HRM Lecture (Training & Development)

8/18/2019 HRM Lecture (Training & Development)

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Human Resource

ManagementDeveloping Human

Resources

Training & Development


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2

What Gives Value to anOrganization?

Organization’s Value

◦ Financial Assets

◦ Phsical Assets

◦ !ntangi"le Assets # People$


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Do Organizations %ee& 'raining

The answer is ()*+,

However, we mustknow the purpose and -unctions of

training before we canuse it.

3


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Did you know...

Each ear, corporate !mericaprovides nearl 2 billion training

hours to "# million emploees$Diether & %oos, p. 2'.


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'hat means.

•(orporate and government spend fortraining activities in )orth !merica in 2#*3was appro+imatel *-*./.

• !verage e+penditure for all corporatetraining activities $emploee and customer'

to be about . percent of annual revenues$or for ever *### in companrevenues'


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Did you know...

“Not more than % of

expenditures in training actuallyresult in transfer to the job.”

Broad and Newstrom

6-10


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0nduction 1 nboarding


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Orientation

Definition: Orientation is a systematic andplanned introduction of employees to their jobs,their co-workers and the organization.

It is also called as Induction.

Orientation is designed to proide a newemployee with the information he!she needs to

function comfortably and effectiely in theorganization.

"hould be a process, not an event.


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'he Orientation Process

/ompanOrganization an&

Operations

+a-et Measuresan& Regulations

Facilities

'our

*mploeeOrientation

*mploee 0ene1t!n-ormation

PersonnelPolicies

Dail

Routine


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The Training unction


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'he Gap /oncept

4erformance15esults

Time

E+pected (urve

!ctual(urve

Gap

0n training terms this means weneed to develop programs to 6l

the 7ap

23444 /ars

544 /ars

644 /ars


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'he reasons -ornot ma7ing the23444 cars8

)ot enoughresources 4oor machines 4oor sta8 skills

As training e9perts :emust analze thesituation to&etermine i-8

E+pected result too high Target achievable

0s training the onl wato make it happen !re there other factors.

*3

'raining %ee&s


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0f we follow the 7!4 concept, training issimpl a means to use activities to 6ll thegaps of performance between the actual

results and the e+pected results. This 7!4 can be separated into 3 mainthemes

2;Attitu&e

6;+7ills


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5ank !9: b di;cult to develop in people

!ttitude

9kills : nowledge

*<

*9ercise 6

•Eas

•=oderateldi;cult

•=ost di;cult


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2; *mploee o"solescence◦ Technical advancements, cultural changes, new

sstems, computeri>ation

6; /areer plateaus◦ )eed for education and training programs


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What’s /hange& the*mphasis on 'raining?

7lobali>ation. )eed for leadership. 0ncreased value of human capital. %ink to business strateg. !ttracting and retaining talent. (ustomer service and ?ualit.

Demographics and workforce diversit. )ew technolog. Economic change.


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=aintains ?uali6ed products 1 services !chieves high service standards 4rovides information for new comers

5efreshes memor of old emploees !chieves learning about new things@

technolog, products 1 service deliver 5educes mistakes A minimi>ing costs

pportunit for sta8 to feedback 1 suggestimprovements 0mproves communication & relationships A

better teamwork

*

!mportance o- 'raining


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Training is a sstematic process throughwhich an organi>ationBs human resources

gain knowledge and develop skills binstruction and practical activities thatresult in improved corporate performance.

*C

What is 'raining?


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'raining is short term, task oriented andtargeted on achieving a change ofattitude, skills and knowledge in a speci6c

area. 0t is usuall ob related. *&ucation is a lifetime investment. 0t

tends to be initiated b a person in thearea of his1her interest

Development is a long term investmentin human resources.

2#

Di>erences "et:een 'raining3*&ucation Development


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2##< 4rentice Hall 0nc.!ll rights reserved.F2*

'he 'raining an& DevelopmentProcess )eeds analsis

◦ 0dentif ob performance skills needed, assess prospectivetrainees skills, and develop obectives.

0nstructional design◦ 4roduce the training program content, including workbooks,

e+ercises, and activities.

Galidation◦ 4resenting $tring out' the training to a small representative

audience.

0mplement the program◦ !ctuall training the targeted emploee group. Evaluation

◦ !ssesses the programBs successes or failures.


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Mo&el o- the 'raining Process@

Assessment Stage Training Stage Evaluation Stage

Organizational Needs Assessment

Task Need Assessment

Development of

Training Objectives

Design & Select

Procedures

Measure Training

esults

Development of

!riteria for Training"valuation

Train !ompare esults to!riteria

#eedback 22

7oldstein, 0. $2##2' Training inrgani>ations -th Ed.


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*. !ssessing training needs2. 4reparing training plan

3. 9pecifing training obectives

-. Designing the training program$s'


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2; Analzing 'raining%ee&s Task analsis

◦ ! detailed stud of a ob to identif the speci6cskills re?uired, especiall for new emploees.

4erformance analsis◦ Gerifing that there is a performance de6cienc

and determining whether that de6cienc shouldbe corrected through training or through some

other means $such as transferring the emploee'.


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'as7Analsi

sRecor&Form

Table F*


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2"

B +electing !nstructional Metho&s

Note: This is the most important step

nAthe obAtraining $IT'◦ learn while ouBre working

8 Athe obAtraining◦ 0n house, training or classroom

◦ E+ternal, consultancies or attending e+ternal classes◦ 0ndependent bodies, such as government talks◦ Distance learning, from books or notes

◦ (omputerAassisted learning◦ 0nteractiveAvideo training◦ Gideo conferencing, same as classroom e+cept

teachers and students are in di8erent locations.


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'raining Metho&s Ccont’&B

!pprenticeship training◦ ! structured process b which people become skilled

workers through a combination of classroominstruction and onAtheAob training.

0nformal learning◦ The maorit of what emploees learn on the ob

the learn through informal means of performingtheir obs on a dail basis.

Iob instruction training $I0T'◦ %isting each obBs basic tasks, along with ke points,in order to provide stepAbAstep training foremploees.


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2

5B *valuating the 'raining

Three %evels of Evaluation

*. 0mmediate eedback 9urve or interview directl after training

2. 4ostATraining Test Trainee appling learned tasks in workplaceJ

3. 4ostATraining !ppraisals (onducted b immediate supervisors of

trainees


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!n !uto Dealer has hired ou to helpimprove the performance of its sales andservice sta8. Kour 6rst task is to conduct aneeds analsis. How will ou do the T)!J

!lso, what possible training anddevelopment activities would ou do toimprove knowledge, skills and attitudes ofthe sta8J

Activit


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Mo&els

/ene6t1(ost 5atio

50 $L'

!ostsProgram

$enefitsProgram= BCR

%&&'() xCost

Cost Benefit ROI −=


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0ene1t/ost Ratio *9ample

Data entr clerksB average wageM C.


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%o: :ith RO!E

Data entr clerksB average wageM C.


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HRM Lecture (Training & Development)

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