Topic 3

Onboarding and
Training
 Where We Are Now

We are
here

Chapter 4:
Chapter 1: An Managing
Overview of Chapter 5: Chapter 8:
Chapter 2: Chapter 3: Employees Payment Chapter 6: Chapter 7: Employee and
Human Recruitment Onboarding Performance Benefits and Safety and
Resource Systems and Industrial
and Selection and Training and Working Hours Rewards Health at Work Relations
Management Performance
Appraisal

• Read • Read • Read • Read • Read • Read • Read • Read

• Chapter 1 - • Chapter 4 Job • Chapter 7 - • Chapter 8 - • Chapter 9 - • Chapter 10 - • Chapter 12 - • Chapter 13 -
The Rewards Analysis and Training and Performance Managing Pay-for- Promoting Employees
and Job Design Development Management Compensatio Performance: Safety and Rights and
Challenges of • Chapter 5 - n Incentive Health Discipline
Human Expanding Rewards
Resources the Talent
Management Pool:
Recruitment
and Careers
• Chapter 6 -
Employee
Selection

Dr. Dilla Syadia Ab Latiff HRM433 Reference: Chapter 1

 From the textbook read:

Chapter 7
Training and Development

Dr. Dilla Syadia Ab Latiff HRM433 Reference: Chapter 1

 Learning Outcomes
After studying this chapter, you should be able to
1. Discuss the scope of training and development and its
strategic aspects.
2. Describe how a training needs assessment should be
done.
3. Describe the factors that must be taken into account
when designing a training program.
4. Identify the types of training-delivery methods
organizations use.
5. Explain how the effectiveness of training programs are
evaluated, and describe some of the additional training
programs conducted by firms.
 7.1 The Scope of Training
— The term training is often used casually to describe
almost any effort initiated by an organization to foster
learning among its members.

— However, these two terms are commonly used:

— training, which tends to be more narrowly focused and oriented toward
short-term performance concerns, and
— development, which tends to be oriented more toward broadening an
individual’s skills for future responsibilities.
— So we always hear —training and development
— to recognize the combination of activities organizations use to increase
the knowledge and skills of employees.
 7.1 The Scope of Training

Do you agree with this:

‘Research shows that an organization’s revenues and overall

profitability are positively correlated to the amount of training it gives its
employees.’
7.1a A Strategic Approach to Training
— Managers should keep a close eye on their firm’s goals
and strategies and orient their training accordingly.
— Managers should realize that:
— Not all of a firm’s strategic initiatives can be accomplished with
training.
— Not all training programs—no matter how widely they are
adopted by other organizations—will be a strategic imperative for
the firm.
— Chief learning officers – A high-ranking executive
responsible for fostering employee learning and
development within the firm
Figure 7.1: Strategic Model of
Training and Development
 7.2 Phase 1:
Conducting the Needs Assessment
— “Hard skills” – The tangible and teachable skills needed to do a job
— “Soft skills” – Subjective skills that are harder to measure, requiring
more discretion or judgment, but equally valuable in the workplace
— Hard-Skills Training — Soft-Skills Training
— On-the-job training for new — Ethics training
hires — Diversity training
— Basic skills training — Leadership training
— Budgeting and accounting — Communications training
training — Team training
— Machinery operating — Time management training
training
— Interpersonal skills training
— IT/computer training
— Customer service training
— Compliance training
 Figure 7.2:
Needs Assessment for Training
 7.2a Organization Analysis (slide 1 of 2)
— Organization analysis – An examination of an
organization’s environment, goals, strategies,
performance, and resources so as to determine what
training it should do
— HR personnel typically collect data such as information
on the quality of a firm’s goods or services, its
absenteeism, turnover, and number of accidents.
— The availability of potential replacements and the time
required to train them are important factors in
organization analysis.
 7.2a Organization Analysis (slide 2 of 2)
— Other issues include:
— Technological change
— Innovation
— Globalization
— Quality and process improvement
— Mergers and acquisition
— Restructuring
— Economic issues
— Public policy issues
— Conducting an organization analysis also involves examining a
firm’s resources—technological, financial, and human—available to
conduct the training.
 7.2b Task Analysis
— Task analysis – The process of determining a
training program’s content by studying the tasks
and duties a job involves
— Competency assessment – An analysis of the
set of skills and knowledge needed for decision-
oriented and knowledge-intensive jobs
 7.2c Person Analysis
— Person analysis – The process of determining
the specific individuals who need training in an
organization
— A person analysis helps organizations avoid providing
all employees training when some do not need it.
— A person analysis helps managers determine what
prospective trainees are able to do currently so that
the programs can be designed to provide training that
will benefit them.
— Performance appraisal information can be used
to conduct a person analysis.
 7.3 Phase 2:
Designing the Training Program
— Once you have assessed your firm’s training needs, the
next step is to design the training program.
— Experts believe that the design of training programs
should focus on at least four related issues:
1. The training’s instructional objectives
— Instructional objectives – The desired outcomes of a training
program
2. Readiness of trainees and their motivation
3. Principles of learning
4. Characteristics of instructors
Figure 7.3: Principles of Learning
Figure 7.4: A Typical Learning Curve
7.4 Phase 3: Implementing the Training Program
—Training Delivery Methods (slide 1 of 6)
— Choosing the right training method depends on
the KSAOs to be learned.
— Multiple training methods are often used in
conjunction with different types of learners.
Figure 7.5: Learning Outcomes
Differ by Training Method
Figure 7.6: Training Delivery Methods
7.4 Phase 3: Implementing the Training Program
—Training Delivery Methods (slide 2 of 6)
On-the-Job Training
— On-the-job training (OJT) – A method by which employees are given
hands-on experience with instructions from their supervisor or other trainer
— OJT is by far the most common informal method used to train employees.
— Apprenticeship training – A system of training in which a worker entering
the skilled trades is given thorough instruction and experience, both on and
off the job, in the practical and theoretical aspects of the work

Special Assignments
— Special job assignments involve assigning trainees, who are often but not
always on managerial tracks, to different jobs in different areas of a firm,
often in different regions and countries.
Figure 7.7: The PROPER Way
to Do On-the-Job Training
7.4 Phase 3: Implementing the Training Program
—Training Delivery Methods (slide 3 of 6)
Cooperative Training, Internships, and Governmental Training
— Cooperative training – A training program that combines practical on-the-
job experience with formal educational classes
— Internship programs are jointly sponsored by colleges, universities, and a
variety of organizations, and offer students the chance to get real-world
experience while finding out how they will perform in work organizations.
— The federal government and various state governments work together with
private employers to sponsor training programs for new and current
employees at career centers nationwide that take place at American Job
Centers.

Simulations
— Simulations are used when it is either impractical or unwise to train
employees on the actual equipment used on the job.
7.4 Phase 3: Implementing the Training Program
—Training Delivery Methods (slide 4 of 6)
Games
— Because games have a competitive component and are fun, trainers have
found people are more likely to want to engage with them as well as
remember what they learned from them.

E-Learning
— E-learning – Learning that takes place via electronic media
— Learning management system (LMS) – Online system that provides a
variety of assessment, communication, teaching, and learning opportunities
— A major advantage of e-learning is that it is more efficient and cost effective.
— Just-in-time training – Electronic training delivered to trainees when and
where they need it to do their jobs
— Microlearning – Training sessions that take place in a very short
timeframe, usually 5 minutes or less
— MOOC – An online course anyone can take
7.4 Phase 3: Implementing the Training Program
—Training Delivery Methods (slide 5 of 6)
Behavior Modeling
— Behavior modeling – A learning approach in which work behaviors
are modeled, or demonstrated, and trainees are asked to mimic
them

Role-Playing
— Role-playing consists of playing the roles of others, often a
supervisor and a subordinate who are facing a particular problem,
such as a disagreement or a performance problem.

Coaching
— Coaching consists of a continuing flow of instructions, comments,
and suggestions from the manager to a subordinate.
7.4 Phase 3: Implementing the Training Program
—Training Delivery Methods (slide 6 of 6)
Case Studies
— A particularly useful method used in classroom learning situations is
the case study.

Seminars and Conferences

— Seminars and conferences are good for raising points of debate and
discussing issues that have no set answers or resolutions.
— For this reason, seminars and conferences are often used when change
is an organization’s goal.

Blended Learning
— Blended learning – The use of both in-person classroom learning
and online learning
 7.5 Additional Training and
Development Programs
— In addition to training to address the demands of
a particular job, many employers develop
training programs to meet the special needs of
employees, such as:
— Orientation training and onboarding
— Basic skills training
— Team training
— Cross-training
— Ethics and diversity training
 7.5a Orientation and Onboarding
— Orientation – The formal process of familiarizing new employees
with the organization, their jobs, and their work units
— Orientation is usually conducted by the organization’s HR
department and includes the following:
— An introduction to other employees
— An outline of training
— Attendance, conduct, and appearance expectations
— The conditions of employment, such as hours and pay periods
— An explanation of job duties, standards, and appraisal criteria
— Safety regulations
— A list of the chain of command
— An explanation of the organization’s purpose and strategic goals
— Onboarding – The process of systematically socializing new
employees to help them get “on board” with an organization
 7.5b Basic Skills Training
— To implement a successful program in basic and
remedial skills, managers should do the following:
— Explain to employees why and how the training will help them in
their jobs.
— Relate the training to the employees’ goals.
— Respect and consider participants’ experiences and use them as
a resource.
— Use a task-centered or problem-centered approach so that
participants learn by doing.
— Give employees feedback on their progress toward meeting their
learning objectives.
 7.5c Team Training
— Team training focused on team roles, group
dynamics, and problem-solving provides skills
needed to function effectively as a team.
— Adventure-based learning – The use of
adventures, such as games, trust activities, and
problem-solving initiatives, for the personal and
social development of participants
Figure 7.9: Team Training Skills
 7.5d Cross-Training
— Cross-training – The process of training
employees to do multiple jobs within an
organization
 7.5e Ethics Training
— Government contractors and subcontractors with contracts that last for 120
days or more and are more than $5 million are required by law to have
business ethics codes and compliance policies and procedures.
— Workers who are responsible for areas that expose them to ethical lapses
are likely to require special training.
— Bringing in an outside expert trained in ethics can be helpful as can
surveying employees, managers, and sometimes even customers about
what they believe the ethical state of their companies are and where
improvements could be made.
— Other efforts a firm can take to ensure employees at all levels are behaving
ethically and legally include establishing toll-free ethics hotlines and secure
email addresses where employees can confidentially report violations they
have noticed.
— Chief ethics officers – A high-ranking manager directly responsible for
fostering the ethical climate within the firm
7.5f Diversity and Inclusion Training
— Diversity training programs were designed in response to an
increase in globalization, an awareness of the varied demographics
of the workforce, challenges of affirmative action, dynamics of
stereotyping, changing values of the workforce, and potential
competitive payoffs from bringing different people together for a
common purpose.
— Three types of diversity training:
1. Awareness building
2. Training to prevent discrimination, harassment, and associated lawsuits
3. Skill building
— Companies are increasingly focusing on inclusion.
— An inclusive workplace is one in which people are treated fairly and with
respect, and are supported and encouraged to participate in all aspects
of the organization.
 7.6 Phase 4:
Evaluating the Training Program
— The effectiveness of training can be evaluated on several criteria:
— Participants’ reactions
— The amount of learning they have acquired
— Their behavioral changes on the job
— Bottom-line results such as the program’s return on investment
— Some of these criteria are easier to measure than others, but each
is important in that it provides different information about the
success of the training.
— The combination of these criteria can give a total picture of a training
program to help managers decide where problem areas lie, what to
change about the program, and whether to continue it.
 Figure 7.10:
Criteria for Evaluating Training