BUH HR TRAINING AND

DEVELOPMENT

NYAMBE VIOLET
NIT

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TRAINING AND DEVELOPMENT
Introduction

 After successful orientation and

placement, the new employees start
a new life in the work organisation.
During their initial life in the
organisation i.e. in the course of
their job performance, the
organisation readily utilizes the
employees’ past knowledge, skills,
and experience for its performance.

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 But this situation changes in the
course of time, when the
employees’ ability to perform starts
falling below the demands of their
jobs. Then the organisation has to
train them in order to ensure the
restoration of the match between
their performance capabilities and
their job demands.

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 Unfortunately there are many
organizations whose management
teams look at training as a useless
cost. There are yet many other
organizations, which do not manage
their training function formally, and
thus waste money and give rise to
claims of favoritism etc

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 If they want to remain competitive
and survive, all organizations have
no choice but to train their
employees.

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 What is Training?

 The process in which new or

present employees acquire specific
skills to perform a job better (Noe
at al, 2000 & Dessler, 2008).
 Learning process that involves the
acquisition of skills, concepts, rules,
or attitudes to enhance employee
performance (Byars & Rue, 2008).
 Imparting and developing specific
skills for a particular purpose.
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 What is Training?

 A process of learning a sequence of

programmed behavior, the behavior
that is relevant to the job.
 Enables workers to handle and
perform in positions of greater
difficulty and responsibility.

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 Training may be defined as a
learning process in which people
acquire knowledge, skills,
experience, and attitudes that they
need in order to perform their jobs
well for the achievement of their
organisation’s goals.

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 The components, knowledge (K), skills (S),
experience (E), and attitudes (A) are
introduced to refer to the ability that a
trainee derives from training.

 Employee Performance Capability =

K+S+E+A
 The main objective of training is to try to
maintain a continued balance of the above
equation.

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The Performance Capability vs.
Performance Demands Model

 Desirable organisational
performance and survival is a
function of the relationship between
job demands or performance
demands (PD) on the one hand, and
performance capabilities (PC) of
their doers on the other hand.

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 The relationship between PD and PC
is perceived in the form of a PC: PD
model. This model can assume the
form of three possible scenarios, all
of which are related to staff training
and development

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Performance capabilities equal
performance demands

 This is a situation, where

employees’ performance capabilities
are just right for the effective
performance of their duties. This is
also the situation, which all
organisations would like to reach
and maintain. There is no need for
training efforts in this situation

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Performance Demands
Outweigh Performance
Capabilities

 Over time performance demands

could outweigh performance
capabilities. This is a situation,
where employees’ performance
capabilities are insufficient to cope
with the performance demands of
their jobs as expressed in the job
descriptions.

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 The reasons giving rise to this
situation may be summed up as
follows:
(i) Poor recruitment and thus jobs are
for strange reasons staffed with
persons who have deficient
performance capabilities.
 .

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(ii) Shortage of training funds,
followed by very little or no training
and thus job demands have
outweighed performance
capabilities over time
 (iii) Top management is unwilling to
invest in training, and thus over
time performance capabilities have
become inferior to job demands.

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iv)New products and competition call
for employees with new or
additional skills. This may be a
current or future situation.
(v) Rapid changes in technology call
for new or additional skills among
existing employees.

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(vi)Poor retention of trained staff, as
a result of poor motivation, poor
placement, and poor remuneration.
In such cases staff with requisite
skills leaves their work
organisations in search of
employers who are willing and
capable of recognising their PCs,
and paying them better.

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(vii)Poor job design, that may unduly
make jobs demand higher PCs than
employees can reasonably afford.
(viii)Poor orientation programmes
may have delayed the full unfolding
of employee performance capability
elements.

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All organisations, which find
themselves in the above situation,
seek to correct it, often through
training. This is a situation, where
employee training can help increase
the weight of training capabilities.

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Performance Capabilities
Outweigh Performance
Demands

It is also possible in rare cases to

have a situation where performance
capabilities outweigh performance
demands This as we stated, is a
rare situation in work organisations.
It is a situation, which is caused by
any, or a combination of the
following reasons:

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(i)Poor job design, that may unduly
make jobs demand lower PCs than
employees are capable of offering.
(ii)Employees are over-qualified for
the jobs they are doing.
(iii)Employees do not have sufficient
work to do.

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(iv) Production targets may be unduly
lower than the performance
capabilities of the employees.
In this situation, employees see little
meaning in their work, and see less
challenge in their work..

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Here, management ought to redesign
jobs for purposes of utilising their
personnel better, and create more
challenging jobs etc. There is no
need for training in such a situation

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 The Purpose of Training

(i) The purpose of training is to bridge

the gap between job requirements
and present competence of an
employee.
(ii)To develop the abilities of an
individual, to satisfy current and
future manpower needs, and to be
able to shoulder higher
responsibilities.

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WHY TRAINING?
Reasons for Training

 (i) Economic, social, technological

and government changes can make
the skills learned today obsolete in
the future.
 (ii) Planned organizational changes
e.g. introduction of new equipments
may require new skills.

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WHY TRAINING?
Reasons for Training

 (iii) Performance problems within

the organization such as low
productivity
 (iv) Regulatory, contractual,
professional or certification issues
can require employer to provide
training for employees (Byars &
Rue, 2008).

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Development

 The term development according to

Prasad (2006) refers to the nature
and direction of change induced in
employees, particularly
management personnel, through
the process of training.

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Development

 Increasing the capacity to perform

through training, giving
assignments that introduce new
skills or higher level of
responsibility, improving work
processes, or other methods
(Ramiswami, 1992).

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Development

 Training and development enable

employees to assume expanded
duties and greater responsibilities.
 Although training helps employees
do their current jobs, the benefits of
training may extend throughout a
person’s career and help develop
that person for future
responsibilities.

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Development

 Development efforts can encourage

and strengthen good performance
and help employees keep up with
changes in the work place.
 It is an on-going process.
 The amount of training changes
with nature of job and
responsibilities.

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Development

 As one progresses in an
organization the need for training
and retraining increases and this
process is what we call
development.
 Thus development involves
preparing the individual for a future
job and growth of the individual in
all respects.

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Distinction Between Training and Development

 Training is a short-term process and

procedure by which, non-
managerial personnel learn
technical knowledge and skills for a
definite purpose.

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Distinction Between Training and Development

 Training refers to instructions in

technical and mechanical operations
like operation of a machine.
 It is designed primarily for non-
managers
 It is for a short duration and for a
specific job-related purpose.

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Distinction Between Training and Development

 Development is a long-term
education process and procedure by
which managerial personnel learn
conceptual and theoretical
knowledge for general purpose.

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Distinction Between Training and Development

 Development process involves

philosophical and theoretical
educational concepts and it is
designed for managers.
 It involves broader education and
its purpose is long term
development.

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Distinction Between Training and Development

 Development complements training

because human resources can exert
their full potential only when the
learning process goes far beyond
simple routine.

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Distinction Between Training and Development

 Training is to supplement the basic

skills, while development is there to
enhance the present knowledge
with ability to face future difficulties
as also to acquire competence for
accomplishing their assignments
with more responsibilities which
require analytical skills.

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Training and Development are
Continuous Processes

 Training is a continuous process.

According to Bass factors that
necessitates continuous training in an
organization include:
 Technological advances, organizational
complexities and human relations.
 Technological advances tend to increase
the size of the organization, which
increases complexity. They also create
human problems (Prasad, 2005).

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Objectives of training

According to Okumbe (2001) & Ghosh

(2005) the objectives of training
are:
(i) To enable organization to increase
productivity and the quality of
services offered
(ii)Increase both quality and quantity
of the organization’s outputs

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Objectives of training

(iii)To impart to new entrants basic

knowledge and skills.
(iv)To assist the employees to
function more effectively in their
present position by exposing them
to the latest concepts, information
and techniques and developing in
them skills required in their fields.

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Objectives of training
(v)Improve workers’ morale,
 Morale is a mental condition of an
individual or group which
determines the willingness to
cooperate.
 High morale is evidenced by
employee enthusiasm, voluntary
conformation with regulations and
willingness to cooperate with other
to achieve organizational objectives.
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Objectives of training

(vi)Job satisfaction and motivation as

dissatisfactions which lead to
absenteeism, turnover and job
restriction can be greatly reduced
through training as workers’
capabilities are improved.

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Objectives of training

(vii)Reduce or prevent work related

accidents. Proper training in job
skills and safety techniques
enhances employees’ abilities to
handle work-related equipment
carefully.

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Objectives of training

(viii)Create a sense of personal

growth among its employees since
it increases employees’ value to an
organization, which prepares them
for promotion.
(ix)Reduce the problems which are
associated with supervision of
employees.

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Objectives of training

(x)Training attempts to improve the

quality of human relations in an
organization.
(xi)Various human problems social
and psychological found in
organizations can be harmonized
through good human relations
training.

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Importance of Training and
Development

The importance of staff training and

development can be understood
from the benefits it brings to the
work organisation and the trainees
(employees)
Benefits to the Work Organisation
(i) Leads to higher productivity.

(ii) Better quality of work

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 LEARNING

 Learning is defined as “any

relatively permanent change in
behaviour that occurs as a result of
practice and experience”. This
definition has three important
elements.
 a. Learning is a change in
behaviour—better or worse.

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 b. It is a change that takes place
through practice or experience, but
changes due to growth or
maturation are not learning.
 c. This change in behaviour must be
relatively permanent, and it must
last a fairly long time.

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BASIC CHARACTERISTICS OF
LEARNING

 I) Learning has to change

behaviour;
 ii) The change should be relatively
permanent;
 iii) The change should be as a result
of experience;
 iv) Learning is an internal process;

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 v) Learning occurs under conditions
of directed attention and deliberate
effort; and
 vi) Learning is distinct from
biological maturation and imprinting

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Five steps Training and
Development Process

 (i) Needs analysis: identifies the

specific job performance skills
needed, assesses the prospective
trainees’ skills and develop specific
measurable knowledge and
performance objectives based on
any deficiencies.


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Five steps Training and
Development Process

 (ii) Instructional design: decide on,

compile, and produce the training
program contents.
 (iii) Validation
 (iv) program implementation:
training the targeted group.
 (v) Evaluation: assess the program
success or failure (Dessler, 2008).

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Training Needs Assessment
What is a TNA?

 The process of collecting

information about an expressed or
implied organizational need that
could be met by conducting
training.
 Needs assessment diagnoses
current problems and future
challenges to be met through
training.

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Training Needs Assessment
What is a TNA?

 Need for training and development

arises to maintain the match
between employees’ capability and
their job requirements in terms of
knowledge, skills, and attitudes
(Prasad, 2006).
 The needs assessment process is an
important first step in the
development of a training program
or performance improvement
initiatives.
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Training Needs Assessment
What is a TNA?

 The assessment begins with a need,

which can be described as a “gap
between what is currently in place and
what is needed now and in the future.
 The need can be a desire to improve
current performance or to correct a
deficiency.
 The process helps the trainer and the
person requesting the training to specify
the training need or performance
deficiency.
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Purpose of Training Needs Analysis

 A number of factors impede

performance in an organization.
 These include low managerial
authority, ambiguous job
description, red tape, haphazard
personnel management activities,
low motivation and job satisfaction,
and low morale.

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Purpose of Training Needs Analysis

 To ensure that there is a need for

training and to identify the nature
of the content of the training
program.
 Correct assessment of the training
needs.
 In training needs assessment,
human resource managers should
be able to differentiate between
training and non-training needs
(Okumbe, 2001).
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Purpose of Training Needs Analysis

 The purpose of training need

analysis is to find out what training
or development employees actually
need and want to acquire, and
 The conditions which are necessary
for ensuring that training or
development will be practically
useful to the organization (Okumbe,
2001).

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Purpose of Training Needs Analysis

 It is important to determine if a
training need exists before
designing and implementing
training programs.

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Key Issues in Assessing Training and
development Needs

 (i) Are all the gaps between

employees and job requirements
are to be filled through training and
development programmes?
 Training and development is a
costly affair, and it should not be
viewed as a cure for all what ails
the organization.

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Key Issues in Assessing Training and
development Needs

 (ii) Should training and

development needs assessment
cover all employees at all levels or
should it be restricted to few groups
of employees?

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Key Issues in Assessing Training and
development Needs

 (iii) Should training and

development needs assessment
takes only present requirements or
future requirements too?
 (iv) What model of training and
development needs assessment be
applied?

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Key Issues in Assessing Training and
development Needs

 (v) From where and how relevant

information will be collected
 (vi) Who will be responsible for
collecting information, analyzing it,
and reporting its results.

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Levels of Training Need
Assessment/Analysis

 There are three major levels of TNA

as indicated in McGhee and Thayer
Model.
 Thus the levels are organizational
analysis, task analysis and man
analysis.

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Organizational Analysis

 Organizational analysis is the first

factor for identifying training needs.
 It is a systematic effort to
understand where training effort
needs to be emphasized in the
organization.

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Organizational Analysis

 Involves determining the

appropriateness of training.
 Managers need to consider three
factors before choosing training as a
solution to any pressure point.
 (a) the company’s strategic
direction, (b) the training resources,
and © support of managers and
peers for training activities Noe at
al;2000).
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Organizational Analysis

 It involves a detailed analysis of the

organization structure, objectives,
human resources and future plans.
 An in-depth analysis of these
factors would facilitate an
understanding of deficiencies that
need to be rectified.

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Organizational Analysis

 The starting point in organization

analysis is the identification of its
long term objectives and defining
its operational objectives.
 Thus managers can determine
whether there are any training
inputs that can help in achieving
organizational objectives.

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Organizational Analysis

 These operational objectives will

give idea about the type of activities
to be undertaken by the
organization based on the
organization structure and
consequently manpower planning
can be prepared which will give idea
about the type of people required.

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Organizational Analysis

 Thus managers can anticipate if

there are any training inputs that
can help in achieving organizational
objectives.

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Task Analysis

 Task analysis includes identifying

the important tasks and knowledge,
skill and behaviors that need to be
emphasized in training for
employees to complete their tasks
(Noe at al,2000).
 Involves examination of the specific
task or job requirements that are
necessary for the successful
conduct of each job.
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Task Analysis

 Task analysis entails a detailed

examination of jobs, its various
operations and the conditions under
which it has to be performed.
 Through job analysis, the
organization will be able to know
the kind of jobs that are to be
performed and the type of people
that are required to perform these
jobs.
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Task Analysis Guidelines

 (i) List the duties and

responsibilities of the task under
consideration using job description
as a guide.
 (ii) List the standards of job
performance.
 (iii) Compare actual performance
against standards.

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Task Analysis Guidelines

 (iv) if there is a gap between the

two, identify the parts of the job
which are giving troubles in
effective job performance,
 (v) define training needed to
overcome those troubles.

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Man Analysis

 The focus on man analysis is on the

individual employee, his abilities,
skills, and the inputs required for
job performance, or individual
growth and development in terms of
career planning.
 Man analysis helps to identify
whether the individual employee
requires training and if so, what
kind of training.
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Man Analysis

 Clues to training needs can come

from an analysis of individual’s or a
group’s typical behavior.
 Poor performance is indicated by
customer complaints, low
performance ratings or on the job
incidents such as accidents and
unsafe behavior.

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Man Analysis

 Another indicator for training is if

the job changes such that current
performance levels need to be
improved or employees must be
able to complete new tasks.
 Thus the difference between the
two sets can be overcome through
training.

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Man Analysis

 Major sources of information for

man analysis may be observation at
the work place, interviews with his
superior and peers, personal
records, various tests etc.
 These sources will provide clue
about the difference between the
existing skills and attitudes of
employee and that he should
posses.
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Man Analysis

 A major pressure point for training

is poor or substandard
performance.
 This means there is a gap between
employee’s current performance
and their expected performance.

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Man Analysis
 Thus man or person analysis
involves
 (i) determining whether
performance deficiencies result from
a lack of knowledge, skill, or ability
(a training issue) or from a
motivational or work-design
problem,
 (ii) identifying who needs training,
and
 (iii) determining employees’
readiness for training
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Demographic Analysis
 This is not part of the model but worth
considering.
 It includes a consideration of the
demographic characteristics of the
organization and the specific needs of
protected groups.
 It needs to assess the training needs of
the protected groups to ensure they are
being treated fairly.

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Demographic Analysis

 (i) Older employees may need more

technology training as well as more
time to learn new tasks.
 (ii) employees covered under ADA
may need additional or training
using different techniques.

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Human Resource Manager’s Role

 Integrates HRD with organizational

goals and strategies
 Promotes HRD as a profit enhancer
 Tailors HRD to corporate needs and
budget
 Institutionalizes performance
enhancement

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Learning Program Specialist

 Identifies needs of learners

 Develops and designs learning
programs
 Prepares learning materials and
learning aids.
 Develops program objectives,
lesson plans and strategies.

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THE END

THANK YOU

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