HUMAN RESOURCE

MANAGEMENT

Course Leader: Dr. Abera Demsis

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Copyright © 2021
Yardstick International College

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Chapter Six

TRAINING AND DEVELOPMENT

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HUMAN RESOURCE DEVELOPMENT
● Is defined as a set of systematic and planned activities designed by an
organization to provide its members with the opportunities to learn
necessary skills to meet current and future job demands.
● The three primary functions of HRD are training and development,
organizational
● development, and career development.
● Learning is at the core of all HRD efforts.

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LEARNING

● Learning is the process by which a person acquires and develops new

knowledge, skills, capabilities and attitudes.
● Learning is goal directed, it impacts behavior and cognition, and the
changes brought about are relatively stable.
● Learning has happened when people can demonstrate that they know
something that they did not know before (insights, realizations as well as
facts) and when they can do something they could not do before (skills).

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TRAINING
● Training - is the use of systematic and planned instruction activities to
promote learning.
● It involves the use of formal processes to impart knowledge and help
people to acquire the skills necessary for them to perform their current
jobs satisfactorily.

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DEVELOPMENT
● Development - enables people to progress from a present state of
understanding and capability to a future state in which higher-level skills,
knowledge and competencies are required.
● It takes the form of learning activities that prepare people to exercise
wider or increased responsibilities.
● It does not concentrate on improving performance in the present job.

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MAJOR PURPOSES OF TRAINING & DEVELOPMENT
● Establish sound relationship between the worker and his/ her job
● Upgrade skills and prevent skills obsolescence
● Increase productivity and quality of work
● Improves labor-management relations
● Minimize operational error (wastage, unnecessary repetitions, reduce
accident).
● Help address performance deficiencies caused by lack of skills,
knowledge and experience.

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Human Resource Development Process
● HRD interventions should be designed and conducted using the following
steps:
1. needs assessment
2. design
3. implementation, and
4. evaluation

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Step1: Conducting Need Assessment
● Need assessment refers to a systematic identification of training and
development needs.
● Training need is the gap between skills needed for a job and the present
skill level of employees.
● Training and development needs are identified by comparing job
performance standard and actual performance.
● If the actual performance is below the job standards, it indicates
performance deficiencies.

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Step1: Conducting Need Assessment
● Levels of training need analysis
o 🢝Organization analysis - is an examination of the environment,
strategies, and resources (technology, financial and HRM) the firm
faces so as to determine what training it should emphasize.
o 🢝Source of data for organizational analysis
• 🢝Secondary(strategic plan, operational plan, proposed
initiatives, financial plan, etc.)
• 🢝Top management

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Step1: Conducting Need Assessment
● Levels of training need analysis
● Task analysis - involves reviewing the job description and specifications to
identify the activities performed in a particular job and the KSAs needed to
perform them.
● I.e., the process of determining what the content of a training program
should be on the basis of a study of the tasks and duties involved in the
job.

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Step1: Conducting Need Assessment
● Levels of training need analysis
o 🢝A person/individual analysis - involves determining which
employees require training and, which do not.
o 🢝Performance appraisal information can be used for the
purposes of conducting a person analysis. Source of data , employee
+ immediate supervisor.
● Purpose of conducting a person analysis
o 🢝Helps organizations avoid the mistake of sending all
employees into training when some do not need it.
o 🢝Helps to determine training programs

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EFFECTIVE NEED ANALYSIS WILL LEAD TO:
● Identifying the training goal (what problem the training is hoping to solve?)
● Identifying the training content- what trainees are going to learn?
● Identifying The learners’ current capabilities
● Identifying the context of the training

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STEP2: DESIGNING THE TRAINING PROGRAM
1. Identifying trainees and setting learning objectives
● Are desired outcomes that the training is intended to achieve
● Learning objectives describe the skills or knowledge to be acquired
and/or the attitudes to be changed.
● Example: "At the end of the course, learners will be able to work
cooperatively in a small group setting.”

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STEP2: DESIGNING THE TRAINING PROGRAM
2. Identifying training content
● Training contents are what the trainees will learn in order to achieve the
intended training objectives.
3. Determining sequencing approach of the content - how the training
material is going to be presented.
● Step-by-step sequencing - Learners are introduced to a task by the steps
in the task itself. “First you do this, then you do this

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STEP2: DESIGNING THE TRAINING PROGRAM
3. Determining sequencing approach of the content - how the training
material is going to be presented.
● Chronological sequencing - the content is arranged by time sequence. “
First this happened , then this happened.”
● Whole to part sequencing – learners are first presented with a complete
model or a description of the work duty.
● Part-to-whole sequencing - learners are presented with
each part of a system. Then, they learn how that part fits
into the system as a whole.
● Simple-to- complex sequencing - content is arranged
from simplest task to the most complex task.

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QUESTION TIME
__________involves the use of formal processes to
impart knowledge and help people to acquire the
skills necessary for them to perform their current
jobs satisfactorily

a. Learning
b. Training
CREDITS: This presentation template was created by
c. Slidesgo, including icons by Flaticon, infographics &
Development
images by Freepik
d. Education

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STEP2: DESIGNING THE TRAINING PROGRAM
4. Identifying trainer/s - characteristics of effective trainers are:
● Knowledge of subject
● Interest in the subject matter
● Ability to give clear instructions
● Adaptability – ability to adapt to the different learning ability of trainees.
● Individual assistance - when training more than one employee,
successful trainers always provide individual assistance.

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STEP2: DESIGNING THE TRAINING PROGRAM
5. Determining training method/s
● Training methods refers to the approach needed to teach specific skills,
knowledge and influence attitudes.
● A major consideration in choosing among various training methods is
determining which ones are appropriate for the KSAs to be learned.

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TRAINING METHODS
● On-the-Job Training:
o A method by which employees are given hands-on experience with
instructions from their supervisor or other trainer.
o In this program the employee is placed in to real work situations and
shown how the job is performed by experienced worker or
supervisor.
o Conducted in the place where the employee is actually working.
o Requires setting specific training schedule, evaluation and feedback
session for each trainee.

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ON-THE-JOB TRAINING STEPS:
1. Preparation: the trainees are told about the job, purpose and expected
outcome of the training
2. Demonstration (presentation): the trainees are given instruction by telling,
showing and explaining about the job knowledge and skills.
3. Practice: the trainees are given opportunity to actually perform the job to
demonstrate their understanding.
4. Errors are corrected. Practice is continued till the employee is able to
perform the job with out supervision.

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TRAINING METHODS
1. Information presentation methods:
● Used to teach facts, skills and concepts without requiring the trainee to
practice the materials thought.
● Lecture
● Conference
● Programmed instruction - utilizes books, manuals, or computers to break
down content into sequences for employees to learn at their own pace.

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TRAINING METHODS
2. Simulation methods:
● This method presents trainees with artificial representations of an actual
situation and require them to react as though the situation were real.
● Role playing- consists of playing the roles of others, who are facing a
particular problem.
● Case study- using documented examples, case-study participants learn
how to analyze (take apart), synthesize (put together) facts and make
decisions.

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STEP 3: IMPLEMENTING THE PROGRAM
● Inform learners
● Arrange off site or on site classrooms
● Avail necessary aiding materials
● Deliver the program as per schedule

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Criteria For Evaluation
● Criterion 1: Reactions – what trainees think about the overall training.
● What were your learning goals for this program? Did you achieve them?
● Did you like this program?

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 QUESTION TIME
Trainees learn their jobs on the equipment they will be
using on the job is called __________

a. Apprenticeship training
b. Vestibule Training
c. Role playing
d. Case study
CREDITS: This presentation template was created by
e. None of the
Slidesgo, Aboveicons by Flaticon, infographics &
including
images by Freepik

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STEP4: EVALUATING THE PROGRAM
● Purpose is to verify the success or failure of the program
● Evaluation results provide feedback to improve current activities and plan
future training programs.

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Criteria For Evaluation
● Criterion 2: Learning – to assess what trainees actually learned.
● Testing the knowledge and skills of trainees before and after a training
program will help determine their improvement.

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Criteria for evaluation
● Criterion 3: Behavior- focuses on assessing whether learnings from the
training are transferred to the work.
● The transfer of training refers to how well employees apply what they
have learned to their jobs.

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Criteria for evaluation
● Criterion 4: Results, or Return on Investment (ROI)
● A company’s ROI refers to the benefits it derives from training its
employees relative to the costs it incurs. ROI = Results/Training Costs, i.e.,
ROI >1.
● How much did quality improve because of the training program?
● How much has it contributed to profits?
● What reduction in wasted materials did the company get
after training?
● How much has productivity increased, and by how much
have costs been reduced?

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DISCUSSION POINT
● WHAT SEQUENCING METHOD WOULD YOU USE TO
TEACH THE FOLLOWING TOPICS?

CREDITS: This presentation template was created by

Slidesgo, including icons by Flaticon, infographics &
(Please images by
discuss your thoughts onFreepik
the LMS discussion board)

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ANY QUESTIONS

?
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THANK YOU!

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