Training & Development
Tehzeeb Sakina Amir
HRM-session 7
Spring 2011-MBA
Main contents
 Orientation
 The
process
training process
 Training
methods
 Managerial
 Training
training (on-job and off-job)
evaluation
Before we proceed

Remember the last time you went for a training
program/seminar/workshop/ classroom set up!

Write down the good points of that training
program (any 5)

Write down the weaker areas in that program
(any 5)

Suggest your ways of improvement (any 5)
Orienting Employees
 New
employees given basic information
abut the organization, rules, policies etc
 Duration of orientation – hours to
week/month long

Four purposes:
•
•
•
•

Employee put at ease
Understand the organization
Learn key facts about the organization
Start of socializing
The result is Self-directed Behavior
Orienting Employees
 Usually
starts with HR department then to
immediate supervisor and so on and so
forth
 Technology assisted orientation &
booklets/handbooks with key information
 Orientation checklist or report
The Training Process
 The
process of teaching employees basic
skills they need to perform the jobs.
 Includes: explanation, demonstration,
classroom training etc
 High potential employees must be trained
to put their potential in right order &
direction and improvisation
Training is in…..

Strategic Training - should be strategically
outlined!!


Identify goals & objectives & identify skills and
knowledge needed to achieve those
goals….training needs identification
Performance management – a goal oriented
approach to assign, train, assess and reward
employees’ performance

Training efforts outlines what organization wants
each employee to contribute in achieving the
goals
Five-step training & Development
process
Need Analysis
1.
1.
Instructional Design
2.
1.
3.
4.
5.
Identify – assess – develop
Decide on – compile and produce
Validation
Implementation
Evaluation
Training – Learning & Motivation

Ability and
learning

Make skills transfer
easy
•
•
•
•
•
Maximize similarity
Provide practice
Label each step
Highlight important
aspects
Provide ‘negative’
scenarios too

Motivation

Interest/drive
•
•
•
•
•
•
Meaningful material
Overview of content
Variety of examples
Organize logically
Use familiar terms
Use visual aids
Motivation Principles for Trainers





Have practical work…
Immediate feedback enhances learning
Let them learn at their pace
Create a need..
Schedule and duration of training
Analyzing Training Needs

Task Analysis


A detailed study of a job to
identify the specific skills
required.
JDs and JSs help here but
emphasis is more on skills
required

Performance Analysis


Checking whether some
performance deficiency
exist and determining if that
can be corrected through
training or some other
means.
Methods are:
•
•
•
•
•
•
•
•
Performance appraisals
Job related performance
Observation
Interviews
Tests
Attitude surveys
Assessment techniques
Logs
Training Methods
Training – training a person
to learn a job while working on it
 On-the-job

Types:
• Coaching / Understudy method
• Job rotation

Advantages of OJT
• Inexpensive
• No off-site facilities required

Beware
• Success not guaranteed….
Training Methods
Training – a structured
process by which people become skilled
workers through a combination of
classroom instructions and on-the-job
training
 Formal learning + long term on-the-job
training
 Apprenticeship Ordinance Pakistan 1962
 Informal learning – it occurs!!
 Apprenticeship
Training Methods
Instruction Training – step by step
learning of job sequence is JIT
 List all basic tasks, key points in order to
provide step by step training
 Job


Steps show – what to be done
Key points show – how to be done
Training Methods
 Lectures



Quick, simple & easy
Larger groups in one time
Lecture skills & guidelines to be taken care of
Training Methods
 Programmed
Learning or tutoring
systems

Step by step, self learning method. It involves:
• Presenting questions, facts, problems
• Allowing response from the person
• Providing feedback on the accuracy of the answers
Training Methods
 Audio-visual





based Training
Use of audio-visual aids
More expensive but more interesting
Illustrations & demonstrations are done more
effectively
Expose trainers to events not possible
otherwise
Organization wide training with no traveling
cost of trainers
Training Methods
 Simulated

Training or vestibule training
Training employees on special off-the-job
(actual or simulated) equipment so training
cost and hazards can be reduced
Training Methods
 Computer
Integrated use of text, sound, graphics,
photos, animation make it interactive &
realistic
 Distance

based Training
& Internet- Based Training
Distance learning methods- paper/pencil
correspondence courses, tele-training, video
conferencing, modern internet based courses
Management
Development
To improve current or future
management performance by
imparting knowledge, changing
attitudes or increasing skills
Management Development
 It
emphasis on long term development
 It focuses on developing the capabilities of
current or future managers
 Management Development Process
consists of:



Assessing company’s strategic needs
Appraising managers’ current performance
Developing the managers (and future
managers)
Management Development
 Succession


Planning
A process through which senior level
openings are planned for and eventually filled
Steps in succession planning:
•
•
•
•
Anticipate management needs
Review skills’ inventory
Create replacement charts
Train
Managerial ON-the-job training
 Job
Rotation
 Coaching / understudy approach
 Action learning



Trainees are allowed to work full time
analyzing and solving problems in other
departments
Team based working on real world business
problems
Extend beyond their usual area of expertise
Managerial OFF-the-job training
Study Method – written problem to
diagnose and solve
 Management Games – group games,
simulated but realistic situations, involved
in problem solving, planning etc
 Outside Seminars
 University Related Programs
 Role Playing – act out realistic situations
 Case
Managerial OFF-the-job training

Behavior Modeling –





Showing ‘right’ behavior
Let them practice
Giving feedback on performance
Encourage transfer of training
In-house Development Centers/Corporate
Universities – learning portals
 Executive Coaches – an outside consultant who
act as a coach and identify strengths &
weaknesses, counsel them to overcome the
weaknesses and show their capabilities.
Evaluating Training
Crucial as it costs….
Training Effects to measure
1.
2.
3.
4.
Participants’ reactions
Learning
Behavior – changed on-the-job behavior
Results – training objectives
How to measure?
Time series design
1.
1.
2.
Measure pre training and post training
behaviors
Provides initial scores on effectiveness of
the program
Controlled experimentation
2.
1.
2.
A controlled group (no training) and an
experimentation group (receives training)
Determine the extent of change the training
has brought (external factors controlled)
Training Evaluation Form
 Training



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Evaluation forms has:
Basic information on the training
Information about trainee
Evaluation of the course
Evaluation of the trainer
Strengths and weaknesses of the course
Additional topics the trainee think should be
covered in the course
Any recommendations
How to design better training
programs?






Do not rely on ‘participants’ reaction’ on
effectiveness of training
Ensure transfer of training, focus on behavior
and result
Prior to training - Get supervisor and trainee
input in designing the program
Encourage employees to participate (keep
them motivated)
Provide the ‘right’ training environment
Post training reinforce the learning