2. At the end of this unit students will be able to:
Define the concept of training and development.
Identify the fundamental elements and steps of the
training process.
Describe the training policies and practices in some
organizations that are familiar to you.
Explain some of the purposes of training and
development.
Interpret the relationship of training to other human
resource management functions.
Describe some of the organizational factors affecting
training and development.
3. Why T & D?
Dramatic changes making T&D activities crucial:
Global competition
Rapid change in technology
Total quality management
Use of new quality processes and technologies
Young people with conventional qualifications
People who are laid off by some organizations
Women wishing to return to work
4. A. Concept of Training & Development
Definition of Training and Development
Training defined as that organized process of acquiring
knowledge and skill to be used or to improve
performance on the present job, or for the maintenance
of existing capability to do the present ongoing tasks.
Development is the process of acquiring knowledge and
skill that are not related to the present job or tasks but
that are beneficial to the individual for personal and
character building.
This knowledge and skills help the person to grow both
physically, mentally and spiritually.
5. Training Processes
Fundamental elements:
Accountability (ownership)
Identification of stakeholders
Definition and documentation of the process
Checkpoints
Responsibility for the steps of the process
Continuous improvement of the process
6. a. Accountability & responsibility
somebody has to be accountable and
responsible.
The accountable person is the one who is in
charge of the whole process to make sure
that nothing goes wrong.
The training manager is accountable for the
training process.
7. b. Identifying the stakeholders
A stakeholder is a person who has vested
interest in the outcome of the training
process.
i.e: managing directors, heads of
departments or managers of other units, and
human resource managers.
8. c. Defining & documenting TP
Establishing the boundaries of the process
Beginning of the process is where you take
over control from someone else.
End of the process is where you hand over
control to another person.
9. Training Process
1. Need Analysis 6. Manage Location & Resources
2. Developing Objectives 7. Pre-Course Administration
8. Deliver Course
3. Formulating Strategies
9. Post-Course Administration
4. Developing Curriculum
10. Evaluate Training
5. Select Methods
10. i. Training needs analysis
The process start off by identifying the organization,
division, and individual needs and translating these
needs into training objectives.
11. ii. Developing training objectives
Clearand concise performance or learning objectives
should be developed to ensure that appropriate
learning experiences will be provided to the learners.
12. iii. Formulating effective teaching
and learning strategies
3 main questions are of interest:
Is the individual trainable?
How should training program be arranged to
facilitate learning?
What can be done to ensure that what was
learned during training will be retained and
transferred to the job?
13. iv. Development of the training
curriculum
Identifysuitable courses.
Make the choice to either use existing
company course, buying-in external course,
or developing a new course.
May also think of recruiting trainers, select
them and developed them.
14. v. Selecting appropriate
training methods
Appropriate training methods should be selected to
provide learning experiences to the learners.
Various methods are available, which can be
classified into on-site and off-site.
15. vi. Managing training location
and resources
Ensure that appropriate locations and resources are
available.
Knows how much it is going to cost to meet the
training need.
16. vii. Pre-course administration
Should do booking of location and accommodation,
and foods and refreshments.
Should ensure that the identified people get to the
right place at the right time.
17. viii. Deliver the course
Implementing or delivering the course to the
participants.
18. ix. Post-course administration
Afterthe training has been completed, attendance
should be noted and training records should be
updated.
19. x. Evaluate training
Shouldhave a method of ensuring that the process
has had the desired effect.
20. B. Training Policies &
Practices
Policies are related to practices – general
statements that guide practices.
A general statement by management of how it
wishes all questions and problems of a
certain general type to be approached.
Statement of practice tells you what to do.
21. 1. Importance of Training Policy
It reflects the management’s general attitude
Helps in the formulation of practicable rules.
In training terms, the policies:
1. Constitute the mandate under which the training
specialist works;
2. They define not only the areas and situations in
which action has to be taken, but also the authority
which is given to the training specialist, to
managers and supervisors and to employees in
taking that action.
22. 2. Examples of training policy
Policy 1: It is the company’s policy to provide training
for any employee faced now, or in the foreseeable
future, with new work or new organization, or a new
work environment, to enable him to deal competently
with his work.
23. Policy 1 implies:
The training given must be to certain
standards;
There must be sufficient prior planning;
The instruction must be given by a competent
person;
Training must result in work performance of a
standard acceptable to management; and
Training given because of new tasks or
techniques and changes in the organization,
relationships, communication systems, etc.
24. Policy 2: It is the company’s policy to provide
opportunities for employees to maintain their flexibility
and potential, with a view to making any later
changes in work content or work environment easier
to accommodate.
25. Policy 2 implies:
The maintenance of job performance and products
standards does not in itself ensure that individual
adaptability and learning ability are sustained or
developed;
Where relevant, opportunities must be provided for
people to deal with new ideas and practices, either on
or off the job.
26. Policy 3: The employee must be involved in planning,
the progressing and the evaluation of his own
training.
27. Policy 3 implies:
Some early discussion and some consultation with the
employee concerned must be made regarding their
needs and interests for training;
Employee feels that his contribution is recognized and
is likely to be motivated to be responsible and
participate in the training program.
28. C. Purpose of Training &
Development
1. To improve an individual’s level of self-awareness :
Self-awareness involves learning about oneself.
one’s roles and responsibilities in the organization,
recognizing differences between one’s actual and
espoused managerial philosophy, understanding
how one is viewed by others, and learning how one
actions affect other people’s action.
29. 2. To increase an individual’s skill in one or
more areas of expertise:
What is traditionally considered to be
training and development deals with
increasing an individual’s skills.
Training program is based on the
assumption that it will increase
employee’s ability to perform effectively on
the job.
30. 3. To increase an individual’s motivation to perform
the job well:
The goals of some training and development
programs are to maximize the employee’s desire
to perform the job well:
e.g. job rotation used to sharpen employee’s career
aspirations and commitment to the organization, and
help them to develop their managerial skills in the
process.
Some training programs - sole objective is to
increase a person’s managerial motivation.
31. D. Relationship of Training to
Other HRM Functions
The other functions: Human Resource Planning,
Staffing, Compensation and Benefits Management,
Performance Appraisal, Safety and Health, Employee
and Industrial Relations.
Specifically, we look at how training and development
relates to task analysis, staffing, performance
appraisal, and organization development.
32. 1. Relationship of T&D to Task
Analysis
to provide information about the duties involved in
performing a job and the skills and knowledge
required to do the job well.
Answer the “ what must a trainee be taught in order
to perform the job effectively?”
Provides information use to systematically
determine the appropriate content of training and
development program.
33. 2. Relationship to Staffing
Ifpeople have been carefully selected, they may
not need an extensive training and development
program.
Conversely, what will happen if the procedures
are weak?
34. 3. Relationship of T&D to
Performance Appraisal (PA)
PA is used to measure employee performance.
Affect T&D in four basic ways:
a. determining the training needs for
various organizational units;
b. ROI;
c. Identifying employee weakness;
d. Improving proficiency.
35. 4. Relationship of T&D to
Organization Development
OD involves both changes in grouping of people
(structure) and changes in methods of communication
(process).
By improving the competence of the units comprising
the entire organization.
Have to undergo training and development to cope up
with the changes in structure and process.
36. E. Organizational Factors Affecting
Training and Development
Large variations exist in the scope and
organization of training functions across
organizations.
Managing training unit.
Training staffs’ accountability
Training staffs’ involvement in training employees
Training staffs’ use of training programs
Training staffs’ functions
What are the factors that cause these
variations?
37. 1. Corporate Strategy
Unfortunately, there are still many organizations
that view training traditionally.
Training has no real linkage to the
organization’s business strategy.
Training manager has no influence on the
formation of the corporate strategy.
Training is seen by high-level executives as
being peripheral to the real work of the
organization.
38. More progressive organizations, training manager
participates in the formation of the business’s
strategic planning.
Training manager understands the short- and
long-term business objectives of the
organization
In a position to formulate a training plan that
can support the organization’s business
strategy.
39. 2. Organization Structure
Some organizations have centralized group that
controls all training programs.
Other organizations place trainers in key locations
who are free to operate independently of corporate
headquarters.
It is advisable to have both corporate and a regional
training staff.
Role of the corporate people should be primarily one of
advising and coordinating.
The central training staff can be used to develop special
training programs.
40. 3. Technology
Some organizations are involved in rapidly
changing technologies;
These require continual retraining of both
employees and managers.
Difficulty in finding persons in the job market to
meet their needs; continually upgrade their
people via specialized training programs.
41. 4. Attitude Toward Training
Attitude of the key persons within the
organization.
The CEO and the executives in charge of the
various divisions are the main source of the
organization training philosophy.
