TRAINING & DEVELOPMENT

TRAINING AS A MANAGEMENT
SKILL / TRAINING AND
DEVELOPING YOUR STAFF
HRT 382 - WEEK 4

DO ORGANIZATIONS NEED TRAINING ?

The answer is
YES
However, we must
know the purpose
and functions of
training before we
can use it.

THE GAP
CONCEPT
Expected Curve

Performance/
Results

Gap
1,000 Cars
200 Cars

Actual Curve

800 Cars
Time

In training terms this means we need to

develop programs to fill the Gap

TRAINING NEEDS

The reasons for

not making the
1,000 cars:
Not enough
resources
Poor machines
Poor staff skills

As training experts
we must analyze the
situation to
determine if:
Expected result too
high
Target achievable
Is training the only
way to make it happen
Are there other

EXERCISE 1
Imagine you are the managing director
of a full service restaurant. One day you
receive a complaint letter from a guest
reporting s/he was not satisfied with the
follow up regarding their criticismof
beingoverchargedinoneofyour
restaurants.
Whywasthecomplaintmade?
Isthereatrainingneed?

3 REASONS TO CONSIDER
CONDUCTING
AN INTERNAL NEEDS ANALYSIS
1. Employee obsolescence/out-dated

Technical advancements, cultural

changes, new systems,
computerization
2. Career plateaus

Need for education and training

programs
3. Employee Turnover

Development plan for new employees

IMPORTANCE OF TRAINING
Maintains qualified products / services
Achieves high service standards
Provides information for new comers
Refreshes memory of old employees
Achieves learning about new things;
technology, products / service delivery
Reduces mistakes - minimizing costs
Opportunity for staff to feedback / suggest
improvements
Improves communication & relationships better teamwork

FEATURES OF TRAINING
Training objectives are tied to organizations business
objectives.
Training is modular so it can be adapted to workplace
schedules.
Training is tailored to trainee needs and learning styles.
Training structure allows employees to learn at their
own pace.
Trainees are provided regular, ongoing feedback
concerning their progress while in the training
programme.

BENEFITS OF TRAINING

Most training
is targeted to
ensure
trainees
learn
something
they apply to

USING TRAINING TO DEAL

WITH COMPETITIVE
CHALLENGES

1. GLOBAL CHALLENGE- in the advent of a borderless

society, cross cultural training is important to prepare
employees and their families for possible overseas
assignments.
2. QUALITY CHALLENGE- employers are forced to train
their employees to create high quality products and
services.
3. HIGH PERFORMANCE WORK SYSTEM
CHALLENGE- new technology causes changes in skill
requirements and work roles, and often results in
redesigning work structures

WHAT IS TRAINING?

Training is a systematic process

through which an organizations
human resources gain knowledge
and develop skills by instruction and
practical activities that result in
improved corporate performance.

TRAINING IS THE PROCESS OF

ALTERING
EMPLOYEE
BEHAVIOR AND ATTITUDES IN A
WAY THAT INCREASE THE
PROBABILITY OF GOAL
ATTAINMENT.

WHY T & D
No one is a perfect fit at the time of
hiring and some training & development
must take place.
Planned development programs will
return values to the organization in terms of
:
Increased productivity
reduced costs
Morale

Molds employees attitude

Helps them achieve better co-operation
Creates greater loyalty to the organization
Reduces wastage and spoilage
Reduces constant supervision
Improves quality

DIFFERENCES BETWEEN TRAINING,

EDUCATION & DEVELOPMENT

Training is short term, task oriented

and targeted on achieving a change of
attitude, skills and knowledge in a
specific area. It is usually job related.
Education is a lifetime investment. It
tends to be initiated by a person in
the area of his/her interest
Development is a long term
investment in human resources.
15

THE ASK CONCEPT

If we follow the GAP concept, training is
simply a means to use activities to fill
the gaps of performance between the
actual results and the expected results.
This GAP can be separated into 3 main
themes
1. Attitude
2. Skills
3. Knowledge

EXERCISE 2

iculty to develop in people

Easy
Moderately
difficult
Most difficult

FIVE PRINCIPLES OF
LEARNING

Participation: involve trainees, learn by doing

Repetition: repeat ideas & concepts to help
people learn
Relevance: learn better when material is
meaningful and
related
Transference: to real world using simulations
Feedback: ask for it and adjust training
methods to audience.

A SYSTEMATIC APPROACH
TO TRAINING
Key Concepts in Preparing a
Training Plan
Before you train and develop people
identify what:
They must know - before they can perform
job
They should know - to improve performance
Would be nice for them to know but not
necessary to perform duties.

TYPES OF TRAINING
On

the job:

Orientation
Apprentice
Committee assignments
Off the job:
Vestibule
Role playing
Lecture
Case discussion
Conference

Decision making: In basket

Business games
Case studies
Role play

RESPONSIBLE FOR TRAINING

Top Mgmt Frames the Training policy
HR Dept plans, establishes and
evaluates
Supervisors implement and apply
development procedure
Employees provide feedback, revision
and suggestions

MODEL OF THE TRAINING PROCESS*

*Goldstein, I. (2002) Training in Organizations 4 th Ed.

Assessment Stage

Training Stage

Evaluation Stage

Development of
Training Objectives

Design & Select

Procedures

Measure Training
Results

Development of
Criteria for Training
Evaluation

Train

Compare Results to
Criteria

Organizational
Needs Assessment
Task Need Assessment

Feedback

NINE STEPS IN THE TRAINING

PROCESS

1.
2.
3.
4.
5.
6.
7.
8.
9.

Assessing training needs

Preparing training plan
Specifying training objectives
Designing the training program(s)
Selecting the instructional methods
Completing the training plan
Implementing the training program
Evaluating the training
Planning future training

1) ASSESSING TRAINING
NEEDS
Conduct a training needs analysis by
either one, or both, of the following
External approach (company, guests,
society)
Internal approach using a staff
opinion survey.

NEEDS ASSESSMENT FOR TRAINING

ORGANIZATION ANALYSISenvironment, strategies, resources to

determine where to emphasize training
TASK ANALYSIS- activities to be
performed in order to determine the ASKS
needs
PERSONAL ANALYSIS- performance,
knowledge and skills in order to determine
who needs training26

EXERCISE 3
Imagine you are the manager of a
factory with 500 workers making ice
cream for export to Europe.
What information and evidence do
you need before you can say the
employees need training?
Try to list 5 ideas.

RESPONSE TO
EXERCISE 3
Accidents report
Sick leave report
Employee
compensation statistics
Product quality control
report
Wastage report
Efficiency report
Machinery out-of-order
report

Staff discipline report

Staff enquiries &
complaints
Guests complaints
Refusal of orders made
Quality of product
report
Market needs & trends
Demographic data &
background of
employees

2) PREPARING TRAINING
PLAN
Consider whether to design a long (510 years), medium (3-5 years) or
short (1 year) term plan.
Ask your self What are we going to
achieve in the time period?
Use a holistic approach by using a
calendar for inputting your training
activities.

TRAINING CALENDAR
EXAMPLE
Training Area
Attitude
Train the trainer
Job competency
Sales techniques
Telephone manner

Month in the year

1 2 3 4 5

7...

INDIVIDUAL PLANS
For individual personalized training,
we must assess the trainees
weakness and strengths first before
setting up appropriate programs.
Training areas maybe tailor-made.
Trainee should receive an individual
timetable for self progress.

3) SPECIFYING TRAINING
OBJECTIVES
Training Objectives must be specific &
measurable. Why? Very difficult to
measure effectiveness after course is
finished.
What should trainees be able to accomplish
after participating in the training program?
What is the desired level of such
accomplishment, according to industry or
organizational standards?
Do you want to develop attitudes, skills,

4) DESIGNING THE
TRAINING PROGRAM(S)
1. Program duration
2. Program
structure
3. Instruction
methods
4. Trainers
qualification
5. Nature of
trainees
6. Support

7. Training location
& environment
8. Criteria &
methods for
assessing
participant
learning and
achievement
9. Criteria &
methods for
evaluating the

5) SELECTING INSTRUCTIONAL METHODS

NOTE: THIS IS THE MOST

IMPORTANT STEP
On-the job-training (OJT)
learn while youre working
THE PROPER WAY TO DO ON-THE-JOB-TRAINING:
P- PREPARE- decide what employee need to be taught.
R- REASSURE- put employee at ease and motivate to learn.
O- ORIENT- show the correct way to do the job.
P- PERFORM- let them try the job themselves.
E- EVALUATE- check employees performance. correct errors
and repeat instructions.
R- REINFORCE AND REVIEW- provide praise and
encouragement and give feedbacks.

Off -the job-training

In house, training or classroom
External, consultancies or attending
external classes
Independent bodies, such as government
talks
Distance learning, from books or notes
Computer-assisted learning
Interactive-video training
Video conferencing, same as classroom

EXERCISE 4
Imagine you are the training manger of a
hotel that will open next year. Your GM
asks you to develop a training program that
aims to boost the team spirit of the newly
formed Executive Committee Members.
Your GM suggests you organize a two-day
course in a resort location from 9 to 5 for
both days.
Your task is to suggest 3 training methods
that suit the training theme described

RESPONSE TO
EXERCISE 4
Remember your
training theme was to
change the
individuals attitudes
Employ exercises that
trainees can:
Participate in
React to
Provide feedback in
Receive inspiration to
move on

Suitable training
methods you might have
listed:
Role-play
Games
Simulation exercises
Discussion/debate formats
Experiential exercises
Self evaluation (e.g. video
tape trainees performance
& let them evaluate their
own behaviors).

6) COMPLETING THE TRAINING

PLAN
Target group assess your audience
Topic task, skill or attitude ingredient
Method direct (one way communication)
or indirect (discussion, games,
experimental exercises). Important as
evaluation of trainees usually lies on the
perception on what they did in the training
session
Time length, period, breaks important to
consider

7) IMPLEMENTING THE TRAINING

PROGRAM
Besides trainers qualifications and
experience:
Participant selection
Group comfort - physical & psychological
Trainer enthusiasm & skills
Effective communication
Feedback mechanism
The need to learn new training skills
Preparation by trainers

8) EVALUATING THE TRAINING

Three Levels of Evaluation
1. Immediate Feedback
Survey or interview directly after
training

2. Post-Training Test
Trainee applying learned tasks in
workplace?

3. Post-Training Appraisals

CRITERIA FOR EVALUATING TRAINING

1. REACTIONS- how trainees can give insight of

what they learned to be more useful.
2. LEARNING- what participants think whether
they learned or not bout the training.
3. BEHAVIOR- on how trainees transfer training
and how well employees apply what they have
learned to their jobs.
4. RESULTS/ R.O.I.- if trainings increase
productivity, improve quality, lower cost and
more satisfied customers.

BENCHMARKING
FOUR-STEP PROCESS:
1.PLAN- conduct a self audit to define internal
process and measurement
2.DO- collect data through surveys, interviews,
site visits and / or historical records
3.CHECK- analyze data to discover performance
gaps and communicate findings and suggested
improvements to the management
4.ACT- establish goals, implement specific
changes, monitor progress and redefine
benchmarks as a continuous improvement process

9) PLANNING FUTURE
TRAINING
Last step in the training process
After taking all evaluated
comments, trainers should modify
the programs to keep good things
and make suggested
improvements
Remember, even with the same topic
for different trainees, trainers should
address many parts of the training

SPECIAL TOPIC

LEADING IN A
CHANGING
ENVIRONMENT

44

BEST COMPANIES FOR LEADERS FOCUS

Collaboration
Diversity
Sustainability

Leadership
Practices systems
Programs

THE CHANGING
ENVIRONMENT

Innovation,
efficiency and
emerging markets
will pave the way for
future growth

INCREASING CHALLENGES AND

OPPORTUNITIES FOR ORGANIZATIONS
Globalization
Shift in the global economy
Need to operate in global markets with local anchoring
Leading virtual teams from different cultures

Operating in a flatter, more matrixed environment

Managing across functions and geographies without authority
Increased use of technology

Driving innovation while reducing costs

Collaborating/partnering with outside constituents
Focusing on initiatives that will provide the greatest value

Future leaders have to inspire, mobilize a

diverse workforce
to innovate and grow

WHAT ORGANIZATIONS VALUE

MOST IN LEADERS
Global top 20 vs all others
Strategic thinking

52

Execution

35

Ethics

19

Inspiring leadership

28

Technical competence/expertise

26

30

Decision making
Teamwork

20

Capacity to learn

20

Social responsibility

3
0

60
60

45
40

All others
Top 20

35
35

32

10

10

20

30

40

50

60

70

Per cent of respondents

Source: Hay Group 2010 Best Companies for Leadership study

80

90

100

GLOBALIZATION AND

COLLABORATIO
N

HOW BCL DRIVE

COLLABORATION

Everyone, at all levels, has to

lead and to bring value
Actively seek out and
disseminate innovative ideas,
successful practices
Reward structures that
encourage collaboration

HOW THE BEST COMPANIES PREPARE MORE

EFFECTIVE COLLABORATIVE LEADERS
Best Companies for Leadership are more proactive and focused in preparing
employees to be effective in a global matrix
100

100

100

90
Per cent
80 of respondents
70

95

90

80

66

60
50
40

43

48

Top 20
All others

30
20
10
0
Programs designed to develop leaders
Use
who
collaborative
can creatively
technologies
bring together
to encourage
Expat
resources
program
information
across
that
thedeals
organization
sharing
withacross
blending
business
expats
Company
units
with the
recruits
local cultural
culture minorities

Source: Hay Group 2010 Best Companies for Leadership study

How to make
leaders more
effective in a
global
environment

BCL: GAIN VALUE FROM

DIVERSITY

Global views and direction applied

differently to meet local needs
Hire and develop potentials from
regions and constituencies, that
they see as future markets
Programs and practices to help
employees manage competing
demands work-life

DIVERSITY

BCL: SUSTAINABLE WORK

FORCE

Changing values new generation

Contribute to society
Energy efficiency
Social responsibility

Combine initiatives with

development
Flexible career paths

RESPONSIBLE
PRACTICES

FOCUS IN THE ATTRACTION

AND
DEVELOPMENT OF FUTURE
LEADERS
Global top 20 vs all
others
Targeted
leadership
training and
development
Stretch assignments

90

64

International opportunities

55

31
35
35

Mentoring programs
Fast track promotions

15

Early long-term incentive opportunities

15
14
10

Higher pay and bonus opportunities

0

10

20

100

73

All others
Top 20

27

29
30

40

50

60

70

Per cent of respondents

80

90

100

The future leaders of

organizations are
looking for a job that
allows one to live a
meaningful life and
have a life

BEST COMPANIES FOR LEADERSHIP

CONTINUE TO ADAPT TO EMPLOYEES NEEDS
100
95
100
92
90
84
Per cent of respondents
80
70
61
60
60
Top 20
50
43
All others
40
32
30
20
10
0
Introduced an on boarding program to help Itnew
is easy
parents
Leaders
for people
return
aretochange
work
the workplace
from
agents
home
Company
towards higher
pays male
enviromental
and female
standards
employees the same rate

LEADERSHIP MUST KEEP PACE

WITH ORGANIZATIONAL
CHANGE

Competencies have been adapted to

meet future challenges
Focus on preparing leaders to
manage a global, divers workforce
Leadership development is a
priority at the highest level in the
organisation
Leadership development co-creation
between top leaders and

THANK YOU