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Human Resource
ManagementDeveloping Human
Resources
Training & Development
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2
What Gives Value to anOrganization?
Organization’s Value
◦ Financial Assets
◦ Phsical Assets
◦ !ntangi"le Assets # People$
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Do Organizations %ee& 'raining
The answer is ()*+,
However, we mustknow the purpose and -unctions of
training before we canuse it.
3
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Did you know...
Each ear, corporate !mericaprovides nearl 2 billion training
hours to "# million emploees$Diether & %oos, p. 2'.
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'hat means.
•(orporate and government spend fortraining activities in )orth !merica in 2#*3was appro+imatel *-*./.
• !verage e+penditure for all corporatetraining activities $emploee and customer'
to be about . percent of annual revenues$or for ever *### in companrevenues'
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Did you know...
“Not more than % of
expenditures in training actuallyresult in transfer to the job.”
Broad and Newstrom
6-10
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0nduction 1 nboarding
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Orientation
Definition: Orientation is a systematic andplanned introduction of employees to their jobs,their co-workers and the organization.
It is also called as Induction.
Orientation is designed to proide a newemployee with the information he!she needs to
function comfortably and effectiely in theorganization.
"hould be a process, not an event.
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'he Orientation Process
/ompanOrganization an&
Operations
+a-et Measuresan& Regulations
Facilities
'our
*mploeeOrientation
*mploee 0ene1t!n-ormation
PersonnelPolicies
Dail
Routine
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The Training unction
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'he Gap /oncept
4erformance15esults
Time
E+pected (urve
!ctual(urve
Gap
0n training terms this means weneed to develop programs to 6l
the 7ap
23444 /ars
544 /ars
644 /ars
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'he reasons -ornot ma7ing the23444 cars8
)ot enoughresources 4oor machines 4oor sta8 skills
As training e9perts :emust analze thesituation to&etermine i-8
E+pected result too high Target achievable
0s training the onl wato make it happen !re there other factors.
*3
'raining %ee&s
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0f we follow the 7!4 concept, training issimpl a means to use activities to 6ll thegaps of performance between the actual
results and the e+pected results. This 7!4 can be separated into 3 mainthemes
2;Attitu&e
6;+7ills
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5ank !9: b di;cult to develop in people
!ttitude
9kills : nowledge
*<
*9ercise 6
•Eas
•=oderateldi;cult
•=ost di;cult
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2; *mploee o"solescence◦ Technical advancements, cultural changes, new
sstems, computeri>ation
6; /areer plateaus◦ )eed for education and training programs
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What’s /hange& the*mphasis on 'raining?
7lobali>ation. )eed for leadership. 0ncreased value of human capital. %ink to business strateg. !ttracting and retaining talent. (ustomer service and ?ualit.
Demographics and workforce diversit. )ew technolog. Economic change.
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=aintains ?uali6ed products 1 services !chieves high service standards 4rovides information for new comers
5efreshes memor of old emploees !chieves learning about new things@
technolog, products 1 service deliver 5educes mistakes A minimi>ing costs
pportunit for sta8 to feedback 1 suggestimprovements 0mproves communication & relationships A
better teamwork
*
!mportance o- 'raining
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Training is a sstematic process throughwhich an organi>ationBs human resources
gain knowledge and develop skills binstruction and practical activities thatresult in improved corporate performance.
*C
What is 'raining?
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'raining is short term, task oriented andtargeted on achieving a change ofattitude, skills and knowledge in a speci6c
area. 0t is usuall ob related. *&ucation is a lifetime investment. 0t
tends to be initiated b a person in thearea of his1her interest
Development is a long term investmentin human resources.
2#
Di>erences "et:een 'raining3*&ucation Development
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'he 'raining an& DevelopmentProcess )eeds analsis
◦ 0dentif ob performance skills needed, assess prospectivetrainees skills, and develop obectives.
0nstructional design◦ 4roduce the training program content, including workbooks,
e+ercises, and activities.
Galidation◦ 4resenting $tring out' the training to a small representative
audience.
0mplement the program◦ !ctuall training the targeted emploee group. Evaluation
◦ !ssesses the programBs successes or failures.
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Mo&el o- the 'raining Process@
Assessment Stage Training Stage Evaluation Stage
Organizational Needs Assessment
Task Need Assessment
Development of
Training Objectives
Design & Select
Procedures
Measure Training
esults
Development of
!riteria for Training"valuation
Train !ompare esults to!riteria
#eedback 22
7oldstein, 0. $2##2' Training inrgani>ations -th Ed.
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*. !ssessing training needs2. 4reparing training plan
3. 9pecifing training obectives
-. Designing the training program$s'
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2; Analzing 'raining%ee&s Task analsis
◦ ! detailed stud of a ob to identif the speci6cskills re?uired, especiall for new emploees.
4erformance analsis◦ Gerifing that there is a performance de6cienc
and determining whether that de6cienc shouldbe corrected through training or through some
other means $such as transferring the emploee'.
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'as7Analsi
sRecor&Form
Table F*
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2"
B +electing !nstructional Metho&s
Note: This is the most important step
nAthe obAtraining $IT'◦ learn while ouBre working
8 Athe obAtraining◦ 0n house, training or classroom
◦ E+ternal, consultancies or attending e+ternal classes◦ 0ndependent bodies, such as government talks◦ Distance learning, from books or notes
◦ (omputerAassisted learning◦ 0nteractiveAvideo training◦ Gideo conferencing, same as classroom e+cept
teachers and students are in di8erent locations.
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'raining Metho&s Ccont’&B
!pprenticeship training◦ ! structured process b which people become skilled
workers through a combination of classroominstruction and onAtheAob training.
0nformal learning◦ The maorit of what emploees learn on the ob
the learn through informal means of performingtheir obs on a dail basis.
Iob instruction training $I0T'◦ %isting each obBs basic tasks, along with ke points,in order to provide stepAbAstep training foremploees.
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2
5B *valuating the 'raining
Three %evels of Evaluation
*. 0mmediate eedback 9urve or interview directl after training
2. 4ostATraining Test Trainee appling learned tasks in workplaceJ
3. 4ostATraining !ppraisals (onducted b immediate supervisors of
trainees
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!n !uto Dealer has hired ou to helpimprove the performance of its sales andservice sta8. Kour 6rst task is to conduct aneeds analsis. How will ou do the T)!J
!lso, what possible training anddevelopment activities would ou do toimprove knowledge, skills and attitudes ofthe sta8J
Activit
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Mo&els
/ene6t1(ost 5atio
50 $L'
!ostsProgram
$enefitsProgram= BCR
%&&'() xCost
Cost Benefit ROI −=
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0ene1t/ost Ratio *9ample
Data entr clerksB average wageM C.
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%o: :ith RO!E
Data entr clerksB average wageM C.
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