វិទ្យាស្ថានខ្មែរជំនាន់ថ្ែី
INSTITUTE OF NEW KHMER
មហាវិទ្យាល័យគ្រប់គ្រងពាណិជចកមែ និងទទ្យស្ចរណ៍
ការគ្រប់គ្រងធនធានមនុស្ស
Human Resources Managements
Lectured by: NOUV Brosh
Mobile Phone: 093640486 & E-mail: broshnouv@gmail.com
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PART IV:
Developing Human Resources
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Chapter 11:
Training and Development
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DELIVERING CUSTOMISED TRAINING
SUCCESSFULLY
“Tell me and I forget, teach
me and I remember, involve
me and I learn”
- Benjamin Franklin
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What is Employee Orientation?
What is Employee Orientation?
•
The initial T&D effort for new employees that help to inform them about the
company, the job, and the work group.
Purposes of Orientation:
•
Make employee feel at ease
•
Company policies and rules
•
Compensation and benefits
•
Corporate culture
•
Team membership
•
High productivity
•
Training
•
HR & immediate superior are responsible.
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Employee Orientation (Con’t)
Orientation should be conducted at 2 levels :
1.
Organizational orientation: Company policy on safety and health,
annual leave, annual increment, training, performance review, rules
and regulations, grievance procedures, and
employee assistance program.
2.
Department orientation: Describes topics that are unique to the new
employee’s specific department and job. For example : department
functions, job duties and responsibilities, policies, and work rules.
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WHAT IS THE
PURPOSE OF
TRAINING AND
DEVLOPMENT
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Current Training Trends
• Job training will increase over the next five
years.
• Reasons why:
– Social challenge
– High-performance work systems challenge
– Quality challenge
– Interpersonal challenge
– Global challenge
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DEFINITIONS OF TERMS USED IN EMPLOYEE
TRAINING AND DEVELOPMENT
•
LEARNING is the process by which our behavior is modified more or less
permanently by what we do, what we observe or by what happens around us.
•
EDUCATION is the acquisition of knowledge, experience and wisdom that
enable people to learn how to think, reason, judge and live better. It assumes
there are better ways of doing things, but are not yet known.
•
TRAINING is the process of learning new knowledge and skills which are
generally related to immediate job effectiveness so as to improve performance standards.
It assumes that there is a known and better ways of
doing things.
•
DEVELOPMENT is the ongoing life long process of learning and growing so
as to become progressively more mature and effective in adapting to a changing
environment. Development includes education and training.
•
HUMAN RESOURCE DEVELOPMENT is a concept that suggests that human beings are a
‘resource,’ and they can be developed. HR is a resource of worth and value that can be
utilized to help us progress.
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KNOWLEDGE - KNOW WHY (CONCEPTS, IDEAS,
THEORIES)
SKILLS - KNOW HOW (APPLCATION OF WHAT YOU
HAVE LEARN)
• WHAT IS THE OUTCOME OF LEARNING?
• 1. Knowledge and mental skills  such as the information
and the thinking in understanding and remembering facts;
• 2. Motor skills  skills involving movement, such as physical
skills in sports, or how to use power point;
• 3. Attitudes  the ways of viewing the world which affects
our behavior.
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KNOWLEDGE - KNOW WHY (CONCEPTS, IDEAS,
THEORIES)
SKILLS - KNOW HOW (APPLCATION OF WHAT YOU
HAVE LEARN) --- (con’t)
WHAT IS THE PROCESS OF LEARNING
INVOLVES?
1. Taking in information.
2. Processing information; leading to
3. Using the information to bring about changes in the
learner’s performance and attitude.
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Comparison between training and development:
Focus
Training
Development
Use of work experience
Low
High
Goal
Preparation for current job
Preparation for change
Participation
Required
Voluntary
Outcome
Immediate
Long-term
Preparing training program
Trainers should:
 Explain why he/she needs to train
 Create interest for trainees
 Have related skills & knowledge
 Accepts feedback for self-improvement
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Systems Model of Training
Phase
One:
Phase
Two:
Needs
Assess
- ment
Design
Phase
Three
:
Implementation
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Phase
Four:
Evaluation
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Systems Model of Training
Phase 4:
Evaluation
• Reactions
•Learning
Phase 3:
Implementation • Behavior (transfer)
•Results
• On-the-job methods
•Off-the-job methods
•Management
development
Phase 2:
Design
• Instructional objectives
•Trainee readiness
• Learning principles
Phase 1:
Needs Assessment
•Organization Analysis
•Task analysis
•Person Analysis
Note: US organizations spend over $60 billion
annually on training (1.7 billion training
hours).
Much of that investment is wasted because
it is not done in a systematic way.
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ORGANIZATION ANALYSIS
Examination of the environment
strategies, and resources of the
organization to determine where training
emphasis should be placed
Needs Assessment
TASK ANALYSIS
Process of determining what
the content of a training
program should be on the
basis of a study of the tasks
and duties involved in the job
PERSON ANALYSIS
Determination of the specific
individuals who need training
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Needs Assessment - continue
A current trend in training is for Needs
Assessment to focus on COMPETENCIES.
A competency refers to areas of personal
capability that enable employees to
successfully perform their jobs by achieving
outcomes or successfully performing tasks.
A competency can be: knowledge, skills,
attitudes, values or personal characteristics.
A competency assessment identifies the
competency necessary for each job as well as
the knowledge, skills, behavior, & personality
characteristics underlying each competency.
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Designing Training Programs
Instructional Objectives
Desired outcomes of a
training program
Trainee Readiness
and Motivation
Issues in
Training
Design
Principles of
Learning
Characteristics of
Successful
Trainers
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Principles of Learning
Principles
of Learning
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INDIVIDUAL LEARNING STYLES
1. ACTIVIST
 LIKES
2. REFLECTORS
 LIKES
• new experiences
• watching
• difficult tasks
• thinking
• exercises
• reports
• excitement
• no pressure
• brain storming
• reviewing
• leading
• observing
• research
 DISLIKES
• reading
• discussions
 DISLIKES
• lectures
• no warning
• theory
• lime light
• watching/observing
• short cuts
• non-involvement
• time pressure
• practice
• no planning
• reviewing
• limited data • detailed instructions
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3. THEORISTS
 DISLIKES
 LIKES
• theories
• probing
• no reason
• systems
• complexity
• no purpose
• stretching
• analyzing
• no structure
• structure
• success/failure
• variety
• shallowness
• emotions
• success
• interesting ideas
• feelings
• questioning
• mismatch
4. PRAGMATISTS
 DISLIKES
 LIKES
•
links to the content and job
• irrelevancy
• practicality
• limited experience
• immediacy
• limited reward
• implementation obstacles
• practice
related to
personal, managerial and
political matters
• activity
• role models
• circular discussions
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Training and Development Methods:
(1)- On-the-job training: Training that takes place in the work setting
as employees perform their job tasks. Coaching - on the job training
approach emphasizing one-to-one basis. Mentoring – a little bit like
coaching but professional trainers located at different departments
or come from others organization.
(2)- Off-the-job training: Training that occurs away from the
workplace.
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3)- Role playing: Training which participants are required to
respond to specific problem.
(4)- Job rotation: Training that involves moving employees from
one job to another to broaden their experience.
(5)- Computer base training: Method that takes advantage of the
speed, memory, and data capacity of computer.
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Training for Non-managers
On-the-Job
Simulation
Apprentice
Cooperative,
Internship, and
Government
Computer-Based
Audiovisual
Materials
Classroom
Programmed
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Job Instruction Training
STEP FOUR: FOLLOW-UP
•Put employee on his/her own.
•Check-up frequently that
instructions are followed.
•Taper off extra supervision.
STEP THREE: PERFORMANCE
•Test employee by having him/her perform the job.
•Ask questions beginning with why, how, when, where.
•Observe, correct errors & repeat instructions.
•Continue until you know the employee knows.
STEP TWO: PRESENTATION
•Tell, show, illustrate, and question in order to put of the new knowledge.
•Instruct slowly, clearly, completely, and patiently, one point at a time.
•Check, question, and repeat.
•Make sure the employee really knows.
STEP ONE: PREPARATION
•Put the employee at ease
•Find out what the employee already knows
•Get the employee interested and desirous of learning the job
HRM By: NOUV Brosh
Source: The Training within Industry Report (Washington, D.C.: Bureau of Training, Training with Industry Service, War Manpower Commission).
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Elements of Feedback
• Feedback is essential for learning and for the
trainee’s motivation
• Provide it soon after the trainee’s performance
• Feedback increases:
– Instructor awareness of what trainees need to
practice
– Trainee satisfaction
– Trainee retention
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Training for Management
Development
On-the-job Experiences
Seminars and conferences
Case Studies
Management
Games
Role Playing
Behavior modeling
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Characteristics of Successful Trainers
Knowledge of
Subject
Interest
Clear Instructions
Adaptability
Individual
Sincerity
Assistance
Sense of Humor
Enthusiasm
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Criteria for Evaluating Training
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Transfer of Training
• Effective application of
principles learned to what is
required on the job.
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Training for special purposes
 Diversity training
 Language training
 Teamwork training
 Cross culture training
Evaluate training
 Reaction
 Learning
 Behavior
 Result
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Characteristics of Effective Training
Four characteristics of companies with effective
training practices:
– Commitment of top management
– Training is tied to the total business
strategy
– A comprehensive and systematic approach to
training exists
– Investment of adequate resources
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PROCESS DYNAMICS
• meeting skills
• problem solving
• brainstorming
• decision making
• negotiation skills
• goal setting
• presentation skills
• process analysis
• task evaluation
• customer/vendor
analysis
• project planning
• information
management
• creativity
Team Training Skills
Team Training
BEHAVIOR DYNAMICS
•member communications
• conflict resolution
• trusts building
• establishing norms
•handling difficult
members
• diversity awareness
•team development
stages
• team issues/concerns
• team benefits
• features of good teams
• negotiations
HRM By: NOUV Brosh
Source: George Bohlander and Kathy McCarthy, “How to Get the Most from Team Training,” National Productivity Review, Autumn 1996
25-35.
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EVALUATION OF TRAINING
Why a training program needs to be evaluated?
• To identify the program’s strengths & weaknesses. This includes
determining if the program is meeting the learning objectives, the
quality of the learning environment, & if transfer of learning to the job is
occurring.
• To assess whether the content, organization, & administration of the
program including the schedule, accommodations, trainers, & materials
contribute to learning & the use of training content on the job.
• To identify which trainees benefited most or least from the program
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EVALUATION OF TRAINING (con’t)
•
To gather data to assist in marketing programs through collecting
information from participants about whether they would recommend the
program to others, whey they attended the program, & level of satisfaction with
the program
•
To determine the financial benefits & costs of the program.
•
To compare the costs & benefits of training versus non training investments (such
as work redesign or a better employee selection system)
•
To compare the costs & benefits of different training programs in order to
choose the best program.
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EVALUATION OF TRAINING PROCESS:
CONDUCT A NEEDS ANALYSIS
DEVELOP MEASURABLE LEARNING OUTCOMES
DEVELOP OUTCOME MEASURES
CHOOSE AN EVALUATION STRATEGY
PLAN AND EXECUTE THE EVALUATION
Source: Grove & Ostroff (1991), page 185.
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EVALUATION CRITERIA:
THE FOUR LEVELS OF MEASUREMENT
1. REACTION
WHAT IS MEASURED
TYPICAL MEASURING PROCESS
Measures how a participant
Ask participants t o complete a
feels about a training event.
training course evaluation form.
Least helpful, but easiest to measure.
2. LEARNING
Measures how much the participant
Standardized testing. Pre- and post-
learn during the training event. Most
learning-event measures are
helpful in technical training, when there
required.
is one best way to do the job.
3. BEHAVIOR
Measures how well participants are using
Usually measured by observing on
their learning on the job. Most helpful when
4. RESULTS
job performance. Pre- and post-
training is skill-based and there is one best
learning-event measures are
wav t o do the iob.
reQuired.
Measures return on investment for a training
Often, it's impossible to directly
event. How has organizational/departmental
connect the acquisition of new
performance changed as a result oftraining?
Knowledge and skills in a given
learning event to bottom-line
business goals.
EVALUATION should focus on the assessment of the total value of a trainin system, training course or
program in social as well as financial terms. Hamblin (1974) emphasized that:
1.
Evaluation is about putting a value on training - not only a dollar value.
2.
Evaluation should go well beyond measuring the simple achievements of program objectives
3.
The process needs to extend into assessment of job behavior changes & overall impact on the
organization.
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Reading Cases
Case 13-1 on Dunkin Donuts and
Domino’s Pizza: Training for Quality and
Hustle, page 438 to 439
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