Training Development Employee Skills

Training and Development, Coaching,
Mentoring, Counseling
Daw Sanda Win
Lecturer
Department of Economics
National Management College

Copyright © 2005 by South-Western, a division of Thomson Learning. All rights reserved.
What is HRM?
 Managing PEOPLE
2

Managing people is
optimum utilization
of people.
3

Resources?
4
 Land
 Labour
 Capital

Resources
 Men
 Money
 Materials
 Machines
 Methods
 Management
Information
 Minutes ( Time )
5

Management?
6
 Getting things done through and
with other people

Physical or Mental Work?
MENTAL WORK
7

ARTS: Thinking
SCIENCE: Doing
Both ARTS and SCIENCE
ARTS OR SCIENCE?
8

The term HRM refers to activities
undertaken to attract, develop and
maintain an effective work force
within an organization
9

Human Resource Management
10
All managers
are resource
managers.
Employees are
viewed as valuable
assets.
Matching process,
integrating the
organization’s
goals with
employees’ needs.

Human Resource Management Goals
Develop an Effective Workforce
Training
Development
Appraisal
Maintain an Effective Workforce
Wage and salary
Benefits
Labor relations
Terminations
HRM planning
Job analysis
Forecasting
Recruiting
Selecting
Attract an Effective Workforce
Company Strategy

HR Activities or Functions
1) HR Planning
2) Recruitment
3) Selection
4) Training and Development
5) Compensation and Benefits
6) Performance Appraisal
7) Health and Safety
8) Disciplines and Grievances
9) Termination or Dismiss

How Important is Training and Development?
 Organization are always changing
– Technology improves
– Organizational values change
– Business strategies change
– Customer needs change
 If KSA are not updated, employees will not perform well.
 Employees are given the opportunity to perform because
they need to be motivated. However, they will not perform
well without ability. ( Performance = A × M × O)
 Ability is not just natural talent, it is mostly learned.
 Therefore, an appropriately trained and developed
workforce can mean the difference between success and
failure.
13

14
The benefit to the organization of training its
staff will be seen in terms of:
• increased efficiency and productivity;
• reduction in costs;
• reduction in supervisory problems and grievances;
• reduction in accidents;
• improved quality;
• improved motivation and morale among employees;
• encouraging a culture of flexibility;
• developing a culture of learning;
• easing skills shortages;
• planning for succession.

1515
The individual will also benefit in terms of:
• the acquisition of new skills;
• increase in employment prospects;
• improved promotion prospects;
• increased ability to cope with the pressures of work
resulting in less stress at work;
• increased job satisfaction.

Training and Development
 It is the means by which an organization invests in its
employees.
 Change requires new skills and attitudes, so
organizations that do not invest in training and
development cannot hope to benefit from change.
16

Training and Development
Definitions
 Training is designed to permit learners to
acquire knowledge and skills needed for their
present jobs.
 Development involves learning that goes
beyond today’s job and has a more long-term
focus.
17

Training Versus Development
18
Learn specific
behaviors and actions:
Demonstrate techniques
and process
Understand information
concepts and context:
Develop judgment:
Expand capacities
for assignments
Shorter-term Longer-term
Performance appraisals,
Cost/benefit analysis,
Passing tests, or
certification
Qualified people available
when needed:
Promotion from within
possible: HR-based
competitive advantage
Focus:
Time Frame:
Effectiveness
Measures:
Training Development

Different Views upon Training and
Development
19
Traditional Now
1. Expense or cost 1. Investment
2. Cut from the
budget
2. Changes in the
perception of people
as a resource
3. Training 3. Learning
4. Offer a job 4. Promote
Employability

 Top Management Support
 Commitment from Specialists and Generalists
 Learning Styles
 Other Human Resource Functions
Factors Influencing Training and
Development
20

Model of a training system

Training Cycle
22
Organizational
Training Policy
Identification of
Training Needs
Plan of Training
Required
Implementation
of Training
Evaluation of
Training

Training Needs Assessment
 Organizational analysis involves determining the
appropriateness of training, giving the company’s business
strategy, its resources available for training, and support by
managers and peers for training activities.
 Task analysis identifies the important tasks and knowledge,
skill, and behaviors that need to be emphasized in training for
employees to complete their jobs.
 Person analysis involves determining whether performance
deficiencies result from a lack of knowledge, skill or ability,
identifying who needs training and determining employees'
readiness for training.

Training Needs Assessment
24
The
Skills
Gap
Skills
Already
Acquire
d
Skills
Needed

2525
Training needs analysis
This seeks to identify the gap between:
• the knowledge and skills possessed and the knowledge and
skills required;
• actual performance and target/standard performance
 The analysis is not confined to individuals, but to teams,
departments and the corporation as a whole.
 The training need is any shortcoming, gap or problem that
prevents the individual or organization achieving its objective
and can be overcome or reduced by training.

Levels of Training Needs Assessment
26
Organization – wide – sources
Grievances Observations Exit interviews Accidents
Complaints Waste/ Scraps Equipment use Training observations
Task Analysis Sources
Job requirements = Employee KSAs
Job description Requirements = Job Specifications
Individual Employee Sources
Tests Questionnaires Records Attitude Surveys
Performance Appraisals

Using Job Performance to Analyze Training Needs
27

Plan of Training Required
 Techniques
 Facilities
 Locations
 Trainers
28

Implementation Phase
 Once training needs have been assessed and training
objectives identified, then appropriate the training
approaches and methods must be selected.
29

Training Approaches
 On the job training places the employees in actual work
situations and makes them appear to be immediately
productive.
 Simulation uses a training site set up to be identical to the
work site.
 Cooperative trainings both mix classroom training and on-
the- job experiences. e.g. internships, apprenticeships
training
30

Training Approaches
 Behaviorally experienced training focuses less on physical
skills than on attitudes, perceptions, and interpersonal issues.
Example Case studies, Business games
 Classroom and Conference training: Training seminars,
courses, and presentations can be used in both skills- related and
developmental training.
 Distance Training: Many colleges and universities are using
interactive two-way television to present classes.
31

Consideration when selecting training
Approaches
32

Evaluation Phase
 Ways of Evaluation of Training
– Cost/benefit analysis
– Benchmarking
– Levels of Evaluation
33

Balancing Costs and Benefits of Training
34
Costs
•Trainer’s salary
•Materials for training
•Living expenses
•Costs of facilities
•Equipment
•Transportation
•Trainee’s salary
•Lost Production
(opportunity cost)
Benefits
•Increase in production
•Reduction in errors
•Reduction in turnover
•Less supervision necessary
•Ability to advance
•New capabilities
•Attitude changes

Benchmarking
 Benchmark measures of training that are compared
from one organization to others.
 HR professionals in an organization gather data on
training and compare it to data on training at other
organizations in the same industry and same size.
35

Levels of training evaluation
36

Levels of training evaluation
 Reaction: Organization evaluate the reaction
level of trainees by conducting interviews or by
administering questionnaires to the trainees.
 Learning: Learning level can be evaluated by
measuring how well trainees have learned facts,
ideas, concepts, theories, and attitudes.

Levels of training evaluation (Cont.)
 Behavior: Behavioral level involves measuring
the effect of training on job performance through
interviews of trainees and their coworkers and
observing job performance.
 Results: Results, such as productivity, turnover,
quality, time, sales, and costs, by measuring the
effect of training on the achievement of
organizational objective.

Steps to Effective Training and Development
 View training and development as an investment.
 Match training and development to organizational
objectives.
 Assess training needs in consultation with the potential
trainee and the line manager.
 Don’t treat training as a punishment.
 Put a monitoring and evaluation procedure in place.
 Remember that leaning never stops.
 Structure the training.
39

Coaching
• Coaching is
• a personal (usually one-to-one),
• on-the-job approach
• used by managers
• to help people develop their skills.
• Managers have a personal responsibility for ensuring
that subordinates acquire and develop the skills they
need.
40

Coaching (Cont.)
• The need for coaching may arise from formal or informal
performance reviews
• Opportunities for coaching will emerge during normal day-
to day activities.
• Every time you delegate a new task to someone, a coaching
opportunity is created to learn any new skills or techniques.
41

Coaching (Cont.)
• It is used in a large number of organizations
• Coaching at work survey found an overwhelming
80% of managers believed they would benefit
from more coaching in their place of work.
42

Coaching Steps
 Step 1: You do; you say.
– The coach explains a procedure while performing it.
 Step 2: They do; you say.
– The coach to have the employee do the same procedure as the
coach explains each step.
 Step 3: They do; they say.
– Finally, as the coach observes, the employees perform the
task again as they explain to the coach what they are doing.
– Employees create the new steps they learned.
43

Potential Pitfalls
1. Misunderstanding
2. Lecturing
3. Insufficient Time
4. Harping Back
5. Reluctance
44

Mentoring
 Mentoring is
– a personal development relationship in which a
more experienced person helps a less
experienced person.
– a process for the informal transmission of
knowledge, and psychological support which
are relevant to work, or career development.
45

Coaching is not Mentoring
A Coach
 is not senior to the
person and not typically
give advice or pass on
experience.
 is frequently delivered
by line managers with
their teams.
A Mentor
 is a more senior person
who shares experience and
advices a junior person
 is not typically the line
manager, but someone who
is available for advice and
guidance when needed.
46

Counseling
 Counseling is
– a process that focuses on enhancing the psychological well-
being of employees.
– some kind of sharing thoughts and feelings with someone
not personally involved in an employee’s life.
– amp to develop a clearer understanding of his/ her concerns
and help him/ her acquire new skills to better manage
personal and educational issues.
47

Coaching is not Counseling
Counseling
 deals with personal
problems
 begins with a problem
 is sought by people
having difficulties
 focus on the past and the
origins of problems
Coaching
 addresses workplace
performance
 begin with a goal
 is used by high achievers
as much as beginners.
 focuses on the future and
developing a workable
solution.
48

Thank You Very Much
For Your Attention
1-49

Training Development Employee Skills

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