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Chapter 4 - Training and Development

This document discusses training and development in human resource management. It begins by describing the basic training process, which includes identifying training needs, setting objectives, designing the program, implementation, and evaluation. It explains that training increases employee skills, motivation, and productivity. The document then provides examples of learning principles that are important for effective training. Finally, it examines the role computers can play in training programs through e-learning and other methods.

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Mohd Quastan Alhakim
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© © All Rights Reserved
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42 views

Chapter 4 - Training and Development

This document discusses training and development in human resource management. It begins by describing the basic training process, which includes identifying training needs, setting objectives, designing the program, implementation, and evaluation. It explains that training increases employee skills, motivation, and productivity. The document then provides examples of learning principles that are important for effective training. Finally, it examines the role computers can play in training programs through e-learning and other methods.

Uploaded by

Mohd Quastan Alhakim
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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HRM : CHAPTER 3 TRAINING AND

DEVELOPMENT

PREPARED BY :
SIR AIMAN MUQRI AHMAD
SHUKRI
LEARNING OBJECTIVE:

After studying this chapter, you should be able to:

1. Describe the basic training process.

2. Explain the benefits of training.

3. Provide examples of learning principles.

4. Examine the role of computers in training.


OVERVIEW
• Training is useful to attract talented staff. In this
chapter, we examine what should be done to ensure
the employees have training they need, basic
training process and how to improve the training
skills within the organizations.
TRAINING
 Major HRM function consisting not only of training
& development, but also individual career planning
and development activities and performance
appraisal.
 While, Training and Development is a heart of a
continuous effort designed to improve employee
competency and organizational performance
WHAT IS TRAINING &
DEVELOPMENT?
• Training
• Teaching organizational members how to perform current jobs and helping
them to acquire the knowledge and skills they need to be effective
performers.
• Development
• Building the knowledge and skills of organizational members to enable
them to take on new responsibilities and challenges.
WHY WE NEED TO TRAIN &
DEVELOP EMPLOYEES?
Reasons:
• Jobs and technology changes
• New staff need special training
• Promoted staff need new skills
• It increases staff motivation and retention
• It increases staff efficiency
• It improves employee career prospects
• Staff become multi-skilled and can do more
interesting jobs
LINKING ORGANIZATIONAL
STRATEGIES AND TRAINING
BENEFITS OF TRAINING

Increases Keeps workers’

workers’ job skills & knowledge

satisfaction up-to-date

Increases
Motivates
workers’
workers
productivity Effective
Training

8
ESTABLISHING TRAINING
OBJECTIVES
• Gap Analysis
• The distance between where an organization is with its employee capabilities
and where it needs to be.

Types of Training Objectives

Knowledge Skill Attitude


STEPS IN
ORGANIZING A TRAINING PROGRAMMES
1. Identify Training
Needs

2. Set Training Objectives

3. Design the Training


Programmes

4. Implement the
Training Programme

5. Evaluate the Training


Programme.
1. IDENTIFY TRAINING NEEDS

Training Needs
Analysis

Which workers or What is the worker lacking


workers need training that he needs training?
Task Analysis: Performance Analysis:
Assessing Employees’ Assessing Current Employees’
Training Needs Training Needs
WHO NEEDS TRAINING?
1. Who needs training?
 Training is needed when:
 Individual workers are facing difficulties in
performing their job satisfactorily.
 New employees are recruited.
 New technology and procedures are introduces.
 Individuals are transferred or promoted.
 A major change such a merger takes place.
 Some of the training may need to be provided on a
continuous basis.
CONTINUE..
2. What is the worker or group of worker lacking?
 The steps to analyze of the employee’s training needs:–

 Identify a performance problem.


 Decide whether the problem is serious enough
to justify action.
 Identify the cause of the problem.
 Generate alternative solutions to the problem.
 Choose the best solutions and implement.
2. SET TRAINING OBJECTIVES.

• Purpose: To improve employees’ abilities and


performance on the job.
• An ideal training programme objective consists of
three parts: -
 Terminal behavior
 Standards to be achieved
 Conditions of performance
2. SET TRAINING OBJECTIVES.
 Terminal behavior
 The minimum requirements for a training objective. Upon completion of the
training, they must clearly specify what they able to do after training.

 Standards to be achieved
 Trainer must state clearly the standards that are to be achieved by the trainee.
 Standards may specify either quantity of work to be done in a given time or
accuracy or performance or both.
2. SET TRAINING OBJECTIVES.
 Conditions of performance
 Include the type of equipment which may used or the environmental
constraints which affect the behavior to be demonstrated.
DESIGNING THE TRAINING PROGRAMME
Facilitators?

Venue?

Duration / Scheduling?

Number of
participants?

Training methods?

Logistics?

17

Budget?
3. DESIGN THE TRAINING
PROGRAMME
1. Facilitators
- May be sourced from existing staff, supervisors,
managers, HR staff, free-lance trainers.
2. Venue
- On-the-job training: Employer offered to his
employees either be done at workstation or
centralized placed within the organizations.
- Off-the-job training: The training is held outside
and it allows employees to make contact with others
in the same industry or locality who may be of future
use to the company.
DESIGNING THE TRAINING PROGRAMME

Venue?

Example:
Job Workstation
Clerk At his/her desk
Bus drive At the wheel of the bus
chef In the kitchen

19
TRAINING METHODS
In-tray / in- Case studies
Computer-aided basket services
learning / e -
learning
Special
assignments
Job
rotations Simulation
trainings

Role-plays Adventure
learning

lectures Training
methods Apprenticeships

by Ambigah a/p Sandran 20


TRAINING METHOD

Budget
available

Effectiveness
of the training The skills of
methods Factors to the trainer
decide
training
methods
the objective
The target
of the
learner
programme
21
4. IMPLEMENT THE TRAINING
PROGRAMME

• Before the programme is implemented, employers need to do


careful planning such as: -
• Resources and facilities will have to booked
• Trainees programme’s schedule
• Course materials
• Refreshments
• Others
5. EVALUATE THE TRAINING
PROGRAMME

• There are suggestions by P. Bernthal (2005) for the reasons


for evaluation: -
• To justify the financial investment in the training
• To get feedback for ongoing improvement
• To compare the effectiveness of two or more
programmes.
• To meet requirements set by legislation.
CONTINUE..
• Donald Kirkpatrick suggest training evaluation had
four levels: -
• Trainee’s responses

• Request feedback from participants about


their feelings on a particular module.
• A questionnaire or forms need to filled out
and allow open-ended comments.
• Trainee learning

• Focus on the objectives set before the course


was implemented.
CONTINUE…
• Application of news skills and knowledge

• Trainees been sent for training due to they


unable to developed new skills and knowledge.
• Trainers must understand the purpose and
objectives of the trainees and ensure the trainees
can apply the skills.
• Assessing the results

• The trainer and the line supervisor should try to


assess to what extent the organization has
benefited financially from the training given.
EXAMPLE OF LEARNING NNtUC

PRINCIPLES 4 ETH E ft LA fat WS

TRAINING - PRINCIPLES
— People learn when they are ready to learn.
— Learning is an active not a passive function.
— Learning occurs through trial and error.
— Learning occurs through association.
— Learning is multi-sensory.
— People usually learn one thing at a time.
— People must understand in order to learn.
— Learning occurs from practice.
— Positive feedback is necessary for learning.
— Learning is unique to the individual.
— Learning is affected by the order in which inform ation is presented.
— Rate of forgetting tends to be rapid immediately after learning.
— Learning is increased if knowledge of results is understood.
— Learning something new can interfere with remembering something learned
e arlier. (Creth, pp 14- 15)
E-LEARNING: ON-LINE TRAINING

• E-Learning
• The use of the Internet or an organizational intranet to conduct
training on-line.

E-Learning Methods

Distance
Simulations Blended
Training/
and Training Learning
Learning
ADVANTAGES AND DISADVANTAGES OF E-
LEARNING
BALANCING COSTS AND BENEFITS OF
TRAINING
TUTORIAL QUESTIONS

• Why should each of the company must provide training to their


employees?
• Organizational, job and individual analyses are three sources
information used in training, which analyses is difficult in
implemented?

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