Education, Training, and Development

EDUCATION,
TRAINING, AND
DEVELOPMENT
In mining company
Employee recruiting and selection represent

only the preliminary functions
In establishing an efficient and stable

work force
Employees require continuous development
Not only beginning with orientation but also continuing

throughout employment with the company.
Employees require continuous development
to achieve and utilize their potential effectively
Education Training Development
Providing ongoing
opportunities and
challenges for them
Informing Teaching them
employees of
company policies skills for their
and procedures immediate jobs
Increasing their
knowledge and
skills
Benefits of effective employee development
Education, training, and development activities
To develop employees who gain satisfaction from their work

and who, in tum, will contribute more effectively to company
goals
Employees know what to do, as well as how

and when to do it.
There is a sense of security for them in

knowing they have acquired needed skills
Effective employee development  direct

economic impact
Important elements to acquire cost-effective training
Assessing cost effectiveness for a specific development

program before committing scarce resources to it
Designing the program according to accepted principles

of learning, including 'built-in' evaluation criteria
Evaluating development outcomes using accepted

practices
Alternative forms of training
Alternative forms of training – continued
Cost-effective analysis – new miners training
Assessing cost effectiveness
• Starts with a precise definition of the objective of the

Stating the training training program.
objective • Considers the alternative forms of training which could
be used to achieve the objective
Listing the alternative • Individually analyzes the alternative forms of training

forms of training which • Decides which form presents the greatest likelihood of
can be used success from a cost-effectiveness point of view
Selecting the 'best' • Chooses the one which most closely

approximates high contribution to objectives, low
option costs and high feasibility
Designing the best program
Design of a Obtaining management commitment:

program to - Many managers view training to be negative because it takes employees away from production,
thus increasing operating costs.
meet the stated
- Training must be given high priority by management in the form of active participation
objectives:
- Managers want assurance that training works.
- Providing
training on a Appointing a steering committee:
planned and Establishing training policies and procedures; planning training priorities and staff forecast levels;
systematic expediting the information gathering functions necessary for the design of the program; approving training
content; promoting training among all employee levels; assigning trainees to jobs which will utilize and
basis reinforce learned knowledge and skills; reviewing evaluation results and modifying procedures
accordingly.
- Training will
take place Building-in accepted training practices:
without too - Expressing training needs in terms of the knowledge required and the tasks to be performed by the trainee.
much structure - Establishing the natural sequence of tasks as they are normally performed.
- Describing the knowledge and tasks in specific terms which can be observed and measured to verify
achievement.
Establishing evaluation criteria
To measure training cost-effectiveness the following steps must be

included in program design before training commences
Collecting pre- Collecting,

program data analyzing and
concerning Adopting interpreting Summarizing
Developing production and evaluation data
accepted and reporting
evaluation labour factors showing
and the present instructional changes in training
criteria
knowledge and techniques production, results
skill levels of labour and
trainees trainee factors
Designing a complete program
2. Establishing the 3. Defining training

1. Defining job tasks
sequence of tasks in objectives for each
to be performed
the order performed job task
4. Developing 5. Collecting pre-

evaluation criteria program data
Avoiding poor training practice – new miners
To avoid the cost Effective training is predicated on effective teaching and many
of a full-time experienced miners are simply ineffective teachers
training staff, a
common
approach used by
mining companies When a shift boss delegates the responsibility for training to a
is to assign new subordinate, the shift boss cannot control the outcomes
employees to a
mining crew for
on-job training. It
presents the The priority is on production and not on training
following potential
problems:
A new employee's attitudes toward the job, the supervisors and the
company are formed in the first few weeks or months of experience
Avoiding poor training practice – shift bosses
Promotion-from-within is a commendable employee relations practice,

and is often the most feasible recruiting option.
A non-supervisory employee is
promoted on the basis of Training is not always the panacea for
technical knowledge and a poor supervisory practices
satisfactory work record
The new shift boss Poor The general Lack of management

Little value in support, or
is expected to environment in
managing learn supervisory selection which training
substandard
employment
others skills on his own procedures occurs conditions
New miner training
The job-training profile
Establishing the sequence of tasks in the order

performed
Defining training objectives for each job task
Developing evaluation criteria

Example of proposed task outline for new-miner training
program
Example of objectives and the checklist
 Training objectives  Checklist for objectives

Example of training plan and progress report
Shift bosses training
Defining the job to be performed
Establishing the sequence of tasks in the order performed
Defining training objectives for each job task
Developing evaluation criteria
Collecting pre-program data

Adopting accepted instructional techniques
Using a variety of learning

Orientation Instruction aids
Selection and training of

instructional staff
Follow-up Tryout
Trainees must be
motivated to learn
Completion Having qualified trainers

or
certification
Evaluating training effectiveness
Collecting data regularly
Comparing a trained to an untrained group
Comparing training outputs to training, production and labour factors

Evaluating training effectiveness – continued
Training factors Production factors Labour factors
Decrease in labour
Increase in production turnover
Decrease in training
time Decrease in labour
Decrease in downtime absenteeism
Increase in equipment Decrease in number and
utilization severity of accidents
Decrease in time for Decrease in unit time and cost of Improved employee
production morale
trainees to achieve
mastery level Decrease in complaints, grievances,
Decrease in scrap and disciplinary actions
THANK YOU
“Diantara tanda seseorang yang mengikuti hawa nafsu adalah bersegera melakukan amaliyah-amaliyah yang
sunnah namun malas untuk menegakkan yang bersifat wajib”

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Education, Training, and Development

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EDUCATION,

Employee recruiting and selection represent

In establishing an efficient and stable

Employees require continuous development

Not only beginning with orientation but also continuing

Education Training Development

Education, training, and development activities

To develop employees who gain satisfaction from their work

Employees know what to do, as well as how

There is a sense of security for them in

Effective employee development  direct

Assessing cost effectiveness for a specific development

Designing the program according to accepted principles

Evaluating development outcomes using accepted

• Starts with a precise definition of the objective of the

Listing the alternative • Individually analyzes the alternative forms of training

Selecting the 'best' • Chooses the one which most closely

Design of a Obtaining management commitment:

To measure training cost-effectiveness the following steps must be

Collecting pre- Collecting,

2. Establishing the 3. Defining training

4. Developing 5. Collecting pre-

Promotion-from-within is a commendable employee relations practice,

The new shift boss Poor The general Lack of management

The job-training profile

Establishing the sequence of tasks in the order

Defining training objectives for each job task

Developing evaluation criteria

 Training objectives  Checklist for objectives

Defining the job to be performed

Establishing the sequence of tasks in the order performed

Defining training objectives for each job task

Developing evaluation criteria

Collecting pre-program data

Using a variety of learning

Selection and training of

Completion Having qualified trainers

Collecting data regularly

Comparing a trained to an untrained group

Comparing training outputs to training, production and labour factors

Training factors Production factors Labour factors

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