The importance of training can be discussed under the

following heads:
(i) Advantages of standardization:
The methods of production are standardised through training. All
trained employees follow same methods and techniques of production
and hence there can be little variation in output and standards
produced by different employees. By using standardised methods, the
quality of output would be increased.

(ii) Increasing organisational stability and flexibility:

Training provides opportunities for the employees to learn an acquire
skills to work in several departments in an organisation. Training also
results in low rate of labour turnover which means high consistency in
organisations in retaining people for long period of time.

Low labour turnover means high organisational stability. Flexibility is

ensured because employees may be placed in several departments over
a period of time as they acquire multiplicity of skills through adequate
training

(iii) Heightened morale:

Training results in increased morale of employees because of
reduction in dissatisfaction at work, reduced complaints, and reduced
absenteeism, and increased interest in work during the post-training
period. Heightened morale results in increased loyalty to the
organisation.

(iv) Reduced supervision and direction:

A trained employee knows what job he has to do and how to do that
job and requires no guidance and supervision. Supervisors can devote
their time to solve more important problems rather than
concentrating on constant and regular supervision.
(v) Economical use of resources:
A well-trained employee makes better and economical use of available
resources (materials, machines, and equipment). Optimum utilisation
of resources results in reduced cost on production and higher profits.

(vi) Increase in productivity:

ADVERTISEMENTS:

Training brings about increase in quantity and quality of goods

produced resulting in high productivity.

(vii) Future manpower needs:

Through proper training employees become eligible for promotion
handling more responsibility. An expanding and growing organisation
wishes to train the existing employees so as to place them in higher
positions in future.

(viii) Better industrial relations:

Training provides a platform for maintaining smooth industrial
relations. Employees develop a feeling that organisation is taking care
and interest in them through training programmes.

(ix) Reduced accidents at workplace:

Untrained people are bound to commit errors while handling
machinery and equipment resulting in incidents at workplace.
Training eliminates (reduces) the possibility of incident due to
mishandling of equipment, machinery, and other resources of the
organisation.

Proper training and development programmes ensure safety in

handling the organisation’s resources which results in reduction in the
accident rates.

(x) Reduced learning time:

An untrained worker consumes a lot of time to learn the methods,
technique of doing the work. Skilled and trained employees reach the
acceptable level of performance within no time. Therefore, training
results in reduced learning time.

1. 1. Training as a management skill / Training and developing your staff HRT

382 - Week 4 TRAINING & DEVELOPMENT
2. 2. DO ORGANIZATIONS NEED TRAINING ? The answer is “YES”
However, we must know the purpose and functions of training before we can
use it.
3. 3. THE GAP CONCEPT Performance/ Results Time Expected Curve Actual
Curve Gap In training terms this means we need to develop programs to fill
the Gap 1,000 Cars 800 Cars 200 Cars
4. 4. 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 factors. TRAINING NEEDS
5. 5. 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 criticism of being overcharged in
one of your restaurants. Why was the complaint made? Is there a training
need? EXERCISE 1
6. 6. 1. Employee obsolescence/out-dated – Technical advancements, cultural
changes, new systems, computerization 1. Career plateaus Need for
education and training programs 1. Employee Turnover Development plan
for new employees 3 REASONS TO CONSIDER CONDUCTING AN
INTERNAL NEEDS ANALYSIS
7. 7. 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 IMPORTANCE OF TRAINING
8. 8. Training objectives are tied to organization’s 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. FEATURES OF
TRAINING
9. 9. BENEFITS OF TRAINING Most training is targeted to ensure trainees
“learn” something they apply to their job.
10.10. 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
11.11. WHAT IS TRAINING? Training is a systematic process through which
an organization’s human resources gain knowledge and develop skills by
instruction and practical activities that result in improved corporate
performance.
12.12. “Training is the process of altering employee behavior and attitudes in a
way that increase the probability of goal attainment.”
13.13. 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 Flexibility to adapt to changing requirements
14.14. Molds employees’ attitude Helps them achieve better co-operation
Creates greater loyalty to the organization Reduces wastage and spoilage
Reduces constant supervision Improves quality
15.15. DIFFERENCES BETWEEN TRAINING, EDUCATION &
DEVELOPMENT 15 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.
16.16. 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 THE ASK CONCEPT
17.17. Rank ASK by difficulty to develop in people Attitude Skills Knowledge
EXERCISE 2 •Easy •Moderately difficult •Most difficult
18.18. 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. FIVE
PRINCIPLES OF LEARNING
19.19. 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. A SYSTEMATIC APPROACH TO
TRAINING
20.20. TYPES OF TRAINING On the job: Orientation Apprentice Committee
assignments Off the job: Vestibule Role playing Lecture Case discussion
Conference
21.21. Decision making: In basket Business games Case studies Role play
22.22. Top Mgmt – Frames the Training policy HR Dept – plans, establishes
and evaluates Supervisors – implement and apply development procedure
Employees – provide feedback, revision and suggestions RESPONSIBLE
FOR TRAINING
23.23. MODEL OF THE TRAINING PROCESS* Assessment Stage Training
Stage Evaluation Stage Organizational Needs Assessment Task Need
Assessment Development of Training Objectives Design & Select
Procedures Measure Training Results Development of Criteria for Training
Evaluation Train Compare Results to Criteria Feedback *Goldstein, I.
(2002) Training in Organizations 4th Ed.
24.24. 1. Assessing training needs 2. Preparing training plan 3. Specifying
training objectives 4. Designing the training program(s) 5. Selecting the
instructional methods 6. Completing the training plan 7. Implementing the
training program 8. Evaluating the training 9. Planning future training NINE
STEPS IN THE TRAINING PROCESS
25.25. 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. 1) ASSESSING TRAINING NEEDS
26.26. ORGANIZATION ANALYSIS- environment, strategies, resources to
determine where to emphasize training TASK ANALYSIS- activities to be
performed in order to determine the ASK’S needs PERSONAL
ANALYSIS- performance, knowledge and skills in order to determine who
needs training NEEDS ASSESSMENT FOR TRAINING 26
27.27. 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.
EXERCISE 3
28.28. 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 RESPONSE
TO EXERCISE 3
29.29. Consider whether to design a long (5-10 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. 2) PREPARING TRAINING PLAN
30.30. TRAINING CALENDAR EXAMPLE 1 2 3 4 5 6 7... Attitude Train the
trainer Job competency Sales techniques Telephone manner … Training
Area Month in the year
31.31. 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. INDIVIDUAL PLANS
32.32. 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,
 knowledge or some combination of these three? 3) SPECIFYING
TRAINING OBJECTIVES
33.33. 1. Program duration 2. Program structure 3. Instruction methods 4.
Trainers qualification 5. Nature of trainees 6. Support resources – materials,
OHP, classroom 7. Training location & environment 8. Criteria & methods
for assessing participant learning and achievement 9. Criteria & methods for
evaluating the program 4) DESIGNING THE TRAINING PROGRAM(S)
34.34. On-the job-training (OJT) learn while you’re 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. 5) SELECTING INSTRUCTIONAL METHODS NOTE: THIS
IS THE MOST IMPORTANT STEP
35.35. 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
except teachers and students are in different locations.
36.36. 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 above. Hint: this is attitude, not skills nor knowledge
training EXERCISE 4
37.37. 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). RESPONSE TO EXERCISE 4
38.38. 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 Location – away from the
office? 6) COMPLETING THE TRAINING PLAN
39.39. 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 7) IMPLEMENTING THE
TRAINING PROGRAM
40.40. Three Levels of Evaluation 1. Immediate Feedback  Survey or
interview directly after training 1. Post-Training Test  Trainee applying
learned tasks in workplace? 1. Post-Training Appraisals  Conducted by
immediate supervisors of trainees 8) EVALUATING THE TRAINING
41.41. 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. CRITERIA FOR EVALUATING
TRAINING
42.42. 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 BENCHMARKING
43.43. 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 process again and
consider new approaches. 9) PLANNING FUTURE TRAINING
44.44. LEADING IN A CHANGING ENVIRONMENT SPECIAL TOPIC 44
45.45. BEST COMPANIES FOR LEADERS FOCUS  Collaboration
Diversity Sustainability  Leadership Practices – systems Programs
46.46. Innovation, efficiency and emerging markets will pave the way for future
growth
47.47. 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
48.48. Future leaders have to inspire, mobilize a diverse workforce to innovate
and grow
49.49. 3 32 35 10 20 20 30 35 40 45 60 60 19 52 28 26 7 35 0 10 20 30 40 50
60 70 80 90 100 Social responsibility Capacity to learn Teamwork Decision
making Technical competence/expertise Inspiring leadership Ethics
Execution Strategic thinking Per cent of respondents Top 20 All others
WHAT ORGANIZATIONS VALUE MOST IN LEADERS Global top 20
vs all others Source: Hay Group 2010 Best Companies for Leadership study
50.50. 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
51.51. 100 100 95 90 66 80 43 48 0 10 20 30 40 50 60 70 80 90 100 Programs
designed to develop leaders who can creatively bring together resources
across the organization Use collaborative technologies to encourage
information sharing across business units Expat program that deals with
blending expats with the local culture Company recruits cultural minorities
Percentofrespondents Top 20 All others 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 Source: Hay Group 2010 Best
Companies for Leadership study
52.52. How to make leaders more effective in a global environment
53.53. 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
54.54. DIVERSITY
55.55. BCL: SUSTAINABLE WORK FORCE Changing values new
generation Contribute to society Energy efficiency Social responsibility →
Combine initiatives with development → Flexible career paths → Purpose
driven leadership
56.56. RESPONSIBLE PRACTICES
57.57. 29 14 27 35 31 64 73 10 15 15 35 55 90 100 0 10 20 30 40 50 60 70 80
90 100 Higher pay and bonus opportunities Early long-term incentive
opportunities Fast track promotions Mentoring programs International
opportunities Stretch assignments Per cent of respondents Top 20 All others
FOCUS IN THE ATTRACTION AND DEVELOPMENT OF FUTURE
LEADERS Global top 20 vs all others Targeted leadership training and
development
58.58. The future leaders of organizations are looking for a job that allows one
to live a meaningful life and have a life
59.59. 61 84 95 100 32 43 60 92 0 10 20 30 40 50 60 70 80 90 100 Introduced
an on boarding program to help new parents return to the workplace It is
easy for people to work from home Leaders are change agents towards
higher enviromental standards Company pays male and female employees
the same rate Percentofrespondents Top 20 All others BEST COMPANIES
FOR LEADERSHIP CONTINUE TO ADAPT TO EMPLOYEES NEEDS
60.60. 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 professionals
61.61. THANK YOU
Opening case study – HRD programs can be key components when an
organization seeks to revitalize itself and change its organizational culture. For
instance, Cathay Pacific Airways is an international airline based in Hong Kong
that serves over eighty-five destinations on five continents. In 2003, Cathay Pacific
carried over 10 million passengers, and also maintained a considerable cargo
operation. Worldwide, approximately 14,000 people work for the airline. A survey
in the 1990s revealed that travelers felt that Cathay Pacific service was good, but
not as warm and friendly as customers desired. Some even described the service as
“robotic.” This led to a reexamination of how the company recruited, trained, and
managed its employees.
One major change that Cathay Pacific made was in its in-flight training
department. In the past, trainers devised and followed careful lesson plans. This
was intended to provide a set standard of service on all flights. However, to
increase customer retention, especially among business travelers, Cathay Pacific
decided that something more was needed.
Questions: Assume you are a training manager at this airline. First, how would
you go about designing a needs assessment for the airline? What methods would
you use to design training that emphasized exceptional customer service? Second
what type(s) of training would you recommend for flight attendants, if the new
goal was to provide exceptional customer service? How might the training
programs themselves have to change in order to promote innovation and
collaboration among flight attendants, as well as from
1. 12. Levels of Training Need Analysis Organizational Analysis Task Clarify
Analysis Objectives Person Analysis 13
Organizational or Strategic Analysis
 Purpose is to examine the organization unit or Dept And determine its
Basic strategy , objectives , and goals
 In dealing with changing Business Environment , the Org. may focus on
the company’s new business goals & challenges
 In Conducting org analysis , the company may consider issues like:

2. 14.  Increased Competition More demand for customized products

Increased needs on cooperation among companies Research & innovation
Merger & acquisition Business strategies of the rival companies Org
Analysis must also take into account the product & market Diversification
plan , geographical spreads , cost – cutting and profit maximization
proposals. The sources for org analysis may include org climate measure ,
current performance data
3. 15. Task analysis What must be done to perform a job or complete a
process successfully Also called KSA analysis Job Evaluation , job
specification (Detail of Person) , job description (role of the job) Superior
performers in the jobs can give valuable information Task analysis is a
systematic collection of data about a specific job to determine what an
employee should taught to achieve optimal performance
4. 16.  Results of a task analysis include standards of performance How task
should be performed? Variety of data sources are available including
observing the job , asking questions about the job 4 steps involved -
Develop a list of task statements : using observations , interview develop a
list of task performed in a given sob - Develop a list of task clusters: useful
for organizing large number of tasks. It means segregating tasks into groups
in accordance with their similarilities
5. 17. - Develop a list of KSA’s : identify the KSA need forthe performance -
Assess the importance of the tasks : which of thetasks are most critical for
successful performance ofthe job and difficulties in mastering them
6. 18. Person Analysis It is to find out who needs to be trained and what kind
of training they need Finding out the individual KSA against the successful
 performance of the job given Education qualification , work experience ,
skill set , motivational level , attitude matters a lot in person analysis It is
done individually Performance appraisal report , self - perception,
observations are important sources

Factors to consider before purchasing an HRD program:1) Expertise – when an

organization lacks specialized KSAOs needed to design and implement an HRD
program,
2) Timeliness – when is it timelier to hire an outside agency to facilitate the
process,
3) Number of trainees – the larger the number of trainees, the greater the likelihood
the organization will be willing to design the program itself. For just a few
trainees, the HRD department will likely send them to an outside training agency,

4) Subject matter – If the subject matter is sensitive or proprietary, the HRD

department conducts the program in-house using employees as trainers,

5) Cost – HRD department always considers cost, but only in concert with other
factors,

6) Size of HRD – the size of an HRD department is important for assessing the
capacity to design, conduct, and/or implement skills training (as opposed to using
an outside agency),

7) “X” factor – some other extraneous conditions that make it preferable that an
outside agency be used to conduct skills training.Selecting a trainer– must be able
to communicate knowledge, skills effectively, use various instructional techniques,
have good interpersonal skills and ability to motivate.

Training Competency:1) knowledge and skills needed to design and implement an

effective training program, 2) subject matter expert – someone who is anexpert in a
subject and is able to train others, 3) those who aren’t experts may rely heavily on
a single method or on textbook and training materials, and won’t be able to
The lesson plan is the trainers guide for the actual delivery of the training content.
It is designed to provide the facilitator with what the trainee is to learn, the
sequence of the learning, how to deliver each segment of the learning (training
method), the equipment required to do so, and the time in which to deliver each
segment. Without this level of detail, a training program or HRD intervention may
very well fail. Some organizations have program designers whose responsibilities
may include defining training objectives and developing lesson plans. Some
organizations include a section on lesson planning in their train-the-trainer
programs. The purpose of the train-the-trainer program is to provide subject matter
experts with the necessary instructional knowledge and skills to design and
implement a training program. Objectives provide direction for the lesson planner
or course designer. They provide the