Training and Development

• Orientation
• Onboarding – Learning
• Training, Development and
Education
• Training Process: ADDIE
• Performance Appraisal: Why,
Goals, Process,
• Tools – BSC
• Managing Appraisal Interviews
 Onboarding & Orientation

• After successful selection of the candidates, employees must be inducted

and trained.
 The goal of orientation and training is to ensure that your employees
know what to do and how to do it.
 Although the human resources department usually designs the
orientation and training programs, the supervisor is in charge of the
majority of the day-to-day orienting and training.
Onboarding: Onboarding starts the moment the employee signs the legal
employment documents
Employee orientation: is the process of providing new employees with the
basic background information (such as computer passwords and company
rules) they need to start their careers, do their jobs;
Ideally, it should also assist them in developing an emotional attachment to
and engagement with the firm.
Purpose
• Make the new employee feel welcome, at ease, and a valuable member of
the team.
• Ensure that the new employee is familiar with the fundamentals of the
job, such as e-mail access, personnel policies and benefits, and work
behavior expectations.
• Assist the new employee in understanding the organization in general (its
history, present, culture, strategies, and future vision).
• Begin socializing the individual with the firm's culture and ways of doing
things.

A good orientation program will leave a positive impression of the company

and its work.
The effectiveness of an orientation program can have a long-term impact on
absenteeism and turnover
Orientation program

(i) Formal or informal

(ii) Individual or Collective
(iii) Serial or Disjunctive

(iv) Investiture or Divestiture

Requisites of an effective program

1. Prepare for New Employees

2. Determine Information New Employees Want to Know
3. Determine How to Present Information
4. Completion of paperwork

Evaluation of orientation program

 Firms with formal orientation programs typically ask employees to
complete a questionnaire evaluating the program.
 It is preferable to administer the questionnaire after some time has passed.
 Alternatively, the HR representative or the supervisor may conduct follow-
up interviews.
 Group discussions can also be held with new employees who have settled
into their jobs well.
https://youtu.be/XeREWk-PyrU

https://youtu.be/JQ6OkrH7d1s
 Training and development

 Training and development are the processes of imparting specific skills,

abilities, and knowledge to employees.

 It can be defined as any attempt to improve current or future employee

performance by improving an employee's ability to perform through
learning, typically by changing the employee's attitude or expanding his or
her skills and knowledge.

 The employee's performance deficiency determines the need for training

and development, which is calculated as follows:

Need for training and development = Standard performance - Actual performance

Training v/s Development

 Development refers to learning opportunities that are intended to help

employees grow.
 Development is not primarily concerned with skills. Instead, it provides
general knowledge and attitudes that will be useful to higher-level
employees.
 Personal drive and ambition are frequently required for development
efforts. Development activities, such as those provided by management
development programs, are almost always voluntary.

Training v/s Development v/s Education

Training: provided to operatives
Developmental programs: designed for employees in higher positions
Education: shared by all employees, regardless of their grades
Inputs in training and development
• Skills
• Education
• Development
• Ethics
• Attitudinal Changes
• Decision Making and Problem Solving Skills
• Creativity
• Literacy
• Diversity
• Crisis
• Teams
Training and development as source of competitive advantage

 Training and development programs aid in the removal of performance

deficiencies in employees.
 This is especially true when —
1. the deficiency is caused by a lack of ability rather than a lack of motivation
to perform
2. the individual(s) involved have the aptitude and motivation to learn how to
do the job better
3. supervisors and peers support the desired behaviors
 An organization has more stability, flexibility, and potential for growth.
 Employee stability is aided by training in at least two ways.
• Following training, employees become more efficient. Employees who work
efficiently help the company grow. Growth ensures the workforce's stability.
• Furthermore, trained employees become more operationally versatile,
Flexible and are more likely to stay with the company.
 Training and development offer competitive advantage to a firm by removing
performance deficiencies; making employees stay long; minimising accidents,
scrap and damage; and meeting future employee needs.
 In the knowledge economy, it is no longer sufficient to send your employees
through a training module once or twice a year rather it has become a
24/7/365 affair that transcends geography and time constraints.
 Employees' future needs will be met through training and development
programs.
 Training is an investment in human resources with the potential for future
returns.
 Though no single training program can provide all of the benefits, the company
that invests in training and development improves its HR capabilities and
strengthens its competitive edge.
 At the same time, the employee's personal and professional goals are advanced,
enhancing his or her abilities and value to the employer. Finally, the HR
department's objectives are furthered.
 The ADDIE Five-Step Training Process

1. Analyze the training need.

2. Design the overall training program.
3. Develop the course (actually assembling/creating the training materials).
4. Implement training, by actually training the targeted employee group using
methods such as on-the-job or online training.
5. Evaluate the course’s effectiveness.
Needs Assessment

• Identifies current issues as well as future challenges that must be addressed

through training and development
 Strategic training needs analysis
 Current employees’ training needs analysis
 New employees: task analysis for analyzing training needs
 Current employees: performance analysis of training needs
 Competency profiles and models in training and development
• Occurs at two levels
• Individual level
• group level
Benefits of Needs Assessment

1. Trainers may be informed about the trainees' broader needs.

2. Trainers can tailor their course materials to the specific needs of the
trainees.
3. Assessment makes the training department more accountable and
clearly linked to other human resource activities, which may make
selling the training program to line managers easier.
4. Needs assessment forces managers to take time away from
production hours to develop skills and improve competency.
 Deriving instructional objectives/ Designing training and development program

• The next step in the training process is to determine instructional goals. Some of the
objectives are:
 Setting learning objectives
 Creating a motivational learning environment
 Make the learning meaningful
 Make skills transfer obvious and easy
 Reinforce the learning
 Ensure transfer of learning to the job
•Every training and development program must address certain vital issues —
1. who participates in the program?
2. who are the trainers?
3. what methods and techniques are to be used for training?
4. what should be the level of training?
5. what learning principles are needed?
6. where is the program conducted?
• Who are the Trainees?
• Who are the Trainers?
• Methods and Techniques of Training
 Developing the Program

• On-the-Job Training (OJT)

• Step 1: Prepare the Learner
• Step 2: Present the Operation
• Step 3: Do a Tryout
• Step 4: Follow up

Advantages:
 It is relatively inexpensive
 Trainees produce something while learning
 It does not disrupt work
 It does not necessitate elaborate preparations such as selecting a
location, arranging facilities, and drawing trainees
 Trainers receive immediate feedback
Off-the-Job Training

• Lectures
• Audio-Visuals
• Programmed Instruction (PI)
• Computer-Assisted Instruction (CAI)
• https://youtu.be/XxA6EP1fp2Y
• Simulation
• https://youtu.be/2r9NPb7nqcQ
• Case study
• Role Play
• Vestibule Training
• Business Games
• Assessment Centre (AC)
• Sensitivity Training
What Should be the Level of Learning?

Learning Principles
1. Employee motivation
2. Recognition of individual differences
3. Practice opportunities
4. Reinforcement
5. Knowledge of results (feedback)
6. Goals
7. Schedules of learning
8. Meaning of material
9. Transfer of learning
 Evaluation of the Program

• Need for Evaluation

• Principles of Evaluation

1. The evaluation specialist must be clear about the evaluation's goals and
objectives.
2. Continuous evaluation is required.
3. The evaluation must be precise.
4. Evaluation must provide trainers with the means and focus to assess
themselves.
5. Evaluation must be conducted using objective methods and standards.
6. For each phase of the evaluation process, realistic target dates must be
established.
• Criteria for Evaluation

• Techniques of Evaluation

• Levels of Evaluation
• Reaction
• Learning
• Behavior
• Result
 Impediments to effective training

• Lack of management commitment.

• Inadequate investment on Training
• Educational Institutions Award Degrees but Graduates Lack Skills
• Large-scale Poaching of Trained Workers
• No Help to Workers Displaced because of Downsizing
• Employers and B Schools Must Develop Closer Ties
• Organized Labor can Help
 Management development

 MDP is defined as a conscious effort to improve managerial

effectiveness through a deliberate and planned learning process.
• As with employee training, there are two approaches to developing
managers and supervisors: on-the-job and off-the-job.

On-the-Job MDPs
• Job rotation
• Coaching
• Action learning
• Staff Meetings
Off-The-Job EDPs
Seminars and Conferences
Case Studies
Management Games
Role Playing
Behavior Modelling
Corporate Universities

Career development
 Performance Appraisal

 Performance Appraisal is an objective assessment of an individual’s

performance against well defined benchmarks.
 Simply put, it is the systematic evaluation of an individual's
performance against factors such as job knowledge, quality and
quantity of output, and so on.
 Assessment should not be based solely on past performance.
 Employee potential for future performance must also be evaluated.
 Performance appraisal is also known as performance rating, employee
assessment, employee performance review, personnel appraisal,
performance evaluation, employee evaluation.
Objectives of Performance Appraisal

1. Developmental objectives
2. Administrative objectives
3. Organizational objectives
4. Documentation objectives
Principles of PM

• Corporate goals are translated into goals for individuals, teams,

departments, and divisions.
• It should not be linked solely to monetary rewards.
• Performance enhancement is a continuous process
• Consensus and cooperation are required, than control and coercion.
• Transparency is required at all stages.
• Constant feedback is required.
• It should apply to all employees.
• It is a system, not a single piece of work.
• Keep it simple and straightforward.
• All stakeholders must be involved in the procedures.
Performance Appraisal and Competitive Advantage
• Improving Performance
• Making Correct Decisions
• Ensuring Legal Compliance
• Minimizing Job Dissatisfaction and Turnover
• Consistency Between Organizational Strategy and Behavior
Organizational Strategy and Performance Appraisal
 From the strategic management point of view, organizations can be grouped
into three categories—
o defenders
o prospectors
o analyzers
Appraisal process
1. Objectives of Appraisal
2. Establish Job Expectations
Who are the Raters?
• Immediate supervisor
• Subordinates
• Customers
• Self-appraisal

Problems of Rating
• Leniency or Severity
• Central Tendency
• Halo Error
• Primacy and Recency Effects
• Perceptual Set
• Spillover Effect
• Status Effect
What should be Rated? (Criteria for evaluation)
Seven criteria are commonly used. They are as follows:
quality, quantity, timeliness, cost effectiveness, supervision required, interpersonal impact, and community
service.
• Timing of Evaluation
• Methods of Performance appraisal
• Past-oriented methods
• Future-oriented methods

• Past-oriented Methods
• Rating Scales
• Checklist
• Forced Choice Method
• Forced Distribution Method
• Critical Incidents Method
• Behaviorally Anchored Rating Scales
• Field Review Method
• Performance Tests and Observations
• Confidential Records
• Essay Method
•Cost Accounting Method
•Comparative Evaluation Approaches
•Ranking Method
•Paired-comparison Method
Future-oriented Appraisals

Management by Objectives
• MBO can be broken down into four steps:
1. The first step is to determine the objectives for each subordinate. In some
organizations, superiors and subordinates collaborate to set goals.
2. The second step entails establishing a performance standard for
subordinates over a predetermined time period.
3. The actual level of goal attainment is compared to the agreed-upon goals in
the third step.
4. The final step entails establishing new goals and, possibly, new strategies
for previously unachieved goals.
Criticisms
Psychological Appraisals
Assessment Centers
360-Degree Feedback
• Appraise the Performance
• Challenges of performance appraisal
Thank You
Reference Books:

Aswathappa, Human Resource Management, Tata McGraw Hill,

2010
Human Resource Management – by Gary Dessler, Sixteenth 16e
Edition, 2020
Tripathi, Principles Personnel Management, Tata McGraw Hill,
2001
Wendell French, Human Resources Management, Boston
Houghtonmiffin, 2003
Edwin B.Flippo, Personnel Management, Tata McGraw Hill, 1984
C.B.Memoria, Personnel Management, Himalaya Publications,
2003
P. Subba Rao, Human Resource Management, Texts and Cases,
Himalaya Publishing House (p) Ltd.