HRS204SL
Managin
g People
Topic 7
Learning outcomes
Introduction to T&D
Training Need Analysis
Designing The Training Programmes
Training Methods
Evaluation of Training
Training & Development
Measurable changes in knowledge, skills and the attitude of
employees for doing a particular job.
T & D is a formal process of changing employee behaviour and
motivation in a way that will enhance employee job performance.
It is HRM function that formally and systematically provides new
learning to increase employees’ capabilities so as to increase their
current job performance and future job performance as well.
Relationship between T&D and Organizational
performance
Importance of T&D
Increase knowledge, skills attitudes of employees
Increased quality and quantity of work performance
Decrease accidents
Decrease costs
Decrease absenteeism and turnover rates
Increase job satisfaction
Reduced wastage
Increase production level of the company
Model of Training
Phase 1 -Needs Assessment
A need assessment is a systematic attempt to determine
actual needs which require training and development
intervention by the organization.
A gap between knowledge, skills, and attitudes required in
a job, and the knowledge, skills, and attitudes of the
person carrying out the job”
Phase 1 -Needs Assessment
Sources of Training Needs
New Recruitment
Promotions
Transfers
Performance Appraisal
Grievances
New Positions
Special assignments/ New Services/Projects
Job Rotation Programes
New Facilities
Restructuring
Need Assessment for Training
Need Assessment for Training
Organizational Analysis
the appropriateness of training, given the business strategy
resources available for training
support by managers and peers for training
Task Analysis
identifying the important tasks and knowledge, skill, and behaviors
that need to be emphasized in training for employees to complete
their tasks
Need Assessment for Training
Person Analysis
Determining whether performance deficiencies result from
a lack of knowledge, skill, or ability (a training issue) or
from a motivational or work design problem
• Identifying who needs training
• Determining employees’ readiness for training
Phase 2 - Design the Training
Training Manager can
design the training
programme after analyzing
of training needs
Important facts
What are we trying to achieve in this programme?
What content is required to achieve these aims?
What learning methods should we employ?
Who are the target groups?
Who should conduct the training?
Where and when should the training take place?
How should we evaluate the success of the
programme?
Phase 3 -Implementation
Decide on Training Methods and Techniques
Method is a strategy or technique that is employed to
deliver a particular topic or module
Variety in methods and techniques increases the interest
and effectiveness
Encourage active participation
Phase 3 -Implementation
Decide on Training Methods and Techniques
On the job training Off the job
training
Phase 3 -Implementation
On the Job Training
Employees are given hands-on
experience with instructions from
their supervisor
• Experience
• Job instructions
• Counseling
• Delegation
• Job Rotation
Phase 3 -Implementation
Off the Job Training
Employees are provided
training, which is away from
their usual workplace
Phase 3 -Implementation
Lectures
• Lectures usually take place in a classroom format.
• It seems the only advantage to a lecture is the ability to get
a huge amount of information to a lot of people in a short
amount of time.
• It has been said to be the least effective of all training
methods.
Phase 3 -Implementation
Group Discussions
• These most likely take place in a classroom where a group of
people discusses issues.
• For example, if an unfamiliar program is to be implemented, a
group discussion on the new program would allow employees to ask
questions and provide ideas on how the program would work best.
• A better form of training than lectures, it allows all trainees to
discuss issues concerning the new program. It also enables every
attendee to voice different ideas and bounce them off one another.
Phase 3 -Implementation
Role-Playing
Role-playing allows employees to act out issues that could occur in the workplace.
Key skills often touched upon are negotiating and teamwork.
A role play could take place between two people simulating an issue that could
arise in the workplace.
This could occur with a group of people split into pairs, or whereby two people
role-play in front of the classroom.
Role-playing can be effective in connecting theory and practice but may not be
popular with people who don't feel comfortable performing in front of a group of
people.
Phase 3 -Implementation
Management Games
Management games simulate real-life issues faced in the workplace.
They attract all types of trainees including active, practical and reflective
employees. Some examples of management games could include:
Computer simulations of business situations that managers 'play'.
Board games that simulate a business situation.
Games surrounding thought and creativity - to help managers find
creative ways to solve problems in the workplace, or to implement
innovative ideas.
Phase 3 -Implementation
Films & Videos
Films and videos can be used on their own or in conjunction with other
training methods.
To be truly effective, training films and videos should be geared towards a
specific objective.
Only if they are produced effectively, will they keep the trainees’
attention. They are also effective in stimulating discussion on specific
issues after the film or video is finished.
Films and videos are good training tools but have some of the same
disadvantages as a lecture - i.e., no interaction from the trainees.
Phase 3 -Implementation
Case Studies
Case studies provide trainees with a chance to analyze and
discuss real workplace issues.
They develop analytical and problem-solving skills, and
provide practical illustrations of principle or theory.
They can also build a strong sense of teamwork as teams
struggle together to make sense of a case.
Phase 3 -Implementation
Vestibule training
Training takes place in the simulated environment
Induction training
Projects/ Assignments
Self Study
E-Learning
Outward Bound Training
Phase 4 - Evaluating Training
Programs
Evaluation means “ to assess the value or worth of something”
Training-Level Criteria
Reactions Criteria:
how much did the trainee like the program
how much do they think they learned
Learning Criteria:
what did the person learn? Exams
Phase 4 - Evaluating Training
Programs
Performance Level Criteria
Behavior Criteria
concern the trainee’s behaviors on the job that might have
been due to training. Do they do what they were taught?
Results Criteria
Did the training increase efficiency?
Does Every Manager is a
HR Manager?
