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After studying this chapter, you should be able to:
1. Discuss the systems approach to training and development.
2. Describe the components of training-needs assessment.
3. Identify the principles of learning and describe how they facilitate training.
4. Identify the types of training methods used for managers and non-
managers.
5. Discuss the advantages and disadvantages of various evaluation criteria.
6. Describe the special training programs that are currently popular.
7. Explain types of induction.
8. Explain the contents of induction given to the employees.

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6.0 INTRODUCTION

The recruitment and selection of employees represents only the initial stages in
building an effective workforce. New employees must be provided with the
necessary training in order to nurture and strengthen their skills. In rapidly changing
environments, employees need continuous training to hone their skills and knowledge.
Training is a process whereby people acquire capabilities to aid in the achievement
of organizational goals. In a limited sense, training provides employees with specific
identifiable knowledge and skills for use in their present jobs. A distinction is
sometimes drawn between training and development, with development being
broader in scope and focusing on individuals gaining new capabilities useful for both
present and future jobs.

6.1 DEFINITION

Training
According to Mondy and Noe (2007), training is the heart of a continuous effort
designed to improve employee competency and organizational performance.
Meanwhile, Snell and Bohlander (2010) stated that training tends to be narrowly
focused and oriented toward short term performance. It is the process of teaching
employees the skills they need to perform their jobs efficiently. It gives new or
present employees the skills they need to perform their jobs.

In general, training is the process of acquiring knowledge, developing competencies

and skills, and adopting behaviors that improve performance in current jobs. It is also
an organizational activity which aims to improve an employee’s current performance.
Training is an effort initiated by an organization to foster learning among its
members.

Development
Snell and Bohlander (2010) stated that development is an effort that tends to be
oriented more toward broadening an individual’s skills for the future responsibilities.
It is the process of upgrading the skills and knowledge to meet not only current but
also future requirements of the jobs. Mondy and Noe (2009) however defined
development as learning that goes beyond today’s job and more focus towards
career development.

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 In general, development is kind of training of a long term nature. Its aim is to develop
current or future employees for future jobs with the organization. It also considered
as an education that consist of activities designed to prepare employees for future
job. Learning activities designed to help the individual employee grow but which are
not confined to a particular job.

6.2 OBJECTIVES OF TRAINING AND DEVELOPMENT

Here are some of the objectives or importance of training and development for both
employees and organization.
• Plays a central role in nurturing and strengthening the competencies.
• Part of the backbone of strategy implementation of the organization.
• To cope up with employees continuously improvement in KSA.
• To meet with customer expectation towards higher quality products/services.
• Increased productivity.
• Increase job satisfaction.
• Keeps workers up to date.
• Helps to motivate workers.

6.3 WHEN TRAINING AND DEVELOPMENT IS NEEDED?

Below are some of the reasons when training and development is needed to be
conducted.
• When employees facing difficulties in performing their job (lack of KSA).
• When new workers are employed.
• When new technologies are introduced.
• When new procedures are implemented.
• When new individuals are transferred or promoted.

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6.4 WHO ARE INVOLVE IN GIVING TRAINING TO EMPLOYEES?

• Training expertise
• Educators
• Psychologist
• HR Practitioners
• SME’s (subject matter experts)

6.5 CONDUCTING IN-HOUSE TRAINING OR CONTRACTED OUT TO THIRD

PARTY?

Organization either private or public organization can conduct their own training
program or hire external consultant to conduct training for their employees’. Should
the organization decided to conduct training using external training provider; they can
mail several training providers a request for proposal (RFP) document outlining:
• The type of services needed.
• The number of employees needed to be trained.
• The date by which the training should be completed.
• The date by which proposals should be received.

Training in Public Organization

National Institute of Public Administration (INTAN) was set up in 1972 to provide
training and training consultation to all government departments or civil servants.

Training in Private Organization

Through the establishment of Human Resource Development Act in 1992, the
government has launched Human Resource Development Fund (HRDF). Any
company which has more than 50 employees is required to contribute 1% equivalent
of its monthly payroll to a fund which can be used to promote training in various
industries. After 6 months membership to this fund, contributors are allowed to claim
a percentage of their approved training cost from the fund.
• Skim Bantuan Latihan (SBL) – registered employers are to submit their
training proposals.
• Pelan Latihan Tahunan (PLT) – an annual training plan which need only be
submitted once by registered employers for covering approval.

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 • Skim Program Latihan Yang Diluluskan – an officially endorsed training
program which registered employers can send their employees for training
and make a subsequent proportionate claim.

Types of training and the claimable types for companies who are members of the HRDF are shown in
Table 6.1.

Claim that can

Type of training Under HRDF be made

Retraining and skills upgrading in technical, craft and computer related 80%
skills.
Retraining and skills upgrading in quality and productivity related skills. 75%

Retraining and skills upgrading in supervisory skills. 60%

All other retraining and skills upgrading. 40%
Overseas training. 50%

Table 6.1: Types of claim permitted under HRDF.

6.5 TRAINING AND DEVELOPMENT PROCESS

Mondy and Noe (2009) suggested that training and development process should
consist of five (5) steps as shown in Figure 6.1. However, in comparing with Snell
and Bohlander (2010), they have suggested a more simple training and development
process as illustrated by Figure 6.2 which only has four (4) steps.

Figure 6.1: Training and development process

Source: Mondy and Noe (2009)

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 Figure 6.2: Training and development process
Source: Snell and Bohlander (2010)

Mathis and Jackson (2006) also suggest four (4) stages of training and development process as
shown in Figure 6.3.

Figure 6.3: Training and development process

Source: Mathis and Jackson (2006)

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 Phase 1: Needs Assessment of Training and Development

• Organization Analysis
Organization analysis is done through examination of the environment,
strategies and resources of the organization to determine where training
emphasis should be placed & attain management’s support for training
activities. Organizations need to have an evaluation of organization short and
long term objectives to determine the appropriate training to achieve the
objectives. Organization analysis involves examining a firm’s mission,
resources and goals to determine the suitable training that can be used to
improve the firm’s success, growth and strategy. Mathis and Jackson (2006)
highlighted the sources of information to conduct the needs assessment as
simplified in Figure 6.4.

Figure 6.4: Sources of Needs Assessment

Source: Mathis and Jackson (2006)

• Task Analysis
Task analysis is the process of determining the content of training program
based on tasks and duties involved in the job. Trainer will identify what types
of training needed by the employees to do the task successfully.

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 • Person Analysis
In person analysis, organization needs to determine the specific individuals
who need training. Person analysis involves the determination of who needs
training and their readiness for training. It can be done through by asking
employees what types of KSA they need to perform well in their job.

Phase 2: Design of Training and Development

Designing the training should focus on four (4) related issues as shown in Figure 6.5.

Figure 6.5: Issues in Training Design

Source: Snell and Bohlander (2004)

• Instructional objectives (Training and Development Objectives).

Instructional objective is also known as raining and development objectives. It
is a statement of what the employee is expected to do (training outcome). A
statement of the quality or level of performance that is acceptable in
conducting the training. It describes the skills and knowledge to be acquired
and attitude to be changed after attended the training program.
Characteristics of good training and development objectives must have the
following such as:
• Clear and concise.
• Achievable.
• Measurable.
• Can be evaluated.
• Relevance.

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 • Trainee readiness and motivation.
Trainee readiness is a maturity and experience factors in the trainee’s
background meanwhile trainee motivation is needed for optimum learning to
take place. Trainees must recognize the need for new knowledge or skills,
and they must maintain a desire to learn as training progresses. Organization
need to have strategies for creating a motivated training environment such as
the following:
• Use positive reinforcement.
• Eliminate threats and punishment.
• Break down physical and psychological obstacles to learning
• Be flexible.
• Have participants set personal goals.
• Design interesting instruction.

• Learning Principles.
Figure 6.6 illustrate the learning principles that must be observed to ensure
successful training program among the trainees.

Figure 6.6: Principles of learning in training and development process

Source: Snell and Bohlender (2004)

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 • Characteristics of instructors.
Training success depends a lot on the teaching skills and personal
characteristics of those responsible for conducting the training. The following
are the characteristics of successful instructors as shown in Figure 6.7
namely:

Figure 6.7: Characteristics of Successful Instructor

Source: Adapted from Snell and Bohlander (2010)

Phase 3: Implementation of Training and Development

The training program that has been designed must be implemented. At this stage,
training instructors must make sure that transfer of learning takes place among the
participants. On the other hand at implementation stage, the training provider must
determine the following aspects:
• Programs (tentative program/training schedule).
• Date.
• Time.
• Place.

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 • Duration.
• Methods of training either (1) on the job training or (2) off the job training.

• On the job training

On the job training is an informal approach to training in which an employee
learns job tasks by actually performing them. It is kind of training that carries
out at the job place. Some examples of the job training are shown in Table
6.1.

Types Descriptions
Coaching Conducted by an immediate boss who is responsible to provide
training to the trainee.
Mentoring Senior employee provides advice, coach, and nurture and
creates a practical relationship to enhance trainee career,
personal development and professional growth.
Job rotation Trainee move from one job to another to broaden their
experience.
Apprenticeship Combination of off the job training (classroom instruction) and on
the job training.

Table 6.1: Types of on the job training

• Off the job training

On the job training is a training that carries out outside the job place. Some of
the off the job training are shown in Table 6.2.

Types Descriptions
Simulation Utilizes devices or programs that replicate tasks away
from the job site.
Vestibule Training away from the production area using equipment
that closely resembles the actual equipment used at
workplace.
Programmed Instruction and Using computer for greater flexibility of instruction.
Computer Based Training
Distance learning and Video An interactive training that offer flexibility using
Conferencing technology.

Others Corporate / business games, case study, seminar and

conference, behavior modeling, in-basket / in-tray training,
classroom lecture, role playing, internships

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 Table 6.2: Types of off the job training

Activity 1 : Surf internet and find out details of off the job training types like
corporate / business games, case study, seminar and conference, behavior
modeling, in-basket / in-tray training, classroom lecture, role playing,
internships.

Activity 2 : Suggest what the best training methods are for managerial and
non-managerial employees.

Phase 4: Evaluation of Training and Development

According to Snell and Bohlander (2010), Mondy and Noe (2009) and other authors,
most agreed that there are four (4) criteria to evaluate training and development
effectiveness as illustrates by Figure 6.8

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 Figure 6.8: Training and Development Evaluation Stage
Source: Snell and Bohlander (2010)

• Criteria 1: Reactions
The simplest and most common approach to training evaluation is assessing
trainees. By evaluating participants’ reactions, it may give a quick indication of
trouble spots and also provide an idea of participants’ attitudes regarding the
value of the training. Reaction is to evaluate the trainees’ reaction level by
conducting interview or questionnaires whether they like or dislike the training
and development programs.

• Criteria 2: Learning
Learning is an evaluation by measuring how well trainees have learned
knowledge or skills after attended the training. In learning evaluation,
organization can check to see whether they actually learned anything. Testing
knowledge and skills before beginning a training program gives a baseline
standard on trainees that can be measured again after training to determine
improvement.

• Criteria 3: Behavior

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 Behavior is to evaluate the transfer of learning through change in job
performance. This behavior change is reflected through the change in
performance and way of conduct at workplace.

• Criteria 4: Results
Training and development results are indicated by increased productivity,
lower turnover, higher quality, better profits. Training result is evaluated by
measuring the effect of training on the achievement of organizational
objectives.

Activity 2 : State at least three (3) ways to evaluate criteria four in training
evaluation.

6.6 EMPLOYEE INDUCTION OR ORIENTATION

According to Mathis and Jackson (2006), employee induction is the process by which
the new employee is familiarized with the working environment. Snell and Bohlander
(2010) further explained that employee orientation is the planned introduction of new
employees to their jobs, coworkers and the organization. Meanwhile, Mondy and Noe
(2009) stated that employee orientation is the initial training and development effort
for new employee that strives to inform them about the company, the job and the
workgroup. In general, employee induction or orientation is a program providing new
employees with basic information about the company, the jobs and work group so
that they can adjust themselves and perform. Employee orientation is an entry level
training designed to prepare employees to perform their jobs effectively, learn about
their organization and establish work relationship.

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6.7 OBJECTIVES OF EMPLOYEE INDUCTION OR ORIENTATION

Here are some of the importance of employee induction or orientation to both

employees’ and organization:
• To ensure new employees understand the organization’s cultures and
functions, mission and objectives, compensation and benefits, responsibilities
and expected contributions.
• To facilitate social adaptation and ease adjustment.
• To establish favorable attitude to the company.
• Reduce anxiety and reality shock.
• Avoid hazing and kidding.
• Reduce turnover.
• Develop realistic expectation and reach performance standard faster.
• To enable new employees to understand their responsibilities and expected
contributions.

6.8 TYPES OF EMPLOYEE INDUCTION OR ORIENTATION

There are two (2) types of employee induction namely formal induction and informal
induction. The differences between these two types of employee induction are shown
in Table 6.3.

Formal Induction
• Big number of employees.
• Well structured and well scheduled.
• Verbal presentation.
• Supplemented with material.
Informal Induction
• Small number of employees.
• Less scheduled.
• Convey messages verbally.

Table 6.3: Types of Employee Induction or Orientation and its Differences

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6.9 CONTENTS OF EMPLOYEE ORIENTATION OR INDUCTION

Here are some of the information that normally delivered or given to the new
employees during induction or orientation course as shown in Table 6.4.

Table 6.4: Contents of Employee Induction or Orientation

6.10 SUMMARY

Employers must recognize that training their human resources is vital. It is crucial for
business competitiveness and also aids in retention. Training is not just a cost but an
investment. Strategic factors often involve a link between training and everyday
business issues and to enhancing organizational performance. In other words,
training is most valuable when it is linked to the objectives, goals, and business
strategies of the organization. Even when times are tough, it is still important that
workers continually have training that develops essential worker capabilities,
encourages adaptability to change, promotes ongoing learning in organizations,

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 creates and disseminates new knowledge throughout the organization, and facilitates
communication and focus.

1. Define Training and Development.

2. Identify types of analysis in training and development.
3. Discuss training evaluation.
4. Discuss the phases of training.
5. Discuss training and development.
6. Explain how to distinguish between problems you can fix with training
and those you can’t.
7. Discuss factors influencing training and development.
8. Identify the types of training methods used for managers and non
managers.
9. Discuss when training is needed.
10. Discuss the systems approach to training and development.
11. Describe the special training programs that are currently popular.
12. Human capital has been defined as “the knowledge, skills and
capabilities of individuals that have an economic value to an
organization”. The increasing rate of employee turnover and the “brain
drain” to other organizations have adversely affected organizational
investments in human capital. Discuss how training and development
programs can add value to existing human capital and ensure retention
of superior knowledge, skills and experience.

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Study Notes

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