Topic 5

Training and Development of

Learning Objectives:
At the end of the session, the students must have:
• understood employee orientation
• discussed the training process and its options
• differentiated the training methods
• practiced assessing training needs
 Employee Orientation

Employee orientation is the procedure for

providing new employees with some basic background
information about the firm, its culture and the job. It
provides the basic organizational information
employees need to feel prepared for their new team,
department, and role within the company.

Effective employee orientation makes

employees aware of company policies and
expectations, handles essential paperwork, and
answers any questions or concerns they may have before they transition into their new positions.

Regardless of the type of organization, orientation should be conducted at two levels:

1) Organization/overview orientation – topics discussed include overview of the company, key policies &
procedures, compensation & benefits, physical facilities, and the like.
2) Departmental and job orientation – topics about the department function and the duties and responsibilities
of the newly hired employee.

Training Defined

It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or
changing of attitudes and behaviors to enhance the performance of employees. Training of employees is not continuous,
but it is periodical and given in specified time. It is required at every stage of work and for every person at work. To
keep oneself updated with the fast changing technologies, concepts, values and environment, training plays a vital role.

Objectives of Training and Development:

1. Improve productivity and the quality and quantity of output.
2. Effectiveness in the present job.
3. Create more favorable attitudes such as loyalty and cooperation.
4. Help employees in their personal development and advancement by helping them acquire additional
qualifications for a better job.
5. Help organization respond to dynamic market conditions and changing customer demands.
6. Satisfy human resource planning requirements.

The Training Process

Designing
TNA/ Needs Training Program/ Implementation of Training
Validation
Assessment Training Training Program Evaluation
Objectives

1. Training Needs Analysis (TNA)/Needs Assessment

This refers to the process used to determine if training is necessary. It identifies specific job performance
deficiencies and increases productivity. A needs assessment is the “what” (what the organization needs) that
precedes the gap analysis, which is the “how” (how to close the gap between where the organization is currently
and where they want or need to be).

How to Conduct an Effective Training Needs Analysis

Step 1: Determine the Desired Outcome

The first step is to identify the desired performance standard or business outcome. Example: The VP for Sales
asks you to create new training for sales associates because they are working too slowly. Start by asking which key tasks
they are underperforming on. Say the VP for Sales found out that the key competency most concerned about is order
processing. Your first step is to identify how sales associates are supposed to process orders.

2
 Step 2: Determine the Current Outcome

Once you identify how the task should be performed, you need to find out how staff are actually executing it.
For example, if you’re considering creating training on processing orders, you might want to observe sales associates
on the job. You might also ask for performance reports that have statistics on the average duration of order calls.

Step 3: Determine the Cause of the Performance Gap, and Offer Solutions

Once the specific performance gap is

determine, the cause now needs to be identified
before you can identify the right solution. To do
so, all the possible factors that could affect
performance must be investigated, including:

• Feedback
• Knowledge and skills (past training)
• Motivation
• Capacity
• Tools and equipment

Using the same sales example, you

might chat with associates and find out that
some of them have never been trained on a few
of the more complex ordering scenarios. They
are sometimes slowed down because they have
to look up the process in their job manual. In this case, the solution is training. What if your team members report that
they know the process well, and what slows them down is actually their outdated computers? In that case, time is better
spent lobbying for an IT upgrade, not creating training.

Once the cause of the performance problem has been identified, you can identify a viable solution. You should
only propose a training solution when you identify that a lack of knowledge and skills is causing the performance gap.
The goal of a needs analysis is always to identify the underlying performance problem – and then define how training
will address the problem.

Five Methods Used to Gather Needs Assessment Information:

a. Interviews – can be used to take note of the problem of the employee in relation to the job, additional
skills or knowledge the employee needs to better perform the job, and what training the employee
believes is needed
b. Survey Questionnaire – involves developing a list of skills required to perform particular jobs
effectively and asking employees to check skills in which they believe they needed training on
c. Observation – an act or instance of viewing or noting a fact or occurrence for some special purpose.
The key to this method is to conduct multiple observations over time, making them informal and
unannounced. It is important to note that employees should know that these observations aren’t punitive
but for training purposes only.
d. Focus Groups – a useful starting point for any needs analysis which allows you to gather data on and
explore employees' views and opinions about their learning and development needs. In doing this, up
to ten employees meet under the guidance of an expert facilitator to discuss in an open forum their
current experience of learning and development and their future needs
e. Documentation Examination – this involves examining records like absenteeism, turnover, accident
rates, and performance appraisal information to determine if problem exists and whether any problems
identified can be addressed through training

2. Designing the Training Programs/Training Objectives

After determining training needs, objectives must be established to meet those needs. Effective training
objectives should state the benefit to the different stakeholders in the organization.

The design of the training program can be undertaken only when a clear training objective has been
produced. The training objectives clarifies what goal has to be achieved by the end of the training program, i.e.
3
 what the trainees are expected to do at the end of their training. Training objectives assists trainers to design the
training program.

Examples of training objectives:

• Employees will gain new knowledge and skills to perform in their roles.
• All heavy equipment operators must be eligible for appropriate licensing.
• Customer service representatives will learn to apply communication techniques to increase lead
conversion by 10%.
• Instruct new members in the marketing department how to navigate and use the company's
content management system within the first week of their employment.

3. Validation
Introduce and validate the training before a representative audience. Base final revisions on pilot results
to ensure training effectiveness.

4. Implementation of the Training Program

Once the staff, course, content, equipment, and topics are ready, the training is implemented.
Implementation phase requires continual adjusting, redesigning, and refining.

Factors to keep in mind while implementing the training program:

• The trainer – must be an expert who needs to be prepared mentally before the delivery of the
training; he/she prepares materials and activities in advance
• Physical set-up – it must be conducive for the training—right amount of space allocated and
having good ambiance
• Establishing rapport with participants – this is important to develop connection and
understanding between the trainer and participants
• Reviewing the agenda – objectives must be reviewed and goal of the training must be
understood by the participants including what is expected of the trainers

5. Training Evaluation
This ensures that candidates are able to implement their learning in their respective workplaces, or to
the regular work routines.

Purposes of Training Evaluation:

1. Feedback. Giving feedback helps
in defining the objectives and
linking them to learning
outcomes.
2. Research. It helps in ascertaining
the relationship between acquired
knowledge, transfer of
knowledge at workplace, and
training.

Process of Training Evaluation

Before the Training – The learner’s

skills and knowledge are assessed before the training because this can help determine whether the actual
outcomes are aligned with the expected outcomes of the training.

During the Training – This is the phase at which instruction is started. This usually consists of short
tests at regular intervals.

After the Training – This phase is designed to determine whether training given had the desired effect
at individual departments and organizational level. Observation, questionnaire, and interview are some
of the techniques used for evaluation.

4
 Training Options
There are 4 training options that an organization can consider before providing training to their employees:
1. Outsourcing: This allows organizations to concentrate on their core business and one way is to tie up with some
reputed training or educational institutes and send employees for training.
2. Internal Training: This alternative is generally for the new employees who are given the fundamental or job-
related training in-house and then send outside for higher training.
3. Product-related Training: The dealer who delivers the apparatus or installs the system offers the initial training.
4. Independent Professionals: This option is entirely on the individual and a better-trained professional will always
have better market worth than others.

Training Methods
There are various methods of training which can be divided into cognitive and behavioral methods:
A. Cognitive methods – this dwells on giving theoretical training to the trainees.

The different methods that come under cognitive approach are:

1. Lecture/Discussion Approach
It involves transmitting large amount of factual information to a large number of people at a given time.
It is the traditional method of teaching and used in many training programs.
***Variations of the Lecture Method***
Method Description
Standard Lecture Trainer talks while trainees listen and absorb information.
Team Teaching Two or more trainers present different topics or alternative views of the same topic.
Guest Speakers Speakers visit the session for a predetermined time period.
Primary instruction is conducted by the guest speaker.
Panels Two or more speakers presented information and ask questions.
Student Presentations Groups of trainees present topics to the class.

2. Demonstrations/Hands-on Method
This requires the trainee to be actively involved in learning. This method is a visual display of how
something works or how to do something.

3. Computer-based Training (CBT)

This is an interactive training experience in which the computer provides the learning
stimulus where the trainee must respond. The computer analyzes the responses and provides
feedback to the trainee. CBT was one of the first new technologies to be used in training.

4. Virtual Reality
This method puts the participant in a 3-D environment. The three dimensional
environment simulates situations and events that are experienced in the job. To experience virtual
reality, the trainee uses devices like headset, gloves, and treadmills.

B. Behavioral methods – are more of giving practical training to the trainees. These
methods are best used for skills development.

The various methods that come under behavioral approach are:

1. Games and Simulations
This method stimulates learning because participants are actively
involved and they mimic the competitive nature of business.

2. Case Studies and Role Playing

In this type of training, participants assume specific characterizations
and act out a particular situation or problem and attempt to solve the situation as if they
were the real individuals involved.

3. On-the-Job Training (OJT)

This involves having a person learn a job by actually performing it. The
employee is shown how to perform the job and is allowed to do it under a trainer’s
supervision.

5
Additional Readings and References

Additional Readings:

• https://nbsl.org.uk/business-bullets/people/70-3-things-to-consider-when-planning-your-training-and-
development-strategy
• http://www.whatishumanresource.com/Employee-Training-Introduction
• https://elearningindustry.com/how-write-learning-objectives-employee-training
• “Fundamentals of Human Resource Management” by Noe et al. (2007)
• “Training system issues in the year 2000” by Irwin Goldstein and Patrice Gilliam (1990)
• “Assess for Success” by Allison Rosset (Training and Development Journal – May 1991)

References:

• Corpuz, Crispina R. Human Resource Management. Third Edition. Rex Book Store, Inc. (RBSI), 856 Nicanor
Reyes Sr. St., Sampaloc, Manila, Philippines.
• http://www.ihrim.org/
• http://www.shrm.org/Pages/default.aspx
• https://www.pmap.org.ph/
• http://www.hreonline.com/HRE/index.jsp
• http://www.hrvillage.com/
• http://www.medzilla.com/
• http://www.traininganddevelopment.naukrihub.com/
• https://www.bamboohr.com/hr-glossary/employee-
orientation/#:~:text=Employee%20orientation%20is%20the%20process,employees%20to%20their%20new%
20workplace.&text=Effective%20employee%20orientation%20makes%20employees,transition%20into%20t
heir%20new%20positions.
• http://www.whatishumanresource.com/Employee-Training-Introduction
• https://www.edgepointlearning.com/blog/training-needs-analysis/#:~:text=more%20training%20on%3F-
,Observation,making%20them%20informal%20and%20unannounced.
• https://www.dictionary.com/browse/observation
• https://www.thestairway.co.uk/publications/the-use-of-focus-groups-in-learning-needs-
analysis.html#:~:text=Qualitative%20methods%20such%20as%20Focus,for%20any%20learning%20needs%
20analysis.&text=Qualitative%20research%20methods%20such%20as,their%20learning%20and%20develop
ment%20needs.
• https://www.ies.ncsu.edu/blog/how-to-conduct-needs-assessment-part-1-what-is-it-and-why-do-it/
• https://trainingindustry.com/articles/measurement-and-analytics/how-to-conduct-an-effective-training-needs-
analysis/
• https://www.indeed.com/career-advice/career-development/training-objectives

Image Sources:
• https://nbsl.org.uk/business-bullets/people/70-3-things-to-consider-when-planning-your-training-and-
development-strategy
• https://resources.workable.com/new-employee-orientation-program-checklist
• https://elearningindustry.com/employee-online-training-resources-for-leadership-development
• https://hrasiamedia.com/top-news/2018/choosing-the-right-employee-feedback-system/
• https://techengage.com/virtual-reality-vs-augmented-reality/
• http://clipart-library.com/clipart/1711558.htm