HUMAN RESOURCE
MANAGEMENT
TRAINING
AND
DEVELOPMENT
CHAPTER NO. 4
AFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:
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Understand the effect of induction and integration mechanism
on employee retention and performance.
Identify the objectives and steps of induction and integration.
Differentiate between training and development.
Describe on the job and off the job training methods.
Demonstrate and design training programs after conducting
TNA.
Evaluate the effectiveness of training and development
programs
Understand employee development , need analysis and its
approaches.
Describe the issues faced during employee development.
Recognize different career managing terms.
Comprehend why career development is necessary.
Explain the steps to manage career.
HIRING PROCESS
RECRUITMENT
SELECTION
INDUCTION
&
INTEGRATION
INDUCTION AND INTEGRATION
INDUCTION
The Process of welcoming new staff members into the
organization, providing them with information they need
to settle into their new role into the organization.
INDUCTION AND INTEGRATION
INTEGRATION
It is a program, designed to quickly and effectively unite
the new employee with the existing team.
OBJECTIVES
OF THE INDUCTION AND INTEGRATION
 To facilitate in socio-professional integration( socialization).
 To increase the likelihood of adaptability .
 To Provide inquisitions and relevancies.
 To support the employee to be autonomous.
 To ascertain job clarity.
 To familiarize employee with the workplace regulations.
 To propagate
organizations.
employee
with
the
 To augment the company’s viability.
cultural
facets
of
STEPS IN INDUCTION AND INTEGRATION
(1)
Preparing
for
Induction
(4)
Follow-Up
(2)
Induction
(3)
Integration
STEPS IN INDUCTION
AND INTEGRATION Cont . . .
STEP-1
PREPARING FOR
INDUCTION
 Call or write to the new employee to confirm the date for
reporting to work, and the name of the person who will be in
charge.
 Organize the working environment (workstation, access
code, telephone number, e-mail, office supplies, etc.).
 Prepare all relevant documents as well as the documentation
pertaining to the company.
 Inform existing employees that the newcomer will be joining
the work team.
 Choose the mentor and prepare to induct the new employee.
 Arrange for any technical training (if necessary).
STEPS IN INDUCTION
AND INTEGRATION Cont . . .
STEP-2
INDUCTION
 Reception by the department manager (immediate superior).
 Word of welcome (presentation of the corporate mission and
challenges).
 Presentation of the organization’s key values and expectations
(schedule, personal and organizational expectations).
 Presentation of the employee manual, working conditions and
flow chart.
 Submission and signing of required documents (employee file,
group insurance, pay sheet, etc.).
 Tour of the workplace with the department manager.
 Designation of the workspace and tools available (computer,
office supplies, etc.).
STEPS IN INDUCTION
AND INTEGRATION Cont . . .
STEP-3
INTEGRATION
 Introduction to the mentor.
 Presentation of mutual expectations.
 Presentation of the roles, responsibilities and tasks
relating to the job.
 Explanation, observation and experimentation.
 Presentation of work methods.
STEPS IN INDUCTION
AND INTEGRATION Cont . . .
STEP-4
FOLLOW-UP
 Evaluation by the immediate superior
 Evaluation of employee satisfaction
Mentor’s feedback on the integration (employee
strengths, areas requiring improvement).
 Identification of training requirements for the position.
STEPS IN INDUCTION
AND INTEGRATION Cont . . .
Employee Identification
SAMPLE INTEGRATION
PREPARATION CHART
Employee last and first name:
Start date:
Employee title: Database Analyst:
Division: IT-Data
Immediate superior:
Period covered:
Name of Mentor:
Mentor
GENERAL KNOWLEDGE
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Introduction to the basic characteristics of the database analyst position
Grasp of the main interactions between various related departments
Meeting with various employees and introduction to the work executed by
each
Awareness of the rules pertaining to operations and security
Introduction to the tools. Equipment and software applications used.
KNOWLEDGE SPECIFIC TO THE POSITION
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Knowledge of how to retrieve and extract data
Acquisition of know-how with regard to database and data modeling
Understanding of how to update a secure database environment
Introduction to processing user queries
Understanding of the operation of database management system tools or
techniques
Understanding of how to produce database components
Ability to recognize commercial trends in the information system
Knowledge of database
Understanding of the tools and techniques used for system development etc.
KNOWLEDGE SPECIFIC TO THE ORGANIZATION
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Familiarity with internal operating rules
Introduction to the organization’s values and mission
Knowledge of the products and services
Awareness of resource persons.
Date
STEPS IN INDUCTION
AND INTEGRATION Cont . . .
Employee Identification
SAMPLE TASK
TRAINING CHART
Employee last and first name:
Start date:
Employee title: Database Analyst:
Division: IT-Data
Immediate superior:
Period covered:
Name of Mentor:
Steps
Tasks/
roles and
responsibilities
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Explanati
on
Demonstr
ation
Applicatio
n
Knowledg
e transfer
Skills
acquired
Skills to
develop
comments
EMPLOYEE TRAINING & DEVELOPMENT
EMPLOYEE
TRAINING
A process whereby people acquire capabilities to
aid in the achievement of organizational goals.
EMPLOYEE
DEVELOPMENT
Efforts to improve employees’ ability to handle a variety
of assignments.
TRAINING VS DEVELOPMENT
TRAINING
FOCUS
SCOPE
Current Job
Individual
Employees
TIME FRAME Immediate
GOAL
Fix Current Skill
Deficit
DEVELOPMENT
Current And Future Jobs
Work Group/Organization
Long Term
Prepare For Future Work
Demands
TRAINING PROCESS
ASSESSMENT
DESIGN
IMPLEMENTATION
EVALUATION
Define Objectives
Need
Assessment
Develop Lesson
Plan
Develop/Acquire
Material
Select
Trainer/Leader
Components of
TNA
Select Methods
Schedule The
Program
Deliver the
Program
Training Outcome
TRAINING PROCESS Cont . . .
PHASE
1
1. Need
Assessment
A Need Assessment is the process of
identifying performance requirements and
the Gap between what performance is
required and what presently exists.
TRAINING PROCESS Cont . . .
2. Performance
Gap Analysis
The differences between the (P)
present performance at the
project/work & task levels and
its (S) standard performance is
called (G).
Gap Analysis
Major Causes of
Performance Problems
 Knowledge or Skills
 Process
 Resources
 Motivation or Culture
G=P–S
TRAINING PROCESS Cont . . .
Organizational
Analysis
Operational
Analysis
Personal
Analysis
Components of
Training Needs
Analysis (TNA)
TRAINING PROCESS Cont . . .
1. Organizational
Analysis
 What are the training implications of the organization’s
strategy.
 Can the organization afford this training
 Which units should be trained first.
 Will this training be accepted and reinforced by managers
and peers in organization
TRAINING PROCESS Cont . . .
2. Operational
Analysis
 Tasks required to perform
 What level they must be performed
 What KSA are necessary to be performed
 Are there any Roadblock
 Job Description
 Job Specification
 Performance Standards
Data
Sources for
Operational
Analysis
TRAINING PROCESS Cont . . .
3. Personal
Analysis
 Do employees possess the necessary KSA
 Who within the organization needs training
 What kind of training do they need
 Can they be trained
TRAINING PROCESS
ASSESSMENT
DESIGN
IMPLEMENTATION
EVALUATION
Define Objectives
Need
Assessment
Develop Lesson
Plan
Develop/Acquire
Material
Select
Trainer/Leader
Components of
TNA
Select Methods
Schedule The
Program
Deliver the
Program
Training Outcome
TRAINING PROCESS Cont . . .
PHASE
2
Training Design
This phase insures the systematic development of the
training program. This process is driven by the products
of analysis phase & end in a model of training program
for future development
TRAINING PROCESS Cont . . .
1. TRAINING
OBJECTIVES
1
What will learners be able to do when they
finish the training program
2
It prescribes the conditions, behaviors (action) and
standards of tasks performance for the training
setting and some time it may include variables
3
Objective should be written to be SMART
TRAINING PROCESS Cont . . .
1. TRAINING
OBJECTIVES
EXAMPLE-1
Write a customer reply letter with no spelling mistake by
using a word processor.
Observable Action
Write a customer reply
letter
Measurable criteria
With no spelling mistake
Conditions of
Performance
Using a word processor
TRAINING PROCESS Cont . . .
1. TRAINING
OBJECTIVES
EXAMPLE-2
Checking the guest in 40 seconds while asking the seven
predefined questions with a smile
Observable Action
checking the guest with a
smile
Measurable criteria
Seven predefined
questions
Conditions of
Performance
40 seconds
TRAINING PROCESS Cont . . .
Topic
Summary of Key Points
Question to Test Understanding
2
A TRAINING
LESSON
PLAN
Duration of Each Activity in Each Session
Training Contents
Training Method Activities
Breaks
Exercise to Warm-up
Conclusion
TRAINING PROCESS Cont . . .
SAMPLE OF
TRAINING LESSON
PLAN
TRAINING PROCESS Cont . . .
3. PREPARING TRAINING
MATERIAL
Program
Announcement
s
Program
Outlines
Training
Manuals and
Text Books
• Program announcements are used
to inform the target audience about
the training program
• Content
• Goals
• Expectations for the program
• Material
• Readings
• Exercises
• Self tests etc.
TRAINING PROCESS Cont . . .
4. SELECT
TRAINER
He/she
should have
Training
Competency
Subject
Matter
Expertise
Trainer must be
Selected Provided that:
 Knowledge
 Varied skills needed to design
and implement training program
Refers to the mastery of the
Subject Matter
TRAINING PROCESS Cont . . .
5. METHODS OF
DELIVERING TRAINING
a. On the Job
Training
b. Off the Job
Training
At actual work site using
the actual equipment
At training facility
designed specially for
training
TRAINING PROCESS Cont . . .
5. METHODS OF
DELIVERING TRAINING
a. On the Job Training
b. Off the Job Training
a. Job Instruction Training
a. Lecture
b. Job Rotation
b. Video Presentation
c. Apprenticeship
c. Role playing
d. Coaching
d. Case Study
e. Assistant to Positions
e. Simulation
(i) Vestibule Training
f. Education
g. Action Learning
TRAINING PROCESS Cont . . .
Time
6. TRAINING
SCHEDULES
Activity
Friday night
6-7:30 p.m.
Dinner
7:30 – 9:00
Program introduction
Initial experiential activity
Discussion on the problems
Discussion of the plan for weekend
p.m.
Saturday
7-8 a.m.
Breakfast
8-10 a.m.
Brainstorming session on topic
Experiential activity
Discussion on the topic and activity results
10-10:30 a.m.
Break
10:30 a.m. –
12:00 p.m.
Experiential exercise
Group juggle
All board.
Other activities
12:1 p.m.
Lunch
1-2 p.m.
Discussion of morning activities
2-3:30 p.m.
Final discussion on the training topic
evaluation
TRAINING PROCESS
ASSESSMENT
DESIGN
IMPLEMENTATION
EVALUATION
Define Objectives
Need
Assessment
Develop Lesson
Plan
Develop/Acquire
Material
Select
Trainer/Leader
Components of
TNA
Select Methods
Schedule The
Program
Deliver the
Program
Training Outcome
TRAINING PROCESS Cont . . .
PHASE
3
DELIVER THE
PROGRAM
TRAINING PROCESS
ASSESSMENT
DESIGN
IMPLEMENTATION
EVALUATION
Define Objectives
Need
Assessment
Develop Lesson
Plan
Develop/Acquire
Material
Select
Trainer/Leader
Components of
TNA
Select Methods
Schedule The
Program
Deliver the
Program
Training Outcome
TRAINING PROCESS Cont . . .
EVALUATING TRAINING
PROGRAM
PHASE
4
TRAINING
OUTCOMES
OUTCOMES
DESCRIPTION
COGNITIVE
OUTCOMES
Determine the degree to which trainees are familiar
with principle, facts, techniques, procedures or
processes emphasized in learning.
SKILL BASED
OUTCOMES
Include acquisition of learning of skills and use of
skills on the job.
AFFECTIVE
OUTCOMES
Includes attitudes and motivation.
ROI/RESULTS
Comparing the trainings monetary benefits with its
costs.
TRAINING PROCESS Cont . . .
CALCULATING RETURN
ON INVESTMENT (ROI)
a. Forecasting & Measuring
Costs
b. Forecasting & Measuring
Benefits
TRAINING PROCESS Cont . . .
CALCULATING RETURN
ON INVESTMENT (ROI)
a. Forecasting
& Measuring
Costs
 Design & Development Cost
 Resource Person Cost
 Material Cost
 Infrastructure Cost
 Time Cost
 Lost cost
 Evaluation cost
TRAINING PROCESS Cont . . .
CALCULATING RETURN ON
INVESTMENT (ROI)
b. Forecasting &
Measuring Benefits
i. Labor Saving
 Reduce duplication efforts
 Less time spent correcting
mistakes
 Faster access to information
ii. Productivity
Increase
 Improve methodology reducing
the efforts time
 Higher level of skills leading to
faster work
 Higher level of motivation leading
to increase efforts
HUMAN RESOURCE
DEVELOPMENT
HUMAN RESOURCE DEVELOPMENT
EMPLOYEE
DEVELOPMENT
Refers to formal education, job experiences,
relationships, and assessment of personality and
abilities that help employees prepare for future.
HUMAN RESOURCE DEVELOPMENT Cont . . .
DEVELOPMENT
NEED ANALYSIS
(1) ASSESSMENT CENTERS
• A process in which multiple raters evaluate employees’
performance on a number of exercises.
(2) MYERS-BRIGGS TYPE
INDICATOR
• The Myers-Briggs Type Indicator (MBTI) is a widely-used
personality inventory, or test, employed in vocational,
educational, and psychotherapy settings to evaluate
personality type.
(3) PERFORMANCE APPRAISALS AND
360 DEGREE FEED BACK SYSTEM
• Performance appraisal is the process of measuring employees’
perfomance.360 degree feedback system involves evaluation from a
wide range of persons who interact with the manager.
HUMAN RESOURCE DEVELOPMENT Cont . . .
DEVELOPMENT
APPROACHES
1. Job-Site
Methods
2. Off-Site
Methods
HUMAN RESOURCE DEVELOPMENT Cont . . .
1. Job-Site
Methods
Committee Assignment/
Meetings
On-line Development
Job
Rotation
Learning Organization
Assistant to Positions
Job experience
HUMAN RESOURCE DEVELOPMENT Cont . . .
Sabbatical
Leave
Human
Relations
Training
2. OffSite
Methods
Simulations
(Business
Games)
Classroom
Courses
and
Degrees
Outdoor
Training
HUMAN RESOURCE DEVELOPMENT Cont . . .
A barrier to advancement to
higher level jobs in the
company that adversely affect
women and minorities.
MELTING
THE
GLASS
CEILING
SUCCESSION
PLANNING
Issues In
Employee
Development
The process of identifying a
longer-term plan for the
orderly replacement of key
employees.
HELPING
MANAGERS
WITH
DYSFUNCTIO
-NAL
BEHAVIOR
Dysfunctional
behavior
includes
insensitivity to others, inability to be a
team player, arrogance, poor conflict
management skills, inability to meet
business objectives, and inability to
change or adapt during a transition
MANAGING
CAREERS
MANAGING CAREERS
CAREER
1
A Career Consist of all jobs held during one’s
working life.
2
Or
The sequence of position that a person has held
over his/her life.
MANAGING CAREERS Cont . . .
IMPORTANT CAREER
MANAGING TERMS
Process by which one selects career goals and the
path to those goals.
Career goals are the future positions one strive
to reach as part of career, these goals serve as benchmarks
along ones career path.
1. Career
Path
2. Career
Goal
3. Career
Planning
Process by which one selects career goals and
the path to those goals.
4. Career
Development
Career development consist of the personal
improvements one undertakes to achieve personal Career
plan.
MANAGING CAREERS Cont . . .
5. CAREER
MANAGEMENT
An on going process of preparing, implementing
and monitoring career plans undertaken by
the individual alone or in concert with the
organization’s career system.
Or
Sum total of all the activities starting from
career planning to developing career goals
and plans and to enacting those plans
CAREER PATH
CAREER PATH
EXPLANATION
1. LINEAR
The traditional way in which one enters an
organization near the bottom, works in the
same firm for many years, and gradually and
predictably moves up, retiring from a fairly
high-level position in the same firm.
2. EXPERT
Rewards growing expertise is a single
technical specialty without the need to move
into management.
3. SPIRAL
It involves a number of moves, some lateral,
between functional areas within the same
organization.
4. TRANSITORY
In this approach, the career occurs virtually
independent of single organization.
MANAGING CAREERS Cont . . .
i. ORGANIZATION
PERSPECTIVE
CAREER
PLANNING
ii. INDIVIDUAL
PERSPECTIVE
MANAGING CAREERS Cont . . .
A
PERSON’S
CAREER
i. Organization
Perspective
Identify future organizational
staffing needs
 Plan career ladders
 Assess individual potential
and training needs
 Match organizational needs
with individual abilities
 Audit and develop a career
system for the organization
ii. Individual
Perspective
 Identify personal abilities
and interests
 Plan life and work goals
 Assess alternative paths
inside and outside the
organization
 Note changes in interests
and goals as career and life
stage change
MANAGING CAREERS Cont . . .
WHY IS CAREER
DEVELOPMENT NECESSARY
1
Employees believe
the company regards
them as part of an
overall plan and not
just as numbers.
2
Improve morale,
boost productivity,
and help the
organization become
more efficient.
3
Reduce costs due to
employee turnover
MANAGING CAREERS Cont . . .
1
ORGANIZATION
Who is
Responsible
for
Career
Development
3
EMPLOYEE
2
MANAGER
MANAGING CAREERS Cont . . .
1. ORGANIZATION
Providing Job Information.
Implementing Effective Placement Process.
Offering Education and Training
2. MANAGER
Appraising performance
Providing feedback.
Coaching & supporting
Supplying information.
Guiding & counseling
Maintaining integrity of system
3. EMPLOYEE
Self Assessment
Working with Supervisor.
Gathering Data
Developing Plan.
Setting Goals
Applying for Openings
MANAGING CAREERS Cont . . .
Interests
Self image
HOW PEOPLE
CHOOSE
CAREER
Personality
Social
Backgrounds
MANAGING CAREERS Cont . . .
Develop a Network
Acquire and Continue
Upgrading Your Skills
Participate in an Internship
Think Laterally
Stay Mobile
Support Your Boss
Tips to Manage
Your Career
Find a Mentor
Do Not Stay too Long
Stay Visible
Gain Control of Organizational
Resources
Learn the Power Structure
Present Right Image
Do Good Work
Select Your Job Judiciously
Steps in Induction
and Integration
Preparing for
Induction
Induction
1. Assessment
Integration
Need
Assessment
Components of
TNA
Define Objectives
Develop Lesson
Plan
Develop/Acquire
Material
Select
Trainer/Leader
Select Methods
Schedule The
Program
2. DESIGN
Training Process
TRAINING &
DEVELOPMENT
Human Resource
Development
3. Implementation
Deliver the
Program
4. Evaluation
Training Outcome
1. Development
Need Analysis
2. Development
Approaches
Assessment
Centers
Myers-Briggs Type
Indicator
Managing
Careers
1. Important
Career Managing
Terms
2. Career
Planning
CHAPTER 4,
5&6
. Organization
Perspective
Individual
Perspective
Melting The Glass
Ceiling
Career
Path
Performance
Appraisals and 360
Committee
Assignment
Job
Rotation
Assistant to Positions
On-line Development
Learning
Organization
Job experience
a. Job-Site
Methods
Human Relations
Training
Simulations
Classroom Courses
and Degrees
Outdoor Training
b. Off-Site Methods
3. Issues in
Employee
Development
Follow-Up
Succession
Planning
Career
Goal
Helping Managers With
Dysfunctional Behavior
Career Planning
Career Development Career Management
3. Responsible for
Career
Development
4. How People
Choose Career
5. Step to Manage
Your Career
Organization
Manager
Employee
Interests
Personality
Self image
Social
Backgrounds
THOUGHT OF THE DAY
“When you know something, say what
you know. When you don't know
something, say that you don't know. That
is KNOWLEDGE.”
“Confucius “