HRM-Training and Development

Training and Development

1Human Resource Management

To successfully compete in the global apparel market, the apparel company has to translate its comparative advantage of women’s cheap labour into sustainable competitive advantage. This will require technological development in the garment industry. However, the findings show that female workers are ousted from the garment industry when there is technological improvement.

This problem can be effectively solved by training female workers.

Human Resource Management 2

Training and Education

Introduction to Training

Training is the systematic process of altering employee behavior in a way that will achieve organizational goals It should be related to present job skills and

abilities It helps employees master the specific skills

and abilities needed to be successful


Introduction to Training

A training program is an opportunity for employees to acquire skills, attitudes, and knowledge Learning is the act by which an individual

acquires skills, knowledge, and abilities that result in a relatively permanent change in behavior

Any behavior that has been learned is a skill

Motor, cognitive, and interpersonal skills are training targets


Introduction

Training and development are processes that provide employees with: Information Skills An understanding of the organization and

its goals The ability to make positive contributions in

the form of good performance



Explained below are various factors, giving rise to the need for training.

•Employment of inexperienced and new labour requires detailed instructions for effective performance on the job.

•People have not to work, but work effectively with the minimum of supervision, minimum of cost, waste and spoilage, and to produce quality goods and services.

•Increasing use of fast changing techniques in production and other operations requires training into newer methods for the operatives.

•Old employees need refresher training to enable them to keep abreast of changing techniques and the use of sophisticated tools and equipment.

•Training is necessary when a person has to move from one job to another because of transfer, promotion or demotion.


Such development, however, should be monitored so as to be purposeful. Without proper monitoring, development is likely to increase the frustration of employees if when, once their skills are developed, and expectations raised, they are not given opportunities for the application of such skills. A good training sub-system would helpgreatly in monitoring the directions in which employees should develop in the best interest of the organisation. A good training system also ensures that employees develop in directions congruent with their career plans.Hence, a well-planned and well-executed training programme should result in:•reduction in waste and spoilage;•improvement in methods of work;•reduction in learning time;•reduction in supervisory burden;•reduction in machine breakage and maintenance cost;•reduction in accident rate;•improvement in quality of products;

Benefits of Training & DevelopmentIndividual employee

Increased employee marketabilityIncreased employee employability security

OrganizationImproved bottom line, efficiency and profitabilityIncreased flexibility in employees who can assume

different and varied responsibilitiesMakes employees more accountable for results


Employee Training

Determining training needs Specific training goals should be based on:

organization’s needs type of work to be done skills necessary to complete the work

Indicators of need for more training: drops in productivity increased rejects inadequate job performance rise in the number of accidents


Principals of Learning

Learner Attention Importance/Relevance to job

Positive Reinforcement/Corrective Feedback

Transfer of Learning Knowledge of Progress Practice

Whole vs Part


Learning Theory and Training

Learning principles can be applied to job training: The trainee must be motivated to learn The trainee must be able to learn The learning must be reinforced The training must provide for practice of the

material The material presented must be meaningful The material must be communicated

effectively The training taught must transfer to the job


Training Process

Identify Training Needs Set Training Objectives

Evaluation Criteria

Choose Training Materials and Methods

Conduct Training Evaluate Training


Needs Assessment

Needs assessment is a process used to determine if, and what type of, training is necessary Organizational analysis: examining a firm’s

mission, resources, and goals Person analysis: determining who needs

training and their readiness for training Task analysis: identification of the tasks,

knowledge, skill, and behaviors that should be included in a training program



Assessing Current Employees’ Training Needs

Performance Appraisals

Job-Related Performance Data

Observations

Interviews

Assessment Center Results

Individual Diaries

Attitude Surveys

Tests

Methods for Identifying

Training Needs


Needs Assessment The information gathering provides a

profile of: What type of training is needed Who should be trained When training should be conducted Whether training is the preferred approach

Instructional objectives lead to the selection and design of instructional programs: If assessment and program design are done

carefully, training and development can be monitored and evaluated


Training Needs and Objectives

Needs assessment involves analyzing: The organization’s needs The knowledge, skill, and ability

needed to perform the job The person or jobholder’s needs The firm’s long- and short-term

objectives


On The Job Training Methods

Job instruction training (JIT)CoachingMentoringJob rotationApprenticeship trainingCommittee assignments


Instructional Methods

This phase of training includes: Selection of content and training methods The actual training


On The Job Training Methods

An employee is placed in a new job and is told how it is to be performed. It aims at developing skills and habits consistent with the existing practices of an organisation and by orienting him to his immediate problems.

On-the-job Training ……

Coaching and instructing is done by skilled workers, by supervisors, or by special training instructors. A variety of training aids and techniques are used such as procedure charts, lecture manuals, sample problems, demonstrations, oral and written explanations, tape recorders, etc

Apprenticeship: A major part of training time is spent on the on-the-job productive work. Each apprentice is given a programme of assignments according to a predetermined schedule which provides for efficient training in trade skills. This method is appropriate for training in crafts, trades and technical areas, specially when proficiency in a job is the result of a relatively long training or apprenticeship period, e.g., job of a craftsman, a machinist, a printer, a tool maker, a pattern designer, a mechanic, etc.

Committee: To constitute an advisory committee composed of persons responsible for or with a direct interest in an activity to identify training needs.

In-basket: To measure or test a manager’s ability to handle some of the day to day challenges which come to him in writing in his ‘in-box’ from various sources.


Off The Job Training Methods

Vestibule trainingRole playingLecture methodConference or discussion methodProgrammed instruction


Vestibule Training or Training-Centre: It involves classroom training imparted with the help of equipment and machines identical to those in use at the place of work. Theoretical training is given in the classroom, while practical work is conducted on the production line. It is often used to train clerks, bank tellers, inspectors, machine operators, typists, etc.



Lectures: These are formally organised talks by an instructor on specific topics. This method is useful when philosophy, concepts, attitudes, theories and problem solving have to be discussed. The lectures can be used for a very large group to be trained in a short time. These are essential when technical or special information of a complex nature is to be imparted. The lectures are supplemented with discussions, film shows, case studies, role-playing, etc.The Conference Method: Under this method, a conference is held in accordance with an organised plan. Mutual problems are discussed and participants pool their ideas and experience in attempting to arrive at better methods of dealing with these problems. The members of the group come to teach each other and to learn together. Conferences may include Buzz sessions which divide Conferences into small groups of four or five for intensive discussions. These small groups report back to the whole group with their conclusions or questions. This method is ideally suited for analysing problems and issues, and examining them fromdifferent viewpoints. It helps in developing conceptual knowledge, reducing dogmatism and modifying attitudes.


5) Role-Playing: This method is also called ‘role-reversal’, ‘socio-drama’ or ‘psycho-drama’. Here trainees act out a given role as they would in a stage play. Two or more trainees are assigned roles in a given situation, which is explained to the group. There are no written lines to be said and, naturally, no rehearsals.The role players have to quickly respond to the situation that is ever changing and to react to it as they would in the real one. It is a method of human interaction which involves realistic behaviour in an imaginary or hypothetical situation. Role playing primarily involves employee-employer relationships, hiring, firing, discussing a grievance problem, conducting a post appraisal interview, disciplining a subordinate, or a salesman making presentation to a customer.6) Programme Instruction: This involves two essential elements: (a)a step-by-step series of bits of knowledge, each building upon what has gone before, and (b)a mechanism for presenting the series and checking on the trainee’s knowledge.Questions are asked in proper sequence and indication given promptly whether the answers are correct. This programme may be carried out with a book, a manual or a teachingmachine. It is primarily used for teaching factual knowledge such asMathematics, Physics, etc.

Methods of executive development1.Decision-making skills

2.Interpersonal skills

3.Job knowledge (a) On-the-job experiences

(b) Coaching

(c) Understudy

4.Organisational knowledge (a) Job rotation

5.General knowledge (a) Special courses

(b) Special meetings

(c) Specific readings

6.Specific individual needs (a) Special projects

(b) Committee assignments

(a) In-basket

(b)Business game (c)Case study

(a)Role play(b)Sensitivity training

(c)Behaviour Modelling


On-The-Job Training

This is the most widely used method of training Although OJT is simple and relatively

inexpensive, hidden costs can include: Damaged machinery Unsatisfied customers Misfiled forms Poorly taught workers


Computer-Based InstructionBenefits

Self-pacedAdaptive to different

needsCan be customizedEasy to deliverUsually less

expensive to administer

Can be conducted when convenient for employee

DrawbacksLearners must be

self-motivatedCost of producing

online, interactive materials

Lack of interaction with others may work against needs and preferred learning styles


Case Method The case method uses a written description of a

real decision-making situation Managers are asked to study the case in order to:

Identify the problems Analyze the problems Propose solutions Choose the best solution Implement it

More learning takes place if there is interaction with the instructor


Role Playing

Each person is assigned a role in a situation and is asked to react to other players’ role-playing

The player is asked to react to the stimuli as that person would

Players are provided with background information on the situation and the players

A script is usually provided The success of this method depends on the ability

of the players to play the assigned roles believably Role-playing can help a manager become more

aware of, and more sensitive to, the feelings of others


In-Basket Technique The participant is given typical items from a

specific manager’s mail, email, and telephone list Important and pressing matters are mixed in with

routine business matters

The trainee is analyzed and critiqued on: The number of decisions made in the time

allotted The quality of the decisions The priorities chosen for making them

To generate interest, in-basket materials must be: Realistic, job-related, and not impossible to make

decisions on 30Human Resource Management

Behavior Modeling

There are four steps in this process:Modeling of effective behavior (films) Role playingSocial reinforcement (role playing)Transfer of training to the job

Modeling offers promise for developing leadership skills, if used in conjunction with videotape methods Research evidence is generally positive


Programmed Learning

Advantages Reduced training time Self-paced learning Immediate feedback Reduced risk of error for

learner

Presenting questions, facts, or problems to

the learner

Allowing the person to respond

Providing feedback on the

accuracy of answers


Choosing the Best T&D MethodChoice of delivery method depends on:

Organizational culture and valuesT&D objective and contentProfiles of trainees and trainersFinancial and technological resource

availabilityTimeLocation


Choosing the Best T&D MethodDevelopments occurring with regard to delivery methodsShift toward on-the-job trainingIncreased efficiencyExploitation of technology to aid

learningIncreased emphasis on teamsFocus on mentoring


EvaluationIntegral part of overall training program

Provides feedback on effectiveness of training program

Evaluation criteria should be established in tandem with and parallel to training objectives


Four Levels of Training Evaluation


Impediments to Effective T & D

Commitment lacking

Inadequate budget allocation

Universities award only degrees, not skills

Poaching of trained workers


Documents

HRM-Training and Development