Unit Four: Employee Training and

Development

Session 1
 Training and Development
• How is it linked with organizational performance?
• How is it linked with organizational strategy?
• Is it an expenditure or an investment?
• What is the current status in Nepali organizations?
• Who are responsible in T&D activities in the
organization?
• How to identify what training is required, who require it,
why does he require it?
• What are the sources of information to determine these
things?
• What should be the top management’s stake on T&D?
 Training and Development

Orientation (Onbaording):
• When?
• After selecting the new employee
• After transferring to new unit of the organization
• After introducing new policies/systems/technology
in the organization
• After promoting the employee to new position
• After merger and acquisition
• After expansion/diversification of organization
activities
 Orientation
• Only careful selection not adequate, it does not
guarantee performance
• Main objective of orientation -> make sure
employees know what to do and how to do it
• Human resource department does orientation
but supervisor does day to day orientation
• Orientation help to socialize the employee into
the employer’s way of doing things
• Socialization is the ongoing process of instilling
the attitudes, standards, values and patterns of
behavior that organization expects
• Onboarding vs traditional orientation
 Orientation
Purposes
• Make new employee feel welcome and at home
• Make sure new employee had the basic
information to function effectively such as email
access, employee id, office space
• Help the new employee understand the
organization in broader sense such as past
present, culture, strategies, vision, mission
• Start the process of becoming socialized into the
firm’s culture, values and ways of doing things
 Orientation
Types-
1. Informal programs
- Brief introductions about company/ officials/
departments/ facilities/ rules
- Some orientation similar to university such as get
togethers, competitions, games etc
- Informal meetings with senior management over
tea or lunch
- Invite parents/spouses to visit facilities
- Finding a “Buddy” who can provide social support
 Orientation
Types-
2. Formal programs- sessions/videos/tour/exercises/
interactions
• Printed or Web-based handbooks-
vision/mission/objectives/policies/procedures/
working hours/performance review/ vacations/
employee benefits/major tasks/ safety regulations/
code of conducts/ culture etc
 Orientation Process
• Starts with human resources specialist by
explaining basic matters like working hours,
dress code, benefits etc
• Introduction to the supervisor and continue
further orientation
• Supervisor start with introduction of the
department and introducing with new colleague
his/her workplace
• Supervisor needs to be vigilant
 Orientation Technology

• Technology (to make orientation more

effective)
• Personal digital assistants (Key contacts
and images of employees)
• URLs (Online learning about company’s
vision, mission, corporate culture, videos
of corporate facilities etc)
• CDs
• Virtual interactions
 Training and Development

• Definition: Refers to the methods employers use

to give new or present employees the skills they
need to perform their jobs
• Training has impressive record on influencing
organization effectiveness as well as performance
• Aligning strategy with training
• Strategic plans govern training goals
• Identify the related employee behavior required to
execute its strategy
• Deduce what competencies employee need
• Put in place training programs to instill these
competencies
 Training and Development

• Provides KSAs required to perform the present

job
• Prepares employees for future job
• Links strategy and performance
• Motivates employees to perform their tasks
• Addresses attitude issues also
• Fosters learning environment and change
programs in the organization
• Strengthens coaching and supervision activities
in the organization
• Builds confidence, enhances team spirit
 Training Considerations
• Only about 10 to 35% of trainees transfer
learning in their jobs
• Considerations:
– Prior training: get trainee and supervisor input in
designing the program, institute a training attendance
policy, encourage employees to participate
– During training: provide trainees with training
experiences and conditions that resemble to actual
work environment
– After training: reinforce what trainees have learnt by
appraising and rewarding for using new skills and by
making sure that they have the tool and materials to
use new skills
 Training, Learning and Motivation
• Learning require both ability and motivation
• Good selection techniques used for ability
identification
• The learner himself/herself should be motivated
to learn
• Motivational points for learning based on adult
learning
– Make the learning meaningful
– Make skills transfer easy
– Reinforce the learning
• Make the learning meaningful (Learners are
more motivated to learn something that has
meaning to them)
– At the start of the training provide a bird’s eye view of
the training (show importance)
– Use a variety of familiar examples
– Organize the information logically and in meaningful
units
– Use terms and conditions that are already familiar to
trainees
– Use as many visual aids as possible
– Again create perceived training need in trainees’ mind
(need to know expectation and how they can use it in
jobs)
• Make skills transfer easy (Make it easy to
transfer skills from training site to job site)
– Maximize the similarity between the training situation
and the work situation
– Provide adequate practice
– Label or identify each feature of the machine and/or
step in the process
– Direct the trainees’ attention to the important aspects
of the job
– Provide heads up information (make supervisory
trainees know stress might occur)
– Trainees learn best at their own pace, let them pace
themselves
• Reinforce the learning (Make sure the learner
gets plenty of feedback)
– Trainees learn best when the trainers immediately
reinforce correct responses
– The schedule is important (learning curve goes down
in the day so half day training more effective than full
day)
 Class Case Discussion

Reinventing the wheel at Apex Door Company

Unit Four: Employee Training and
Development

Session 2
 Training Process

ADDIE Five Step Training Process:

• Analyze the training need (Needs Analysis)
• Design the overall training program (Instructional
Design)
• Develop the course (Actually assembling/creating
the training materials)
• Implement training by actually training the
targeted employee group (Implementation)
• Evaluate the course’s effectiveness (Evaluation)
 Training Process

1. Needs Analysis- identify specific KSAs for the

job and compare with existing level (what is
required)
Two approaches:
• Task analysis- breaking the jobs into subtasks
and teaching each subtask (new, inexperienced
employees)
• Performance analysis- determining the nature of
performance problem (existing employees-
performance gaps, skill gaps)
 Needs Analysis

• Needs Analysis- identify specific KSAs for the job

and compare with existing level (what is required)
• Formal need analysis process needed than an
intuitive one
• Analyzing training needs depends upon the
employee whether s/he is new or old
• For new employees, determine what the job entails,
break it down into subtasks and teach each one
• For old employees – more complex – as one needs
to decide on whether training is the solution
 Needs Analysis

• Task analysis
– New employee training needs
– To provide the skills and knowledge required for
effective performance
– Detailed study of job
– Sources- JD (duties, standards, job specifications)
 Needs Analysis
• Performance analysis
– Current employee training needs
– Line managers’ concerns on subordinates’ performance
– First step is to determine what training if any is required (skill
gapping process)
– The problem is training might not be the solution
– Performance analysis: Decide whether training will help or
some other measures to take, if training can help- what are
the deficit areas?
– Employers determine the skills job requires and the skills in
the current employees
– Then design training program to eliminate the skill gap
 Needs Analysis
• Performance analysis analytical tools:
1. Performance reviews (self, peer, 360o) – usually
starts with performance appraisal
2. Job related performance data (productivity,
absenteeism, waste, accidents, late delivery,
product quality, customer complaints)
3. Observation by supervisors or specialists
4. Interview with the supervisor or employee
5. Test of job knowledge, skills
6. Attitude survey
7. Assessment centers
 Needs Analysis
• Tools for uncovering training needs
1. Job descriptions
2. Job specifications or tasks analysis
3. Performance standards
4. Performing the job
5. Observe job work sampling
6. Review literature concerning the job
7. Ask questions about the job (job holder,
supervisor, management)
8. Training committees or conferences
9. Analysis of operating problems (waste, quality)
 Needs Analysis
• Distinguish between can’t do and won’t do
problem is heart of performance analysis
• If because of ‘can’t do’- training is the issue
• Employees may not know what to do or what
standards are or there are obstacles
• If not, ‘won’t do’ (some other problems; the
employees could do a good job if they wanted) –
rewards, job satisfaction, culture, attitude etc.
Attitudes can be changed by trainings
• Competency based model – use of list of
competencies to formulate training objectives
 Instructional design

• Design means planning overall training program

including training objectives, delivery methods,
and program evaluation
• Includes how to provide training/ what
approach/method/duration/ activities/ program/
package
• Training aim- to provide deficit KSAs, to develop
competency models so that programs can be
designed effectively
 Instructional design

• Steps in Instructional design

1. Instructional objectives – Specifying in
measurable terms what the trainee should be able
to accomplish after training program
2. Training budget – Sum of development cost, direct
or indirect cost, cost of participant time, evaluation
cost
3. Design content – Determining the actual content
4. Delivery model - Determining how to deliver
training (lectures etc)
5. Verify with management – Verify overall program
with top management
 Considerations in Instructional Design
• Setting of learning objectives so as to rectify the
performance deficiencies identified in need analysis
• Setting of training environment that motivates trainees to
learn
• The questions to be asked before designing and
implementing training event:
1. What organizational need will the requested training
address?
2. What issues are driving the training request?
3. Is training the solution?
4. How will trainees’ performance improve due to training?
5. What can the organization expect as a return on its
investment?
 Developing the Program or Course
• Program development means actually
assembling/creating the program’s training
materials
• Includes:
• Choosing the actual content the program will
present
• Creating/obtaining the specific instructional
methods
• Organizing for training equipments and materials
 Implementation
• Implement means actually providing the training
using one or more of instructional options
• Instructional options include:
– Case study
– Lectures
– Websites
• There are various techniques that can be used while
training
 Training Techniques
• On-the-job training
• Informal learning
• Apprenticeship training
• Behavior modeling
• Vestibule training
• Audiovisual and traditional distance learning
techniques
• Computer based training
• Training via the internet and learning portals
• Mobile learning
• Job instruction training
• Lectures
• Programmed learning
• Training for special purposes
 Training Techniques
On-the-job training
• OJT training means having a person learn a job by
actually doing it
• Types:
1. Coaching or understudy method – experienced employee
or the supervisor trains the employee
2. Job rotation – employee moves from job to job at planned
intervals
3. Special assignments – give lower level executives
firsthand experience in working on actual problem
• OJT process
1. Prepare the learner
2. Present the operation
3. Do a tryout
4. Follow up
 Training Techniques
• Informal learning
– As much as 80% of what employees learn on the job is
through informal means such as collaborating with colleague
– Cannot be arranged but can help ensure that it occurs
– E.g keeping white board and markers, online learning etc

• Apprenticeship training
– Structured process by which individuals become skilled
workers through a combination of classroom instructions and
on the job training under guidance of master craftsperson
 Training Techniques
• Behavior modeling
− Involves showing trainees the right or model way of
doing something, letting each person practice the
right way to do and providing feedback
− Procedure:
1. Modeling – Trainees watch videos showing model
persons behaving effectively in the problem situation
2. Role playing – Trainees are given roles to play in a
simulated situation
3. Social reinforcement – Trainers provide praise and
constructive feedback based on how trainee
performs
4. Transfer the training – Trainees are encouraged to
apply their new skills when they are back on their job
 Training Techniques

• Vestibule training
− Technique in which trainees learn on the actual or
simulated equipment they will use on the job but
receive their training off the job
− Necessary when on the job training is too costly or
dangerous
− Can have a separate room with the simulated or
actual equipment
− Eg. Pilot training
 Training Techniques
• Audiovisual and traditional distance learning
techniques
– Use of DVDs, films, closed circuit tv, audio discs
– Distance learning such as videoconferencing and internet
based classes
– Distance learning useful in geographically dispersed
employees
– Interactive learning such as making perfect hamburgers
 Training Techniques
• Computer based training
− CBT uses computer based system to increase the knowledge and
skills interactively
− Simulated learning
• Inject more realism into training programs
• Eg. Virtual reality type games, step by step animated guide,
decision trees, online role play with videos/photos, software
trainings
• Internet based training
• Use of internet to deliver programs
• Use of learning portal in intranet
• Use of online learning management system to identify
training needs and to schedule, deliver, and assess and
manage the online training
 Training Techniques
• Mobile learning
− On demand learning means delivering learning content on
demand via mobile devices such as mobile phones, ipads
wherever and whenever learner wants to access it
− Virtual classroom – use special collaboration software to
enable multiple remote learners using pcs, laptops to
participate in live audio and visual discussions,
communicate via written text, and learn via content such
as powerpoint slides
 Training Techniques
• Training for special purposes
– Literacy training techniques (basic skills)
– Diversity training (improve cross cultural sensitivity with the
goal of fostering more harmonious working relationships)
– Team training (cross training)
– Lifelong training (providing with continuing learning
experiences such as college work)
 Training Techniques
• Job instruction training
• JIT is step by step training of parts of job consisting of
logical sequence
• JIT sheet contains list of all necessary steps in the job and
corresponding points to show how to do and why
• Lectures
• Quick and simple way to present knowledge to a large
group of trainees
• Programmed learning
• A step by step self learning method that includes three
parts: presenting questions, facts, or problems to the
learner, allow the person to respond and provide feedback
on the accuracy of answers
 Management Development and Training
• Any attempt to improve managerial performance by
imparting knowledge, changing attitudes or
increasing skills
• Ultimate aim – to enhance the organization’s future
performance
• Should be related to company’s strategy and goals
• Some of techniques include action learning,
classroom based learning, executive coaching, 360
degree feedback, experiential learning, off site
retreats etc
 Management Development and Training
• Managerial On-the-job training
• OJT popular manager development method
• Job rotation
• Coaching
• Action learning
• Letting managers work full time on real projects
analyzing and solving problems usually in departments
other than their own
• Trainees meet periodically to solve problem and make
recommendation
• Case study method
• Presents trainee with a written description of an
organizational problem
• The trainees analyze the case, discuss and present solution
 Management Development and Training
• Management games
• Enable trainees to learn by making realistic decisions in
simulated situations
• Outside programs and seminars
• Outside vendors offering management development
seminars and conferences
• University related programs
• Colleges and universities providing management
development activities
• Inhouse development centers
• Combine classroom learning with other techniques such as
assessment centers and online learning
• Use of learning portal
• Executive coaches (outside consultant)
Managing organizational change program
• First question “What to change?”
– Strategy
– Culture
– Structure
– Technology
– Attitude and skills
• Lewin’s Change Process
− All behavior in organizations product of two kinds of forces: one
striving for status quo and other pushing for change
− Implementing change either reducing forces for status quo or
building up forces for change
− Three step process – Unfreezing, moving and refreezing
• Organizational development – change process through which
employees formulate the change and implement it
 Evaluating the training effort
• Two basic issues:
1. How can we be sure that that training caused
the results?
2. What training effect to measure?
How can we be sure that that training caused the results?

• Time series design

– Taking a series of measures before and after the
training program
– Taking time on x-axis and performance on y-axis
– Change in performance might be due to reasons
other than training
• Controlled experiment
– Using both training group and experiment group
– Data is obtained both before and after the group is
exposed to training and before and after
corresponding work period in the control group
– Easy to segregate change due to training or some
other reasons
 What training effect to measure?
• Measure the four basic categories of outcome
1. Reaction
– Evaluate trainees’ reactions to the program
– Did they like the program?
2. Learning
– Test the trainees to determine whether they learned
the principles, skills and facts they were supposed to
learn
3. Behavior
– Ask whether the trainees’ on the job behavior
changed because of training program
4. Results
– What results were achieved in terms of training
objectives previously set?
 Assignments
• Continuing case: Honesty Testing
• Continuing case: The Better Interview
• Continuing case: The New Training Program
 Class Case Discussion

The Hotel Paris Case