Amity School of Business

Amity School of Business

SEMESTER V
HUMAN RESOURCE MANAGEMENT
(BBAHR-30501)

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Module III: Development of Human Resources: Training and Development: process, methods: On-the job, Off-the job, Evaluation of training: Kirkpatrick model Performance Appraisal: concept, significance, process, Methods-Graphic rating scales, essays, confidential report, BARS,360 Degree, etc, Errors during appraisal, reducing errors.
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Questions to answer?
1. 2. 3. What is training? Does it differs from development? Elaborate the training process highlighting the importance of TNA. How can you measure the effectiveness of training imparted to employees? 4. Explain the different methods of training( on-the job and off-the job) in detail. 5. Why any company should go for training? Short notes: 1. Principles of training. 2. Benefits of training 3. TNA 4. Kirkpatricks evaluation model 5. Simulation technique 6. Sensitivity training 7. Role plays and case study

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Assignment
Designing a questionnaire on assessing training effectiveness.

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Company practices
FedEx corporation spends $155 million on training each year. Company allocates nearly 1523 man-hours every year on T&D. each employee spends 4 to 6 weeks a year in compulsory training.
LG Electronics has made it mandatory for its staff to do two modules a month and each module has a test that has to be cleared. Every three month a summary of all the tests is made and prizes are doled out to encourage people to learn. Cisco uses web- based training as an integral tool to impart training to employees.
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GE believes in on-the job training approach for training its employees. it trains customer service operators on the job so that the benefits of learning, thinking and responding occur on the job. Johnson & Johnson constantly encourages its employees to upgrade their skills and knowledge through short term programmes at institutes like the IIMs, XLRI, etc. apart from rotating employees on challenging tasks.

Tata Business Support Services is concerned, they adopts Jim Kirkpatricks framework for the evaluation of its training programmes.
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Attitudes to training
Individual: How is that related to what I do? Im good at my job and anyway, I have no time I suppose thats my weekends shot for months! Are they trying to get rid of me? Employer: How can I be sure the organisation will benefit? Training is so expensive how will I know if it has been effective? Will this effect the goal of developing and implementing standards and protocols for the organisation? If I train them, theyll leave

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CONCEPT OF TRAINING
Training is essentially a value-addition activity undertaken by an organization to enrich the value of its people.
It plays a vital role in enhancing the efficiency, productivity and performance of the employees. GARY DESSELER: Training refers to the methods used to give new or present employees the skills that they need to perform their job. The purpose of training is basically to bridge the gap between job requirements and present competencies of an employee.
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TRAINING
APPLICATION ORIENTED SHORT-TERM PROCESS. RELATED TO PRESENT JOB.

DEVELOPMENT
OVERALL DEV. ORIENTED. CONTINUOUS, NEVER-ENDING PROCESS. NOT RELATED TO ANY SPECIFIC JOB. DIFFICULT TO MONITOR HOW IND. IS USING THE ACQUIRED KNOWLEDGE. RELATED TO ATTITUDINAL AND BEHAVIOURAL DEV. FURTHER CONTACT MAY OR MAY NOT BE MAINTAINED.

EDUCATION/ TEACHING
THEORITICAL ORIENTATION LONG-TERM PROCESS. DIRECTED TOWARDS FUTURE OF AN INDIVIDUAL. DIFFICULT TO MONITOR HOW IND. IS USING THE ACQUIRED KNOWLEDGE. RELATED TO IDEOLOGY AND SOCIAL,CULTURAL VALUES. SUSTAINED INTERACTION OVER A LONG PERIOD OF TIME IS POSSIBLE

TRG. EFFORTS CAN BE MONITORED AND ASSESED.

RELATED TO TECHNICAL SKILLS AND LEARNING. INDIVIDUALS COME TOGETHER AND DISPERSE AFTER TRG. IS GIVEN.

.
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Training

Development

Manual skills

Specific job technique

Technique principles

Concepts

Philosophy

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INCREASED EFFICIENCY REDUCED SUPERVISION & LOW ACCIDENT RATES BETTER QUALITY OF LIFE

INCREASED ORG. VIABILITY & RESILIENCE

INCREASED MORALE & MOTIVATION OF EMPLOYEE

IMPORTANCE OF TRG.
INTRO. OF NEW STRATEGIES & WORKING METHODS IN THE ORG.

EMPLOYEE RETENTION

ADVANCEMENT IN TECHNOLOGY Less Learning period.

CAREER ADVANCEMENT

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Importance of Training
Managers: Importance to overall business strategy Labour leaders: Importance to collective bargaining issues 50%
45% 40% 35% 30% 25% 20% 15% 10% 5% 0% not/slightly important important very important crucial
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44% 37% 29% 22% 30% 25% managers labour

9% 5%

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TYPES OF TRAINING
Orientation Training. Cross Functional Training. Creativity Training. Diversity Training. Job/ Skill Training. Safety/ Literacy Training. Promotional Training. Refresher Training. Remedial Training.
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MOTIVATION ACTIVE INVOLVEMENT INDIVIDUAL APPROACH SEQUENCE & STRUCTURE FEEDBACK TRANSFER

PRINCIPLES OF TRAINING

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Employee Training ADDIE Model

ADDIE Model to develop either employee training or
developmental programs

Assess the need Design the program Develop the program Implement the program Evaluate the learning
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TRAINING PROGRAMME
ASSESSING TRAINING NEEDS
JOB Present performance Evaluation Criteria Desired performance GAP

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Feedback & Revision

DESIGN (TRAINING OBJECTIVE & POLICY)

DEVELOPING TRAINING PROGRAMME IMPLEMENTING THE TRAINING

EVALUATION & FOLLOW-UP

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TNA
PERF. DEFICIENCY

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LACK OF SKILL OR KNOWLEDGE

OTHER CAUSES

MOTIVATION TRAINING ON-THE JOB OR OFFTHE JOB. COUNSELLING INCENTIVES,REWARDS,ETC.

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Determining if Training Is Needed

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Needs Assessment
A Needs Assessment is a systematic exploration of the way things are and the way they should be. These "things" are usually associated with organizational and/or individual performance . Training needs are identified on the basis of organizational analysis, job analysis and person analysis. Training programme, training methods and course content are to be planned on the basis of training needs.

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Phase 1: Needs Assessment for Training

ORGANIZATIONAL ANALYSIS of environment, strategies, and resources to determine where to emphasize training

TASK ANALYSIS

of the activities to be performed in order to determine the KSAs needed.

PERSON ANALYSIS of performance, knowledge, and skills in order to determine who needs training.
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PHASE 2: Designing the training programme

Who the Who are are the Trainees Trainees Who the Who are the Trainers Trainers

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What What Methods Methods and Techniques Techniques and

What Should What Should be level ofof bethe the level training training

What Principles of learning

Where to conduct conduct the programme

Where to

the programme

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Phase 3: DevelopingAmity T&D School of Business Programme

1. On-the-job Methods: refer to methods that are applied in the workplace and is related to employees working. 2. Off-the-job Methods: are used away from workplaces Training techniques represent the medium of imparting skills and knowledge to employees.
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On Job Training Methods

Orientation training Job Instruction training Apprentices training Job rotation Coaching Internship & assistance

ojajci

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Off the job training method

Vestibule Lecture Special study Films ,Television Conferences & discussion Case Study Role playing, Simulation Laboratory training
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Phase 4:Implementation of Programme

Deciding the location & organizing training & other facility Scheduling the training programme Conducting the programme Monitoring the progress of the trainees
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Phase 5: Evaluation of Training

Since huge sums of money are spent on training and development, how far the programme has been useful must be determined. The question of what to evaluate is crucial to evaluation strategy. The answers depend on the type of training programme, the organization and the purposes of evaluation.
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Purpose of evaluation
1. To determine success in accomplishing Programme Objectives. 2. To identify the strengths and weaknesses in the training process. 3. To compare the costs to the benefits of a Training Programme. 4. To decide who should participate in future programmes. 5. To test the clarity and validity of tests, cases and exercises.
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6. To identify which participants were the most successful with the programme 7. To reinforce major points made to the participant 8. To gather data to assist in marketing future programmes 9. To determine if the programme was the appropriate solution for the specific need 10. To establish a database that can assist management in making decisions

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Criteria of Evaluation
1. Training validity- did the trainees learn during training? 2. Transfer validity- what has been learnt in the training, has it been transferred on the job? 3. Intra-organizational validity- is performance of the new group of trainees, consistent with the performance of the original training group? 4. Inter- organizational validity- can a training program validated in one organization can be used successfully in another organization?
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KirkPatricks Model of Evaluation

Donald Kirkpartick has developed a very popular evaluation model that has been used since the late 1950s by the training community. The focus is on measuring four kinds of outcomes that should result from a highly effective training program. Kirkpatricks model includes four levels or steps of outcome evaluation: Level 1 EvaluationReaction Level 2 EvaluationLearning Level 3 EvaluationBehavior Level 4 EvaluationResults

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Four Levels of Training Evaluation

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Reaction what participants thought of the program, including materials, instructors, facilities, methodology, content etc.

Learning Learning evaluation is concerned with measuring the extent to which principles, facts, techniques and skills have been acquired.

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Behavior behavioral change is measured to determine the extent to which principles, facts, techniques, and skills have been acquired.

Results evaluation of results involves monitoring organizational improvement such as cost savings, work output changes, and quality changes.

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This grid illustrates the basic Kirkpatrick structure at a glance. The second grid, beneath this one, is the same thing with more detail.
evaluatio l n type
1 Reaction

evaluation description and characteristics

Reaction evaluation is how the delegates felt about the training or learning experience. Learning evaluation is the measurement of the increase in knowledge - before and after. Behaviour evaluation is the extent of applied learning back on the job - implementation. Results evaluation is the effect on the business or

examples of evaluation tools and methods

'Happy sheets', or feedback forms. Verbal reaction, posttraining surveys or questionnaires. Typically assessments or tests before and after the training. Interview or observation can also be used. Observation and interview over time are required to assess change, relevance of change, and sustainability of change. Measures are already in place via normal management systems and

relevance and practicability

Quick and very easy to obtain. Not expensive to gather or to analyse.

2 Learning

Relatively simple to set up; clearcut for quantifiable skills. Less easy for complex learning.

3 Behaviou r

Measurement of behaviour change typically requires cooperation and skill of line-managers.

4 Results

Individually not difficult; unlike whole organisation. Process must attribute clear

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METHODS OF TRAINING
ON-THE JOB(8)
ORIENTATION TRG. JOB-INSTRUCTION APPRENTICESHIP JOB ROTATION COACHING MENTORING INTERNSHIP AND ASSISTANTSHIP COMMITTEE ASSIGNMENTS.

OFF-THE JOB (11)

VESTIBULE LECTURES AUDIO-VISUALS CONFERENCE DISCUSSION CASE STUDY ROLE PLAY SIMULATION PROGRAMMED INSTRUCTIONS/CAI LABORATORY TRG./SENSITIVITY TRG./TGROUPS. E-LEARNING.
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ON-THE-JOB METHODS
1. a. Job Instruction Training The JIT method is a four-step instructional process: The trainee receives an overview of the job, its purpose and its desired outcomes, with a clear focus on the relevance of training.

b. The trainer demonstrate the job in order to give the employee a model to copy. The trainer show a right way to handle the job. c . Next, the employee is permitted to copy the trainers way. Demonstrations by the trainer and practice by the trainee are repeated until the trainee masters the right way to handle the job. d. Finally, the employee does the job independently without supervision.
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2. Apprenticeship Training
. Technicians and Craft workers such as plumbers, carpenters, lathe operators etc. are trained through formal apprenticeship programmes.

Assistantship and internship are similar to apprenticeship because they also demand high level of participation from the trainee.
An Internship is a kind of on-the-job training that combines job training with classroom instruction in trade schools, colleges or universities.

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3. Coaching
Coaching is a kind of daily training and feedback given to employees by immediate supervisors. In Coaching, the supervisor explains things and answers questions; he throws light on why things are done the way they are; he offers a model for trainees to copy; conducts lot of decision making meetings with trainees; procedures are agreed upon and the trainee is given enough authority to make divisions and even commit mistakes.

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4. Programmed Instruction (PI)

a. This is a method where training is offered without the intervention of a trainer. PI involves: Presenting questions, facts, or problems to the learner in a book form or in soft copy. Allowing the person to respond. Providing feedback on the accuracy of his/her answers. If the answers are correct, the learner proceeds to the next block. If not, s/he repeats the same.

b. c. d.

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OFF-THE-JOB METHODS
1. Simulation
It is an attempt to create a realistic decision-making environment for the trainee. Simulations present likely problem situations and decision alternatives to the trainees. Simulations can range from the simple (creating roles and situational dynamics to help participants briefly experience and practice different ways of dealing with situations and consequences) to the more elaborate (organized and planned, but simplified causal chains of situations extending over several days).
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I.
II.

The most common methods of Simulations are : Vestibule, Case study, Role playing, Games, and In-basket exercises Vestibule Training: utilizes equipment which closely resemble the actual ones used on the job. Case Study: is a written description of an actual situation in business which provokes, in the reader, the need to decide what is going on, what the situation really is or what the problems are, and what can and should be done. Taken from the actual experiences of organizations, cases represent attempts to describe, as accurately as possible, real problems that managers have faced.

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III) Role Playing: generally focuses on emotional (mainly

human relations) issues rather than actual ones. It is defined as a method of human interaction that involves realistic behavior in imaginary situations. The essence of role playing is to create a realistic situation, and then have the trainees assume the parts of specific personalities in the situation. This method is mostly used for developing interpersonal interactions and relations and also for attitude change.

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IV.

Behavior Simulation games: These focus primarily on the processes of interpersonal relations, on how decisions are made, and with what consequences, rather than on the substance of the decisions.

IV.

In-Basket Exercises: The development of this exercises requires familiarity with the roles participants work on and various styles of memos, letters, and telephone calls. Critical incidences, for inclusion in the in-basket, spring from such familiarity.

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2.

Lecture Method
This method is a traditional and direct method of instruction. The instructor organizes the material and gives it to a group of trainees in the form of talk.

3.

Conference/discussion approach
Trainer delivers a lecture and involves the trainee in a discussion so that his doubts about the job get clarified. Trainer may use audio-visual aids such as blackboards, slides, video tap or audio tap.

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4.

Sensitivity Training
It uses small number of trainees, usually fewer than 12 in a group. They meet with a passive trainer and gain insight into their own and others behaviour.
Meetings have no agenda, are held away from workplaces, and questions deal with the here and now of the group process. Discussion focus on why participants behave as they do, how they perceive one another, and the feelings and emotions generated in the interaction process.

The objectives of this training are to provide the participants with increased awareness of their own behaviour and how others perceive them greater sensitivity to the behaviour of others and increased understanding of group processes.
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