Induction , Training and Development

HRM Module 7

Exercise 1:

1.Form groups of seven members. Select a leader.2. Recall your first few days in your organization and

The orientation program that you underwent.

a. What has been the most valuable input for you.

b. What input you wished you had.Individually reflect and write on your notepad.

3.Share in the group. Arrive a consensus on (15 minutes) the Design of an orientation program.4.Report out

Induction: Purpose

Orientation is designed to start the employee in a direction that is compatible with the firm’s: Mission Goals Culture

Orientation is also used to: Explain what the organization stands for Explain the type of work that will be

performed Introduce employees to managers and

work groups

Why Induction?

Newness anxiety is caused by: Not knowing what to expect Having to cope with a major life change

(the job) Feeling unsure about the future

A good orientation program can: Make the first few days a positive

experience Get the employee on the right track Start him/her off with a positive attitude

Different levels of orientation may be required

Induction: What is it

The orientation process is similar to socialization The established group communicates

systematic sets of expectations for how newcomers should behave

People undergoing socialization respond both cognitively and emotionally They receive and try to understand the

cultural messages being sent If the messages are not understood or

accepted, they must invent their own behaviors

Formal Orientation Programme

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HR Representative

Supervisor

Organisational IssuesEmployeeBenefitsIntroduction

Specific Job Location and Duties

Special Anxiety-Reduction Seminars

To Placement

Problems of Orientation

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Supervisor who is entrusted with the job is not trained or is too busy.

Employee is overwhelmed with too much information in a short time.

Employee is overloaded with forms to complete.

Employee is given only menial tasks that discourage job interest and company loyalty.

Employee is asked to perform tasks where there are high chances of failure that could needlessly discourage the employee.

Problems of Orientation

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Employee is pushed into the job with a sketchy orientation under the mistaken belief that ‘trial by fire’ is the best orientation.

Employee is forced to fill in the gaps between a broad orientation by the HR department and a narrow orientation at the departmental level.

Employee is thrown into action too soon. Employee’s mistakes can damage the

company. Employee may develop wrong perceptions

because of short periods spent on each job.

Model of Employee PlacementAssessment-classification

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Collect details about the employees

Construct his or her profile

Which subgroup profile does the individual’s profile best fit?

Compare subgroup profile to job family profiles

Which job family profile does subgroup profile best fit?

Assign the individual to job family

Assign the individual to specific job after further counselling and assessment

Training & Development

Spending on TrainingSpending on Training

Infosys & TCS - $125 million.

Accenture- $546 million.

Inputs Workmen

First Line Managers

Middle Managers

Senior Managers

Specific Job Skills Yes

Motor Skills Yes Yes Yes Yes

Interpersonal Skills Yes Yes Yes Yes

Education Yes Yes

Development Yes Yes

Ethics Yes Yes

Attitudinal Changes

Yes Yes Yes Yes

Decision Making and Problem solving abilities

Yes Yes

Training Inputs requirementsTraining Inputs requirements

Introduction

Training and development are processes that provide employees with: Information Skills An understanding of the organization

and its goals The ability to make positive

contributions in the form of good performance

Training

Training is the systematic process of altering employee behavior in a way that will achieve organizational goals

It should be related to present job skills and abilities

It has a current orientation It helps employees master the specific

skills and abilities needed to be successful

Needs Assessment

Needs assessment is a process used to determine if, and what type of, training is necessary

Organizational analysis: examining a firm’s mission, resources, and goals

Person analysis: determining who needs training and their readiness for training

Task analysis: identification of the tasks, knowledge, skill, and behaviors that should be included in a training program

Needs Assessment

A needs assessment is conducted through: Interviews Surveys Reviews of records Observation Discussions with management

Needs Assessment

The information gathering provides a profile of: What type of training is needed Who should be trained When training should be conducted Whether training is the preferred

approach

Instructional objectives lead to the selection and design of instructional programs: If assessment and program design are

done carefully, training and development can be monitored and evaluated

Learning Theory and Training

Learning principles can be applied to job training: The trainee must be motivated to learn The trainee must be able to learn The learning must be reinforced The training must provide for practice

of the material The material presented must be

meaningful The material must be communicated

effectively The training taught must transfer to

the job

Learning Organizations

In The Fifth Discipline, Peter Senge described learning organizations as places where: People continually expand their

capacity to create the results they desire

New and expansive patterns of thinking are nurtured

Collective aspiration is set free People are continually learning how

to learn together

Learning Organizations

Learning in firms such as Xerox and General Electric has a three-stage learning perspective: Cognitive Behavioral Improvement of performance

Learning organizations do not simply appear Encouraging learning is essential

Training Activities

Instructor-led training is the preferred and dominant method of delivering training, followed by: Public seminars Case studies Performance support Web-based self-study Role playing

Use of the Internet, intranet, and extranet has increased each year for the past five years

Training Activities

These types of training rely heavily on e-learning and traditional classroom methods:

Computer systems/applications Computer systems/programming Technological skills/knowledge Management skills/development

Training Activities

The consensus accounting model of the American Society for Training and Development helps assess the costs/benefits of training and development The consensus model has four steps:

Establish a definition of training Determine all training cost categories Calculate training costs Code the costs

Costs include such things as trainer salaries, lost work time, materials, travel, and accommodations

Choosing Trainers and Trainees Success of the training program also depends

on the trainer, who should be able to:Speak wellWrite convincinglyOrganize the work of othersBe inventiveInspire others to greater achievements

Analyzing needs and developing a training program is done by company trainers or outside consultants

Choosing Trainers and Trainees

Managers can also be good trainers: This is especially true if technical skills

are involved Qualified trainers can help prepare

training materials This overcomes the frequent criticism

that the training won’t work back on the job

Principles of learning to follow: Provide time for practice Require practice and repetition Communicate the material effectively

Instructional Methods

This phase of training includes:

Selection of content and training methods

The actual training

Case Method

The case method uses a written description of a real decision-making situation Managers are asked to study the case in

order to: Identify the problems Analyze the problems Propose solutions Choose the best solution Implement it

More learning takes place if there is interaction with the instructor

Case Method

When using the case method, guard against: Dominating the discussion Permitting a few people to dominate the discussion Leading the discussion toward a preferred solution

As a catalyst, the instructor should: Encourage divergent viewpoints Initiate discussion on points the managers are missing Be thoroughly prepared

Incident Method

With the incident method: The outline of a problem is given Students are given a role in the incident More data are given if the right questions are

asked Each student solves the case, and groups based on

similarity of solutions are formed Each group formulates a statement of position The groups then debate or role-play their solutions The instructor describes what actually happened in

the case and the consequences The groups compare their solutions with the results

Role Playing

Role-playing is a cross between the case method and an attitude development program Each person is assigned a role in a situation

and is asked to react to other players’ role-playing

The player is asked to react to the stimuli as that person would

Players are provided with background information on the situation and the players

A script is usually provided

Role Playing

The success of this method depends on the ability of the players to play the assigned roles believably

Role-playing can help a manager

become more aware of, and more sensitive to, the feelings of others

Case Study vs. Role Play

Design and demonstrate a Role Play on Conflict Resolution or Negotiation based on the dual concern Model.

Exercise Two:

In-Basket Technique

The participant is given typical items from a specific manager’s mail, email, and telephone list Important and pressing matters are mixed

in with routine business matters

The trainee is analyzed and critiqued on: The number of decisions made in the time

allotted The quality of the decisions The priorities chosen for making them

To generate interest, in-basket materials must be: Realistic, job-related, and not impossible to

make decisions on

Management Games

Management games describe the operating characteristics of a company, industry, or enterprise

The descriptions take the form of equations that are manipulated after decisions are made

These games emphasize development of problem-solving skills

Examples of games: Looking Glass

Management Games

Advantages of the games: Integration of several interacting

decisions Ability to experiment with decisions Provision of feedback on decisions Requirement that decisions be made

with inadequate data

Management Games

Criticisms of the games: Limited novelty or reactivity in decision

making The cost of development and administration The unreality of some of the models Participants tend to look for the key to

winning the game instead of focusing on good decision making

Many participants feel the games are rigged; too few, or even a single factor, may be the key to winning

Behavior Modeling

Behavior modeling is also called: Interaction management Imitating models

Modeling is a “vicarious process” that emphasizes observation

Behavior Modeling

There are four steps in this process: Modeling of effective behavior (films) Role playing Social reinforcement (role playing) Transfer of training to the job

Modeling offers promise for developing leadership skills, if used in conjunction with videotape methods

Research evidence is generally positive

Outdoor-Oriented Programs

Outdoor, action-oriented programs are becoming increasingly popular Leadership, teamwork, and risk-taking

are top-priority items in these programs

Popular types of outdoor training include: River rafting Mountain climbing Night searching Team competition Boat races Rope climbing

Outdoor-Oriented Programs

Program popularity is based on the opinion that: They are action packed Participants like them They involve healthy exercise

Little research shows these programs are effective Critics also question whether an

organization has the right to encourage or require participation in such programs

Which Approach Should be Used?

The choice should be based on: How many managers need to be developed Relative costs per manager for each

method Availability of development materials The instructor’s capabilities Employees’ learning efficiency and

motivation

If there are only a few instructors, individualized programmed instruction may be considered Outside instructors, movies, or videotapes

may also be used

Which Approach Should be Used?

The techniques of behaviorism include: Behavioral modeling Role playing Positive reinforcement Simulations

Preferred techniques include: Self-assessment Visualization Guided reflection

Which Approach Should be Used?

Advocates of cognitive approaches recommend: Lectures Discussion Readings Debates

Simpler tasks, like word processing or filing, are learned efficiently by behaviorist techniques More complex tasks often require

cognitive and humanistic approaches

On-The-Job Training for Managers

On-the-job management training is relevant and immediately transferable to the job Three widely used approaches to manager

OJT: Coaching and counseling Transitory anticipatory experiences Transfers and rotation

Off-The-Job Training

Organizations with the biggest training programs often use off-the-job training Programmed instruction: most effective if

knowledge is the objective Case method: improves problem-solving

skills

Most popular off-the-job methods: Lecture-discussion, supplemented with

audiovisual Programmed instruction Computer-assisted instruction (CAI)

Computer-Assisted Instruction

Advantages of CAI: Allows trainees to learn at their own pace Trainees can study areas that need

improvement Flexibility Learning is more self-initiated and

individualized

The Internet offers ways to: Increase learning Link resources Share knowledge inside and outside an

organization

Computer-Assisted Instruction

Training can be delivered in these ways, individually or in combination with other instruction methods: E-mail Bulletin boards, forums, and newsgroups Interactive, online tutorials and courses Real-time conferencing

Computer-Assisted Instruction

Intranets are internal, proprietary electronic networks, similar to the Internet An intranet facilitates delivery of training

materials Intranets can also support CD-ROM-based

training

HRM practitioners and trainers should have a working knowledge of multimedia technology Learning is enhanced with audio,

animation, graphics, and interactive video It lets trainees retrieve information when

they want it, and in the way that makes the most sense to them

Computer-Assisted Instruction

Distance training, or distance learning, is also called “just-in-time training” Trainers are evolving into facilitators,

guides, and mentors The goal of the corporate trainer

should now be to find, interpret, and assess information and technologically sophisticated products

Computer-Assisted Instruction

Large companies and the U.S. government have become high-tech training trendsetters The government has used

information-sharing technology for years

Distance-learning is cost-efficient/effective because:

Various agencies don’t have to reinvent the wheel

Agencies can share data and training materials through electronic government learning gateways

What is Management Development?

Development that uses behavioral science knowledge to deal with problems of change It is a continuous process in the most

effective firms

Management development should be planned because it requires: Systematic diagnosis Development of a program The mobilization of resources Top-management commitment for success

There is no best development approach

Individual Development Techniques

Development techniques can be classified on the basis of the target area they are intended to affect: Individual Groups Organizational

Evaluation of Training & Development

Exercise 3

Evaluation of Training & Development

Evaluation is the final phase of the training and development program Cost-benefit analysis is more feasible for

training and development than for many other HRM functions

Costs are relatively easy to compute: direct costs + indirect costs

The evaluation is made by comparing the results (the benefits) with the objectives that were set The criteria used to evaluate the

program depend on the objectives and who sets the criteria: management, trainers, or trainees

Criteria for Evaluation

Three types of criteria for evaluating training: Internal External Participants’ reaction

Internal criteria are directly associated with the content of the program, such as whether the employee learned the facts covered

External criteria are related to the ultimate purpose of the program, such as improving the effectiveness of the employee

Donald Kirkpatrick's Four Level Evaluation Mode

Step 1: Reaction - How well did the learners like the learning process?

Step 2: Learning - What did they learn? (the extent to which the learners gain knowledge and skills)

Step 3: Behavior - (What changes in job performance resulted from the learning process? (capability to perform the newly learned skills while on the job)

Step 4: Results - What are the tangible results of the learning process in terms of reduced cost, improved quality, increased production, efficiency, etc.?

Criteria for Evaluation

Some argue that it is more effective to use multiple criteria to evaluate training; others recommend a single criterion A proponent of a multiple-criterion

evaluation system, Kirkpatrick suggests measuring: Participants’ reaction Learning Behavior Results

Many firms currently assess reactions, but few measure behavioral results

Training Effectiveness

Formal training and development are more effective than informal training, or no training at all

However, training and development programs tend to be assumed rather than evaluated