Rift

Valley University Hossana Campus

Human Resource Management

Level - IV
Module Title: ADMINISTER HUMAN RESOURCE TRAINING AND DEVELOPMENT PROGRAMS
Module code: LSA HRM 4 03 1221

Nominal duration: - 152 Hours

Prepared by: A
Aug, 2023
Hossana, Ethiopia

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Administer Human Resource Training and Development Programs
Introduction
 Training and development play an important role in the effectiveness of organizations and
to the experiences of people in work. Training has implications for productivity, health and
safety at work and personal development. All organizations employing people need to train
and develop their staff. Most organizations are cognizant/aware/ of this requirement and
invest effort and other resources in training and development. Such investment can take the
form of employing specialist training and development staff and paying salaries to staff
undergoing training and development. Investment in training and development entail
obtaining and maintaining space and equipment. It also means that operational personnel,
employed in the organization’s main business functions, such as production, maintenance,
sales, marketing and management support, must also direct their attention and effort from
time to time towards supporting training development and delivery. This means they are
required to give less attention to activities that are obviously more productive in terms of the
organization’s main business. However, investment in training and development is generally
regarded as good management practice to maintain appropriate expertise now and in the
future.
 Training and development is a function of human resource management concerned with
organizational activity aimed at bettering the performance of individuals and groups in
organizational settings. It has been known by several names, including "human resource
development", and "learning and development".

Objectives
Dear learner! At the end of this session you will be able to:
 Identify Organizational policies for training and development program and confirmed.
 Ensure organizational human resource policies and procedures for training and development
to be documented and maintained according work procedures.
 Introduce training and development programs to employees following work guideline.
 Identify training and development techniques to be implemented and ensured to be
followed.
 Identify feedback mechanisms and used in accordance with work guideline.

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 Monitor administration of commitment forms to program participants.
 Develop organizational performance standards are developed and documented.
 Develop organization policies for the analysis of performance level of the human resource
and presented for approval.
 Report performance gaps as determined in relation to the performance standards and
documented.
 Identify reasons for the existence of performance gap is identified as caused by
inappropriate standards or by lack of required competence in the particular level of work.
 Identify needs for using new technologies and new working procedures within the
organization are identified and reported according to work place communication line.
 Report training and development needs that have been identified following work procedure
and guidelines.
 Identify potential trainees according to workplace guideline.
 Identify trainer to provide training in line with preset criteria.
 Identify training methodology and facility based on training requirements.
 Identify date and venue for the training and approved.
 Monitor process of training and development.
 Monitor feedback obtained from the training program and documented.
 Measure performance level of the trainees on similar responsibility area after the conduct of
training and development programs.
 Identify deviations in the performance level of the trainees before and after the training based
on preset standard.
 Take corrective measure based on deviation identified.
LO1. Supervise awareness creation
1.1 Identify Organizational policies
 . Organizational policies refers to: Policy manuals and procedures used in deciding as
to who will participate in the training and development program, who will give the
training, what mode/ techniques of the training process will be used and the decision on
the site of the training.
 It's amazing how so many of us go through so many years of schooling, but have such
little understanding of learning and development. Also, it's useful to understand the

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 common terms and the sometimes subtle differences between them. If you will be doing
training and development with yourself (and almost every adult will be at some time in
their lives) or with others, you should know the differences between training children and
teens versus training adults. Adults have very different nature and needs in training. Also,
there are some common beliefs about training that just aren't true.
Benefits of Learning and Development
 We often think that the biggest benefit of learning is that we get a diploma or credential.
As we get wiser, we realize there are so many more benefits than that. Knowing the
benefits will help motivate you to design your own training plans and programs, and to
motivate others to participate as well. Perhaps one of the biggest benefits is the
appreciation that you can be learning all the time, even if you are not in a formal training
program. Relationship of Learning and Development to Performance We tend to assume
that training leads to learning, which leads to doing better in our lives and work -- it leads
to increased performance. However, you will very likely get more out of your trainings
and be more successful in promoting trainings to others if you understand more about the
relationship between training and performance. That understanding is especially useful
when designing training to increase performance or to redesign training programs that
don't seem to be as successful as you wish.

Organizational policies refers to:

Policy manuals and procedures used in deciding


as to who will participate in the training and
development program, who will give the
training, what mode/ techniques of the training
process will be used and the decision on the site
of the training.

DIFFERENT TYPES OF TRAINING AND ACTIVITIES

 Informal Versus. Formal Training, Self-Directed Versus Other-Directed Training
 There are different, major forms of learning and development. We're most familiar with
 formal and other-directed forms of learning and development, which include the strong
attention to the systematic structure and evaluation of the learning and development,

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 especially as used in schooling. That is somewhat ironic, because the most common
forms of learning and development are informal and self-directed -- they occur without
strong attention to a systematic design and evaluation and without many experts guiding
us through those experiences.

Types of Activities for Learning and Development

 There are many approaches to learning and development and many types of activities that
can be undertaken to learn. We're most used to thinking of the formal, other-directed
activities, such as attending courses or lectures. However, most of the types of learning
are informal and unstructured. An awareness of these other types will broaden your
possibilities for intentional learning and for designing training for yourself and others.
Movements in Organizational Training and Development
 The field (or many would argue, the profession) of training and development has
undergone dramatic improvements, especially with the inclusion of computer- and Web-
based technologies. We're also expanding the concept of learning beyond the learning of
individuals -- we're thinking that groups and organizations can learn, too. (Although the
topics of the learning organization and knowledge management are fairly recent and still
popular, many people would disagree that they're actually learning and development
programs -- those people might assert that they're actually forms of organizational
performance management.
Activity 1
What is organizational policy?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

1.2 Organizational human resource policies and procedures

 The overall purpose of the policy is to set out guidelines and purpose for the training and
development of employee’s that have skills need or career path.

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 The policy emphasizes/stress/ the importance of maintaining a continuous learning program
to develop a core of well-trained individuals whose performance will enhance the company’s
abilities to perform at a level that is consistent with growth and profitability objectives.
 The policy of the company is to ensure that all personnel are trained and become sufficiently
experienced to the extent necessary to competently and effectively undertake their assigned
activities and responsibilities. It is also the aim of the company to encourage its employees’
to make the most of learning opportunities to realize their own personal potential and
enjoyment of their job.
 The company shall attempt to create a learning environment where employees’ will be
prepared to accept change, develop new skills and take responsibility for their own
continuous learning, in partnership with their immediate manager and Managing Director, to
ensure their effective contribution to the successful achievement of both business and
personal goals.
 The company’s success will depend on the professionalism, skill and commitment of its
entire employee’s.
The company aims to ensure that.
 There is always an active training plan in place at the start of every financial year to cover the
forthcoming 12-month period.
 Sufficient funding is set-aside in the financial budget to cover planned training expenditure
for the current / impending financial year.
 Employees fully understand their job function and expected performance standards through
having accurate job descriptions and an annual appraisal review.
 Each employee has the opportunity to learn and become more experienced in his primary job
function.
 Each employee has the opportunity to learn and become experienced in secondary skills.
 Each employee is enabled and actively encouraged to develop his/her personal potential.
Human Resource Policies
 Human resource policies are the formal rules and guidelines that businesses put in place
to hire, train, assess, and reward the members of their workforce.

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  These policies, when organized and disseminated in an easily used form, can serve to
preempt/anticipate/ many misunderstandings between employees and employers about
their rights and obligations in the business place.
 It is tempting, as a new small business owner, to focus on the concerns of the business at
hand, and put off the task of writing up a human resource policy.
 All business analysts and employment lawyers will advise a new business owner to get a
policy down on paper, even if it is a simple one drafted from a boilerplate model.
 Having policies written is important so that it is clear to all what the policies are and that
they are applied consistently and fairly across the organization.
 Moreover, when issues concerning employee rights and company policies come before
federal and state courts, it is standard practice to assume that the company's human
resource policies, whether written or verbal, are a part of an employment contract
between the employee and the company. Without clearly written policies, the company is
at a disadvantage.
 Small businesses—and especially business startups—can not afford to fritter away valuable
time and resources on drawn-out policy disputes or potentially expensive lawsuits. Having a
human resource policy in place from the start can help to avoid this situation. The business
owner who takes the time to establish sound, comprehensive human resource policies will be
far better equipped to succeed over the long run than the business owner who deals with each
policy decision as it erupts. The latter ad hoc style is much more likely to produce
inconsistent, uninformed, and legally questionable decisions that may cripple an otherwise
prosperous business. For as many small business consultants state, human resource policies
that are inconsistently applied or based on faulty or incomplete data will almost inevitably
result in declines in worker morale, deterioration in employee loyalty, and increased
vulnerability to legal penalties. To help ensure that personnel management policies are
applied fairly, business owners and consultants alike recommend that small business
enterprises produce and maintain a written record of its HR policies and of instances in
which those policies came into play.
1.3 Introducing Training and development programs
After having understood the importance of any training programme, the next important question
for the management lies on conducting the same. Training is an abstract/intangible/kind of

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managerial function, whose advantages are not evident immediately. So, the management has to
plan it very carefully.
 Training is an important managerial function and involves all the steps that are the
characteristic of other managerial functions.
 Some of the critical questions regarding training activity before the management are:
 Whether training should be undertaken at all?
 What objectives is the training activity likely to satisfy?
 Who should impart /pass on/ the training?
 Do we need a separate department for imparting training to the managers?
 How training should be imparted to the trainees?
 How should the results of training be measured?
The above questions point to the usual activity related to the design and management of training
programme. This lesson shall not seek answers to all these questions, but shall discuss the
organization and management of training activity in more detail.
The typical steps in designing a training programme are:
A. Identification of training needs.
B. Setting training objectives.
C. Organizational set-up for training
D. Training operations.
E. Evaluation of training.
These steps can be shown in the form of exhibit 2.1.
A. Identification of Training Needs
 The present time is the age of change. In all the spheres/areas/ of organizational activity,
there is a very rapid change. Technology has become the most important harbinger of the
change process. In order to remain competitive, people have to learn newer skills and keep
themselves updated. This calls for a constant training.
 The process of change has influenced even the process of training itself. Earlier the people
were acquiring training through apprenticeship and vocational courses, which are not
sufficient in the modern era of industrialization.
It is necessary to identify the training needs because of the following reasons:

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 Adoption of new techniques in an organization and introduction of modern working
methods. For example, Computerization of the office as has been done in banks, railways
etc. The staff needs to be trained to handle the newer gadgets.
 Although it is often said that workforce is cheap in India, but they do not measure up to the
global standards in terms of productivity. Poor performance by the workers as reflected by
low output, lack of initiative, incompetence, and bad decisions. This requires their
systematic training.
 Wide gaps exist between what workers should be doing and what they are doing.
 Analysis of the strengths and weaknesses of an organization may pinpoint the areas of
weaknesses, which need to be handled seriously.
Training needs can be identified from an organization’s human resource plan. While preparing
plans, the current skills with expected needs for future should be kept in mind and the
deficiencies be highlighted. Some organizations prepare ‘skills-inventories’ classifying
employees according to their qualifications, technical knowledge, experience and various skills.
The gaps between the existing and required levels of knowledge, skills, performance and
attitudes should be specified. The problem areas that can be resolved through training should
also be identified.
Training needs can be identified through the following types of analysis:
(i) Organizational analysis
(a) Analysis of objectives
(b) Resource utilization analysis
(c) Climate analysis
(ii) Task analysis
(iii) Manpower or Human Resource Analysis:
(i) Organizational Analysis.
Organizational analysis is basically a systematic study of an organization’s objectives, resources,
resource allocation and utilization, growth potential and its environment. Its purpose is to
determine where training emphasis should be placed in the organization for increasing
organizational effectiveness.
Organizational analysis involves the following elements:
(a) Analysis of Objectives.

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The long-term and short-term objectives and their relative priorities should be properly analyzed.
Specific goals for various departments should be stated which will serve as means for achieving
the overall organizational objectives. The management would have to examine what are the
specific training inputs that would contribute towards the achievements of these objectives.

(b) Resource Utilization Analysis.

The allocation of human and physical resources and their efficient utilization in meeting the
operational targets should be analyzed. In order to examine the need for training, it should be
found out whether adequate numbers of personnel are available to ensure the fulfillment of the
goals or not. Also, it is important to know whether the personnel performance is up to the
required standards.
(c) Climate Analysis.
An organization’s climate reflects the attitudes of its members with regards to trust, loyalty,
openness, commitment to organizational goals. Analysis of an organization’s climate determines
whether the environment, when analyzed in different departments is conducive to the fulfillment
of their goals. This will help in knowing areas where training is needed to improve the climate of
the organization.
(ii) Task Analysis.
It is a systematic analysis of jobs to identify job contents, knowledge, skills and aptitudes
required to perform the job. Particular attention should be paid to the tasks to be performed, the
methods to be used, the way employees learn these methods and the performance standards
required of employees. Questionnaires, interviews, personnel records, observation and other
methods can be used to collect information about jobs in the organization.
In task analysis, the main focus is on the job or task. Task analysis requires the study of various
types of skills and training required to perform to the job effectively.
(iii) Manpower Analysis.
The quality of manpower required by the organization has to be carefully analyzed. It has to be
done in the light of both internal and external environment of the organization. The economic,
social, technological and political environment of the organization should be properly scanned to
determine the quality of human resources desired.

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 To achieve these quality standards, specific training needs should be determined on the
following lines :
(a) specific areas where individuals need training,
(b) the capability of present workforce to learn new skills and behaviors,
(c) the time frame within which training must be imparted, and
(d) job designing and redesigning, introduction of new work methods and technology.
Training Objectives
Once the training needs are identified, the next step is to define specifically training objectives
and to decide upon the methods to be adopted to achieve these objectives. The overall aim of any
training programme is to increase organizational effectiveness. However, each training
programme must also have specific objectives such as increased productivity, improved quality,
better human resource planning, better health and safety, prevention of obsolescence and
enhanced personal growth.
. Objectives of Training
These objectives contribute to organizational effectiveness.
Specific Objective of Training
1. Increased productivity
2. Improved quality
3. Better human resource planning
4. Higher morale
5. Better health and safety
6. Prevention of obsolescence
7. Enhanced personal growth
Overall Purpose of Training Increased Organizational Effectiveness
Activity 2
How to identify training needs?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________

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1.4 Identifying and Ensuring Training and development techniques
Teaching has always been more of an art than science. Despite the availability of numerous
training aids and lots of scientific studies on learning, it remains the prerogative of the tutor on
using the best method to facilitate learning. In organizational settings, training has to cater to the
diverse needs of the heterogeneous groups. It has diverse objectives and the trainees have
varying skill levels. So, one type of training cannot serve the needs at all times. Over time,
trainers have identified various types of training and also devised various methods to impart the
same. This lesson discusses some of the types of trainings and also methods of imparting the
same.

Performance standards refers to

Predetermined performance levels of the human resource as expected by
management in a particular competency

Types of Training
Training can be classified into many types, depending upon several bases.
On the basis of purpose, several types of training programmes, which are not mutually
exclusive, are offered to the employees. They invariably overlap and employ many common
techniques.
Some of the important types of training programmes are as follows:
1. Orientation or Induction training.
2. Job training.

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 3. Apprenticeship training
4. Internship training
5. Refresher training
6. Training for promotion.

1. Orientation or Induction Training

 Induction relates to introducing or orienting a new employee to the organization. When a
new employee joins any organization, he needs to be acquainted/familiar/ with its
procedures, rules and regulations. He must be helped to familiarize himself with the work
environment and with his fellow employees. It is better to give him a friendly welcome
when he joins the organization, get him introduced to the organization and help him to get a
general idea about the rules and regulations, working conditions, etc. of the organization.
 Employee orientation or induction training basically deals with the introduction of the
organization to the newly employed person. The purpose is to give a ‘bird’s eye view’ of
the organization where he has to work. It is a very short and informative type of training
given immediately after recruitment. It creates a feeling of involvement in the minds of
newly appointed employees.
2. Job Training
When an employee joins an organization, he undergoes job training, which relates to the specific
job, which the worker has to perform. It gives information about machines, process of
production, instructions to be followed, methods to be used and so on. It develops skills and
confidence among the workers and enables them to perform the job efficiently.
Job training is the most common form of the formal in-plant training programmes. It is necessary
for the new employees to acquaint them with the jobs they are expected to perform. It helps in
creating interest of the employees in their jobs.
3. Apprenticeship Training
Apprenticeship training programmes are more inclined towards education than merely on the
vocational training. Under this, both knowledge and skills in doing a job or a series of related
jobs are involved.

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The trainees receive wages while learning and they acquire valuable skills, which command a
high wage in the labour market. In India, there are several ‘earn while you learn’ schemes both in
the private as well as public sector undertakings. Such schemes are also advantageous to the
trainees. Some employers look upon apprentices as a source of cheap labor. Apprenticeship
training is desirable in industries, which require a constant flow of new employees expected to
become all round craftsmen. It is very much prevalent in printing trades, building and
construction, and crafts like mechanics electricians, welders, etc.
4. Internship Training
Under this method of training, the educational or vocational institute enters into an arrangement
with an industrial enterprise, or any organization which can utilize their knowledge, for
providing practical knowledge to its students. Internship training is usually meant for such
vocations where advanced theoretical knowledge has to be backed up by practical experience on
the job.
For instance, engineering students are sent to big industrial enterprises for getting practical work
experience and medical students are sent to big hospitals to get practical knowledge. The period
of such training varies from six months to two years. The trainees do not belong to the business
enterprises, but they come from the vocational or professional institutions. It is quite usual that
the enterprises giving them training absorb them by offering suitable jobs after completion of
their trainings.
5. Refresher Training
As the name implies, the refresher training is meant for the old employees of the enterprise. It is
also called retraining. The basic purpose of refresher training is to acquaint the existing
workforce with the latest methods of performing their jobs and to improve their efficiency
further. While explaining this, Dale Yoder has rightly remarked, “Retraining programmes are
designed to avoid personnel obsolescence”. The skills with the existing employees become
obsolete because of technological changes and because of the tendency of human beings to
forget.
Thus, refresher training is essential because of the following factors:
 The workers require training to bring them up-to-date with the knowledge and skills and
to relearn what they have forgotten.

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  Rapid technological changes make even the qualified workers obsolete in course of time
because new technology is associated with new work-methods and job requirements. The
workers need to learn new work methods to use new techniques in doing their jobs.
 Refresher training becomes necessary because many new jobs that are created due to
changes in the demand for goods and services are to be handled by the existing
employees.

6. Training for Promotion

The talented employees may be given adequate training to make them eligible for promotion to
higher jobs in the organization. Promotion of an employee means a significant change in his
responsibilities and duties. Therefore, it is essential that he be provided sufficient training to
learn new skills to perform his new duties efficiently. The purpose of training for promotion is to
develop the existing employees to make them fit for undertaking higher job responsibilities. This
serves as a motivating force to the employees.
Methods of Training
There is a wide range of training methods and techniques have been developed over the years by
various organizations and training experts. Different training methods are suitable for different
categories of people in the organization. There can be several categories of personnel in an
organization, e.g. managerial and non-managerial, technical, administrative, skilled, unskilled,
senior, junior etc. Each organization has to choose the methods and techniques of training which
are relevant for its training needs.
Various methods of training:
I. Vestibule training.
II. On-the-job training.
III. Off-the-job training.
On-The-Job Training
On-the-job training is considered to be the most effective method of training the operative
personnel. Under this method, the worker is given training at the work place by his immediate
supervisor. In other words, the worker learns in the actual work environment. It is based on the
principle of ‘learning by doing’.

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On-the-job training is suitable for imparting skills that can be learnt in a relatively short period of
time, It has the chief advantage of strongly motivating the trainee to learn. It is not located in an
artificial situation. It permits the trainee to learn on the equipment and in the work-environment.
On-the-job training methods are relatively cheaper and less time consuming. Another important
factor about on-the-job training is that supervisors play an important part in training the
subordinates.

There are four methods of on-the-job training

(i) Coaching.
Under this method, the supervisor imparts job knowledge and skills to his subordinate. The
emphasis in coaching or instructing the subordinate is on learning by doing. This method is very
effective if the superior has sufficient time to provide coaching to his subordinates.
(ii) Understudy.
The superior gives training to a subordinate as his understudy or assistant. The subordinate learns
through experience and observation. It prepares the subordinate to assume the responsibilities of
the superior’s job in case the superior leaves the organization.
The subordinate chosen for under-study is designated as the heir-apparent and his future depends
upon what happens to his boss. The purpose of under study is to prepare someone to fill the
vacancy caused by death, retirement, promotion, or transfer of the superior.
(iii) Position Rotation.
The purpose of Position rotation is to broaden the background of the trainee in various positions.
The trainee is periodically rotated from job to job instead of sticking to one job so that he
acquires a general background of different jobs. However, rotation of an employee from one job
to another should not be done frequently. He should be allowed to stay on a job for a sufficient
period so that he may acquire the full knowledge of the job.
Job rotation is used by many organizations to develop all-round-workers. The employees learn
new skills and gain experience in handling different kinds of jobs. They also come to know the
interrelationship between different jobs. Job rotation is also used to place workers on the right
jobs and prepare them to handle other jobs in case of need.
Activity 3

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Describe type of training
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
1.5 Identifying and Feedback mechanisms
Training effectiveness is the degree to which trainees are able to learn and apply the knowledge
and skills acquired during the programme. The attitudes, interests, values and expectations of the
trainees and the training environment influence it. A training programme is likely to be more
effective when the trainees are involved in their jobs and have career plans. Contents of training
programme, and the ability of trainers also determine training effectiveness to a certain extent.
Criteria for evaluating training effectiveness
The following criteria may be used to measure the effectiveness of training:
(i) Reactions
Trainees’ reactions to the objectives, contents and methods of training are good indicators of
effectiveness. In case the trainees considered the programme worthwhile and liked it, the training
can be considered effective.
(ii) Learning.
The extent to which the trainees have gained the desired knowledge and skills during the training
period is a useful basis of evaluating training effectiveness.
(iii) Behaviour.
Improvement in the job behaviour of the trainees reflects the manner and extent, to which, the
learning has been put to practice.
(iv) Results.
Productivity improvement, quality improvement, cost reduction, accident reduction, reduction in
labor turnover and absenteeism are the outcomes of training which can be used for evaluating
effectiveness.
Post Training Evaluation

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Training is a human phenomenon. So, there is a large variation in its results. The results of
training can show themselves in both long-run as well as short-run. There can be varying effect
of training on the trainees. So, post-training becomes a very tedious exercise for the trainers. Any
mistake can lead to wrongful conclusions and even hamper the training process in future.
In general terms, post-training evaluation can be understood in terms of three distinct phases:
(i) Immediate effect of training
This relates to changes in knowledge, skill or behaviour immediately after a training experience.
Such an evaluation attempts to assess whether or not training has been effective in
communicating the message. Immediate evaluation help in answering the following questions:
• Do the trainees understand what is now required of them?
• Have they acquired the necessary behavioural skills to be able to implement the learning?
(ii) Intermediate
This phase of evaluation is conducted after some time period has elapsed after the training.
During this period, the trainees would have put the skills learnt during training into practice. This
evaluation shows whether the knowledge, skill and behaviour, which have been learned during
the training, is being put into use on the job. In other words, the evaluation seeks to find whether
the change in behaviour, skills and attitude as a result of the training can be identified.
(iii) Long term
This refers to the long-term effectiveness of the training on an individual, the unit and/or even
the organization.
This evaluation is determines the value of the training delivered and assesses:
 The effectiveness of the training towards achievement of the training objectives.
 The effectiveness of the learning process - in other words, whether the trainees have
learned what was set out to teach them.
 Whether the learning has been applied into practice or not.
1.6 Monitoring Administration of commitment
Training is important, not only from the point of view of the organization, but also for the
employees. It gives them greater job security and an opportunity for career advancement. A skill
acquired through training is an asset for the organization and the employee. The benefits of
training stay for a very long time. Training can become obsolete /outdated/ only when there is a

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complete elimination of the desired for that skill and knowledge, which may happen because of
the technological changes.
In general terms, the need for training can arise because of the following reasons:
(i) Changing Technology.
Technology is changing at a fast pace. Be it any industry, technological changes are changing the
way in which operations were done. Newer machines are being used for automation of the
processes. Computers have made the controls very easy. Advances in information technology
have enabled greater degree of coordination between various business units, spread far across the
globe.
In order to keep themselves abreast with the changes, the employees must learn new techniques
to make use of advances in the technology. Training needs to be treated as a continuous process
to update the employees in new methods and procedures.
(ii) Demanding Customers.
As the free markets become stronger, customers are becoming more and more demanding. They
are much more informed about the products. They have many sources of information.
Intensified competition forces the organizations to provide better and better products and
services to them. Added to the customer conscious, their requirements keep on changing. In
order to satisfy the customers and to provide best of the quality of products and services, the
skills of those producing them need to be continuously improved through training.
(iii) Thrust on Productivity.
In the competitive times, organizations cannot afford the extravaganza of lethargy. They have to
be productive in order to survive and grow. Continuous improvement of the employees’ skills is
an essential requirement for maintaining high standards of productivity. Productivity in the
present times stems from knowledge, which has to be relearned continuously.
(iv) Improved motivation.
Training is a source of motivation for the employees as well. They find themselves more updated
while facing the challenging situations at job. Such skill development contributes to their career
development as well. Motivated employees have lesser turnover, providing an organization with
a stable work force, which ahs several advantages in the long run.
(v) Accuracy of output

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Trained workers handle their job better. They run their machines safely. They achieve greater
accuracy is whatever job they do. This reduces accidents in the organizations. Adherence to
accuracy infuses high standards of quality in the products and services, thus giving them a
competitive edge in the difficult times. Quality reduces wastages and ensures better customer
satisfaction.

(vi) Better Management.

Training can be used as an effective tool of planning and control. It develops skills of the
workers for future and also prepares them for promotion. It helps them in reducing the costs of
supervision, wastages and industrial accidents. It also helps increase productivity and quality.

20
LO2. Lead assessment of training and development needs

2.1 Developing and documenting Organizational performance standards

Performance standards state what behaviors or results are expected for performance to be
considered satisfactory. Standards are the criteria against which performance is judged.
Standards should be:
 attainable
 specific
 observable
 meaningful
 measurable, and
 Stated in terms of quality, quantity, timeliness, or cost.
Involve the employee in the development of standards. Be certain the standards describe the
conditions that will be met when performance is satisfactory.
For example, how well, how much, what speed, etc. is expected.
Performance standards are the basis for performance evaluation and should clearly state how
you and the employee will recognize when expectations have been met, exceeded/ go beyond/, or
not met.
Example 1 Activity: Supervision of Staff
Performance Standard: Performance will be satisfactory when supervisor:
 communicates a good understanding of departmental objectives as well as specific
project assignments to others.
 is able to motivate satisfactory performance by subordinates.

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  seeks aid from departmental management as well as other training and development
resources when supervisory problems are encountered, including problems with
employee motivation.
 conducts annual performance appraisals which provide staff members with constructive
feedback and jointly sets goals and objectives with staff members.
Example 2 Activity: Answer Telephone
Performance Standard: Performance will be satisfactory when:
 Telephone manner is pleasant and courteous/polite/. It may be necessary to define
courteous and pleasant if the employee has difficulty meeting this standard or if you have
a very specific behavioral requirement (ex. phone courtesy requires answering in three or
fewer rings).
 Employee does not leave callers on hold for longer than 30 seconds without
acknowledging they are still waiting
 Information provided to callers is correct and complete
 Messages are complete and delivered promptly
 Customer complaints do not exceed 2 per annual rating period
Example of Performance Standards for a Receptionist/ አስተናጋጅ/
 Greet customers
o Opens office promptly /on time/ at 8:00 a.m.
o consistently conveys friendly, helpful, professional manner
o provides accurate information
o demonstrates a customer service orientation
o secures back-up for times of absences from desk
 Answers phone
o answers with a friendly greeting
o speaks clearly and distinctly
o uses all functions of phone (hold, transfer, etc.) in knowledgeable
and customer friendly manner
o takes messages accurately and completely
 Distributes incoming and prepares outgoing mail
o sorts and date stamps incoming mail

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 o distributes to individual mailboxes in timely fashion
o logs in packages and notifies recipients
o prepares FEDEX and UPS documentation correctly
o takes outgoing mail to mail room in time for pick-up times
o forwards mail as needed
 Maintains files
o keeps files in organized fashion so that materials are easily located
o refiles material within 1/2 day of return
o checks out files as requested, using proper forms and "file locator
tabs"
 Duplicates materials
o accurately duplicates materials within 4 hours of receipt or as
requested
o collates and staples materials to assure professional appearance
o notifies staff of completed orders
o maintains machine, resolves problems and contacts service
personnel as needed

Training and development techniques may include:

• On the job training such as:
- Coaching
- Apprenticeship/ Internship etc.
• Off the job training or simulated training such as:
- Case studies
- Role playing

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
2.2 Developing and presenting Organization policies
What is an Organizational Policy?
 A Policy defines an outcome; it is a premeditated/ planned/ rule set by a business to guide
organizational direction, employees and business decisions, and to regulate, direct and
control actions and conduct.
 Policies can range from a broad philosophy to a specific rule. They are the direct
connection between a company's Vision and its daily operations and the underpinnings to
a company's culture.
What is an Organizational Procedure?
 A procedure is a means to an end. Procedures are step by step instructions, prescribing/
setting/ an exact sequence of action.
 A procedure explains how to and who (which position) will implement the policy.
 Procedures are specific, factual and succinct/concise or to the point/.
 They may include timelines, specific forms to be used and template forms.
 Procedures assist in eliminating common misunderstandings which can result in costly
mistakes.
What is the difference b/n Policies and Procedures?
Together Policies and Procedures empower/Allow/ a process by providing clear and concise
direction necessary for consistent operation.
The essential differences are outlined below:
1. Policies
- General in nature
- Identify company rules
- Explain why rules exist

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 - Explain when the rule applies
- Describe to whom (what position) it applies
- Explain how it is enforced
- Describe consequences
- Provide guidance for managerial thought and action
- Flexible - allows for discretion
2. Procedures
- Identify specific and alternative actions
- Explain when to take actions
- Describe emergency procedures
- Include warnings and cautions
- Give examples
- Show how to complete a specific form
- Prescribe how to carry out the action through step by step instruction
- Less flexible - concise and exact sequence of activities
Why does a company need Organizational Policies?
 Policies and Procedures (P&Ps) are essential when a company requires consistency in
its daily operations. They provide clarity and direction re:/about/ accountability.
 P&Ps assist companies in meeting legal requirements set out by the Employment
Standards Act, the Human Rights Code, the Occupational Health and Safety Act and
numerous other compliance requirements.
 A properly written policy and/or procedure allows employees to understand their roles
and level of responsibility and conduct their job by making decisions within predefined
boundaries.
 By implementing P&Ps, management can provide guidance to employees without
needing to micromanage, freeing managers to focus on strategic thought.
 P&Ps allow the workforce to not only understand the accountabilities and responsibilities
of their own position, but also that of their co-workers, which can foster a cooperative
work environment.
How big should a company be to consider implementing Policies and
Procedures?

25
With as few as six employees there will be recurring issues. Productivity and efficiencies both
from a legal and operational standpoint can be gained through the implementation of P&Ps.
ABOUT: Holly Ormsbee is a Human Resources Assistant at HR-Fusion, specializing in
Employee Relations, Recruitment and Compliance Issues
This dynamic Human Resources (HR) consulting firm focuses on strategic business and
organizational development through HR delivery and training. The integrated team approach and
'full service' philosophy makes HR-Fusion a reliable resource and valuable business partner
when you need professional HR support.
HR-Fusion's Hamilton, Ontario location is uniquely positioned to provide services to Brantford,
Burlington, Oakville, and the surrounding Niagara region. HR requirements outside the
immediate geographic area are handled through the HR-Fusion partner network and provides
coast to coast coverage as required.
Activity 4
What is organizational policy?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________________

Performance gap refers to:

The perceived fall of the actual performance of the individual
worker as compared to the performance standards set for a
particular competency

2.3 Reporting and documenting Performance gaps

 A performance gap analysis is performed by a business that wishes to determine the
reasons behind a disconnect between the standards set for a job and the actual
performance being delivered. The difference between the standard and the actual
performance is known as the performance gap, and businesses want to erase such gaps if
at all possible. Such gaps might be cause by internal factors related to the employees or

26
 their working conditions, while other gaps can be caused by other factors like regulatory
standards. In addition, a performance gap analysis is often performed when employees
are forced to either take on a new task or revisit an old job using new methods.
 It is unlikely that any business can perform up to their optimum standards at all times.
For that reason, there may be occasions when a company has to take the time to analyze
the areas in which it feels its employees or its operational processes are falling short. One
way to do this is through a performance gap analysis, which can both identify the gap
between standards and delivery and find methods to rectify the problem.
 The first step of any performance gap analysis is actually identifying the gap that exists.
This can be done almost like a mathematical equation, as the difference between
standards, or S, and present behaviour, or B, leads to the performance gap, or G. Thus, S
minus B equals G. Thinking of it in this concrete way can help managers identify
problems areas that might be vague when analyzed without context.
 After the gap is identified, the next step in completing a performance gap analysis is to
figure out the reasons why the gap exists. A performance gap may be caused by either
internal factors that are keeping employees from doing the job in the best manner
possible, or by external factors that are limiting performance from the outside. In some
cases, a new task will require this type of analysis, since a gap will be created
immediately by the employees' unfamiliarity with the task.
 Once all of these steps are completed, a company must finish the performance gap
analysis by finding ways to eliminate the gaps. This might mean that certain machinery
needs to be fixed or replaced, or that employees need more training or better motivational
methods. If the factors are external, companies might have to find novel ways to work
around them, or perhaps they can fight them through legal avenues. In some cases, it
might that unrealistic standards have been set, meaning those optimum levels might have
to be readjusted so that actual performance can hit the intended marks.
 Basically, a performance gap is the difference between the actual or present performance
and the optimal or future performance:
 Some performance gaps are quite easy to measure. For example, if the standard is to dig a
ditch 2 feet wide and 2 feet deep, but it is only dug 1 1/2 foot deep, then there is a
performance gap of what the depth is and what it should be. If the ditch-digger does not

27
 know how to dig a ditch two feet deep, then it is a training problem. If the ditch-digger
knows how, but did not do it, then it is some other type of performance problem.
Measuring Performance Gaps
 In a performance analysis for the present, you subtract the present behaviour (B) from the
desired standard (S) to measure the performance gap (G).
 This measurement, S - B = G, becomes the span that must be bridged in order to reach the
objective.
 To plan for future requirements (visioning), you determine where you are now (the
present behaviour (B)) and where you want to go (the future standard (S)).
 Again, the difference between B and S is the performance gap (G).
 Although the second measurement is on a larger and more vague scale, both cases require
that you determine where you are, where you want to go (analysis an planning), creating
the framework (design or blueprint), and then building the structure (development) to
bridge the gap.
 Thus, you look at business needs first, such as the business unit's needs, mission
statements, the leader's vision, and goals. Next, determine what the present performance
level is. The difference is the gap or needs. You now create the criteria that must be met
in order to show that you have bridged the gap.
2.4 Identifying Reasons for the existence of performance gap
As a leader, you must considered the required performance standards and compare these
requirements to the actual performance of the team member in the role. If the individual is not
yet achieving the required standard a performance gap exists. Where a gap exists, you must work
with the team to correct it.

This is why performance criteria and providing feedback are so important. Your team needs to
know exactly what is required and how well they are actually achieving it.

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Reasons for Not Performing
There are many possible reasons why people don't achieve the required performance standard.
Possible reasons include:
 personal problems at home
 they may not fully understand their role
 physical conditions in the workplace
 lack of job knowledge
 ineffective management
 or leadership structural problems within the organisation
To uncover the REAL cause of the performance gap, you may need to ask a number of questions
about the person's performance. This will help you to identify the causes of the problem.
The next step is to talk to the person involved. The key here is to work with the person to ensure
they are comfortable enough to tell you the real reasons without fear of reprisals. Only then can
you remedy the situation

Conducting a Performance Feedback Session

There are many models for conducting feedback sessions or performance review discussions.
Your store may have a preferred model or you may find one of your own in the reference books
available on the subject. Alternately, you may develop your own method in consultation with
your manager.

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Preparing for the Discussion
When preparing for the discussion you need to consider whether the performance gap has less to
do with the individual team member and more to do with some systemic problem in the
company.
For example, if several people appear to be having the same problem, then it's worth considering
if management and/or the organisation itself are causing the problem.

Planning the Discussion

To be effective, you need to plan the feedback discussion. Below is a list of questions you should
ask yourself when preparing:
1. What is the appropriate atmosphere to create at the interview?
2. What performance criteria will you use?

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 3. Is the person aware of these criteria?
4. What information do you have, or need to collect before the discussion?
5. What steps will you follow when conducting the discussion?
6. Do you think there will be any disagreements, if so where?
7. What will you do or say to handle them?
8. How will you evaluate your own performance conducting the discussion?
 Once you are confident that you have effectively planned for the discussion, arrange to
interview a team member. They should be given an overview of the discussion, its purpose
and areas to be covered. They should also be given time to prepare for the discussion.
 Conduct the discussion in a private environment designed to put the team member at ease.
Avoid all distractions and stick to your prepared plan. Encourage a two-way discussion.
Focus on the problem not the person. Above all remain objective.
 When you have completed the feedback discussion, ask the team member to propose and/or
consider areas for improvement. Arrange a second interview to develop a learning
agreement.
 At the end of the discussion, write a brief report on the event and the actions reached. For
your own development as a leader note how effective your plan was, any difficulties that
occurred as you were carrying it out and how you might improve next time.
 Identify the Real Reasons behind Performance Gaps
It is critical to determine the root cause behind performance issues, and when training is
not the answer.
 In a demanding and fast-paced work environment, it is tempting to skip ahead and start
working on training designs to fix business results. For many business managers and
supervisors, training seems like the right response to most problems, but with a little
diligence and research, training delivery can be reserved for opportunities that have real
impact and not wasted on non training issues. With this in mind, consider putting much
more emphasis into the investigation of core issues prior to building the solutions.
 What it is
 Without a solid understanding of the performance drivers, there is no guarantee that you
are hitting the target or that you are even pointed in the right direction. A key component

31
 for working through performance gaps is collaborating with internal resources to dig into
issues and opportunities.
 Guidelines
 Once you have the leaders and subject matter experts together, consider working through
the following five primary performance-influencing factors to identify core issues and
opportunities.
Ask yourself the following questions to determine performance-influencing factors.
Is there a knowledge gap?
 This factor often is taken for granted, but it is important to determine if the performance
gap is really related to a knowledge issue. Get this out on the table prior to starting a
deeper dive into the other factors that might influence performance. In many situations,
knowledge gaps can be assessed easily if there has been a recent introduction to a new
task or procedure.
 If the performance concept or process is brand new, it is likely that training and
communication strategies can be used to fill the knowledge and performance gaps. The
same would be said for an existing process that has undergone a significant change. If
that is the situation, you can move directly to training, coaching, and communication
solutions to increase performance.
 However, if the initial assessment leads you to believe that it is not a knowledge gap, you
will want to keep working on the identification of the real performance-influencing
factor.
Do employees clearly understand expectations?
 Once you have determined that the performance gap is not related to knowledge, you will
want to consider performance expectations. A lack of understanding or confusion
concerning performance expectations can be reflected in performance gaps as well. In
that case, a clear communication strategy built with feedback from employees can help
you to ensure that they know what is expected of them.
 For example, if the goal is to manufacture 20 widgets per hour with zero defects, but that
has not been clearly communicated, there should be no surprise when those metrics are
not met. Expectation issues can be less obvious in some cases or even subtle, but a
baseline goal and expectation must be set and understood for employees to achieve them.

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  If you find that the performance expectation is clear, but there is a lack of understanding
about how to reach them, it's time to develop a step analysis and a potential training
solution, along with coaching and communication.
Are performance incentives aligned to organizational goals?
We may assume that employees always want to perform at their best, but if there is no clear
incentive for them, training generally will not change their performance outcomes. In fact, there
may be opposing incentives influencing employees to make decisions about which task to
prioritize.
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 An example would be setting a call duration expectation for call center employees while
also setting a customer satisfaction goal. Although these goals may not be mutually
exclusive, opposing incentives could push employees to sacrifice one for the other. An
incentive-related performance issue does not require a training solution, but does require
an evaluation of incentives and clarification of performance priorities through a
communication strategy.
Are employees experiencing process breakdowns?
 Process breakdowns can affect performance based on the tools and methods for
completing work. It could be a system issue that has been overlooked or something in the
process that increases the potential for errors.
 If that is the case, it is important to work with the performers to identify and eliminate
these defects. Often the frontline worker is aware of these issues and will have
suggestions for potential solutions.
 Finding and removing barriers can produce instant performance gains and build
credibility with employees. Performing quality checks and observations can identify
inefficiencies and provide insight for changes that will improve performance.
 Once the process issues are identified, the solutions developed can be assessed to
determine if they are significant enough to require formal training or additional
communication strategies.
Are employees in the correct assignment?
 Employee assignment can be one of the most difficult performance issues to work
through. Employees may not have the aptitude or attitude to meet the performance

33
 expectations, or an employee just might not be suited to the job. In some cases, it may be
possible to evaluate the strengths of the employee and move him to a more appropriate
job; in other cases, it may not be an option.
 Attitude or engagement can be a major hurdle related to performance as well. The
employee may be bored, disgruntled, or overwhelmed. There are no simple solutions for
solving engagement issues, but you might start with developmental path conversations to
determine if the employee is suited to the role.
 Aptitude and attitude generally are not going to be solved with training solutions, but by
investing time and energy in employee development you can help them become more
engaged in their current positions or develop a path to a new role.
2.5 Identifying and reporting using new technologies
 Change is stressful. Good or bad, it adds tension to any office. Throw the word
"computer" or "upgrade" or "Internet" into this equation, and stress can skyrocket. Plus,
mission-based organizations (non-profits, non-governmental organizations or NGOs,
public sector organizations, civil society organizations, etc.) are often facing intense,
even do-or-die deadlines -- so the stress of dealing with computers can sometimes seem
too much.
 Introducing or adding computers to a mission-based organization, or upgrading software
or hardware such an organization uses, will change the way staff at the organization
access and manage information -- for the better, you hope. But without realistic
expectations and a thoughtful strategy, a new system can create as many problems as it is
supposed to solve.
 With all that said: success in using technology tools is driven by user attitude. Users
who want to reach out, to make people feel informed and involved, who are committed to
quality and timeliness, and who are ready to try something even at the risk of making a
mistake are the people who flourish using technology. People who hate change, don't like
sharing information freely and continually, and don' like involving others in their work
are those that struggle with technology. What's your attitude?
Your Agency Needs a Technology Plan
 No matter what an agency's mission is no matter what size an agency's staff or budget, no
matter who an agency serves -- your agency needs a computer and Internet

34
 technology plan. Just as you should do a critical analysis and form a strategic plan for
your fundraising plans, your staffing needs and your program activities, you need to
evaluate your technology needs and create strategies to meet those needs. How your
organization will access and use technology will effect just about every function of your
agency, in fact.
 If you choose not to create a technology plan, you will find yourself in a constant state of
reactive crisis management.
Reasons to Computerize or Upgrade a System
 Augustine "Tino" Paz, Network Development Specialist at Orlando's Community Services
Network, made this insightful observation on CUSSNET (Computer Use in Social Services
Network Internet discussion group) many years ago, and it still holds true:
o "Too often, if even unconsciously, we take a 'magic wand' approach to software: it's a
matter of finding the right one to do our work for us, and not necessarily to help us do
our work...
o "Human services are in the information processing business whether they use
software or not. Any effort to 'automate' that aspect of the business without first
understanding what Kate referred to as 'How information flows through out and is
used in the agency, issues of power and control that sort of stuff,' will inevitably make
things more difficult when it comes to implementation any software application.
o "One of the challenges, in my opinion, involves managing the conflict between what
is perceived as a slow, time- and resource-consuming planned developmental
approach to organizational change (especially when we assume that we already know
what's "wrong" with the organization) and the feeling that we must act with haste to
fully benefit from the rapidly changing information technologies tools."
 So much of that advice, which is more than 10 years old, applies even to the latest so-called
"social media" tools (I hesitate to name them, since the most popular tools change so quickly
-- but the principles for success with them don't).
 David Arons of Tufts University added during this discussion:
o "Perhaps for human service organizations the challenge is also identifying
technologies that both increase efficiencies within the organization, i.e., reduce staff
training time, provide more timely and updated information about public benefits, and

35
 can be made accessible to the organization's clients. Basically multi-use technologies
to help the organization better serve their clients and lower their overhead might give
some organizations greater resolve to make a capitol investment in emerging
technology.
 Did I mention that this advice still applies to even the latest "social media" tools?
 The first step in introducing a computer technology or upgrading/changing a computer
system or introducing a new tech tool in your agency is exploring the "whys." In the
excellent Guide to
2.6 Reporting training and development need
 Training needs analysis process is a series of activities conducted to identify problems or
other issues in the workplace, and to determine whether training is an appropriate
response.
 The needs analysis is usually the first step taken to cause a change. This is mainly
because a needs analysis specifically defines the gap between the current and the desired
individual and organizational performances.
Who Conducts Needs Analysis & Why?
An in-house trainer or a consultant performs a needs analysis to collect and document
information concerning any of the following three issues :
1. Performance problems
2. Anticipated introduction of new system, task or technology
3. A desire by the organization to benefit from a perceived opportunity
 In all three situations, the starting point is a desire to effect a change. Given this, you
must know how the people who will experience change perceive it. In the absence of a
needs analysis, you may find employees resistant to change and reluctant to training.
They may be unable to transfer their newly acquired skills to their jobs because of the
organizational constraints.
 A needs analysis often reveals the need for well-targeted training areas. However, we
must keep in mind that training is not always the best way to try to close a particular gap
between an organization’s goals and its actual performance. Those conducting the needs
analysis must get a clear idea of the problem, look at all possible remedies and report on
their findings to management before deciding on the best solution.

36
  When properly done, a needs analysis is a wise investment for the organization. It saves
time, money and effort by working on the right problems. Organizations that fail to
support needs analysis make costly mistakes; they use training when another method
would have been more effective; they use too much or too little training, or they use
training but fail to follow up on it. A well-performed analysis provides the information
that can lead to solutions that focus on the areas of greatest need.
 Process of conducting a training needs analysis is a systematic one based on specific
information-gathering techniques. Needs analysis proceeds in stages, with the findings of
one stage affecting and helping to shape the next one. There is no easy or short-cut
formula for carrying out this process. Each particular situation requires its own mix of
observing, probing, analyzing and deducting.
 In many ways, the needs analysis is like detective work; you follow up on every lead,
check every piece of information and examine every alternative before drawing any solid
conclusions. Only then you can e sure of having the evidence on which to base a sound
strategy for problem solving.
 A needs analysis is not a one-time event. Professional organizations administer needs
analysis at regular intervals, usually every year or two.
Methods of Identifying Training Needs
Training needs will differ with the backgrounds of the employees to be trained, and their present
status in the organization.
Basically, a candidate for training may come from any one of three groups :
1. New hires
2. Veteran / Experienced /employees
3. Trainees currently in the training pipeline ( currently in the training program )
 Consideration of the varying needs of these groups provides a frame of reference for
discussing and suggesting the methods of identifying training needs :
1. New Hires
 Addition of new employees creates high and low peaks in placing new persons into the
training program. This problem may be solved by a program where progression is made
in different sequences. It will eliminate a jam that will occur if all phases of the program
must be taken in a definite sequence. The new employees will normally be of somewhat

37
 different backgrounds. Being new, they are not familiar with their new employers. As a
result, the earliest phases of the training must concentrate on company orientation.
During these phases, the organization, organization policies and administrative details
should be covered. It is also a suitable time to acquaint the trainees with what will be
expected of him, and how he will be evaluated throughout the phase of training.
2. Retaining & Upgrading Veteran Employees
 The people in this category offer a real challenge to the training department. There- fore,
the number and amount of training required by this category should be carefully
considered. Often the retraining and upgrading of former employees can be very
rewarding for training instructors. At least two schools of thought exist as to how these
employees should be rekindled. There are advantages in keeping this group intact and
tailoring the program to their needs. On the other hand, this category of employees can
also make significant contribution to training if they are co-mingled with the new hires.
3. Pipeline Employee Requirements
 A good training program will normally have participants in various phases of completion.
An awareness of completion dates and how the potential employee will be employed
should be the concern of the training staff and also the employee’s supervisor. A trainee
should have a challenge in all phases of his training. All these challenges should not be
confined to those phases where the pipeline employee is sitting in a classroom. Therefore,
it is recommended that thorough interim test-work be given to pipeline employees in
periods between formal classes. This may take the form of solidifying what he learned in
the prior phase and serve as preparation for the coming phases.

Techniques for Determining Specific Training Needs

 There are a number of practical methods you can use to gather data about employees’
performance. Each works well in given circumstances; therefore, you must determine
which be the best for you. None of these methods can stand alone. Always use at least
two, if for no other reason to validate your findings.
 One of those you choose should always be observation.
1. Observation

38
  In this approach, an employee’s performance itself is your source of information. You
evaluate a worker’s performance through first-hand observation and analysis. This is best
accomplished by watching the worker and playing the role of non-participating observer.
This means that you watch and listen and evaluate what you see and hear, but do not get
involved in his work process in any way.
 To make this activity more productive, use a checklist to remind you of what to look for
and take notes.
 The objective during observations is to identify both the strengths to build on and the
deficiencies to overcome.
 A key advantage of using direct observation in the needs analysis is that you gain first-
hand knowledge and understanding of the job being performed and the strengths and
weaknesses of the relevant worker.
2. Interviews
 The use of interviews in conducting the needs analysis is strongly urged/advised/. The
prime value of interview guides is that they ensure the same types of data from all
sources. This allows you to determine whether a piece of information is one person’s
opinion, or part of a widespread perception. Since the interview guide forces you to ask
each worker a number of predetermined questions, you must select those questions that
are essential to what you are trying to learn.
 Interviews allow you to meet employees face to face to discuss their impressions of
performance. Because you are in conversation with workers, you can explore their
responses in depth. You can ask or clarification of comments and for examples of what
they mean. In this way, you obtain a full understanding of their performance deficiencies.

The benefits interviewing :

 You build credibility with your interviewees by asking intelligent questions and
Listening well to their answers
 You obtain employees’ personal involvement and commitment to your efforts
 You establish personal relationships with potential trainees who are important to your
success as a needs analyst and trainer
3. Questionnaires

39
 A questionnaire is a sort /kind/ of interview on paper. You create your own questionnaire by
writing down all the questions you want employees to answer for you. Then you mail it to
them and await their responses.
 The key advantage of a questionnaire is that you can include every person from whom
you want input. Employees can complete the questionnaire when and where they choose.
You need not travel and spend time with all respondents. Every employee is asked the
identical questions, and consequently data is very easy to compile and analyze.
 Questionnaires can be useful in obtaining a ‘ big picture ’ of what a large number of
employees think while allowing everyone to feel that they have had an opportunity to
participate in the needs analysis process.
4. Job Descriptions
 Before establishing a job description, a job analysis must be made. This job analysis
involves a thorough study of all responsibilities of the relevant job. It is companywide in
scope and should be detailed to such a degree that those conducting the training can use
the job analysis as a yardstick for their course content. After the job analysis phase has
been completed, the writing of job description and needs analysis is a relatively simple
task. When an employee’s job description has been defined, the trainer can easily tailor
his training curriculum to a very close proximity of what will be expected of the
employees.
5. The Difficulty Analysis
 The Job Analysis will focus attention on enumerating the numerous duties that a worker
must perform. On the other hand, the Difficulty Analysis establishes which of the duties
cause the employee the greatest amount of troubles and how this trouble can be reduced
through better training.

A good Difficulty Analysis offers many advantages.

For example ….
 It enables a needs analyst to weigh certain aspects of the training in relationship to the
expected difficulty that the worker will face in coping with those duties.
 A well thought out Difficulty Analysis will provide the training program with an
abundance of role-playing material and situations.

40
6. Problem Solving Conference
 Another time-tested technique for gathering needs analysis material from employees is to
conduct periodic problem solving conferences which may take the form of or be part of a
plan for a new product, task or technology, or tied in with a training program It is always
helpful to utilize an outside consultant to moderate such sessions. This outside
sponsorship has a tendency of letting the workers express their feelings about his
organization, and the session can then be geared to training needs. The current problems
will evolve that represent potential areas for training.
7. Appraisal Reviews
 During the periodic counseling performance interview, an employee should be
questioned regarding the duties and training of a worker. Comments rendered during the
appraisal interviews normally are genuine, and can frequently assist in establishing the
needs, variations and penetrations that a training program should include. Feed- back at
appraisal interview time is valuable since it is timely information. Training needs differ
from worker to worker, and appraisal sessions allow the employee and supervisor /
manager to uncover the cause of weaknesses in performance. These deficiencies
represent areas for training.
8. Drive Pattern Identity
 The extent of an employee’s development depends on his motivations. Identifying the
forces that cause an employee to behave in a certain way may be useful in determining
his individual training needs and how to stimulate his desire to fulfill that need. An
analysis of this kind, for example, may determine that the employee has an urgent need
for self-confidence. His individual program should be made to stress the importance of
attitude, skills etc., and any other assets that would give him this self- confidence.

9. Analysis of Organizational Policy

 Organization policy will affect the amount of training offered. An explanation of various
policies should be covered in the training program. Of particular concern are those
policies that involve change, alteration and major revamping of training programs. In
organizations undergoing merger activity, product diversification and new penetration, a

41
 great deal of sensitivity must be placed on policies today and expected changes in the
future.
Activity 5
How to identify training needs and development?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________

LO 3 :- Monitor implementation of training and development

3.1 identify Potential trainees
 Training needs assessment is an on-going process of gathering data to determine what
training needs exist so training can be developed to help the organization accomplish its
objectives.

42
  Conducting needs assessment is fundamental to the success of a training program. Often,
organizations will develop and implement training without first conducting a needs
analysis.
 These organizations run the risk of overdoing training, doing too little training or missing
the point completely.
There are four main reasons why needs analysis must be done before training programs are
Developed.
1. To identify specific problem areas in the organization. HR and management must know
 what the problems are so that the most appropriate training (if training is the answer) will be
 Directed to those organizational problems. For example, if a manager approached the HR
 Department with a request for a communications program, too often the trainer’s response
(eager to serve management) will be to proceed to look around for a good communications
program and conduct training without conducting a needs assessment first. This approach
will inevitably
 . Nodding their heads appreciatively, everyone says “ That was a good program,” but when
 They go back to their departments, work proceeds as usual because the training was not
directed the real needs of the participants. The proper response should have been, “Yes, but
let us start by taking a look at the situation. We will talk to a few people to find out what the
problems are.
 Then when we develop the program, we can zero in on a specific situation, rather than just
use a random approach.”
2. To obtain management support. Management usually thinks training is a “nice thing to do.”
 This stance can be laid directly at the doorstep of a poor (or nonexistent) needs
assessment. The way to obtain management support is to make certain that the training
directly affects what in that manager’s department. Trainers should view themselves the
same way that management does, making a direct contribution to the bottom line.
Management will be committed to training when HR can show that ir clearly improves
performance on the job. As a result, training programs and budgets will not be the first
things cut or trimmed.

43
3. To develop data for evaluation. Unless information on needs are developed prior to conducting training,
the evaluations that take place after the program may not be valid. In conducting a needs analysis
first, trainers can measure the effectiveness of a program.
4. To determine the costs and benefits of training.
 Training is usually looked upon as a nuisance/irritation/ than a contribution to the bottom line
of the organization. This happens when trainers fail develop a cost-benefit analysis for
the training they conduct. Few managers would balk/start/ at spending $20,000 to correct
a problem costing them $200,000 a year. Yet, most of the times complain that
management will not spend money on training. However, a thorough needs assessment
that identifies the problems and performance deficiencies, allows management to put a
cost factor on the training needs.
 The major question trainers need to address in cost-benefit analysis is “What is the
difference
 Between the costs of no training versus the cost of training?” This entails finding out
what the
 Costs (out-of-pocket, salary, lost productivity, etc) would be if the need continues
without being met. Next, an analysis must be made of the cost of conducting the training
program that can change the situation. The difference between these two factors will
usually tell both the trainer and manager whether or not the training should be conducted.
 Human Resource (HR) professionals and line managers also need to be aware that
training is not the “cure all” for organizational problems. Neither should it be used as a
tool to reward excellent performance or as motivation to correct poor performance. The
purpose of training is to support the achievement of organization’s goals by increasing
the necessary skills of its employees.
 Training is appropriate when your organization can be expected to gain more benefit
from the training than it invested in its cost. The value of any training investment to the
organization must rely on the vision and judgment of line supervisors and managers. You
may authorize training to build skills and knowledge levels that help employees better
contribute to your organizational mission(s). In some cases, the need is immediate and
the training remedial; in other cases, the aim is to update and maintain professional

44
 knowledge; and in still others the goal is to prepare for requirements anticipated by
higher level officials.
Potential trainees refers to:
Individuals expected to participate in the training and development program.
Centre for the training may include:
• The working environment itself
• Organization own training centers
• External training institutes
• Colleges and universities

3.2 identifying Training methodology and facility

There are numerous methods and materials available to help you prepare and equip employees to
better do their jobs. Indeed, with so many choices out there, it can be daunting to determine
which methods to use and when to use them. And using several methods for each training
session may actually be the most effective way to help employees learn and retain information.
In this article, we take a close look at each of the myriad techniques, and examine their
advantages and disadvantages. We also explain how you can combine the various methods into
an effective blended learning approach.
Overall Considerations
Before considering specific training techniques, ask yourself these questions:
 What are your training goals for this session?
o New skills
o New techniques for old skills
o Better workplace behavior
o A safer workplace
o A fair and equal workplace free of discrimination and harassment

 Who is being trained?

o New employees

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 o Seasoned/experienced/ employees
o Upper management
 What is your training budget?
 How much time has been allocated for training within your organization?
 What training resources and materials do you have at your disposal?
Your answers to these questions begin the narrowing process for your training choices.
Now let’s examine those training methods, their pros and cons, and where
they best fit in a training program.
The Choices
Even with the many technological advances in the training industry, traditional formats remain
viable and effective.
Classroom or Instructor-Led Training
Instructor-led training remains one of the most popular training techniques for trainers. There are
many types including:
 Blackboard or whiteboard. This may be the most “old-fashioned” method, but it can
still be effective, especially if you invite trainees to write on the board or ask for
feedback that you write on the board.
 Overhead projector. This method is increasingly being replaced with PowerPoint
presentations, which are less manually demanding, but overheads do allow you to
write on them and customize presentations easily on the spot.
 Video portion. Lectures can be broken up with video portions that explain sections of
the training topic or that present case studies for discussion.
 PowerPoint® presentation. Presentation software is used to create customized group
training sessions that are led by an instructor. Training materials are provided on
CDROM and displayed on a large screen for any number of trainees. Employees can
also use the programs individually, which allows for easy make-up sessions for
employees who miss the group session. This method is one of the most popular
lecture methods and can be combined with handouts and other interactive methods.
[See page 37 for PowerPoint presentation tips.]
 Story telling. Stories can be used as examples of right and wrong ways to perform
skills with the outcome of each way described.

46
 This method is most effective with debriefing questions, such as:
 How does this story relate to training?
 How did the main character’s choices make you feel?
 What assumptions did you make throughout the story? Were they correct?
 What would you have done differently?
This technique makes communication easier since it is nonthreatening with no one right
answer. It is cost effective, especially if trainers have their own stories to tell. Stories can
also make sessions more personal if they involve people trainees know. You can also find
many training stories online.
Advantages
 Instructor-led classroom training is an efficient method for presenting a large body of
material to large or small groups of employees.
 It is a personal, face-to-face type of training as opposed to computer-based training and
other methods we will discuss later.
 It ensures that everyone gets the same information at the same time.
 t is cost-effective, especially when not outsourced to guest speakers.
 Storytelling grabs people’s attention.
Disadvantages
 Sometimes it is not interactive.
 Too much of the success of the training depends on the effectiveness of the lecturer.
 Scheduling classroom sessions for large numbers of trainees can be difficult—
especially when trainees are at multiple locations.
You can use lectures effectively by making sure your audience is engaged throughout the
session. Here are several ways to achieve this:
 Train your trainers in the art and science of public speaking.
 Give your trainers the materials they need.
 Use with interactive methods.
Interactive Methods
There are many ways that you can break up training sessions and keep trainees attentive and
involved, including:

47
 Quizzes. For long, complicated training, stop periodically to administer brief quizzes on
information presented to that point. You can also begin sessions with a prequiz and let
participants know there will also be a follow-up quiz. Trainees will stay engaged in order
to improve their prequiz scores on the final quiz. Further motivate participants by
offering awards to the highest scorers or the most improved scores.
 Small group discussions. Break the participants down into small groups and give them
case studies or work situations to discuss or solve. This is a good way for knowledgeable
veteran employees to pass on their experience to newer employees.
 Case studies. Adults tend to bring a problem-oriented way of thinking to workplace
training. Case studies are an excellent way to capitalize on this type of adult learning. By
analyzing real job-related situations, employees can learn how to handle similar
situations. They can also see how various elements of a job work together to create
problems as well as solutions.
 Active summaries. Create small groups and have them choose a leader. Ask them to
summarize the lecture’s major points and have each team leader present the summaries to
the class. Read aloud a prewritten summary and compare this with participants’
impressions.
 Q & A sessions. Informal question-and-answer sessions are most effective with small
groups and for updating skills rather than teaching new skills. For example, some
changes in departmental procedure might easily be handled by a short explanation by the
supervisor, followed by a question-and-answer period and a discussion period.
 Question cards. During the lecture, ask participants to write questions on the subject
matter. Collect them and conduct a quiz/review session.
 Role-playing. By assuming roles and acting out situations that might occur in the
workplace, employees learn how to handle various situations before they face them on
the job. Role-playing is an excellent training technique for many interpersonal skills, such
as customer service, interviewing, and supervising.
 Participant control. Create a subject menu of what will be covered. Ask participants to
review it and pick items they want to know more about. Call on a participant to identify
his or her choice. Cover that topic and move on to the next participant.

48
  Demonstrations. Whenever possible, bring tools or equipment that are part of the
training topic and demonstrate the steps being taught or the processes being adopted.
 Other activities.
 Create a personal action plan
 Raise arguments to issues in the lecture
 Paraphrase important or complex points in the lecture
Advantages
 Interactive sessions keep trainees engaged in the training, which makes them more
receptive to the new information.
 They make training more fun and enjoyable.
 They provide ways for veteran employees to pass on knowledge and experience to newer
employees.
 They can provide in-session feedback to trainers on how well trainees are learning.
Disadvantages
 Interactive sessions can take longer because activities, such as taking quizzes or breaking
into small groups, are time-consuming.
 Some methods, such as participant control, can be less structured, and trainers will need
to make sure that all necessary information is covered.
Different Methods of Training Employees
 Picking the best method of training employees is a challenge for business owners. Some
methods are more cost effective than others, but you want the option that best equips
employees with transferable skills and accommodates different learning styles. If they
can bring back skills from training, they can perform more successfully in their jobs.
Classroom Training
 To keep costs low, you can plan classroom training that only requires one trainer, plus the
cost of binders and copies of training materials. One trainer can handle classroom training
for small groups of five to 10, but also large groups of 30 to 40. A trainer must make
learning fun and interactive. The format might include new reading material for
employees, graphics presentations by the trainer, peer discussion groups, small group
tasks, and employee self-reflections. Classroom training must offer feedback on what
employees have learned, usually by comparing results of pre- and post-assessments.

49
Web Seminar Training
 Using Web conferencing software, trainers can set objectives and ways to measure
learning. It's important not to assume that employees will get all information needed as
passive listeners in a Web seminar, or "webinar." Trainers can design the webinar
training to be interactive by using all tools in the Web conferencing software. A webinar
can also feature visuals and discussions among participants, as long as each participant
has a microphone. Some webinar software also enables communication over a screen
chat or a video conference.
Off-the-Job Training
 Employers can use off-the-job training to provide employees a chance to learn away from
their work setting. Besides classroom training, employers choose other formats such as e-
learning. In a self-contained e-learning program, learners can work at their own pace,
moving through modules, learning new tasks, sometimes trying tasks and completing
assessments. E-learning can include discussions with other participants, scenarios in
which employees must choose the right outcome, training videos, and games.
On-the-Job Training
 This option is designed for the actual work setting or a close approximation of the work
setting. Training conditions should match work conditions as closely as possible. In on-
the-job training, employees get specific instruction on their job tasks. They try new skills,
such as operating a cash register or selling a service, with observation and feedback by a
coach -- usually a fellow employee or trainer. Some businesses require employees to
jump right into this type of training without classroom training because they believe
immersion is most helpful for learning the job quickly and determining if an employee is
a good fit for the job
Activity 6
Describe employee training methods
______________________________________________________________________________
______________________________________________________________________________
3.3 Identifying and approving date and venue for the training.
 Establishing an environment conducive to learning is a critical aspect of starting a
training session off on the right foot. You can ensure that participants walk in to a relaxed

50
 atmosphere and an environment that is welcoming and ready. The room says you took the
time to get ready for them. You have time to greet them and welcome them to a great
training session.
 Know when, where, what, who Just about every trainer has encountered at least one
training nightmare. Some (not all) of these could be prevented by additional preparation.
These questions may help you obtain the right information, but it will do you little good
if you don't write the answers in a safe place.
 When: When is the training? Day? Date? Time? Also, do you have enough time to
prepare? Is the amount of allotted time for the amount of content adequate?
 Where: Where is the session? On-site or off? If off-site, is it easy to travel to the
location? How do you get there? What's the address? Telephone number? Will you need
to make travel arrangements? Is public transportation available? How do you get
materials to the site?
 What: What kind of training is being expected? What resources are required? What kind
of facilities are available? What will you need?
 Who: Who is the key planner? Who are the participants? How many? What's their
background? Why were you chosen to deliver the training? Who is the contact person at
the training site? How do you reach that person on-site and off?
Room arrangements
Your room may have significant impact on your training session. Arrange the room to support
the learning objectives and the amount of participation you will desire.
Typically you will not have the opportunity to select a room. However, if you do, consider the
attributes that will create the best learning environment for your participants.
 Size: Arrange for a room to accommodate the number of participants. Remember that a
room that is too large can be as bad as one that may be too small.
 Training requirements: If the training session entails many small group activities,
determine if there is enough space in the room. If not, arrange for additional breakout rooms
to accommodate your needs.
 Accessible: Ensure that the room is accessible to all, including those who have limited
mobility.

51
 Location: If participants need to travel (either by foot or vehicle) to the session, the location
should not pose a hardship, for example, walking in rain, or parking difficulty.
 Convenience: Readily accessible restrooms, telephones, snacks, lunch accommodations,
and so on help ensure that participants return on time following breaks or lunch.
 Distractions: Select a room that is free of distractions and noise. Thin walls with a sales
convention next door may not create the environment you're trying to establish for learning.
If you're in a room with a telephone, turn the ringer off and provide an alternate number for
participants who need to be available for messages. Set a message center up outside the room;
sticky-back notes available for leaving messages may be adequate.
 Obstructions: Select a room that is free of structures such as posts or pillars that may
obstruct participants' views.
 Seating: Select a location that provides comfortable, moveable chairs. Seating arrangements
should further enhance the learning environment you wish to establish. Determine what's
most important for the learner.
 Furniture: In addition to decisions about the seating arrangements and the kind of tables
you prefer, you will want a table in front of the room for your supplies and equipment. Don't
allow too much space between the table from which you will present and the front
participant row. Reducing the amount of space between you and the learners increases the
affect level in the room. It closes the distance between you and the trainees both physically
and emotionally. The participants feel better about you, themselves, and the training session.
You may also want to consider positioning a table for refreshments in the back of the room.
Located there, it can be easily serviced throughout the day. One more thing: Don't forget the
wastebasket! Usually, neither training rooms nor hotel conference rooms have wastebaskets.
Remember to ask for one.
 Lighting: Lighting should be adequate. Dimly lit ballroom ambiance will not promote
energy in a training session. Is the lighting bright enough? Is it natural lighting? If the room
has windows, which direction are they facing? Can windows be darkened, if necessary? A
morning sun coming up behind your projection screen will blind the participants and wash
out the image on the screen. Know where light switches are located so that you can brighten
or darken the room as needed.

52
 Workable walls: Most trainers hang flipchart pages on the walls: the session objectives,
small group work, and so on. Is wall space available or do windows surround the room?
Does art cover the walls or are they open? Usually the front of the training room should be
opposite the entrance to avoid distractions when folks come and go. Is that possible in the
room you're considering?
Use markers that absolutely do not bleed through so there is no danger of ruining walls.
 Climate control: You will never be able to please everyone in your session. However, if
you have the ability to adjust it yourself, you can try. Determine where the thermostat is
located and whether you have any control over it. Experiment with it while you set up the
room. Does it respond quickly or slowly? Do you need to contact someone to make
adjustments?
When adjusting thermostats, make changes one degree at a time and give the equipment time to
work. Large changes in the thermostat will cause a once too-cool room to become too warm.
 Microphone: If you have a large room or a large group or the room has poor acoustics or
you have a tiny voice, you may need a microphone. Check the room to ensure it is wired for
a microphone

Self-Check list
53
 You have now completed the competency of Manage Human Resource Training and
Development Programs and you need to check whether you have understood the basic content
in this course. If you have a ‘no” answer for any of the following, you have to go back and read
the appropriate section again until you grasp the important point
Criteria’s to be checked Yes No
Identify Organizational policies for training and development program and confirmed.
Ensure organizational human resource policies and procedures for training and development to be
documented and maintained according work procedures.
Introduce training and development programs to employees following work guideline.
Identify training and development techniques to be implemented and ensured to be followed.
Identify feedback mechanisms and used in accordance with work guideline.
Monitor administration of commitment forms to program participants.
Develop organizational performance standards are developed and documented.
Develop organization policies for the analysis of performance level of the human resource and
presented for approval.
Report performance gaps as determined in relation to the performance standards and documented.
Identify reasons for the existence of performance gap are identified as caused by inappropriate
standards or by lack of required competence in the particular level of work.
Identify needs for using new technologies and new working procedures within the organization are
identified and reported according to work place communication line.
Report training and development needs that have been identified following work procedure and
guidelines.
Identify potential trainees according to workplace guideline.
Identify trainer to provide training in line with pre set criteria.
Identify training methodology and facility based on training requirements.
Identify date and venue for the training and approved.
Monitor process of training and development.
Monitor feedback obtained from the training program and documented.
Measure performance level of the trainees on similar responsibility area after the conduct of
training and development programs.
Identify deviations in the performance level of the trainees before and after the training based on

54
preset standard.
Take corrective measure based on deviation identified.

BIBLIOGRAPHY
1. Armstrong, Michael. Handbook of Human Resource Management Practice. Kogan Page,
1999.

55
2. "How to Develop Essential HR Policies and Procedures." HRMagazine. February 2005.
3. Green, Paul C. Building Robust Competencies: Linking Human Resource Systems to
Organizational Strategies. Jossey-Bass, 1999.
4. Johnston, John. "Time to Rebuild Human Resources." Business Quarterly. Winter 1996.
5. Koch, Marianne J., and Rita Gunther McGrath. "Improving Labor Productivity: Human
Resource Management Policies Do Matter." Strategic Management Journal. May 1996.
6. Mathis, Robert L., and John H. Jackson. Human Resource Management. Thomson South-
Western, 2005.
7. Rossiter, Jill A. Human Resources: Mastering Your Small Business. Upstart Publishing,
1996.
8. Ulrich, Dave. Delivering Results: A New Mandate for Human Resource Professionals.
Harvard Business School Press, 1998.
9. U.S. Small Business Administration. Roberts, Gary, Gary Seldon, and Carlotta Roberts.
"Human Resources Management." n.d..

Short notes of the competency

1. On the job training such as:

56
 A. Coaching
B. Apprenticeship/ Internship etc.
C. Case studies
D. Role playing
E. A and B
2. Off the job training or simulated training such as:
A. Case studies
B. Role playing
C. Coaching
D. Apprenticeship/ Internship etc.
E. A and B
3. Centre for the training may include:
A. The working environment itself
B. Organization own training centers
C. External training institutes
D. Colleges and universities
E. All of the above
4. Some of the typical steps in designing a training program are:
A. Identification of training needs.
B. Setting training objectives.
C. Organizational set-up for training
D. Training operations.
E. Evaluation of training.
F. All of the above
5. Training needs can be identified through:
A. Organizational analysis
B. Task analysis
C. Manpower or Human Resource Analysis:
D. All of the above
6. Specific Objective of Training
A. Increased productivity

57
 B. Improved quality
C. Better human resource planning
D. Higher morale
E. Better health and safety
F. Prevention of obsolescence
G. All of the above
7. types of training program includes :
A. Orientation or Induction training.
B. Job training.
C. Apprenticeship training
D. Internship training
E. Refresher training
F. Training for promotion.
G. All of the above
8. Criteria for evaluating training effectiveness
A. Reactions
B. Learning.
C. Behaviour.
D. Results.
E. All of the above
9. Standards are the criteria against which performance is judged. It should be:
A. attainable
B. specific
C. observable
D. meaningful
E. measurable, and
F. Stated in terms of quality, quantity, timeliness, or cost.
G. All of the above
10. ways that you can break up training sessions and keep trainees attentive and
involved, including:
A. Quizzes.

58
B. Small group discussions.
C. Case studies.
D. Q & A sessions.
E. Question cards.
F. Role-playing.
G. Participant control.
H. All of the above

59