TRAINING AND

DEVELOPMENT

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 ● Define training and development.

● Identify the importance of conducting T&D.

OBJECTIVES ● Identify the steps in T&D.

● Describe the employee orientation/induction process.

● Describe the relevance of T&D to other HR activities.

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 ❑ The process of teaching employees the skills they need
to perform their jobs efficiently. It gives new or present
employees the skills they need to perform their jobs.
❑ The process of acquiring knowledge, developing
competencies and skills, and adopting behaviors that
improve performance in current jobs.
DEFINITION ❑ Narrowly focused and oriented toward short term
performance (Snell & Bohlander, 2007).
OF TRAINING
❑ Organizational activity which aims to improve an
employee’s current performance.
❑ The heart of a continuous effort designed to improve
employee competency and organizational performance
(Mondy & Noe, 2005).

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 ❑ The process of upgrading the skills and knowledge to meet not
only current but also future requirements of the jobs.
❑ Tends to be oriented more toward broadening an individual’s
skills for future responsibilities (Snell & Bohlander, 2007).

DEFINITION OF ❑ Learning that goes beyond today’s job and more focus towards
career development (Mondy & Noe, 2005).
DEVELOPMENT ❑ Training of a long term nature. Its aim is to develop current or
future employees for future jobs with the organization.
❑ Education consist of activities designed to prepare employees
for future job. Learning activities designed to help the
individual employee grow but which are not confined to a
particular job.

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 ❑ Training
▪ Effort initiated by an organization to foster
learning among its members.
▪ Tends to be narrowly focused and oriented
SCOPE OF toward short-term performance concerns.

TRAINING ❑ Development
▪ Effort that is oriented more toward
broadening an individual’s skills for the
future responsibilities – long term efforts.

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 ❑ Managing risks
▪ Implement strategies that help the organisation to
counteract un-forseen business possibilities (jobs
contained different risk; managerial and technical jobs)
❑ Reduce non-compliance risks
▪ Compliance to the legal requirements related to health
THE and securities issues, industrial relation and compensation,
improve service (behavior related problems; accident,
SIGNIFICANCE depression at work)
OF TRAINING ❑ More attractive workplace
▪ Offers programs and opportunities for personal growth
(experiencing upward mobility)
❑ Refresh existing skills (routine scope of duties;
communication, leadership,
❑ Avoid and solve workplace problems
▪ Stress and dissatisfaction, low productive, burn-out
❑ Increase chances of promotion
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 ❑ Planning costs.
▪ Selecting the training programme, such as a training needs assessment
or stakeholder analysis. This will include any staff time spent on
conducting an assessment or external consultant fees.
❑ Programme development and design costs.
▪ Time spent researching or designing the programme, the purchase of the

TYPE OF ❑
training programme or supplies, or the use of consultants.
Delivery costs.
COST IN ▪ Any external instructor or facilitator costs would be included here.
However, if an employee ran the training, make sure you calculate their
TRAINING time, including travel and subsistence. You also need to include the cost
of training facilities and refreshments or supplies. The time employees
spend out of work completing the training and any pre- or post-
coursework should also be included.
❑ Evaluation costs.
▪ Any external evaluators or the time internal staff spent evaluating the
training. Include the cost of any evaluation materials, analysis or data
collection tools, and the distribution of any reports. If staff require any
training to be able to complete an evaluation, then ensure to include costs
such as time and course fees.
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TRAINING
EXPENDITURE
ALLOCATIONS
BY
TYPE OF
WORKER

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 ● Four Phases
THE ● Needs assessment
SYSTEMS ● Program design
APPROACH
● Implementation
TO
TRAINING ● Evaluation
AND
DEVELOPME
NT

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SYSTEMS MODEL OF TRAINING

7–10
PHASE 1: NEEDS
ASSESSMENT

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NEEDS ASSESSMENT TRAINING

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 ▪ Only those who need training will attend the training program
▪ Compare this with a situation where training needs analysis was
REASONS FOR not done, and the manager sends everyone to the training
program
CONDUCTING
▪ These people will not take the training seriously, and distract the
NEEDS people who actually need it
ASSESSMENT ▪ By doing a training needs assessment, you are ensuring that
training is given on the KSA’s which are actually lacking (and not
irrelevant KSA)

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 ❑ Organization Analysis
▪ An examination of the environment, strategies, and
resources of the organization and management
support, to determine where training emphasis
should be placed.

❑ Task Analysis
NEED
▪ The process of determining what the content of a
ASSESSMENT training program should be on the basis of a study of
the tasks and duties involved in the job – importance,
frequency and difficulty.

❑ Person Analysis
▪ A determination of the specific individuals who need
training.

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15
 Issues in training design
PHASE 2:
DESIGNING Instructional objectives

THE Trainee readiness and motivation

TRAINING Principles of learning
PROGRAM
Characteristics of successful trainers

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 ❑ Represent the desired outcomes of a training
program
❑ Performance-centered objectives
INSTRUCTIONAL ❑ Provide a basis for choosing methods and materials
OBJECTIVES and for selecting the means for assessing whether
the instruction will be successful.
❑ Performance or outcome expected, acceptable
performance, conditions to apply what he or she
learned

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18
7–19
 • Two preconditions for success in learning; readiness and
motivation
• Employee readiness
▪ Experience and knowledge of trainees have made them ready to
absorb training
▪ Answer the questionnaire/survey – why they are attending and
TRAINEES what they hope to accomplish
READINESS • Employees are highly motivated
▪ Able to learn, see potential benefits, see a fit between the training
AND and their career goals, have the basic skills needed for
participating in the program
MOTIVATION • Strategies for Creating a Motivated Training Environment:
1. Have participants set personal goals.
2. Design interesting instruction.
3. Break down physical and psychological obstacles to learning.

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 N
U SO
C
FO THOD
PRINCIPLES ME ND
A
E SS
OF PR
OC

LEARNING CU
S ON
G
FO RNIN
LEA ND
A FER
A NS
TR

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 ❑ Knowledge of the subject
❑ Adaptability
❑ Sincerity
CHARACTERISTIC ❑ Sense of humor
S OF ❑ Interest
SUCCESSFUL
❑ Clear instructions
INSTRUCTORS
❑ Individual assistance
❑ Enthusiasm

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7–23
 Choosing the instructional method

Nature of training
PHASE 3:
IMPLEMENTING Type of training
THE TRAINING Organizational extent of training
PROGRAM
Importance of training outcomes

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 1. On-the-Job Training (OJT)
2. Apprenticeship Training
TRAINING 3. Cooperative Training, Internships, and
METHODS Governmental Training
FOR NON- 4. Classroom Instruction
MANAGERIA 5. Audiovisual Methods
L
6. Simulation Method
EMPLOYEES
7. E-Learning

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 ● On-the Job Experiences

● Seminars and Conferences

TRAINING
METHODS FOR ● Case Studies

MANAGEMENT ● Management Games and Simulations

DEVELOPMENT ● Role-Playing

● Behavior Modeling

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 Measuring program effectiveness
EVALUATING
THE Criterion 1: Trainee reactions
TRAINING Criterion 2: Extent of learning
PROGRAM
Criterion 3: Learning transfer to job

Criterion 4: Results assessment

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 ❑ The simplest and most common approach to training
evaluation is assessing trainees.
❑ Potential questions might include the following:
▪ What were your learning goals for this program?
▪ Did you achieve them?
Criterion 1: ▪ Did you like this program?
reactions ▪ Would you recommend it to others who have similar
learning goals?
▪ What suggestions do you have for improving the program?
▪ Should the organization continue to offer it?

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 Checking to see whether they actually learned anything.
❑ Pre-test and post-test
❑ Testing knowledge and skills before beginning a
training program gives a baseline standard on
Criterion 2: trainees that can be measured again after training
learning to determine improvement.
❑ However, in addition to testing trainees, test
employees who did not attend the training to
estimate the differential effect of the training.

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 Transfer of Training
❑ Learning translates into lasting behavioral change
❑ Effective application of principles learned to what is
required on the job.
❑ Eg. Accident prevention program – reduce the
Criterion 3: number and severity of accident
behavior Maximizing the Transfer of Training
1. Feature identical elements
2. Focus on general principles
3. Establish a climate for transfer.
4. Give employees transfer strategies

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 Measuring the Utility of Training Programs
Calculating the benefits derived from training:
Criterion 4: ● How much did quality improve because of the
training program?
Results, or
● How much has it contributed to profits?
Return on ● What reduction in turnover and wasted materials
Investment did the company get after training?
(ROI) ● How much has productivity increased and by how
much have costs been reduced?

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 Return on Investment
● Viewing training in terms of the extent to which it
provides knowledge and skills that create a
Criterion 4: competitive advantage and a culture that is ready
Results, or for continuous change.
Return on ● ROI = Results/Training Costs
● If the ROI ratio is >1, the benefits of the training
Investment exceed the cost of the program
(ROI) ● If the ROI ratio is <1, the costs of the training
exceed the benefits.

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33
 Benchmarking
❑ The process of measuring one’s own services and
practices against the recognized leaders in order to
Criterion identify areas for improvement.
● Training activity: How much training is occurring?
4: Results ● Training results: Do training and development
(cont.) achieve their goals?
● Training efficiency: Are resources utilized in the
pursuit of this mission?

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Benchmarking HR Training

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 ● Deming’s Benchmarking Model
1. Plan: conduct a self-audit to identify areas for
Criterion benchmarking.
2. Do: collect data about activities.
4: Results 3. Check: Analyze data.
(cont.) 4. Act: Establish goals, implement changes,
monitor progress, and redefine benchmarks.

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ORIENTATION AND BASIC
SKILLS TRAINING

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 Organization-wide training programs

Additional Orientation training

Training and Basic skills training
Development
Programs Team and cross-training
Team training= KSA & interaction
Cross training= multiple jobs

Diversity training

7–38
 ❑ A formal process of familiarizing new employees with the
organization, their jobs, and their work units.
❑ Information – benefits, HR policies, company operation, safety
regulations, tour of companies’ facilities
❑ Short, informal to lengthy and formal courses
❑ Benefits:
ORIENTATION 1. Lower turnover
2. Increased productivity
3. Improved employee morale
4. Lower recruiting and training costs
5. Facilitation of learning
6. Reduction of the new employee’s anxiety

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 ❑ Employee orientation is an entry level training
designed to prepare employees to perform their jobs
effectively, learn about their organization and
establish work relationship.
❑ Information delivered during an organization
orientation:
• Company history.
ORIENTATIO • An outline of training.
N (CONTD.) • Expectations for attendance, conduct, and
appearance.
• The conditions of employment such as hours,
pay periods.
• Explanations of job duties, standard and
appraisal criteria.
• Safety regulations.
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Checklist for Orienting New Employees

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 The process of systematically socializing new
employees to help them get “on board” with an
organization.
On-boarding goes beyond just orienting new employees
ON- to their new environments. It brings them into the
organization’s fold so that they truly feel as if they are a
BOARDING part of it.
This is important because new hires are at a high risk of
quitting.

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 Basic Skills Training
● Basic skills have become essential occupational
qualifications, having profound implications for
product quality, customer service, internal
efficiency, and workplace and environmental
safety.
BASIC SKILL
TRAINING Typical basic skills:
● Reading, writing, computing, speaking,
listening, problem solving, managing oneself,
knowing how to learn, working as part of a
team, leading others.

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 ❑ To implement a successful program in basic and
remedial skills:
● Explain to employees why and how the
training
will help them in their jobs.
BASIC SKILL ● Relate the training to the employees’ goals.
TRAINING ● Respect and consider participant experiences,
and use these as a resource.
(CONTD.) ● Use a task-centered or problem-centered
approach so that participants “learn by doing.”
● Give feedback on progress toward meeting
learning objectives.

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 ❑ Team Training Issues
1. Team building is a difficult and comprehensive
process.
2. Team development is not always a linear
sequence of “forming, storming, norming, and
TEAM performing.”
TRAINING 3. Additional training is required to assimilate
new members.
4. Behavioral and process skills need to be
acquired through participative exercises.

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 ● The process of training employees to do
multiple jobs within an organization
● Gives firms flexible capacity.
● Cuts turnover
CROSS- ● Increase productivity
TRAINING ● Cuts down labor costs
● Lays the foundation for careers
rather than
dead-end jobs.

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 ● Environment which support organizational
goals and personal growth
● Access to jobs and fair and positive
treatments to all employees
● Attitude and behaviors that support the
DIVERSITY management of diversity
TRAINING ● Understand how values and stereotypes
influence behavior toward others of different
gender, ethnic, racial
● Gain an appreciation of cultural differences
● Avoid and correct behaviors

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 Types of Diversity Training
● Awareness building
● Helps employees appreciate the
DIVERSITY benefits of diversity
TRAINING ● Skill building: Provides employees with the
(CONTD.) KSAs necessary for working with people
who are different from them.

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 ❑ Ethics Training
● Requires top management support
● Should be a part of new employee
orientation
● Should be regularly available to all
ETHICS employees
TRAINING
❑ Chief Ethics Officer
● A high-ranking manager directly
responsible for fostering the ethical climate
within the firm

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Additional Training and Development
Programs

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 Training and Development
and Other HRM Functions

Availability of training can aid Provide an additional

in recruitment
Recruitment source of trainees

Training may permit hiring Effective selection may

less-qualified applicants
Selection reduce training needs

Training aids in the Performance A basis for assessing

achievement of performance Appraisal training needs and results

Training and development Compensation A basis for determining

may lead to higher pay Management employee’s rate of pay

Training may include Union cooperation can

a role for the union
Labor Relations facilitate training efforts

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The end

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53
 Method by which employees are given hands-
on experience with instructions from their
supervisor or other trainer.
1. Coaching
2. Understudy assignments
On-the-job 3. Job rotation and lateral transfers
training (OJT) 4. Special projects & junior boards
5. Action learning
6. Managerial staff meetings
7. Planned career progressions

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The PROPER
Way to Do
On-the-Job
Training

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 ● Machinist, laboratory technician,
Apprenti electrician are given thorough
instruction and experience
ceship ● A strong technical foundation in the
fundamentals of electricity and a hands
training on ability to operate equipment within
power substations.

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 ● Internship Programs
● Are jointly sponsored by colleges, universities,
and other organizations that offer students the
opportunity to gain real-life experience while
Training allowing them to find out how they will
Methods for perform in work organizations.
Non- ● Classroom Instruction
managerial ● Enables the maximum number of trainees to
be handled by the minimum number of
Employees instructors
● “Blended” learning—lectures and
demonstrations are combined with films,
DVDs, and videotapes or computer instruction.

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 Programmed Instruction
● Self-directed learning—use of books, manuals, or
computers to break down subject matter content into
Training highly organized, logical sequences that demand
continuous response on the part of the trainee.
Methods for Audiovisual Methods
Non- ● Video recordings, CDs and DVDs
● Teleconferencing and videoconferencing
managerial ● Web conferencing, webinars, and podcasts
Employees ● Communities of practice, blogs, and wikis
● Webinar is a presentation, lecture, workshop or seminar
that is transmitted over the web using video
conferencing software

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 Simulation
Training ● The simulation method emphasizes realism
Methods for in equipment and its operation at minimum
Non- cost and maximum safety.
managerial ● Used when it is either impractical or unwise
Employees to train employees on the actual
equipment used on the job.
(cont.) ● Airline pilots, automobile mechanics

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 E-Learning
Training ● Learning that takes place via web and
computer-based training (CBT)
Methods for ● Allows the firm to bring the training to
Non- employees
managerial ● Allows employees to customize their own
learning in their own time and space (just-in-
Employees time learning)
(cont.) ● Provides continuously updated training
materials

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 Learning Management Systems (LMS)
● Are “virtual learning environments”
Electronic ● Can assess the skills of employees
Training ● Can register them for courses
Methods for ● Can deliver interactive learning modules
directly to their desktops when they need or
Employees want them
● Can evaluate and track their progress, and
determine when they are ready to be promoted

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 ● On-the Job Experiences
TRAINING
METHODS ● Seminars and Conferences
FOR ● Case Studies
MANAGEMENT
● Management Games and Simulations

DEVELOPMEN ● Role-Playing
T ● Behavior Modeling

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 ❑ Coaching
❑ Understudy Assignment
❑ Job Rotation
On-the-Job ❑ Lateral Transfer

Experiences ❑ Special Projects

❑ Action Learning
❑ Staff Meetings
❑ Planned Career Progressions

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 ● The use of case studies is most appropriate when:
1. Analytic, problem-solving, and critical thinking
skills are most important.
2. The KSAs are complex and participants need
time to master them.
Case Studies 3. Active participation is desired.
4. The process of learning (questioning,
interpreting, and so on) is as important as the
content.
5. Team problem solving and interaction are
possible.

64
 ● Successful role play requires that instructors:
● Ensure that group members are comfortable
with each other.
● Select and prepare the role players by
introducing a specific situation.
● To help participants prepare, ask them to
Role Playing describe potential characters.
● Realize that volunteers make better role
(acting out players.
real world ● Prepare the observers by giving them specific
situation) tasks (such as evaluation or feedback).
● Guide the role-play enactment through its
bumps (because it is not scripted).
● Keep it short.
● Discuss the enactment and prepare bulleted
points of what was learned.
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 ❑ Copying or replicating behavior of others
❑ An approach that demonstrates desired behavior and
gives trainees the chance to practice and role-play those
behaviors and receive feedback.
❑ Conducting performance appraisal review, correcting
unacceptable behavior, delegating work
Behavior
❑ Involves four basic components:
Modeling ● Learning points
● Model
● Practice and role play
● Feedback and reinforcement

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● Tuition Assistance Programs
● About half of all large corporations offer their
employees tuition assistance if they take
courses related to the firms’ businesses.

● Corporate Universities
● It’s not unusual for large corporations to have
their own “universities” where they train their
employees and future managers.

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Methods for
Management
Development
(cont.)

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 Non-managerial Employees Management Development

● On-the-Job Training (OJT)

● Apprenticeship Training
● On-the-Job Experiences
Training ● Cooperative Training,
Internships, and ● Seminars and Conferences
Methods Governmental Training
Summary ● Case Studies
● Classroom Instruction
● Programmed Instruction ● Management Games
● Audiovisual Methods ● Role Playing
● Computer-based Training ● Behavior Modeling
and E-Learning
● Simulation Method

7–69
 ● The amount spent on training per employee depends
on the size of the company, with smaller companies
spending the most, but training fewer hours.
According to a 2014 “State of the Industry” report by
TRAINING the Association for Talent Development,
● companies with less than 500 employees spent
COST AND around $1,888 per employee on training, but it
only translated to 27 (or fewer) hours.
SIZE OF ● Mid-size companies (500 to 9,999 employees)
THE spent $838 per employee, but trained about
the same amount of time.
COMPANY ● Interestingly enough, large companies of
10,000+ employees spent the least per
employee but trained 36 hours.

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 ❑ Healthcare and pharmaceutical industries spend
more ($1,392 per employee) but train less: 24 hours
each year.
❑ Finance, insurance, and real estate industries fall
Training somewhere in the middle of the pack, spending $1,107
cost by per employee and training 33 hours per year.
❑ Manufacturing industries, for example, traditionally
industry have the most employees and require more technical
training. These companies spent, on average, $535 per
employee, training 27 hours per year.

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 Shell Advanced Technical Programme - The Shell Advanced
Technical Programme (SATP), a newly launched programme is a
structured development programme for experienced technical
professional. The SATP is designed for all employees and is
particularly beneficial to the female technical employees to
further develop and advance their careers in Shell. Due to the
shortage of highly experienced female engineers in the labour
market, especially in the oil and gas industry, there is a stronger
need for education, retention and development of this technical
talent pool. Shell recognises the importance of developing these
women and preparing them to become leaders in the oil and gas
Training at sector.

shell Senior Women Connect - We have a Senior Women Connect

(SWC) which has been designed to help senior women support each
other with gender specific leadership challenges. This is a targeted
leadership programme aimed at senior women in Shell.
Women's Career Development Program - The Women’s Career
Development Program (WCDP) is a highly interactive diversity and
inclusion learning program designed to help female Shell
employees identify what they want from their professional and
personal lives and to support them in achieving their full
potential.
72
 TNB Integrated Learning Solution Sdn Bhd – ILSAS
❑ The official training institute for TNB and a premier technical
training institute equipped with 28 years of experience and
proven track record in the field of power utility engineering.
❑ ILSAS aims to be the Centre of Excellence in training of power
utility competency and related services. ILSAS has experts in
the field of power utility engineering and a complete range of
facilities, including a world-class tri-fired and combined cycle
simulators, training workshops, computer labs and various
Training at rooms for small classes to large seminars.
❑ ILSAS is awarded the certification of MS ISO 9001:2008 and
TNB UKAS standards by SIRIM. Many ILSAS trainers are Certified
Training Practitioners, recognized by the Institute of Training &
Development (ITD).
❑ ILSAS provides courses that are recognized by the Human
Resources Development Berhad (HRDB) and the Energy
Commission of Malaysia as well as the International
Accreditation Bodies such as Empower, TWI and CSWIP.

73
 ✔ Sub-station & Protection
✔ Live Line Maintenance
✔ Primary & Secondary ✔ Overhead Lines & Cables
Equipment Maintenance ✔ Metering
✔ Fault Analysis /
Troubleshooting ✔ Electronics &
Instrumentation
✔ Management &
Administrationss ✔ Mechanical Engineering
✔ Computer & Information ✔ Generation & System
Technology Operation
✔ Training & Development
Skills ✔ Power System Operation
(HVAC & HVDC)

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