Compulsory course

Human Resource Management

MBA – II Semester

Employee Training and

Development
by
Mohammed Abdul Nayeem
 Purpose of Orientation

Orientation Helps New

Employees

Know What Is
Understand Begin the
Feel Welcome Expected in
the Socialization
and At Ease Work and
Organization Process
Behavior
 The Orientation Process
Employee Benefit Company Organization
Information and Operations

Personnel Employee Safety Measures

Policies Orientation and Regulations

Daily Facilities
Routine Tour
 FIGURE 8–1
New Employee
Departmental
Orientation
Checklist

Source: Used with permission of UC San Diego Medical Center.

 The Training Process
• Training
– The process of teaching new employees the basic skills
they need to perform their jobs.
• Training’s Strategic Context
– The firm’s training programs must make sense in terms
of the company’s strategic goals.
• Performance Management
– Taking an integrated, goal-oriented approach to
assigning, training, assessing, and rewarding
employees’ performance.
 Training Definition
• Training refers to a planned effort by a
company to facilitate employees’ learning of
job-related competencies.
• The goal of training is for employees to
– master the knowledge, skill, and behaviors
emphasized in training programs, and
– apply them to their day-to-day activities

• Source - Raymond Noe

• Training is critical to organizations.
• Training is a big business these days.
• Training for change
– Changes in job
– Emergence of service sector
 Changes in the work force

• Diversity is increasing in the workforce

• Shift from Manufacturing to Service sector
• Organizations themselves are changing
becoming more competitive
– Product management, engage in new reduced PLC
– M&A
– Downsizing
 Linking training to strategy

• Train to align employees with strategy

• Speed
• Innovation
• Quality
• Cost reduction
 Maximizing Training and Retention
• Trainee ability
• Trainee motivation
Principles of Learning & Instruction
• Active participation
• Self efficacy
• Whole Vs Part learning
• Feedback
• Over Learning
 Transfer of Training
• Maximize the similarity
• Allow for adequate practice
• Provide a variety of situation
• Identify critical features of the task
• Make sure the underlying principles are
understood
 Maintaining Performance
• Opportunity to perform the new skills
• Reinforcement for newly learned skills
• Set specific goals for incorporating new skills
into the job.
• Train group
• Provide reminders
• Do a follow up
 Training Processes Model

Needs Analysis Phase

Input Process Output

Design Phase
Input Process Output

Development Phase
Triggering Input Process Output
Event

Implementation Phase
Process
Input Process Output
Evaluation Data
Outcome
Evaluation Evaluation Phase
Data Input Process Output
The Training Process (continued)
The Five-Step Training and Development Process

1 Needs analysis

2 Instructional design
3 Validation
4 Implement the program
5 Evaluation
Training, Learning, and Motivation
Make the Learning Meaningful
1. At the start of training, provide a bird’s-eye view of
the material to be presented to facilitate learning.
2. Use a variety of familiar examples.
3. Organize the information so you can present it
logically, and in meaningful units.
4. Use terms and concepts that are already familiar to
trainees.
5. Use as many visual aids as possible.
6. Create a perceived need for training in the minds of
the trainees.
Training, Learning, and Motivation (continued)

Make Skills Transfer Easy

1. Maximize the similarity between the training situation and the work
situation.
2. Provide adequate practice.
3. Label or identify each feature of the machine and/or step in the process.
4. Direct the trainees’ attention to important aspects of the job.
5. Provide “heads-up,” preparatory information that lets trainees know what
might happen back on the job.
6. Trainees learn best at their own pace. If possible, let them pace themselves.
Training, Learning, and Motivation

• Trainees learn best when the trainers

immediately reinforce correct responses.
• Trainees learn best at their own pace.
• The schedule is important—the learning curve
goes down late in the day; less than full day
training is most effective.
 Analyzing Training Needs

Training Needs
Analysis

Task Analysis:
Assessing New Employees’ Training
Performance Analysis: Assessing
Current Employees’ Training Needs
Needs
 TABLE 8–1
Task
Analysis
Record Form

Note: Task analysis record form

showing some of the tasks and
subtasks performed by a
printing press operator.
 Assessing Current Employees’ Training Needs

Assessment Center Results Performance Appraisals

Methods for Job-Related Performance

Individual Diaries
Identifying Data
Training
Needs
Attitude Surveys Observations

Tests Interviews
 Training Methods
• On-the-Job Training
• Apprenticeship Training
• Informal Learning
• Job Instruction Training
• Lectures
• Programmed Learning
• Audiovisual Training
• Simulated Training (also Vestibule Training)
• Computer-Based Training (CBT)
• Electronic Performance Support Systems (EPSS)
• Distance and Internet-Based Training
 Training Methods (continued)
• On-the-Job Training (OJT)
– Having a person learn a job by
actually doing the job.
• Types of On-the-Job Training
– Coaching or understudy
– Job rotation
– Special assignments
• Advantages
– Inexpensive
– Learn by doing
– Immediate feedback
On-the-Job Training
Steps to Help Ensure OJT Success

1 Prepare the Learner

2 Present the Operation

3 Do a Tryout

4 Follow Up
FIGURE 8–3 Some Popular Apprenticeships in the United States

Source:

www.doleta.gov/oa,
accessed July 3, 2009
 Training Methods (continued)
• Effective Lectures
– Don’t start out on the wrong foot.
– Give listeners signals.
– Be alert to your audience.
– Maintain eye contact with audience.
– Make sure everyone in the room can hear.
– Control your hands.
– Talk from notes rather than from a script.
– Break a long talk into a series of five-minute talks.
– Practice and rehearse your presentation.
 Programmed Learning
Presenting
Providing feedback
questions, facts, or Allowing the
on the accuracy of
problems to the person to respond
answers
learner

• Advantages
– Reduced training time
– Self-paced learning
– Immediate feedback
– Reduced risk of error for learner
 TABLE 8–2 Names of Various Computer-Based Training Techniques

PI Computer-based programmed instruction

CBT Computer-based training
CMI Computer-managed instruction
ICAI Intelligent computer-assisted instruction
ITS Intelligent tutoring systems
Simulation Computer simulation
Virtual Reality Advanced form of computer simulation

Source: P. Nick Blanchard and James Thacker, Effective Training: Systems, Strategies, and
Practices (Upper Saddle River, NJ: Pearson, 2003), p. 144.
 Other Types of Training

• Audiovisual-based
• Vestibule Training
• Electronic Performance Support
System (EPSS)
• Videoconferencing
• Simulated Learning and Gaming
 Computer-Based Training (CBT)
• Advantages
– Reduced learning time
– Cost-effectiveness
– Instructional consistency
• Types of CBT
– Interactive multimedia training
– Virtual reality training
Distance and Internet-Based Training

Teletraining

Videoconferencing
Distance Learning
Methods
Internet-Based Training

E-Learning and Learning

Portals
 Management Development

Long-Term Focus
of Management
Development

Appraising
Assessing the Developing the
managers’
company’s managers and
current
strategic needs future managers
performance
Management Development (continued)

Managerial
On-the-Job
Training

Coaching/
Job Action
Understudy
Rotation Learning
Approach
Management Development (continued)

Off-the-Job Management Training

and Development Techniques

The Case Study Method Role Playing

Management Games Behavior Modeling

Outside Seminars Corporate Universities

University-Related Programs Executive Coaches

 Managing Organizational Change and
Development

What to Change

Strategy Culture Structure Technologies Employees

Managing Organizational Change and
Development (continued)

The Human Resource

Manager’s Role

Organizing and Effectively using

Overcoming
leading organizational
resistance to
organizational development
change
change practices
Managing Organizational Change and
Development (continued)

Overcoming Resistance to Change: Lewin’s

Change Process

1 Unfreezing
2 Moving
3 Refreezing
 How to Lead the Change
• Unfreezing Phase
– Establish a sense of urgency (need for change).
– Mobilize commitment to solving problems.
• Moving Phase
– Create a guiding coalition.
– Develop and communicate a shared vision.
– Help employees to make the change.
– Consolidate gains and produce more change.
• Refreezing Phase
– Reinforce new ways of doing things.
– Monitor and assess progress.
Using Organizational Development
Organizational Development (OD)

1 Usually involves action research.

2 Applies behavioral science knowledge.

3 Changes the organization in a particular direction.

 TABLE 8–3 Examples of OD Interventions

Human Process Applications HRM Applications

T-groups (Sensitivity Training) Goal setting
Process consultation Performance appraisal
Third-party intervention Reward systems
Team building Career planning and development
Organizational confrontation meeting Managing workforce diversity
Survey research Employee wellness
Technostructural Interventions Strategic OD Applications
Formal structural change Integrated strategic management
Differentiation and integration Culture change
Cooperative union–management Strategic change
projects Self-designing organizations
Quality circles
Total quality management
Work design
 Evaluating the Training Effort
• Designing the Study
– Time series design
– Controlled experimentation
• Training Effects to Measure (Kirk Patrick Model)
– Reaction of trainees to the program
– Learning that actually took place
– Behavior that changed on the job
– Results achieved as a result of the training
 FIGURE 8–6
Using a Time
Series Graph to
Assess a
Training
Program’s
Effects
 FIGURE 8–7
A Sample Training
Evaluation Form

Source:
www.opm.gov/employment_and
_benefits/worklife/.
 Barriers to training
• Training seen only as a cost
• Training is not rewarded by many top
managers
• Training not planned nor budgeted for by top
managers
• Difficult to meet goals with employees in
training.
• Training makes employees more employable
and they will leave