HUMAN RESOURCE

MANAGEMENT

TRAINING
AND
DEVELOPMENT

CHAPTER NO. 4
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.
 Explain the steps to manage career.
 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 inquisitions 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 facets of

organizations.

 To augment the company’s viability.

STEPS IN INDUCTION AND INTEGRATION

(1)
Preparing
for
Induction

(4) (2)
Follow-Up Induction

(3)
Integration
 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 organization’s 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

Mentor’s 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:

Employee title: Database Analyst: Division: IT-Data

SAMPLE INTEGRATION
PREPARATION CHART Immediate superior: Period covered:
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 organization’s 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 Applicatio Knowledg Skills Skills to comments
Tasks/ on ation n 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 FRAME Immediate Long Term

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 (P)

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

Gap Analysis G=P–S

 TRAINING PROCESS Cont . . .

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

1. Organizational
Analysis

 What are the training implications of the organization’s

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
 Job Description
Sources for
 Job Specification Operational
 Performance Standards 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 when they

1 finish the training program

It prescribes the conditions, behaviors (action) and

standards of tasks performance for the training
2 setting and some time it may include variables

Objective should be written to be SMART

3
 TRAINING PROCESS Cont . . .

1. TRAINING
OBJECTIVES EXAMPLE-1

Write a customer reply letter with no spelling mistake by

using a word processor.

Write a customer reply

Observable Action
letter

Measurable criteria With no spelling 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

checking the guest with a

Observable Action
smile

Seven predefined
Measurable 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 Session

2
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

Program • Program announcements are used

Announcement to inform the target audience about
s the training program

• Content
Program • Goals
Outlines • Expectations for the program

• Material
Training • Readings
Manuals and • Exercises
Text Books • Self tests etc.
TRAINING PROCESS Cont . . .

4. SELECT Trainer must be

TRAINER Selected Provided that:

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

Subject Refers to the mastery of the

Matter Subject Matter
Expertise
 TRAINING PROCESS Cont . . .

5. METHODS OF
DELIVERING TRAINING

a. On the Job b. Off the Job

Training Training

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

a. On the Job Training b. Off the Job Training

a. Job Instruction Training a. Lecture

b. Job Rotation b. Video Presentation
c. Apprenticeship c. Role playing
d. Coaching d. Case Study
e. Assistant to Positions e. Simulation
(i) Vestibule Training

f. Education
g. Action Learning
 TRAINING PROCESS Cont . . .
Time Activity
Friday night
6. TRAINING
SCHEDULES 6-7:30 p.m. Dinner
7:30 – 9:00 Program introduction
p.m. Initial experiential activity
Discussion on the problems
Discussion of the plan for weekend

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

10-10:30 a.m. Break

10:30 a.m. – Experiential exercise

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

12:1 p.m. Lunch

1-2 p.m. Discussion of morning activities

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

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 . . .

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

CALCULATING RETURN
ON INVESTMENT (ROI)

a. Forecasting & Measuring

Costs

b. Forecasting & Measuring

Benefits
 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 reducing

 Reduce duplication efforts
 Less time spent correcting
mistakes
 Faster access to information
the efforts time
 Higher level of skills leading to
faster work
 Higher level of motivation 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
(1) ASSESSMENT CENTERS
• A process in which multiple raters evaluate employees’
performance on a number of exercises.

(2) MYERS-BRIGGS TYPE

INDICATOR
• The Myers-Briggs Type Indicator (MBTI) is a widely-used
personality inventory, or test, employed in vocational,
educational, and psychotherapy settings to evaluate
personality type.
(3) PERFORMANCE APPRAISALS AND
360 DEGREE FEED BACK SYSTEM

• Performance appraisal is the process of measuring employees’

perfomance.360 degree feedback system involves evaluation from a
wide range of persons who interact with the manager.
HUMAN RESOURCE DEVELOPMENT Cont . . .

DEVELOPMENT
APPROACHES

1. Job-Site
Methods

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

1. Job-Site
Methods

Committee Assignment/
On-line Development
Meetings

Job
Learning Organization
Rotation

Assistant to Positions Job experience

HUMAN RESOURCE DEVELOPMENT Cont . . .

Sabbatical
Leave

Human Classroom
Relations Courses
Training and
Degrees
2. Off-
Site
Methods

Simulations
Outdoor
(Business
Games) Training
HUMAN RESOURCE DEVELOPMENT Cont . . .

MELTING A barrier to advancement to

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

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 one’s

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
organization’s 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
1. LINEAR same firm for 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 lateral,
3. SPIRAL between functional areas within the same
organization.
In this approach, the career occurs virtually
4. TRANSITORY
independent of single organization.
MANAGING CAREERS Cont . . .

i. ORGANIZATION
PERSPECTIVE
CAREER
PLANNING
ii. INDIVIDUAL
PERSPECTIVE
 MANAGING CAREERS Cont . . .

A
PERSON’S
CAREER

i. Organization ii. Individual

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

WHY IS CAREER
DEVELOPMENT NECESSARY

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

Interests Self image

HOW PEOPLE
CHOOSE
CAREER

Social
Personality
Backgrounds
 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

Do Not Stay too Long
Your Career
Stay Visible
Gain Control of Organizational
Resources

Learn the Power Structure

Present Right Image

Do Good Work

Select Your Job Judiciously

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

1. Assessment Need Components of

Assessment TNA
Develop Lesson Develop/Acquire
Define Objectives
Plan Material
2. DESIGN
Select Schedule The
Training Process Trainer/Leader
Select Methods
Program
3. Implementation Deliver the
Program

4. Evaluation Training Outcome

TRAINING & Human Resource

Development
1. Development
Need Analysis
Assessment
Centers
Myers-Briggs Type
Indicator
Performance
Appraisals and 360
DEVELOPMENT a. Job-Site Committee Job
Assistant to Positions
Assignment Rotation
2. Development Methods
Approaches On-line Development
Learning
Job experience
Organization
Human Relations
b. Off-Site Methods Simulations
Training
Classroom Courses
Outdoor Training
and Degrees
3. Issues in
Melting The Glass Succession Helping Managers With
Employee Dysfunctional Behavior
Ceiling Planning
Development
1. Important Career Career
Managing Path Goal
Career Managing Career Planning
Careers Terms Career Development Career Management

3. Responsible for
2. Career 4. How People 5. Step to Manage
Career
Planning Choose Career Your Career
Development

CHAPTER 4, 5&6 . Organization

Perspective Organization
Individual 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 “