Training and

Development
01 Introduction to Orientation and
Training

02
Managing the Training Program

03
Instructional Methods

04 Management Development

05
Behavior Modification

06 Development: Team Building

Evaluation of Training and
Development
Introduction to Orientation
Orientation

• Orientation orients, directs, and guides employees to

understand the work, firm, colleagues, and mission.

Degrees of orientation
• Depends on age, experience
Goals to orientation

• To reduce anxiety
• To reduce turnover
• To save time
• To develop realistic expectations

• Who Orients New Employees?

How orientation works?
Informal way
Oral effort

Formal way
Videos, slides, photographs, letters

More systematic way

• Most relevant and immediate information
• Human side (knowledge about supervisor and workers)
• Employees should be sponsored
• Gradually introduction to people
• Give them time

Orientation follow up
Introduction to Training

Training is the systematic process of altering the behavior

of employees in a direction that will achieve organization
goals.
Helps the person to master specific skill
Need assessment(what type of training is necessary)
• Organizational analysis
• Person analysis
• Task analysis
Goals of Training

• Training validity.
• Transfer validity
• Intra organizational validity.
• Inter organizational validity.
Learning Theory and Training

• The trainee must be motivated to learn.

• The trainee must be able to learn.
• The learning must be reinforced.
• The training must provide for practice of the material.
• The material presented must be meaningful.
• The material must be communicated effectively.
• The material taught must transfer to the Job.
Managing the Training Program
Managing the Training
Program

• Determining Needs and Objectives

• Choosing Trainers and Trainees
Determining Needs and
Objectives

• Determine training needs and set objectives for these needs. In

effect, the trainers are preparing a training forecast.
• The needs assessment involves analyzing the organization’s
needs; the knowledge, skills, and abilities needed to perform
the job; and the person or jobholder’s needs.
• There are four ways to determine employees’ needs for training:
1. Observe employees.
2. Listen to employees.
3. Ask supervisors about employees’ needs.
4. Examine the problems employees have.
steps in using a
performance analysis
Step 1: Behavioral Discrepancy
Step 2: Cost–Value Analysis
Step 3: Is It a “Can’t Do” or “Won’t Do” Situation?
Can't do:
Step 4: Set Standards
Step 5: Remove Obstacles
Step 6: Practice
Step 7: Training
Step 8: Change the Job
Step 9: Transfer or Terminate
Won’t do
Step 10: Create a Motivational Climate
Choosing Trainers and Trainees

• Great care must be exercised in choosing effective instructors or

trainers.
• Although much formal training is performed by professional trainers,
often managers may be the best trainers technically, especially if a
qualified trainer helps them prepare the material.
• The presence of trained trainers is a major factor in whether the
training program is successful. It will help if these principles of learning
are followed: practice of the material.
• Require practice and repetition
• Provide time for of the material.
• Communicate the material effectively.
Training and Development
Instructional Methods
On Job Training

• Probably the most widely used method of training (formal and

informal) is on-the-job training. It is estimated that more than 60
percent of training occurs on the job. The employee is placed into
the real work situation and shown the job and the tricks of the
trade by an experienced employee or the supervisor.

Disadvantages:
• If it is not handled properly, the costs can be high damaged
machinery, unsatisfied customers, misfiled forms, and poorly
taught workers. To prevent these problems, trainers must be
carefully selected and trained.
 Case Study
• Presents a problem for analysis and
discussion.
• Uses problems that have already occurred
in the company or elsewhere.
• Deals with problems involving others.
• Deals with emotional and attitudinal
aspects in an intellectual frame of
reference.
•
Emphasizes using facts and making
assumptions.
• Trains in the exercise of judgments.
• Provides practice in analysis of problems
Role Play
• Places the problem in a real-life situation.
• Uses problems that are now current or are
happening on the job.
01 02 • Deals with problems in which participants
themselves are involved.
• Deals with emotional and attitudinal
05 03 aspects in an experiential frame of
reference.
04
• Emphasizes feelings.
• Trains in emotional control.
• Provides practice in interpersonal skills
 In- Basket Technique

•The participant is given materials that include typical items

from a specific manager's mail, e-mail, and a telephone list.

•Important and pressing matters.

•The trainee is analyzed and critiqued.

•In-basket materials must be realistic, job-related, and should

not be impossible to make decisions on.
 It describes the operating characteristics of a
company, industry, or enterprise.

Management These descriptions take the form of equations

that are manipulated after decisions have been
Games made.

It emphasize development of problem-solving

skills.
 Behavior Modelling

•Development approach for improving interpersonal skills.

•Also known as “Interaction Management” or “Imitating

Models.”

•Learning through observation or imagination.

Four steps in process

•Modelling of effective behavior- often shows in videos.

•Role playing.

•Social reinforcement (trainees and trainers praise

effective role-playing).

•Transfer of training to the job.

Outdoor-oriented
program

•An increasingly popular form of development is outdoor or

real-life, action-oriented programs.

• Leadership, teamwork, and risk-taking are top-priority items

in the outdoor-oriented programs .

The programs, conducted in remote areas, combine

outdoor skills with classroom seminars.
Training or Development
Approach

•The classic debate continues about which development

approach or technique is best.

•The techniques of behaviorism include behavioral modelling,

roleplaying, positive reinforcement, and simulations.

•The humanist approach to development include self-assessment,

visualization, and guided reflection.

•The cognitive approaches who believe that lectures, discussion,

readings, and debates are the best approach to use.
 Objectives of three
approaches to learning

Knowledge(transmit
information, verify information)

Skill (induce
response, strengthen response,
apply the skill)

Attitude
Training approaches for
employees

• On the job training

• Off the job training
On-the-job training for
managers

•Three widely used approaches to training managers on the job are

1.Coaching and counselling: One of the best and most frequently used
methods of training new managers is for effective managers to teach
them.

2.Transitory Anticipatory Experiences: The main characteristic of this

type of program is that it gives partial prior experience to a person likely to
hold a position in the future.

3.Transfers and rotation: In another on-the-job approach, trainees are

rotated through a series of jobs to broaden their managerial experience.
Off-the-job training for
managers

• Organizations with the biggest training programs often use off-

the-job training

1.Lecture-Discussion Approach: The most frequently used

training method is for a trainer to give a lecture and involve the
trainee in a discussion of the material to be learned.

2.Computers: Each day more firms are using computer-assisted

instruction (CAI) to train employees.
Computer training methods

•Internet: The Internet offers ways to increase learning, link

resources, and share valuable knowledge inside and outside an
organization.

•Intranets: Intranets are internal, proprietary electronic networks

similar to the Internet.

•Virtual reality (VR) is a step beyond multimedia. VR is a

computer-based technology that enables users to learn in a three-
dimensional environment.

•Distance learning or training: The type of training the technician

received.
Management Development and
Goal Setting
Management Development

• Organizations and their environments are dynamic and

constantly changing and mangers have to deal with these kind
of changings.

• Development of managers and non-managers is a continuous

process and it focuses on using behavioral science knowledge
to deal with problems of change.

• Management development should be planned, since it requires

systematic diagnosis, development of a program, and the
mobilization of resources.
 Systematic Diagnosis

Organizational Human resource

01 analysis
02 analysis
40% Determine behaviors needed to perform
Determine short- and long-term goals of work and performance standards
the organization

60%

Work analysis Objectives to be used in

04 03 evaluation of success of
Examine work requirements, specifications,
and changes in work program
Development: Individual
Techniques

•One way to classify development techniques is on the basis of

the target area they are intended to affect.

•There are three major target areas:

1. Individual,

2. Group, and

3. Organizational.
Goal Setting

•A goal is the object of an action; it is what a

person attempts to accomplish.

•Goal setting is a cognitive process of some

practical utility
The Goal-Setting Process

•Locke describes the attributes of the mental

(cognitive) processes of goal setting
• specificity,

• difficulty, and

• Intensity
Continued…

The key steps in goal setting are

1. Diagnosing

2. Preparing the employees for goal setting by increased

interpersonal interaction, communication, training, and action
plans

3. Emphasizing the attributes of goals that should be

understood by a manager and subordinates

4. Conducting intermediate reviews to make necessary

adjustments in established goals

5. Performing a final review to check the goals set, modified,

and accomplished.
Research
on Goal
Setting
Individual Differences • Educational and racial differences
and Goal Setting • Social and motivational factors
Criticism
 Behavior
Modification
 Operant Conditioning

• B. F. Skinner’s work with animals led to the use of the term

operant conditioning.
• Behavior modification is individual learning through
reinforcement.
Organizational behavior modification
• The systematic reinforcement of desirable organizational
behavior and the non reinforcement or punishment of unwanted
organizational behavior.”
 Positive

Reinforcement

Negative
Principles
of operant Punishment
conditioning

Extinction
 Reinforcement
Positive Negative
Reinforcement Reinforcement

Anything that both increases the

An increase in the frequency of a
strength of response and induces
response following removal of a
repetition of the behavior that
negative rein forcer immediately after t
preceded the reinforcements.
he response

Managers often use positive

reinforcement to modify behavior For example,

In some cases positive rein forcers do Exerting a high degree of effort to

not modify behavior in the desired complete a job may be negatively
direction because of competing reinforced by not having to listen to
reinforcement contingencies a nagging boss
 Punishment
• An uncomfortable consequence of a particular behavioral
response
• It is certainly a controversial method of behavior modification.
• Punishment a poor approach to learning because
• Results are not predictable.
• Effects of punishment are less permanent than those of reward.
• Punishment is frequently accompanied by negative attitudes toward
the administrator of the punishment as well as toward the activity
that led to the punishment.
• Punishing a worker who deliberately and overtly slows down the
flow of work may be an economically necessary way of altering
behavior
 Extinction
• Reduces undesired behavior through non-reinforcement.
• When positive reinforcement for a learned response is withheld,
individuals continue to practice that behavior for some period of
time. If this non-reinforcement continues, however, the behavior
decreases and eventually disappears.
Thorndike’s classic law of effect:
Of several responses to the same situation, those that are
accompanied or closely followed by satisfaction (reinforcement)
. . . will be more likely to recur; those which are accompanied or
closely followed by discomfort (punishment) . . . will be less
likely to occur.
 A Managerial
Perspective
• Behavior modification is based on the assumption that behavior is
more important than its “psychological causes,” such as the needs,
motives, and values held by individuals
• B. F. Skinner focuses on specific behaviors and not on such
intangibles as “esteem” or “personality structure.”
• there is an emphasis on the consequences of behavior
• For example,
• Suppose that all new management trainees are given a two-day
training program on preparing budget reports.
• Shortly after the training sessions, managers notice that few
reports are prepared correctly.
Five-step problem-solving process
Behavior discrepancy or lack of experience
pinpointing

Measuring, counting, and formulating baseline point

for critical behaviors

Performing the ABC analysis

Antecedent—Behavior—Consequence

The action plan and strategies

Reinforcement
Extinction
Punishment

Evaluation of critical behavior comparing baseline

Feedback to make changes versus after-action behaviors
Thomas Connellan’s Questions for
Performance Analysis
Criticism
• A frequent concern with the use of reinforcers is that there is
no real change underlying behavior; the person is just being
bribed to perform
• Locke believes that it is a mistake to view reinforcements as
modifying responses automatically, independent of a person’s
beliefs, values, or mental processes
• People can learn by seeing others get reinforcement and by
imitating those who are reinforced.
• Individuals can become too dependent on extrinsic reinforcers
(e.G., Pay).
• Behavior may become dependent on the reinforce and may
never be performed without the promise of the reinforcer.
Team Building
It is a development process that helps or prepares organization members
to work more efficiently or effectively in groups. It is designed to enhance
individual team members’ problem-solving skills, communication, and
sensitivity to others.

• Any organization depends on the cooperation of a number of people if

it is to be successful.

• Consequently, teams of people have to work on a temporary or

permanent basis in harmony.

• Task forces, committees, project teams, and interdepartmental

groups are the kinds of teams that are frequently brought together.
Formation of Team Building:

• Team skills workshop:. Production teams in the firm went

through a 2 ½-day workshop that included various experiential
exercises.

Data collection: Attitude and job data were collected from all teams
(individual members).

Data confrontation: Consultants presented data to teams. It was

discussed, and problem areas were sorted out. Priorities were also
established by each team.
Continued……

Action planning. Teams developed their own tentative

plans to solve problems.

Team building. The teams finalized plans to solve all the

problems identified in step and considered barriers to
overcome.

Intergroup team building. The groups that were

interdependent met for two days to establish a mutually
acceptable plan.
Evaluation of Training

and Development
Evaluation of Training and
Development

•The evaluation step is the final phase of the training and

development program.

•Cost benefit analysis generally is more feasible for training and

development than for many other HRM functions.

Costs are relatively easy to compute

1.They equal direct costs of training (trainer, materials, and lost
productivity, if training is done on company time)

2. indirect costs (a fair share of the administrative overhead of the HR

department)
 Criteria of Evaluation

There are three types of criteria for evaluating training:

1.Internal criteria: is directly associated with the content of the

program—

for example: whether the employee learned the facts or guidelines

covered in the program.

2. External criteria: is related more to the ultimate purpose of the

program

for example: improving the effectiveness of the employee..

Continued...

3. Participants’ reaction: is how the subjects feet about the benefits

of a specific training or development experience, is commonly used
as an internal criterion.

Criticism
Most experts argue that it is more effective to use multiple criteria to
evaluate training. 76 Others contend that a single criterion, such as
the extent of transfer of training to on-the-job performance or other
aspects of performance, is a satisfactory approach to evaluation.
Multiple- Criterion Evaluation
System
Kirkpatrick suggests the following measures:

•Participants’ reaction: whether subjects like or dislike the program. The participant
indicates his or her satisfaction with the program.

• Learning: the extent to which the subjects have assimilated the knowledge offered
and skills practiced in the training program.

•Behavior: an external measure of changes or lack of changes in job behavior; the

ratings a participant received in performance appraisal (comparison of “before” and
“after” ratings).

• Results: the effect of the program on organizational dimensions such as employee

turnover, productivity, volume of sales, or error-free letters typed.

At present, many firms assess reactions, but very few measure behavioral results.
Thank you for
your
attention!!!
Any Questions?