[TRANS] UNIT 3: HUMAN RESOURCE DEVELOPMENT

OUTLINE
I. CHAPTER 7:TRAINING EMPLOYEES
A. TRAINING LINKED TO ORGANIZATIONAL
NEEDS
B. NEEDS ASSESSMENT

CHAPTER 7: TRAINING EMPLOYEES

Training
- Acquiring job-related knowledge, skills, abilities, and
behaviors.
- Programs range from formal classes to one-on-one
mentoring.
- Takes place on the job or at remote locations.
- Should be linked to organizational needs and
motivation of employees.

TRAINING LINKED TO ORGANIZATIONAL NEEDS

IMPORTANCE OF TRAINING
Figure 7.1 Stages of Instructional Design
- More important than ever due to nature of the modern
business environment. LEARNING MANAGEMENT SYSTEMS (LMS)
- Change requires employees to learn new skills
continuously. - Computer application that automates the
- Growing reliance on teamwork creates a demand for administration, development, and delivery of training
the ability to solve problems in teams and often programs.
requires training. - LMS makes the design process more efficient and
effective.
INSTRUCTIONAL DESIGN - Can link to a performance management system to
plan and manage training needs, outcomes, and
- Teaches skills and behaviors that help organizations associated rewards.
achieve goals.
- Used by HR professionals. NEEDS ASSESSMENT

Includes: - The first element of instructional design is needs

1. Assessment of needs. assessment.
2. Preparation for training - Evaluating the organization, individual employees,
3. Planning the training program. and tasks to determine what kinds of training, if any,
4. Implementing the program. are necessary.
5. Evaluating the results of theprogram.

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Answers three questions: READINESS FOR TRAINING
● Organization: What is the context in which training
will occur? Combination of employee characteristics and positive
● Person: Who needs training? work environment that permits training.
● Task: What subjects should the training cover? Necessary employee characteristics: ability to learn,
favorable attitudes toward training, motivation.
- Positive work environment encourages learning.
ORGANIZATION ANALYSIS
• Situational constraints.
- The beginning of needs assessment. • Social support.
- It looks at training needs in light of:
● The organization’s strategy. WHAT MANAGERS SHOULD DO TO SUPPORT
● Resources available for training. TRAINING
● Management’s support for training activities.
- Understand the content of the training.
- The organization should show trainees how to use - Know how training relates to what you need
newly learned skills, knowledge, and behaviors on the employees to do.
job. - In performance appraisals, evaluate employees on
- Managers need to know how training will help them how they apply training to their jobs.
achieve business goals. - Support employees’ use of training when they return
to work.
- Employee training must fit with the organization’s - Ensure that employees have the equipment and
strategy and budget. Such training can only be technology needed to use training.
successful if managers are willing to help trainees use - Prior to training, discuss with employees how they
their newly learned knowledge and skills on the job. plan to use training.
- Recognize newly trained employees who use training
PERSON ANALYSIS content.
- Give employees release time from their work to attend
Process of determining individuals’ needs and readiness for training.
training by answering three questions: - Explain to employees why they have been asked to
1. Do performance deficiencies result from a lack of attend training.
knowledge, skill, or ability? - Give employees feedback related to skills or behavior
2. Who needs training? they are trying to develop.
3. Are the employees ready for training? - If possible, be a trainer.

The primary variables are: PLANNING THE TRAINING PROGRAM

● The person’s ability and skills.
● Attitudes and motivation.
● The organization’s input. In-House or Contracted Out?
● Performance feedback. - Organizations can provide an effective training
● Positive consequences to motivate good program even if they lack expertise in training
performance.
Many organizations use outside experts.
TASK ANALYSIS - Request for proposal (RFP).

Training administration is done by an HR professional.

Conditions to be considered:
● Job’s equipment and environment.
● Time constraints.
● Safety considerations.
● Performance standards.
●
- Employees are interviewed and a questionnaire is
created about the importance, frequency and difficulty
of the tasks.
- Determines which tasks will be the focus of training.

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 TRAINING METHODS OJT should include:
- Policy statement describing the purpose of OJT and
emphasizing the organization’s support for it.
- Who is accountable for conducting OJT.
- Managers and peers should be trained in OJT
principles.
- Access to lesson plans, checklists, procedure
manuals, training manuals, learning contracts, and
progress report forms.
- The organization should assess the employee’s level
of basic skills.

Table 7.2 Categories of Training Methods

Table 7.3 Typical Jobs for Apprentices and Interns

SIMULATIONS
Figure 7.2 Use of Instructional Methods - Enable trainees to see the impact of their decisions in an
artificial, risk-free environment.
TRAINING METHODS (CONT.)
- May use avatars.
CLASSROOM INSTRUCTIONS - Virtual reality provides an interactive,
three-dimensional experience.
Usually a trainer lecturing group.

Business Games
Distance Learning
- Trainees gather and analyze information and make
- Trainees at different locations.
decisions that influence the outcome.
- May involve videoconferencing, e-mail, instant
messaging, document-sharing software, and web
Case Studies
cameras.
- Detailed descriptions of a situation that trainees study
- Interaction between trainer and audience may be
and discuss.
limited.

Behavior Modeling
COMPUTER-BASED LEARNING
- An effective way to teach interpersonal skills with
E-Learning role-playing and feedback.
- Web-based training modules, distance learning, and
virtual classrooms. EXPERIENTIAL PROGRAMS
- Learning concepts and applying them by simulating behaviors
Electronic performance support systems (EPSS) involved and analyzing activity.
- Provides access to skills training, information, and
expert advice as needed. - Connecting analysis with real-life situations.
- Adventure learning.
ON-THE-JOB TRAINING (OJT)

- Person with job experience and skill guides trainees.

- Apprenticeships.
- Internships.

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 TEAMWORK

- One of the most important features of organizations

today is teamwork. Experiential programs include
teambuilding exercises like wall climbing and rafting
to help build trust and cooperation among employees.

TRAINING METHODS (CONT.)

TEAM TRAINING
Table 7.4.2 Ways That Training Helps Employees Learn
- Individuals work together to achieve a common goal.
- Cross training. IMPLEMENTING THE TRAINING PROGRAM (CONT.)
- Coordination training.
TRANSFER OF TRAINING
- Team leader training.
- On-the-job use of knowledge, skills, and behaviors
Action Learning learned in training.
- Teams get an actual problem. - Implementation strengthened by social support,
- They work on solving the problem. technical support, and selfmanagement.
- They commit to an action plan. - Communities of practice provide peer support.
- They are responsible for carrying out plan.
IMPLEMENTING THE TRAINING PROGRAM

IMPLEMENTING THE TRAINING PROGRAM

PRINCIPLES OF LEARNING

- Employees learn best when training links to current

tasks.
- Employees need the chance to demonstrate and
practice what they have learned.
- Trainees need to understand whether or not they are
succeeding.
- Well-designed training helps people remember
content.
- Written materials should have appropriate
readability.

Figure 7.3 Measures of Training Success

EVALUATION METHODS
Three questions indicate transfer of training:
1. Do you perform the task?
Table 7.4.1 Ways That Training Helps Employees Learn
2. How many times do you perform the task?
3. To what extend do you perform difficult and
challenging learned tasks?

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TRAINING OUTCOMES
CHAPTER 8: DEVELOPING EMPLOYEES FOR FUTURE
- Information such as facts, techniques, and SUCCESS
procedures that trainees can recall after training.
- Skills that trainees can demonstrate in tests or on the
TRAINING, DEVELOPMENT & CAREER
job. MANAGEMENT
- Trainee and supervisor satisfaction with training
program. EMPLOYEE DEVELOPMENT
- Changes in attitude related to training content.
- Improvements in individual, group, or company ● Combination of formal education, job experience,
performance. relationships, and assessment of personality and
- High return on investment. abilities to help employees prepare for future careers.
● Prepares employees for change in new jobs and
APPLYING THE EVALUATION responsibilities.
- Helps with future decisions about the organization’s ● Prepares employees for changes in their current jobs.
training programs.
- Organization may identify a need to modify the
training and gain information about the kinds of
changes needed.
APPLICATIONS OF TRAINING
Table 8.1 Training versus Development
Orientations
- Objective is to familiarize new employees with rules, policies, PROTEAN CAREER
and procedures.
● Employees take responsibility for managing their
Training designed to prepare new careers.
employees to: ● Employees are continually developing marketable
• Perform their jobs effectively. skills.
• Learn about organization.
• Establish work relationships. Employers and employees need to find matches between:
● Employees’ interests, skills, and weaknesses.
Onboarding ● Development experiences involving jobs,
• Ongoing process that aims to prepare relationships, and formal courses.
new employees for full participation. ● Career management (development planning).
• Conscious attempt to get new hires to
identify and connect with employer.

Figure 7.4 Goals for a Four-Stage Onboarding Process

Diversity Training
- Designed to change employee attitudes about diversity and
inclusion. Goal is to decrease stereotyping and become aware
of differences. Risk is that the programs may alienate white
male employees.

Programs may focus on:

- Behavior changes.
- Constructive ways to handle communication barriers,
conflicts, and misunderstandings. Figure 8.1 Four Approaches to Employee Development
- Cultural immersion.

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 APPROACHES TO EMPLOYEE DEVELOPMENT PERFORMANCE APPRAISAL & 360-DEGREE
FORMAL EDUCATION FEEDBACK

● Performance appraisal is a formal process for

● Includes workshops, short courses, lectures, measuring employee performance.
simulation, business games, experiential programs, ○ Identifies causes of performance
and meetings. discrepancy and develops plans for
● Many companies have training and development improvement.
centers. ● 360-degree feedback is performance measurement
● Can occur off-site or through the Internet. by the employee’s supervisor, peers, employees, and
ASSESSMENT customers.
JOB EXPERIENCES
● Collecting information and providing feedback to
employees about behavior, communication, or skills.
● Most frequently used to assess managerial potential. ● Combination of relationships, problems, demands,
Comes from employees, peers, managers, or tasks, and other features of an employee’s job.
customers. ● Most employee development occurs here.
● Methods of assessment vary: ● Working outside one’s home country is the most
○ Psychological tests. important job experience that can develop an
○ Self, peer, and management ratings. employee for a career in the global economy.
○ Assessment centers.
● Psychological profiles. ● Types of Job Assignments:
○ Myers-Briggs Type Indicator (MBTI). ○ Job enlargement
■ Measures four areas: energy ○ Job rotation
(introversion or extroversion), ○ Transfer, promotions, and downward moves
information-gathering (sensing or ○ Temporary assignments with other
intuitive), decision making (thinking organizations:
or feeling), and lifestyle (judging or ■ Externship
perceiving). ■ Sabbatical
■ Helps organizations understand the
communication, motivation,
teamwork, work styles, and
leadership of the people in their
groups.
■ Research on effectiveness is
inconclusive.
○ DiSC assessment tool.
■ Report describes employees’
behavioral style, preferred
environment, and strategies for
effectiveness.
■ Categories are dominance,
influence, steadiness, and
conscientiousness
ASSESSMENT CENTERS
Figure 8.2 How Job Experiences Are Used for Employee
● Usually off-site. Development
● Identifies whether employees have the personality
characteristics, administrative skills, and interpersonal INTERPERSONAL RELATIONSHIPS
skills for managerial jobs or for working in teams
● Types of activities: ● Employees can develop skills and increase their
○ Leaderless group discussion knowledge by interacting with experienced members
○ Interviews of the organization.
○ In-baskets ● Mentor: experienced, productive senior employee
○ Role-plays who helps develop less experienced employee.

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 ● Coach: peer or manager who motivates employees, ● Developmental systems help break the glass ceiling.
helps them develop skills, and provides
reinforcement/feedback. SUCCESSION PLANNING

SYSTEMS FOR CAREER MANAGEMENT

● Identifying and tracking high-potential employees who
can fill key positions when they become vacant.
CAREER MANAGEMENT SYSTEM ○ Senior management regularly reviews
leadership talent.
● Data gathering. ○ Ensures critical talent is available.
○ Often aimed at providing individual ○ Provides development experience that
employees with information about managers must complete.
themselves. ○ Helps attract and retain managerial
○ Tools for self-assessment (Myers-Briggs employees.
Type Indicator, the Strong-Campbell Interest
Inventory, the Self-Directed Search).
● Feedback.
○ Employee’s responsibility to identify what
skills she or he could realistically develop.
○ Organization’s responsibility is to
communicate the performance evaluation
and the opportunities available to the
employee, given the organization’s
long-range plans.
● Goal setting (long- and short-term).
○ Desired positions.
○ Level of skill to apply.
○ Work setting.
○ Skill acquisition.
● Action planning and follow-up. Figure 8.6 Process for Developing a Succession Plan
○ Prepared by an employee.
○ Includes steps and timetable to reach goals.
○ May result in a career development plan. DYSFUNCTIONAL MANAGERS

● May engage in behaviors that make them ineffective

or “toxic.”
○ Insensitivity to others.
○ Inability to be a team player.
○ Arrogance.
○ Poor conflict-management skills.
○ Inability to meet business objectives.
○ Inability to adapt to change.

Figure 8.3 Steps in the Career Management Process

DEVELOPMENT-RELATED CHALLENGES

THE GLASS CEILING

● Invisible barrier that keeps most women and

minorities from attaining top jobs.
● Caused by lack of access to: Training programs,
developmental job experiences, and developmental
relationships.

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 CHAPTER 10: MANAGING EMPLOYEES CRITERIA FOR EFFECTIVE PERFORMANCE
PERFORMANCE MANAGEMENT
THE PROCESS OF PERFORMANCE MANAGEMENT EFFECTIVE PERFORMANCE MEASURES
Performance management requires:
• Knowing what activities and outputs are desired. Fit with strategy: support company’s strategy, goals, and
• Observing whether the activities and outputs occur. culture.
• Providing feedback to help employees meet expectations.
Validity: measure all relevant aspects of performance and not
Benefits: the irrelevant ones.
• Tells top performers they are valued.
• Encourages communication between managers and their Reliability: yield consistent results over time.
employees. - Interrater reliability.
• Establishes consistent standards for evaluating employees. - Test-retest reliability.
• Helps the organization identify its strongest and weakest
employees. Acceptability: accepted by those who use it.

Specific feedback: give specific expectations and methods to

achieve goals.

Figure 10.1 Steps in the Performance Management Figure 10.2 Contamination and Deficiency of a Job
Process Performance Measure

PURPOSES OF PERFORMANCE MANAGEMENT METHODS FOR MEASURING PERFORMANCE

Strategic Purpose MAKING COMPARISONS

- Helps organization achieve business objectives.
- Measurements must be linked to the organization’s
● Simple ranking: managers rank employees from
goals.
highest to poorest performer.
○ Alternation ranking.
Administrative Purpose
- Ways that organizations use the system to provide
● Forced-distribution method: assigns a certain
information for day-to-day decisions.
percentage of employees to each category in a set of
categories.
Developmental Purpose
- Basis for developing employees’ knowledge and
● Paired-comparison method: compares each
skills.
employee with the others to establish rankings.

Rankings are often not linked to the organization’s goals, and

the ranking is open to interpretation.

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RATING ATTRIBUTES Total Quality Management
- Assessment of both individual performance and the system
within which the individual works.
GRAPHIC RATING SCALE MIX-STANDARD SCALE ● Yields subjective feedback from managers.
● Yields objective feedback based on work process;
• Lists traits and provides a • Uses several statements to
obtained from a variety of methods called statistical
rating scale for each trait. describe each trait.
quality control.
• Employer uses scale to • Employer scores employee
indicate extent to which in terms of how employee A TQM approach to performance measurement includes
employee displays each trait. compares to statements. subjective feedback from managers, peers, and customers as
• Rating scales are subjective well as objective feedback based on the work process.
and vary by employer.
SOURCES OF PERFORMANCE INFORMATION
RATING BEHAVIORS
360-DEGREE PERFORMANCE APPRAISAL
CRITICAL-INCIDENT BEHAVIORALLY - Performance measurement that combines information from a
METHOD ANCHORED RATING variety of sources.
SCALE (BARS)
● Managers.
• Specific instances of • Uses several statements to ● Peers.
effective and ineffective describe each trait. ● Subordinates.
employee behavior ● Self.
documented. • Employer scores employee ● Customers.
in terms of how employee
- Results in most complete assessment possible.
• Employees receive feedback compares to statements.
about what they do well and
what they do poorly. Customer Feedback
- Customer feedback is one source of information used
BEHAVIORAL ORGANIZATIONAL in performance appraisals. Other sources include
OBSERVATION SCALE BEHAVIOR MODIFICATION managers, peers, subordinates, and employees
(BOS) (OBM) themselves.

• A variation of BARS. • Builds on branch of ERRORS IN PERFORMANCE MEASUREMENT

psychology call behaviorism.
• Rating scale includes all • Employer provides
critical behaviors. feedback and reinforcement TYPES OF RATING ERRORS
• Asks the manager to rate to encourage behaviors that
- Raters tend to give higher evaluations to people they think
frequency with which achieve company goals.
employee has exhibited are similar to themselves.
each behavior during period.
● Contrast error: rater compares individual not against
MEASURING RESULTS objective standard but against other employees.
Productivity: getting more done with smaller amount of
resources increases a company’s ● Distributional error: rater uses only part of rating
profits. scale.
○ Leniency: reviewer rates everyone near top.
Management by objectives (MBO): ○ Strictness: reviewer favors lower rankings.
● People at each level of organization set goals in ○ Central tendency: reviewer rates everyone in
process that flows from top to bottom. middle of scale.
● Employees at all levels contribute to organization’s
overall goals. ● Rater bias: rater lets their opinion of one quality color
● Set goals become the standards for evaluating their opinion of others.
employee performance. ○ Halo error: bias causes favorable ratings.
- Three components: ○ Horns error: bias causes negative ratings.
1. Goals are specific, difficult, and objective.
2. Managers work with employees to set goals.
3. Manager gives objective feedback to monitor
progress.

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 PREPARING FOR FEEDBACK SESSION

● Managers and employees should be well prepared for

each session.
● Managers should ask each employee tocomplete a
self-assessment ahead of time.

CONDUCTING THE FEEDBACK SESSION

● “Tell-and-sell” approach.
○ Managers tell employees their ratings and
justify those ratings.

● Tell-and-listen” approach.
○ Managers tell employees their ratings and
then let employees explain their own view.

● “Problem-solving” approach.
Figure 10.6 Possible Ratings Errors in Performance ○ Managers and employees work to solve
Measurement performance problems.

WAYS TO REDUCE ERRORS FINDING SOLUTIONS TO PERFORMANCE

- Raters can be trained to avoid making errors using a variety PROBLEMS
of methods.
● Rating fictional employees and discussing decisions. The type of action taken depends on what employee lacks.
● Studying actual examples of various performances. • Lack of ability.
● Focusing on complex nature of employee • Lack of motivation.
performance. • Lack of both.
• Lack of neither.
Data analytics can be used to find patterns.
Employees with high ability and high motivation are generally
POLITICAL BEHAVIOR IN PERFORMANCE solid performers.
APPRAISALS
- Sometimes raters are political; they distort evaluations to
advance their own personal goals.

Calibration meetings can be used to minimize politics.

- Managers discuss performance ratings and provide
evidence supporting their ratings with goal of
eliminating intentional errors.

GIVING PERFORMANCE FEEDBACK

SCHEDULING PERFORMANCE FEEDBACK

- Should be a regular, expected management activity.

Beneficial when scheduled frequently.

● Most effective when information does not surprise
employee. Figure 10.7 Questions for Diagnosing Remedies to
● Employees motivated when they know if they are on Performance Problems
right track

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 LEGAL AND ETHICAL ISSUES IN PERFORMANCE
MANAGEMENT

LEGAL REQUIREMENTS FOR PERFORMANCE

MANAGEMENT
- Lawsuits often arise in two areas:
● Discrimination.
● Unjust dismissal.

The Uniform Guidelines on Employee Selection Procedures

also apply to performance measurement.

System should be legally defensible.

● Based on valid job analyses.
● Evaluations based on behaviors rather than traits.
● Uses multiple raters whose ratings can be appealed.
● Provides employees with feedback and coaching or
training.

ELECTRONIC MONITORING AND EMPLOYEWE

PRIVACY
- Organizations often store records of employees’ performance
ratings, disciplinary actions, and work-rule violations in
electronic databases.

Many companies use computers, sensors, and mobile devices

to monitor productivity and other performance measures
electronically.
● Can improve productivity, but raises privacy concerns.
● Electronic systems should not be a substitute for
careful management.

FINAL REMINDERS

REFERENCES:
Slides from UNITS 2 and 3.

Notes from the discussion by: ALVEZ, CAI, GONZALES ,

MANANSALA, PARK, VICENTE, ZAMORA

University of Santo Tomas powerpoint presentation:

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