Human Resource

Management
1
GARY DESSLER

Part 3 | Training and Development

Chapter 8

Training and Developing Employees

FIGURE 4–1 Uses of Job Analysis Information

EEO (Equal
Employment
Opportunities)
compliance

4–2
Concept map

8–3
Matching:Value and contributions of training
• Training serves the following
purposes:
Explanation: Matching
 Adequately prepare a.Reward
employees for the jobs
 acquiring new skills and
(compensation
techniques management)
 Supplement the inadequacy
in education
b.Sense of belongings
 accelerating experience c.Achieving
 Re-orientate existing
employees facing changes
organizational goals
 Motivate employees as a form d.Performing the job
of appreciation
 Socialize with employees e.Enhancing
professional
development
8–4
Current trend in Hong Kong
• A general tendency to cut back on training and development
programs due to economic downturns
• More employers are taking the view that development programs
can help to:
 accomplish organizational goals
 meet changing customer demands and expectations
 strengthen employee engagement and retention
 reinforce corporate culture
 emphasize business ethics (59% of companies and 85% of
banking, financial services and insurance sector)
• Average number of training hours per employee per annum is 17.5
hours
• More than two-thirds (67%) of the responding companies offered
up to 20 hours of training

________
Source: Human Resources, September 2015 8–5
For your reference: insights that can help
the HR function to prepare for the future
How can the best-prepared organizations
understand the nature of possible HR function
challenges and surprises?
•Start upskilling existing employees now to
a)Training &
develop critical thinking skills, project development
management and analytical muscle without
doing this at the expense of teamwork and
b)Job design/re-desi
collaboration skills or technical mastery
•Offer future leaders more cross-functional
rotation experiences to broaden their
knowledge
•Redefine work with agile, fluid teams as
the new work nexus by investing in more
individual coaching and mentoring to cater
to new generations in the workforce and
leadership ranks

8–6
Source: Human Resources Sept/Oct 2019
Example: New Student O-day
• What information did you get?
• Why did you go to O-day?

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Purposes of Employee orientation
• Provide new employees with basic information about
the firm
 Email access, personnel policies and benefits, expectations in
terms of work behavior
• Feel welcome
• Understand the organization in a broad sense
 Its past, present, culture, strategies and vision of the future
• Start socializing new employees into the firm’s culture
and ways of doing things

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 Purpose of Employee Orientation

Orientation Helps
New Employees

Know What
Feel Understand Begin the
Is Expected
Welcome the Socialization
in Work and
and At Ease Organization Process
Behavior

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 The Orientation Process
(covered information)
Company
Employee Benefit
Organization and
Information
Operations

Personnel Employee Safety Measures

Policies Orientation and Regulations

Daily Facilities
Routine Tour

8–10
FIGURE 8–1
New Employee
Departmental
Orientation
Checklist

Source: UCSDHealthcare. Used with permission.

8–11
Concept map

8–12
The ADDIE Five-step Training Process
1. Analyze the training need
2. Design the overall training program
3. Develop the course/program
 Creating the training materials

4. Implement training using various methods

 Actually training the targeted employee group
 E.g. on-the-job training

5. Evaluate training

8–13
Five-step training and development process
• Step 1: Analyze the training need
 Strategic goals
Example
 Identifies the specific job performance
skills needed •New lines of business
 New employees to fill new jobs
 Current employees’ performance
• Step 2: Design the overall training program  E.g. Salespersons to
 Planning the overall training program acquire product
 Including training objectives, delivery
methods, and program evaluation knowledge
• Step 3: Develop the program
 Collect the program’s training
•Communication skills
contents and materials
 E.g. new market
• Step 4: Implement the training program
 Training the targeted employee group segments
• Step 5: Evaluate the training program
 Assessing the program’s successes or
failures

8–14
The ADDIE Five-step Training Process
ADDIE Real-life example
•Analyze the training need 1.College mission
2.ABAHRM
•Design the overall training  PILOs, courses
program (CILOs, syllabus), etc.

•Develop the course/program3.BUS20322

 Tutorial questions
•Implement training using  Test & exam papers
various methods 4.Lecture and tutorial in
Kln Tong
•Evaluate training
5.TLQ
8–15
Step 1: Analyze the training need

Training Needs
Analysis

Task Analysis: Performance Analysis:

Assessing New AssessingCurrent

Employees’ Training Needs Employees’ Training Needs

8–16
Step 1: Analyze the training need
• Task analysis: assessing new
employees’ training needs
Explanation and
• Is a detailed study of the job to example
determine what specific skills
(e.g. reading spreadsheets for a •E.g. Satisfy the needs
clerk) the job requires of customers with good
 Job descriptions and job
specifications are essential,
communication skills
giving the basic reference
points in determining the
•JD & JS
training required. •Communication skills
 See table 8-1 in the
textbook

8–17
Sample Task Analysis Record Form
• Table 8-1

8–18
Step 1: Analyze the training need
• Performance analysis: Explanation & example
assessing current employees’
training needs •Expected: increasing
 A process of verifying that profits by 30%
there is a performance
deficiency and determining •Actual: increasing
whether the employer profits by 20%
should correct such
deficiencies through • PD: 30%-20% =10%
training or some other
means (e.g. transferring • Should training be
the employee) given?
 Compare the actual
performance to the
•Should a better reward
expected standard system be in place?

8–19
Step 1: Analyze the training need

Assessment Center
Results Performance Appraisals

Methods for Job-Related

Individual Diaries
Identifying Performance Data
Training
Needs
Attitude Surveys Observations

Tests Interviews

8–20
Step 2: Design the overall training program
• Planning the overall training program, including
 Training objectives
 Delivery methods
 Program evaluation
• Sub-steps:
 Setting performance objectives
 Creating a detailed training outline (contents to be
included)
 Choosing a program delivery methods (e.g. lecture)
 Summarizing how you plan to set a training environment
that motivates trainees to learn and transfer
 Verifying the overall program design with management

8–21
Step 2: Design the overall training program
• The training Explanation & example
objectives should •PD: 30% (Expected)-
address the 20% (Actual) =10%
performance • If the sales team’s sales
deficiencies that are are too low, the
identified via the objectives should focus
needs analysis on ensuring they get the
knowledge, skills, and
attitudes they need to
boost sales

8–22
Step 2: Design the overall training program
• Creating a Explanation
motivational •Ability: the trainee needs
learning (i.e. PD  communication
environment skills)
 Learning requires •Motivation:
both ability and a. Making the learning
motivation and meaningful
the training program’s b. Making skills transfer
design should obvious and easy
c. Reinforcing the learning
consider both
d. Ensuring transfer of
learning to the job

8–23
Step 2: Design the overall training program
a. Make the Learning Meaningful
 At the start of training, provide a bird’s-eye view of the
material to be presented to facilitate learning.
 E.g. provide an overview of the training

 Use a variety of familiar examples.

 E.g. work-life situation of having customer complaints

 Organize the information so you can present it

logically, and in meaningful units.
 Use terms and concepts that are already familiar to
trainees.
 Use as many visual aids as possible.

8–24
Step 2: Design the overall training program
b. Make Skills Transfer obvious and easy
 Maximize the similarity between the
Example
training situation and the work
situation. a) Flight attendant
 Provide adequate practice.
b)Exercise on serving
 Label or identify each feature of the
machine and/or step in the process. meals
 Direct the trainees’ attention to c)Steps of serving meals
important aspects of the job.
or steps of using micro
 E.g. different steps of calls to be answered

 Provide “heads-up,” preparatory

wave
information that lets trainees know d)How to satisfy the
what might happen back on the job.
 E.g. supervisors often face stressful
customers’ needs
situations
e)How to deal with
customers when there is
flight delay?
8–25
Step 2: Design the overall training program
b. Make Skills Transfer obvious and
easy
Example: chef
 Maximize the similarity between •__________________
the training situation and the
work situation.
 Provide adequate practice. •__________________
 Label or identify each feature of
the machine and/or step in the
process.
•__________________
 Direct the trainees’ attention to
important aspects of the job.
•__________________
 Provide “heads-up,” preparatory
information that lets trainees
know what might happen back
on the job.
•__________________

8–26
Step 2: Design the overall training program
c. Reinforcing the learning
 Make sure the learner gets feedback
 Immediate responses
 The schedule is important—the learning curve
goes down late in the day; less than full day
training is most effective.

Whole day
m a nce
o r
Perf

8–27
Step 2: Design the overall training program
d. Ensuring transfer of learning to the job
 Less than 35% of trainees transfer what they learned
in training
 Before training:
 get trainee and supervisor input in designing the program
 Institute a training attendance policy
 Encourage employees to participate

 During training:
 Provide trainees with training experiences and conditions
(surroundings, equipment) that resemble the actual work
environment
 After training:
 Reinforce learning by appraising and rewarding employees

8–28
Step 3: Developing the training program
• Creating the program’s training content and
materials (e.g. PowerPoint slides)
 Choosing the actual content
 Choosing the specific instructional methods (e.g.
lectures) and training equipment
 Choosing the training materials
 Notes, exercises, etc.

Example:
Step 2: Verbal communication Non-verbal
Step 3: 1.Listen actively
Step 2: communication
2.………….
Step 3: 1.………….
3.…………. 2.………….
8–29
Concept map

Q1. What would be done to

analyze the training needs of
new and current employees?
__________________________

Q2. List some major activities

done at the design stage of
training process.
__________________________

Q3. What would be done to

create motivational learning
environment?

__________________________

Q4. Which stage of training

process is relevant to Q3?
__________________________

8–30
Concept map

8–31
Step 4: Implement the training program

• Doing the training using one or more

of training methods:
a. On-the-Job Training (OJT)
b. Apprenticeship Training
c. Informal Learning
d. Job Instruction Training (JIT)
e. Lectures
f. Programmed Learning
g. Audiovisual Training
h. Computer-Based Training (CBT)

8–32
Step 4: Implement the training program
a. On-the-Job Training (OJT):
 Having a person learn a job by actually doing the job
• Types of OJT:
 Coaching/understudy
 An experienced worker or the trainee’s supervisor trains the
employee
 May involve simply observing the supervisor or having the
supervisor show the new employees to do the job step-by-step
 Job rotation
 An employee (usually a management trainee) moves from job to
job at planned intervals
 Special assignment
 Giving lower-level executives experience in working on actual
problems

8–33
Step 4: Implement the training program
• Types of On-the-Job Training for managerial
positions
1. Coaching or understudy
 Trainee works directly with a senior manager or with the
person he/she is to replace
 The latter is responsible for the trainee’s coaching
2. Job rotation
 A management training technique that involves moving
a trainee from department to department to broaden his
or her experience and identify strong weak points at
planned intervals
3. Action learning (Special assignments)
 A training technique by which management trainees are
allowed to work full-time analyzing and solving problems
in other departments
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Step 4: Implement the training program
3. Action learning Example
•Programs give managers and others
released time to work full-time •Executives from
analyzing and solving problems in
departments other than their own different departments to
• Practices include: work on a marketing
 Selecting team of 5 to 25
members problem
 Assigning the team real
business problems that
extend beyond their usual
areas of expertise
 Structuring learning through
coaching and feedback
•Senior managers usually choose the
projects and decide whether to
accept the teams’ recommendations
•E.g. Samsung

8–35
Step 4: Implement the training program
b. Apprenticeship training
•Is a structured process by which people become
skilled workers, usually through a combination of
formal learning (classroom instruction) and on-
the-job training
•Example: HK Jockey Club

Equestrian

8–36
Step 4: Implement the training program
c. Informal learning Explanation & example
•It is estimated that as
much as 80% of what
employees learn on the
job they learn through
informal means
 Performing their jobs
while interacting every
day with their
colleagues
 E.g. work-related
discussion
8–37
Step 4: Implement the training program
d. Job instruction Example of JIT sheet to use
training (JIT) a paper cutter (p.263 in
•Focuses on skill development
the text)
•Consists of a logical sequence
of steps and are best taught step- Steps Key points
by-step 1.Set cutting Carefully read scale—
 Lists all necessary steps in distance to prevent
the job and each in its cut
proper sequence 2. ……….. ……………..
 Lists a corresponding key
point alongside each step

8–38
Step 4: Implement the training program
e. Effective Lectures Explanation & example
• Don’t start out on the wrong foot
 Don’t open with an irrelevant joke
a) Showing sign of
• Give listeners signals boredom
 E.g. There are four reasons
why…… The first….” b) Putting hands
• Be alert to your audience hanging naturally at
 Body language
• Maintain eye contact with audience
your sides
• Make sure everyone in the room can hear c) No straight reading
• Control your hands
• Talk from notes rather than from a script d) Reducing anxiety
• Break a long talk into a series of short
talks
• Practice and rehearse your presentation

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Example of giving learners signals

• Doing the training using one or more

of training methods:
a. On-the-Job Training (OJT)
b. Apprenticeship Training
c. Informal Learning
d. Job Instruction Training (JIT)
e. Lectures
f. Programmed Learning
g. Audiovisual Training
h. Computer-Based Training (CBT)

8–40
Example of Breaking a long talk into a series
of short talks

BREAK

8–41
Step 4: Implement the training program
f. Programmed learning Explanation
•Whether the medium is a
textbook, PC or the Internet,
programmed learning is a step-by- Incorrect
step, self-learning method that
consists of three parts:
1. Presenting questions, facts,
or problems to the learner
2. Allowing the person to
respond •Exercises
3. Providing feedback on the
accuracy of answers, with •New information: step-
instructions on what to do next by-step
•Advantages
 Reduced training time • Skip any parts
 Self-paced learning • Go back any parts
 Immediate feedback

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Step 4: Implement training using various methods
g. Audiovisual-based training
•Use of DVDs, films, PowerPoint, and audiotapes
•Increasingly replaced by Web-based methods

8–43
Step 4: Implement the training program
h. Computer-based training (CBT)
•Training methods use interactive computer based systems
•Integrates the use of text, video, graphics, photos, animation and
sound to create a complex training environment with which the trainee
interacts
•E.g. training a physician

Multimedia (e.g. sound,

animination, video, etc.)

• Replay the
lessons
• Answer
questions
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Step 5: Evaluate the training program
• Training Effects to Measure
 Reaction of trainees to the program
 Did they like the program? Did they think it worthwhile?

 Learning that actually took place

 Did they learn what they were supposed to learn?
 E.g. improving customer service

 Behavior that changed on the job

 E.g. Are employees more courteous toward customers?

 Results achieved as a result of the training

 E.g. Did the number of customer complaints diminish?

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Activity: Step 5: Evaluate the training program
• Q1: What are the five training outcomes?
• Q2: What is the hierarchical order of these
outcome?
Results
• Reaction
• Learning
• Behavior Behavior
• Results

Learning

Reaction
8–46
FIGURE 8–4
A Sample Training
Evaluation Form

Source: www.opm.gov/employment_and_benefits/worklife/.
8–47
 Concept map

Q1. List the types of OJT for

managerial positions.
_______________________________

Q2. Which training method does

combine formal learning with OJT?
_______________________________

Q3. What is JIT in full?

_______________________________

Q4. Which training method does

require trainees to do self-learning in a
stepwise approach?
__________________________

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