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. 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 organizations. employee with the cultural facets of

 To augment the companys viability.

STEPS IN INDUCTION AND INTEGRATION

(1) Preparing for Induction

(4) Follow-Up

(2) 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 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: Division: IT-Data Period covered:

SAMPLE INTEGRATION PREPARATION CHART

Employee title: Database Analyst: Immediate superior: Name of Mentor:

Mentor GENERAL KNOWLEDGE

y y y y y 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.

Date

KNOWLEDGE SPECIFIC TO THE POSITION y y y y y y y y y 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 y y y y 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: Employee title: Database Analyst: Start date: Division: IT-Data Period covered:
Demonstr ation Applicatio n Knowledg e transfer Skills acquired Skills to develop comments

SAMPLE TASK TRAINING CHART

Immediate superior: Name of Mentor:

Steps Tasks/ roles and responsibilities 1. Explanati on

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
FOCUS Current Job Individual SCOPE Employees TIME FRAME Immediate Fix Current Skill GOAL Deficit

DEVELOPMENT
Current And Future Jobs

Work Group/Organization

Long Term Prepare For Future Work Demands

TRAINING PROCESS
ASSESSMENT DESIGN IMPLEMENTATION EVALUATION

Define Objectives Develop Lesson Plan Develop/Acquire Material Select Trainer/Leader

Need Assessment

Deliver the Program

Training Outcome

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 Gap Analysis
Major Causes of Performance Problems

The differences between the (P) present performance at the project/work & task levels and its (S) standard performance is called (G).

 Knowledge or Skills  Process  Resources  Motivation or Culture

Gap Analysis

G=PS

TRAINING PROCESS Cont . . .

Organizational

Analysis

Operational Analysis

Personal Analysis

Components of Training Needs 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

 Job Description

 Job Specification  Performance Standards

Data Sources for Operational 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 Plan Develop/Acquire Material Select Trainer/Leader

Need Assessment

Deliver the Program

Training Outcome

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

1
2

What will learners be able to do when they finish the training program
It prescribes the conditions, behaviors (action) and standards of tasks performance for the training setting and some time it may include variables

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 Action

Write a customer reply letter With no spelling mistake

Measurable criteria

Conditions of Performance

Using a word processor

TRAINING PROCESS Cont . . .

1. TRAINING OBJECTIVES

EXAMPLE-2

Checking the guest in 40 seconds while asking the seven predefined questions with a smile

Observable Action

checking the guest with a smile Seven predefined questions 40 seconds

Measurable criteria

Conditions of Performance

TRAINING PROCESS Cont . . .

Topic Summary of Key Points
Question to Test Understanding Duration of Each Activity in Each Session

2
A TRAINING LESSON PLAN

Training Contents 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 Announcements

Program announcements are used to inform the target audience about the training program

Program Outlines

Content Goals Expectations for the program

Training Manuals and Text Books

Material Readings Exercises Self tests etc.

TRAINING PROCESS Cont . . .

4. SELECT TRAINER
Trainer must be Selected Provided that:

He/she should have Training Competency

 Knowledge
 Varied skills needed to design and implement training program

Subject Matter Expertise

Refers to the mastery of the Subject Matter

TRAINING PROCESS Cont . . .

5. METHODS OF DELIVERING TRAINING

a. On the Job Training

b. Off the Job Training

At actual work site using the actual equipment

At training facility designed specially for training

TRAINING PROCESS Cont . . .

5. METHODS OF DELIVERING TRAINING a. On the Job Training
a. Job Instruction Training

b. Off the Job Training

a. Lecture b. Video Presentation c. Role playing d. Case Study e. Simulation
(i) Vestibule Training

b. Job Rotation c. Apprenticeship d. Coaching

e. Assistant to Positions

f. Education g. Action Learning

TRAINING PROCESS Cont . . .

Time
6. TRAINING SCHEDULES
Friday night 6-7:30 p.m. 7:30 9:00 p.m. Dinner Program introduction Initial experiential activity Discussion on the problems Discussion of the plan for weekend

Activity

Saturday 7-8 a.m. 8-10 a.m. Breakfast Brainstorming session on topic Experiential activity Discussion on the topic and activity results Break Experiential exercise Group juggle All board. Other activities Lunch Discussion of morning activities Final discussion on the training topic evaluation

10-10:30 a.m. 10:30 a.m. 12:00 p.m.

12:1 p.m. 1-2 p.m. 2-3:30 p.m.

TRAINING PROCESS
ASSESSMENT DESIGN IMPLEMENTATION EVALUATION

Define Objectives Develop Lesson Plan Develop/Acquire Material Select Trainer/Leader

Need Assessment

Deliver the Program

Training Outcome

Components of TNA

Select Methods Schedule The Program

TRAINING PROCESS Cont . . .

PHASE 3 DELIVER THE PROGRAM

TRAINING PROCESS
ASSESSMENT DESIGN IMPLEMENTATION EVALUATION

Define Objectives Develop Lesson Plan Develop/Acquire Material Select Trainer/Leader

Need Assessment

Deliver the Program

Training Outcome

Components of TNA

Select Methods Schedule The Program

TRAINING PROCESS Cont . . .

PHASE 4

EVALUATING TRAINING PROGRAM

TRAINING OUTCOMES

OUTCOMES
COGNITIVE OUTCOMES SKILL BASED OUTCOMES AFFECTIVE OUTCOMES ROI/RESULTS

DESCRIPTION
Determine the degree to which trainees are familiar with principle, facts, techniques, procedures or processes emphasized in learning. Include acquisition of learning of skills and use of skills on the job. Includes attitudes and motivation. Comparing the trainings monetary benefits with its 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 Costs

 Design & Development Cost

 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 i. Labor Saving ii. Productivity Increase

 Improve methodology reducing the efforts time  Higher level of skills leading to faster work  Higher level of motivation leading to increase efforts

 Reduce duplication efforts  Less time spent correcting mistakes  Faster access to information

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/ Meetings Job Rotation Assistant to Positions

On-line Development

Learning Organization

Job experience

HUMAN RESOURCE DEVELOPMENT Cont . . .

Sabbatical Leave

Human Relations Training

2. OffSite Methods

Classroom Courses and Degrees

Simulations (Business Games)

Outdoor Training

HUMAN RESOURCE DEVELOPMENT Cont . . .

A barrier to advancement to higher level jobs in the company that adversely affect women and minorities.

MELTING THE GLASS CEILING

Issues In Employee Development

SUCCESSION PLANNING

The process of identifying a longer-term plan for the orderly replacement of key employees.

HELPING MANAGERS WITH DYSFUNCTIO -NAL BEHAVIOR

Dysfunctional behavior includes insensitivity to others, inability to be a team player, arrogance, poor conflict management skills, inability to meet business objectives, and inability to change or adapt during a transition

MANAGING CAREERS

MANAGING CAREERS
CAREER

1
A Career Consist of all jobs held during ones working life.

Or

The sequence of position that a person has held over his/her life.

MANAGING CAREERS Cont . . .

IMPORTANT CAREER MANAGING TERMS
Process by which one selects career goals and the path to those goals.

1. Career Path 2. Career Goal 3. Career Planning

4. Career Development

Career goals are the future positions one strive to reach as part of career, these goals serve as benchmarks along ones career path.

Process by which one selects career goals and the path to those goals.

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
1. LINEAR

EXPLANATION
The traditional way in which one enters an organization near the bottom, works in the 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 technical specialty without the need to move into management. It involves a number of moves, some lateral, between functional areas within the same organization. In this approach, the career occurs virtually independent of single organization.

2. EXPERT

3. SPIRAL

4. TRANSITORY

MANAGING CAREERS Cont . . .

i. ORGANIZATION PERSPECTIVE

CAREER PLANNING
ii. INDIVIDUAL PERSPECTIVE

MANAGING CAREERS Cont . . .

A PERSONS CAREER i. Organization 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

ii. Individual 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
Employees believe the company regards them as part of an overall plan and not just as numbers.

2
Improve morale, boost productivity, and help the organization become more efficient.

3
Reduce costs due to employee turnover

MANAGING CAREERS Cont . . .

1
ORGANIZATION

Who is Responsible for Career Development

3 EMPLOYEE

2 MANAGER

MANAGING CAREERS Cont . . .

1. ORGANIZATION
Providing Job Information. Implementing Effective Placement Process. Offering Education and Training

2. MANAGER
Appraising performance Coaching & supporting Guiding & counseling Providing feedback. Supplying information.
Maintaining integrity of system

3. EMPLOYEE
Self Assessment Gathering Data Setting Goals Working with Supervisor. Developing Plan. Applying for Openings

MANAGING CAREERS Cont . . .

Interests

Self image

HOW PEOPLE CHOOSE CAREER

Personality

Social 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 Your Career

Find a Mentor 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 Induction and Integration

Preparing for Induction 1. Assessment

Induction

Integration

Follow-Up

Need Assessment Define Objectives

Components of TNA Develop Lesson Plan Select Methods Develop/Acquire Material Schedule The Program

2. DESIGN

Training Process
3. Implementation

Select Trainer/Leader Deliver the Program Training Outcome

4. Evaluation

TRAINING & DEVELOPMENT

Human Resource Development

1. Development Need Analysis 2. Development Approaches

Assessment Centers a. Job-Site Methods

Myers-Briggs Type Indicator

Committee Assignment On-line Development

Performance Appraisals and 360

Job Rotation Learning Organization Simulations Outdoor Training Helping Managers With Dysfunctional Behavior Assistant to Positions

Job experience

b. Off-Site Methods

Human Relations Training Classroom Courses and Degrees

3. Issues in Employee Development

Melting The Glass Ceiling

Career Path

Succession Planning
Career Goal

Managing Careers

1. Important Career Managing Terms 2. Career Planning

Career Planning

Career Development Career Management

3. Responsible for Career Development

Organization Manager Employee

4. How People Choose Career

5. Step to Manage Your Career

CHAPTER 4,

5&6

. Organization
Perspective Individual Perspective

Interests Self image

Personality
Social 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