration in choosing among various training methods is

determining which ones are appropriate for the KSAs to be learned.
 TRAINING METHODS
On-the-Job Training:

• A method by which employees are given hands-on experience with instructions from their
supervisor or other trainer.

• In this program the employee is placed in to real work situations and shown how the job is
performed by experienced worker or supervisor.

• Conducted in the place where the employee is actually working.

• Requires setting specific training schedule, evaluation and feedback session for each trainee.

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 ON-THE-JOB TRAINING STEPS:

1.Preparation: the trainees are told about the job, purpose and expected outcome of
the training

2.Demonstration (presentation): the trainees are given instruction by telling, showing

and explaining about the job knowledge and skills.

3.Practice: the trainees are given opportunity to actually perform the job to
demonstrate their understanding. Errors are corrected. Practice is continued till the
employee is able to perform the job with out supervision.

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 TRAINING METHODS

1. Information presentation methods:

Used to teach facts, skills and concepts without requiring the trainee to practice the
materials thought.
Lecture
Conference

Programmed instruction - utilizes books, manuals, or computers to break down content

into sequences for employees to learn at their own pace.

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 …TRAINING METHODS
2.Simulation methods:

This method presents trainees with artificial representations of an actual situation and
require them to react as though the situation were real.

Role playing - consists of playing the roles of others, who are facing a particular
problem.

Case study - using documented examples, case-study participants learn how to

analyze (take apart), synthesize (put together) facts and make decisions.

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 …TRAINING METHODS
3. Apprenticeship training

• A system of training in which a worker entering the skilled trades is given thorough
instruction and experience, both on and off the job, in the practical and theoretical
aspects of the work.

4. Vestibule Training: trainees learn their jobs on the equipment they will be using on
the job. The training is conducted away from the actual work environment.

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 STEP 3: IMPLEMENTING THE PROGRAM

Inform learners
Arrange off site or on site classrooms
Avail necessary aiding materials
Deliver the program as per schedule

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 STEP4: EVALUATING THE PROGRAM

Purpose is to verify the success or failure of the program

Evaluation results provide feedback to improve current activities and plan

future training programs.

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 Criteria for evaluation
Criterion 1: Reactions – what trainees think about the overall training.
What were your learning goals for this program?
Did you achieve them?
Did you like this program?
 Criteria for evaluation

Criterion 2: Learning – to assess what trainees actually learned.

Testing the knowledge and skills of trainees before and after a training
program will help determine their improvement.
 Criteria for evaluation

Criterion 3: Behavior- focuses on assessing whether learnings from the

training are transferred to the work.

The transfer of training refers to how well employees apply what they
have learned to their jobs.
 Criteria for evaluation
Criterion 4: Results, or Return on Investment (ROI)
 A company’s ROI refers to the benefits it derives from training its employees relative
to the costs it incurs. ROI = Results/Training Costs, i.e., ROI >1.
 How much did quality improve because of the training program?
 How much has it contributed to profits?
 What reduction in wasted materials did the company get after training?
 How much has productivity increased, and by how much have costs been reduced?