CH- 8

Training and Development

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 Session Overview
• Every successful business depends on effective training and
development of its employees in line with global changes and
development.
• The need for improved productivity has become universally
accepted and that depends on efficient and effective training.
• This session examines the concept of training and
development in personnel management.
• It identifies the various training and development
organizations can use to improve the skills and competencies
of their employees.
• The session also examines the processes for effective
implementation of training and development in organizations.

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 Session Objectives
Lesson Objectives:
By the end of this session you should be able to:
1. Summarize the purpose and process of employee orientation.
2. List and briefly explain each of the five steps in the training
process.
3. Describe and illustrate how you would identify training
requirements.
4. Explain how to distinguish between problems you can fix with
training and those you can’t.
5. Discuss how you would motivate trainees.

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 Session Objectives

6. Explain how to use five training techniques.

7. List and briefly discuss four management development
programs.
8. List and briefly discuss the importance of the eight steps in
leading organizational change.
9. Answer the question, “What is organizational development
and how does it differ from traditional approaches to
organizational change?”

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 Topic One

EMPLOYEE ORIENTATION

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 Employee orientation

 Employee orientation (or “onboarding”) provides new

employees with the information they need to function
(such as computer passwords and company rules).

 Ideally, though, it should also help new employees start

getting emotionally attached to the firm.

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 The Purposes of Employee
Orientation/Onboarding
Carefully selecting employees doesn’t guarantee they’ll perform
effectively. Even high potential employees can’t do their jobs if they
don’t know what to do or how to do it.
You want to accomplish four things when orienting new employees:
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 (its past , present, culture, and vision of the future).
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

 The length of orientation varies, but it usually includes time

with HR to review benefits, vacations, and other policies. It
also includes time with the supervisor to learn the
organization and culture of the department.
 Employers use technology to support orientation. Some
employers put all or some of their orientation media on the
Web (Orientation technology).

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 The Orientation Process

ACTIVITY
Why is employee orientation in organizations necessary?

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 Topic Two

EMPLOYEE TRAINING

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Employee Training

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 Overview of the Training Process

• Aligning strategy and training: Directly after orientation,

training should begin. Training means giving new or current
employees the skills that they need to perform their jobs.
• The task is to identify the employee behaviors the firm will
require to execute its strategy, and from that deduce what
competencies employees will need.

• Training and performance: One survey found that

“establishing a linkage between learning and organizational
performance ”…was the number-one pressing issue facing
training professionals”.

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 The ADDIE Five-Step Training Process

The tried-and-proven ADDIE (analysis-design-develop-

implement-evaluate) five-step training program includes:

• Analyze: Analyzing the training need

• Design: Designing the overall training program.
• Develop: Developing the course.
• Implement: Implementing training by actually training the
targeted employee group.
• Evaluate:Evaluating the effectiveness of the course.

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 Step 1
Conducting the Training Needs Analysis
The training needs analysis may address the employer's strategic/longer
term training needs and/or its current training needs.
• Strategic training needs analysis: Strategic goals (perhaps to enter new
lines of business or go abroad) usually mean the firm will have to fill
new jobs. Strategic training needs analysis focuses on identifying the
training that employees will need to fill these new future jobs.
• Current Training Needs Analysis: Most training efforts aim to improve
current performance specifically training new employees, and those
whose performance is deficient. How you analyze current training
needs depends on whether you're training new or current employees.
The main task for new employees is to determine what the job entails
and to break it down into subtasks, each of which you then teach to the
new employee. Analyzing current employees' training needs is more
complex, because you must also ascertain whether training is the
solution. For example, performance may be down due to poor
motivation. Managers use task analysis to identify new employees'
training needs, and performance analysis to identify current
employees' training needs.
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 Step 1
Conducting the Training Needs Analysis
Task Analysis: New Employees’ Needs
 Task analysis is a detailed study of the job to determine what specific
skills—like a computer programming language or interviewing the job
requires. For task analysis, job descriptions and job specifications are
essential and the basic reference points in determining the training
required. These list the job’s specific duties and skills. Some supervisors
may try out the job themselves, interview job holders and their
supervisors to determine suitable training.
Talent Management
 Talent management is the goal-oriented and integrated process of
planning for, recruiting, selecting, developing, and compensating
employees. Talent management involves using the same competencies
profile for recruiting the employee as for selecting, training, appraising,
and paying him or her.
 Many employers use competency models to help compile and
summarize a job’s training needs. The model’s aim is to identify and
compile the crucial competencies for executing the job well.
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 Step 1
Conducting the Training Needs Analysis

Performance Analysis: Current Employees’ Training Needs

• Performance analysis is the process of verifying that there
is a performance deficiency and determining whether the
employer should correct such deficiencies such deficiencies
through training or some other means.
• Most training is focused on improving current performance.
Analyzing current employee needs is more complex than
the new employee needs. You also must decide whether
training is the solution or something else.

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 Step 1
Conducting the Training Needs Analysis

Performance Analysis: Current Employees’ Training Needs

• Performance analysis - There are several methods that can
be used to identify an employee’s training needs, including
supervisor, peer, self, and 360-degree performance reviews.
• Can’t do/won’t do - The biggest issue is to figure out what
is causing reduced performance. Can the person perform or
are they unwilling to do so? If the problem is employee
motivation then training is unlikely to fix this.

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 Step 2
Designing the Training Program
Armed with the needs analysis results, the manager
next designs the overall training program.
• Design means planning the overall training program
including training objectives, delivery methods, and
program evaluation.
• Sub-steps include setting performance objectives,
creating a detailed training outline (all training
program steps from start to finish), choosing a
program delivery method (such as lectures or Web),
and verifying the overall program design with
management.
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 Step 2
Designing the Training Program
• Setting learning objectives: Requests for training often
start with line managers presenting concerns, such as
“we’re getting too many complaints from call center
callers.” The learning objectives you choose should address
rectifying the performance deficiencies that you identified
with needs analysis.
• Creating a motivational learning environment: Learning
requires both ability and motivation, and the training
program’s learning environment should take both into
account.

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 Step 2
Designing the Training Program
How to motivate Trainees
• Making the learning meaningful
– Bird’s-eye view - At the start of training, provide a bird’s-eye
view of the material that you are going to present. For
example, show why it’s important, and provide an overview.
– 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.
– Finally, create a perceived training need in trainees’ minds.

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 Step 2
Designing the Training Program
How to motivate Trainees
• Making Skills Transfer Obvious and Easy
– Similarity - Maximize the similarity between the training
situation and the work situation.
– Practice - Provide adequate practice.
– Label - Label or identify each feature of the machine and/or
step in the process.
– Attention - Direct the trainees’ attention to important aspects
of the job.
– Heads-up - Provide “heads-up” information about what could
happen. And remember, trainees learn best at their own
pace.
– Pace - Adjust your pace and rhythm to connect with the
group.
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 Step 2
Designing the Training Program
How to motivate Trainees
• Learning
• Trainees learn best when the trainers immediately reinforce correct
responses, perhaps with a quick “well done” or head nod.
• The schedule is important. The learning curve goes down late in the day so
plan accordingly. Also, start and end on time or “re-negotiate” the learning
contract should unforeseen circumstances arise.
• Provide follow-up assignments at the close of training. Ensure transfer of
learning to the job. During training, provide trainees with training
experiences and conditions (surroundings, equipment) that resemble the
actual work environment. After training, reinforce what trainees learned,
for instance, by appraising and rewarding employees for using new skills.
• Finally, review relevant alternative training methodologies (lectures, web-
based, and so on) and choose the best methods for their program.

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 Step 3
Developing the Course
• The Development phase consists of securing resources,
facilitators, and presenters based on your design plan
and developing content for your intended audience.
• It means choosing the actual content the program will
present, as well as designing/choosing the specific
instructional methods (lectures, cases, Web-based, etc.)
you will use.
• Training equipment and materials include (for example)
iPads, workbooks, lectures, PowerPoint slides, Web- and
computer-based activities, course activities, trainer
resources (manuals, for instance), and support materials.

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 Step 4
Implementing the training program
 With objectives set and the program designed and
developed, you can turn to implementing the training
program.
 This means actually doing the training, using one or
more training methods.
 We’ll start with simpler, low-tech methods and
proceed to computer-based ones.

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 Step 4
Implementing the training program
On-the-job training
• On-the-job training (OJT) means having a person learn a job
by actually doing it.
• Types of on-the-job training: The most familiar on-the-job
training is the
 coaching or understudy method. 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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 Step 4
Implementing the training program
The OJT Process
The following steps will assist in creating an effective On-the-
Job (OJT) program.
1. Prepare the learner by putting the learner at ease and
explaining why he or she is being taught.
2. Present the operation. Explain quantity and quality
requirements and go through the job at a normal pace
3. Do a tryout and have the learner go through the job
several times at a reduced, then normal, pace.
4. Follow-up and designate to whom the learner should go
for help. Gradually decrease supervision.
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 Step 4
Implementing the training program
Other Types of Training and Learning
• Apprenticeship 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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 Step 4
Implementing the training program
Other Types of Training and Learning
• Job instruction training - Many jobs (or parts of jobs) consist of a
sequence of steps that one best learns step-by-step. Such step-
by-step training is called job instruction training.
• Lectures - Lecturing is 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.
• Programmed learning - 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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 Step 4
Implementing the training program
Other Types of Training and Learning
• Audiovisual-based training - Although increasingly replaced
by Web-based methods, audiovisual-based training
techniques like DVDs, films, PowerPoint, and audiotapes
are still popular.
• Electronic performance support systems (EPSS) - are
computerized tools and displays that automate training,
documentation, and phone support. Performance support
systems are modern job aids. Job aids are sets of
instructions, diagrams, or similar methods available at the
job site to guide the worker.

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 Step 4
Implementing the training program
Other Types of Training and Learning
• 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.
• Computer-based training(CBT) - refers to training methods
that use interactive computer-based systems to increase
knowledge or skills.
• 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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 Step 4
Implementing the training program
Other Types of Training and Learning
• Interactive learning - Employers also are moving from
textbook and classroom-based learning to interactive
learning.
• Internet-based training - Trainers increasingly employ Internet-
based learning to deliver programs. There are two basic ways to
offer online courses to employees.
– First, the employer can arrange for its employees take relevant online
courses from either its own online offerings or from online training vendors
on the Web
– The second approach is to arrange with an online training vendor to make
its courses available via the employer’s intranet-based learning
portal.
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 Step 4
Implementing the training program
Other Types of Training and Learning
• Learning Management Systems (LMS) - are special software tools
that support Internet training by helping employers identify
training needs. An LMS also can help in scheduling, delivering,
assessing, and managing the online training itself.
• Using internet-based learning - permits the teaching of large
numbers of students remotely. It also allows students to study at
their leisure making the overall process quite efficient.
• Mobile learning - (or “on-demand learning”) means delivering
learning content on demand via mobile devices like cell phones,
laptops, and iPads.
• Virtual classrooms - uses special collaboration software to enable
multiple remote learners to participate in live discussions,
communicate via written text, and learn via content such as
PowerPoint slides.
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 Step 4
Implementing the training program
Other Types of Training and Learning
• Lifelong and literacy training techniques - means providing
employees with continuing learning experiences over their
tenure with the firm. This helps with the aims of ensuring
they have the opportunity to learn the skills they need to
do their jobs and to expand their horizons. By one estimate,
about 39 million people in the United States have learning
disabilities. Employers often turn to private firms to provide
the requisite education.
• Team training - is not something that always comes
naturally. Companies therefore devote many hours to
training new employees to listen to each other and
cooperate.
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 Topic Three (Part of step 4)

MANAGEMENT DEVELOPMENT
PROGRAMS

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Employee Development

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 Implementing Management
Development Programs
• Managerial on-the-job training - methods include job
rotation, the coaching/understudy approach, and action
learning.
• Job rotation is a widely used method to help managers
develop. It means moving managers from department to
department broadening their understanding of the
business and testing their abilities.
• Coaching/understudy approach - works directly with a
senior manager or with the person he or she is to
replace.
• Action learning - programs give managers and others
release-time to work analysing and solving problems in
departments other than their own.
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 Implementing Management Development
Programs
Off-the-Job Management Training and Development
• Case studies - The case study method presents a trainee with a written
description of an organizational problem. The person then analyzes the
case, diagnoses the problem, and presents his or her findings and
solutions in a discussion with others.
• Computerized management games - enable trainees to learn by making
realistic decisions in simulated situations.
• Outside seminars - Numerous companies and universities offer Web-
based and traditional classroom management development seminars
and conferences.
• University programs - Many universities provide executive education
and continuing education programs in leadership, supervision, and the
like.
• Role-playing - The aim of role playing is to create a realistic situation
and then have the trainees assume the parts (or roles) of specific
persons in that situation.

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 Implementing Management Development
Programs
Off-the-Job Management Training and Development
• Behavior modeling - involves (1) showing trainees the right
(or “model”) way of doing something, (2) letting trainees
practice that way, and then (3) giving feedback.
• Corporate universities - Many firms, particularly larger
ones, establish in-house development centers (often called
corporate universities).
• Executive coaches - An executive coach is an outside
consultant who questions the executive’s boss, peers,
subordinates, and (sometimes) family. The coach’s goal is to
identify the executive’s strengths and weaknesses. The
coach also will counsel the executive so he or she can
capitalize on strengths and overcome weaknesses.
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 Implementing Management Development
Programs
Off-the-Job Management Training and Development
• SHRM learning system – The Society for Human Resource
Management (SHRM) encourages HR professionals to qualify for
professional designation by taking certification examinations.
Such exams are similar to what a Certified Public Accountant
must complete to receive his or her professional designation.
• Talent management - Probably the most distinctive talent
management best practice is to actively manage employees.
Employers need to think through how to allocate resources in a
way that makes the most sense given their strategic aims by
focusing more of the employer's resources on the "mission-
critical employees" who top management deems most crucial to
the employer's future growth
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 Implementing Management Development
Programs

ACTIVITY
• Explain five (5) methods of training and development in any
Public sector organization in Ghana?

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