HUMAN RESOURCE

MANAGEMENT

TRAINING
AND
DEVELOPMENT

CHAPTER NO. 4 & 5

AFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:

Understand the effect of induction and integration

mechanism on employee retention and performance.
Identify the objectives and steps of induction and
integration.
Differentiate between training and development.
Describe on the job and off the job training methods.
Demonstrate and design training programs after
conducting TNA.
Evaluate the effectiveness of training and
development programs
Understand employee development , need analysis
and its approaches.
Describe the issues faced during employee
development.
Recognize different career managing terms.
Comprehend why career development is necessary.
 HIRING PROCESS

RECRUITMENT

SELECTION

INDUCTION
&
INTEGRATION
INDUCTION AND INTEGRATION

INDUCTION

The Process of welcoming new staff members into

the organization, providing them with information
they need to settle into their new role into the
organization.
INDUCTION AND INTEGRATION

INTEGRATION

It is a program, designed to quickly and effectively

unite the new employee with the existing team.
 OBJECTIVES
OF THE INDUCTION AND INTEGRATION
To facilitate in socio-professional
integration( socialization).

To increase the likelihood of adaptability .

To Provide inquisition and relevancies.

To support the employee to be autonomous.

To ascertain job clarity.

To familiarize employee with the workplace

regulations.
To propagate employee with the cultural facet of
organizations.

To augment the companys viability.

STEPS IN INDUCTION AND INTEGRATION

(1)
Preparing
for
Induction

(4) (2)
Follow-Up Induction

(3)
Integrati
on
 STEPS IN INDUCTION
AND INTEGRATION Cont . . .

STEP-1 PREPARING FOR

INDUCTION
Call or write to the new employee to confirm the date
for
reporting to work, and the name of the person who
will be in
charge.
Organize the working environment (workstation,
access
code, telephone number, e-mail, office supplies,
etc.).
Prepare all relevant documents as well as the
documentation
pertaining to the company.
Inform existing employees that the newcomer will be
joining
the work team.
Choose the mentor and prepare to induct the new
employee.
Arrange for any technical training (if necessary).
 STEPS IN INDUCTION
AND INTEGRATION Cont . . .

STEP-2 INDUCTION

Reception by the department manager (immediate

superior).
Word of welcome (presentation of the corporate mission
and
challenges).
Presentation of the organizations key values and
expectations
(schedule, personal and organizational expectations).
Presentation of the employee manual, working
conditions and
flow chart.
Submission and signing of required documents
(employee file,
group insurance, pay sheet, etc.).
Tour of the workplace with the department manager.
Designation of the workspace and tools available
(computer, office supplies, etc.).
 STEPS IN INDUCTION
AND INTEGRATION Cont . . .

STEP-3 INTEGRATION

Introduction to the mentor.

Presentation of mutual expectations.

Presentation of the roles, responsibilities and
tasks
relating to the job.
Explanation, observation and experimentation.
Presentation of work methods.
 STEPS IN INDUCTION
AND INTEGRATION Cont . . .

STEP-4 FOLLOW-UP

Evaluation by the immediate superior

Evaluation of employee satisfaction

Mentors feedback on the integration (employee
strengths, areas requiring improvement).
Identification of training requirements for the
position.
 STEPS IN INDUCTION
AND INTEGRATION Cont . . .
Employee Identification
Employee last and first name: Start date:

SAMPLE Employee title: Database Analyst: Division: IT-Data

INTEGRATION Immediate superior: Period covered:
PREPARATION CHART
Name of Mentor:

Mentor Date

GENERAL KNOWLEDGE

Introduction to the basic characteristics of the database analyst position

Grasp of the main interactions between various related departments
Meeting with various employees and introduction to the work executed by
each
Awareness of the rules pertaining to operations and security
Introduction to the tools. Equipment and software applications used.

KNOWLEDGE SPECIFIC TO THE POSITION

Knowledge of how to retrieve and extract data
Acquisition of know-how with regard to database and data modeling
Understanding of how to update a secure database environment
Introduction to processing user queries
Understanding of the operation of database management system tools or
techniques
Understanding of how to produce database components
Ability to recognize commercial trends in the information system
Knowledge of database
Understanding of the tools and techniques used for system development etc.

KNOWLEDGE SPECIFIC TO THE ORGANIZATION

Familiarity with internal operating rules
Introduction to the organizations values and mission
Knowledge of the products and services
Awareness of resource persons.
 STEPS IN INDUCTION
AND INTEGRATION Cont . . .
Employee Identification
Employee last and first name: Start date:

Employee title: Database Analyst: Division: IT-Data

SAMPLE TASK Immediate superior: Period covered:
TRAINING CHART Name of Mentor:
Steps Explanati Demonstr Applicati Knowledg Skills Skills to comments
Tasks/ on ation on e transfer acquired develop
roles and
responsibilities

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
EMPLOYEE TRAINING & DEVELOPMENT

EMPLOYEE
TRAINING

A process whereby people acquire

capabilities to aid in the achievement of
organizational goals.

EMPLOYEE
DEVELOPMENT

Efforts to improve employees ability to handle a

variety of assignments.
 TRAINING VS DEVELOPMENT

TRAINING

DEVELOPMENT
FOCUS Current Job Current And Future Jobs

Individual
SCOPE Work Group/Organization
Employees
TIME
Immediate Long Term
FRAME
Fix Current Skill
Prepare For Future Work
GOAL
Demands
Deficit
 TRAINING PROCESS

ASSESSMENT DESIGN IMPLEMENTATION EVALUATION

Define Objectives

Develop Lesson
Need Plan
Assessment
Develop/Acquire
Material Deliver the
Program Training Outcome
Select
Trainer/Leader

Components of
TNA Select Methods

Schedule The
Program
TRAINING PROCESS Cont . . .

PHASE
1
1. Need
Assessment

A Need Assessment is the process of

identifying performance requirements
and the Gap between what
performance is required and what
presently exists.
TRAINING PROCESS Cont . . .

2. Performance Major Causes of

Gap Analysis Performance Problems

The differences between the

Knowledge or Skills
(P) present performance at
Process
the project/work & task Resources
levels and its (S) standard Motivation or Culture
performance is called (G).

Gap
Analysis
G=PS
 TRAINING PROCESS Cont . . .

Components
of Training
Organizationa Needs
Operational Personal
l Analysis
Analysis Analysis
Analysis
(TNA)
TRAINING PROCESS Cont . . .

1. Organizational
Analysis

What are the training implications of the

organizations
strategy.
Can the organization afford this training
Which units should be trained first.
Will this training be accepted and reinforced by
managers
and peers in organization
TRAINING PROCESS Cont . . .

2. Operational
Analysis

Tasks required to perform

What level they must be performed
What KSA are necessary to be
performed
Are there any Roadblock

Data
Sources
Job Description
for
Job Specification Operation
Performance Standards al
Analysis
TRAINING PROCESS Cont . . .

3. Personal
Analysis

Do employees possess the necessary KSA

Who within the organization needs training
What kind of training do they need
Can they be trained
 TRAINING PROCESS

ASSESSMENT DESIGN IMPLEMENTATION EVALUATION

Define Objectives

Develop Lesson
Need Plan
Assessment
Develop/Acquire
Material Deliver the
Program Training Outcome
Select
Trainer/Leader

Components of
TNA Select Methods

Schedule The
Program
 TRAINING PROCESS Cont . . .

PHASE
2

Training Design
This phase insures the systematic development
of the training program. This process is driven by
the products of analysis phase & end in a model
of training program for future development
TRAINING PROCESS Cont . . .

1. TRAINING
OBJECTIVES

What will learners be able to do

1 when they
finish the training program
It prescribes the conditions, behaviors
(action) and
standards of tasks performance for the
2 training
setting and some time it may include
variables

3 Objective should be written to be SMART

TRAINING PROCESS Cont . . .

1. TRAINING
OBJECTIVES EXAMPLE-1

Write a customer reply letter with no spelling mistake

by using a word processor.

Observable Write a customer reply

Action letter

Measurable With no spelling

criteria mistake

Conditions of Using a word processor

Performance
TRAINING PROCESS Cont . . .

1. TRAINING
OBJECTIVES EXAMPLE-2

Checking the guest in 40 seconds while asking the

seven predefined questions with a smile

Observable checking the guest

Action with a smile

Measurable Seven predefined

criteria questions

Conditions of 40 seconds
Performance
TRAINING PROCESS Cont . . .

Topic

Summary of Key Points

Question to Test Understanding

Duration of Each Activity in Each

2 Session
A
TRAINING Training Contents
LESSON
PLAN Training Method Activities

Breaks

Exercise to Warm-up

Conclusion
TRAINING PROCESS Cont . . .

SAMPLE OF
TRAINING LESSON
PLAN
TRAINING PROCESS Cont . . .
3. PREPARING TRAINING
MATERIAL
TRAINING PROCESS Cont . . .

Trainer must be
4. SELECT
Selected Provided
TRAINER that:

He/she Knowledge
should have Varied skills needed to design
Training and implement training
Competency program

Subject Refers to the mastery of

Matter the
Expertise Subject Matter
 TRAINING PROCESS Cont . . .

5. METHODS OF
DELIVERING TRAINING

a. On the Job b. Off the Job

Training Training

At actual work site At training facility

using the actual designed specially for
equipment training
TRAINING PROCESS Cont . . .
5. METHODS OF
DELIVERING TRAINING

a. On the Job b. Off the Job

Training Training
a. Job Instruction
Training a. Lecture
b. Video
b. Job Rotation
Presentation
c. Apprenticeship c. Role playing
d. Coaching d. Case Study
e. Assistant to
e. Simulation
Positions
(i) Vestibule
Training
f. Education
g. Action Learning
 TRAINING PROCESS Cont . . .
Activity Time
Friday night
6. TRAINING
Dinner 6-7:30 p.m.
SCHEDULES
Program introduction 7:30 9:00
Initial experiential activity p.m.
Discussion on the problems
Discussion of the plan for weekend

Saturday
Breakfast 7-8 a.m.
Brainstorming session on topic 8-10 a.m.
Experiential activity
Discussion on the topic and activity results

Break 10-10:30 a.m.

Experiential exercise 10:30 a.m.

Group juggle 12:00 p.m.
All board.
Other activities

Lunch 12:1 p.m.

Discussion of morning activities 1-2 p.m.

Final discussion on the training topic 2-3:30 p.m.

evaluation
 TRAINING PROCESS

ASSESSMENT DESIGN IMPLEMENTATION EVALUATION

Define Objectives

Develop Lesson
Need Plan
Assessment
Develop/Acquire
Material Deliver the
Program Training Outcome
Select
Trainer/Leader

Components of
TNA Select Methods

Schedule The
Program
 TRAINING PROCESS Cont . . .

DELIVER
PHASE
THE
3
PROGRAM
 TRAINING PROCESS

ASSESSMENT DESIGN IMPLEMENTATION EVALUATION

Define Objectives

Develop Lesson
Need Plan
Assessment
Develop/Acquire
Material Deliver the
Program Training Outcome
Select
Trainer/Leader

Components of
TNA Select Methods

Schedule The
Program
 TRAINING PROCESS Cont . . .

PHASE EVALUATING TRAINING

4 PROGRAM

TRAINING
OUTCOMES

OUTCOMES DESCRIPTION
Determine the degree to which trainees are
COGNITIVE familiar with principle, facts, techniques,
OUTCOMES procedures or processes emphasized in
learning.
SKILL BASED Include acquisition of learning of skills and
OUTCOMES use of skills on the job.
AFFECTIVE Includes attitudes and motivation.
OUTCOMES
Comparing the trainings monetary benefits
ROI/RESULTS
with its costs.
TRAINING PROCESS Cont . . .

CALCULATING RETURN
ON INVESTMENT (ROI)
TRAINING PROCESS Cont . . .

CALCULATING RETURN
ON INVESTMENT (ROI)

a. Forecasting
& Measuring Design & Development Cost
Costs Resource Person Cost
Material Cost
Infrastructure Cost
Time Cost
Lost cost
Evaluation cost
 TRAINING PROCESS Cont . . .

CALCULATING RETURN ON
INVESTMENT (ROI)

b. Forecasting &
Measuring Benefits

ii. Productivity
i. Labor Saving
Increase
Improve methodology
Reduce duplication efforts reducing
Less time spent correcting the efforts time
Higher level of skills leading to
mistakes faster work
Faster access to Higher level of motivation
information leading
to increase efforts
HUMAN RESOURCE
DEVELOPMENT
HUMAN RESOURCE DEVELOPMENT

EMPLOYEE
DEVELOPMENT

Refers to formal education, job experiences,

relationships, and assessment of personality
and abilities that help employees prepare for
future.
HUMAN RESOURCE DEVELOPMENT Cont . . .

DEVELOPMENT
NEED ANALYSIS

Performance appraisal is the process of measuring

employees
perfomance.360 degree feedback system involves
HUMAN RESOURCE DEVELOPMENT Cont . . .

DEVELOPMENT
APPROACHES

1. Job-Site
Methods

2. Off-Site
Methods
HUMAN RESOURCE DEVELOPMENT Cont . . .

1. Job-Site
Methods

Committee
On-line Development
Assignment/ Meetings

Job Learning
Rotation Organization

Assistant to Positions Job experience

HUMAN RESOURCE DEVELOPMENT Cont . . .

Sabbatical
Leave

Human Classroom
Relations Courses
Training and
Degrees

2. Off-Site
Methods

Simulation
s Outdoor
(Business Training
Games)
HUMAN RESOURCE DEVELOPMENT Cont . . .

MELTING A barrier to advancement to

higher level jobs in the Issues In
THE
GLASS company that adversely affect Employee
CEILING women and minorities.
Developme
nt

The process of identifying a

SUCCESSION
longer-term plan for the
PLANNING orderly replacement of key
employees.

Dysfunctional behavior includes

HELPING insensitivity to others, inability to be a
MANAGERS
team player, arrogance, poor conflict
WITH
DYSFUNCTIO- management skills, inability to meet
NAL business objectives, and inability to
BEHAVIOR change or adapt during a transition
MANAGING
CAREERS
 MANAGING CAREERS

CAREER
1

A Career Consist of all jobs held during

ones working life.

Or
2

The sequence of position that a person

has held over his/her life.
MANAGING CAREERS Cont . . .
IMPORTANT CAREER
MANAGING TERMS 1. Career
Path
Process by which one selects career goals
and the path to those goals.
2. Career
Goal
Career goals are the future positions one
strive to reach as part of career, these goals serve
as benchmarks along ones career path.
3. Career
Planning
Process by which one selects career goals and
the path to those goals.
4. Career
Development
Career development consist of the personal
improvements one undertakes to achieve personal
Career plan.
MANAGING CAREERS Cont . . .

5. CAREER
MANAGEMENT

An on going process of preparing,

implementing and monitoring career
plans undertaken by the individual
alone or in concert with the
organizations career system.

Or
Sum total of all the activities starting
from career planning to developing
career goals and plans and to enacting
those plans
 CAREER PATH

CAREER PATH EXPLANATION

The traditional way in which one
enters an organization near the
bottom, works in the same firm for
1. LINEAR many years, and gradually and
predictably moves up, retiring from a
fairly high-level position in the same
firm.
Rewards growing expertise is a single
2. EXPERT technical specialty without the need
to move into management.
It involves a number of moves, some
3. SPIRAL lateral, between functional areas
within the same organization.
In this approach, the career occurs
4. TRANSITORY virtually independent of single
organization.
MANAGING CAREERS Cont . . .
 MANAGING CAREERS Cont . . .

A
PERSONS
CAREER

i. Organization ii. Individual

Perspective future
Identify Perspective
organizational Identify personal abilities
staffing needs
and interests
Plan career ladders
Plan life and work goals
Assess individual potential
Assess alternative paths
and training needs
inside and outside the
Match organizational
organization
needs Note changes in interests
with individual abilities
Audit and develop a and goals as career and
life
career
stage change
system for the
organization
MANAGING CAREERS Cont . . .

WHY IS CAREER
DEVELOPMENT NECESSARY

1 2 3
Employees believe Improve morale,
the company boost productivity, Reduce costs due
regards them as and help the to employee
part of an overall organization turnover
plan and not just become more
as numbers. efficient.
MANAGING CAREERS Cont . . .

1
ORGANIZATION

Who is
Responsible
for
Career
Development

3 2
EMPLOYEE MANAGER
MANAGING CAREERS Cont . . .
1. ORGANIZATION

Providing Job Information.

Implementing Effective Placement Process.
Offering Education and Training

2. MANAGER
Appraising performance Providing feedback.

Coaching & supporting Supplying information.

Guiding & counseling Maintaining integrity of
system

3. EMPLOYEE

Self Assessment Working with Supervisor.

Gathering Data Developing Plan.

Setting Goals Applying for Openings
MANAGING CAREERS Cont . . .

Self image
Interests

HOW PEOPLE
CHOOSE
CAREER ds
Backgroun
Personality Social
MANAGING CAREERS Cont . . .
Develop a Network
Acquire and Continue
Upgrading Your Skills

Participate in an Internship

Think Laterally

Stay Mobile

Support Your Boss

Tips to Manage Find a Mentor

Your Career Do Not Stay too Long

Stay Visible
Gain Control of
Organizational Resources

Learn the Power Structure

Present Right Image

Do Good Work

Select Your Job Judiciously

 Steps in
Preparing for
Induction and Induction Integration Follow-Up
Integration Induction

1. Need Components of
Assessment Assessment TNA
Define Develop Lesson Develop/Acquire
Objectives Plan Material
2. DESIGN
Training Select Schedule The
Select Methods
Process Trainer/Leader Program
3.
Implementatio Deliver the
n Program

Training
4. Evaluation Outcome

TRAINING & Human 1.

Assessment Myers-Briggs
Performance
Resource Development Appraisals and
DEVELOPMEN Development Need Analysis
Centers Type Indicator
360
T 2.
a. Job-Site
Methods
Committee
Assignment
Job
Rotation
Assistant to
Positions
Development On-line Learning
Approaches Development Organization Job experience

b. Off-Site Human Relations

Simulations
Training
Methods
Classroom
Courses Outdoor Training
and Degrees
3. Issues in Helping Managers
Melting The Succession
Employee Glass Ceiling Planning
With Dysfunctional
Development Behavior

1. Important Career Career

Managing Career Path Goal
Career Planning
Careers Managing Career Career
Development Management
Terms
3. Responsible
5. Step to
2. Career for 4. How People
Manage
Planning Career Choose Career
Your Career
CHAPTER 4, 5 & . Organization
Development

6 Perspective
Individual
Organization
Interests Personality
Perspective Manager
Social
Employee Self image Backgrounds
 THOUGHT OF THE DAY

When you know something, say

what you know. When you don't know
something, say that you don't know.
That is KNOWLEDGE.
Confucius