Module 3 - Training

 employee Orientation - is the process of introducing employees to

their new jobs and work environments. Orientation provides an
opportunity for new employees to become familiar to their new
company, department, colleagues and work expectations.
 Effective orientation provides many benefits for employers and
employees, and can ensure a smooth transition into the new
workplace for all involved.
 Human resource management regards training and
development as a function concerned with
organizational activity aimed at bettering the job
performance of individuals and groups in organizational
setting.
 Training and development can be described as “an
educational process which involves the sharpening of
skills, concepts, changing of attitude and gaining more
knowledge to enhance the performance of employees.
 “Training is a set of activities that provides the
opportunity to acquire and improve job related skills”
-Schermerborn, Hunt, & Obscorn
 “Organized procedure by which people learn
knowledge and/or skill for a definite purpose” –
Dale.S.Beach
 “The act of increasing the skills of an employee for doing
a particular job” – Edwin B. Flippo
Aim of Training and development

 The main aim of training is to help the organization

achieve its objectives by adding value to its key assets –
the human resources.
 Training helps to improve performance on the job for
enhanced contribution to organizational goals and
objectives.
 To benchmark the status of improvement with regard to
a performance improvement effort.
 To facilitate overall professional development of
employees for increased job satisfaction and
productivity.
 To assist organizations in succession planning to help an
employee be eligible for a planned change in role in the
organization.
 To test the operation of a new performance
management system.
 To develop organization specific skills and
competencies, which Is otherwise scarcely or not at all
available in he human resource market.
Need for training &development

 Improving basic work skills.

 Closing gaps in skills and competencies.
 Upgrading technological skills (retraining).
 Improving group membership (team) skills.
 Teaching leadership/supervision skills.
 Developing management skills.
 Enhancing self management and self directed learning
skills.
Training methods

 on-the-job training – involves assigning trainees

to jobs and encouraging them to observe and
learn from experienced job incumbents.
 Almost all trainees are exposed to some form of
on the job training after an initial job orientation.
 this form of instruction might follow a carefully
designed off the job instructional program.
 These programs are often an informal procedure in
which the trainee is expected to learn by watching
an experienced worker.
 Important characteristics of on the job training
includes that it is carried out at the workplace,
delivered while the learner is engaged in performing
work tasks, and conducted one on one between a
trainer and the learner.
 the transfer problems becomes less difficult
because the individual is being trained in the exact
physical and social environment in which he or she
expected to perform.
 There is also an opportunity to practice the
exact required behaviors and to receive
immediate feedback on the effectiveness of
various job behaviors.
 Evidence suggests that companies with
effective on the job program can realize
substantial return on their investment.
 Apprenticeship –is a formal agreement between an
individual who wants to learn a skill and an
employer who needs a skilled worker.
 Apprenticeship training is an “earning while
learning” arrangement for a required term.
 Typically, the trainee receives both classroom
instruction and supervision from experienced
employees on the job.
 At the end of a specified period of training, the
apprentice becomes a journey man.
 With more experience on the job, the
apprentice becomes a certified skill trade
person.
 This system is employed in a wide variety of
skilled traders, such as brick layers, electricians,
sheet metal workers, pipe fitters etc.
 Embedded training – as the workplace
becomes technically more sophisticated,
organizations are trying to take advantage of all
possible job training opportunities.
 Embedded training is an example of this
combination, involving the use of new technology
and equipment and structured learning experiences
on the job.
 This type of training consists of instruction that is an
integral part of the equipment itself.
 The exercises are developed to provide employees
with opportunities to practice skills in a variety of
common situations to build automaticity or to allow
for practice of skills relevant to situations that might
not occur very often on the job but are critical to
perform.
 Performance support systems – performance
supports have traditionally been viewed as
standalone tools that provide information to specific
users to help perform specific job tasks.
 The performance support tool is often in the form of
checklists, diagrams, flowcharts, and decision
making aids for the user.
 The advantage of such support tools is that
individuals can call up this information from a
computer program as they need it to complete a
task.
 Off the job training
 Occurs when employees are taken away from their
place of work to be trained.
 Its advantages include the following:
 Trainees can obtain a wide range of skills or
qualifications.
 They can learn from outside specialists or experts.
 Employees can be more confident when starting
job.
 most notable disadvantage is that this method
lost working time and potential output from
employee.
 expensive – e.g. transport and accommodation
 Employees now have new skills/qualifications
and may leave for better jobs.
 lecture and discussion
 This method continues to be a major delivery process for training
programs.
 Evidence indicates that this technique is quite applicable when
acquisition of the knowledge is the goal, but is not appropriate
when complex responses are required.
 Many authors questioned the usefulness of the
lecture method as an instructional technique. Their
criticisms focused on its one way communication
aspects.
 Too often, the lecture method results in passive
learners who do not have the opportunity to clarify
material.
 In addition, the lecture may have difficulty in
presenting material that is equally cogent to
individuals who have wide differences in ability,
attitude and interest.
 Many of these difficulties can be overcome by competent
lecturers who make the material meaningful and remain
aware of their student’s reactions by effectively promoting
discussion and clarification of material.
 Lecture method are used often and relatively inexpensive
compared with other methods like computer based
instruction.
 case study
 Once training content has been communicated to trainees
through lecture and discussion, trainers often use case studies
to build skills in analysis and problem solving.
 With case studies, trainees receive a written report that
describes an organizational dilemma or problem.
 The report may be of an actual or fictitious organization.
Trainees are expected to analyze the problem and offer
solutions based on a number of factors including people,
environment, rules, and physical parameters.
 The trainee usually studies the case individually and
prepares solutions. He or she then meets with a group
that discusses the various solutions, comes to consensus
as to which actions to take, and tries to identify the basic
principles underlying the case.
 Proponents of the case study method contend that
the self discovery occurring during these sessions is
likely to lead to longer retention of the principles.
 The case study provides an atmosphere that might
be more conducive to the examination of general
principles and issues.
 Critics of this approach think that the method is not
useful for learning general principles and that the
lack of guided instruction generally characterizing
the group process can even be detrimental.
 Role playing
 In this technique, trainees act out characters assigned to
them for a particular type of scenario or setting.
 Role playing is used primarily for analysis of interpersonal
problems and attitude change and development of
human relations skills. This technique gives trainees an
opportunity to experience a variety of on the job
problems.
 Trainees learn by trying out different approaches or
solutions to the problems and considering which
approaches are more successful and why.
 The method’s success depends on the participants’
willingness to actually adopt the roles and to react
as if they really are in the work environment.
 There are many different role playing techniques. In
one variation, trainees who disagree are asked to
reverse roles. This procedure is intended to make a
person more aware of the other’s feelings and
attitudes.
 in another variation called multiple role playing, a
large number of participants are actively involved in
the role playing process.
 One of the more unique uses of role playing is
called self confrontation. In this procedure, the
trainee is shown a videotape replay of his or her
entire performance.
 Self directed learning programs
 Organizations utilize a range of self directed
learning programs to address the training needs
of their work force, including the assignment of
outside readings, workbooks, correspondence
courses, and programmed instruction methods.
 The advantages of this program include flexibility
in terms of time and location for completing
training assignments, reduced instructor, and
facility costs, and time and resource efficiency.
 Readings, workbooks, and correspondence courses
 Self directed learning can be as simple as
preparatory reading to be done prior to attending a
training program or targeted readings to be
completed once class room instruction has been
completed.
 The preparatory readings can serve two functions.
 First, the readings can bring all trainees up to speed
on an issue so that they are at a similar knowledge
level going into the training.
 Second, preparatory readings allow trainers to devote
less time on lecturing to enhance basic knowledge
about a subject and there by allow more time for
training more complex knowledge or skill development.
 Organizations often use assigned readings and
workbooks to target individuals who need additional
learning opportunities.
 Readings and workbooks are typically targeted to a
specific knowledge or skill need. For a more
comprehensive developmental approach, organizations
and individuals have opted to complete
correspondence courses.
 Sensitivity/T- group training/laboratory training –
it attempts to change individual behavior by
placing participants in an unstructured,
ambiguous situation and having them resolve
the conflicts, which emerge as a result of
ambiguity through interpersonal interactions.
 In process of resolving these conflicts, group
members examine their individual and collective
interpersonal relations and develop an
understanding of the dynamics of group interaction
and functioning. The basic goals are:
 To increase self insight concerning why one acts in
certain ways in interpersonal situations, and to
develop an understanding of how others see these
behaviors.
 To increase individual sensitivity to the behaviors of
others and their underlying emotional bases.
 To increase awareness of the types of interactions
which enhance or reduce the effectiveness of
groups.
 To increase diagnostic skills so that problem areas in
group functioning may be recognized and treated.
 To teach individuals to analyze their behaviors so
that they may improve their interactions with others.
 The effectiveness of this method is still open to
question.
 House found that while sensitivity training can result
in better listening, more supportive behavior, more
considerate and sensitive managers, and lowered
needs for dependence, there is evidence that these
outcomes do not always lead to more effective
organizational performance.
 In basket exercise – in this method, trainees receive
a number of items (arriving in their baskets) include
letters, memos, reports, and telephone calls.
 They have a limited period of time to set priorities, make
decisions, and handle problems in order to get the
workload completed within the time frame given.
 In basket exercises assess a participant’s ability to
perform a management job from an administrative
perspective.
 in the exercise, the participant is confronted with the
issues, problems and complexity of managerial life in the
form of documents such as memos from superiors, peers
and subordinates, report of various kinds, letters from
stakeholders, and messages and other correspondence
that have accumulated in the manager’s in basket.
 The participant’s task is to take action on these
varied issues and problems.
 These actions are then valued in terms of
qualifications such as planning, direction and
integration.
 Vestibule training – is a method that combined the
benefits of the classroom with the benefits of on the
job training.
 The class room is located as close as conditions
allowed to the department for which the employees
are being trained.
 It is furnished with the same machines as used in production.
There were normally six to ten trainees per trainer, who are
either skilled workers or supervisors from the organization.
 The main advantage is that the employees are trained as if
on the job, but it did not interfere with the more vital task of
production.
 Transfer of skills and knowledge to the workplace is not
required since the classroom is a model of the working
environment.
 Classes are small so that the trainees receive immediate
feedback and can ask questions more easily than in a large
classroom.
 Its main disadvantage is that it is quite expensive
as it duplicates the production line.
Internal training V/s external
training
 Internal training (in house training) are all training
performed in the organization which will include
• Inviting external vendors to run programs in the
organization
• On the job training
• Job rotation (when employee takes up different role in
the organization usually requires training to undertake
the position)
• Induction programs
• Company health & safety programs
• Fire drills.
 External training are all trainings employees are
nominated to attend outside the organization
and they are segregated into two groups:
• Local training: all trainings attended by
employees outside the organization but in a
local training provider i.e. in the employee’s
country.
• Overseas training: when the employees is
sponsored to travel outside his country to attend
a training program.
 Performance management is the continuous process of identifying,
measuring, and developing the performance of individuals and
teams and aligning their performance with the organization’s goals.
Performance appraisal

 A performance appraisal also referred to as performance review,

performance evaluation, career development discussion or
employee appraisal is a method by which the job performance of
an employee is documented and evaluated.
 Performance appraisal means evaluating an employees current
and/or past performance relative to his or her performance
standards.
Process of performance appraisal

 Defining objectives of performance appraisal

 Performance appraisals are used for different purposes ranging from
developing the employees, to controlling their behaviors.
 Organizations must address four decisions when structuring their
appraisal systems:
 What should be assessed?
 Who should make the appraisal?
 Which procedures should be utilized?
 How will the results be communicated?
 In determining what to evaluate appraisal should be so designed
that not only results but also the behaviors that lead to the results
are considered and given due weightage.
 Defining performance expectations
 The second step pertains to establishing performance expectations
for effective job performance.
 It includes informing the employee what is expected of him on the
job.
 Generally a discussion is held by an employee with his manager in in
pursuance of an agreed performance plan.
 Most importantly, a criteria should be selected that will encourage
the achievement of organizational objectives and strategy.
 This is accomplished by determining the exact role of each job and
identifying the behaviors and results that are critical for success in
each position.
 Some performance appraisal experts recommend concentrating
assessment on productivity and quality which can be objectively
measured and compared.
 Designing performance appraisal system
• Performance appraisal cannot be implemented successfully unless it
is accepted by all concerned.
• The process of performance appraisal should concentrate on the
job of an employee, the environment of the organization, and the
employee.
• These three factors are interrelated and interdependent.
• Therefore in order to be effective, the appraisal system should be
individualized, subjective, qualitative, and oriented towards
problem solving.
• Some of the important considerations in designing a performance
appraisal system are:
 Goal – the job description and the performance goals should be
structured, mutually decided, and accepted by both managers
and employees.
 Reliable and consistent – appraisal should include both objective
and subjective ratings to produce reliable and consistent
measurement of performance.
 Practical and simple format – the appraisal format should be
practical, simple, and aim at fulfilling its intended functions.
 Regular and routine – performance appraisal system should be
conducted regularly.
 Participatory and open – an effective appraisal system should
necessarily involve the employee’s participation, usually through self
appraisal and appraisal interview with the manager, for feedback
and future planning. Such participation imparts a feeling of
involvement and creates a sense of belongingness.
 Rewards – both positive and negative rewards should be part of the
performance appraisal system. Otherwise the process will lack
impact.
 Feedback should be timely – otherwise it loses its utility and may
have only a limited influence on performance.
 Impersonal feedback – feedback must be impersonal if it is to have
the desired effect.
 Feedback must be noticeable – the employee being appraised
must be made aware of the information used in the appraisal
process. An open appraisal process creates credibility.
 Feedback about performance is important for improving employee
behavior.
 Examples of feedback methods are written follow-ups, goal setting
to overcome deficiencies, and allowing employees to have input
into their appraisal to explain reasons for success or failure.
 Commitment – responsibility for the appraisal system should be
located at a senior level in the organization so as to ensure
commitment and involvement throughout the organization’s
hierarchy.
 Implementing performance appraisal system
 The next step is to implement the appraisal system for measuring
employee performance.
 Generally, appraisal is conducted by the appraisers, they document
performance and communicate the results to HR department for
follow up actions which should be oriented towards the objectives
of the performance appraisal.
 Performance appraisal interview
 Performance appraisal interview is probably the most dreaded
management activity.
 Traditional performance appraisals put the managers in a position of
being the expert on the employee’s performance.
 The employee often react with passive resistance or noticeable
defensiveness.
 Managers are also often hesitant to provide negative feedback to
employees.
 Performance appraisal can be made easier by putting more
responsibility on the employee for performance appraisal.
 For to achieve this manager can ask the employee, being
appraised, to bring three lists to the performance appraisal
interview:
 Areas where the employee has performed well
 Areas where the employee has shown recent improvement.
 Areas where the employee feels weak or thinks his manager would
like to see improvement.
 It is appropriate to give the employee time to think through these
lists, and so they may have sufficient time to complete the
assignment.
 Process of performance appraisal interview consists the following
activities:
 Scheduling – establishing a suitable date, time and location
 Employee self evaluation – giving the employee self evaluation form
to complete-contributions made, improvements shown, and areas
of further development.
 Performance documentation – reviewing the goals that have been
set for the employee and documenting progress towards those
goals.
 Desired outcomes – as part of preparation, determining general
desired outcomes for the meeting with the employee.
 Although the appraisal process can take place between the
manager and employee alone, the use of a third party can greatly
facilitate the success of the approach.
 The third party is there mostly to listen to each individual in a
separate meeting, and help them brainstorm and prepare for the
joint meeting.
 A location without distractions or interruptions is essential for the
success of the appraisal interview.
 The employee is asked to read each list, beginning with the first.
 The first list is the vital foundation to the process of performance
appraisal.
 The main purpose of the first list are:
 Recognize employee’s strengths and acknowledging it.
 Build rapport with employees so they can be more receptive to
constructive criticism.
 Help avoiding biases and prejudices.
 Managers should listen intently and take notes if needed, but should
not interrupt the employee except to ask questions that help clarify
an issue.
 The function of the second list is to permit employees to discuss
weak areas he has been working on.
 When the employee says he has improved in an area, it does not
mean he has totally conquered the problem.
 As before, the manager should carefully listen and ask for
clarification, without interrupting the employee.
 The rationale of the third list is to help make good employees better,
and to help those who are performing poorly to improve.
 In the process of sharing lists areas of misunderstanding can be
cleared up.
 Permitting the employee to read his complete list uninterrupted,
except to ask for clarification when needed is crucial.
 Before closing the performance appraisal interview ,it is important to
refocus so the employee leaves with a positive note.
 Post performance appraisal actions
 Performance appraisal is not an end in itself, but it is the means for
improving long term performance of human resources by taking
appropriate actions based on the information revealed by the
appraisal.
 The final step in the performance appraisal process is the use of
appraisal data for making various HR decisions such as reward
administration, validation of selection procedures, assessment of
training and development needs of employees, promotion, transfer,
termination, career development, succession planning, grievance
management, HR planning etc.
Techniques
 Self appraisals
 Peer appraisals
 Superior appraisals
 MBO
 Psychological tests
 Management games like role playing
 Leadership exercises etc.