Human Resource

Management:
An Asian Perspective
(Second Edition)

Chapter 8

Training and
Developing
Employees

Gary Dessler and Chwee Huat Tan

© 2009 Pearson Education South Asia Pte Ltd.
All rights reserved.
 After studying this chapter,
you should be able to:

1. Describe the basic training process

2. Describe how you identify training
requirements
3. Distinguish between problems you can fix
with training and those you cannot
4. Explain how to use five training techniques
5. Discuss how companies in Asia train their
employees

© 2009 Pearson Education South Asia. All rights reserved. 8–2 8–2
 Increasing Effectiveness as a
Trainer
1. Employee Orientation
2. Training Process
3. Training Methods
4. Management Development
5. Evaluating Training Programme

© 2009 Pearson Education South Asia. All rights reserved. 8–3

 Orienting Employees

➢ Employee orientation
– A procedure that provides new employees with
basic background information about the company
➢ Orientation content
– Information on employee benefits
– Personnel policies
– The daily routine
– Company organization and operations
– Safety measures and regulations
– Facilities tour

© 2009©Pearson Education
2009 Pearson South Asia.
Education SouthAll rights
Asia Pte reserved.
Ltd. All rights reserved. 8–4
 Orienting Employees

➢ A successful orientation should achieve these

objectives for new employees:
– Make them feel welcome and at ease
– Help them understand the organization in a broad
sense
– Make clear to them what is expected in terms of
work and behavior
– Help them begin the process of becoming
socialized into the firm’s ways of acting and doing
things

© 2009 Pearson Education South Asia. All rights reserved. 8–5

 The Training Process

➢Training
– Teaching new employees skills they need to
perform their jobs
– Focus mostly on technical skills
– Other skills including skills in team-building,
decision-making and communication

© 2009 Pearson Education South Asia. All rights reserved. 8–6

 The Five-Step Training Process
Step 1: Needs Analysis
• Identify the specific job skills
• Analyze the needs of trainers
• Develop specific, measurable knowledge and performance objectives

Step 2: Instructional Design

• Compile and produce the training program content, including workbooks,
exercises and activities
• Use techniques such as on-the-job training and computer-assisted learning

Step 3: Validation
• Validate the training program by presenting it to a small representative audience

Step 4: Implementation
• Train the targeted employee group

Step 5: Evaluation and follow-up

• Assess the program’s success or failure
© 2009 Pearson Education South Asia. All rights reserved. 8–7
 The Training Process

➢Training is more effective if trainers

understand how people learn
➢Suggestions:
– Make learning meaningful
– Make skills transfer easy
– Motivate the learner

© 2009 Pearson Education South Asia. All rights reserved. 8–8

 The Training Process

➢Make the Learning Meaningful

– At the start of training, provide a bird’s-eye view of
the material to be presented to facilitates learning.
– Use a variety of familiar examples.
– Organize the information so you can present it
logically, and in meaningful units.
– Use terms and concepts that are already familiar to
trainees.
– Use as many visual aids as possible.

© 2009 Pearson Education South Asia. All rights reserved. 8–9

 The Training Process

➢Make Skills Transfer Easy

– Maximize the similarity between the training
situation and the work situation.
– Provide adequate practice.
– Direct the trainees’ attention to important
aspects of the job.

© 2009 Pearson Education South Asia. All rights reserved. 8–10

 The Training Process

➢Motivate the Learner

– People learn best by doing so provide as
much realistic practice as possible.
– Trainees learn best when the trainers
immediately reinforce correct responses
– Trainees learn best at their own pace.

© 2009 Pearson Education South Asia. All rights reserved. 8–11

 Analyzing Training Needs

➢Task analysis
– A detailed study of a job to identify the specific
skills required, especially for new employees
– Used to determine training needs of new
employees to give them the skills and
knowledge needed to do the job
– Supplement job description and specification
with a task analysis form

© 2009 Pearson Education South Asia. All rights reserved. 8–12

 Task
Analysis
Record
Form

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 Analyzing Training Needs

➢Performance analysis
– Verifying that there is a performance deficiency
and determining whether that deficiency should
be corrected through training or through some
other means (such as transferring the
employee)
– “Can’t do” vs “Won’t do” problem
– Setting training objectives

© 2009 Pearson Education South Asia. All rights reserved. 8–14

 Training Methods

➢ On-the-job training
➢ Apprenticeship training
➢ Lecture
➢ Programmed learning
➢ Audiovisual-based learning
➢ Simulated training
➢ Computer-based training
➢ Teletraining
➢ Internet-based training
© 2009 Pearson Education South Asia. All rights reserved. 8–15
 On-the-Job Training (OJT)

➢Having a person learn a job by actually

doing the job.
➢OJT methods:
– Coaching by supervisor or experience worker
– Observing the supervisor
– Job rotation: move from job to job
➢Points to note:
– Trainers should be trained and given proper training
materials.

© 2009 Pearson Education South Asia. All rights reserved. 8–16

 On-the-Job Training (OJT)

➢Advantages of OJT:
– Relatively inexpensive
– Trainees learn while producing
– No need for expensive off-site quick facilities
like a classroom
– Trainees learn by doing and get feedback on
their performance

© 2009 Pearson Education South Asia. All rights reserved. 8–17

 Steps in On-the-Job Training

1: Prepare the learner

– Put the learner at ease—relieve the tension.
– Explain why he or she is being taught.
– Create interest, encourage questions, find out what
the learner already knows about this or other jobs.
– Explain the whole job and relate it to some job the
worker already knows.
– Place the learner as close to the normal working
position as possible.
– Familiarize the worker with equipment, materials,
tools, and trade terms.
© 2009 Pearson Education South Asia. All rights reserved. 8–18
 Steps in On-the-Job Training

2: Present the operation

– Explain quantity and quality requirements.
– Go through the job at the normal work pace.
– Go through the job at a slow pace several times,
explaining each step. Between operations, explain
the difficult parts, or those in which errors are likely
to be made.
– Again go through the job at a slow pace several
times; explain the key points.
– Have the learner explain the steps as you go
through the job at a slow pace.
© 2009 Pearson Education South Asia. All rights reserved. 8–19
 Steps in On-the-Job Training

3: Do a tryout
– Have the learner go through the job several times,
slowly, explaining each step to you.
– Correct mistakes and, if necessary, do some of the
complicated steps the first few times.
– Run the job at the normal pace.
– Have the learner do the job, gradually building up
skill and speed.
– As soon as the learner demonstrates ability to do
the job, let the work begin, but don’t abandon him
or her.
© 2009 Pearson Education South Asia. All rights reserved. 8–20
 Steps in On-the-Job Training

4: Follow up
– Designate to whom the learner should go for help.
– Gradually decrease supervision, checking work from
time to time against quality and quantity standards.
– Correct faulty work patterns before they become a
habit. Show why the learned method is superior.
– Compliment good work; encourage the worker until
he or she is able to meet the quality and quantity
standards.

© 2009 Pearson Education South Asia. All rights reserved. 8–21

 Training Methods

➢Apprenticeship training
– A structured process by which people become
skilled workers through a combination of classroom
instruction and on-the-job training.
➢Audiovisual-based training
– To illustrate following a sequence over time.
– To expose trainees to events not easily
demonstrable in live lectures.
– To meet the need for organizationwide training and
it is too costly to move the trainers from place to
place.
© 2009 Pearson Education South Asia. All rights reserved. 8–22
 Training Methods

➢Effective lectures
– Present materials point by point
– Explain importance of the lecture
– Ensure audibility in the room
– Summarize main points at the end of the lecture
– Be alert to audience
– Maintain eye contact with listeners
– Avoid making unnecessary gestures
– Speak from notes rather than read from script
– Practise before the actual presentation

© 2009 Pearson Education South Asia. All rights reserved. 8–23

 Training Methods

➢Programmed Learning
– A systematic method for teaching job skills
involving:
• Presenting questions or facts
• Allowing the person to respond
• Giving the learner immediate feedback on the accuracy of
his or her answers
– Advantages
• Self-paced learning
• Immediate feedback
• Reduced risk of error for learner

© 2009 Pearson Education South Asia. All rights reserved. 8–24

 Training Methods

➢Simulated training (vestibule training)

– Training employees on special off-the-job
equipment so training costs and hazards can be
reduced
– Too costly or dangerous for OJT
• Example: Pilot training

© 2009 Pearson Education South Asia. All rights reserved. 8–25

 Training Methods

➢Computer-Based Training (CBT)

– Advantages
• Reduced learning time
• Cost-effectiveness
• Instructional consistency

– Types of CBT
• Intelligent Tutoring systems
• Interactive multimedia training
• Virtual reality training

© 2009 Pearson Education South Asia. All rights reserved. 8–26

 Training Methods

Distance and Internet-Based Training:

1. Teletraining
– A trainer in a central location teaches groups of employees at
remote locations via TV hookups.
2. Videoconferencing
– Interactively training employees who are geographically
separated from each other—or from the trainer—via a
combination of audio and visual equipment.
3. Training via the Internet
– Using the Internet or proprietary internal intranets to facilitate
computer-based training.

© 2009 Pearson Education South Asia. All rights reserved. 8–27

 Management Development

➢Management development
– Any attempt to improve current or future
management performance by imparting
knowledge, changing attitudes, or increasing
skills.
– Consists of:
• Assess company’s strategic needs
• Appraise managers’ performance
• Develop managers (and future managers)

© 2009 Pearson Education South Asia. All rights reserved. 8–28

 Management Development

➢Succession planning
– A process through which senior-level
openings are planned for and eventually
filled.
• Anticipate management needs
• Review firm’s management skills inventory
• Create replacement charts
• Begin management development

© 2009 Pearson Education South Asia. All rights reserved. 8–29

 Management Development

Step 1:
Anticipate management needs based on
strategic factors like planned expansion.

Step 2:
Review the company’s management skills inventory
(data on things like education and work experience,
career preferences, and performance appraisals)
to assess current talent.

Step 3:
Create replacement charts that summarize potential
Figure 8.4 candidates and each person’s development needs.
The Typical Success Planning
Process

© 2009 Pearson Education South Asia. All rights reserved. 8–30

 Managerial on-the-Job
Training
➢ Job rotation
– Moving a trainee from department to department to
broaden his or her experience and identify strong and
weak points.
➢ Mentoring/Understudy approach
– The trainee works directly with a senior manager or with
the person he or she is to replace; the latter is
responsible for the trainee’s coaching.
➢ Action learning
– Management trainees are allowed to work full-time
analyzing and solving problems in other departments.

© 2009 Pearson Education South Asia. All rights reserved. 8–31

 Off-the-Job Management
Training

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 Off-the-Job Management
Training
➢ Case study method
– Managers are presented with a description of an
organizational problem to diagnose and solve.
➢ Management game
– Teams of managers compete by making computerized
decisions regarding realistic but simulated situations.
➢ Seminar and conference
– Many companies and universities offer Web-based and
traditional management development seminars and
conferences.

© 2009 Pearson Education South Asia. All rights reserved. 8–33

 Off-the-Job Management
Training
➢ Role playing
– Creating a realistic situation in which trainees assume the
roles of persons in that situation.
➢ Behavior modeling
– Modeling: showing trainees the right (or “model”) way of
doing something.
– Role playing: having trainees practice that way
– Social reinforcement: giving feedback on the trainees’
performance.
– Transfer of learning: Encouraging trainees apply their
skills on the job.

© 2009 Pearson Education South Asia. All rights reserved. 8–34

 Off-the-Job Management
Training
➢ Corporate universities
– Provides a means for conveniently coordinating all the
company’s training efforts and delivering Web-based
modules that cover topics from strategic management
to mentoring.
➢ In-house training center
– A company-based method for exposing prospective
managers to realistic exercises to develop improved
management skills.

© 2009 Pearson Education South Asia. All rights reserved. 8–35

 Off-the-Job Management
Training
➢ Executive coach
– Outside consultant who questions the executive’s boss,
peers, subordinates, and (sometimes) family in order
to identify the executive’s strengths and weaknesses
– Counsels executives so that they can capitalize on
those strengths and overcome the weaknesses

© 2009 Pearson Education South Asia. All rights reserved. 8–36

 Organizational Development

➢ A special approach to organizational change in

which employees themselves formulate and
implement the change that is required.
– Usually involves action research.
– Applies behavioral science knowledge.
– Changes the attitudes, values, and beliefs of
employees.
– Changes the organization in a particular direction.

© 2009 Pearson Education South Asia. All rights reserved. 8–37

 Organizational Development

➢ 4 basic types of OD applications:

1. Human process
2. Techno-structural
3. Human resource management
4. Strategic applications

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 Organizational Development

➢ Human process
– T-groups: insight into behavior of oneself and
others
– Process consultation
– Third-party intervention
– Team building: interviewing group members to
establish themes and agenda for the meeting,
which the group then discusses the issues and
finds solutions
– Organizational confrontation meeting
– Survey research: use survey results to analyze
problems and plan actions
© 2009 Pearson Education South Asia. All rights reserved. 8–39
 Organizational Development

➢ Techno-structural
– Formal structural change
– Differentiation and integration
– Cooperative union-management projects
– Quality circles
– Total quality management
– Work design

© 2009 Pearson Education South Asia. All rights reserved. 8–40

 Organizational Development

➢ Human resource management

– Goal setting
– Performance appraisal
– Reward systems
– Career planning and development
– Managing workforce diversity
– Employee wellness

© 2009 Pearson Education South Asia. All rights reserved. 8–41

 Organizational Development

➢ Strategic applications
– Integrated strategic management
– Culture change
– Strategic change
– Self-designing organizations

© 2009 Pearson Education South Asia. All rights reserved. 8–42

 Evaluating Training Programs

➢Designing the study

– Time series design – using Time Series Graph
– Controlled experimentation – using evaluation form

➢Measuring training outcome

– Reaction of trainees to the program
– Learning that actually took place
– Behavior that changed on the job
– Results that were achieved as a result of the
training
© 2009 Pearson Education South Asia. All rights reserved. 8–43
 The Kirkpatrick Model

➢ Level 1: Reaction
– The degree to which participants find the training favorable,
engaging and relevant to their jobs
➢ Level 2: Learning
– The degree to which participants acquire the intended knowledge,
skills, attitude, confidence and commitment based on their
participation in the training
➢ Level 3: Behavior
– The degree to which participants apply what they learned during
training when they are back on the job
➢ Level 4: Results
– The degree to which targeted outcomes occur as a result of the
training and the
support and accountability package
© 2009 Pearson Education South Asia. All rights reserved. 8–44
 A Time Series Graph to
Evaluate Training

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 A Sample
Training
Evaluation
Form
Source: www.opm.gov/wrkfam/.

© 2009 Pearson Education South Asia. All rights reserved. 8–46

 ADDIE Model

© 2009 Pearson Education South Asia. All rights reserved. 8–62