CHAPTER 6
TRAINING & DEVELOPMENT
Human
Resourse
Management
INTRODUCTION
• Training is a effort initiated by an organization
to foster learning among its member.
• If the firm has no human resource specialists,
every manager is responsible for training their
subordinates.
• In very large organizations, special training
departments are established with a full
complement of staff and frequently with their
own building.
DEFINING TRAINING
Training is the organizational
activity which aims to
improve an employee’s
current performance.
Education consists of activities
designed to prepare
employees for future jobs.
Development is those learning
activities designed to help the
individual employee grow but
which are not confined to a
particular job.
Employers provide developmental activities to
prepare employees for changes that are expected to
take place in the near future.
Developmental opportunities are also a powerful
attraction and help firms employ talented workers.
Developmental activities also help to assist
employee to sharpen their personal skills to handle
the crucial situations in an organization.
Dychtwald et al. (2006) suggested that employer
must establish connections between people in the
organization who can teach each other and share
information.
BENEFITS OF TRAINING
Increases workers’ Increases workers’
productivity job satisfaction
Keeps workers’
skills and
Motivates workers
knowledge up-to-
date
WHY?: THE ASK MODEL
Change
A
Attitudes
Develop S
Skills
Increase K
Knowledge
TRAINING IS A LEARNING PARTNERSHIP
The Government
Training
The Training Vendors
Department
Employees Employers Consultants
Heads of
Department Educational
Institutions
The Organization
PARTNERS IN TRAINING
• Senior managers in an organization
will decide on policies relating to
training.
• The training department will conduct a
formal Training Needs Analysis (TNA)
to determine who needs training and in
what areas.
• The end of training session should
come out with an evaluation to see the
achievement of training objectives.
WHAT HAPPENS TO A COMPANY WHICH DOES
NOT TRAIN ITS EMPLOYEES?
o Payment to employees when learning on the job, which may
take longer if it is not properly planned for.
o Costs of wasted materials, sales and customers lost because
of mistakes made by untrained employees.
o Management time cost taken to undo the mistakes made by the untrained
employees.
o Lowered morale, leading to higher turnover, among team members who
are demotivated by working with an untrained employee.
o Accident-related costs; it is well-documented that untrained
workers tend to have more accidents.
o Higher turnover leading to recruitment costs because
employees feel they have no prospects of further development.
STATE EFFORTS TO ASSIST IN TRAINING
Human Resource Development Fund (HRDF) Act was introduced in 1993.
Enforced by Pembangunan Sumber Manusia Bhd. (PSMB).
Employers within the scope of the Act are required to pay a levy of 1% of
the total company payroll into a Fund on a monthly basis.
The employer can claim reimbursement for funds spent on training the
staffs.
Employers can also claim reimbursement for the cost of building or
establishing a training room in their premises and for computers that will
be used for training.
THE HUMAN RESOURCE DEVELOPMENT FUND
PROBLEMS:
• SMEs find it hard to release their workers to attend
training programs – there is no one to take over the
absent worker’s duties.
• The employer in the small company fear the employees
will leave once they have improved their level of skill and
knowledge.
SOLUTION:
Require employees to sign an agreement that they
will not leave the company for an agreed period after
the completion of the program, failing which they will
have to reimburse the employer for the cost of the
training.
LEARNING ORGANIZATIONS
A learning organization is one which is
permeated with a culture, whereby all
employees continuously attempt to increase
their knowledge and skills on a cooperative
basis.
The organization takes proactive steps to retain
this knowledge within the organization.
A SYSTEMATIC APPROACH TO ORGANIZING TRAINING PROGRAMS
THE TRAINING PROCESS
Identify Training Needs
Set Training Objectives
Develop / Design The Training Programme
Implement The Training Programme
Evaluate The Training Programme
1. Identifying Training Needs
Yin (2003) defines a training need as the gap between
an actual situation and the desired situation.
Situation may refer to job performance, knowledge, skills,
behaviour or attitudes
When conducting TNA, 2 key questions must be
answered:
1. Which worker or workers need training?
2. What, specifically, is the worker lacking that he/she needs
training?
WHO NEEDS TRAINING?
• Officer-in-charge of training will have to liaise
closely with heads of departments.
• Through performance appraisal system,
workers whose performance levels are not
satisfactory will be identified.
• New recruits will need to be given an
induction program and basic skills training.
WHEN?
• New Hires
• Change of Job (Job rotation, promotion,
transferred)
• Change to Job (New technologies and
procedures)
• Performance deficiency detected
• A major change such as a merger takes
places
• Safety training (continuous basis)
WHAT IS THE WORKER OR
GROUP OR WORKERS LACKING?
The steps to follow to carry out employee’s TNA
[Link] a performance problem
[Link] whether the problem is serious enough
to justify action
[Link] the cause of the problem
[Link] alternative solutions to the problem
[Link] the best solution and implement
The KSA necessary for good performance on a job
MINUS
The KSA the worker possesses
EQUALS
The KSA, which need to be offered through training
Those involved in identifying training needs may wish to:
• Require supervisors to prepare a report on the training
needs of each and every worker reporting to them,
especially new workers undergoing a probationary period.
• Require all workers to periodically evaluate their own
knowledge and skills to attend training in areas in which
they are weak.
• Require workers to evaluate the strengths and weaknesses
of their supervisor.
TRAINING NEEDS ANALYSIS
Levels of Analysis
Organizational Level
Organizational culture
Quality and productivity schemes
Operations Level
Job analysis
Individual Level
Evaluating individual performance against standards
TRAINING NEEDS ANALYSIS
Sources of Information
Job descriptions
Heads of departments
Employees
Organizational records
Performance review documents
TRAINING NEEDS ANALYSIS
Problems suggesting a training need include:
Falling output
Rising error, scrap, waste, mistakes
Increasing time taken to complete work
Increasing accident rate
Increasing customer complaints
2. SET TRAINING OBJECTIVES
A well-written training objective includes a
statement on:
Terminal behaviour required of the trainee
Standards of performance
Conditions for performance
3. DEVELOP / DESIGN TRAINING PROGRAMS
Factors to Consider
Venue
Trainer / Facilitator
Duration / Scheduling
Budget
Number or participants
Training Methods
Logistics
TRAINING VENUE
On-the-job?
or
Off-the-job?
JOB INSTRUCTIONAL TRAINING TECHNIQUE/
ON-THE-JOB TRAINING
Step 1: Break down the job into its separate parts
Step 2: Give an overview of the job
Step 3: Demonstrate a part of the job for the trainee
Step 4: Let the trainee try to do what has been
demonstrated
Step 5: Correct any mistakes made
Step 6: Let the trainee practise
TRAINING METHODS
Factors to choose training methods:
1. Budget available
2. The skills of the trainer
3. The objectives of the program
4. The target learner
5. Effectiveness of the training method
TRAINING METHODS
Lectures
Audio-visual aids
Computer-aided learning/e-learning
Role-plays
Case studies and discussion
Simulation trainings
Coaching
Apprenticeship
Projects/Special assignments
Job rotations
Adventure learning
4. IMPLEMENT THE TRAINING PROGRAM
o Resources and facilities will have to be
booked
o Trainees need to be informed of the
program’s schedule
o Course materials need to be printed
and ready for distribution at the
appropriate time
o Food to be offered
o The temperature of the training room.
5. EVALUATE THE TRAINING PROGRAM
Reasons for evaluation:
To improve the standard and effectiveness
of the programs offered
To justify the financial investment in the
training
To get feedback for ongoing improvement
To compare the effectiveness of two or
more programs
To meet requirements set by legislation
Kirkpatrick (1959) identified four questions or
levels of evaluation that need to be
addressed:
1. What are the trainees’ responses to the
program?
2. What have the trainees learned?
3. In what way has the behavior of the
trainees changed after training?
4. How has the organization benefited from
the training program?
THE KIRKPATRICK MODEL OF
EVALUATION
Reaction: How do trainees feel about the
programme?
Learning: What have the trainees learned?
Behaviour: What on-the-job changes in
behaviour have taken place?
Results: Have cost reductions resulted?
LEARNING PRINCIPLES
The learner must want to learn
Active learning is more effective than passive
learning
Feedback or knowledge of results is essential
Learning is faster in teams
Learning must be fun
SUMMARY
Training is a partnership between employers, employees, training
vendors and the government.
The Human Resource Development Act was introduced to encourage
employers to train their workers. The Act is administered by
Pembangunan Sumber Manusia Bhd. (PSMB).
Training benefits employers by increasing productivity and motivation
of workers.
Training programs must be systematically planned and implemented. A
TNA must be conducted followed by the setting of clear objectives for
each program. Venue, budget, training methods, choice of trainer and
other factors must be carefully considered.
Effective training programs take into consideration learning principles.
After each training program, an evaluation must be conducted.