Part II – Management and Development of Human Resource
CHAPTER 5
Employee Training &
Executive Development
Objectives:
After studying this chapter, you will be able to know:
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The meaning of and the ‘whys’ for training
Signs requiring training and development
Phases in training process
Executive Development Programmes:
i.
The rationale behind them
ii.
Methods of determining the need for Executive
Development Programmes
iii.
Different programmes available for the
development.
Current challenges in training and development.
Advantages of training and development.
Part II – Management and Development of Human Resource
Introduction
Once employees have been recruited and selected, the next step is orientation and training.
Orienting and training employee is a procedure for providing them with the information and
skill they need to successfully perform on their new job. Orientation however is one
component of the employer’s new- employee socialization process. Socialization is the
ongoing process of instilling in all employees the prevailing attitudes, standards, values and
patterns of behaviour that are expected by the organization and the departments. This process
of new employee initial orientation if handled properly and correctly helps him or her
perform better by providing needed information about company rules and practices. It also
helps the employee reduce the first day jitters and the reality shock (i.e. the state which
results from the discrepancy between what the new employees expected from his or her new
job and the realities of it), he or she might experience.
The orientation programs range from brief, informal introductions to lengthy, formal
programs. In the formal program, the new employee is actually given a handbook or printed
materials that cover matters like working hours, performance reviews, getting enlisted on the
payroll, vacations, employee benefits, performance incentives, personnel policies, company
organization and operations, safety measures, safety regulations, e.t.c.
The first part of the orientation is usually conducted by the human relation specialist, who
explains issues as working hours, benefits, personnel policies, vacation, e.t.c. the employee is
then introduced to his or her new immediate supervisor(s) who continues the orientation by
explaining the exact nature of the job, introducing the new employee to his or her new
colleagues and familiarizing him or her with the workplace.
Companies are experiencing great change due to new technologies, rapid development of
knowledge, globalization of business and development of e-commerce. Thus, companies
have to take steps to attract, retain and motivate their work forces. Training is not a luxury, it
is a necessity if companies are to participate in the global and electronic market places by
offering high quality products and services. Training prepares employees to use new
technologies, function in new work systems such as virtual teams, and communicate and
cooperate with peers or customers who may be from different cultural backgrounds.
What is Training?
Training is the planned efforts by a company to facilitate employee’s learning of job-related
competencies. These competencies include knowledge, skills or behaviours that are critical
for successful job performance. The goal of training is for employees to master the
knowledge, skill, attitude, aptitude, behaviours emphasized in training programs and to apply
them to their day to day activities.
Training is the process that involves developing skills and learning concepts, rules or
attitudes in order to increase effectiveness on a particular job.
Training gives a new or present employee the skills they need to perform their jobs. Training
might mean showing a machinist how to operate his new machine, a new salesperson how to
sell her firm’s product or a new manager how to interview and appraise employees. Recently,
it has been acknowledged that to gain a competitive advantage, training has to involve more
than just basic skill development. That is, to use training to gain a competitive advantage,
training should be viewed broadly as a way to create intellectual capital; intellectual capital
includes basic skills (skills needed to perform one’s job), advanced skills (such as how to use
technology to share information with other employees), an understanding of the customer and
self-motivated creativity. Whereas training focuses on skills needed to perform employees’
current jobs, employee and management development is training of a long-term nature. Its
aim is to develop current or future employees for future jobs with the organization or to solve
an organizational problem concerning for example, poor interdepartmental communication,
improving product and service quality, adapting to rapid technological changes and boosting
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productivity to stay competitive. Improving quality often requires training since qualityimprovement programs assume employees can use critical thinking skills, produce charts and
analyze data. Employees must also acquire skills in team building, decision making and
communication. As firm’s become more technologically advanced, employees require
training in technological and computer skills such as computer-aided design and
manufacturing. Again, as increased competition has put a premium on better services,
employers have turned to computer-service training to provide employees with the tools and
abilities they need to deal more effectively with customers like effective listening skills.
Today, training is been evaluated not on the basis of the number of programs offered and
training activity in the company but on how training addresses business needs related to
learning, behaviour change and performance improvement. Of a truth, training is becoming
more performance focused in the sense that training is used to improve employee
performance, which leads to improved business results.
Training is seen as one of several possible solutions to improve performance, increase
employee motivation through pay and incentives.
Currently, emphasis is on;
a) Providing educational opportunities for all employees. This includes; training programs,
support for taking courses outside the company, self study and learning through job
rotation.
b) Training being used to help attain strategic business objectives, which help company,
gains a competitive advantage.
c) The need to demonstrate to executives, managers and trainees the benefits of training.
d) An ongoing process of performance improvements that is directly measurable rather than
organizing one-time training events.
Training and developments occurs only after business strategies for achieving growth are
identified by the company, for instance, strong leadership is needed for growing companies.
Strategies that the companies use to develop leadership skills include cross-functional, global
job rotations as well as mentoring. Training and development of staff is continually scanning
the company and the broader industry to understand the issues and prepare training solutions
to meet them. Training also supports new product launches to ensure that customers get a
consistent message about the product.
Development on the other hand is planned activities which focus on increasing and enlarging
the capabilities of employees so they can successfully assume greater positions in the
organization’s hierarchy to better handle current responsibilities. Development focuses on
improving the conceptual skills- the skill needed to handle complex situations and perform
better. It is not only person-oriented but also focuses on supervisory and managerial
personnel. It is geared toward improving upon workers performance with the ultimate aim of
achieving set organizational goals.
Due to changes in our world, particularly in the area of skill obsolescence and technological
capability, patterns of training have been conceived as a continuous exercise throughout
working life- meaning training is not exclusively reserved for newly employed staff but also
for the old employees as well. For example, low and middle-level employees need to adapt to
new skills and technologies while managers and top management personnel need a deeper
knowledge and understanding of their jobs, the jobs of others, an understanding of
government and societal constraints as well as a sensitive social awareness of the
environment within which the organization operates.
The Need for Training and Development Programmes
Training and development has become an accepted phenomenon in organizations. Several
factors as forces influencing the need to develop employees while on the job include;
globalization of business, demographic changes, new technologies, economic changes among
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Part II – Management and Development of Human Resource
several others. To survive, companies must address these forces with training playing an
important role.
1) Globalization:
Global business expansion has been made easier by technology. The internet/ e-mail allow
data and information to be instantly accessible and sent around the globe. They enable
business deals to be completed between companies millions apart. Globalization has affected
not just businesses with international operations but companies without international
operations may buy and use goods that are produced overseas, hire employees with diverse
backgrounds and compete with foreign- owned companies, enter international markets by
exporting their products overseas, even enter into alliances with foreign companies, engaging
in e-commerce and building manufacturing facilities in overseas countries.
Besides training and developing local employees and managers, many companies are sending
their workers to work in international locations. In such case, cross cultural training is
important to prepare employees and their families for overseas assignments. Cross-cultural
training prepares employees and their families to understand the culture and norms of the
country they are being relocated to and to return probably to their home country after their
assignments.
Globalization also connotes that local companies may move jobs overseas which is also
known as off-shoring, i.e. the process of moving jobs from the local companies to other
locations in the world.
2) The Need for Leadership
Many companies do not have employees with the competencies necessary to manage in a
global economy resulting from the aging of the work force and globalization. Thus,
companies will need to identify, train and develop employees with managerial talent coupled
with the fact that executives, administrative and managerial occupations will experience the
greatest turnover due to death, resignation or retirements, thereby resulting in a significant
loss of managerial talent.
To manage successfully in a global economy, managers need to be self -aware and be able to
build international teams, create global management and marketing practices, and interact
and manage employees from diverse cultural backgrounds.
Effective managers are important as they help retain employees. One of the reasons why
employees leave jobs is the unconducive working environment created by their managers.
Thus, aside from the basic managerial functions of planning, organizing, leading, controlling
and communicating, they also help employees develop and work collaboratively with
employees.
Therefore, companies need to identify employees with managerial talent and help potential
new managers as well as current managers develop the skills needed to succeed. It also
involves providing employees with mentors, job experiences and formal courses to develop
their skills.
3) Increased Value Placed on Knowledge.
Nowadays, companies are developing intellectual capital as a way of gaining an advantage
over competitors which led these companies to attracting, developing and retaining
knowledge workers. Who are knowledge workers? These are employees who contribute to
the company not through manual labour but through what they know about customers and
specialized body of knowledge. They contribute specialized knowledge that their managers
may not have; for instance, information about customers. Thus, managers rely on them to
share information. Knowledge workers have job opportunities in which if they choose, can
leave a company and take their knowledge to a competitor. They are in high demand because
of the growth of jobs that require them.
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Therefore, to benefit from employees’ knowledge, managers need to focus on developing and
empowering employees. To empower an employee mean giving him responsibility and
authority to make decisions regarding all aspects of product development and customer
services. They are then held accountable for their activities and in return share the rewards
and losses of the results.
However, for empowerment to be successful, managers need to be trained to connect
employees to resources both within and outside the company, help employees interact with
their colleagues and managers throughout the company, ensure employees cooperate with
each other, update them on crucial issues, train them to understand the use of internet and
other tools for communicating, collecting and sharing information.
Aside from acquiring and retaining knowledge workers, organizations need to adapt to
changes. Change is the adoption of new ideas by an organization. Changes occur in the
workforce, government regulations, globalization, technological advances and new
competitors. Change is the only thing that is permanent in organizations as products,
technologies and entire industries experience shorter life cycles. Managers must continually
take active role in identifying training needs, help to ensure employees uses training in their
work, encourage employees to share knowledge with their counterparts and other workgroups
across the organization using e-mail and the internet. This enables the company to
continuously experiment and improve.
4) Attracting and Retaining Talent.
All over the world, a much larger number of new workers are needed from time to time due
to death, disability, retirement, quitting the labour force for education, health challenges or to
stay at home coupled with the increase rate. The growth will mean more consumers of goods
and services, increasing demand for employees. The current tight labour market could be
worsened hindering prospects for economic growth and putting a greater burden on those
remaining in the workforce, possibly forcing them to work longer hours. Giving the tight
labour market and numerous job applicants’ lack of basic skills, many companies are unable
to hire qualified employees but they are unable to leave job opens. Thus, they hire employees
with skill deficiencies and rely on training to correct the deficiencies.
Retention is part of talent management. Talented employees are always looking for growth
and a career path. Training and development is a key to attracting and retaining talented
employees. It is one of the major influences on employee satisfaction because it increased
employees’ opportunity for advancement, and as companies use it, it helps to support
business strategy which results in retaining talented employees.
5) Changing Demographics and Diversity of the Work Force.
Organizations face challenges as a result of increased diversity in the work force, skill
deficiencies and changes in the work area. Population is the single all important factor in
determining the size and composition of the labour force which is made up of people who are
either working or looking for work. The rate of women participation in management is on the
increase. Not only must companies face the issue of race, gender, ethnicity and nationality to
provide a fair workplace, they must also develop training programs to help these different
categories of employees acquire the technical and customer service skills required in a
service company like ours in Nigeria.
The aging of the labour force is another contributing factor to diversity. Older people want to
work and may say they plan a working retirement. Another source of workforce diversity is
greater access to the work place for people with disabilities. As a result of this diversity, it is
not likely that all employees will hold similar work values. Thus, to maximize employees’
motivation and commitment to company goals, employees should be given the opportunity to
develop their skills. Training plays a key role in ensuring that employees accept and work
more effectively with each other, particularly with minorities and women.
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Part II – Management and Development of Human Resource
To manage a diverse work force successfully, managers and employees must be trained in a
new set of skills including;
a) Training and developing employees of different ages, educational backgrounds,
ethnicities, races and physical abilities.
b) Creating a work environment that allows employees of all backgrounds to be creative
and innovative.
c) Communicating effectively with employees from a wide variety of backgrounds and;
d) Providing performance feedback that is void of prejudice and stereotypes based on
gender, ethnicity or physical handicap.
Management of diversity contributes to a company’s success by its influence on creativity,
problem solving, employee retention, cost reduction, resource acquisition and creation of new
markets for the organization’s products and services.
Organizations that do not manage diversity will soon find out that employees’ talents are
underutilized and that their personal and professional needs are not met which will result into
their dissatisfaction, poor performance and less competitive organization. Organizations that
manage diversity are known to have an edge in attracting talented employees.
6) New Technology:
Technology has reshaped the way we play, plan our lives, communicate what we wear and
where we work coupled with the new business model- e-commerce, in which business
transactions and relationships can be conducted electronically.
Advances in sophisticated technology along with reduced costs for the technology, are
changing the delivery of training, making training more realistic and giving employees the
opportunity to choose where and when they will work. New technologies allow training to
occur at any time and place. The internet allows employees to send and receive information
as well as to locate and gather resources. It also gives them access to experts whom they can
communicate with and responds to messages and articles.
Technology has reduced travel costs, greater accessibility to training, consistent delivery,
ability to access experts and share learning with others and possibility of creating a learning
environment.
Not only that, technology has allowed companies greater use of a contingent work force.
Contingent work force is the independent contractors, on-call workers, temporary workers
and contract workers. Use of contingent work force allows organizations to easily adjust
staffing levels based on economic conditions and, product and service demand. The increased
use of contingent employees means that managers must understand how to motivate
employees who may actually be employed by a third party such as a temporary employee
service or leasing agency.
7) High Performance Models of Work Systems:
New technology results in skill requirements and work roles which often results in
redesigning work structure. For example, computer integrated manufacturing uses computers
to automate the manufacturing process. The computers allow the production of different
products simply by reprogramming the computer. As a result, labourer, machinist, material
handler, assembler and maintenance jobs may be merged into one job positions.
Computer integrated manufacturing requires employees to monitor equipment and
troubleshoot problems with sophisticated equipments, understand the relationship between all
components of the manufacturing process and share information with other employees. With
technology, employees become more accessible to information needed to improve customer
service and product quality.
Use of new technology and work designs need to be supported by specific human resource
management practices which include the following actions:
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a) Employees receiving formal performance feedback and involved in the performance
improvement process.
b) Ongoing training emphasized and rewarded.
c) Rewards and compensation linked to company performance.
d) Employees understanding how their jobs contribute to the finished products/ service;
and,
e) Employees participating in planning changes in equipment, layout and work methods.
Why training? Employees need job specific knowledge and basic skills to work with the
equipment created with the new technology. As technology is used as a means of achieving
product diversification and customization, hence, employees must be trained in the ability to
listen and communicate with customers, negotiation skills, conflict management and problem
solving skills. Even though, technological advances have made it possible for employees to
improve products and services, managers must empower employees to make necessary
changes.
Summarily, several other reasons providing an impetus for the need to train and develop
employees while on the job include,
1.) The presence of aging employees and the explosion of knowledge.
2.) The increasing heterogeneity of employees in organizations.
3.) Inadequacy in academic programs which rarely prepare candidates for their future
positions and their accompanying responsibilities.
4.) To prevent skill obsolescence.
5.) To reduce cost of production and minimize waste
6.) To induce certain behavioral changes in the employees
7.) To improve quality and quantity of work
8.) To cope with new technological advancement e.g. the demands of automation,
mechanization and computerization.
9.) To cope with increasing organizational complexity resulting from extension of operation
to various regions of the country or in overseas countries; or dealing in services of
diversified lines.
10.)
To remove performance deficiencies: Some employees may exhibit a lack of
sufficient expertise in the performance of their jobs such that they may require some
exposure to training programmes to redress such deficiencies.
Signs Requiring Training and Development
1.) Insubordination
2.) Tardiness
3.) Low productivity
4.) Lack of interest in ones job
5.) Negative attitude to work
6.) High accident rates
7.) High absenteeism rate
8.) High rate of rejections in the quality of output.
Phases in Training Process
The training design process refers to a systematic approach for developing training
programmes. The figure below presents the seven (7) steps in this process.
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Part II – Management and Development of Human Resource
Figure 5.1: Phases in Training Process
Conducting Needs Assessment
 Organizational Analysis
 Person Analysis
 Task/Job Analysis
Developing an Evaluation plan
 Identify evaluation criteria
measurement
including:
reaction level, learning level,
job
outcome
level
and
organization change level.
Selecting Training Method
 On-the-job training methods
 Off-the-job training methods
 Simulation training methods
Ensuring Employees’ Readiness
for Training
 Attitude & Motivation
 Basic Skills
Creating a Learning Environment
 Learning Objectives
 Meaningful Materials
 Practice
 Feedback
 Communication of learning
 Modelling
 Program administration
Ensuring Transfer of Learning
 Self Management
 Peer & Manager support
Monitoring & Evaluating the Program
 Conduct Evaluation
 Makes changes to improve the
program
Phase 1: Conducting Needs Assessment.
This is to conduct a need assessment to identify if training is needed. There are three (3) basic
levels of approach, which are depicted in figure 5.2:
Figure 5.2: Levels of Approach in Conducting Needs Assessment
Organizational Needs Analysis
Task/Job Needs Analysis
Person Needs Analysis
Organizational Needs Analysis: This involves a detailed analysis of the short and long term
objectives of the organization. It will include:
1. An analysis of human resource needs in terms of its short and long term objectives
2. Number of people to be trained as expansion may mean mare apprentices to be
trained.
3. Types of jobs for which people have to be trained. Automation may mean new
knowledge and skills are required.
4. Policies for promoting and transferring employees; succession plans may suggest
that a particular person be sent for training and development
5. Organizational climate in terms of rate of absenteeism labour turnover, accident
rate, frequency and intensity of grievances amount of excessive scraps e.t.c.
A comprehensive analysis of these areas will clearly show deficiencies that urgently call for
the need to train or retrain the employees.
Task or Job Needs Analysis: This involves a comprehensive consideration of the specific
requirements of the task to be performed, the minimum acceptable standard of performance,
the technical nature of the job, the need to cope with present work load, the need to cope with
anticipated changes in workload and the combination of special skill requirement in terms of
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technical, professional, managerial, interpersonal, conceptual and analytical skills required to
get the job done very well.
Person Needs Analysis: This involves analysis of the individual job holder of the strengths
and weaknesses or deficiencies and the identification of what should be the contents of a
training programme that will turn the individual workers into better performers. It includes:
i. Examination of job description.
ii. Examination of the techniques of procedures involved.
iii. Identification of the skills, attitudes and knowledge required to perform tasks (i.e.
an analysis of the tasks).
iv.
Assessment of the current jobholder’s KSA through observation, performance data,
absenteeism, turnover, production and safety to determine their competencies and
areas of deficiencies.
v. Recommendation of training to teach or assure him that he knows how to do the
job.
Phase 2: Ensuring Employee Readiness for Training
This is to ensure that employees have the motivation and basic skills necessary to master
training content. It includes analyzing the audience to ensure that the training programme will
be suited to their specific levels of education, experience and skills as well as their attitudes
and personal motivation.
Phase 3: Creating a Learning Environment
The essence is to have learning environment that has the features necessary for learning to
occur. This includes finding answers to such questions as;
1. What is to be taught? This takes charge of the deficiency identified in each
category of employees and the appropriate course contents needed in correcting the
deficiencies. It answers such questions as what will the trainee be able to do? To what
standard and in what circumstances?
2. Who is to teach? i.e. who will do the actual training? Internal or external trainers?
Local or international, involving overseas trip?
3. How is the training to be done?-i.e. the various training techniques that can be best
used to facilitate easy learning.
4. What is the sequence of training in each step? This means the trainee must be
taught the underlying logic and structure needed in any course of action. For example,
a trainee must not be taught how to add before learning how to count. Also it will be
wrong that a trainee learns how to operate a machine before he learns about the safety
devices and how to use them.
It also involves gathering instructional objectives, methods, media, description of and
sequence of content, examples, exercises and activities; and organizing them into a
curriculum that supports adult learning theory and provides a blueprint for program
development. It makes sure that all materials, such as video scripts, leaders’ guides and
participants’ workbooks, complement each other; are written clearly and blend into unified
training geared directly to the stated learning objectives. The phase also connotes carefully
and professionally handling all program elements- whether reproduced on paper, film or tape
to guarantee quality and effectiveness.
In implementing the organization’s training and development programmes, the training and
development manager must:
i.
Select appropriate training methods as each occasion and training needs
demand.
ii.
Select appropriate instructors who may come from within or outside the
company, depending on the nature and the technicalities of the training.
iii. Make provisions for the use of teaching aids as at when due.
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Part II – Management and Development of Human Resource
iv.
Ensure that the learning principles maximally benefit both the trainee and the
organization.
v.
Review training programmes from time to time.
vi.
Ensure she/he provides for the positive motivation of all learners in all ways
possible.
Phase 4: Ensuring Transfer of Learning
This phase involves having the trainee understand how to manage skill improvement as well
as getting co-worker and manager which support. It is to ensure that trainees apply the
training content of their jobs. Many of our training efforts lack post training support. This is
as a result of no transfer of learning from the training environment to job environment. It may
be as a result of obstacles placed on the way of the trainee thereby preventing him or her from
practicing his newly acquired knowledge. Therefore, this phase ensures there is transfer of
learning.
Phase 5: Developing an Evaluation Plan
This includes identifying what types of outcomes training is expected to influence, e.g.
reactions outcome, immediate outcome, job outcome and ultimate outcome or organization
change outcome.
Developing an evaluation plan is choosing an evaluation design that allows you to determine
the influence of training on these outcomes. Thus, four of these evaluation criteria
measurements can be identified, they are;
i.
Reactions level
ii.
Immediate Outcome/Learning Level
iii. Intermediate/ Job Outcome Level
iv.
Ultimate Outcome/ Organization Change Level
Reactions Level: Evaluation can be carried out by assessing participants’ reactions or
feelings toward the extent of coverage of essential materials, depth of the course
contents, method of presentation etc. This could be evaluated formally through
questionnaires or informally through simply asking questions.
Learning Level: This criterion assesses the extent and content of learning that has
taken place, in other words, the extent of new knowledge and skills that have been
acquired as a result of the Training & Development (T&D) programme, and how
much of these skills, knowledge and experience are being put to use in the work
environment.
Job Outcome Level: Evaluation at this level is for the purpose of seeing whether job
performance has changed for the better, that is to find out the amount of positive
changes in job behaviour that have taken place. Before and after evaluation designs
can be used. If the evaluation reveals that no improvement has occurred, this may be
indicative of training ineffectiveness. If improvement has occurred, it suggests
effective training. Whatever the result of the evaluation at this level, it may lead to a
review of the identified training needs or the adopted training methods.
Organization Change Level: At the end of the training and development programme,
it is necessary to assess the extent to which the objectives set at the beginning of the
training have been achieved. These objectives may include survival growth,
profitability, reduced absenteeism and turnover, better product quality etc
Phase 6: Selecting Training Methods
This phase is to choose the training methods based on the learning objectives and learning
environment. It also includes choosing of location- this is to be guided by the objectives and
method. Off the job training is helpful when the group is large and using on-the-job training
would cause intrusion. Off the job training is also expedient when there is no one qualified at
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the workplace to teach. When distractions at the workplace are feared as capable of impeding
learning, off-premises locations are preferred.
On-the-job training may seem more relevant to trainees as it facilitates transfer learning.
Also, it is less expensive. Again, it involves choosing the Instructors- these deals with the
competence of the instructor. He must know his subject, have the personality to convey it,
must be able to use the chosen learning methods to meet learning objectives and he must be
available at the right time. Not only that, program is drawn (i.e. timetable) which usually
contains the tabulation of the objectives: day, time, method, instructor and location. However,
these methods of training and developments can be classified under three headings:
1. On the job training methods- this is having a person learn a job by actually performing it.
In giving an employee on the job training, it is important to;
a.) Put the learner at ease- relieves the tension.
b.) Explain why he or she is being taught.
c.) Create interest, encourage questions and find out what the learner already knows about
his or her job or other jobs.
d.) Explain the why of the whole job and relate it to some job the worker already knows.
e.) Familiarize the worker with the equipment, materials, tools and the trade terms.
2. Off the job training methods, and;
3. Simulation methods.
Table 5.1: Classifications of Training Methods
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On-the-Job methods
Demonstration
Training manuals
Work sample
Specific projects
Coaching
Job rotation
Internship
Task force assignment
Committee assignment
Apprenticeship

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Off-the-job methods
Classroom lectures
Film show and demonstration
Role playing
Educational television
Programme learning
Tutorials
Discussion groups
Briefing groups
Group projects
Individual projects

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Simulation methods
Case Studies
Business Games
Role Plays
Incident Method.
In-Tray/In Basket Exercise
Demonstration: Here, the trainer shows the step by step procedure for carrying out the tasks
that make up the job. The trainee is able to watch the trainer and thereby encouraged to try
his hand with guidance by the trainer.
Training Manuals: It contains written instruction on how to operate a machine or carry out a
given process. Most machines have on operating manual that can also be used for training
prospective operators on their usage.
Work sample: This involves the trainee carrying out a practical process under the watchful
glare of a trainer or supervisor. Work samples are useful for training middle and senior
managerial employee on how to carry out practical assignments.
Specific Projects: A trainee is commissioned to conduct a systematic investigation into an
issue with a view to understand and predict a trend. The trainer evaluates the research report
and provides further guidance. It is suitable for developing problem solving skills in trainees.
Coaching: As a training method, coaching involves employee empowerment by assisting the
trainee to perform his work and responsibility through the process of answering questions,
guiding them in finding answers to their problems, broadening their view points and
providing them with feedback on how well they are doing. The coach must assume a friendly
posture with the trainee to achieve a best result.
Job Rotation: This is intended to provide the trainee with a variety of work experiences by
moving them from one job or from one department to the other thereby enabling them to
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Part II – Management and Development of Human Resource
acquire greater job knowledge and experiences with which to handle greater responsibilities
in the future. By so doing, it enables the trainees to have the better appreciation of interdepartmental problems as they relate to their jobs or employees in other departments.
Internship: This enables the trainee to gain useful insights into the relationship between
theory and practice. For instance students in science field in their 3rd and 4th year of study go
for three (3) months internship programme. Also, Ordinary National Diploma (OND)
students after two years (2) programme go for a year internship in a company of their choice
before they go for Higher National Diploma (HND) programme. This is to enable them relate
what they have learnt in the classroom with what is obtaining in practice so as to fully
complement their knowledge.
Apprenticeship: This is required for jobs that require long period of practice and experience
and for job that require complex and diverse range of skills and knowledge. It is usually
required in job and trades such as carpentry, plumbing, printing, welding, engraving etc. The
long period is necessary if the trainee is to fully understand the intricacies and complexities
of the job.
Lectures: This is when the trainer presents a prepared paper to the trainee(s) or an audience,
class etc designed to instruct at length. It may be used for teaching knowledge, facts, skills
and opinions. Lectures are useful for reaching a large audience who has some knowledge of
the subject matter.
Practical: This is used to supervise the hands-on-work of the trainee, give a feedback and
generally enable the trainee acquires skills on how to perform specific tasks.
Briefing Groups: It is assumed that the trainees are not completely ignorant of the issues in
the paper. The trainer presents a short paper and asks for the reactions of the trainees. It is to
teach knowledge, fact and assess the opinions of the trainees.
Discussion Groups: The focus is on specific topics. Seminars and workshops adopt the
discussion technique to encourage massive participation. They are to support the objectives
of improving skills and oral presentation, of changing attitudes etc.
Programmed Learning: This is a do-it-yourself (DIY) technique that relies on books and
machines. For instance, to learn typing on the computer where the standard learning
sequences have been programmed and made available in user-friendly software packages. As
a trainee interacts with this package, he can monitor his progress, accuracy and speed since
different types of errors in the learning process will earn a loud beep that alerts him/her that
an error has been committed.
Vestibule Training: This method involves trainees learning in a non-work environment where
the conditions and equipment are identical to what will be encountered on the job. This is
necessary so that trainees are equipped with preliminary learning experiences prior to any
actual work practice, so that when they are eventually transferred from the learning
environment to the work situations, problems are minimized because they have been doing
what they are supposed to do before. Using this technique, organizations avoid having to
slow down regular production lines, risk product damage and ensure product quality.
Phase 7: Monitoring and Evaluating the Programme
The essence of this phase is to evaluate the training programme using the evaluation criteria
measurement developed in phase 5 to make changes in it or revisit any of the earlier steps in
the process to improve the training program so that learning, behaviour, change and other
learning objectives are obtained. Managers are to determine the level of improvement in job
performance and access needed maintenance. Basic questions that need asking among others
include;
i.
Has the training and development programme paid off for the organization?
ii.
Has it achieved positive results in terms of the goals and objectives set?
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Chapter 5
Monitoring of training serves as a bridge between the implementation phase and evaluation
phase.
Executive Development Programmes
This is a process designed to increase the quantity and the quality of present and future
managerial personnel through training to manage (organizations) successfully in today’s
complex business environment, as well as in the future. Organizational objectives,
management inventory, succession plans as well as anticipated changes are the starting points
of managerial development. Methods of development include:
On-the-Job: Understudy assignments, coaching, special projects, job rotation, committee
assignments etc
Off-the-Job: Classroom teaching/lectures, case studies, role playing, in-basket techniques,
university seminars and professional association seminars, conferences etc.
The Rationale for Executive Development
A number of reasons explain the refocused interest of employers in organising training
courses for their staff. These are:
i. Rapid changes in technology (e.g. computerization) thereby necessitating the need for
built-in mechanisms for preventing manpower obsolescence.
ii. The need to improve the versatility of the managerial group.
iii. The need for easy and effective mobility of personnel across functional units as the
need arises.
iv.
To create a reservoir of executive talents necessary for managerial succession or for
other contingencies.
v. To keep them current on new developments relating to economic, social, technical,
political, cultural etc matters that may affect the successful performance of their jobs.
vi.
Increase in the incidence of fraud and the role of employers in the prevention and
control of malpractice from all possible sources.
vii. Identify persons with innate abilities and potentials that may be groomed for future
higher responsibilities.
Methods of Determining Executive Development Needs
1. Managerial Appraisal Report: This will indicate the relative strengths and
weaknesses of each management staff. The comments on the weaknesses will point to the
relevant areas in which the executive will undergo some types of training. (e.g. executive’s
ability to understand, analyze problems and proffer solutions may be shallow.)
2. Survey: Each executive will conduct a survey of what he lacks or what his
subordinate manager lacks and make recommendations accordingly.
3. Job Analysis: When movement to a higher position is contemplated, the requirements
of the higher responsibilities will enable management to identify the training and
development needs of the employee earmarked for the higher positions.
Executive Development Programmes
These include:
i.
In-Basket Method
ii.
Role-Playing
iii.
Business Games
iv.
Simulation
v.
Case Studies
vi.
Sensitivity Training
In-Basket Method: The in-basket tray contains memos, letters on issues relating to the
company’s financial statements, marketing research information, petitions from staff, letters
of complaints from distributors and/or customers, replies to queries etc. Using this method,
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Part II – Management and Development of Human Resource
trainees are presented with samples of these issues and are trained how best to handle each of
them even under pressures of time and how priority could be attached to pressing issues.
Role Playing: This is used in teaching interpersonal skills such as managerial and sales
interactions. Like all artificial dramas, the trainee adopts relevant roles manager and staff
member; salesperson and customer; debtor and creditor and plays out a particular kind of
discussion, e.g. taking disciplinary action, making a sale, negotiating debt rescheduling. For
this purpose, the trainee “wears another’s shoes” to understand the psycho-social
characteristics of the person and situation. This will expose the trainee to how they can be
able to sensitize themselves to the problems of a troubled subordinate/customer and what
steps to take to arrive at solving the problem. This training device helps to teach trainees
qualities and skills such as effective interpersonal skills, conflict strategies etc.
Business Games: A number of games are available in the form of cards, monopoly, computer
games etc which can help teach one or two workplace principles or rules. A variant of games
is the in-tray exercise where several memos are put into a tray and the trainee is to make
sense out of it. In the process, the skills for practical assessment of priorities and decision
making may be acquired. The objective is that the trainees will acquire the tools for analyses
and decision making under real life scenarios. Also, the alertness in thinking and the
capability to perform effectively even under a stressful and competitive environment are
learned.
Case Studies: A case is a set of circumstances, conditions or a state of affairs that face
executives in their day to day business. Sometimes, typical business situations can be
simulated and presented in a case form, and trainees are requested to identify the major and
minor problems of the case to distinguish the salient facts from the insignificant, as well as
analyze the facts, suggest alternative solutions to the problems, evaluate the alternate
solutions and recommend the best course of action. The purpose is to sharpen the
participant’s ability to correctly identify the key problems in any given situation, interpret
facts, identify important variables upon which management can make decisions, improve
their skills in diagnosing issues and recommending the best solution for a given problem
situation.
Simulation: These are useful for jobs in which risks and costs of mistakes are high. For
example, pilot training (or any situation in which direct observation and feedback are absent,
or managerial decision making). To get around these problems, there are now for example
flight simulators, and management decisions are simulated through assessment centres, inbasket games, business games etc. Managers do not necessarily perform routine jobs and they
need more than specific skills. They need to acquire specialized and broad-based skills like
conceptual, analytical, problem-solving, human, behavioural, interpersonal, decision making
skills etc. Hence, situations involving the use of these skills are simulated and managers put
through.
Sensitivity Training: Under this method, executives are trained in the area of developing an
awareness of as well as sensitivity to the behavioural patterns of oneself and the others with
whom one relates. Thus sensitivity, according to Rao and Rao (1990) is expressed in the form
of:
i.
Enhanced listening skills
ii.
Increased tolerance for individual differences
iii. Greater concern for others
iv.
Increased openness with and to others
v.
Less ethnic prejudice etc
The essence of this training is to identify their human relation skill needs and how best to
accommodate the feelings of others to be able to manage them effectively and be a good
manager.
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Chapter 5
Current Challenges in Training and Development
Current training and development programmes are constrained by the following practices:
i.
Inadequate funding of training
ii.
Failure to determine training needs reliably and relevantly.
iii.
Perceptions that training periods are holidays, heightening the preference for overseas training
and the accompanying estacode
iv.
Unwillingness of supervisors to train their subordinates on the job or reveal the secrets of the
job
v.
Failure to systematically evaluate the effects of training
vi.
Failure to engage credible professional trainers and adequately brief trainers on the specific
trends in an organization.
Advantages of Training and Development
Training enhances employees’ chance for promotion.
Turnover rate is reduced among workers.
Training improves employees’ motivation and morale on the job.
It increases organizational productivity and quality of products.
It increases employees’ knowledge, skills and development of positive behaviour and attitude to work.
It reduces rate of absenteeism as it brings about sense of belongingness among employees.
It brings about work environment that allows employees of all backgrounds to be creative and
innovative.
8.) It helps in the management of diversity which result in company success.
1.)
2.)
3.)
4.)
5.)
6.)
7.)
Review Questions
1) a. What do you understand by training?
b. Enumerate eight (8) rationales for embarking on training and development.
c. Differentiate between training and development.
2) What are the three basic levels of approach in the identification of the training needs?
3) Write short notes on the following:
i.
Vestibule Training
ii.
Demonstration
iii.
Job Rotation
iv.
Programmed Learning
v.
Simulation
vi.
Business Games
vii.
Sensitivity Training
viii.
Role Playing
ix.
In-Basket Method
x.
Coaching
4) With examples, outline the various methods of training and development you are familiar with.
5) Enumerate the evaluation criteria measurement in the training and development programmes.
6) What are the methods of determining executive development needs?
7) What are the constraints to the current training and development programmes?
8) How do you know that employees in an organization need training and developments?
9) What are the advantages of training in an organization?
10) Enumerate some of the symptoms that determine training and development.
11) With the aid of a well labelled diagram, explain the different phases in training process.
12) What are the benefits any organization that embark on training and development enjoys?
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