Strategic HRM

Lesson # 5
Training & Development
PIQC
USMAN
Saeed

TRAINING AND DEVELOPMENT

Learning

Learning is a relatively permanent change in behavior that results from direct or indirect experience.

Learning organization

Learning organizations are firms that recognize the critical importance of continuous performance-
related training and take appropriate action. They are one whose employees continuously attempt to
learn new things & to use what they learn to improve product or service quality. The most important
thing in learning is that all managers should understand the basic purposes and processes of both
Training also recognize the role of learning theory in Training.

B. Training Defined:

The heart of a continuous effort designed to improve employee competency and organizational
performance. Training typically focuses on providing employees with specific skills or helping them
correct deficiencies in their performance.

I. Challenges in Training

Upgrading employees' performance and improving their skills through training is a necessity in
today's competitive environment. The training process brings with it many questions that managers
must answer. Included in these questions are:

• Is Training the Solution?

• Are the Goals Clear and Realistic?

• Is Training a Good Investment?

• Will Training Work?

II. The Training Process

Adjustments in external and internal environments necessitate change. Once the need for change is
recognized and the factors that influence intervention are considered, the process of determining
Training needs begins. Essentially, two questions must be asked: “What are our Training needs?”
and “What do we want to accomplish through our TRAINING efforts?” After stating the TRAINING
objectives, management can determine the appropriate methods for accomplishing them. Various
methods and media are available; the selection depends on the nature of TRAINING goals.
Naturally, TRAINING must be continuously evaluated in order to facilitate change and accomplish
organizational objectives. Now we will discuss different phases of training process.

Phases of Training
a. Phase 1: Needs Assessment & Establishing Objectives

In order to compete effectively, firms must keep their employees well trained. The first step in the
Training process is to determine Training needs. The overall purpose of the assessment phase is to
determine if training is needed and, if so, to provide the information required to design the training
program. Assessment consists of three levels of analysis: organizational, task, and person.

Organizational Analysis: It is an examination of the kinds of problems that an organization is

experiencing and where they are located within organization.

Task/Operational Analysis: An operational analysis identifies the kinds of the skills and behaviors
required of the incumbents of a given job and the standards of performance that must be met.

Personal Analysis: The objective of the personnel analysis is to examine how well individual
employees are performing their jobs. Training should be given to those who need it. Assigning all
employees to a training program, regardless of their skill levels, is a waste of organizational
resources and create a unpleasant situation for employees who do not need training.

The objectives of training must be clarified, related to the areas identified in the task analysis, and
should be challenging, precise, achievable, and understood by all. Mostly when there is a
performance gap i.e. the performance is not up to the specified standards training is required to
improve the performance there are certain factors that should be kept in mind before conducting
training.

• Number of employees experiencing skill deficiency: Number of employees supposed to be

trained.

• Severity of skill deficiency: What are the cons or advantages that are being faced by the
organization due to absence of that skill?

• Importance of skill: How important is skill to be possessed by workforce.

• Extent to which skill can be improved with Training: Would there be real difference in skill
level in case the training program is conducted.

Determining Training Needs:

Following sources can help organization to assess either there is a need for Training or not.

􀁺 Self-assessments

􀁺 Company records

􀁺 Customer complaints

􀁺 New Technology

􀁺 Employee grievances

􀁺 Interviews with managers

􀁺 Customer satisfaction surveys

􀁺 Observation

Establishing Training Objectives

Objectives are desired end results. In human resource, clear and concise objectives must be
formulated

b. Phase 2: Delivering the Training

The training program that results from assessment should be a direct response to an organizational
problem or need. Approaches vary by location, presentation, and type. These are summarized below:
1. Location Options

a. On the job: Training is at the actual work site using the actual work equipment

b. Off the job: Training away from the actual work site. Training is at a Training facility designed
specifically for Training

c. Phase 3: Training Methods

• Lecture

The Lecture is an efficient means of transmitting large amounts of factual information to a relatively
large number of people at the same time. It is traditional method of teaching and is used in many
training programs. A skilled lecture can organize material and present it in a clear and
understandable way. However a lecture doesn’t allow active participation by learners.

• Case method

A Training method in which trainees are expected to study the information provided in the case and
make decisions based on it.

• Simulations

Simulators are training devices of varying degrees of complexity that duplicate the real world.
Simulation refers to creating an artificial learning environment that approximates the actual job
conditions as much as possible.

• Apprenticeship

This type of training refers to the process of having new worker, called an apprentice, work
alongside and under the direction of skilled technician.

• Internships

Internships and assistantships provide training similar to apprenticeship training; however’

assistantships and internships typically refer to occupations that require a higher level of the formal
education than that required by the skilled trades. Many colleges and universities used to develop
agreements with organizations to provide internships opportunities for students.

• Coaching And Mentoring

Some organizations assign an experienced to serve as a mentor for new employees. Effective
mentors teach their protégés job skills, provide emotional support and encouragement. Coaching and
mentoring are primarily on-the-job development approaches emphasizing learning on a one-to-one
basis. Coaching is often considered a responsibility of the immediate boss who has greater
experience or expertise and is in the position to offer sage advice. The same is true with a mentor, but
this person may be located elsewhere in the organization or even in another firm. The relationship
may be established formally or it may develop on an informal basis.

• Discussions

Conferences and group discussions, used extensively for making decisions, can also be used as a
form of training because they provide forums where individuals are able to learn from one another. A
major use of the group discussion is to change attitudes and behaviors.

• Games

Simulations that represent actual business situations are referred to as business games. These
simulations attempt to duplicate selected parts of a particular situation, which are then manipulated
by the participants

• Role playing

A Training method in which participants are required to respond to specific problems they may
actually encounter in their jobs.

• Computer-based

Computer based training is a teaching method that takes advantage of the speed, memory, and data
manipulation capabilities of the computer for greater flexibility of instruction.

• Multimedia

Multimedia is an application that enhances computer-based learning with audio, animation, graphics,
and interactive video.

• Virtual reality

It is a unique computer-based approach that permits trainees to view objects from a perspective
otherwise impractical or impossible.

• Video Training

The use of videotapes continues to be a popular Training method. An illustration of the use of
videotapes is provided by behavior modeling. Behavior modeling has long been a successful
Training approach that utilizes videotapes to illustrate effective interpersonal skills and how
managers function in various situations.
• Vestibule training

Training that takes place away from the production area on equipment that closely resembles the
actual equipment used on the job. Effective training programs are effective only if the trainers are
able to effectively transfer to required knowledge to trainees but there are certain reasons due to
which training programs transferring becomes ineffective. The reasons re as under:

Why Transfer of Training Fails

• Don’t learn material

• Don’t understand “real life” applications

• Lack of confidence

• Forgetting the material

Phase 4:Evaluating Training

The credibility of training is greatly enhanced when it can be shown that the organization has
benefited tangibly from such programs. Organizations have taken several approaches in attempting to
determine the worth of specific programs. In this phase, the effectiveness of the training is assessed.
Effectiveness can be measured in monetary or non-monetary terms. It is important that the training
be assessed on how well it addresses the needs it was designed to address.

• Participants’ Opinions: Evaluating a training program by asking the participants’ opinions of it is

an inexpensive approach that provides an immediate response and suggestions for improvements.
The basic problem with this type of evaluation is that it is based on opinion rather than fact. In
reality, the trainee may have learned nothing, but perceived that a learning experience occurred.

• Extent of Learning: Some organizations administer tests to determine what the participants in

training program have learned. The pretest, posttest, control group design is one evaluation
procedure that may be used.

• Behavioral Change: Tests may indicate fairly accurately what has been learned, but they give little
insight into desired behavioral changes.

• Accomplishment of Training Objectives: Still another approach to evaluating training programs

involves determining the extent to which stated objectives have been achieved.

• Benchmarking

Benchmarking utilizes exemplary practices of other organizations to evaluate and improve training
programs. It is estimated that up to 70 percent of American firms engage in some sort of
benchmarking.

• A Case for Simplicity: Value is the measure of impact and positive change elicited by the training.
The most common approaches used to determine the effectiveness of training programs are as under:

Post Training Performance Method:

In this method the participants’ performance is measured after attending a training program to
determine if behavioral changes have been made.

Pre-Post Test approach:

Most commonly used approach towards measurement of effectiveness of training is Pretest Post test
approach this approach performances the employees is measured prior to training and if required
training is provided. After completion if the training again the performance is measured this is
compared with performance before training if evaluation is positive e.g. increase in productivity that
means that training is effective.

Pre- Post Training Performance with control group Method:

Under this evaluation method, two groups are established and evaluated on actual job performance.
Members of the control group work on the job but do not undergo instructions. On the other hand,
the experimental group is given the instructions. At the conclusion of the training, the two groups are
reevaluated. If the training is really effective, the experimental group’s performance will have
improved, and its performance will be substantially better than that of the control group.