B2002

Human Resource Management

Lecture 2

Manpower Planning (Unit 2)

Training/Systematic Training (Unit 5)
Identifying Individual Training Needs (Unit 6)

Lecturer: Dr. Stephen Or (Email: stephen.or@elitemass.com)

1 B2002 HRM Lecture 2

Manpower Planning
(HR Planning)

(Unit 2)

2 B2002 HRM Lecture 2

1
Discussion – Manpower
Planning
• 1. Manpower planning is defined as an attempt to forecast how many, and what
kind of employee will be required in the future, and to what extent this demand
is likely to be met. Discuss, in practice, manpower planning can be difficult and
often inaccurate. [25]
• 2. A long-term
g manpower
p plan is a p
p process that attempts
p to forecast future
manpower needs. Manpower planning involves asking questions like who to
recruit, how many and when to recruit. Other questions include, how much to
pay and where to deploy recruited staff. Describe the steps involved in Long
Term Manpower Planning. [25]
• 3.(a) Why has human resource planning becoming more relevant and
important than ever before in today’s business environment?
3.(b) Describe and evaluate on the steps involving in carrying out human
resource planning in an organization. [25]
• 4. During the process of manpower planning the following activities are
conducted. Explain each of these activities:
(a) the creation of manpower planning group
(b) the statement of manpower objectives
(c) analysis of the present utilization of manpower
(d) analysis of the external environment of the company
(e) the potential supply of labour [25]
• 5. What can an organization do when faced with (a) a shortage of human
resources and (b) a surplus of human resources? [25]
3 B2002 HRM Lecture 2

Manpower Planning (1)

• Manpower Planning (HR Planning) is also called “long-
term manpower planning”
• Definition
– The process of systematically reviewing HR requirements to
ensure that the required numbers of employees, with the
required skills, are available when & where they are needed
(Mondy & Noe, 2005)
– An attempt to forecast how many, and what kind of employee
would be required in the future, and to what extent this demand
(of employee) is likely to be met (in about 5 years ahead)
• Objectives
– To identify the manpower goals & objectives of an organization
– To minimize redundancies
– To allow an organization to estimate training requirement
– To help an organization in management development
– To help management to improve its estimates on labor costs
– To identify HR needs & issues
– To estimate accommodation requirements & needs
4 B2002 HRM Lecture 2

2
Manpower Planning (2)
• Manpower Planning help management in
making decisions in:
– Recruitment
– Avoidance of redundancies
– Training – numbers and categories
– Management development
– Estimates of labour costs
– Productivity bargaining
– Accommodation requirements
5 B2002 HRM Lecture 2

Manpower Planning (3)

• Manpower planning needs continuous readjustment because:
– organisational goals may be unstable
– environments mayy be uncertain
• Manpower planning is complex because it involves many
independent variables:
– Invention
– Population changes
– Resistance to change
– Consumer demand
– Government intervention
– Competition
• Manpower planning involves feedback:
– If the plan cannot be fulfilled, the organisational objectives may
have to be modified so that these objectives become feasible in
6 manpower terms B2002 HRM Lecture 2

3
 Manpower Organisational Goals & Objectives
Planning (4)
– Perspective 1 HR Goals & Objectives

HR Demand Forecast Internal HR Supply Projection

Differences of HR No Difference of HR

HR Surplus HR Shortage
Adjustment

Policies & Programmes Policies & Programmes

Adjustment
1. Suspend recruitment 1. Recruit
2. Reduce working hours 2. Work overtime
3. Retrench 3. Mechanise/Automate
4 etc.
4. etc 4 etc.
4. etc
Adjustment

Implementation
p

Adjustment
Monitoringg & Adjustment
j

Target Met Target Not Met

7 B2002 HRM Lecture 2

Manpower Planning (5) –

Perspective 2
Company Objectives & Strategies

Demand of Labor Supply of Labor

How many? Present supply minus wastage
What kind? ± External labor market factors
When? ± Changes in hours, productivity
Where? of working conditions
Feedback ± Possible economic increases in
Possible supply of labor (e.g. use of
part-time workers)
modification
to company
objectives
(Source: Managing
HR Plan Human Resources in
• Recruitment/redundancy program Hong Kong (3rd ed.),
Chan, A. W., Mak, W. M.,
• Training & development program and Bannister, B. J.,
• Industrial relations policy 2002, Sweet & Maxwell
• Accommodation plan Asia, P. 20.)

8 B2002 HRM Lecture 2

4
Manpower Planning (6)
- Process
• Importance of Company Objectives
– The first step in company manpower
planning is a statement of company
objectives which covers:
• Products
• methods,
• markets, etc.
– From this is derived the demand for labour,
which is then related to the supply of labour
to produce the manpower plan

9 B2002 HRM Lecture 2

Manpower Planning (7) -

Process
• Process of HR Planning
1. Create a manpower planning team
2 Write up the manpower planning objectives based on
2.
the company’s goals & objectives
3. Analyze the current utilization of manpower
4. Review the external environment of the organization
5. Work out the potential supply of labor
6. Work out a manpower utilization plan
7 Communicate the plan with the concerned parties &
7.
reach consensus
8. Implementation of the plan
9. Reviewing the plan & monitoring the progress

10 B2002 HRM Lecture 2

5
Manpower Planning (8) -
Process
1. Create a manpower planning team
– The team usually consists of
• Top HR executives
• Subordinate staff specialists
• Other key operational managers
– Importance of this Step
• Make the long-term manpower planning more effective
2. Write up the manpower planning objectives based on the
company’s goals & objectives. Issues to consider
– Capital expenditure plans
– Reorganization of the company
– Changes in products or in output
– Marketing plans
– Financial limitations

11 B2002 HRM Lecture 2

Manpower Planning (9) -

Process
3. Analyze the current utilization of manpower, in particular:
– No. of employees in various categories
– Statistics of labour turnover & absence
– Amount of overtime worked
– Appraisal of performance & potential of present employees
– General level of payment compared with that in other firms
4. Review the external environment of the organization. Issues to
review:
– Recruitment trends by jobs which highlight jobs that are demanded in the
labor market
– Population trends
– Local housing & transport plans
– National agreements dealing with conditions of work
– Recommended increment in wage
– Pronouncements on year-end bonus payments
– Government policies in education, retirement, etc. Intentions of
government or new government policy initiatives in areas like education &
retirement age limits could have a significant effect on future labor supply
– PESTEL factors (political, economic, socio-cultural, technological,
environmental, and legal forces)
12 B2002 HRM Lecture 2

6
Manpower Planning (10) -
Process
5. Work out the potential supply of labor. Issues to
consider:
– Emigration & immigration policy initiatives by
local authorities
– Recruitment & redundancy trends in the industry
– Recruitment & redundancy trends in the
economy
– Possibility of employing categories not now
employed (e.g. part-time workers)
– Changes in hiring patterns
– Changes in work practices or changes in
productivity
13 B2002 HRM Lecture 2

Manpower Planning (11) -

Process
6. Work out a manpower utilization plan
– Show in details, by function, occupation and location, how many
employees it is practicable to employ at various stages in the future
– Content:
• J b which
Jobs hi h will
ill appear, di
disappear, or change
h
• To what extent re-deployment or re-training is possible
• Necessary changes at supervisory and management levels
• Training needs
• Recruitment, redundancy or retirement programme
• Industrial relations implications
• Arrangements for feedback in case modifications in manpower plan or
company objectives are necessary
– When agreed, the plan must be communicated to all levels of employees,
partic larl to managers and unions
particularly nions or employee
emplo ee representatives
representati es
– Particularly important in a manufacturing environment or a factory
– Issues to look into:
• Turnover rate
• Absenteeism rate
• Amount of overtime work
14 B2002 HRM Lecture 2

7
Manpower Planning (12) -
Process
7. Communicate the plan with the concerned
parties & reach consensus
– Comm
Communicate
nicate the plan with
ith all levels
le els of employees,
emplo ees
particularly:
• Unions
• Employee representatives
– Get consensus if possible to avoid resistance during the
implementation stage
8. IImplementation
8 l t ti off the
th plan
l
9. Review the plan & monitor the progress.
Changes the company’s goals or objectives if
necessary
15 B2002 HRM Lecture 2

Manpower Planning (13) –

Limiting Factors
• In practice, manpower planning can be difficult &
inaccurate. Reasons:
– The type of industry; some depend on new product development
in an extremely competitive environment,
environment and others work on a
tendering basis
– Opposition among members of management; all must be
convinced of the value of manpower planning if it is to be a
success
– Resistance to the changes expressed in the plan. The forecasts of
labour structure, with their effects on skills and status, may be
regarded as a threat
– The difficulty of making accurate forecasts of social and economic
changes
changes.
– The need to have very complete and accurate employee records,
maintained for at least the last five years
– The plan may indicate a recruitment and training programme
which, although desirable, may be impossible because money
may not be available
16 B2002 HRM Lecture 2

8
Discussion – T & D (1)
• 1(a). Explain briefly what is On-the-Job and Off-the-Job Training.
[10]
1(b). Describe the benefits and gains of training employees. [15]
• 2(a).
2(a) Explain briefly what is on and off the job Training
Training. [10]
2(b). Organizations have invested millions in the training and
development of their employees. Obviously, training and
development is a worthwhile activity for these firms.
– Describe and explain the benefits and gains derived from
training and developing employees. [15]
• 3(a). Explain briefly what is on-the-job and off- the-job Training.
[10]
3(b). Organizations have invested heavily on training and
developing their employees. Obviously, training and development is
a worthwhile activity for these firms, otherwise firms would not be
interested.
– Describe and explain the benefits and organizations hope to
generate in investing into training and developing employees.
17 [15] B2002 HRM Lecture 2

Discussion – T & D (2)

• 4. Training and development represents the investment in human
capital in an organization. In order to ensure that this investment
money is well spent, what principles would one incorporates into
training and development strategies, systems and programs to
ensure the investment money is well spent? [25]
• 5. Training of employees is often adopted by organizations to
improve the skill levels and productivity of employees.
– Discuss the principles that support good training system,
practices and outcomes. [25]
• 6. List and explain the conditions that would suggest an
organization has training needs and that some kind of training
intervention would be beneficial? Use suitable examples to support
your answer. [25]
• 7(a). Explain the main purposes of orientation training. [10]
7(b). How would you assess the effectiveness and efficacy of a
training program? Explain and elaborate. [15]
• 8. Explain the following terms:
– Management development [5]
– Career Planning [5]
18 B2002 HRM Lecture 2

9
Definitions
• Training
– Activities designed to provide learners with the knowledge & skill
needed for their present jobs (Mondy & Noe, 2005, P.203.)
– A planned process to modify attitude, knowledge, or skill behaviors
through
g learning g experience
p to achieve effective p
performance in a range
g
of activities
– A deliberate & systematic planning to enable people at different levels
to perform their tasks in the most efficient manner
– The process of imparting (communicating) the know-how through
carefully selected methods according to a well-conceived plan by
competent personnel in a suitable learning climate to shorten learning
time or experience
• Development
– Learning that goes beyond today’s job & has a more long-term focus
((Mondy
o dy & Noe,
oe, 2005,
005, P.203.)
03 )
• Training & Development (T&D)
– The heart of a continuous effort designed to improve employee
competency & organizational performance (Mondy & Noe, 2005,
P.203.)
– A planned & deliberate effort by an organization to facilitate the
learning of a certain set or sets of job behaviors

19 B2002 HRM Lecture 2

Objectives of Training
• To prepare people to do their job correctly, effectively, and efficiently
• To develop that knowledge, skills, and aptitudes which contribute to the welfare
of the company and its employees
• To acquaint all employees with the company’s personnel policy, the benefits
and opportunities which are provided,
provided and the responsibilities which are incurred
by virtue of employment in the organisation
• To acquaint the new employees with the details of the operations they are to
perform so that they will achieve speed and proficiency in the trade.
• To train present employees continuously in the performance of their duties so
that their skills may be attuned to technological and other changes.
• To teach all employees to perform more than one job – sometimes termed
‘training of versatility’, so that internal adjustments in the work force may be
made with greater ease.
• To ensure the fullest development and use of the aptitudes, abilities, and skills
• To prepare qualified employees for upgrading to more desirable jobs at all levels
up to and including executive rank
• To develop competent supervisors and make them more aware of their duties
and responsibilities
• To raise the level of executive ability & performance
• To provide avenues (ways of making progress) for the personal growth

20 B2002 HRM Lecture 2

10
Benefits of Training (1)
• Benefits to the Employers
– Improve work methods & practices
• more output
• Greater productivity
• Better quality of products or services
– Improve efficiency of employees
• Less scrap
• Less spoilt work
• Less customer complaints
– Employees become well trained
• Less absenteeism (i.e. absent from their work less
frequently)
• Lower turnover
21 B2002 HRM Lecture 2

Benefits of Training (2)

• Benefits to the Employees
– Improve efficiency of employees
• Less scrap
• Less spoilt work
• Less customer complaints
– Equip with new skills
– Employees become more versatile
– Employees become more adaptive to new work methods
or new challenges ahead
– Enable employees to handle multiple tasks
– Employees
E l b
become wellll ttrained
i d
• Understand job requirement better
• Less supervision is needed
• More aware of safety rules and regulations, reduce accidents
• Better pay
• Higher job satisfaction
22 B2002 HRM Lecture 2

11
Responsibilities for
Training
• In most large & medium sized organisations,
training programme is entrusted to a specialist.
May be a:
– personnel administrator
– training officer
• Unless there is a top person primarily concerned
with the training programme, the whole
programme is i lik
likely
l tto b
be neglected
l t db by liline
officials who are confronted with what seem to
be day-to-day urgent problems

23 B2002 HRM Lecture 2

Creation of Training
Needs
• Shortage of Skills
• New equipment or techniques which require new or improved skills
• Changes in work methods
• Change in product
– which may necessitate training not only in production methods but
also in marketing functions
• Rapid changes of technology
• Personal obsolescence (out of date, going out of use)
• Organization obsolescence
• Contract training
– Public policy requires companies to give training
– part of the training expenditure is borne by the Government or from public
funds
• Realisation that performance is inadequate
• Labour shortage, necessitating the upgrading of some employees
• Desire to reduce scrap
• Desire to improve quality
• Increasing accidents
• Promotion or transfer of individual employees
24 B2002 HRM Lecture 2

12
 Identification of Individual
Training Needs

((Unit 6))

25 B2002 HRM Lecture 2

Identification of Individual
Training Needs (1)
• Everyone has personal unique
training and development needs due
to:
– Ambition
– Career progression
– Inadequate job performance, or
– Meeting changing demands of job

26 B2002 HRM Lecture 2

13
Identification of Individual
Training Needs (2)
• Identification of Category of Performance
A. Is Performance B. Is Performance
Satisfactory? No Correctable?

Yes

C. Can the Person

Be developed?

27 B2002 HRM Lecture 2

Identification of Individual
Training Needs (3)
• Identification of Category of Performance
– Roughly categorise people & their respective job performances
– Group people into 3 broad categories:
• People whose job performance is unsatisfactory and for
whom training is probably a necessity.
• People whose job performance is satisfactory, but who may
need training to maintain this level of performance.
• People whose job performance is more than satisfactory
and whose need for training is for development purposes.
– Using these categories as a starting point, the trainer can:
• ask more detailed questions about a person
• gradually building up a picture of the individual, and
• using it to identify training needs
28 B2002 HRM Lecture 2

14
Identification of Individual
Training Needs (4)
• Is Performance Satisfactory?
– How well the person has met the standards of
performance previously & mutually agreed upon?
– ‘Yes’
• with no recriminations (retaliatory accusations)
• Go ahead to plan for the future
– ‘No’
• the trainer analyses the nature of the performance deficiencies of
the concerned person
• decide whether training could make a significant & worthwhile
contribution to improvement in performance
• For some people, the trainer will have to decide that in view of
previous attempts to train (and no doubt other factors), no help is
possible
• May lead to a management decision to transfer, re-design the job,
or in an extreme case dismissal
29 B2002 HRM Lecture 2

Identification of Individual
Training Needs (5)
• Is Performance Satisfactory? (…continued)
– 1. Did the person possess the necessary entry skills?
• Necessary Entry Skills
– Without them a person would be unable to cope with job
demands, leading to unsatisfactory job performance
• Either:
– the selection procedure was at fault, or
– the training programme had failed to correctly plan for the
person’s entry behaviour.
– 2. Was there a clear understanding of the performance standards
required?
• This has to be mutually agreed upon between the person, the
person’s immediate superior and, occasionally, the trainer
• Shall not be any ambiguities
– 3. Did the person receive satisfactory job-related training?
• A contributory factor to poor job performance could be the lack of
training expertise on the job.
30 B2002 HRM Lecture 2

15
Identification of Individual
Training Needs (6)
• Is Performance Satisfactory? (…continued)
– 4. Did the person receive the vital help and support from the
working group?
• Many factors affect this and the answer may have many
implications, both training and non-training.
– 5. Was there sufficient opportunity for challenge built into the job?
• Failure to provide challenging opportunities may inhibit a
person’s approach to the job and prevent wholehearted
endeavour
– 6. How accurate and sensitive were the ways of measuring
performance?
– 7. Was the person given sufficient feedback?
• Knowledge of results is an essential feature of training and job
performance: failure to provide it will almost certainly lead to
performance deficiencies.
31 B2002 HRM Lecture 2

Identification of Individual
Training Needs (7)
• Is Performance Correctable?
– Not all performance deficiencies can be attributed to lack of training
– Questions to be considered:
• 1. Is the performance deficiency and the training gap sufficiently small to
justify the time and effort needed for training
training.
• 2. Could the job be re-designed, or performance aids provided, to minimise
the person’s lack of ability?
• 3. What are the political consequences of providing training for an individual?
– Tensions may be created in a working group when individual members
are given separate training.
• 4. Has an understanding been established with the person so that the
proposed training is being provided to remedy performance deficiencies and
not for development?
• 5. Are satisfactory training resources available to meet individual needs?
• 6. Have validation measures been agreed?
g
– These have to be mutually acceptable to all parties concerned.
• 7. Have the consequences of failure to bridge the training gap been
recognised and planned for?
• 8. Did the analysis indicate significant performance deficiencies for other
members of the working group?
– In view of the answer to this question it might be necessary to change
priorities for training.
32 B2002 HRM Lecture 2

16
Identification of Individual
Training Needs (8)
• Is Performance More Than Satisfactory?
– To ensure a person with satisfactory performance is given every opportunity to
realise his/her full potential
– Failure to recognise excellent performance may lead to:
• Frustration
• Demotivation,
• A desire to seek opportunities and challenges elsewhere
– The trainer can contribute by:
• 1. Ensuring a written record of performance is maintained. This might be through
the use of a formal appraisal system, or by other means of exchanging similar
information with all parties concerned.
• 2. Recognising good work to show that the high standard of performance has
been noted, and that the future holds promise of reward.
• 3. Counselling the person to determine aspirations and to exchange ideas about
career development.
• 4.
4 Identifying career development opportunities that capitalise on an individual
individual’s
s
strengths and aspirations.
• 5. Exploring knowledge, skills and attitude needs which the individual will require
to cope with the challenges created by career development.
• 6. Discussing with the person, his or her immediate superior, and senior
management, for ways to meet training and development needs.
• 7. Mutually selecting a training plan and allocating action plans and
responsibilities for the people concerned.
• 8. Designing measures to validate and evaluate training and development
33 activities. B2002 HRM Lecture 2

A Diagrammatic Approach to
Assessment of Training Needs
Designate Responsibility For Assessment

Assign Tasks for Assessment

Collect Information About

Work Environment The Manpower

Problem Areas Revealed

Further Investigation Review,

Modify, and
Modify
Interpretation Reverse

Other Problems Training Problems

Further Analysis Further Analysis

34 B2002 HRM Lecture 2

17
Identification of Individual
Training Needs (9)
• Indicator for deficiency in skill or knowledge related to a
required performance
• Key questions to ask:
– What does the job require an employee to do?
– Does an employee do his/her job to the standard required?
– Does this indicate a training need?
– What action is proposed?
• Training needs are assessed based on:
– The management policy:
• This refers to an established policy of the management to impart training
at various levels of management including workers
– Discussions of supervisors
• may y also reveal the shortfalls or the needs for training
g amongst
g workers
in day to day working
• Supervisors often give feedback with regard to the capabilities and skill
requirements wherever they are falling below expected levels
– Group discussions and committees
– Job analysis
– Manpower analysis & forecasting
35 B2002 HRM Lecture 2

Identification of Individual
Training Needs (10)
• Logical Approach Job Description

Performance Appraisal

Training Other Appropriate

Plan Actions

Re-appraisal of
Performance
• Pre-supposed that:
– Realistic job descriptions have been prepared – which not only
identify the key tasks which have to be done but which define the
agreed performance standard for each
– There are regular & constructive staff appraisals which include
matching performance with requirements and from which specific
action plans are formulated
36 B2002 HRM Lecture 2

18
Identification of Individual
Training Needs (11)
• A training need identification can be built into a
job description:

37 B2002 HRM Lecture 2

Identification of Individual
Training Needs (12)
• Training needs can be shown in an individual job
analysis:

38 B2002 HRM Lecture 2

19
 Systematic Training
(Process of Training)

((Unit 5))

39 B2002 HRM Lecture 2

Process of T&D
Political Force External Environment Economic Force

Determine T&D Needs

E bli h S
Establish Specific
ifi Obj
Objectives
i

(Source: Adapted Select T&D Method(s)

from Human
Resource
Management (9th
ed.) , Mondy & Implement T&D Programs
Noe, 2005,
P
Pearson/Prentice
/P
Hall, P.208.)
Evaluate T&D Programs

Internal Environment
Social Force Technological Force
40 B2002 HRM Lecture 2

20
Processes of Training (1)
• Systematic Training
– Planning to give people the chance to learn
achieving the results that the job demands
• 10 Steps
– 1. Identify training needs & priorities
– 2. Examine the job chosen as priority
– 3. Analyze the job, prepare…
– 4. Specify, select, and appraise the people to be trained
– 5. Set training objectives
– 6 D
6. Draw up a syllabus
ll b
– 7. Plan the training program
– 8. Implement the training program
– 9. Check the training
– 10. Follow-up
41 B2002 HRM Lecture 2

Processes of Training (2)

• 1. Identify training needs & Priorities
– (a) For which jobs will planned training be required?
• (1) because of current weaknesses
• (2) to cater for future developments?
– (b) How many people will need training for these jobs?
– (c) Decide priorities –
• (1) What are the most critical areas?
• (2) Where will planned training bring the biggest
and/or the quickest return?
• (c) What resources/constraints will effect these
decisions?

42 B2002 HRM Lecture 2

21
Processes of Training (3)
• 2. Examine the job chosen as priority
– Among the many jobs in an organization, some jobs would be set
as priorities
– These priority jobs would then become the focus of training
– Some jobs can be broken up & re-distributed to employees who
could do the job without further training (i.e. save training costs)
• 3. Analyze the jobs, prepare…
– (a) Job description – This is a statement of the general purpose of
the job, providing an outline of the duties and responsibilities
involved.
– ((b)) Job specification
p – Specifies
p the skills and knowledgeg required
q
to carry out the tasks which form the duties involved in the job and,
if necessary.
– (c) Further analysis of skills, knowledge, and possibly, attitudes, in
order to identify areas of difficulty which will thus affect the choice
of what must be learned and of appropriate training techniques.

43 B2002 HRM Lecture 2

Processes of Training (4)

• 4. Specify, select, and appraise the people to be trained
– Determine the target population for whom training will be
intended.
• (a)
( ) Wh
Whatt aptitudes/
tit d / personall ttraits
it are required?
i d? (N
(Noted
t d on
the personnel specification.)
• (b) Will we have to recruit and/or retrain present employees?
• (c) Which of the specified skills, knowledge (and, possibly,
attitudes), do the target population already possess? (When
compared with the job specification, this will give the ‘training
gap’ or training specification.)
• 5.
5 Set training objectives
– Spell out in details the aims & objectives of the training programs
– Also determine
• What must the trainees be able to do, and to what extent,
after the training? (also called “Criterion Behaviour”)

44 B2002 HRM Lecture 2

22
Processes of Training (5)
• 6. Draw Up a Syllabus
– Draw up the content required to fill the training gap
in order to achieve the objectives
• 7. Plan training program
– This gives the detailed tactics of training in order to
ensure that the objectives will be achieved.
• (a) In what sequence will learning take place?
• (b) How will learning be caused?
• (c) By whom will learning be caused?
• (d) Where will learning take place?
• (e) How long will be required for learning?
• (f) What resources are required? Do we possess these or can we
obtain them? What other constraints exist?

45 B2002 HRM Lecture 2

Processes of Training (6)

• 8. Implement the training program

– Implement traditional T&D programs is often
diffi lt ffor th
difficult the ffollowing
ll i reasons:
• Managers are typically action-oriented &
feel that they are too busy for T&D
• Qualified trainers must be available
• Maintain a clear training records including
how well employees perform during training
& on the job

46 B2002 HRM Lecture 2

23
Processes of Training (7)
• 9. Check the training
– (a) Has the training achieved its objectives?
– (b) Were these objectives the right ones?
– (c) Were the results worthwhile – have they justified the costs?
– (d) In future, could the same results be achieved more
economically/effectively by other means?
– Kirkpatrick Model for Training Evaluation
• 4 levels
– Participants’ opinions
– Extent of Learning
– Behavioral change
– Accomplishment
A li h t off T&D objectives
bj ti
• 10. Follow-up
– To ensure that trained-personnel practices what they have
learnt
– If a skill gap or training gap still exists, it may be necessary
to start from step 1 again
47 B2002 HRM Lecture 2

Types of Training

48 B2002 HRM Lecture 2

24
Types of Training (1)

• Non-Supervisory Training: On The Job

Training
• Apprentice Training
• Vestibule Training
• Internship Training
• External Training
• Retraining
• Supervisory Training

49 B2002 HRM Lecture 2

Types of Training (2)

• Apprentice Training
– Generally, this training varies from a period of one or two years
– This is used in trades, crafts, and technical fields in which proficiency can be
acquired only after a relatively long period of time in direct association with the
work and under the direct supervision
p of an expert
p
– There are industrial training institutes which train people for various crafts and
trades
• Vestibule Training
– Vestibule = enclosed space/lobby/entrance hall
– Employees are taken through a short course under working conditions that
are approximately similar to the actual shop or job conditions
– Used when the acquisition of a few skills is intended
– Has the advantage of training relatively large numbers of people in a short
period of time without disturbing the flow of shop or office routine
– The entire training can be adjusted to actual conditions, under guided direction,
and gradually speed up as they gain confidence in themselves
– Misfits or poor practices can be eliminated before actual production conditions
are encountered
– Requires the duplication of shop or office facilities in a closed area
– All types of machines in actual use can seldom be made available in a vestibule
school
50 B2002 HRM Lecture 2

25
Types of Training (3)
• Internship Training
– A work and study programme where the training consists of a school of
theory sessions and work in the plant for practical experience in order to
learn the skills and knowledge required to do a particular job
– The training periods may range from 3 to 5 months and the training
alternates from school to the plant or office until the course is completed
– A joint attempt at training in which schools & businesses co-operate
– No mutual obligation for employment
– Advantage
• There is a balance between theory and practice which enables the
trainee to pick up the skills, knowledge and attitudes

• External Training
– Agencies offer external training programmes such as:
• industrial training centres
• National Productivity Council
• Small Scale Industries Service Institute, and
• other organisations
51 B2002 HRM Lecture 2

Types of Training (4)

• Retraining
– A job may become obsolete because of changes brought by
automation, method changes, and various technological
changes
– Employee have to be properly trained to meet new requirements,
otherwise his/her expertise would be outdated.
• Supervisory Training
– The supervisory job is concerned with work, conduct, and
detailed accounts of the rank and file employees
– This generally involves on the part of the supervisor or foreman:
• (a) to plan and direct – how,
how when and where and what men
materials and equipment are to be used,
• (b) to see that; the individual output is of satisfactory quality
and volume and is completed when needed, cost-line is
maintained, material and equipment are properly used and
protected.

52 B2002 HRM Lecture 2

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Areas of Training For
Supervisors
• 1. Knowledge of management techniques
• 2. Knowledge of company’s policies and
procedures
• 3. Knowledge of job skills
• 4. Ability to take in a new worker and train him in
the specific skills of the job (skill in instruction)
y to studyy and suggest
• 5. Ability gg improved
p work
methods (skill in job improvement)
• 6. Ability to build and maintain morale and team
work (skill in leading people)
53 B2002 HRM Lecture 2

8 Principles of
Good T&D System

54 B2002 HRM Lecture 2

27
8 Principles of Good T&D
Systems (1)
• 1. The selected trainees being selected must be interest in
learning
– So that the training program is more likely to succeed
• 2.
2 Operational objectives are made clear to trainers & trainees
– Both parties are briefed on the aims & objectives of the
training programs
– What the trainees are expected to know?
– What they would be expected to do after the training?
• 3. Geared to individual needs
– Directs at the properly identified training
– If a training program is well-aimed, a “rifle” approach would be
better than a “buck-shot”
“ approach
• 4. Training preferably be done by supervisors & managers, or
participate in designing, running, or teaching of the program
– Supervisors know the needs & skill gap of their subordinates
better than any other person
– Guide the training program more accurately to meet the
55 training objectives B2002 HRM Lecture 2

8 Principles of Good T&D

Systems (2)
• 5. Third party agency(ies) appointed to
design/operate the program should be well-briefed
by management
– So
S that
th t these
th agency(ies)
(i ) can better
b tt understand
d t d
the needs of training
• 6. Rate of training should suit the absorption rate of
the trainees
– The speed of delivery & level to pitch the training
should be in line with the capacity of the trainees
– If the rate of delivery is beyond the capabilities of
the trainees, they would feel unable to cope with
the situation & become discouraged
– If the training is too slow, trainees would be bored
and lose their interests in training
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28
8 Principles of Good T&D
Systems (3)
• 7. Use coaching skills
– Practice makes perfect
– Understanding is not enough
– Understanding with hands-on experience and a
personal guide would give the best results
• 8. Training should be well-planned, well-designed, well-
executed, and be evaluated systematically
– Address the skills or knowledge gap
– Delivers at the rate that the trainees can absorb
– The program is continuously reviewed
– The program is being improved continuously

57 B2002 HRM Lecture 2

On-the-Job

VS

Off the job

Off-the-job

58 B2002 HRM Lecture 2

29
On-the-Job Training (OJT) - 1
• Features
– Training is conducted during normal working hours
– Training on site or within the premises of the organization
– Usually trainers are existing staff of organization (e
(e.g.
g direct
supervisor of an employee)
– During on-the-job training, the trainee is working on his job at
the same time
– Relative inexpensive compared to off-the-job training
– The trainee use actual equipment, documents, or materials
that he or she would use when fully trained
• Purposes
– To acquaint a new employee with the exact nature of the work
he or she is to do and the correct method of doing it
– To make them familiar with the physical and social factors,
surrounding the job and gives him other information required for
the job and gives him any other information required in the
59
induction process B2002 HRM Lecture 2

On-the-Job Training (OJT) - 2

• Prerequisite
– 1. That the experienced worker is a good teacher.
– 2. That the experienced worker has an effective incentive and
s fficient time for carrying
sufficient carr ing out
o t his teaching d
duties.
ties
– 3. That the experienced worker is provided with an accurate
account of the training need of the workers he has to teach.
• Advantages
– Less costly (because normal equipment is used in normal
surroundings)
– No transfer of learning problems because of the use of actual
equipment
– Trainees need not adjust to the production environment after
training (because training is conducted in actual work
environment)
(Source: Managing Human Resources in Hong Kong (3rd ed.), Chan, A. W., Mak, W. M.,
and Bannister, B. J., 2002, Sweet & Maxwell Asia, P.80.)
– To provide stronger motivation for learning
60 B2002 HRM Lecture 2

30
On-the-Job Training (OJT) - 3
• Disadvantages
– Trainer (usually a supervisor) may be a poor teacher and may
not have enough time to give proper training
– Ap payment-by-results
y y scheme would discourage g trainer from
training, and the trainees from learning properly
– The trainee may be exposed to inefficient methods & learn these
instead of more efficient methods
– A large amount of spoilt work & scrap materials may be
produced
– Valuable equipment may be damaged
– Training take place under production conditions which are
stressful (e.g. noisy, busy, confusing, etc.). This would inhibits
l
learning
i
– Some forms of training can only take place on-the-job (e.g. job
rotation, coaching, and those skills which are so uncommon, etc.)
that it is not worthwhile to set up off-the-job training facilities for
these skills
(Source: Managing Human Resources in Hong Kong (3rd ed.), Chan, A. W., Mak, W. M.,
and Bannister, B. J., 2002, Sweet & Maxwell Asia, P.81.)
61 B2002 HRM Lecture 2

Off-the-job Training (1)

• Features
– Training off site or outside the premises (e.g.
training centre)
– Training can be conducted either during or
after normal working hours
– Off the job training could be handled by in-
house staff or by third-party professional
trainers
– Relatively expensive as compared with on on-
the-job training
– Usually employ specially simplified
equipment or mock-ups of actual equipment

62 B2002 HRM Lecture 2

31
Off-the-job Training (2)
• Advantages
– High quality (since the training is given by a specialist trainer)
– Special equipment, simplified if necessary, can be used
– The trainee can learn the job in planned stages, using special exercises
to enable the trainee to master particularly difficult aspects
– In the long-term, off-the-job training may be less costly because it
enable workers to reach higher standards of speed & quality
– Free from pressure of payment-by-results
– Trainees would learn correct methods from the beginning
– Valuable equipment would not be damaged
– Less spoiled work or scrap
– Easier to calculate the cost because it is more self-contained than on-
the-job training
• Disadvantages
– Higher costs of separate premises, equipment, and trainers
– Difficulties in transfer of learning
– No training can be entirely off-the-job
(Source: Managing Human Resources in Hong Kong (3rd ed.), Chan, A. W., Mak, W. M.,
and Bannister, B. J., 2002, Sweet & Maxwell Asia, P.81-82.)

63 B2002 HRM Lecture 2

Purposes of Orientation
Training
• Orientation training is the systematic introduction of
new employees to their jobs, colleagues, and
organization
• To aid new employees in learning about
– Organization
– Culture
– How to do the job
– Specific job skills
– Colleagues
• To reduce anxieties of new employees
p y
• To foster positive attitudes
• To reduce possibility of premature quitting of new
employees
• To reduce turnover costs
• To build competitiveness for the organization
64 B2002 HRM Lecture 2

32
Assessing Effectiveness &
Efficacy of Training Program
• Training is in line with the strategic objectives of the
organization
• Training should be cost-effective
• Training
T i i should
h ld givei adequate
d t ROI (return
( t off
investment)
• Training objectives are clear
• Training should be conducted systematically
– Assess training needs by comprehensive training
needs analysis
– Developp evaluation criteria
– Training is implemented
– Training is evaluated
• Training programs are well designed and selected

65 B2002 HRM Lecture 2

English – Chinese
Glossary
English Chinese English Chinese

Apprentice Training 學徒培訓/ Outsource 外判

訓練
Career 事業發展 Training 培訓
development
Development 發展 Training & 培訓及發展
Development
Internship Training 暑期實習生 Training Needs 培訓需求
培訓
Management 管理層發展 Vestibule 門廊培訓
development Training
On-the-job training 在職培訓
66 B2002 HRM Lecture 2

33