HUMAN RESOURCE TRAINING
OBJECTIVES
By the end of this lecture, students should be able to,
Define training and orientation and state their purposes
and benefits
Know the purpose of training
Know the benefits and objectives of training to
organizations
Conduct Training Needs Assessment
Understand the main methods used for employee training Understand the various techniques that are used to
What is training?
Training is concerned with formal procedures which an
organization utilizes to facilitate learning so that the resultant behaviour contributes to the organization’s goals and objectives.
Training can be defined as the systematic acquisition of
attitudes, knowledge, skills and abilities (KSAs) that results in improved performance at work (Goldstein, 1991).
Training is necessary to keep abreast with rapid
economic, organizational and technological change and the need to compete in the world market.
The Purpose of training
The fundamental purpose of training is to help
people develop KSAOs which when applied at work will enhance the job performance.
Training programs should be designed such that
people or personnel who are lacking these KSAs acquire them to be able to perform the task or jobs which they could not do before training.
Thus, there should be a specific behaviour or
Benefits of Training
Training and development activities have the
potential to benefit individual employees, organizations and society as a whole
1.As a result of training, employees can develop
various skills, enhance their promotion
opportunities, take part in more challenging
work, and move more easily between jobs and organizations.
2. Increased productivity, safer work
Benefits of Training (Contd.)
Investment in training and development is
important for society because the economic competitiveness of a nation is related to its skill-base.
Training becomes necessary as a result of
obsolescence
Training can help reduce some of the negative
effects of technological change.
Training can also orient or socialize new
Class Discussion
What are some of the importance of
Training Needs Analysis
The Training Cycle
The training cycle or the system’s approach to
training presupposes a training cycle involving;
The identification of training needs of an
organization
The specification of training objectives and
careful design of training programs and their implementation
Training Needs Analysis
(The Training Cycle)
Training Needs Analysis
(Contd.)
Training needs analysis is concerned with
identifying training needs for an organization. The needs should be relevant to the
organizational goals and objectives.
Training needs should be an on-going process in
Training Needs Analysis
(Contd.)
Assessing needs is important because other important
decisions depend on it :
Decision on the content of the training program The type of techniques to be used
The selection of trainees
Level of resources committed to training efforts.
One way to identify the training needs is in the framework
of three sets of analysis;
1. Organizational analysis 2. Job or task analysis
Training Needs Analysis
(Contd.)
Organization analysis:
Assessment of how well the organization is
doing and also determines the
departments/units where training is required.
It answers the questions what are the staff
discrepancies or gaps and how can training fill the gaps, where are the inefficiencies in the systems?
Finally, specific requests for training from
Training Needs Analysis
(Contd.)
Job / Task analysis:
Analysis of the job requirements is a valuable
source of data to establish training needs. Several approaches to analyzing jobs are useful for
identifying training needs.
Job analysis is concerned with what the trainee
should be taught in order to perform well on the job.
The objective of task/job analysis is to help the
Training Needs Analysis
(Contd.)
Individual performance analysis:
This is concerned with individual employee and
attempts to answer the question, “Who needs training?” and “What kind of training?”
It has long been the practice of many employers
Training design
Training design is the second component of the
training cycle and it is concerned about
translating the training needs into training programmes.
It relates to the contents of the training
program. Specifically, this includes;
The information presented to the trainees
Training design (Contd.)
Training design also identifies the methodsconcerned with the ways in which the materials to be learnt is presented to learners.
Training design suggests;
The model of training to be used. Eg.,
instructional model, apprenticeship model
The training medium to be used. Eg., audio video
Training Methods/Techniques
1. On-Site techniques—Demonstration, On
the-Job, coaching, mentoring, or job rotation
2. Off-Site techniques—Lecture, talk, case study,
role-playing, simulation, group exercises etc.
3. Others: Action learning, job (skill) instruction,
On-Site Training
Here, the trainee is expected to learn the job by watching the experienced employee and by
working with the actual machinery and materials that will be used once the formal training is
completed. These include;
2.Demonstration: Trainees are shown how to do a job and then allowed to get on with it. It is direct and trainee is actively involved.
(Instructional training model).
On-Site Training (Contd.)
2. Coaching : This is a person-to-person
technique designed to develop individual skills
On-Site Training (Contd.)
3. Mentoring : The process of using specially selected and trained individuals to provide
On-Site Training (Contd.)
4. Job rotation: This aims at broadening
experience by moving people from job to job or department to department of the organization.
To be effective:
A program must be designed to identify what the
trainees are expected to learn in each department or job
There must also be a suitable person available to
Off-Site Training
A. Lecture : This is a talk with little or no
participation except for questions and
answers. It is used to transfer information to
an audience with controlled content and
timing. Its effectiveness depends on:
the judicious use of visual aids
Short durations (30 or 40 minutes)
Off-Site Training
B. Case study
: this is a history or description of an event or set of circumstances which is analysed bytrainees in order to diagnose the causes of the problem and work out how to solve it. Case studies should aim at:
Promoting enquiries Exchange of ideas
Analysis of experience in order that trainees can
Off-Site Training
Audiovisual Techniques:
•There is rapid increase in organisations and
technological changes. Live lecture may not help enough. As a results, techniques such
closed-circuit TV, audiotapes and video tape recordings sometimes allow a trainer’s message to be
uniformly given to numerous organisational
Off-Site Training
D. Equipment Simulators: Simulation is an
approach that replicates certain essential
characteristics of the real world organisation so that trainees can react to it as if it were the real
thing and, consequently, transfer to their jobs what has been learned. E.g. automobile simulators for
Off-Site Training
Other Methods/ Techniques of Training
A. Action learning: This is a method of helping managers develop their talents by exposing them to real problems. They are expected to analyse them, formulate recommendations and then take action. B. Projects : These are broad studies or tasks
Evaluating Training
•
Importance :
To assess its
effectiveness in producing the learning
outcomes specified when the training
intervention was planned and to indicate
where improvements or changes are
Evaluating Training
Four levels (Steps) of training evaluation
Kirkpatrick(1994):
Step1: Reaction- Measurement of how
participants reacted to the training.
i.Guidelines for reaction evaluation: –Determine what you want to find out
–Design a form that will quantify reactions
Evaluating Training
Step2: Evaluating learning- The extent to
which learning objectives have been attained.
Aims to find out:
i.How much knowledge was acquired
ii.What skills were developed and improved
Evaluating Training
Step 3:
Evaluating behaviour
-This level
evaluates the extent to which behaviour
has changed as required when trainees
have returned to their jobs.
The question to be answered is the extent
to which knowledge, skills and attitudes
Evaluating Training
Step 4: Evaluating results - :–Provides for assessing the benefits of the
training against its costs.
–This evaluation has to be on a before-and-after
basis to determine the extent to which the fundamental objectives of training have been
achieved in areas such as increasing sales, raising productivity, reducing accidents or improving
