Training and Developing Employees

Dr. Ahmed Ibrahim

2024 1
Learning Objectives

➢Briefly discuss the training as a Competitive Advantage

➢Summarize the purpose and process of employee orientation

➢List and briefly explain each of the steps in the training process.

➢Explain how to use the training techniques.

➢Discuss how you would motivate trainees.

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Road Map HR Organization Structure
· Org. chart
· Job Analysis
· Job Description

· Manpower Planning
Workforce Planning and
· Recruitment
Talent Acquisitions · Testing, selection & Interviewing

· Compensation and Benefits

Compensation and Benefits · Pay Plans

HRM
· Training Needs Assessment
Training & Development · Training Plan
· Implementation & Evaluation

· Performance appraisal process.

Performance Management · Performance appraisal methods.

· Employee Relations &

Organization Development
Engagement
and Employee Engagement · OD & Career Development .

· HR KPI’s
HR Practices / Audit · Policies and procedures
· Employee Engagement Survey.
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Training Introduction

What is training?

❑ The process of teaching new or current employees the basic skills they need to perform their
jobs.

❑ Training is any planned effort by an organization designed to facilitate employees in the

acquisition of job-related competencies. It is a method of enhancing human performance…SHRM
What is the goal of training?

The goal of training is for employees to master the knowledge, skills and behaviors emphasized in
training programs and to apply them to their day-to-day activities.

How is training strategic?

Training is strategic to the extent that it helps achieve the organization’s strategic plan or business
strategy.

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Training Introduction

Role of Training and Development Functions:

➢Support the organization strategic direction

➢Increase productivity and quality outcomes

➢Lower performance deficiencies

➢Increase employee commitment

➢Lower employee turnover rates

➢Reduce accidents

➢Increase employee engagement

➢Increase customer satisfaction

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Training as a Competitive Advantage

Competitive advantage:

A competitive advantage exists when an organization is able to provide the customer a better value
than the competition. For example, the ability to produce products at a lower price or of better quality
can create a competitive advantage

Training becomes a competitive advantage when:

✓ It is linked to business strategy and organization goals.

✓ It focuses on the organization’s future.

✓ Employees are trained in the knowledge, skills and

abilities required to achieve that future.

✓ It moves from basic skills to learning, creating and

sharing knowledge.

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Employee orientation

Employee orientation

A procedure for providing new employees with basic background information about the firm.

The purposes for an effective orientation program is to:

1. Make the new employee feel welcome and at home and part of the team.

2. Make sure the new employee has the basic information to function effectively, such as e-
mail access, personnel policies and the like.

3. Help the new employee understand the organization in a broad sense.

4. Start the process of a person becoming socialized into the firm’s culture, values, and ways
of doing things.

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The Orientation Process

Employee handbook

Carefully crafted employee handbooks are helpful to the employer and employee. Under certain
conditions, courts may find that the employee handbook’s contents represent legally binding
employment commitments.

Orientation technology

Employers use technology to support orientation. Some

employers put all or some of their orientation media on the
Web.

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The Orientation Checklist

New Employee Departmental

Orientation Checklist

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Review

❑ Role Of Training

❑ Training as a Competitive Advantage

❑ Orienting and Onboarding New Employees

✓ The Purposes of Employee Orientation/Onboarding

✓ The Orientation Process

o The employee handbook

o Orientation technology

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The ADDIE Five-Step Training Process

❑ Steps in the Training Process

1. Analyze the training need.

2. Design the overall training program.

3. Develop the course (actually assembling/creating the training materials).

4. Implement training, (by actually training the targeted employee group using methods such as on-the-job or online training) .

5. Evaluate the course’s effectiveness.

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The ADDIE – 1 -Analyze the training need

❑ The first phase of the ADDIE process is analysis or assessment, in which data is collected to
identify gaps between actual and desired organizational performance.

❑ When those gaps point to a lack of employee knowledge or skill, objectives are established to
address training needs.

❑ A needs analysis can be used to identify:

✓ The organization's goals and its effectiveness in reaching those goals
✓ .Gaps or discrepancies between current and desired performance.
✓ Types of programs needed.
✓ Critical cultural influences that will affect design and delivery of training.
✓ Training program content based on fact rather than intuition.
✓ Anticipated challenges and areas of potential learner resistance.
✓ Base-line information to evaluate effectiveness.
✓ Parameters for cost-effective programs.

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The ADDIE – 1 -Analyze the training need

The training needs analysis may address the employer’s strategic/longer-term training
needs and/or its current training needs.

There are three levels at which TNA is conducted:

❑ Strategic (Organizational) TNA

❑ Task TNA

❑ Individual TNA

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The ADDIE – 1 -Analyze the training need

Levels of TNA

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The ADDIE – 1 -Analyze the training need

❑ Sources for collecting data for a task TNA:

✓ Job description

✓ Processes

✓ KSA analysis

✓ Observation

✓ Operating problems analysis

✓ Best practice benchmarking

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The ADDIE – 1 -Analyze the training need

❑ Sources for collecting data for individual TNA:

✓ Appraisal system

✓ Observation

✓ Interviews

✓ Questionnaires

✓ Surveys

✓ Training progress reports

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The ADDIE – 1 -Analyze the training need

L&D In sighting Framework

Business
Strategy
Voice of
Customer

Voice of
Business

Learning & Development

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The ADDIE – 1 -Analyze the training need Process Best Practices
TNA derived Competency Based Learning
from Healthcare Scorecard
plus Goals and Appraisal 2 Identify Learning Needs to
Support Talent
1 Competency Profiles Development
Departmental Inputs:
Patient Measurement 3
Source Strategic Skill Pool Management – targeted
from Healthcare Scorecard
(T&R process July-Sept) learning opportunities
Assess Gaps Identified through project
requirements
Etc
Learning needs discussed
during
Goals and Appraisal Competency Assessment
process Report
(available end March) End March

Individual Development Plan

FORMS IN PROCESS
Consolidation
L1 – existing appraisal form.
L2 – Individual Development
Plan form mid April
L3 – Development Feedback Form
(eg Review, Develop) Learning Forum re Budget
Indication and develop Learning
Strategy.
End April

Refer to governance 18
for approval?
Review

❑ Steps in the Training Process

1. Analyze the training need.

2. Design the overall training program.

3. Develop the course (actually assembling/creating the training materials).

4. Implement training, (by actually training the targeted employee group using methods such as on-the-job or online training) .

5. Evaluate the course’s effectiveness.

❑ There are three levels at which TNA is conducted:

❑ Sources for collecting data for a task TNA:

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The ADDIE – 2 -Designing the Training Program

Design is the phase where initial decisions regarding course contents, goals, objectives,
delivery methods and implementation are made.

The outcome is a rough sketch of what the final program will look like.
All major content components are included in the order and method in which they will be
presented.

➢ Designing the Training Program

❑ Setting learning objectives

❑ Creating a motivational learning environment

❑ Make the learning meaningful

❑ Make skills transfer obvious and easy

❑ Reinforce the learning

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The ADDIE – 2 -Designing the Training Program

❑ Setting learning objectives

Training objectives are specific tasks broken down from training goals and they
answer these questions:
✓ What new behaviors will the participant exhibit?
✓ What will they know and do differently after the training?
✓ What standards and criteria should be met.
✓ What are the conditions under which standards should be met?

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The ADDIE – 2 -Designing the Training Program

❑ Creating a motivational learning environment

✓ Learning requires both ability and motivation, and the training program’s design should
accommodate both

❑ Make the learning meaningful

✓ Bird’s-eye view

✓ Familiar examples

✓ Organize

✓ Familiar terms

✓ Perceived need

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The ADDIE – 2 -Designing the Training Program

❑ Making Skills Transfer Obvious and Easy

✓ Similarity

✓ Practice

✓ Label

✓ Attention

✓ “Heads-up”

✓ Pace

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The ADDIE – 2 -Designing the Training Program

❑ Reinforce the learning

✓ Reinforce correct responses

✓ Schedule

✓ Follow-up assignments

✓ Transfer of training

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Review

➢ Designing the Training Program

❑ Setting learning objectives

❑ Creating a motivational learning environment

❑ Make the learning meaningful

❑ Make skills transfer obvious and easy

❑ Reinforce the learning

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The ADDIE – 3 - Develop the course

❑ Develop the course (actually assembling/creating the training

materials).

✓ Program development means actually assembling the program’s training

content and materials.

✓ It means choosing the specific content the program will present, as well as
designing/choosing the specific instructional methods (lectures, cases,
Web-based, and so on) you will use.

✓ Training equipment and materials include (for example) iPads, workbooks,

lectures, PowerPoint slides, Web- and computer-based activities, course
activities, and trainer resources (manuals, for instance).

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The ADDIE – 4 - Implement training

Once you design and develop the training program, management can
implement and then evaluate it.

Implement means actually provide the training, using one

or more of the instructional methods we discuss next.

❑ On-the-job training

❑ The OJT process

❑ Apprenticeships

❑ Informal

❑ Other forms of training and learning

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The ADDIE – 4 - Implement training

❑ On-the-job training: Training a person to learn a job while working on it.

➢ Coaching or understudy method :

The most familiar on-the-job training and the most frequently used by employers. Here,
an experienced worker or the trainee’s supervisor trains the employee. This may involve
acquiring skills by observing the supervisor, or having the supervisor show the new
employee the ropes.

➢ Job rotation: in which an employee moves from job to job at planned intervals, is another
OJT technique

➢ Special assignments: similarly give lower-level executives firsthand experience in

working on actual problems.

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The ADDIE – 4 - Implement training

❑ Apprenticeship:

training is a process by which people become skilled

workers, usually through a combination of formal learning and
long-term on-the-job training. Traditionally, a master craftsperson
will serve as a role model and guide.

❑ Informal learning

Surveys estimate that as much as 80% of what employees learn

on the job they learn through informal means, including
performing their jobs on a daily basis with their colleagues. Other
types of informal training occurs between people in the lunch or
break room.

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The ADDIE – 4 - Implement training

❑ Job instruction training

➢ Listing each job’s basic tasks, along with key points, in order to provide step-by-step training for
employees.

➢ consist of a sequence of steps that one best learns step-by-step

❑ Lecturing :

A quick and simple way to present knowledge to large groups of trainees, as when the sales force needs
to learn a new product’s features.

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The ADDIE – 4 - Implement training

❑ Audiovisual-based training

➢ Listing each job’s basic tasks, along with key points, in order to provide step-by-step training for
employees. (consist of a sequence of steps that one best learns step-by-step)

➢ Whether the medium is a textbook, PC, or the Internet, programmed learning is a step-by-step, self-
learning method. It consists of three parts:
1. Presenting questions, facts, or problems to the learner
2. Allowing the person to respond
3. Providing feedback on the accuracy of answers, with instructions on what to do next.

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The ADDIE – 4 - Implement training

❑ Audiovisual-based training

Although increasingly replaced by Web-based methods, audiovisual-based training techniques like

DVDs, films, PowerPoint, and audiotapes are still popular.

❑ Videoconferencing

Videoconferencing is popular for training geographically dispersed employees. It involves delivering

programs via compressed audio and video signals over cable broadband lines, the Internet, or satellite

❑ Simulated learning

Simulated learning activities include virtual reality-type games with a

step-by-step animated guide, and online role-play with photos and
videos. In general, interactive and simulated technologies reduce
learning time by an average of 50%.

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Review

❑ On-the-job training

❑ The OJT process

❑ Apprenticeships

❑ Informal

❑ Other forms of training and learning

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The ADDIE – 5 - Evaluating The Training Effort

❑ Designing the study

❑ Controlled experimentation

❑ Measurement

✓ Reactions

✓ Learning

✓ Behavior

✓ Results

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The ADDIE – 5 - Evaluating The Training Effort

❑ Designing the study

Your basic concern here is this: How can

we be sure that the training caused the
results?

Using a Time Series Graph to Assess a Training

Program’s Effects
The ADDIE – 5 - Evaluating The Training Effort

❑ Controlled experimentation

Formal methods for testing the

effectiveness of a training program,
preferably with before-and-after tests
and a control group.
The ADDIE – 5 - Evaluating The Training Effort

❑ Measurement

With today’s emphasis on measuring results, it is crucial that the manager evaluate the
training program.

There are several things you can measure: reactions to the program, what (if anything)
was learned, and to what extent on-the-job behavior or results change.
Thank you
Dr. Ahmed Ibrahim

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