Unit —3 Employee Training and Development SNC a an aaa Concept of Training Training is an important part of HRD efforts in modem organizations. It enhances capabil ties required to improve performance in the personal job. It involves positive changes in knowledge, skills and attitudes of employees. It increases their efficiency and effectiveness on the job. Definitions According to Edwin B. Flippo Training is the act of increasing the knowledge and skills in an employee for doing a particular job. According to Gary Dessler Training refers to the methods used to give new or present employees the skills they need to perform in their jobs. According to DeCenzo and Robbins Training is a learning experience in that it seeks a relatively permanent change in an individual that will improve the ability to perform on the job. The characteristics of training are: a) Job-oriented: It is job-oriented and focuses on current jobs. It improves ability to perform on the job. b) Short-term: It is a short term process. Training generally lasts, from a week to six months. It is management initiated, Employees ©) Management Initiated: are participants in training. d) Skills: It improves knowledge, skills and attitudes. The skills learned are transferred to job situations. ¢) Remedial: It can be remedial to correct skill deficiencies. Objectives of Training There are several objectives of training. They are preparing fit for job, enhancing competencies, developing environment of trust, readiness for change, improving quality, increasing productivity, providing opportunities and developing attitude. 1. Preparing Fit for Jol Preparing employee fit for jobs is the main objective of training. It also helps to improve their performance on the current and future jobs. Training assesses employees and updates their competencies. 2. Enhancing Competencies: Employees should be competent to perform in dynamic environment, to innovate, to operate new machinery and to apply scientific system and procedures. Training enhances employees’ competencies through improving and updating knowledge and skills3. Developing Environment of Trust: Training is provided after detail analysis of needs and requirements of employees. They understand their duties, authorities and responsibilities. Eah co- operates for all and all co-operate for each. So, training helps to create environment of mutual trust. 4, Readiness for Change: Change is dynamic. It is fact of life. Employees should be ready for change for the betterment of organization. Usually employees are against for change by the reason for fear, insecurity, lack of involvement and lack of understanding. They should be given proper training to prepare them positive towards change and get ready for change. 5. Improving Quality: Another objective of training is to improve quality. Training enhances and develops efficiency, capacity and effectiveness of employees through updating knowledge and skills. It also provides knowledge on technical and mechanical aspects. It reduces wastage and errors and improves in quality. 6. Increasing Productivity: Training updates competencies and healthy attitudes. It motivates people towards jobs and reduces duplication, errors and wastage. It also helps to increase in quality of ‘output. As a result, cost of production goes down and productivity goes up. Providing Opportunities: Training develops efficiency, capacity ‘and competency in employees. They can get various types of promotion opportunity, career opportunities. For example, , 60 development opportunity, challenging job opportunity, participation in management opportunity, etc. Therefore, providing various types of opportunities is also an objective of training. 8. Developing Attitude: Training develops positive and healthy attitude towards job and organization. If there is gap between employees’ expectation and actual, training can help in narrowing down such gap. Determining Training Needs (Assessment) Training should be given when there is a training need. A training need exists when a job performance problem can be traced to a skill deficiency. Training need is a gap between the existing capabilities, of an employee and the requirements of the job. Training Need Job Employee Requirements |Mi™"5©] Capabilities | Equals @) Figure: Training Need Model Training needs determination is a systematic analysis of training activities required to achieve HRD goals. Training needs determination is important because of the following reasons:Develop Training Objectives: Properly assessed training needs are essential for developing objectives. Such objectives should follow from organizational and HRD objectives. Identify Training-responding Problems: Training needs assessment helps identify problems that will respond to training. Develop Training Programme: : Training programmes must be relevant to the needs of organization and employee. Training needs assessment _ helps develop appropriate Programmes. It also facilitates selection of training methods, trainer and trainee. Evaluate Training: Training needs assessment is essential to evaluate the outcome of training. Follow-up of training activities can also be done. Levels of Training Need Determination Training needs are determined at three levels: 1. Organizational level 2. Task level 3. Individual level Organization Level: The focus of training needs determination sessment of at this level is the organization as a whole. The training needs is done to determine the problem areas where training is needed. 61 ‘Training needs at organizational level can be created by: © Projected growth and expansion through mergers, ns, diversification, New acquisi new ventures, ete. ‘employees need training. © Changes in environment, objectives, strategies, structure, technology. Training is needed for environmental adaptation. ‘© Changes in products and productivity. They require new training, © High absenteeism, turnover, reject rate and accidents. Training is needed to reduce them. © Employee mobility due to promotion, transfer, death resignation etc. Incoming employees need training, ‘Task Level: The focus of needs determination at this level is the requirements of the job. It is based on job analysis, Training needs at task level can be created by: ® Job redesign, task relocation, new jobs. It can result from technological changes. © Changes in work methods, processes and procedures. © Upgrading of job functions, for example computerization in office © Changes in performance standards to assess results3. Individual Level: The focus of needs determination at is the requirements of individual employer. It identifies who needs training in what and how long. It is based on performance analysis. This level is important for assessing needs because individual employees are the targets for training. ing need at individual level can be created by: Changes in human resource plans, policies and practices, ‘* Changes in technology. ‘* Changes in job description and job specifications. * Skill deficiencies on the job indicated by performance evaluation, Training Methods Training methods can be © On-the-job Training Methods © Off-the-job Training Methods These methods involve “learning while working”. Training takes place on the job. It is leaming by doing under the supervision of an experienced employee. It is most widely used in practice. The methods available for on-the-job training are: 1. Apprenticeship Trai 2. Internship Training 3. Job Instruction Training (JIT) 1. Apprenticeship Training Method: Employees lear by working with those already skilled in their jobs. The examples are plumbers, electricians, accountants. The duration for apprenticeship varies from job to job ~ generally from two to five years. Trainees are allowed to perform sophisticated tasks as their skills and experiences increase. A master worker guides the trainee. © Apprenticeship programs are effective for acquiring skills and leaming crafts. However, they are time consuming and expensive. They do not allow for individual differences. Trainees generally find jobs in organizations where they are apprenticed. The institute of Charter Accountants of Nepal requires three years articleship with a practicing Charter Accountant for training of professional accountants. Internship Training Method: It is provided to professional and technical personnel. The goal is to combine practical experience with theoretical knowledge. The trainee is intemed in organizations for a specified period and works as an employee. Students of technical and management subjects generally undergo internship training, * Itblends theory with practice. But it is time consuming. Job Instruction Training (JIT) Method: It is a systematic step-by-step approach to teach new skills. It is designed forated and productive. He gets firsthand The trainee is m experience on the actual equipment and materials. He leams by actually doing the job. supervisors to train operatives. It is received directly on the job 2) and consists of four steps: a) Training Preparation: The trainees are told about the job The training is less costly to deliver. Expensive training facilities requirements. They are put at ease. Their desire to learn is 3) aroused. They are made familiar with equipment, tools and are not needed. materials. 4) The transfer of training to job is of high degree. b) Presentation: The trainees are given instruction by telling 5) Multi-skilling is possible during training. showing, illustrating, and explaining about new knowledge and skills needed for the job. Steps of the job at normal and | Disadvantages of On-the-job Training Methods slow pace are explained. 1) The productivity of trainee is low while they develop skills. ¢) Practice: The Trainees actually do the trial performance of 2) The trainees make errors while they learn, Scrap and reject rates the job to demonstrate their understanding. Errors are can be high. Quality can be low. corrected. Practice performance is continued. The trainer 3) Equipment can be damaged during training, gives feedback. 4) Trainers may lack training. 4) Follow-up: The trainee is placed in the job on his own. va . Off-the-job Training Methods A resource person is designated for providing needed assistance. The training takes place outside the job situation. It is mostly Job Instruction Training is easy to deliver. It is an effective mS : — : classroom-based. The trainees focus on learning. They are removed low cost training solution. But it is not widely used. we ly atbeadone on the job from the stresses and demands of workplace. The methods used for off- Employees are virtually abandoned on the job. the-job training are: Advantages of On-the-job Training Methods 1. Lecture/conference 1) They are useful for learning jobs that can be leaned by watching 2. Simulation exercises: and doing. Trainees leam while working. * Computer modeling 63+ Vestibule training © Virtual reality 3. Programmed Instruction 4, Experiential exercises Lecture/Conference Method Lecture is showing. It is oral communication of specific information by instructor to trainees. It is based on talking and teacher-centered “training by telling”. Audio-visual aids like films, video, television, and overhead projector ad point makes the formal presentation interesting. Theoretical aspects are focused. A conference is a group meeting based on trainee participation guided by a leader. Subjects of common interest are discussed in the conference. Advantages of Lecture/Conference Method © A large number of people can be trained simultaneously at low cost. A large amount of information can be covered in a short time for all trainees. Films and videos can be shown without the presence of instructor. It is easy to arrange. It is quick and simple. 64 Disadvantages of Lecture/Conference Method «It lacks active trainee involvement. It is one way. It lacks feedback from trainees. It is difficult to determine the degree of trainee learning, © It does not emphasize transfer of training to jobs. © Lectures need to be prepared thoroughly, structured carefully and delivered rightly with the use of audio-visual aids. 2. Simulation Method ‘Simulation is abstraction of real working conditions in the lab or classroom. The trainee is placed in an artificial environment that closely resembles actual working conditions. Airlines use simulation exercises to train pilots. The techniques of simulation can be: a) Computer Modeling: It simulates the real world situation through computer modeling. Trainees analyze the situation for learning purposes on computer screens. b) Vestibule training: Trainees leam their jobs on the actual equipment they will be using on the job. The training is delivered away from the actual work place. Vestibule labs can be created to simulate real environment. It is generally given to new employees before they are assigned to specific jobs. ©) Virtual Reality: It simulates actual work activities by sending various messages to brain, It is a sophisticated simulation thatallows for individuals to interact with their environment as if they were really there. Swimmers can be taught to swim through virtual reality while they are standing on dry land, © Simulation exercises avoid costly errors and injuries that may result dung training on the job. 3. Programmed instru n Method This is a self-instruction method. It can be in the form of programmed texts or manuals. It condenses information to be leamed into organized and step-by-step logical sequences. Trainees are required to provide feedback on their learning progress on specific skills. Computer assisted instruction is widely used for the delivery of programmed instruction. It variety of softwares are available. Internet has facilitated it. Interactive video conferencing is getting popular for programmed instruction. It combines computer-based instruction with the use of video. Television-based tele-training is also getting popular. Films can also be used. Training time is reduced and the trainee learns at his own pace but the training content is limited in programmed instruction. ‘There is no interaction with the trainer. 4. Experimental Exercises Method «Experimental Exercises: They are short structured “Leaming by doing” experiences. Trainees learn while training, ¢ Rolo Plays: They are human interaction involving realistic behavior in imaginary situations. Trainees act roles to learn behavior appropriate for the job. Advantages of off-the-job Training Methods 1) Large groups can be trained simultaneously at low cost. 2) Costly errors and injuries can be avoided during training. 3) Training time is reduced compared to on-the-job training. 4) Large number of information can be covered. 5) In-house trainers and training capacity can be developed. 6) Trainees develop useful contacts. Disadvantages of off-the-job Training Methods 1) The transfer of training to job is of low degree. 2) The trainee motivation is low. Specific needs of employees may not be met, 3) Trainee involvement is low. It is not useful to develop interpersonal skills. Evaluating Training Effect eness Evaluation is a systematic and objective process to measure effectiveness in achieving objectives. It is intended to improve current activities and future planning.Evaluation provides feedback about the effectiveness of raining activities. It helps to control and improve the quality of training programmes. It verifies the programme's success in terms of leamer outcomes and cost-effectiveness. Process of Training Evaluation The process of training evaluation is a cyclical process: Four steps are involved in evaluation of training: 1. Setting Standards: These are in terms of criteria of training. They are intended outcomes. They serve as standards for performance of trai ing. They can be in terms of reaction, learning, job behavior, and results. Pre-test of trainees is done. 2. Measuring Actual Outcome: The actual outcome of a given training activity is monitored and measured. Training reports provide information about outcomes. 3. Finding Deviations: The actual outcome is compared with the The deviations are found. The causes of intended outcome. deviation are identified and analyzed. The responsibility for deviation is located, The trainee’s response is important for this purpose. 4. Corrective Actions: Corrective actions are taken to improve the current performance and to plan future training programs, Targets may be changed to make them realistic. 66 * Evaluation should be tailor-made to fit a particular training activity. It should be systematic and objective. The actors in evaluation are: trainee, trainer, coordinator, supervisors and external evaluators. Criteria for Evaluating Training Effectiveness Evaluation must be systematic and objective. It should focus on ‘outcomes. The criteria for evaluating training effectiveness can be: © Reaction criteria © Learning criteria © Behavior criteria © Results criteri Reaction Criteria Training Results - Leaming “ Effectiveness a Criteria . . Criteria Criteria Behavior CriteriaReaction Criteria: It is concerned with the reaction of trainees to the training content, process, methods, ete. They can be measured after the end of each module or at the end of the training activi Reactions are based on impressions, opinions and attitudes. They are subjective. It is concemed with the knowledge, skills and attitudes acquired through the training experience. Testing is helpful in evaluating learning. Behavior Criteria: It is concemed with changes in job behavior that result after the training. It also includes transfer of new training to the jobs. Results Criteria: It is concemed with improvements in job Learning Criterii performance. The indicators are higher productivity, better quality, lower tumover/absenteeism/accidents etc, * The evaluation criteria should be clearly laid down in advance for evaluating the training effectiveness. Methods for Evaluating Training Effectiveness: Methods for evaluating training effectiveness are: Observation method Test-retest method Pre-post performance method Experimental-control group method Trainee surveys Cost-efifectiveness Analysis, [observation \—>|_Test-Retest Praenost Performance Experimental Control Grouo rainee Surveys +f Cost Effectiveness Co 1 Methods for Evaluating Trai ing Effeetiveness. Observation Method: Trainees are closely observed during the delivery of training programmes by trained experts. Changes in knowledge, skills and attitudes of trainees are assessed by observing: a) Trainee performance in actual work situations for on-the-job taining. The errors and mistakes are carefully observed and recorded, b) Trainee participation in discussions, role play, case study, interpersonal contacts, computer games etc. in classroom situations for off-the-job training.Independent experts can rate on a scale various aspects of iming, presentation method, audio-visual training, such as content, aids, trainee interaction etc. It can be based on observation or interview. © The observation method is simple to administer. But it may be based by the subjectivity of the observer 2. Test-retest Method: Participants are given a test to establish their level of knowledge before they enter the training programme. After the programme is completed, they retake the test. The change in test scores indicates the change in the level of knowledge gained from training. Generally, objective tests are used. © This is a popular, simple and sound method. The costs are low. However, tests may not be valid and reliable. Increase in test scores may be due to causes other than training. Changes in test scores may not be reflected in performance on the job. Moreover, behavioral changes cannot be measured by such tests. 3, Pre-post Performance Method: The actual job performance of each participant is evaluated and rated prior to training. After the training is completed, the participant's job performance is reevaluated, The change in job performance is attributed to training. This method deals directly with job behavior. However, performance may be affected by factors other than traini 4, Experimental-Control Group Method: Two groups are established which are comparable as to skills, intelligence and leaming abilities. One group is control group whose members work on the job without undergoing training. Another group is experimental group whose members undergo training. Both groups are reevaluated at the end of training. If the performance of the experimental group improves, training is regarded effective. «This method is objective. It is the most preferred approach. But ng it is time consuming and costly. Ethical questions of not gi training to control group may also arise. 5, Trainee Surveys: They involve direct questioning to trainees to gather their reactions about training programmes. The participants are asked to fill-up a form after the end of training. The objects of trainee survey can be: © Physical facilities, boarding, lodging, teaching aids etc. © Achievement of training objectives © Contents, timing, process, method, materials of training. © Trainer effectiveness Relationships with other participants © Behavioral changes as a result of training © Suggestions for improvement, etc. The feedback received from trainees is useful for removing weaknesses of the current programmes. Improvements can be made in future programmes. However, surveys are time consuming and costly. They are also subjective.Questionnaire and interview tools are used for evaluating the impact of training through surveys. 6. Cost Effectiveness Analysis: it assesses total value of benefits against total costs of training. It measures value for money of training. The training is effective if benefits exceed costs. + The benefits of training are realized in future. It is difficult to 1S is needed to quantify benefits. Allocation and apportionment of determine monetary value of costs and benefits. Shadow pri joint cost also pose problems. ‘© Training and evaluation should go hand-in-hand. Organizations should use more than one approach for evaluating the effectiveness of training. The nature of training determines the method of evaluation. The cost of evaluation is also an important factor. Career Development/Planning Concept Employees join organizations for a career not for job. All ‘employees have career. A career is the pattern of job-related experiences fe. It is a sequence of jobs held during the gained during one’s working li course of a person's working life. Career Paths Career Goals Career Planning Career Planning Framework Career need to be carefully planned. It is the responsibility of the employee. Organizations should facilitate career planning. Career planning is not possible without a clear understanding of cateer goals and career paths. * Career Goals: They are desired future positions an employee strives to reach as a part of career. © Career Path: It is the sequential patter of jobs during a career. It can cover a period of 30 years or more till retirement of the employee. It takes a long term perspective of the job. Deputy General co }-—>[_ Retirement Manager Chief, Loan Regional Deot. Manager Loan officer Branch Manager t Coane Now Accounts Head Manager Counter ucat Clerk Neation Career Path for a Bank Emplovee F Promotion => Tronefor/Retizoment ¥Career planning is a continuous process. HRM should provide career education, information, and counseling to employees. * Career Education: It increases employee awareness about career planning through a variety of educational techniques, such as ~ Workshops and seminars about career planning - Memoranda and position papers = Speeches, etc. * Career Information: It provides information to employees about career planning. HR specialists advise about career goals and alternative career paths. © Career Counseling: It is done by professional counselors. They listen to employees and provide job-related information. They help employees uncover their career interests. Importance of Career Plam ig In order to develop the organization, career planning is very much essential. Unless and until employees are developed, productivity, motivation and satisfaction can’t be increased. Career planning are important because consequences of career success or failure are linked with each individual self concept, identity and satisfaction with career and life. Without career planning, people do not like to work in organization. Individual first seek, whether there are an opportunity to grow job skill, techniques, to upgrade position or not (career 70 development or not), If he/she does not find this opportunity, he does not work there and jump to another organization where he gets his career aspiration, The need can be pointed out as follows. a) Select Career Goals: A career involves all the jobs that are held during one’s working life. Employee needed to predetermine desired future positions they strive to reach as a path or career. Career planning are needed to select career goals. b) Select Career Path: Employees need to select career path to achieve career goals. Career path denotes sequential pattern of jobs during an employee’s career. Career planning is needed to decide appropriate career path. ©) Motivate Employees for Career Development: Career planning forces employees to set career goals and work to achieve them. It is needed to motivate employees for career development through further education, training and other developmental activities. @) Meet Internal Staffing Needs: Career planning are needed to meet internal staffing needs of the organization. This provides the organization with a larger pool of quali ied applicants. It i needed to implement human resource plan. ©) Reduce Employee Turnover: Best employees have the greatest career mobility. An effective career planning is needed to retain such employees in the organization by reduce their tumover.1) Satisfy Employee Needs: Career planning is needed to satisfy the higher level needs of employees such s esteem and self- development needs leading to promotion, responsi achievement, etc. 8) Identify Training and Development Needs: Career planning are needed to identify taining and development needs of employees. It is also needed for career development. Difference between Career Planning and Management Development Career planning is the process of selecting career goals and path reached the goals. It is basically a planning process for future purpose. It can be done by all level of employee and it is an individual responsibility. HR encourages career planning of employee through career education counseling. Management development is generally done for top level and middle level managers. As for example, many people join in organization, all their aim is to become manager or CEO, But due to several reasons like. Retirement, resignation, death, people become unable to become manager, thus preparing some people for future manager is succession planning. Management Development /Succession Planning . Ci Janning is for the| 1. Management development is il employee from lower | concerned for the higher-level Career Planning n Tevel to upper level. Career planning is a matching process between individual aspiration and organizational opportunities. . Time frame for career planning has no limit. And it is guaranteed the development of career I every course stages c/p are needed. In career planning, plans and goals are developed all the employee. . Tt considers vidual | 5. It considers employee and the ‘employee. position. . Time frame is unlimited. ». Time frame is limited. |. Time executive only. . Management development is a detail career path multiple back up group of manager in reserve to fill any position opening that might occur. frame is of 12-36 months. It is not guarantee. In management development, plans and goals are set for specific selected employee that succeeds for manager in future.