HR Certified Diploma Module 4: Training and Development

TRAINING AND DEVELOPMENT OF EMPLOYEES

DEFINITION OF TRAINING
 Giving new or present employees the skills they need to perform their jobs.
 A planned effort by a company to facilitate employees' learning of job-related
competencies.
 A systematic development of the knowledge, skills and attitudes required by an
individual to perform adequately a given task or job.
 A systematic, planned learning process intended to help the employees to fulfill their
functions in the most efficient mode through the acquisition and improvement of the
level of knowledge, ability and experiences.
 It is a systematic process of altering employee behavior in a way that will achieve
organizational goals.
PURPOSE OF TRAINING
 Increase productivity and quality.
 Improve organization climate.
 Prepare employees for the next position.
 Retain and motivate staff.
 Improve processes to be able to achieve organizational goals.
 Help employees to improve performance.
 Reduce the learning process time.
WHEN TO PERFORM TRAINING?
 New hires to compliment effective selection.
 Changes of the job; for example, transfers or promotions.
 Changes in the environment; for example, technological changes.
 Performance deficiencies.
EMPLOYEE ORIENTATION
 Definition:
 A procedure for providing new employees with basic background information
about the company; for example, company vision, mission, rules and
procedures.
 The orientation process is like socialization. It is the process where
established groups communicate systematic sets of expectations for how
newcomers should behave.
 It is the process of teaching new employees the basic skills they need to
perform their jobs.

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HR Certified Diploma Module 4: Training and Development

 Purpose of Employee Orientation

 Provides a feeling of welcome to new employees and puts them at ease.
 The new employee can understand the organization in a broad sense; its
present, future, culture, vision and mission.
 It provides the new employee with key facts like policies and procedures.
 It helps the new employee develop a clear insight about what is expected
from him/her in terms of work and behavior.
 It fosters self-directed behavior of the employee in being more consistent
with company needs and his/her role in accomplishing the company’s
mission.
 Who Is Involved in the Orientation
 The HR specialist role:
- Explains basic matters, for example; working hours, benefits, vacations
…etc.
- Introduces the new employee to his/her supervisor/manager.
 The Supervisor/manager role:
- Explains the organization of the department.
- Introduces the new employee to colleagues.
- Familiarizes the new employee with the workplace.
 This may involve:
 A current jobholder explaining the job to the new hire or;
 A multi-week process including classroom or internet classes.
 Guidelines for Effective Employee Orientation
 Begin with the most relevant and immediate information, then move to more
general policies.
 Devote significant time to the human side.
 Assign an experienced worker or supervisor to “sponsor” the new employee.
 Gradually introduce new workers to the people with whom they will work.
 Allow new employees sufficient time to get their feet on the ground before
increasing their job demands.
 Allow new employees to understand what the company wants them to do
and how they will do it.
 Use a job information form which could transmit feedback from the trainee
back to the company.
 Conduct a follow-up meeting with the orientation group to evaluate
employees’ adjustment and the success of the orientation program.

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HR Certified Diploma Module 4: Training and Development

 Information Included in Employee Orientation

 Employee benefits
 Personnel policies
 Daily routine
 Company organization and operations
 Safety measures and regulations
 Facility tour
 Key contact information
 Main tasks to undertake
 Examples of Orientation Checklists:

Name Hire Date Job Title

Department Departmental Orientation completed by:

Topic Date Reviewed N/A

1. Human Resource Information
a. Departmental attendance procedures a. ---------------
b. Job description review b. ---------------
c. Annual performance evaluation and peer feedback process c. ---------------
d. Probationary period d. ---------------
e. Appearance/Dress code requirements e. ---------------
f. Annual medical screening f. ---------------
g. License/certification renewal g. ---------------
2. Departmental Information
a. Organization structure – Department core values a. ---------------
orientation b. ---------------
b. Department/unit area specific policies & procedures c. ---------------
c. Customer service practices d. ---------------
d. Tour and floor plan e. ---------------
e. Equipment and supplies f. ---------------
f. Mail and recharge codes
3. Safety Information
a. Departmental safety plan a. ---------------
b. Employee safety/injury reporting procedures b. ---------------
c. Hazard communication c. ---------------
d. Attendance at annual safety fair (mandatory) d. ---------------
4. Facilities Information
a. Emergency power a. ---------------
b. Mechanical systems b. ---------------
c. Water c. ---------------
5. Security Information
a. Evacuation procedures a. ---------------
b. Bomb threat procedure b. ---------------
c. Departmental security measures c. ---------------
d. Emergency numbers 61111 or 91111 d. ---------------

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HR Certified Diploma Module 4: Training and Development

New Employee Orientation Checklist

EMPLOYEE Name: Start date:
INFORMATION
Position: Manager:
FIRST DAY 1. Provide employee with New Employee Workbook.
(HR)
2. Assign "buddy" employee(s) to assist with general questions.

POLICIES 3. Review key policies.

(Human Resources)
 Vacation and sick leave  Personal conduct standards
 FMLA/leaves of absence  Progressive disciplinary actions
 Holidays  Security
 Time and leave reporting  Confidentiality
 Overtime  Safety
 Performance reviews  Emergency procedures
 Dress code  Visitors
 E-mail and Internet use
ADMINISTRATIVE 4. Review general administrative procedures.
PROCEDURES
 Office/desk/work station  Telephones
(Human Resources)
 Keys  Building access cards
 Mail (incoming and outgoing)  Conference rooms
 Shipping (FedEx, DHL, and UPS)  Picture ID badges
 Business cards  Expense reports
 Purchase requests  Office supplies
INTRODUCTIONS 5. Give introductions to department staff and key personnel during tour.
AND TOURS
6. Tour of facility, including:
(Facilities)
 Restrooms  Printers
 Mail rooms  Office supplies
 Copy centers  Kitchen
 Fax machines  Coffee/vending machines
 Bulletin board  Water coolers
 Parking  Emergency exits & supplies
POSITION 7. Introductions to team and department staff.
INFORMATION
8. Review initial job assignments and training plans.
(Manager)
9. Review job description and performance expectations & standards.
10. Review job schedule and hours.
11. Review payroll timing, time cards (if applicable), policies & procedures.
COMPUTERS 12. Hardware and software reviews, including:
(Information Services)
 E-mail  Internet
 Intranet  Databases
 Microsoft Office System  Data on shared drives

ACKNOWLEDGMENT (To be signed upon completion of all orientation items)

Employee: ______________________________________ Date: _____________________
Manager: _______________________________________ Date: _____________________
Return original to Human Resources — Return copies to Manager and Employee

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HR Certified Diploma Module 4: Training and Development

STRATEGIC CONTEXT OF TRAINING

 Definition of performance management:
 It means taking an integrated, goal oriented approach to assigning, training,
assessing and rewarding employees’ performance.
 A formal procedure used to analyze defined needs to determine their causes
and identify appropriate solutions.
 Link between Performance Management and Training
 Training efforts must make sense in terms of what the company wants each
employee to contribute to achieve its goals.
 Training efforts should influence organizational effectiveness and
productivity.
PREREQUISITES FOR EFFECTIVE TRAINING
 Employee motivation to learn
 Explain why the training program is important.
 The trainer should use illustrative practical examples.
 Allow the trainee to practice introduced concepts.
 Make learning meaningful
 Provide a bird's eye-view of the material to be presented.
 Use familiar examples.
 Organize information in a logical and meaningful manner.
 Use familiar concepts and terminologies.
 Use visual aids.
 Make skill transfer easy
 Maximize similarity between training situations and work situations.
 Allow practice.
 Direct trainees to important aspects of the job, for example, customer service
training should include different types of incoming calls and how to handle
each type.
 Provide "heads-up" preparatory information, for example; supervisory
training should include a part on stress management and inform participants
of its importance in supervisor's work.
 Trainer requirements
 Try to relate the training to realistic practices.
 Allow trainees to learn at their own pace.
 Create a perceived need in trainees' minds.

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HR Certified Diploma Module 4: Training and Development

TRAINING AND DEVELOPMENT PROCESS

- Specific job performance skills identification.

- Trainees' skills assessment.
Training Needs Analysis - Measurable knowledge and performance objectives
development.

- Training program content development, for

example; workbooks, exercises, handouts and
Instructional Design activities.
- May be skipped and replaced by ready-made
material.

- Trial training program to a small representative

Validation audience to fine-tune the program.

Implementation - Training targeted audience.

Evaluation - Assessment of the training program outcome.

TRAINING NEEDS ANALYSIS

 Definition
 The gap between the desired level of employees' performance and future
needs that can be eliminated by training.
 The process of determining whether training is necessary as well as the type
of training required.
 Levels of Training Needs Analysis
 Organizational level:
- Identification of short- and long-term goals.
- Identification and evaluation of human resources needs.

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HR Certified Diploma Module 4: Training and Development

- Assessment of resources availability.

- Evaluation of training transfer.
 Individual level:
- Evaluation of individual performance against standards.
- Identification of performance deficiencies, whether it is due to
motivation or ability.
- Determination of who needs training, what type of training and the
individual's readiness to training?
 Task level: Identification of tasks, knowledge, skills and behaviors that should
be included in training.
 Demographic level: Assessment of training needs of various demographic
groups, for example; disabled.
 Analysis of Training Needs for New Employees
 Steps:
- Determine what the job entails.
- Breakdown the job into subtasks
- Teach the new employee each subtask.
 Tool: Task Analysis:
- Definition: A detailed study of the job to determine what specific skills
the job requires
- It requires the use of:
 Job descriptions and specifications as they list the specific duties
and skills. As such, they are considered the basic reference point in
determining the training needs.
 Performance standards review.
 Task analysis record form which consolidates information
regarding required skills and tasks in a form especially helpful for
determining training needs.

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HR Certified Diploma Module 4: Training and Development

TASK ANALYSIS FORM

When & how often Quantity and quality of Conditions under which Skills or knowledge
Task list Where best learned
performed performance performed required
1. Operate paper cutter 4 times per day Noisy pressroom:
distractions
1.1 Start motor
1.2 Set cutting distance + tolerance of 0.007 in. Read gauge On the job
1.3 Place paper on cutting table Must be completely even Lift paper correctly On the job
to prevent uneven cut
1.4 Push paper up to cutter
1.5 Grasp safety release with
100% of time, for safety Essential for safety On the job but practice first
left hand
with no distractions
1.6 Grasp safety release with
Must keep both hands On the job but practice first
right hand
on releases with no distractions
1.7 Simultaneously pull safety
release with left hand and
cutter release with right
hand
1.8 Wait for cutter to retract
100% of time, for safety Must keep both hands On the job but practice first
on releases with no distractions
1.9 Retract paper
Wait until cutter retracts On the job but practice first
with no distractions
1.10 Shut off
100% of time, for safety On the job but practice first
with no distractions
2. Operate printing press
2.1 Start Motor

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HR Certified Diploma Module 4: Training and Development

 Analysis of Training Needs for Current Employees: Steps

1. Performance Deficiencies: Sources of Training Needs Identification
 Performance analysis: It is the process of verifying performance deficiencies
and determining whether it can be corrected through training or some other
means, for example; employee transfer.
 Sources of Training Needs Identification:
- Performance appraisal
- Job-related performance data: Productivity, waste, product quality,
customer complaints, tardiness …etc.
- Observation by supervisors and specialists.
- Interviews with employees and / or supervisors.
- Tests on job knowledge and skills.
- Individual employee daily diaries.
- Assessment centers results.
2. Performance Discrepancy Problems: Types of Performance Problems
- "Cannot do" problem: These are problems related to:
- Employees do not know what to do.
- Employees do not know the company standards.
- Employees face obstacles during performance like lack of tools or
supplies.
- Company hired the wrong people i.e. those who lack the specific
skills. In this case, identify whether training will solve the problem or
not.
-"Would not do" problem: The employees could do a good job if they wanted
to. It is important to realize whether training is the solution or not. For
example, employees might be de-motivated because of the reward system
and not because they cannot perform well on the job.
 Competency Analysis Models:
 Definition: This refers to the knowledge. Skills and behaviors that enable the
employees to effectively perform their jobs.
 Importance of competency Analysis: It identifies the knowledge, skills and
process abilities required to perform the organization's business activities so
that they may be developed and used as a basis for workforce practices.
 Job competencies identification process involves:
- Interview with senior executives to crystallize the firm's strategy and
objectives.
- Behavioral interviews, done by HR specialists, with the job's top-
performers and focus groups to identify the set of competencies.

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HR Certified Diploma Module 4: Training and Development

- Development of training programs that aim at those competencies, for

example; creativity, effective communication, customer focus …etc.
 Outcomes of Training Needs Analysis
 What type of training is needed?
 Who should be trained?
 When training should be conducted?
 Whether training is the preferred approach?
TRAINING AND DEVELOPMENT PROGRAM DESIGN
 Training Objectives
 Definition: These are statements or sentences that identify the required
knowledge, skills and behaviors that the organization aims at developing
through training. It is the outcome of the training needs analysis.
 The Training Objectives Determine
- The importance of the training program.
- The amount of knowledge, skills and behavior that the trainee should
acquire during specified timeframes.
- The logical sequence and relationship of the training program content.
 Basics of Writing Training Objectives
- Fix the sentence beginning, for example; "By the end of the session,
trainees will be able to …."
- The objective should include an action word, item, condition and
standard, for example; "By the end of the training session, participants
will be able to design an integrated circuit given effective engineering
specifications". Note:
 "design" … action word
 "integrated circuit" …. item
 "effective" …. Standard
 "engineering specification" ….. condition
 Training Program Content Design
 Definition: This reflects the ability of the training program design to achieve
its objectives through the right and objective flow of the content in addition
to its ability to allow trainees to apply acquired knowledge, skills and
behaviors in their respective workplaces.
 Guidelines
- Content should flow from the program objectives.
- Content should be compatible with allocated time.

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HR Certified Diploma Module 4: Training and Development

- Practical flexibility where it should allow participants to practice

introduced topics.
- Logical flow in a way that allows building relationships among the
content different parts.
- Precise introduction of the content topics and linking it to the program's
objectives, trainees and organizational interests.
- Up-to-date scientific concepts.
- Allow for practical application in the workplace.
- Compatible with social and cultural environment of the trainees.
 Training Program Material Development
 It has to be linked to the training program objectives and content design
 Steps
1. Information search and analysis: Effective information has to be correct,
practical, clear and flexible. In order to conduct proper information
search and analysis, the following questions need to be answered:
 What is the level of required information detail? What difference
would it make if certain additional information is missing in
achieving training program objectives?
 How will the additional information be used? It is important to
distinguish between essential additional information and
preferable additional information.
 To what extent are the different types of presented information
and experience correct and acceptable to the trainees?
 What are the used standards of information collection and
analysis and its importance to trainees
2. Information presentation: It is essential to consider the following
 Depth of information and the objectives it will fulfill.
 Recency of the information
 Simplicity without affecting its meaning.
 Touches the practical side of introduced topics
 Achieves trainees' needs and program objectives.
 Proper presentation in its logical sequence.
 Uses proper language and free from syntax errors.
 Includes a table of content and proper pagination
 Does not include repetitions.
 Compatible with trainees' level and timeframe.

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HR Certified Diploma Module 4: Training and Development

 Compatible with the training method used during training

sessions.
3. Training methods decision
TRAINING KIT
This is considered the final product of pre-training preparation.
 Objectives
 Shows program contents, objectives, duration and targeted jobs.
 Provides training units including material, duration, objectives and topics.
 Highlights the role of the trainer and trainees
 Used as a general guide for training sessions management.
 Provides the basic training material and necessary application tools.
 Highlights evaluation tools.
 Components
 Training kit key: it provides an overview of the training program including:
- Training kit cover which includes the training program title and author.
- Table of contents
- Copy of the training program material
 Material plan: It provides the training program material divided into sessions
including the following:
- The title of the training unit, number of allocated hours, objectives
and topics covered.
- Training session reflecting required training activities to achieve
session objectives and it, usually, includes:
 Session Number
 Time allocated for the session
 Session objectives
 Session topics
 Training activities
 Program material and applications which includes:
- Unit material
- Training applications and the necessary tools to implement them.
 Evaluation tools: a copy of the training evaluation tools could be attached or
the trainer may only introduce them to trainees verbally.
 References: this includes a list of external references that could be used: It
should include reference title, author, publisher and reference pages.

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HR Certified Diploma Module 4: Training and Development

The following figure shows the flow of contents of the training kit:

- Training program cover

Training kit key - Table of contents
- Copy of the training manual

Training unit
- Training unit title and duration
- Behavioral objective
- Topics
Material Plan
Training session
- Session objectives
- Session topics
- Basic training activities

Material
- Definitions
- Steps and procedures
Program material & application Applications
- Training activities
- Tools and forms required for
training activities application

Evaluation Tool

- Primary references
References
- Secondary references

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HR Certified Diploma Module 4: Training and Development

 Training Kit Implementation Manual: This is used by the trainer during program
implementation. The role of this manual is to:
 Describe the role f the training in the training process
 Training program material
 Explains the different training activities and their model answers
 Visual Aids
This kit includes the following:
 Training program cover
 Training units titles
 The duration of each training unit
 Session number
 Session duration
 Description of training activities within each session
 Implementation procedures of each training session
 Training tools for each training activity
 Training aids
 Evaluation tools
 Model answers for training activities
CHARACTERISTICS OF ADULT LEARNERS
Adult learners:
 Resistant to change: The change process for adult learners is often complex and
involves unlearning patterns of thinking and behaving.
 Self-directed: Adults typically have strong needs to accomplish their own learning
agendas.
 Problem-focused: Adults are anxious to experience success in reaching solutions to
problems in an atmosphere of cooperation.
 Need to see relevance: Adults learn best when they see immediate relevance to their
personal or work life.
 Prefer a variety of teaching methods: Adults like variety and find satisfaction in
making decision about their learning experience including tasks, breaks and
schedules.
 Need to integrate learning with their own experience: Adults want to reflect on new
information and integrate their life experiences and background knowledge.
 Respond well to active/interactive learning: Adults often respond well to a learning
atmosphere that is purposely active, but without wasting time.

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HR Certified Diploma Module 4: Training and Development

 Desire immediate opportunities to apply: Adults learn best when direct application is
not incidental but is a planned, deliberate outcome with opportunity to practice.
 Learn best in safe environments: Adults often learn best in a trusting, safe
environment where they can risk change.
 Prefer working with peers to process/practice: Adults prefer working with peer
groups to process and rehearse new skills.
TRAINING METHODS
ON-THE-JOB TRAINING (OJT)
 Definition: This involves training the person while actually doing the job.
 Types of OJT
 Coaching or counseling: An experienced worker or trainee's supervisor trains
the employee. It may involve skills acquisition by observing the supervisor or
having someone show the employee how to do the job step-by-step. The
following is required for effective coaching and counseling:
- Effective managers should explain to the employee the job. This is done
by answering any questions and explaining why certain things are done
that way.
- Effective coaching should allow the trainees to have the authority to
make decisions and learn from their mistakes.
Coaching is likely to fail if:
- Not enough time is given to coaching and counseling the trainees.
- The subordinate is not allowed to make mistakes.
- Subordinates dependency needs are not recognized and accepted by
their supervisors or managers.
 Job rotation: A situation in which the employee moves from one job to
another at planned intervals. Job rotation allows the employees to:
- Broaden the employees' backgrounds due to exposure to a variety of
jobs.
- Accelerates the promotion of competent employees
 Special assignments: It gives a lower level executive a firsthand experience in
working on actual problems.
 Guidelines:
 It should not be assumed that OJT will always be successful and solve
organizational problems.
 The supervisors, managers or experienced workers should be trained on how
to use the provided training material as well as deliver it.
 Trainers should not have low expectations about trainees ability to learn, a
situation referred to as the "Golem Effect"

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HR Certified Diploma Module 4: Training and Development

 Advantages
 It is a relatively inexpensive training method as employees learn while
producing.
 It provides a quick feedback to the employees because they learn as they are
performing or doing what is required of them.
 Disadvantages
 Possibility of poor instruction and insufficient time.
 Trainee may be exposed to bad work practices.
 A large amount of spoiled work and scrap material may be produced.
 Valuable equipment may be damaged.
 Training takes place under production conditions that are stressful, i.e. noisy,
and busy, confusing and exposing the trainee to comments by other workers.
 On-the-Job- Training (OJT) steps:
Step 1: Prepare the learners
- Put the learner at ease.
- Explain why he/she is being taught.
- Create interest; find out what the learner already knows about the job.
- Explain the whole job and relate it to some job the worker already knows.
- Place the learner as close to the normal working position as possible.
- Familiarize worker with equipment, materials, tools and trade terms.

Step 2: Present the operation

- Explain quantity requirements.
- Go through the job at the normal work place.
- Go through the job at a slow pace several times, explaining each step. Between
operations, explain the difficult parts, or those in which errors are likely to be made.
- Again go through the job at a slow pace several times; explaining the key points.
- Have the learner explain the steps as you go through the job at slow pace.

Step 3: Do a tryout
- Have the learner go through the job several times, slowly, explaining each step to
you. Correct mistakes and, if necessary, do some of the complicated steps the first
few times.
- Run the job at the normal pace.
- Have the learner do the job, gradually building up skill and speed.
- As soon as the learner demonstrates ability to do the job, let the work begin, but do
not abandon the learner.

Step 4: Follow-up
- Designate to whom the learner should go for help.
- Gradually decrease supervision, checking work from time to time.
- Correct faulty work patterns before they become a habit. Show why the learned
method is superior.
- Compliment good work.

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HR Certified Diploma Module 4: Training and Development

APPRENTICESHIP TRAINING
 This is a structured process by which people become skilled workers through a
combination of classroom instruction and on-the-job-training. The apprentice usually
earns less than a regular worker.
INFORMAL LEARNING
 This involves performing the job on daily basis in collaboration with colleagues.
Managers can help informal training to occur through provision of tools that help
employees to pursue discussions on work-related issues, for example; some
companies put whiteboards and markers in the office to facilitate such discussions.
JOB INSTRUCTION TRAINING (JIT)
 This consists of the logical sequence of the job step-by-step along with the task key
point and the reason behind each step.
 Example
Steps Key Points
1. Start motor None
2. Set cutting distance Carefully read scale – to prevent wrong-sized cut
3. Place paper on cutting table Make sure paper is even – to prevent uneven cut
4. Push paper up to cutter Make sure paper is tight – to prevent uneven cut
5. Grasp safety release with left Do not release left hand – to prevent hand from
hand being caught in cutter
6. Grasp cutter release with right Do not release right hand – to prevent hand from
hand being caught in cutter
7. Simultaneously pull cutter & Keep both hands on corresponding releases – avoid
safety release hands being on cutting table
8. Wait for cutter to retract Keep both hands on releases – to avoid having hands
on cutting table
9. Retract paper Make sure cutter is retracted; keep both hands away
from releases
10. Shut off motor None

LECTURES
 A verbal presentation of a topic to a large audience. As such, it is a quick, cost
effective and simple way to present knowledge to large groups of trainees.
 Guidelines to lecturers
 Do not start on the wrong foot, for example; by opening with an irrelevant
joke.
 Be alert to the audience by watching both verbal and body language signals
from the audience.
 Maintain eye contact with audience during presentation.
 Make sure everybody in the room can clearly hear.
 Repeat questions before answering them to insure proper understanding.
 Control hand movement.

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HR Certified Diploma Module 4: Training and Development

 Do not read from a script but rather use note cards.

 Practice before starting the presentation.
 Advantages
 Quick method of information transmission
 Cost effective as it sends information to a large number of people in a short
time.
 Disadvantages
 Since it is a one-way communication, then it does not allow for practicing
introduced concepts and topics.
 It is not suitable for skill acquisition and behavior change as it does not allow
for practical application
 The audience doesn’t provide feedback
 Cannot be used in training on its own, usually has to be complimented with
another training method.
PROGRAMMED LEARNING
 This is a self learning method without the intervention of a trainer or instructor.
 It involves:
 Presentation of questions, facts or problems to the learner.
 Allow the learner to respond
 Provision of an immediate feedback on the accuracy of responses.
 If the answers are correct, the learner proceeds to the next block. If not, he or
she repeats the same.
 Advantages
 Reduces training time
 Allows trainees to learn at their own pace.
 Provides immediate feedback and, thus, reduces the learners' risk of errors.
AUDIOVISUAL-BASED TRAINING
 They include DVDs, films, PowerPoint slides presentation, video conferencing,
videotapes.
 When to use audiovisuals:
 There is a need to illustrate how to follow a certain sequence over time.
 There is a need to expose trainees to events not easily demonstrable in live
lectures, for example; open heart surgery.
 When an organization wide training is needed.

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 Drawbacks:
 One way communication with no scope for the learners to raise questions or
clarifications.
 No flexibility to change the presentation in accordance with the type of
learners.
SIMULATED TRAINING (VESTIBULE TRAINING)
 An off the job training method in which trainees learn on actual or simulated
equipment. Thus, it tries to attempt to duplicate on-the-job situation in a classroom
setting.
 When to use it?
 When it is costly to train employees on-the-job.
 When safety is a concern, for example; training pilots.
 How is it done?
 A separate room is prepared with the same equipment that trainees will use
on the job.
 The use of simulators when safety concerns are essential.
 Advantages
 It enables trainees to learn the new skills of the job and, thus, concentrate on
learning rather than learning while performing.
 It is efficient in training semi-skilled personnel, particularly when many
employees have to be trained for the same kind of work at the same time.
 Reduces the pressure as trainees do not have to produce while learning.
COMPUTER-BASED TRAINING (CBT)
 A method in which the trainee uses interactive computer-based and / or DVD
systems to increase knowledge and skills.
 Types
 Interactive multimedia training: It integrates the use of text, video, graphics,
photos, animations and sound to produce a complex training environment in
which the trainee interacts. For example, physicians training allows the
trainee to take a hypothetical patient's medical history, conduct an
examination, analyze laboratory tests, choose the type of examination
required, hear the heart beats and finally, the trainee is asked to interpret
data and make a diagnosis.
 Intelligent computer assisted instruction (ICAI): It provides some
characteristics of a human tutor as:
- An expert system is used to run the tutoring aspect of training.
- The trainee knowledge is monitored within a programmed knowledge
model

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- Provides adaptive tutoring based on trainee responses.

 Virtual reality training: An advanced form of computer simulation, placing the
trainee in a simulated environment that is "virtually” the same as the physical
environment. As such this method:
- Puts the trainee in an artificial three-dimensional environment that
simulates the events and situations that might be experienced on the job.
- Sensory devices transmit how the trainee is responding to the computer
as well as feeling what is going on, assisted by special goggles, auditory
and sensory devices.
- The trainee learns by interacting with the objects in the electronic
environment to achieve some goal.
 Advantages
 Reduces learning time by 50% as it provides immediate feedback.
 Cost effective once designed and produced.
 Instructional consistency.
 Mastery of learning where the trainee cannot move to the next step before
fully understanding the current step.
 Increased motivation due to the immediate feedback of the trainee
responses.
ELECTRONIC PERFORMACE SUPPORT SYSTEMS (EPSS)
 Sets of computerized tools and displays that:
 Automate training, documentation and phone support and integrate them
into applications.
 Provide support that is faster, cheaper and more effective than traditional
methods.
 They are considered as job aids:
 A set of instructions, diagrams or other methods that are made available at
the job site to guide workers
 They are considered essential when the job involves complex tasks that
require multiple steps or when it is dangerous to forget a step while
performing a job.
 Examples:
 Dell: When service representatives receive a call concerning a problem with
the computer, a number of questions are prompted by EPSS which, then,
takes the caller step-by-step through an analytical sequence to solve the
problem. Without EPSS, representatives will have to memorize an enormous
number of solutions that would, typically be impossible to do.
 Pilots: The checklist used to ensure all tasks are performed before the plane
take-off. Any step forgotten may lead to safety problems during flying.

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DISTANCE LEARNING
 Includes:
 Tele- training (Satellite education): The trainer, in this situation, is located in a
central location and teaches groups of employees at remote locations via
television hook-ups.
 Videoconferencing: It allows people in one location to communicate live
through a combination of audio and visual equipment with people in another
city, country or groups of people in different cities. This might be:
- PC-based video camera and several remote trainees.
- Learners taking a class in a videoconference lecture room.
- Key pads are used to allow audience interactivity.
- Some systems allow the instructor to call on remote trainees and let
them respond.
The following are important guidelines for effective videoconferencing:
- Preparation a training manual that allows trainees to follow the points
that the trainer is discussing.
- A trainer script that is followed by the trainer.
- The trainer should test the equipment at least 2o minutes prior to
course commencement.
- The trainer should avoid bright, flashy, heavily patterned clothes.
 Internet-based training: It involves:
- Taking the courses offered by on-line providers.
- Use of internal intranets to facilitate computer-based training.
- WEB CT which provides a process for delivering course content via
PowerPoint slides which enables the instructor and learner to interact
live via on-line chat rooms and discussion forums in addition to grade
delivery and on-line exams.
- Advantages:
 Effective in teaching declarative knowledge (facts and principles),
procedural knowledge (how to perform a task).
 Allow trainees to move at their own pace and select content.
VIRTUAL CLASSROOM
 It uses special collaboration software to enable multiple learners, using PCs or
laptops, to participate in live audio and visual discussion, communicate via written
text and learn via content like PowerPoint slides.

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SOME CONSIDERATIONS WHEN CHOOSING THE TRAINING METHOD

 Purpose of training: This is driven from training needs analysis and includes:
 Information acquisition.
 Skills development, for example; interpersonal skills, problem solving and
decision making.
 Principles of learning: This involves:
 Motivation to learn.
 Feedback.
 Opportunity to apply and practice acquired information or skills.
 Transfer of training: This is facilitated by:
 Similarity of training setting and the tasks to be learned.
 Teaching of general principles and reinforcement of transfer.
 Accommodation of individual differences: This involves:
 Readiness and motivation to learn.
 Determining the suitable learning style.
 Trainer qualification: The trainer should be:
 Knowledgeable of the organization and the training content.
 Should be motivated to learn.
 Understand the principles of learning.
 Cost of the training method
MANAGEMENT DEVELOPMENT
 Definition: It is any attempt to improve managerial performance by imparting
knowledge and changing attitudes of increasing skills.
 Process:
1. Assessing the company's strategic needs.
2. Appraising managers' current performance.
3. Developing managers or future managers.
 Types
- Succession planning: The process through which a company plans for and fills
senior-level openings. It involves the following steps:
1. Anticipating management needs based on strategic factors, for example;
planned expansion.
2. Reviewing the firm's management skills inventory to assess current
talent, for example; performance appraisal, career preferences …etc.

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3. Creating replacement charts that summarize potential candidates and

each person's development needs, for example; job rotation, executives
development programs.
- Managerial on-the-job training: This includes:
- Job rotation: It means moving management trainees from department
to department to broaden their understanding of all parts of the
business and to test their abilities. As such, it allows trainees to learn by
doing and, also, discover what they prefer.
- Coaching/understudy approach: The trainee works directly with a
senior manager or the person that will be replaced. The manager, in
this case, is responsible for coaching the trainee by giving him/her the
chance to learn on the job.
- Action learning programs: It gives managers and other employees
released time to work full-time analyzing and solving problems in
departments other than their own. The following process is
undertaken:
1. Selection of teams made up of 5 – 25 members.
2. Team assignment of real world business problems that extend
beyond team members' usual areas of expertise.
3. Structuring learning through coaching and feedback.
4. Employee's senior manager chooses the projects and decides
whether to accept teams' recommendations.
- Off-the-job management training and development: this includes:
- Case study method: It presents the trainee with a written description of
an organizational problem to diagnose, and analyze and solve a business
problem. This method is conducted in a classroom setting with an
instructor acting as a facilitator.
 Advantages:
 Practical as it presents real life problems and situations.
 Allows for trainee involvement and participation.
 Enhances trainees’ skills in problem analysis and solving as
well as linking results to reasons and introduction of
recommendations and solutions
 Disadvantages:
 Difficulty of writing realistic cases.
 Time consuming.
 Requires high level of trainees' concentration.
- Management games: A development technique in which teams of
managers compete by making computerized decisions regarding a

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realistic but simulated marketplace. This technique is effective for the

following reasons:
 People learn best by being involved.
 Helps trainees develop their problem solving skills
 Focus attention on planning.
 Develop leadership skills and fosters teamwork.
 The trainee can see the effect on decisions made on others.
- In-basket: These exercises confront the candidate with an accumulation
of reports, memos, notes of incoming phone calls, letters and other
materials collected in the actual or computerized basket of the simulated
job the candidate is about to start. The candidate is, then, asked to take
appropriate action on each item. Trained evaluators then review the
candidate's efforts.
Advantages:
 Acquisition of fast thinking and decision making skill within the
framework of available information.
 Providing a clear picture about problems and how to solve them.
 Simulation of real life situations allows participants to use acquired
skills in a practical setting.
 Providing challenges which motivate trainees toward skills
acquisition.
Disadvantages:
 Some exercises may not be a simulation of real life situations
 Some participants may not be motivated to take the challenge
because they feel that it is part of training.
- Outside seminars: These include web-based as well as traditional
classroom management development seminars and conferences. In
implementing this method, firms may use:
 Pre-packaged training solutions that range from self-study to
specialized programs.
 Outsourcing the entire learning functions to specialized firms.
 Creation of company's training programs using the following
process:
1. Set training objectives
2. Write detailed job description: List of daily and periodic tasks
for each job along with a summary of steps of each task.
3. Develop abbreviated task analysis record form such as the
following:

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Task Analysis Record

Performance Required
Task Trainable skills
standard aptitude
Things the
employee
Mechanical
What needs to be Quantity must learn to
comprehension,
performed: Quality perform job.
Problem solving
Task and its steps Accuracy Specific
…etc
knowledge and
skills

4. Develop job instruction sheet which reflects each task and its
key points, namely, task analysis record form.
5. Prepare training program for the job: The training manual
should include:
 Job description.
 Task analysis record form.
 Job instruction sheet.
 Training program objectives.
 List of trainable skills required for trainees.
 How the job fits with other jobs in the company.
 Media to be used in training, for example; e-learning,
classroom, on-the-job-training… etc.
- University related programs: These may range in their duration and
usually use a combination of cases and lectures to provide top-level
management talent with the latest management skills, practices, and
analysis of complex organizational problems. These types of programs
may take the form of classroom or video-based classrooms.
- Role playing: The aim is to create a situation and then have the trainees
assume roles of specific persons in the situation. This method aims at
developing leadership and delegation skills. Thus, it is used to see how
the trainees will respond to specific problems that they may encounter on
the job, for example,
 Interviewing
 Grievance handling
 Team problem solving
 Communication skills
 Performance appraisal reviews
 The following is an example:

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Role Playing Exercise: Walt Marshall – Supervisor of Repair Crew

You are the head of a crew of telephone maintenance workers, each of whom drives a small
service truck to and from the various jobs. Every so often you get a new truck to exchange for an
old one, and you have the problem of deciding which of your crew members you should give the
new truck. Often there are hard feelings, since each seems to feel entitled to the new truck. So
you have a tough time being fair. As a matter of fact, it usually turns out that whatever you decide
is considered wrong by most of the crew. You now have to face the issue again because a new
truck, a Chevrolet, has just been allocated to you for assignment.
In order to handle this problem you have decided to put the decision up to the crew. You will tell
them about the new truck and will put the problem in terms of what would be the fairest way to
assign the truck. Do not take a position yourself, because you want to do what they think is most
fair.
Advantages:
 Learning by practice.
 Helps in understanding different points of view in problem
clarification.
 Acquisition of analytical skill through observation of role plays.
 Provides an opportunity to practice different behavioral
experiences.
Disadvantages:
 Trainees might feel that the situation is not real.
 Some trainees may fear practicing the situation in front of others.
 Concentration on the situation without taking into consideration
external factors.
- Behavioral Modeling: It involves showing employees the right way of
doing something, letting trainees practice the introduced way and then
giving them feedback on their performance. The following process is
undertaken:
1. Modeling: Trainees watch live or video examples that show the
models behaving effectively in a problem situation, for example;
video of a supervisor disciplining a subordinate.
2. Role playing: The trainees are given roles to play in a simulated
situation where they can practice and rehearse effective behavior.
3. Social reinforcement: The trainer provides constructive feedback
on the trainee performed.
4. Transfer of training: Trainees are encouraged to apply learned skills
on the job.
- Corporate universities (in-house development centers): The firm's
development center offers catalogues and special programs aimed at
supporting the employer's management development needs. Typically,
not all programs are produced internally; rather they collaborate with
universities, training and development programs providers and web-
based educational portals to create program packages.

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- Executive coaches: An outside consultant who questions the executive's

boss, peers, subordinates and, sometimes, the family in order to identify
the executive's strengths and weaknesses, and to counsel the executive
so that he/she can capitalize on the strengths and overcome weaknesses.
MANAGING ORGANIZATION CHANGE
 What to change?
 Strategic change: This is an organizational renewal which involves change in
the company's strategy, mission and vision. This change would, undoubtedly,
have repercussions throughout the organization.
 Cultural change: this involves adopting new values, what employees should
or should not do.
 Procedural change: this involves reorganizing the company department
structure, coordination, span of control, reporting relationships, tasks,
decision making procedures.
 Technological change
 The Role of the HR Department: The changes made within an organization will
naturally require changes in employees themselves. The HR department will, thus,
need to:
 Review performance appraisals to decide who should stay and where and
who should leave and how.
 Perform personnel planning.
 Conduct job analysis.
 Review and develop selection standards.
 Institute new training programs.
 Review and change, where necessary, performance standards and the way
employees will be appraised.
Thus, the HR department needs to assume the following roles during organizational
change:
 How to overcome resistance to change?
 How to organize and lead organizational change?
 How to use organization development?
 Change Forces: Psychologist Kurl Lewin believes that behavior is a product of two
forces:
 Forces that strive to maintain status quo.
 Forces that build forces for change.
 Change Process
1. Unfreezing: This means reducing the forces fighting for maintaining the
status quo. It is done by presenting a problem that makes people realize the
need for change or else another solution.

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2. Moving: This means developing new behaviors, values and attitudes through
structured change or organization development.
3. Refreezing: This means putting the organization into a new equilibrium
through institution of new systems and procedures that support change.
 How to Lead Change?
 During unfreezing stage
- Establish a sense of urgency which might be reflected in a report
describing the firm's lack of competitiveness.
- Mobilize commitment through joint diagnoses of problems where the
change leader may create task forces to diagnose the problems facing the
company.
 During move stage
- Development and communication of shared vision which requires the
following key elements
 Keep the shared vision simple.
 Use multiple channels to communicate the new vision, for
example; through meetings, memos, newsletters …etc.
 Use repetition to allow the new vision to stick in the minds of
employees.
 Lead by example where the change teams should make sure that
their behaviors and decisions are consistent with the new vision.
- Help employees make the changes by:
 Setting out the right procedures, policies and organization chart.
 Making sure that managers are not discouraging employees to
implement change.
- Consolidate gains and make more changes by:
 Setting attainable short-term accomplishments.
 Identifying selected employees who are champions of change
 Producing more change by hiring and promoting new employees
 During refreezing stage
- Reinforce new ways of doing things with changes company systems and
procedures.
- Use new appraisal systems and incentives to reinforce the desired
behaviors.
- Change the culture by ensuring managers to act as role models in
communicating new values.
- The change leader must monitor and assess progress.

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MANAGING ORGANIZATION CHANGE DEVELOPMENT

 Definition: A special approach to organizational change in which employees
themselves formulate and implement the change that is required, often with the help
of a trained consultant and handled by Human Resources.
 Characteristics
 Involves action research which includes:
- Data collection about groups, departments and/or the organization
- Feeding information back to employees to analyze it and develop a
hypothesis about what the problem might be.
 Behavioral science knowledge application to improve organizational
effectiveness.
 Changes in the organization directions, especially in improving problem
solving, responsiveness, quality of work and effectiveness.
 Categories
 Human process application:
- They aim at improving human relations skills through providing employees
with skills to analyze their own behavior and the behavior of others.
- Tools:
 Sensitivity training (laboratory or t-training) is the most widely
used technique in human process application. Its process is as
follows:
1. 10 – 15 people meet away from work with no specific agenda
for the meeting; rather the focus is on feelings and emotions
of the group members during the meeting.
2. The facilitator encourages open expression of feelings and
participants are asked to portray themselves as they are.
3. The success of t-group depends on the feedback each person
gets from other members of the group.
4. It is an effective tool for teambuilding but it has to be
administered in a climate of psychological safety and
voluntary participation.
Advantages:
 Understanding one self and others.
 Discovering feelings and emotions related to different
situations and relationships.
 In depth understanding of personal factors and its effect on
thinking and behavior.
 Changing and developing trainees’ behavior
 Understanding the behavior of others.
Disadvantages:
 Uncovers the relationship among participants

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 Negative feedback especially among those with high

emotional sensitivity.
 Survey research requires:
1. Employees fill an organization wide attitude survey.
2. Data is, then, analyzed by the facilitator to identify problem
areas and recommend means to overcome them.
3. It is a convenient tool during the unfreezing stage in change
process.
 Technological intervention: Organization development practitioners are
involved in changing the firm's structure, methods and job design using
technologically structural interventions, for example; employees collect data
on the company's current structure and then jointly redesign and implement
the new structure.
 HR management: Organization development practitioners use action research
to enable employees to analyze and change human resource practices, for
example; performance appraisals and incentive systems.
 Strategic organization development: They aim at achieving a fit among the
firm's strategy, structure, culture and external environment, for example;
integrated strategic management which includes the following steps:
1. Managers and employees analyze current strategy and organizational
design.
2. They choose a desired strategy and organizational design.
3. Design of a strategic change plan: A strategy of moving the organization
from its current status to its desired one.
4. Implement and review results of change.
EVALUATING TRAINING EFFECTS
 Definition: It is the process of finding out whether the investment – money, time and
effort – put into designing and implementing training courses or other learning
experiences was worth it.
 Training Effects to Measure
 Reaction: This involves trainees' reactions to the program i.e. they felt whether
the program was worth the time, effort and money invested in it.
 Learning: This is to test whether trainees learned the principles, skills and facts
they were supposed to learn.
 Behavior: This involves checking whether the trainees' on-the-job behavior
changed as a result of the training program, for example, whether customer
complaints are better managed by the store employees or are they still the
same?
 Results: This involves determining whether the training program objectives were
achieved or not, for example; did the number of customer complaints go down
or not. It is important to note that measurable results of the program might look
poor simply because the solution to the problem encountered was not one that
could be solved through training.

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Assignment 11: Carter Cleaning Center (Continued)

The Situation:
The New Training Program
At the present time the Carter Cleaning Centers have no formal orientation or training
policies or procedures, and Jennifer believes this is one reason why the standards to which
she and her father would like employees to adhere are generally not followed.
The Carters would prefer that certain practices and procedures be used in dealing with the
customers at the front counters. For example, all customers should be greeted with what
Jack refers to as a "big hello". Garments they drop off should immediately be inspected for
any damage or unusual stains so these can be brought to the customer's attention, least the
customer later return to pick up the garment and erroneously blame the store. The
garments are then supposed to be immediately placed together in a nylon sack to separate
them from other customers' garments. The ticker also has to be carefully written up, with
the customer's name and telephone number and the date precisely and clearly noted on all
copies. The counterperson is also supposed to take the opportunity to try to sell the
customer additional services such as waterproofing, or simply notify the customer that "Now
that people are doing their spring cleaning, we're having a special on drapery cleaning all this
month." Finally, as the customer leaves, the counter person is supposed to make a
courteous comment like "Have a nice day" or "Drive safely." Each of the other jobs in the
stores – pressing, cleaning and spotting, periodically maintaining the coin laundry
equipment, and so forth – similarly contain certain steps, procedures, and most important,
standards the Carter s would prefer to see upheld.
The company has had problems, Jennifer feels, because of a lack of adequate employee
training and orientation. For example, two new employees became very upset last month
when they discovered that they were not paid at the end of the week, on Friday, but instead
were paid (as are all Carter employees) on the following Tuesday. The Carters use the extra
two days in part to give them time to obtain everyone's hour and compute their pay. The
other reason they do it, according to Jack, is that "frankly, when we stay a few days behind in
paying employees it helps to ensure that they at least give us a few days' notice before
quitting on us. While we are certainly obligated to pay them anything they earn, we find
that psychologically they seem to be less likely to just walk out on us on Friday evening and
not show up on Monday morning if they still haven't gotten their pay from the previous
week. This way they at least give us a few days' notice so we can find a replacement."
Other matters that could be covered during orientation and training, says Jennifer, include
company policy regarding paid holidays, lateness and absences, health and hospitalization
benefits (there are none, other than workers' compensation), and general matters like
maintenance of a clean and safe work area, personal appearance and cleanliness, time
sheets, personal telephone calls and mail, company policies regarding matters like substance
abuse, and eating or smoking on the job (both forbidden).
Jennifer believes that implementing orientation and training programs would help ensure
that employees know how to do their jobs the right way. And she and her father further
believe that it is only when employees understand the right way to do their jobs that there is
any hope their jobs will in fact be accomplished the way the Carters want them to be
accomplished.

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Questions
1. Specifically what should the Carters cover in their new employee orientation program
and how should they convey this information?
2. In the HR management course Jennifer took, the book suggested using a job
instruction sheet to identify tasks performed by an employee. "Should we use a form
like this for the counterperson's job, and if so, what would the filled-in form look
like?"
3. Which specific training technique should Jennifer use to train her pressers, her
cleaner-spotters, her managers, and her counter people, and why?

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