‫بسم اهلل الرمحن الرحيم‬

GSB
Human Resources Management

TRAINING
Dr. Abdelnasser Ghanem
Dr. Abdelnasser ghanem ([email protected])
7
 Objectives & Contents

1 Training Versus Development

2 Objectives of Training
3
Training & Performance Management
4
Training Responsibilities

5 Steps and stages of Training Process

2
 Overview the Training Process
Training is a process whereby people acquire capabilities
they need for satisfactory job performance. Carefully
selection doesn’t guarantee effective performance, even
high potential employees can’t do their jobs if they don’t
know what to do or how to do it, this is the purpose of
orientation and training

In a limited sense, training provides employees with specific, identifiable

knowledge and skills. Employee development is broader in scope and focuses on
giving individuals new capabilities useful for both current and future jobs.

Without Continual training, organizations may not have staff members with KSAs
needed to achieve the goals and manage organizations.

Training is offered in many areas and different ways: Technical, Managerial, Quality
improvement, Customer service, Team building, and others

Training enhance organizational competitiveness through retention of employees, it

is not just a cost; it is an investment in the human capital.
 Objectives and benefits of Training

Having a trained workforce means:

• Improved human capital & improve productivity,
• reduce production costs,
• reduce mistakes and wastes,
• build confidence in your workforce,
• create a better working environment.
Untrained Employees = Unhappy Employees. Employees who feel
inadequate, underachieving, or unsupported are unhappy & unsatisfied
Lost Time/Money: When an untrained worker makes a mistake, the time
and materials used are lost

Lost Customers: Untrained employees usually can’t satisfy customers,

which cause customer lost in many cases.
 Training and Performance Management

Desired Organization Actual Organization

Performance Performance Performance
Gap
Desired Personal Actual Personal
Performance Performance
Analyzing
performance
corrections needs

No training Actions
(Load, team, training Actions
incentive, ..)

It is fundamental to Focus on identifying and addressing root causes of

performance problems before taking any corrective action.
Training cannot solve every employee performance problem, instead, it should be
viewed as an element of a larger solution package. Some situations might call for
compensation, job design changes, or others.
 Training Responsibilities
The HR department usually designs the orientation and training programs,
but the supervisor does most of the day-to-day orienting and training.

HR staff provide expert training assistance

and coordination. HR often has a more
Direct supervisors are the best
long-range view of employee careers and
source of technical information &
development of the entire organization
training needs.
than do individual operating managers

▪ Conduct departmental
▪ Prepares general skill-training. orientation.
▪ Conducts the organizational ▪ Provide technical information.
orientation. ▪ Monitor training needs.
▪ Coordinates training efforts. ▪ Conduct on-the-job training
▪ Arranges for off-the-job training. ▪ Continually discuss employees’
▪ Coordinates career plans and growth and future potential
employee development efforts. ▪ Determine on-going training
▪ Maintain organizational training needs for their areas
records responsibility
 Steps and stages of Training Process

Organizations should use a rational training process. Many

organizations around the world use the (ADDIE) training
process model that training experts have used for years

(ADDIE Model): ANALYSIS-DESIGN-DEVELOP- IMPLEMENT-EVALUATE

 Stages of Training Process 1 - Analysis
Data is collected to identify gaps between actual and desired
organizational performance. When those gaps point to a lack of employee
knowledge or skill, then objectives are established to address training
needs. A needs analysis can be used to identify:

▪ The organization’s goals and its effectiveness in reaching those goals.

▪ Gaps between current and desired performance.
▪ Types of programs needed.
▪ Critical cultural influences that will affect design and delivery of training.
▪ Training program content based on fact rather than judgment.
▪ Anticipated challenges and areas of potential learner resistance.
▪ Resources and logistical limitations.
▪ Parameters for cost-effective programs.
 Stages of Training Process

Levels of needs analysis

Level Definition Measures Example

Where is training
Identify KSAs Department with new
needed in the
employees in a business process /
organization &
Organization specific division
under which
departments that will
need or will need expand or face future
conditions training
in future challenges
will be conducted
Compare a Transfer from paper
What needs to be
specific task work to computerized
taught and what
Task requirements to
must be done to
data entry; procedure
Employee KSAs and data entry training is
perform the task
needed
What individual Through the
Who should be
needs, (Mainly, performance review, the
trained and what
Individual through
kind of training
direct manager and the
performance person create a training
they need
appraisal) needs report
 Stages of Training Process

2 - Design

Design means planning the overall training program including training

objectives, delivery methods, and program evaluation method

Here, broad goals and objectives are developed and broad plans for the
content and the strategy for implementation are made.
Effective design is based on a clear statement of the goal of the training
program and describe in what participants will do and learn.

Objectives of the program serve many functions, including:

▪ Providing a focus for the design.

▪ Alerting participants to what they should know through the program.
▪ Providing a means of measuring what is to be learned.
 Stages of Training Process

3 - Development
During this phase materials are created, purchased, or modified to meet the
stated objectives. In many cases, an existing course may (with minor
modifications) be acceptable, or a new course must be developed.
Here, choices are made among many types of learning activities, methods
of training, and technological tools that can be used
Learning activities provide the means for the participants to learn the
information. Activities could include passive learning experiences, or
participatory learning experiences.

Passive learning Participatory learning

include readings or programmed
instruction delivered by computer could include facilitated group
or mobile devices, lectures, discussions and question-and-answer
demonstrations, and audiovisual- sessions such as the following:
Based Training
 Stages of Training Process

3 - Development
Several forms of training can be followed. Following are some examples:
1 - The informal Training: Surveys estimate that as much as 80% of what
employees learn on the job they learn through informal means, including
performing their jobs while interacting every day with their colleagues
2 - Structured exercises: Participants complete tasks that are similar to
those they face on the job such as :
A. Simulations: Participants, individually or as a group, perform an assigned
role within a complex scenario designed to look like a real-life challenge.
B. Fishbowl activities: A group of learners, sitting in the center of a circle,
debate or discuss a topic while the remaining learners observe the
discussion. This is a blend of active and passive learning. For those
discussing: it is active; for those observing: it is passive.
C. Role plays. Participants assume and act out roles to resolve conflicts or
practice appropriate behavior for various situations.
 Stages of Training Process

3 - Development
The following are some key questions to be considered when selecting appropriate
training activities:

▪ What are the learning objectives for the program? How will the activities chosen
enhance achievement of the objectives?

▪ Who is the audience?

▪ Where are the members of the audience geographically located?
▪ What are the cost limitations?
▪ What are the technology and resource limitations?

▪ What is the time frame for the program?

▪ What is the nature of the content? Is it stable or subject to frequent changes?
▪ What are the cultural perceptions associated with learning activities?
 Stages of Training Process

4 - Implementation

Program delivery means actually assembling the program’s training content and
materials. Major training delivery methods include: self-directed study, instructor-
led training, and on-the-job training
1 - Self-directed study allows learners to progress at their own without instructor.
Self-study can include not only training materials but also performance support
materials, such as step-by-step instructions for work tasks
2 - Instructor-Led Training: this is a traditional and frequently used mode where
training is delivered by an instructor to an audience. The setting may be a
classroom or a conference rooms, or it can be online as well.
3 - On-the-job training (OJT) means having a person learn a job by actually doing it.
Much training is still interpersonal, as on-the-job training (informal training). Every
employee should get on-the-job training when he or she joins a new job. In many
firms, OJT is the only training available.

The most familiar on-the-job training is the coaching or understudy method, where
an experienced worker or the supervisor trains the employee.
 Stages of Training Process

4 - Implementation

During this phase the program is delivered to the target audience, several types of
activities, including pilot programs, revisions to content, participant scheduling, and
preparation of the learning environment are done.
Pilot Testing : this involves offering the program for a controlled segment of the
target audience to identify potential problems and assess initial effectiveness.
Content Revisions: Based on the results of the pilot test and feedback from the pilot
audience, content is revised and final adjustments are made
Instructor Selection: it is a critical aspect of classroom training, this include:
▪ Who should deliver the training?
▪ Will internal instructors, or external one be used?
▪ How will instructors be informed about their targets, and tasks ?
▪ What does the audience expect from the instructor?
Logistical Considerations : Time zones, holidays, flexible work schedules, conflicting
organizational events, and resource limitations such as trainer or room availability.
 Stages of Training Process

5 - Evaluation

Evaluation of training compares the post-training results to the objectives expected

by ,managers, trainers, and trainees.
There are several things can be measured participants’ reactions to the program,
what the trainees learned from the program, and to what extent their on-the-job
behavior or results changed as a result of the program., ..)
Cost-Benefit Analyses: One way to evaluate training results is to examine the costs
associated with the training and the benefits received through a cost-benefit
analysis.

Typical Costs Typical Benefits

* Trainer’s salary and time * Increase in production
* Trainee’s salaries and time * Reduction in errors and accidents
* Materials for training * Reduction in turnover
* Expenses for trainer and trainees * Less necessary supervision
* Cost of facilities and equipment * Ability to use new capabilities
* Lost productivity (opportunity cost ) * Attitude changes
 Stages of Training Process

5 - Evaluation
Controlled experimentation : uses a training group and a control group that receives
no training. Data (for instance, on quantity of sales or quality of service) are
obtained both before and after one group is exposed to training and before and
after a corresponding period in the control group.

The time series design is one option. Here, as you take a series of performance
measures before and after the training program. This can provide some insight into
the program’s effectiveness.
Performance levels

Before training After training