Chapter three

Training and
development
 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)’.
 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.
 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.
 Major Purposes of Training and
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
 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. 8
 …Step1: Conducting need Assessment
 Levels of training need analysis

– 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.
– Source of Data for organizational analysis
• Secondary(strategic plan, operational plan,
proposed initiatives, financial plan)
• 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

–A person/individual analysis- involves

determining which employees require training and,
which do not.
– 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

– Helps organizations avoid the mistake of sending

all employees into training when some do not
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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
 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.”
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.”
 Step2: Designing the Training Program
 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.
What sequencing method would you use to teach the
following topics?
 Process of job analysis
 Human resource information system
 Evolution of management theory
 HR Supply forecasting methods
 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
 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.
 Training methods
On the Job Training:

• A method by which employees are given hands-on experience with

instructions from their supervisor or other trainer.

• In this program the employee is placed in to real work situations

and shown how the job is performed by experienced worker or
supervisor.

• Conducted in the place where the employee is actually working.

• 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. 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 22
 …Training methods
3. 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.
4. Vestibule Training: Trainees learn their jobs on the
equipment they will be using on the job. The training is
conducted away from the actual work environment.

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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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 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 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?
 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.
 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.
 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
 Employee Orientation
• Employee orientation and socialization are critical
processes that help new hires acclimate to their roles and
the organization’s culture. Here’s a comprehensive look at
both concepts:
• Definition: Orientation is the formal process of
introducing new employees to the organization, its
policies, procedures, and their specific roles.
Key Components
• Welcome and Introduction:
– Overview of the organization’s mission, vision, and values.
– Introduction to team members and key stakeholders.
• Administrative Tasks:
– Completion of paperwork (e.g., tax forms, benefits enrollment).
– Setting up payroll and reviewing compensation details.
• Policy and Procedure Review:
– Explanation of company policies (e.g., attendance, dress code,
harassment policies).
– Overview of employee benefits, including health insurance,
retirement plans, and other perks.
• Training Overview:
– Outline of initial training sessions and resources available.
– Introduction to tools and technology used within the organization.
• Facility Tour:
– Physical tour of the workplace to familiarize new hires with their
environment, including key areas like restrooms, break rooms, and
emergency exits.
Employee Socialization
• Definition: Socialization is the ongoing process through
which new employees learn the informal norms and values of
the organization and build relationships with colleagues.
Key Components
• Cultural Assimilation:
– Understanding the company culture, including unspoken
rules and social norms.
– Learning about the organizational structure and decision-
making processes.
• Building Relationships:
– Opportunities for new hires to connect with peers, mentors, and
managers.
– Participation in team-building activities or social events to foster
camaraderie.
• Feedback and Support:
– Regular check-ins with supervisors and mentors to discuss progress,
address concerns, and provide guidance.
– Encouragement to ask questions and seek help as needed.
• Continuous Learning:
– Ongoing training and development opportunities to enhance skills and
knowledge.
– Encouraging participation in company initiatives or committees to
increase engagement.
Importance of Orientation and Socialization
• Improved Retention: Effective orientation and socialization can
lead to higher employee satisfaction and lower turnover rates.
• Enhanced Productivity: New hires who understand their roles
and the company culture are likely to be more productive and
engaged.
• Faster Integration: A well-structured process helps employees
acclimate more quickly, reducing the time it takes for them to
become fully effective in their roles.
• Stronger Team Dynamics: Socialization fosters teamwork and
collaboration, leading to a more cohesive work environment.
Best Practices for Effective Orientation and Socialization
• Personalized Orientation Plans: Tailor the orientation
process to the specific needs of the role and the individual
employee.
• Engaging Formats: Use a mix of presentations, hands-on
activities, and interactive sessions to keep new hires engaged.
• Mentorship Programs: Pair new employees with experienced
mentors who can provide guidance and support during their
transition.
• Feedback Loops: Solicit feedback from new hires about their
orientation and socialization experiences to identify areas for
improvement.
• Follow-Up: Conduct follow-up meetings at key intervals (e.g.,
30, 60, and 90 days) to assess integration and address any
ongoing challenges.
 3.3 Performance Management

• Performance management is a critical component of Human

Resource Management (HRM) that focuses on improving
organizational effectiveness by enhancing employee
performance. Here’s an overview of its key elements,
processes, benefits, and best practices.
 Key Elements of Performance Management

• Goal Setting:
– Establish clear, measurable, and achievable objectives aligned
with organizational goals.
– Use frameworks like SMART (Specific, Measurable,
Achievable, Relevant, Time-bound) to guide goal
development.
• Performance Appraisal:
– Regularly assess employee performance through structured
evaluations, which may include self-assessments, peer reviews,
and manager evaluations.
– Utilize various appraisal methods (e.g., 360-degree feedback,
rating scales) to gather comprehensive insights.
• Continuous Feedback:
– Foster a culture of ongoing feedback rather than relying solely on annual
reviews. Encourage regular check-ins and constructive discussions.
– Use feedback to guide performance improvement and development.
• Development Plans:
– Create individualized development plans to support employees in
achieving their goals and enhancing their skills.
– Offer training, mentorship, and coaching opportunities tailored to
individual needs.
• Recognition and Rewards:
– Implement recognition programs that celebrate achievements and
contributions, fostering motivation and engagement.
– Align rewards with performance outcomes to reinforce desired behaviors
and results.
 3.3 Performance Appraisal & Reward
System
• Performance means the process of carrying out a work,
demonstrating capabilities, to a specific standard, with perfection.
• Appraisal means an assessment of individual-measurable
conspicuous/visible contributions, both qualitatively &
quantitatively, in fulfilling a particular task.
• PA helps to appreciate employee’s strength and to find out the areas
needs improvement that can be supported to facilitate them to
improve their performance continuously.
• Every individual in the organization has certain basic needs in
relation to his work. These may be stated as:
“Agree with me, what is expected of me”
“Give me an opportunity to perform”
“Develop me to do my job perfectly”
“Reward me according to my contributions”
• It attempts to focus on work and on reducing subjectivity as
far as possible.
• It is based on actual Performance and actual behavior on the
job.
• It focuses on individual potential and its development
 Conti,,,

Staff appraisal
The staff appraisal system is a mechanism for evaluating the attitude and
performance of the employee at the work place. The main purposes of
an appraisal are to:
• Create two-way communication between management and
employees
• Establish the strengths and weaknesses of individuals and try to
build on the strengths or overcome the weaknesses
• Indicate the need for training and staff development
• Generate inputs for human resource planning, especially
manpower planning, career-path planning and succession
planning
• Assist managers to determine the future use of an employee, e.g.
whether he/she shall remain in his/ her present job or be
transferred, promoted or dismissed.
 Conti,,,
Appraisal methods
1.Rating scale. The appraiser has a scale by which he or she can
judge the degree of achievement or non-achievement of the
appraise on a particular factor or issue. The judgments of such
factors are called quantifiers: they reflect the intensity of the
particular judgment involved. For example, the performance
criteria could be:
» Volume of work produced
» Quality of work
» Knowledge of job
» Dependability
» Innovation
» Staff development
» Communication skill
» Teamwork spirit.
• The quantifiers could be: (1) high; (2) medium; (3) low; (4) not
 Conti,,,
2.Ranking. The ranking format is used when the manager wants to
place a number of subordinates in order of merit, usually on their
total ability in the job but sometimes according to a few separate
characteristics.
3.Semantic differential scale
• Semantic differential is the most popular form of this type of
scaling.
• In this method the appraiser indicates his/her judgment on a
seven-point bipolar scale defined with contrasting adjectives at
each end. It can be best applied when the performance of different
groups on a particular matter needs to be compared. Examples
could be rating good-bad, strong-weak, satisfied-dissatisfied
Good _ _ _ _ _ _ _ _ _ _ _ _ _Bad
3 2 1 0 -1 -2 -3
Conti,,,

4. The open-ended method. In this method, the appraiser

creates a free discussion environment with the employee
to encourage him/her to express their feelings in their own
way.
» What are the employee's strong points in relation
to the job?
» What are the employee's weak points in relation to
the job?
» What is the employee's promotion potential?
» What are the employee's training needs?
Conti,,,

5.Behaviorally anchored rating scale (BARS). requires the

appraiser to select some aspect of a subordinate's behavior
considered by the assessor to be typical of the appraisee's
performance in a certain aspect of a job. For example, the
superior of an employee being assessed under the heading 'ability
to cope with stress' would be asked to complete a form which
begins with the words, 'I would expect this employee to (behave
in the following way)', followed by a list of statements from
which the appraiser must choose. Alongside each statement are a
certain number of points indicating the relative desirability of the
behavior. example
remain calm and collected 5
become frustrated 4
show irritability 3
act erratically 2
fly off the handle 1
 Conti,,,

6.Objective outcome(Management by Objectives (MBO)) -

is usually associated with a sophisticated performance
appraisal scheme and rating scale. It requires the appraiser
to assess a tangible outcome of the employee, e.g. the
number of units produced, number of contracts awarded,
number of projects delivered on time, etc. The MBO
system may follow the process outlined below.
A. At the outset, the target and objectives of the task must be set
clearly and agreed between staff and management. With the
MBO system, these targets are established by the subordinates
and not by the management. However, the targets must be in line
with organizational objectives and special consideration needs to
be given to the manager's contribution to improving
performance.
 Conti,,,

B. A time span must be set to measure the outcome. Here, there

will be a monitoring and review system for appraisal of
progress and performance, including self-checking and
evaluation.
C. At the end of the agreed period, the final outcome will be
compared with the target. If targets are achieved, rewards may
be given and then new targets will be set for the subsequent
period. If targets are not achieved then a new plan should be
put in place to undertake the necessary revision.
management by objectives (MBO)- a philosophy of
management that rates performance on the basis of
employee achievement of goals set by mutual agreement of
employee and manager.
 Criteria for conducting the appraisal
• The purpose and nature of the appraisal system must be made
clear to the assessor and the employee. The system should focus
on the strengths and accomplishments of staff, rather than their
faults and failures, and it should lead to a plan for the future
development and progress of the individual.
• The system should not be perceived as something which is the
prerogative of the personnel department or introduced for its
benefit. Top management should be seen to own the system and be
fully committed to the concept of appraisal. They should ensure
full consultation with trades unions and staff representatives, and
all managers and members of staff. Adequate provision needs to
be made for the proper training of appraisers and there should be a
reasonable time allowance for the activity.
• The appraisal system should not be viewed in isolation but in
relation to the corporate objectives of the organization, and designed
to suit its culture and particular requirements. The system should be
integrated with related personnel policies and practices such as
human resource planning, and training and development
programmes.
• The system needs to be monitored regularly to ensure that appraisals
are being carried out properly and to obtain feedback from
managers. The system should be kept under continual review and,
where necessary, modified to meet changing environmental
influences or the needs of the organization. It is important to ensure
that operation of the system and the criteria used for assessment
satisfy all legal requirements, for example those defined under the
Sex Discrimination Act and the Race Relations Act.
• As the main purpose of appraisals is to help staff improve their
performance, an appeals procedure should only be used in
exceptional circumstances. However, in order to help establish the
credibility of the system and to maintain goodwill, it is necessary
to establish a formal procedure which is clearly understood by all
members of staff. Appeals should be made to a manager in a more
senior position than the appraiser or sometimes to a representative
committee.
 3.4 Motivation
What motivates people?
• In order to understand what motivates its work force, a project
manager should know what that employee’s needs are and what
goals he has set for himself. A need is a deficiency or something
that the employee lacks and that is of value to that particular
employee at that point in time.
• These needs or deficiencies may be physiological (e.g a need for
food if the employee is poor), psychological (e.g a need for self-
esteem, to feel good about himself) or social (e.g. a need for
relationship with others).

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• A goal is the outcome that an individual employee is seeking.
Accomplishing a certain goal may result a significant
reduction in the needs of an employee. Thus core phases of
motivational process that a project managers needs to follow
include Identify the person’s needs, Create drives, Select goal-
directed behavior, Perform task, Receive feedback and
Reassess needs and goals.

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Maslow's Hierarchy of Needs
In general,
• Needs are dynamic in nature, hence could vary with
time and circumstances and may even conflict each
other
• People rank and select their motives differently, (eg.
Some project members may want more money while
others may value more working in a challenging
environment
• People apply different energy levels in pursuing their
motives

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