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MOMENT M. BHEBHE
Email: mbhebhe@msu.ac.zw

Tele: 0777 051 817 / MSU ext 266

Office: NSB 24

DEPARTMENT OF HUMAN RESOURCE MANAGEMENT

“Training varies in the degree of motivation possessed/esteem levels of trainees. Those with low
motivation or self esteem will normally take longer to complete a training programme than well
motivated trainees”
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Module Objectives

-After having completed this module, one must:

 Identify major purposes of training

 Be familiar with training manual or policy contents
 Be knowledgeable on needs analysis and training design
 Identify various on and off the job training techniques
 Be conversant with training evaluation and key elements necessary for
successful training.

1. INTRODUCTION TO TRAINING

- Training/development/learning/rationale for training/ training and HRM.

- training philosophy/policy/plans/budget/ training options

2. LEARNING

- Conditions for effective learning/learning theories and styles/transfer learning

3. TRAINING MODELS

- Systematic model /Transitional model/Instructional Systems Development model

- Nadler’s critical events model / High impact model

4. TRAINING NEEDS

- Training needs identification and analysis/training objectives

5. TRAINING DESIGN AND IMPLEMENTATION

- Content/structure/sequencing/ establishing rapport/key elements

6. TRAINING METHODS
- Various on and off the job training techniques or strategies

7. TRAINING EVALUATION

- Importance/ instruments/evaluation methods/presenting results

8. RESPONSIBILITY FOR TRAINING

- Roles of organisation, trainer, trainees and HRD professionals
- Successful transfer of training/language and culture in training
- Training administration/ record keeping
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9. TRAINING CONSULTANCY

- Rationale and importance/activities/benefits/challenges

10. GOVERNMENT TRAINING AND DEVELOPMENT POLICY

- Role of state/ Provisions and objectives of state policy

11. INDUCTION TRAINING

- Rationale/ Objectives and Benefits/ Induction model
- The induction process
- Issues covered in an induction programme

12. Other contemporary topics

- The concept of E learning
- Introduction to Management Development
- Concepts of Learning organisation and Organisational learning

-Tutorial attendance is non negotiable and active participation is encouraged.

-Textbooks (library and other), the press, discussions and materials including
internet research will go a long way in building a practical appreciation of the
world of training.

Final Continuous Assessment (Course work)

Assignment 1 (Written Assignment) 20 marks

Assignment 2 (In-class test) 40 marks
Assignment 3 (Tutorial Presentation) 20 marks
Semester Examination 60%

REFERENCE BOOKS
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Armstrong M (2010), Human Resource Management, Kogan Page Ltd, London

Cowling A & Mailer C (1998), Managing Human Resources, 3rd Ed. Arnold
Publisher, London

Erasmus BJ and Van Dyk PS (2003), Training Management in South Africa, 3rd
Ed. Oxford University Press Southern Africa, Cape Town

Grobler PA et al (2002), Human Resource Management in South Africa, 2nd Ed.

Thomson Learning, Bedford

Kapur Shashi (2004), Training and Development- The HR, 1st Ed. Infinity Books,
New Delhi

Mathis R et al (2003), Human Resource Management and Development, 10th

Edition, Prentice Hall, London

Meyer et al (2007), Managing HRD: An outcomes based approach, 3rd Ed, Lexis
Nexis, Durban

Nel PS et al (2004), Human Resources Management, 6th Ed. Oxford University

Press Southern Africa, Cape Town

Torrington D et al (2005), Human Resource Management, 6th Ed. Pearson

Education Ltd, Harlow

Journals can be accessed as guided on the MSU website.

TUTORIAL QUESTIONS
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1. If you were a newly hired Training Director for a medium sized

manufacturing company of 750 employees, how would you
communicate the importance of Training to top management? Could
you prove the value of training programmes in objective terms if
necessary?

2. Is Training more important in some industries than in others?

3. It is often hard to assess the value of a training programme. What are

the problems in evaluating the effects of training?

4. “The effective development of employees is dependent on high quality

off and on the job training”. Discuss

5. Outline the content and sequence procedures in course design.

6. Explain how you would evaluate a training programme indicating any

shortcomings of the evaluation process.

7. Discuss why training is an ongoing process for all organisations.

8. How does training reduce learning costs?

9. Evaluate the extent to which the role of the trainer is critically

important in the effectiveness of any training programme.

10. Discuss how you would carry out a training needs analysis of an
organisation you are familiar with giving examples.

11. Training is line management’s responsibility. Discuss this statement,

explaining how line managers can be committed to training.

12. “What differentiates one organisation from another could be the quality
of the people. If we train our staff, we are bound to get results”.
Comment on this statement, with reference to the benefits of training.

13.You must design an induction programme for part time waiters and
waitresses for The Village Lodge. Describe the issues that would be
covered by HR department and first level supervisor. Bear in mind the
target audience, essential and desirable information, and the literacy
levels of the employees.
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14. For a new employee at your institution, what information would he /she
want to learn in an induction programme?

15.A small company with less than 30 employees has engaged your
consultancy services to develop a good quality induction programme for
new employees. Show the necessary information and steps that you will
take in fulfilling this need.

16.In basket exercise Gobler, page 365

17.Identify and discuss various methods employed in the evaluation of

training effort.

Written Assignment
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Answer either Question 1 or 2.

Question 1

“A well thought out orientation programme is especially important for

employees who have had little or no work experience.” Explain why you would
agree or disagree with this statement. (20)

Question 2

Critically analyse the following statement, “e-learning is the complete answer

to a company’s training needs.” (20)

INTRODUCTION TO TRAINING –HRM 113

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TOPIC ONE – INTRODUCTION TO TRAINING

Training
- “is a continuing investment in the most valuable of all our national
resources.....the energies of our people....”. (UK scholar)
- is a learning process that involves the acquisition of knowledge,
sharpening of skills, concepts, rules or changing of attitudes and
behaviours to enhance the performance of employees.
- A systematic and planned process to change the knowledge, skills and
behaviour of employees in such a way that organisational objectives are
achieved. (Erasmus BJ and Van Dyk PS, Training Mgt in RSA, 1999)
- It is activity leading to skilled behaviour.

- It is about knowing where one stands (no matter how good or bad the
current situation looks) at present and where one will be after some
point of time.

- It is about the acquisition of Skill, Knowledge and Abilities (SKA) through

professional development.

- Usually a short term process specifically for job related purposes (task
oriented) and targeting mostly non managerial personnel.

- training standards are primarily derived from job description/task

requirements of a particular job.

- It is about change.

Development

- A strategy designed to enhance skills of existing or potential managerial

employees.
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- Refers to philosophical and theoretical educational concepts for general

purpose knowledge.

- Focuses on a broad range of skills including interpersonal and

managerial decision making.

- It is aimed at the long run and takes place continually throughout one’s
career.

Learning

- A continuous process by which a person acquires and develops new

knowledge, skills, capabilities and attitudes in the normal course of life.

- It is goal directed, based on experience and involves some recognisable

change in behaviour.

- A permanent change in behaviour that occurs as a result of exercise or

experience or both.

Importance of Training

- To meet the current and future organisation’s strategic, business and

operational goals through a competent, skilled and knowledgeable staff,
possessing the right attitude.

- It enhances performance of employees and the organisation to achieve

sustainable competitive advantage through quality and customer
oriented strategies.

- To stay abreast of technological advancement as well as sustaining

socio-economic pressures within the business environment (PESTELI).
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- To avoid managerial obsolescence i.e failure to keep pace with new

methods and processes that enable employees to remain effective.

- Is a powerful socialisation processes for potential, new and existing

employees as it aids create a brand as an employer of choice (corporate
image is thus enhanced).

- Talented people (achievement oriented individuals) want to work for an

organisation that grows them (career mgt) thus building on employee
commitment and loyalty.

- Developed staff tends to exhibit organisational citizenship behaviour

than poaching fully trained individuals.

- Leads to increased operational productivity and company profit.

- Creates a learning culture characterised by a healthy organisational

climate, team spirit, healthy working environ, shared vision, reduced
staff turnover and absenteeism, accepting change etc.

- Increases one’s worth in the labour market (employability) as well as

entrepreneurial skills.

NB: in RSA 2.7% of total employment costs is channelled towards training, in

USA 5%, Japan 10% (strong cultural pressures and clear legislative
structure). In Zimbabwe 1% of total wage bill is training allocated.

Training and Human Resource Management

- Training is an investment because other departments such as marketing,

sales, finance, production and HR depend on it for survival.
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- If training is not considered as a priority or not seen as a vital part in the

organisation, then it is difficult to accept that such a company has
effectively carried out HRM.

- Training provides the opportunities to raise the profile development

activities in the organisation.

- It helps increase commitment levels of employees and growth in quality

movement (key HRM concepts).

Training Philosophy

-It expresses the degree of importance an organisation attaches to training. It

underlies top management’s commitment to training intervention, usually
expressed by the percentage of funds allocated towards the training budget or
embedded within the mission statement of the organisation.

- it should be based on an integration of job content training as well as

leadership training and management skills, in accordance with career levels.

Training Policy

-It is an expression of intent that sets out what an organisation is preparing to

do in terms of developing its employees.

-it establishes the broad framework for its training plan which expresses the
priority training interventions of an organisation and the strategies to be
followed during a given period of time.

-the attitude of an organisation towards training and development is reflected

in its policy; this policy governs the priorities, standards and scope of its
training activities.
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-a training policy defines the relationship between the objectives of the

organisation and its commitment to the training function, as well as providing
operational guidelines for management. Furthermore, it provides information
for employees and enhances public relations.

-a training policy is subject to change as decided by top management in line

with organisational goals.

- it contains information with regards to induction of new staff, procedure for

selecting trainees, types of programmes funded or conducted by the
organisation, roles of various stakeholders and their obligations,
administration e.t.c

Training Plan

-a detailed statement of the training that will be implemented over a specific

period. It emanates from a reconciliation of priority training needs, the training
policy and the resources available (budgets).

-should comprise of detailed time plan (monthly, quarterly, half-yearly) of the

training requirements of each department, training outcome, responsibility,
training strategy to be implemented, summary of budget allocation per
department etc.

Training Costs and Budgets

-as part of the planning task, training should be presented as cost effectively as
possible, through using a budget.

-budgets are used as a financial control instrument for a specified period.

-should be flexible to allow for unknown factors to be factored.

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-training budgets can be in 3 forms: a central budget by the training manger,

individual budgets by line managers or a shared budget where the training
department budgets for generic aspects and line managers for specific unique
items.

-training expenses must be justifiable in terms of the overall business plans of

the enterprise. The following aspects must receive attention when a training
budget is prepared;

 Existing training and future needs e.g. induction and supervisor training.

 Facilities. which ones need to be purchased at what cost etc

 Suitable personnel. Make provision for the recruitment or retraining of

training personnel.

 Salaries of training personnel.

 Personnel development.

 Sundry costs including travelling expenses, bursaries, training material,

refreshments, meals and accommodation, fees for consultants etc.

Training Options

-there are four options that an organisation can consider before providing
training to its employees:

 Internal training. Either by setting an internal division for training or by

recruiting external trainers and call them to the company site using
their tools to conduct training.

 Product related training. The dealer who delivers the machine or

installs the system offers initial training. The user may negotiate with
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the dealer for regular up-grade of product related know how or

expertise instead of once- off training.

 Independent professionals. Considering the emerging threat and

opportunities, professionals need to keep themselves updated of the
developments and avoid obsolescence. The responsibility of training
entirely lies on the individual, as a better trained professional will
always have better market worth than others.

 Outsourcing. Exempts the organisation to concentrate on its core

business. It includes tying up with some reputable training or
educational institutions, sending employees for training. This way the
coy avails to its staff the required expertise and high quality training
program and saves money on content development, recruiting and
maintaining training team. Training quality has to be frequently tracked
so as to ensure the trainer’s performance and training effectiveness.
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TOPIC TWO – LEARNING

Conditions for effective learning (principles)

Motivation- adopt a ‘buy them in’ approach. Involve and clarify to trainees,
performance gaps, training objectives and outcome/ purpose in line with
personal and organisational goals.

Expectations- positive expectations matter. If the trainee perceives the training

as a waste of time and resources, training will fail.

Organisation- presentation of material should build on one another, avoiding

contradictions or ambiguities. Consider the learning pace of each
trainee.

Repetition- practice makes perfect. Ask trainees to repeat the information or

behaviour as a way of recalling and refreshing.

Active Participation- trainees learn best by making active responses and learn
best by doing and getting involved, not just listening e.g. through
discussions, tutorials, role plays...

Reinforcement- learning proceeds most effectively when the trainee’s correct

responses are promptly strengthened/supported.

Feedback- reduces anxiety and lets students know areas to improve on in line
with training objectives.

Application-practice in a variety of settings will increase the range of situations

in which learning can be applied and enhances transfer of learning for
effective performance.
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Only the learner can learn. The trainer acts as a facilitator, but the learner
must be able to learn independently. The responses that the trainee
makes are limited by their abilities and by the sum total of their past
responses.

Setting objectives. Outcome should be clearly indicated. The objectives should

serve as the basis for the achievement assessment.

Theories on Learning

1. The Behaviourist theory

- Asserts that learning occurs as a result of a reward or punishment.

- Learning has to do with a person’s response to stimulus. Thorndike

regarded training as a trial and error process and advanced his ‘law of
effect’ theory which states that if an organism finds the link between a
stimulus and a response satisfactory, the link will be strengthened and
the opposite is true. Skinner’s operant conditioning theory also applies.

- The theory is premised on the notion that learners must be rewarded

when they respond correctly and reprimanded when they fail.

2. The Humanistic theory

- Humans are sensitive and inquisitive (curious) and act with a view of
achieving personal objectives.

- The theory adopts McGregor’s theory X and Y as well as Maslow.

- The trainer and learner must regard themselves as unique individuals in

a complex interactive process, where the trainer’s task is to help the
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learner understand learning objectives, to create favourable learning

situations and to evaluate learning outputs.

- The learning process is the focal point, where the learner must achieve
full potential and set own objectives with the trainer merely facilitating
training.

- It encourages self discovery and self directed training.

3. The Gestalt theory

- Learning is perceived as a cognitive process involving the whole

personality. People develop their own understanding of the world.

- Its proponents argue that learning takes place by means of assimilation

(expansion) or revision of the learner’s understanding of the world.

Learning Styles

Individuals learn in different ways.

1. Neurolinguistic Programming

Suggest that people have a preferred way of learning and communicating

that is tied to senses. When one wants to remember certain information,
one tries to access a certain ‘file’ in the brain where one would have stored
the information-either in visual, auditory or physical feelings form.

2. Whole brain theory

Emphasise the preference of either the right or left hemisphere. The right
side of the brain is considered the seat of creativity and emotion, while the
left side is the seat of logic and reason. It argues that a logical approach will
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work for some people while an appeal to emotions may be more successful
with others.

3. Kolb’s 1974 model (Organisational Psychology)

He views learning as circular and a perceptual process whose key stages are
experience, observation of and reflection on experience, analysis of the key
learning points arising out from experience and the consequent planning
and trying out of new /changed behaviours.

4. Honey & Mumford model

They concluded that people’s predominant learning styles tended to fall into
one of the following categories;

Activists. Involve themselves fully in new experiences, are open minded and
not sceptical. They are enthusiastic about anything new, enjoy brainstorming
but tend to be bored with implementation.

Reflectors. Enjoy collecting and analysing data about experiences and events
but tend to postpone reaching conclusions for as long as possible. They
prefer to take a back seat in meetings and enjoy observing other people in
action. When they act, it is part of a wide picture which includes the past and
present and others’ observation.

Theorists. Tend to be detached, analytical and dedicated to rational

objectivity rather than anything subjective or ambiguous. They adopt a
logical approach to problems and prefer to maximise certainty and feel
uncomfortable with subjective judgements.

Pragmatists. Keen on trying out new ideas, theories and techniques to see if
they work in practice. They do not like ‘beating around the bush’. They are
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impatient with lengthy or unending discussions. They are essentially down to

earth and like making practical decisions and solving problems. Their
philosophy is ‘if it works, it’s good’.

Developing a learning culture

-should be accepted by all.

-there is a shared vision.

- builds on commitment, empowerment, self managed learning and long term

capacity building.

Transfer of Learning

-is the ability to use previous learning to ease new learning. It is positive if it is
helpful and negative when previous knowledge hinders performance in a new
situation. It can be maximised by:

*maximising the similarities between the training and the job.

*providing as much experience as possible with the task being taught.

*providing a variety of examples when teaching concepts/skills.

*labelling/ identifying important features of a task.

*making sure that training is rewarded on the job.

*designing the training so that trainees can see its applicability.

*use questions to guide trainees’ attention.

*generalising from basic principles and providing prompts and hints as well as
opportunities for practice.
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TOPIC THREE – TRAINING MODELS

A) Systematic Training Model

- is simple, logical and illustrates the dependency relationship between

different steps.

-it has 5 steps (IDDIE):

1. Identify and Analyse training needs- a diagnostic stage for setting training
objectives and help identify and analyse a performance gap that can be
bridged through training. The focus is on the department, the job,
employees, who needs training, what they need to learn, estimate the
training cost etc. Develop a performance measure on the basis of which
actual performance would be evaluated.

2. Design and provide training- to meet identified need. Develop objectives of

training, identifying the learning steps, sequencing and structuring the
contents.

3. Develop- list activities in the training program that will assist the participants
to learn, selecting delivery method, examining the training materials,
validating information to be imparted to ensure it accomplishes all the
goals and objectives.

4. Implementing-hardest part because one wrong step can lead to failure of

whole training program.

5. Evaluation-each phase to ensure it has achieved its aim in terms of

subsequent work performance and making amendments for
improvements.
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B) Transitional Training Model

- It focuses on the organisation as a whole. The outer loop describes the

Vision, Mission and Values of the organisation on the basis of which
training (inner loop) is executed.

- Vision focuses on the milestones the organisation would like to achieve

after a defined point in time. It may include bringing some internal
transformation.

- Mission explains the reason of organisational existence. It identifies the

position in the community. The reason of developing a mission
statement is to motivate, inspire and inform the employees regarding
the organisation. It tells about the identity that the organisation would
like to be viewed by the customers, employees and other stakeholders.

- Values entail the translation of vision and mission into communicable

ideals. It reflects the deeply held values of the organisation and is
independent of current industry environment e.g. social responsibility,
excellent customer care etc.

- The objectives of training are formulated keeping the 3 (V/M/V) in mind

and then the training model is further implemented in the inner loop
(which constitutes objectives, planning, implementing and evaluating).

C) Instructional Systems Development Training Model

- Widely used model as it is concerned with the training need on the job
performance.
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- Training objectives are defined on the basis of job responsibilities and

job description and on the basis of the defined objectives individual
progress is measured.

- it helps determine and develop favourable strategies, sequencing the

content and delivering media for the types of training objectives to be
achieved.

- is a continuous process that lasts throughout the training program. It

highlights that feedback is an important phase throughout the entire
training period.

- it comprises 5 stages:

1. Analyses-consists of training needs assessment, job analysis and target

audience analysis.

2. Planning-consists of goal setting of the learning outcome, instructional

objectives that measures behaviour of participants after the training,
types of training materials, media selection, methods of evaluating the
trainee, trainer and the training program, strategies to impart
knowledge i.e selection of content, sequencing of content etc.

3. Development-this phase translates design decisions into training material. It

consists of developing course materials for the trainer including
handouts, workbooks, visual aids etc for the trainee.

4. Execution- focuses on the logical arrangements, such as arranging speakers,

equipment, benches, podium, food facilities, cooling, lighting, parking
and other training accessories.
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5. Evaluation- it ensures that the training program has achieved its aims of
work performance. It consists of identifying strengths and weaknesses
and making necessary amendments in order to remedy practices.

D) Systems Training Model

- It views training as a subsystem of an organisation. It establishes a

logical relationship between the sequential stages in the process of TNA,
formulating, delivering and evaluating.

- 4 inputs i.e technology, man, material and time are required to produce
products/services. Every system must have some output from these
inputs in order to survive.

- it is planned creation of training program using step by step procedures

to solve problems.

- it stipulates that planned training will work effectively only if it is fully

integrated with the systems of relationships, structures,
interdependency and work in the organisation.

E) Nadler’s Critical Events model

- proposed by Nadler (1982)

- it views the training process in holistic terms.

Step 1 (Identifying the needs of the enterprise)

- External and internal environmental factors affect the ability of an

organisation to survive and grow. These factors generate needs for the
firm and its employees 1) change in product/service 2) change in
technology 3) change in consumer preferences and taste 4) change in
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laws 5) change in management/organisational structure 6) change in

eco-political/socio-economic demands etc.

- It is critical that enterprise and individual needs be taken into account

when gathering information.

- Training needs are thus informed by market information and then design
and implementation of a training programme can take place.

Step 2 (Specify performance or set standards)

- Analyse employees’ work through supervisors, co-workers and

employees themselves. The aim is to determine work standards against
which individual’s performance can be measured.

- The stage is work/job centered.

Step 3 (Identify Training Needs)

- Determine performance gap of individual and set standards. N= P – KD

where N= needs, P=expected performance and KD=what already the
employee knows.

- The stage is person centered.

Step 4 (Formulate Training Objectives)

- Can be general or specific.

- Should be SMART.

Step 5 (Compiling a Syllabus/content)

- Training should be carefully planned.

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- The content and sequence of what must be learned is determined,

based on training objectives (SMART)

Step 6 (Selecting Instructional Strategies)

- A variety of techniques/methods of transferring skill, knowledge and

attributes are available e.g. role plays, classroom lectures, videos.

- It is essential that strategies selected should suit the content and aim
of a training program.

- The aids (such as slideshows, videos, and chalkboards) must be

selected with the view to presenting training in a meaningful and
enriching manner. Strategies that suit the unique circumstances of
the enterprise must therefore be divided.

Step 7 (Acquiring Instructional Resources)

- Consider a variety of resources to ensure the successful presentation

of a training program.

- Resources can be physical (equipment, material, facilities) financial

and manpower (facilitates, instructions, trainees).

Step 8 (Presentation of Training)

- Training is then presented as planned and the success of this phase

ensures the success of the training program as a whole. This stage
includes aspects such as presenting, evaluating and concluding the
training program.

High Impact Training Model by Sparhawk S. (1994)

- a 6 phase process focusing on providing effective, targeted training.

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- Each phase of the model moves the training effort forward (i.e. the
result of each phase is the input for the next phase)

Phase 1 (Identify Training Needs)

- Identify specific training needed to improve job performance,

investigating the reasons for training and describe training that
would satisfy identified needs.

Phase 2 (Map the Training Approach)

- Set SMART objectives and plan the design.

- To develop the design plan, objectives are used and should guide
the trainer through the process of choosing an approach to meet
the objectives.

Phase 3 (Produce effective learning tools)

- Create actual training material including training manuals,

audiovisual aids, as guided by set objectives.

Phase 4 (Apply successful training techniques)

- Deliver training to the targeted population

- Apply several approaches e.g. coaching, role plays, computer

based training e.t.c

Phase 5 (Calculate measureable results)

- Trainer should determine whether the stated objectives were

achieved and contributed to job improvement.

- Results must be communicated and if necessary redesign

measures must be taken.
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Phase 6 (Track ongoing, follow through)

- Upon successful training, the trainer must ensure that training

remains objective.

- Organisations constantly change and appropriate training must

be developed to adapt to changes.
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TOPIC FOUR – TRAINING NEEDS

Training Needs Identification and Analysis

- Seeks to establish a performance gap (between what employees ‘must

do’ and what they ‘actually can do’) that will be addressed through
training.

- In identifying the need the formula is P- KD = N, where P represents

expected performance, KD what the employee already knows and n for
the needs.

- It ensures that training is provided in areas it is needed and that

programs designed are relevant.

- It will establish if training is the solution at all. (alternatives include

counselling, disciplinary action, financial injection, machinery change...)

- It is conducted at 3 levels:

1. Organisational Analysis. Analyse organisation’s wide performance.

Indicators for the need of training include accident and injuries statistics,
absenteeism, turnover, productivity, quality, labour and operating costs,
sexual harassment charges, structural changes, competition, macro
environmental demands etc. Business and HR plans give information on
the types of skills and competencies the organisation need now and in
future. Examine organisational goals, resources, climate of training,
internal and external environmental constraints (e.g. through a SWOT
analysis).

2. Operational or Task analysis. Involves a description and breakdown of

the tasks which make up a job into simple elements and analysing how it
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should or is being performed (actual v desired) to establish performance

gaps. Information can be collected through job descriptions, person
specification, defined performance standards, job observation, surveys
and performance reviews.

3. Personal Analysis. Identify individuals that need training, what SKA

need to be acquired or strengthened. Data can be collected through
management committees, assessment centres, attitude surveys, group
discussions, questionnaires, skills test (e.g. typing or driving),
observation of behaviour, performance appraisals, performance
documents, exit interviews etc.

Stages in TNA
Preparation- determine scope of TNI and agree on time scale and resources to be used to collect data.

Data Collection- at any of the 3 levels cited above

Interpretation of Data- assess the results and the extent, is there a need for training?

Recommendation- training proposed, resources required, time scale of training programme,

arrangements and evaluation of programme training, estimated costs

Action plan- identify trainers and time scheduling of training.

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Tools necessary in selecting needs assessment method

1. Employee involvement 2. Management involvement

3.Time 4. Cost

5. Needs assessment information must be relevant and quantifiable.

Training Objectives

- A statement comprising, various activities that have to be mastered by a

student.

- After TNA, SMART training objectives should be written to reflect what

the participants should be able to do on completion of training including
skills, knowledge, abilities and attitudes.

- Help determine appropriate training methods to adopt by focusing on

areas of employee performance that need change.

- Help clarify what is to be expected of both the trainer and the trainees

- Become a point of reference for evaluating the program.

- Should be explicit/ unambiguous.

- Should be aligned to overall strategic business objectives.

To the trainer

- Helps measure progress of trainees and make required adjustments

- Helps establish a relationship between objectives and training segments

- Aids in preparing / purchasing relevant material.

- Helps deal effectively in an unexpected situation / control purposes.

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To trainee

- Helps reduce anxiety (feeling of going/ doing the unknown)

- Helps increase in concentration

- Helps increase the probability of success in training for participants in a

motivating manner.

To Evaluator

- Becomes easy to measure progress as objectives define the expected

performance of training.

Qualities of good training objectives

- A statement of outcome behaviour

- A description of the conditions under which the outcome behaviour is

expected to occur.

- A statement of the minimum level of achievement that will be accepted

as evidence that the employee has accomplished what was required.

- Involve employees when reviewing formulated objectives prior to

training and factor in their expectations

An example of a training objective for a typist;

Terminal Behaviour : to word process

Condition : given a standard word processing operator’s exam

Min. Achievement : 60 words per min. With error rate of less than 2%
 32

TOPIC FIVE – TRAINING DESIGN AND IMPLEMENTATION

Training Design

- HRD or Training staff should construct a plan to help schedule and plan
what training courses will be offered within a certain time frame. They
should draw up a checklist to help ensure that everything is ready for
the training program.

- Is undertaken when clear training objectives have been produced.

- Cole (1997) states that if a training program is to be relevant and

effective the following questions with regards to the CONTENT must be
answered by the trainer:

 What are we trying to achieve in this program?

 What do we expect participants to achieve?

 What content is required to achieve the aims?

 How feasible is the content in light of time and resources available?

 How should this content be structured?

 What learning methods should we employ?

 Who should conduct the training program?

 Where and when should training take place?

 To what extent should the participants be consulted about the nature

and scope of the training program?

 How should we evaluate the success of the training program?

 33

- The sequencing of the material to be learnt should be considered. The

trainer based on trainee SKA will decide whether to move from the
known to the unknown/ the simple to the complex / theory to pursue
practice / the concrete to the abstract / general to the particular / unit
to whole /building on previous knowledge/ dependent relationship.

- The following should be taken note of:

 The trainer- trainer should analyse his technical, interpersonal,

judgemental skills so as to deliver quality content.

 The trainees- close scrutiny of trainees and their profiles in terms of

age, experience, needs and expectations is necessary.

 Training climate- comprises of support, tone feelings and positive

perception for the training climate.

 Trainees’ learning style- learning style, age, experience, educational

background of trainees must be kept in mind in order to get a right
pitch to design the program.

 Training strategies- including translating objectives into specific

training areas and modules. Prepare a priority list of what must be
included.

 Training topics- decide on content to be delivered, breaking it into

headings, topics.

 Sequence of content- explained above

 Training tactics- choose most appropriate techniques, depending on

trainees’ background, time allocated, style preference of trainer, level
of competence of trainer, availability of facilities and resources etc.
 34

 Support facilities- include printed and audio visual (white boards, flip
charts, markers etc)

 Constraints-should be taken note of. Include time, accommodation,

facilities and their availability, furnishings, equipment, budget etc

Training Implementation

- Putting training program into effect according to a definite

plan/procedure.

- Once the staff, course, content, equipment, topics are ready, training is
implemented as timed.

- 75% of information is easily taken visually and learning by doing is

encouraged.

- Watch body language and check by asking questions.

- It requires continual adjusting, redesigning and refining.

- Preparation is the most important factor to taste success. Therefore the

following facts be kept in mind while implementing training program:

 The Trainer- be mentally prepared before the delivery of content,

prepare materials and activities well in advance, set grounds before
meeting with participants by making sure that he/she (trainer) is
comfortable with course content and is flexible in approach.

 Physical set-up- good physical set up is pre-requisite for effective and

successful training program because it makes the first impression in
participants. Classrooms be arranged to bring people together both
 35

physically and psychologically, with right amount of space allocated

to every participant.

 Establishing rapport with participants by:

o Greeting participants in a simple way to ease initial tense

moments.

o Encourage informal conversation

o Remembering their first names

o Pairing up the learners and have them familiarised with one

another.

o Listening carefully to trainees’ comments and opinions

o Telling the learners by what name the trainer wants to be

addressed.

o Getting to class before the arrival of learners.

o Starting the class promptly at the scheduled times.

o Using familiar examples

o Vary in instructional techniques

 Reviewing the agenda- at the start of the training program, review

the program objectives. Tell the participants the goal of the program,
what is expected out of them at the end of the program and how it
will run. The information to be included includes; kinds of training
 36

activities, schedule, setting group norms, housekeeping

arrangements, flow of program, handling problematic situations etc.

TOPIC SIX – TRAINING METHODS/TECHNIQUES

- They are cognitive/ behavioural and management development

methods.

 Cognitive Methods- focus more on giving theoretical training to

trainees, providing the rules on how to do something, written/verbal
information and demonstrating relationships among concepts. These
methods are associated with changes in knowledge and attitudes by
stimulating learning. They include lectures, demonstrations,
discussions and computer based training.

 Behavioural Methods- focus more on giving practical training to

trainees. It allows trainees to behave in a real fashion. It is best used
for skill development. It includes business games and simulations
(behaviour modelling, case studies, role plays and in basket
technique).

 Management Development- more future oriented and more

concerned with education of employees to become better
performers. It attempts to instil sound reasoning processes. It is
divided into on the job training including coaching, mentoring, job
rotation and job instruction technique as well as off the job training
through sensitivity training, transactional analysis, lectures and
simulation exercises. Management are usually exposed to
programmes intended to prepare them for higher positions, which
 37

have to make them aware of a wide range of subjects that may affect
the success of the enterprise.

ON THE JOB TRAINING TECHNIQUES

- Typically involve job instruction given by an employee’s supervisor or an

experienced co-worker on a day to day basis or as part of a specially
tailored program.

- Most of training in Zimbabwe is performed on the job through learning

by doing.

- Includes job rotation, lateral promotion, enlarged and enriched job

responsibilities, job instruction training, apprenticeship, coaching,
mentoring, committee assignments, demonstrations, sitting with Nellie
and secondment.

Benefits

- Employee is doing the actual work.

- Employee receives instructions from an experienced employee/

supervisor who has performed the task successfully.

- Training is performed in actual work environment under normal

conditions and requires no special training facilities.

- Training is largely informal, relatively inexpensive and easy to schedule.

- Training may build cooperative relationships between the employee and

the trainer.
 38

- No re entry/ adjustment problems.

Challenges

- Trainer may not be motivated to train/ accept training responsibility;

thus may be haphazard.

- Trainer may perform the job well but lack the ability to teach others how
to do so.

- Trainer may not have the time to train and may omit key elements.

- Noise disruption and interruptions.

- Mistakes are costly and disruptive to work of sections.

- Pressure and inadequate time for concentration and analysis by trainees

OFF THE JOB TRAINING TECHNIQUES

- Any form of training performed away from the employee’s immediate

work area.

- Can be in-house (conducted within the organisation’s own training

facility by specialists from the training department /external
consultants) or off-site programs such as a college or university.

- Includes lecture, conference/ discussion, sensitivity training,

vestibule/simulation, technology based training, case study, role plays,
management games, in-basket exercise, assessment centres, wilderness
 39

training, behaviour modelling and membership of professional

organisations.

Benefits

- Cost effective (training in groups)

- Makes use of more competent trainers

- Better planning and organisation (more time)

- Environment free from the normal pressures and interruptions of the

work place.

- Enables small companies with limited resources to train employees

without the formidable expenses of a large training staff and training
facilities.

Challenges

- Employees attending training are not performing their jobs (production

time lost).

- Transfer of learning may be difficult as most programs contain limited

applications for a trainee’s specific problems and situation.

On or Off the job training determinants

- Learning climate of the workplace.

- Goals and objectives of the training effort.

- Resources (budgetary/ HR /facilities etc)

TRAINING TECHNIQUES/ METHODS/ STRATEGIES (23)

 40

Job Rotation. Can be in form of cross training or lateral promotions. It

involves placing employee on different jobs for a period of time in order
to understand how various work areas function.

Enlarged and enriched job responsibilities. Increasing autonomy and job

responsibility, redesigning the job to stretch and test the employee in
new ways. This ‘empowerment’ philosophy focuses on needs
satisfaction and motivation; employees grow in their jobs, taking more
personal responsibility and control.

Job Instruction. Includes preparation and presentation, performance try

out and follow up. Influenced by WW 11 to enable supervisors to train
their employees quickly and effectively.

Sitting with Nellie. Oldest and most common in organisations especially

in production and manufacturing. Trainee is assigned to an experienced
staff member similar to coaching. This staff member is often untrained
but uses experience to pass knowledge as quickly as possible in order to
make the trainee effective at the job.

Coaching. Involves helping an individual to make the best of their

potentials. The coach usually immediate supervisor sets goals and
provides assistance in reaching them by giving timely and constructive
performance feedback. The coach answers questions, lets employee
participate in decision making, stimulates the employee’s thinking and
helps when problems occur. Trust, cooperation and mutual respect are
imperative for coaching to be helpful.

Mentorship. Experienced person in the organisation acting as ‘parents’

providing guidance to the learner through advice, passing on of
 41

experience and knowledge to develop employee. Often associated with

employees who have higher career aspirations. Formal and informal
mentorship can be employed.

Committee assignments. Managers spend more time serving in

committees, formed to solve current problems, plan for the future and
discuss and act on issues critical to the organisation. It enables learners
to strengthen a variety of skills especially for new recruits.

Lecture. A lengthy talk delivered uniformly to a large group in a timely

manner. A more favourable one adopts an integrative learning based
training program which creates a relaxed, positive atmosphere and uses
a wide range of methods including discussion, games, stories, poetry,
music etc.

Conference/ Discussion. Focus on organisational problems, innovative

ideas and new theories and principles. It permits a dialogue between the
trainer and the trainee, as well as among the trainees, with two way
communication for effective feedback.

Simulation. Is about imitating, making judgement, opinion on how

events might occur in a real situation. Training area is created to
resemble the employee’s actual work area. It is performed with the aid
of an instructor, who demonstrates on the same kinds of machine and
uses processes the trainee will use on the job. It can entail role playing,
in basket exercise, management games, case studies etc.

Technology based systems. CD Rom approach and web based training.

Internet offers training opportunities not bound by either time or place.
Satellite linkages, compressed video and other video conferencing
 42

techniques are technology based approaches that enhance

organisational communication and training.

Case Study. Is a narrative description of an organisational problem

requiring participants to identify and analyse specific problems, develop
alternative courses of action and recommend the best alternative. Often
done in teams, giving members insight into group dynamics and group
decision making processes. Its primary purpose is to enhance problem
solving skills.

Role playing. A dramatic enactment between 2 or more people intended

to represent a situation. Is a simulation in which each participant is given
a role to play. Trainees are given limited information (with no scripts)
related to description of the role, concerns, objectives, responsibility,
emotions etc. Then a general description of the situation and problem
each one faces is given e.g. a strike situation or interviewing and
counselling followed by a discussion.

Management games. A simulation designed to replicate conditions

faced by real organisations and usually involve competing teams that
both make decisions concerning planning, finance etc of a hypothetical
organisation. The winner is usually the team that achieves the highest
net profit at the completion of the game.

In-basket exercise. A simulation consisting of notes, letters, memos and

other information that is typically of the kind of printed material that
crosses a manager’s desk daily. Designed to develop analytical and
problem solving skills of lower level managers. It forces the trainee to
make immediate decision and to determine priorities. Participants must
 43

quickly think through alternative courses of action, select the best

solution and determine how it should be implemented. E.g. a note from
a trusted and valuable employee who will resign if she does not get a
10% increase and an anonymous letter stating that alcohol and illegal
drugs are being consumed in cars in the company parking grounds
during lunch hour.

Assessment centres. A technique that requires managers to participate

in activities designed to identify their job related strengths and
weaknesses. It is primarily a devise to select new managers (also a
developmental tool for existing managers). Activities include interviews,
leaderless group discussions, role playing and in basket. Participants
then receive detailed, specific feedback on their performance and their
developmental and growth needs.

Membership of professional organisations. A way to keep pace of new

theories, principles, methods and techniques e.g. IPMZ. Monthly
meetings, conventions, members’ network, exchange ideas and discuss
common problems. Often coy pays membership fees and travel
expenses to annual meetings.

Wilderness training/ Outdoor learning. A term describing a variety of

management and executive development programs that take place in
outdoor settings and include golfing, boat cruise, white water rafting,
canoeing etc. Its purpose is to develop and nurture interpersonal skills
such as confidence, self esteem, team work, trust and goal setting. It
may help uncover hidden talent.
 44

Behaviour modelling. A classroom oriented technique used to teach

problem solving skills to first level supervisors. It utilises role playing,
focusing on gaining skill on how to deal with common problems such as
absenteeism.

Sensitivity training. Individuals become more aware of their feelings and

learn how one person’s behaviour affects the feelings, attitudes and
behaviours of others. An open and honest ‘no holds barred, tell it like it
is’ discussion takes place among participants.

Shadowing. Involves being assigned to someone and observing him after

a fixed period.

Resource learning. Located parallel to learning centre systems such as a

library. A good resource centre should have books, journals, databases,
study packs, videos, computers, CDs and personnel to guide the users on
how to use the resource.

Open learning. Based around the individual and his/her requirements.

An individual seeks to improve his knowledge/skills and moves at own
purpose. Should be flexible and accessible to meet the needs of the
individual and should be relevant to the job. Conventional learning can
be restricted for the employee to undertake unlike open learning e.g.
studying through UNISA or ZOU or MSU’s online study.
 45

TOPIC SEVEN – TRAINING EVALUATION

- It is an attempt to obtain feedback on the effects of a training program

and assess its value in achieving its objectives in an economic way.

- Is to determine whether trainees actually learned new skills and

attitudes or a body of knowledge as a result of the training intervention.

- Was the training effective?

- It is the justification moment on investment.

- To determine the extent to which objectives have been met (as these
define the performance gap addressed through training).

Purpose of Training Evaluation

- Feedback. By defining the objectives and linking them to the learning

outcome.

- Research. Helps ascertain the relationship between acquired knowledge,

transfer of knowledge at the workplace and training.

- Control. As a check on the effectiveness of training.

- Power games. At times top management (higher authoritative

employees) uses the evaluative data to manipulate it for their own
benefits.
 46

- Intervention. Helps determine whether the actual outcomes are aligned

with the expected outcomes and whether to drop or improve the
program

Methods/instruments of Training Evaluation

- Observation

- Questionnaire

- Interviews

- Self Diary and materials analysis

- Self recording of specific incidents

- Tests / examinations

- Tutor reports

- Structured exercises and case studies

- projects

Kirkpatrick’s levels of evaluation

1. Reaction. What does the learner feel about the training undertaken?
This stage is usually subjective, i.e either trainee will favourably
respond because he enjoyed the program or may unfavourably
respond because he does not like the trainer.

2. Learning. What facts, knowledge, capability etc did the learner gain?
Test trainee before and after the intervention.
 47

3. Behaviour. The extent of behaviour and capability improvement and

implementation or application. Is the transfer being witnessed?

4. Results. What results occurred i.e did the learner apply the new skills
to the necessary tasks in the organisation, and if so, what results
were achieved?

Cost Benefit Analysis

- This method assesses the overall impact of training on organisational

performance.

- Calculated as = benefits from training ($) – costs of training ($) X 100

Costs of training ($)
- It measures costs against monetary benefits of training. Costs
constitutes materials, supplies, lost work time, travel expenses,
consultant fees etc.

- Business case has to convince management that there will be an

acceptable return on the investment.

- RESEARCH ON PHILIPP’S ROI MODEL AND WARR, BIRD AND

RACKHAM’S CIRO MODEL

Issues to be considered in evaluation

Trainers

- How well qualified are the trainers for the program?

- What range of skills do they have?

Trainees

- How were they selected?

 48

- What are their individual needs?

- What previous learning did they bring to the program?

Learning Content

- What is the impact on the trainees of all the factors being used to
evaluate the program?

- What standards of behaviour/ output are expected of graduate

trainees?

- Was the atmosphere conducive to the output of the program?

Course Content and Structure

- How appropriate were course aims and objectives?

- To what extent was theory linked to practice and vice versa?

- How relevant was the course content itself?

Learning Methods

- What range of learning methods were used during the training program?

- How effective were they?

- How well did the training staff apply the selected methods used?

Materials

- What handouts were used and the basis of their selection?

- How useful were the handouts to the trainees?

 49

- What documents were used to indicate individual progress or other

forms of feedback? (reports, questionnaire, exams)

Behaviour changes

- What changes have been noticed in the development of the trainees?

- To what extent have intended changes been noted in the development

of the employees?

- What unanticipated changes have occurred? If they are negative

redesign program, if positive use to reinforce program.

NB: seek external people to evaluate, call for self evaluation by trainees
with a well laid criteria free from bias adopted.

Training can be evaluated before, during and after the interventions:

Before the implementation phase. Will the selected methods really results
in the employee’s learning the knowledge and skills needed to perform the
task or role. Has the method worked before on other employees? Evaluate
trainee SKA before implementation.

During the implementation. Do they perceive it as a waste of resources?

Ask employees how they are doing and if they understand. Periodically
conduct a short test. Is the employee enthusiastically taking part in the
activities and coming early?

After completion. Give test before and after training and compare results.
Interview trainee before and after and compare results. Watch him perform
the task or conduct the role. Assign an expert evaluator from inside or
outside the organisation to evaluate the learner’s knowledge and skills.
 50

Presenting Results of evaluation to interested parties

- Must be circulated widely to all potential interested parties if the aim

was to make everyone know about the results.

- If the aim was to conduct a discreet enquiry into delicate issues of the
individual, then the results should be reported to the manager.

- Present in a clear format and using the right presentation methods to

convince the interested parties on the value of training, including
recommendations on rectification or future training
 51

TOPIC EIGHT – RESPONSIBILITY FOR TRAINING

Role of Organisation

- Provides the first contact for various key stakeholders in a training

intervention.

- Make trainer and the organisation aware of culture, climate,

responsibilities in the organisation etc

- Plays a role in TNI, selecting participants, defining expectations from the

program, monitoring trainees’ progress and transferring training to the
field.

- Define a training philosophy

- Create an enabling environment/culture

Role of Trainer

- Removes the mental block of trainee

- Motivates the trainee to learn

- Review training objectives

- Create a realistic expectations

- Deletes the negative perception of the trainee regarding the training.

 52

- Assessing/ Review training needs of individuals

- Designing a training program

- Planning and coordinating the resources required.

- Evaluating the training program

- Administrative and record keeping

- Major competencies required in a trainer include:

o Presentation skills

o Business skills i.e budgeting, time management, negotiation

o Content development i.e material production, layout

o Self development i.e interpersonal skills, good listening skills.

- The skills that need to be present in a trainee are exhibited in TNA,

training design, evaluating the training programs, worksheet design etc

Role of Trainee

- Is the major stakeholder in a training program

- Should be willing to learn

- Some factors that affect the trainee’s learning are;

o Personal-family, personal problems, relationship between the

training program and personal objective, self esteem level,
benefits expected from training, comfort level with the trainer,
learning style of trainee, previous training experience, desire for
professional growth and development.
 53

o Environmental- relationship with colleagues and subordinates,

training team, trainer team, training objective, content of training,
training design, environment in the program, infrastructure i.e
breaks and eating facilities.

NB: No matter how well constituted a training program is, in the end it is
the trainee only who decides whether to change his behaviour or not.
Trainees do not change their behaviour merely because someone tells
them to do so. They change when they feel there is need of it. Trainer
and organisation can only try to remove the mental blocks of the
trainee; the rest depends on the trainee him/herself.

Role of HRD Professionals

- Active involvement in employee education to ensure that employees

perform to their best abilities for enhanced employee performance.

- Integrate training effort to the overall business plan and functional

objectives (HR, marketing, production, accounting etc).

- Main link with the top management as a training strategist and

marketer.

- Provides internal consultancy in solving/enhancing departmental

performance.

- Rewards for improved behaviour (influence)

- Provide pre-employment market oriented skills development education

and post employment support for advanced education and training.

- Flexible access i.e anytime, anywhere

 54

- Tangible commitment, support and logistical back up for training as an

administrator.

- Evaluates the impact of training effectiveness to individuals and

organisation.

Successful transfer of training

- Can be enhanced by supervisor support, trainer support, peer support,

reward system, climate and culture:

 Peer support. Learning culture should be encouraged in the

organisation. Peer support should encourage, share and build on SKA
from the training participant.

 Supervisor support. Should motivate trainee to learn and provide full

support to encourage them to learn as much as possible. Can reduce
negative factors such as the work piling up during the training as it
makes the employee uncomfortable and develop a negative
perception about the training program.

 Trainer support. Besides training, should also keep check on how

trainees are performing and help them and discuss with them if they
encounter any problem at the workplace.

 Climate. Comprises of coy policies, attitude of upper management

towards employees and towards training. A positive climate will allow
for effective transfer of training, as employees realise how committed
the organisation is through time and resources spent on them.
 55

 Culture. Should provide enough opportunities to its employees to

implement what they would have learnt in the workplace and
provide social support, challenging jobs etc

 Reward System. Learning outcome should be linked to reward

system to increase the success of training.

Language Problem in Training

- Comprises spoken and unspoken means of communication.

- The best of the best training programs will fail if trainer is not well
versed in communicating trainees’ language.

- Language is one of the most important ingredients of culture.

Spoken language. Trainees receiving training prefer to speak in

their own language unless an agreed/ defined language that
caters for various cultures is adopted. It can help establish a
rapport among trainees, important for the transfer of training. It is
one of the major barriers when it comes to giving training in cross
cultural environment. Chinese is the mother tongue of the largest
number of people followed by English and Hindi.

Unspoken language. Means non-verbal communication. It uses

body movements and gestures such as raising eyebrows, smiling,
hand movements, facial expressions etc. A failure to understand
unspoken language can lead to failure of communication because
body language is not the same in every culture e.g. thumbs up
gesture in the US & Europe indicate that ‘its fine’, but it is vulgar
gesture in Greece.
 56

- Therefore using the right body language is very important in cross

cultural training.

Culture in Training

- Trainer should understand socio- economic and cultural background

when training.

- Values, norms, attitudes are the building blocks of training culture.

- Values means what a group of people believe to be good or bad, right or

wrong.

- Norms are the social rules and guidelines that prescribe appropriate
behaviour.

- An attitude disposes a person to act in a certain way

towards something in a certain situation.

- A trainer giving training in different cultures has to keep these things in

mind before delivering content.

- For example, people in USA are very punctual coming a little early for
any meeting or party as it is considered polite to arrive early. In Great
Britain, people tend to come late for any appointment. If called to come
at 5pm, that means come at 5.30pm or 6pm. In Argentina, coming on
exact time is far too early.
 57

- Age, gender and professional status counts. In Japan people give high
regard to older people whom they regard as having greater knowledge,
skills, wisdom and abilities. Thus people are more willing to listen to and
seriously consider the information given by older trainers. Therefore a
young trainer would have to work harder to gain attention and avoid
facing problems in executing the program and transfer of training.

- Assumptions may be positive or negative, good or bad. They influence

attitudes and perceptions. Most people see what they want to see and
believe what they want to believe. The tendency to make assumptions
and forming attitudes regarding certain things can be a big problem in
cross cultural training. Differences in assumptions can sometimes be
very problematic e.g. trainer may believe that if trainees do not
question, they understand the content. On the other hand trainees
might believe that if they ask questions, the trainer might think they are
dull.

- Presumptions can sometimes result in disrespect, mistrust or resistance

to change behaviour after training. For instance, trainees might
misinterpret trainer because of his different accent, appearance, style.
Lack of interest of trainees demotivates trainer to transfer expertise and
skills. This can lead to discomfort and misjudging the other’s motives and
goals.

- It is important to analyse the audience on the factors of custom, values

and language in cross cultural training.

Training Administration/ Record keeping

 58

- Right type of records should be properly stored as they assist determine

whether employee performance should be improved or not.

- A reliable IT system should be maintained to allow for the retrieval of

necessary training information.

- Statistics are availed for national planning purposes as well as to the

Labour Ministry.

- Training records are kept for making strategic training decisions as part
of the planning process help keep track of the status of skills in an
enterprise and individuals can access them for personal developmental
purposes.

- Main types of records that should be kept by a training department

include HRP data, records of courses attended including personal
employee training records, performance and development appraisal
records, in service training records and course evaluation records.
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TOPIC NINE – TRAINING CONSULTANCY

Training as Consultancy

- Training Consultancy provides industry professionals to work with

organisations in achieving its training objectives.

- It has been estimated that 58% of the emerging market in training

outsourcing is in customer education while 42% of the market is in
employee education.

Rationale behind Training Outsourcing

- Cost reduction has been indicated as one of the major reasons of

training outsourcing for the organisation.

- Alignment with the company’s business strategy.

- Increases competitiveness

- Increases speed to market.

- Eliminating fixed costs.

- Not a company’s core competency.

Importance of Training Consultancy

 60

- Helps enhance company’s image

- Helps in strengthening team spirit

- Helps apply knowledge, developing core competencies and reducing

work load.

- Helps in improving work relations

- Helps in developing focused and inspired staff

- Leads to greater chances of success.

Activities outsourced in training

- In a recent survey, respondents were asked to rate the training activity

that is outsourced in a greater percentage..

- Training delivery (76%) and content management (68%) came out to be

the two most commonly selected activities, indicating that organisations
are now becoming confident in training outsourcing activities.

Training delivery 76%

Strategy Development 13%
Logistics 9%
Enroll management 10%
Program Oversight 14%
Content Development 68%
Results/ Measurement 10%
Learning Technology Management 25%

Courses Offered by Training Consultancies

 61

- Consultants can provide help in areas such as management development

(conflict management, project management, and senior management
workshops), team building leadership, health and safety training,
interpersonal skills, sales techniques, interviewing and counselling skills,
customer care, HR and personal development course etc.

Qualities looked for in Training Consultancies

- Proficiency is the most important characteristic looked for while

selecting training outsource provider.

- “Worth of a training consultancy” is of paramount importance.

- The principal reason to pursue training outsourcing is to reduce cost;

therefore the price involved would be a key criterion.

- Cultural fit

- Economic stability

- Industry knowledge

- Successful case studies

Benefits of outsourcing

- To save costs

- Gain access to practical and technical proficiency

- Concentrate on core competencies

- Offer enhanced training to their employees

- Allows companies to deliver best training to their employees and give

the clients the best of their abilities in service or production.
 62

- The key to increase in customer turnover is customer satisfaction.

- Customer retention. Retaining existing customers is now much more

important than acquiring new customers.

- Efficiencies and improved consistency of training.

Challenges of outsourcing

- Many stakeholders and the challenges thereof (too many cooks??).

- Dispersed location. Organisations engage training consultancies in

different geographical regions adding further complications to the
delivery and scheduling of training. Most of the times, training has to be
localised for different languages and cultures, which also require specific
resources.

- Budgetary inadequacy to outsource.

- Know how. Randomly applied know how, unplanned customization

work, lack of standards and scarcity of capable resources can channel
the training program into a failure.

- Loss of control. Organisations taking this route are left with little or no
control over training partner and often are not able to keep up with the
consistency and quality of training across the channel.

- Coverage. Measuring the results and finding the business focused

information about the training consultancy is difficult or impossible to
get, preventing the organisation to obtain the true insight of training
consultancies.
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- Employment inefficiencies. Obtaining satisfactory organisational

resources is a constant problem for the organisations engaged with
training consultancies. Employee turnover and inadequate employee
training worsens the situation.

Successful Training and Development for Managers

- Modern facilities, expensive equipment, abundant staff administrators,

an ample training budget will not guarantee the success of management
development.

- The success of management development is measured by its ability to

produce a steady stream of competent, motivated managers who are
able to meet current and future organisational goals and needs.

- A number of conditions must be satisfied:

o Performance Appraisals. The developmental needs of current

managers are most effectively pinpointed through objective, results
oriented appraisal techniques that will help uncover specific
deficiencies in managerial skills and abilities. Results oriented
systems such as MBO help conduct a valid assessment program.

o Long range planning. Training and development activities must be

based on future needs of managers and the skills required to fulfil
future job responsibilities e.g. potential changes in technology,
government legislation and other internal or external variables must
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be analysed and incorporated into training and development

activities to prevent management obsolescence in the future.

o Top management support. Training and development intervention

must receive strong endorsement from top management. Support
also means a sufficient budget to carry out a full program. The
tendency to slash training budgets during hard times must be
resisted. Demonstrate to top management the success of any
intervention in contributing to the strategic and operational goals of
the organisation with emphasis on cost effectiveness. HRD
professionals in this regard must possess 4 set of skills;

Power skills-to enable him to influence the people he interacts

with. T & D activities should be ‘sold’ to clients-line managers
throughout the organisation.

Relationship skills-enables the development of supportive

relationships including communication, empathy, listening and
team building.

Entrepreneurial skills-include the ability to solve HR problems

creatively and to take calculated risks. HRD professionals
perceiving themselves as entrepreneurs rather than
administrators view HRD as a profit centre and recognise the
strategic link between training and the organisation’s long term
corporate goals.

o Climate for change. Managers at training are exposed to innovations

that may involve unfamiliar techniques/ new ways to approach the
decision making process. For T & D to be fully realised, managers
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must be able to transfer these new skills and abilities to the work
environment. Therefore work environment must be receptive to new
ideas and techniques, allowing managers to depart from well
established but ineffective ways. Problems arise when managers
attempt to employ new ideas in rigid, uncompromising climates.
Norms, values, beliefs and customs should welcome the transfer.

o Professional staff. Management HRD professionals must possess

strong conceptual skills while being technically able to conduct T & D
activities. They must be familiar with the great variety of T & D
activities available and be able to select activities to satisfy varied
development needs.
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TOPIC TEN – GOVERNMENT TRAINING AND DEVELOPMENT POLICY

Government Position

- Industrial training is a tripartite activity involving government through

the Ministries of Public Service, labour and Social Welfare; employers
represented by EMCOZ and employees represented by ZCTU/ZFTU.

- All parties have a legislative interest in training and development as

follows;

 Government represents national interest requiring absolute

standards of substance, context and delivery of training programs.
Government tries to standardise training programs especially
apprenticeship; also regulate the manner in which training
programs are conducted. Also inspect training programs offered at
various companies to ensure they meet national standards.

 Employer interest. They require a steady flow of educated and

competent staff of all ages.
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 Employee interest. They require education and training for

employability and job skills and expertise.

- ZIMDEF (Zimbabwe Manpower Development Fund) obliges every

employer with a stipulated wage bill per annum to pay training levy,
calculated as 1% of the total wage bill, payable on a monthly basis with a
surcharge on a delay.

Objectives of the national training levy

- To fund apprenticeship training scheme.

- To pay grants and rebates to employers in respect of approved training,

subject to approval by the Labour Ministry.

- To provide training consumables for trade testing, technical colleges and

vocational training centres.

- To pay allowances to approved trainees.

- To advance approved trainees with funds to purchase tools

- To manage investment portfolio as regards funds not on immediate use.

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TOPIC ELEVEN – INDUCTION TRAINING

- A process by which employees are transformed from complete outsiders

to participating and effective members of an organisation.

- Induction commences at Recruitment and Selection and job preview

plays a significant induction role.

- Research in many organisations has shown that 50% of voluntary

resignations occur within the first 6 months at organisational entry,
hence the need for planned and systematic induction training.

- Acculturation is important in the light of growing significance of

diversity.

- Its aim is to turn an employee into a productive worker quickly.

Objectives and Benefits of induction training

- To ease entry process into an organisation for new and repositioned

employees.
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- Helps individual understand the social, technical and cultural aspects of

the workplace and speed up socialisation process.

- Creates a sense of security, confidence, belonging, and thus quickly build

a sense of shared vision.

- Celebrate the arrival of the new employees and help address their
concerns by creating a reality picture of the entity.

- Alleviate anxiety and uncertainties.

- Greater commitment and understanding of company values and goals

thus increasing performance, satisfaction and contributing to lower
turnover and absenteeism.

- Cut costs.

- Better customer services through heightened productivity.

- Improves relations between managers and subordinates.

- Provide a link of their skill, knowledge and attribute to the performance

of their jobs in particular and to organisational success in general.

Feldman’s Induction Model

- Induction objectives can be achieved by means of a 3 phased induction

process:

a) Anticipatory stage-encompasses all the learning that occurs before a

new member joins the organisation by way of media, public relations
and word of mouth. It becomes a stage of managing realism vis a vis
expectations. Realistic job preview creates appropriate expectations.
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b) Encounter stage- a new member has started work and faces reality of
the job and organisation. Policies and procedures manuals will give an
insight. Management should provide tools to manage and control stress
emanating from work/life conflict, role definition and initiation to the
task and group.

c) Change and Acquisition stage- worker is settling and identifies with the
organisation. Relatively long lasting changes take place. Peer and
supervisor support is a key ingredient.

Planning, Designing and Implementing an Induction Programme

Planning

-who should be inducted?

-how long should induction training be?

-induction policy and budgetary issues should be considered.

-what should the inductees know?

Designing

-develop an induction programme taking note that essential and

desirable information should be given.

-consider topics to be included, materials and facilities needed,

responsibility for induction.

Implementation

-present in the language easily understood supported by visual aids.

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-induction kit/pack be distributed to inductees including writing paper,

pens, employee handbooks.

-the process should be highly interactive, information disseminated at a

manageable pace and absorption/discussion time provided.

-A social occasion to cement rapport is ideal.

-Successful induction will ensure that the new employee’s initial

experience of employment in a firm is productive and long lasting.

- A tour of the facilities including offices is important.

Topics to be covered in the induction programme

General- company history and structure, layout of physical facilities,

products & services offered, company policies and procedures,
disciplinary regulations, safety issues, pay scales and pay days, employee
benefits, reporting and communication structures e.t.c

Job related issues- introduction to supervisors and co-workers, job

location, job tasks, job objectives, relationship to other jobs.

Responsibility

It is a shared responsibility of such parties as HR department/General

Manager or Director/Department manager/ Supervisor/mentor or
buddy etc.

Follow up and evaluation

-regular checks should be initiated and conducted by line managers and

HR rep.
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-face to face meetings, questionnaires, group discussions are some of

the instruments that can be employed when evaluating.

!!!END OF MODULE!!!

“The heights by great men (and women) reached and kept, were not attained by sudden
fight, but they, while their companions slept, were toiling upward in the night”.

Henry Wadsworth Longfellow

71 page/ 11 849 words