Training and Development, Coaching,

Mentoring, Counseling

Daw Sanda Win

Lecturer
Department of Economics
National Management College
 What is HRM?

 Managing PEOPLE

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

2
 Managing people is
optimum utilization
of people.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

3
 Resources?

 Land

 Labour

 Capital

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

4
 Resources

 Men
 Money
 Materials
 Machines
 Methods
 Management
Information
 Minutes ( Time )
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
5
 Management?

 Gettingthings done through and

with other people

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

6
 Physical or Mental Work?

MENTAL WORK

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

7
 ARTS OR SCIENCE?

ARTS: Thinking
SCIENCE: Doing

Both ARTS and SCIENCE

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

8
 The term HRM refers to activities
undertaken to attract, develop and
maintain an effective work force
within an organization

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

9
 Human Resource Management

Matching process,
All managers Employees are
integrating the
are resource viewed as valuable
organization’s
managers. assets.
goals with
employees’ needs.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

10
Human Resource Management Goals
Company Strategy

Attract an Effective Workforce

HRM planning
Job analysis
Forecasting
Recruiting
Selecting

Maintain an Effective Workforce Develop an Effective Workforce

Wage and salary
Training
Benefits
Development
Labor relations
Appraisal
Terminations

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

HR Activities or Functions
1) HR Planning
2) Recruitment
3) Selection
4) Training and Development
5) Compensation and Benefits
6) Performance Appraisal
7) Health and Safety
8) Disciplines and Grievances
9) Termination or Dismiss

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

How Important is Training and Development?
 Organization are always changing
– Technology improves
– Organizational values change
– Business strategies change
– Customer needs change
 If KSA are not updated, employees will not perform well.
 Employees are given the opportunity to perform because
they need to be motivated. However, they will not perform
well without ability. ( Performance = A × M × O)
 Ability is not just natural talent, it is mostly learned.
 Therefore, an appropriately trained and developed
workforce can mean the difference between success and
failure.
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
13
The benefit to the organization of training its
staff will be seen in terms of:
• increased efficiency and productivity;
• reduction in costs;
• reduction in supervisory problems and grievances;
• reduction in accidents;
• improved quality;
• improved motivation and morale among employees;
• encouraging a culture of flexibility;
• developing a culture of learning;
• easing skills shortages;
• planning for succession.
14
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
The individual will also benefit in terms of:

• the acquisition of new skills;

• increase in employment prospects;
• improved promotion prospects;
• increased ability to cope with the pressures of work
resulting in less stress at work;
• increased job satisfaction.

15
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
Training and Development

 It is the means by which an organization invests in its

employees.
 Change requires new skills and attitudes, so
organizations that do not invest in training and
development cannot hope to benefit from change.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved. 16

Training and Development

Definitions
 Training is designed to permit learners to
acquire knowledge and skills needed for their
present jobs.
 Development involves learning that goes
beyond today’s job and has a more long-term
focus.
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved. 17
Training Versus Development
Training Development

Learn specific Understand information

behaviors and actions: concepts and context:
Focus: Develop judgment:
Demonstrate techniques
and process Expand capacities
for assignments

Time Frame: Shorter-term Longer-term

Performance appraisals, Qualified people available

Effectiveness Cost/benefit analysis, when needed:
Measures: Passing tests, or Promotion from within
certification possible: HR-based
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
competitive advantage
18
Different Views upon Training and
Development

Traditional Now
1. Expense or cost 1. Investment

2. Cut from the 2. Changes in the

budget perception of people
as a resource

3. Training 3. Learning

4. Offer a job 4. Promote

Employability
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
19
 Factors Influencing Training and
Development

 Top Management Support

 Commitment from Specialists and Generalists

 Learning Styles

 Other Human Resource Functions

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

20
 Model of a training system

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

 Training Cycle
Organizational
Training Policy

Identification of
Training Needs

Evaluation of Plan of Training

Training Required

Implementation
of Training
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
22
 Training Needs Assessment

 Organizational analysis involves determining the

appropriateness of training, giving the company’s business
strategy, its resources available for training, and support by
managers and peers for training activities.
 Task analysis identifies the important tasks and knowledge,
skill, and behaviors that need to be emphasized in training for
employees to complete their jobs.
 Person analysis involves determining whether performance
deficiencies result from a lack of knowledge, skill or ability,
identifying who needs training and determining employees'
readiness for training.
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
 Training Needs Assessment
The
Skills
Gap

Skills
Needed
Skills
Already
Acquire
d

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

24
 Training needs analysis
This seeks to identify the gap between:

• the knowledge and skills possessed and the knowledge and

skills required;
• actual performance and target/standard performance
 The analysis is not confined to individuals, but to teams,
departments and the corporation as a whole.
 The training need is any shortcoming, gap or problem that
prevents the individual or organization achieving its objective
and can be overcome or reduced by training.
25
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
 Levels of Training Needs Assessment
Organization – wide – sources
Grievances Observations Exit interviews Accidents
Complaints Waste/ Scraps Equipment use Training observations

Task Analysis Sources

Job requirements = Employee KSAs
Job description Requirements = Job Specifications

Individual Employee Sources

Tests Questionnaires Records Attitude Surveys
Performance Appraisals
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
26
Using Job Performance to Analyze Training Needs

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

27
 Plan of Training Required

 Techniques

 Facilities

 Locations

 Trainers

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

28
 Implementation Phase
 Once training needs have been assessed and training
objectives identified, then appropriate the training
approaches and methods must be selected.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

29
Training Approaches
 On the job training places the employees in actual work
situations and makes them appear to be immediately
productive.
 Simulation uses a training site set up to be identical to the
work site.
 Cooperative trainings both mix classroom training and on-
the- job experiences. e.g. internships, apprenticeships
training

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved. 30

Training Approaches
 Behaviorally experienced training focuses less on physical
skills than on attitudes, perceptions, and interpersonal issues.
Example Case studies, Business games

 Classroom and Conference training: Training seminars,

courses, and presentations can be used in both skills- related and
developmental training.

 Distance Training: Many colleges and universities are using

interactive two-way television to present classes.
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved. 31
 Consideration when selecting training
Approaches

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

32
 Evaluation Phase

 Ways of Evaluation of Training

– Cost/benefit analysis
– Benchmarking
– Levels of Evaluation

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

33
 Balancing Costs and Benefits of Training
Costs Benefits
•Trainer’s salary •Increase in production
•Materials for training •Reduction in errors
•Living expenses
•Reduction in turnover
•Costs of facilities
•Equipment •Less supervision necessary
•Transportation •Ability to advance
•Trainee’s salary
•Lost Production •New capabilities
(opportunity cost) •Attitude changes

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

34
 Benchmarking
 Benchmark measures of training that are compared
from one organization to others.
 HR professionals in an organization gather data on
training and compare it to data on training at other
organizations in the same industry and same size.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

35
 Levels of training evaluation

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

36
 Levels of training evaluation

 Reaction: Organization evaluate the reaction

level of trainees by conducting interviews or by
administering questionnaires to the trainees.
 Learning: Learning level can be evaluated by
measuring how well trainees have learned facts,
ideas, concepts, theories, and attitudes.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

Levels of training evaluation (Cont.)

 Behavior: Behavioral level involves measuring

the effect of training on job performance through
interviews of trainees and their coworkers and
observing job performance.
 Results: Results, such as productivity, turnover,
quality, time, sales, and costs, by measuring the
effect of training on the achievement of
organizational objective.
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
 Steps to Effective Training and Development
 View training and development as an investment.
 Match training and development to organizational
objectives.
 Assess training needs in consultation with the potential
trainee and the line manager.
 Don’t treat training as a punishment.
 Put a monitoring and evaluation procedure in place.
 Remember that leaning never stops.
 Structure the training.
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
39
 Coaching
• Coaching is
• a personal (usually one-to-one),
• on-the-job approach
• used by managers
• to help people develop their skills.
• Managers have a personal responsibility for ensuring
that subordinates acquire and develop the skills they
need.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

40
Coaching (Cont.)
• The need for coaching may arise from formal or informal
performance reviews
• Opportunities for coaching will emerge during normal day-
to day activities.
• Every time you delegate a new task to someone, a coaching
opportunity is created to learn any new skills or techniques.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved. 41

Coaching (Cont.)
• It is used in a large number of organizations
• Coaching at work survey found an overwhelming
80% of managers believed they would benefit
from more coaching in their place of work.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

42
Coaching Steps
 Step 1: You do; you say.
– The coach explains a procedure while performing it.
 Step 2: They do; you say.
– The coach to have the employee do the same procedure as the
coach explains each step.
 Step 3: They do; they say.
– Finally, as the coach observes, the employees perform the
task again as they explain to the coach what they are doing.
– Employees create the new steps they learned.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

43
 Potential Pitfalls
1. Misunderstanding
2. Lecturing
3. Insufficient Time
4. Harping Back
5. Reluctance

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

44
 Mentoring
 Mentoring is

– a personal development relationship in which a

more experienced person helps a less
experienced person.

– a process for the informal transmission of

knowledge, and psychological support which
are relevant to work, or career development.
Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
45
 Coaching is not Mentoring
A Coach A Mentor
 is not senior to the  is a more senior person
person and not typically who shares experience and
give advice or pass on advices a junior person
experience.  is not typically the line
 is frequently delivered manager, but someone who
by line managers with is available for advice and
their teams. guidance when needed.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

46
 Counseling
 Counseling is
– a process that focuses on enhancing the psychological well-
being of employees.
– some kind of sharing thoughts and feelings with someone
not personally involved in an employee’s life.
– amp to develop a clearer understanding of his/ her concerns
and help him/ her acquire new skills to better manage
personal and educational issues.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

47
 Coaching is not Counseling
Counseling Coaching
 deals with personal  addresses workplace
problems performance
 begins with a problem  begin with a goal
 is sought by people  is used by high achievers
having difficulties as much as beginners.
 focus on the past and the  focuses on the future and
origins of problems developing a workable
solution.

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

48
 Thank You Very Much
For Your Attention

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.

1-49