Chapter 7

Training and Developing

Employees
Objectives
 To understand how  To explain how
effective training companies can
and development ensure that training
programs enhance is transferred to
competitive the job.
advantage.  To identify various
 To describe various training and
training methods. development
 methods.
 To describe career-
impacted life
stages.
How quality training effort enhanced
competitive advantage

 The training process was very expensive and
time consuming but because employees
were now working together as teams to
identify and correct quality production and
service problems its not anymore a problem,
it even increase the customer satisfaction
and customer quality-related complaints.

Training

Is a planned
learning experiences Linking training and development
that teach workers how to competitive advantage
to effectively perform Even if companies hires the very qualified
their current jobs. individuals, it cannot insure that all jobs will be
staffed by fully competent people.



Development

Is a planned
learning experiences
that prepare workers
to effectively perform
 
Increasing the competence of
Increasing Worker Competence

new employees

 Training and Three types of training

development attempts to that the HRM
make workers better departments typically
employees by bringing offers.
about permanent 
1.)technical
changes in their 
2.)orientation
knowledge base,
attitudes, and/or skills.

3.)literacy
 Increasing the competence of
new workers

1.)change-related
training
 Training that
enabled employees to
keep up to date with
various types of changes
dealing with
technological advances,
new laws or procedures,
or a change in the
organizations strategic
plan.
2.)remedial training
 Training designed to
correct deficiencies in
employee skill or
knowledge levels or to
improve employee
attitude.

3.)developmental
instruction

Provides employees
with the appropriate
skills needed for higher
level positions to which
they may eventually be
promoted.

 
Reducing the likelihood of 
The cost efficiency of training
Unwanted Turnover and development practices

 Building employee job  Most organizations

skills, thereby improving spend a great deal of
job performance
time and money on
 Improving supervisors’
capabilities for managing training and
“underperforming” development because
workers these practices can
 Re-educating people whose have such an
skills have become
obsolete, allowing the important bearing on
organization to assign competitive
them to new job advantage.
responsibilities
The instructional process

Step 1: Performance analysis- A method of


Deciding What to teach training needs analysis in which managers

identify their employees performance
Training programs must contain
deficiencies and determine which of these
material and exercises that help deficiencies can be effectively remedied
participants learn the knowledge, through training.
skills, and abilities necessary for
2.) Determining training Objectives
effective job performance.
 o Training objectives

How to ensure job relevance? 
Is a statements describing what
the trainees should be able to do as a


1.) Assessing Training Needs result of the training.

o Training needs

 Is a problem, such a poor job
performance or an adequate skill o Objectives
level, that can be rectified through provide input for the design of the
training. training ;without clearly established
It exists when:
criteria, trainers would be hard pressed to

a.)employees job behavior is achieve them and also it help identify the
somehow inappropriate measures of success that will be used to

b.)their level of knowledge or judged the effectiveness of the training
skill is less than that required by program.
job

c.)such problem can be corrected
through training

Step 2:
 Deciding How to Maximize
Participant Learning


Once firm identifies appropriate
training needs and objectives,
trainers must prepare
instructional materials.


How will the program be
presented in order to maximize
learning?
 
 1.)Gains and maintains the
trainees’ attention

2.)Provides the trainees with
an opportunity to practice the
skills being taught
 3.) Provides the trainees with
feedback on their performance
 

Learner Attention

 The trainer must thus design and
present the program in a way that gains
and maintains their attention.
Practice

 An individual cannot become
proficient at skill without practice.
Two practice related issues:


a.)Distributed practice- a training
procedure in which trainees practice a
skill over several sessions.
b.)Massed Practice- a training
procedure in which trainees practice a
skill in one session.
Feedback

 Information given to trainees that
lets them know whether their behavior
is correct.

Step 3:

Choosing The Appropriate
Training Method
 the task with feedback until they are

A very instructional method may be
used to train employees.

1.)On-the-job training- a training
method in which trainees are taught
how to perform their jobs in actual
job setting.
 2.)Job instruction training- a
training method in which trainers
demonstrate each step of a task,
discuss its key points, and the
provide the trainees with guided
practice.
 3.)Lecture- a training method in
which the trainer teaches a topic by
verbally communicating the
information.

4.)Case method- a training
method in which trainees analyze
realistic job situations.

5.)Role playing- a training
method in which trainees
spontaneously act out a problem
that involves human interaction.

6.)Behavior modeling- a training
method in which trainees are shown how a
task should be performed and then practice
competent.
 A behavior modeling program consists of
the following steps:

a.)present an overview of the material

b.)Describe the procedural steps

c.)model or demonstrate the procedural
steps
 d.)allow guided practice

e.)provide on-the-job reinforcement

7.)Computer-based instruction- a
training method that uses a computer to
instruct students through drills/tutorials,
games, and simulations.
 8.)interactive video training- a training
method in which a tv screen and a video
disk(or video tape) player are hooked to a
microcomputer and trainees interact with
the screen through a keyboard or voice
command system.

Step 4:
 Ensuring That training is
used on the job
 Even when the company
effectively develops and presents
its training program, it has no
guarantee that trainees will
apply their new knowledge or
skills to the job setting.
 training session.
How can transfer occur?
 The trainees must generalize
the learned bahavior from the
classroom to the job context and
2.)Action plan- a plan developed by
trainees at the end of a session that
indicates the steps they will take on the
job to apply the new skills.
3.)Multiphase training program- a
training program administered in several
sessions in which trainees are given
“homework” that requires them to
apply that lesson back on the job and to
discuss this experience during next
4.)Performance Aids- Devices given to
trainees to help them remember
training material when they return their
jobs.
5.)Post-training follow-up resources- it

maintain those bahaviors over includes a hotline number and instructor

time on the job. visits. A hotline number is one in which
 the instructor can be reached in case
the trainees need advice about how to
What can company do to help

apply the training material to the job.
ensure transfer of training to 6.)Building a supportive work

the job setting? environment- trainees intentions to

 change their jobs behavior cannot
1.)Overlearning- learning
 succeed without the support of their
peers and superiors.
training material so well that it

will be long remembered, even
without frequent practice.

Step 5: How to properly evaluate training

 Determining whether training performance?
programs are effective
What is training evaluation? a.)pretest-to show the trainees’ base



An assessment of the
effectiveness of a company’s
training program.
or pretraining level of knowledge, skill,
or performance
b.)post-test- to show the trainees



What to evaluate?
 Evaluations should determine
whether training programs have
poet-training level knowledge ,skill or
performance
c.)control group- is identical in


met their objectives. makeup to the group trained, except

Measuring instruments:
that these people have not received
 a.)trainee reactions the training
 b.)testing 
 c.)performance appraisal

d.)records of organizational  MANAGEMENT DEVELOPMENT
performance
Evaluation Design

Manager effectiveness has an
enormous impact on competitive

Training evaluations seek to
advantage. As a company grows
determine whether participation in
matures, high-quality management
a training program has led to
talent is crucial to its success.
desirable outcomes, such as
learning and improved job


performance.



 Developing a succession planning
Succession Planning 2.)Defining Managerial Requirements-


 A systematic process of
defining future management
requirements and identifying
candidates who best meet these
requirements.

 Succession plans should next define
pertinent individual qualifications
needed for its targeted position.
3.)Assessing Management Potential-


Elements of an effective succession



To identify individuals with high
planning: potential for promotion into or through
 the management ranks, that is,
1.)Tying Management Development
 individuals who possess the pertinent
to HR Planning- management qualifications.
succession plans should specify key 4.)Identifying Replacement Charts-


management positions for which 

Identify a career path for each high-
staffing should be targeted. potential candidate.



5.)Developing Replacement Chart


  Replacement charts indicate the

 availability of candidates and their
readiness to step into various
management positions.



 Designing the Instructional program: timing and
content
Once succession plan has been
  c.)Inability to relate the training
completed, the organization must to the targeted job- trainees may not
specify the timing and content of be able to relate the instructional
training and development activities material to the future job setting since
needed to prepare trainees for they have not yet occupied the job.
future managerial jobs. 



TIMING CONTENT


 Instruction may be given before 

Management instruction programs
or after the candidate has been should bridge gaps in what individuals
selected and placed on the job. already know and what they need to
 know for their new positions.

Problems associated:
 a.)Inefficiency- some trainees
may never be promoted
 b.)Time lapse- The value of the

instruction maybe lost if the length

of time that passes between the
instruction and the job assignment
is long.



Designing the instructional program:
instructional methods
 A variety of approaches are
used to develop managers,
including classroom instruction,
career resource centers, job
rotation, mentoring and the
assignment of special projects.

Classroom instruction- it takes

place within the organization or
outside, seminars and
universities.

Career Resource Centers- a
location in which companies make
learning opportunities available to
interested managerial candidates.
Job Rotation- a method of

management development in which
companies rotate trainees through a
number of departments to serve as
mangers.

Mentoring- provides members with a
common value based, and with
implicit knowledge of what is
expected of them and what they in
turn can expect from the organization.
 Mentors- are experienced
supervisors who are assigned to new
managers to teach guide, advise ,
counsel, and serve as role models.


Special Projects


 Sometimes companies assign special, nonroutine job duties

to candidate to prepare them for future job assignments.
Action learning- a management development activity in which

management gives candidates real problems to solve.

Task force- a management development activity in which a

team of trainees tries to resolve an actual organizational

problem.



 TRAINING AND DEVELOPMENT AND THE
MANAGERS JOB

Many line managers tend to

 3.)Providing on-the-job training- In some
view training and development
as outside of their domain. The
following are line managers
specific roles in the training
process:


1.)Providing Employee
Orientation Training- orientation
provide workers with
information to acclimate
successfully to their new jobs.
2.)Assessing Training Needs and
Planning Developmental
Strategies- Managers, more than
anyone, are in a position to
identify their employees training
needs and suggest ways in which
these needs can be meet.

instances, managers provide OJT for new
employees.
4.)Ensuring the transfer of training- a
manger can help ensure that a material
learned in training is applied to the job
by these means:
 a.)Discuss with employees what the
program covered and how it can be
applied to the job.
 b.)Assign employees tasks that
requires them to apply the knowledge
learned in training.
 c.)Give employees coaching and
feedback regarding their performance of
assigned tasks.



 HOW the hrm managers can help
 HRM departments usually
direct training and development
functions. HRDs serve the roles
discussed in the following sections.
 cases it is necessary to outsource the
1.)Providing Employee orientation
training- Orientation provided by
HR professionals focuses on
organizational, rather than
departmental concerns.
2.) Contributing Management
Development Programs-HR
professionals conducts a variety of
assessments as part of a
management development
program.
3.)Providing Training and
Development- HR professionals often
develop and presents in-house
classroom training programs. In some
training.

4.)Evaluating Training- it Is usually
designed by HR professionals and
should be planned an advanced of
training so that control groups can be
selected and given pretests.

 Thanks for listening!!

The end