Training and development
CHAPTER FIVE
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HUMAN RESOURCE
DEVELOPMENT
Is defined as a set of systematic and planned activities
designed by an organization to provide its members with the
opportunities to learn necessary skills to meet current and
future job demands.
The three primary functions of HRD are training and
development, organizational development, and career
development.
Learning is at the core of all HRD efforts.
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LEARNING
Learning is the process by which a person acquires and develops new knowledge,
skills, capabilities and attitudes.
‘learning is goal directed, it impacts behavior and cognition, and the changes
brought about are relatively stable.
Learning has happened when people can demonstrate that they know something
that they did not know before (insights, realizations as well as facts) and when they
can do something they could not do before (skills)’.
TRAINING
Training - is the use of systematic and planned
instruction activities to promote learning.
It involves the use of formal processes to impart
knowledge and help people to acquire the skills
necessary for them to perform their current jobs
satisfactorily.
DEVELOPMENT
Development - enables people to progress from a present
state of understanding and capability to a future state in which
higher-level skills, knowledge and competencies are required.
It takes the form of learning activities that prepare people to
exercise wider or increased responsibilities.
It does not concentrate on improving performance in the
present job.
MAJOR PURPOSES OF TRAINING AND
DEVELOPMENT
Establish sound relationship between the worker and his/ her
job
Upgrade skills and prevent skills obsolescence
Increase productivity and quality of work
Improves labor-management relations
Minimize operational error (wastage, unnecessary repetitions,
reduce accident)
Help address performance deficiencies caused by lack of
skills, knowledge and experience
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Human resource Development process
HRD interventions should be designed and conducted
using the following steps :
1. needs assessment,
2. design,
3. implementation, and
4. evaluation
Step1: Conducting need Assessment
Need assessment refers to a systematic identification of
training and development needs.
Training need is the gap between skills needed for a job and
the present skill level of employees.
Training and development needs are identified by comparing
job performance standard and actual performance.
If the actual performance is below the job standards it
indicates performance deficiencies.
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…Step1: Conducting need Assessment
Levels of training need analysis
Organization analysis - is an examination of the
environment, strategies, and resources(technology, financial
and HRM) the firm faces so as to determine what training it
should emphasize.
Source of Data for organizational analysis
Secondary(strategic plan, operational plan, proposed
initiatives, financial plan)
Top management
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…Step1: Conducting need Assessment
Levels of training need analysis
Task analysis- involves reviewing the job description and
specifications to identify the activities performed in a
particular job and the KSAs needed to perform them. i.e, The
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.
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…Step1: Conducting need Assessment
Levels of training need analysis
A person/individual analysis- involves determining which
employees require training and, which do not.
Performance appraisal information can be used for the
purposes of conducting a person analysis. Source of data ,
employee + immediate supervisor
Purpose of Conducting a person analysis
Helps organizations avoid the mistake of sending all
employees into training when some do not need it.
Helps to determine training programs
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EFFECTIVE NEED ANALYSIS WILL LEAD
TO :-
Identifying the training goal (what problem the training is
hoping to solve?)
Identifying the training content- what trainees are going to
learn
Identifying The learners’ current capabilities
Identifying the context of the training
STEP2: DESIGNING THE TRAINING
PROGRAM
1. Identifying trainees and Setting learning objectives
are desired outcomes that the training is intended to achieve
Learning objectives describe the skills or knowledge to be
acquired and/or the attitudes to be changed.
Example: "At the end of the course, learners will be able to
work cooperatively in a small group setting.”
STEP2: DESIGNING THE TRAINING
PROGRAM
2. Identifying Training content
Training contents are what the trainees will learn in order to
achieve the intended training objectives.
3. Determining sequencing approach of the content-how
the training material is going to be presented.
Step-by-step sequencing- Learners are introduced to a
task by the steps in the task itself. “first you do this, then you
do this.”
STEP2: DESIGNING THE TRAINING PROGRAM
3. Determining sequencing approach of the content-how the
training material is going to be presented.
Chronological Sequencing- the content is arranged by time sequence.
“ first this happened , then this happened.”
Whole to part sequencing- Learners are first presented with a
complete model or a description of the work duty.
Part-to-whole sequencing- Learners are presented with each part of a
system. then they learn how that part fits into the system as a whole.
Simple-to- Complex sequencing- content is arranged from simplest
task to the most complex task.
WHAT SEQUENCING METHOD WOULD YOU
USE TO TEACH THE FOLLOWING TOPICS?
Process of job analysis
Human resource information system
Evolution of management theory
HR Supply forecasting methods
STEP2: DESIGNING THE TRAINING PROGRAM
4. Identifying trainer/s- characteristics of effective trainers are:-
• Knowledge of subject
• Interest in the subject matter
• Ability to give Clear instructions
• Adaptability – ability to adapt to the different learning ability of
trainees.
• Individual assistance-When training more than one employee,
successful trainers always provide individual assistance
STEP2: DESIGNING THE TRAINING PROGRAM
5. Determining training method/s
• Training methods refers to the approach needed to
teach specific skills, knowledge and influence
attitudes.
• A major consideration in choosing among various
training methods is determining which ones are
appropriate for the KSAs to be learned.
TRAINING METHODS
On the Job Training:
• A method by which employees are given hands-on experience with
instructions from their supervisor or other trainer.
• In this program the employee is placed in to real work situations and
shown how the job is performed by experienced worker or supervisor.
• Conducted in the place where the employee is actually working.
• Requires setting specific training schedule, evaluation and feedback
session for each trainee.
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ON THE JOB TRAINING STEPS:-
1.Preparation:the trainees are told about the job, purpose and
expected outcome of the training
2.Demonstration (presentation): the trainees are given
instruction by telling, showing and explaining about the job
knowledge and skills
3.Practice: The trainees are given opportunity to actually perform
the job to demonstrate their understanding. Errors are corrected.
Practice is continued till the employee is able to perform the job with
out supervision.
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TRAINING METHODS
1. Information presentation methods:
Used to teach facts, skills and concepts without requiring the
trainee to practice the materials thought.
Lecture
Conference
Programmed instruction-utilizes books, manuals, or
computers to break down content into sequences for
employees to learn at their own pace.
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…TRAINING METHODS
2.Simulation Methods:
This method presents trainees with artificial representations of
an actual situation and require them to react as though the
situation were real.
Role playing- Consists of playing the roles of others, who
are facing a particular problem.
Case study- Using documented examples, case-study
participants learn how to analyze (take apart) ,synthesize
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(put together) facts and make decisions.
…TRAINING METHODS
3. Apprenticeship training
• A system of training in which a worker entering the skilled trades
is given thorough instruction and experience, both on and off the
job, in the practical and theoretical aspects of the work.
4. Vestibule Training: Trainees learn their jobs on the
equipment they will be using on the job. The training is
conducted away from the actual work environment.
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STEP 3: IMPLEMENTING THE PROGRAM
Inform learners
Arrange off site or on site classrooms
Avail necessary aiding materials
Deliver the program as per schedule
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STEP4: EVALUATING THE PROGRAM
Purpose is to verify the success or failure of the
program
Evaluation results provide feedback to improve
current activities and plan-future training programs.
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Criteria for evaluation
Criterion 1: Reactions – what trainees think about the
overall training.
What were your learning goals for this program?
Did you achieve them?
Did you like this program?
Criteria for evaluation
Criterion 2: Learning – to assess what trainees
actually learned.
Testing the knowledge and skills of trainees before
and after a training program will help determine
their improvement.
Criteria for evaluation
Criterion 3: Behavior- focuses on assessing whether
learnings from the training are transferred to the
work.
The transfer of training refers to how well employees
apply what they have learned to their jobs.
Criteria for evaluation
Criterion 4: Results, or Return on Investment (ROI)
A company’s ROI refers to the benefits it derives from
training its employees relative to the costs it incurs. ROI =
Results/Training Costs, i.e., ROI >1
How much did quality improve because of the training
program?
How much has it contributed to profits?
What reduction in wasted materials did the company get
after training?
How much has productivity increased, and by how much
