HUMAN RESOURCE

MANAGEMENT
Unit-III Training and Development
• Training and Development – Need and Impact
(Training Calendar),
• Designing Training methodology,
• Effectiveness Training
• Managing star performers and
underperformers,
• Multiskilling,
• HR process reengineering
 Training and Development in Human Resource Management is the process
of acquiring knowledge, skills, and attitude that helps improve employees’ job
performance and enables future career growth.

Training and development in Human Resource Management (HRM) refers

to a system of educating employees within a company. It includes various tools,
instructions, and activities designed to improve employee performance. It's an
opportunity for employees to increase their knowledge and upgrade their skills.
 Training refers to acquiring specific knowledge and skills for a particular job
or task. It is usually a short-term activity concerned with improving an
employee’s current job performance. It includes formal training courses, on-the-
job training, or coaching sessions.

Development is concerned with the long-term growth of an individual’s

career. It usually covers acquiring knowledge that goes beyond the requirements
of their current job to prepare the employees for their future job role or career
advancement opportunities. Development activities include job shadowing,
mentoring, attending conferences, or pursuing further education.
 Training is a process that tries to improve skills or add to the existing level
of knowledge so that the employee is better equipped to do his present job or to
mold him to be fit for a higher job involving higher responsibilities.

It bridges the gap between what the employee has & what the job
demands.

It helps in bringing about positive change in the knowledge, skills &

attitudes of employees.
 Training refers to a planned effort by a company to facilitate employees’
learning of job-related competencies. These competencies include knowledge,
skills, or behaviors that are critical for successful job performance.

Training usually refers to some kind of organized (and finite it time) event —
a seminar, workshop that has a specific beginning data and end date.
 Employee development, however, is a much bigger, inclusive “thing”.

For example, if a manager pairs up a relatively new employee with a more

experienced employee to help the new employee learns about the job, that’s
really employee development. If a manager coaches an employee in an ongoing
way, that’s employee development. Or employees may rotate job responsibilities
to learn about the jobs of their colleagues and gain experience so they might
eventually have more promotion opportunities. That’s employee development.
TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the
availability of a skilled and willing workforce to an organization. In addition to that, there are
four other objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives – help employees in achieving their personal goals, which in turn,
enhances the individual contribution to an organization.

Organizational Objectives – assist the organization with its primary objective by bringing
individual effectiveness.

Functional Objectives – maintain the department’s contribution at a level suitable to the

organization’s needs.

Societal Objectives – ensure that an organization is ethically and socially responsible to the
needs and challenges of the society.
NEED OF TRAINING
 Training of employees takes place after orientation takes place. Training is
the process of enhancing the skills, capabilities and knowledge of employees for
doing a particular job. It is continuous and never ending in nature.

Training is given on four basic grounds:

1. New candidates who join an organization are given training. This training
familiarizes them with the organizational mission, vision, rules and
regulations and the working conditions.

2. The existing employees are trained to refresh and enhance their knowledge.
3. If any updations and amendments/alterations take place in technology,
training is given to cope up with those changes.

For instance, purchasing new equipment, changes in technique of production,

computer impartment. The employees are trained about use of new equipments
and work methods.

4. When promotion and career growth becomes important, training is given so

that employees are prepared to share the responsibilities of the higher-level job.
 Training needs can be assessed by analyzing three major human resource
areas:

• the organization as a whole,

• the job characteristics and

• the needs of the individuals.

This analysis will provide answers to the following questions:

Where is training needed?

What specifically must an employee learn in order to be more productive?

Who needs to be trained?

IMPACT OF TRAINING
 Training is crucial for organizational development and success. It is fruitful to
both employers and employees of an organization. An employee will become more
efficient and productive if he is trained well. The impact of training can be summed up
as:

1. Improves Morale/confidence of Employees- Training helps the employee to get job

security and job satisfaction. The more satisfied the employee is and the greater is
his morale, the more he will contribute to organizational success and the lesser will
be employee absenteeism and turnover.

2. Less Supervision- A well trained employee will be well acquainted with the job and
will need less of supervision. Thus, there will be less wastage of time and efforts.
3. Fewer Accidents- Errors are likely to occur if the employees lack knowledge and skills
required for doing a particular job. The more trained an employee is, the less are the
chances of committing accidents in job and the more proficient the employee becomes.

4. Chances of Promotion- Employees acquire skills and efficiency during training. They
become more eligible for promotion. They become an asset for the organization.

5. Increased Productivity- Training improves efficiency and productivity of employees.

Well trained employees show both quantity and quality performance. There is less
wastage of time, money and resources if employees are properly trained.
TRAINING CALENDER
 Employee training is crucial for the growth and development of any
organization. It helps employees to acquire new skills, enhance their
knowledge, and stay up-to-date with the latest trends in their respective
fields. However, designing an effective training program can be a
challenging task. It requires careful planning and a systematic approach to
ensure that the training is relevant, engaging, and effective.

One of the key components of an effective employee training program

is a training calendar. A training calendar is a schedule that outlines the
training activities that employees will be required to participate in over a
given period.
 A training calendar is a tool that helps to plan, organize, and track
the training activities and goals.

It can help to align the training with the organization objectives,

allocate the budget and resources, and monitor the progress and
results.
Why is a Training Calendar for Employees important?

First, it helps to ensure that training activities are planned in advance and that
employees are aware of the training they will be required to participate in. This helps to
reduce confusion and ensures that employees have sufficient time to prepare for the training.

Second, a training calendar helps to ensure that training activities are consistent and
relevant. By planning training activities in advance, organizations can ensure that employees
receive a well-rounded training program that covers all the key areas they need to know.

Third, a training calendar helps to ensure that training activities are engaging and
effective. By scheduling a variety of training activities throughout the year, organizations can
keep employees engaged and motivated to learn. This helps to ensure that employees retain
the knowledge they acquire during training and can apply it effectively in their work.
How to Create a Training Calendar for Employees?

Creating a sample training calendar for employees requires careful planning and a
systematic approach. Here are the steps which can be followed to create an effective
training calendar for the employees:

Step 1: Identify the Training Needs

• The first step in creating a training calendar is to identify the training needs of your
employees.

• This involves assessing the skills and knowledge gaps in your workforce and
identifying the areas that require improvement.

• This can be done by conducting a training needs assessment, which can involve
surveys, interviews, and focus groups with employees.
Step 2: Set Training Objectives

• Once you have identified the training needs of your employees, the next step is
to set training objectives.

• Training objectives should be specific, measurable, achievable, relevant, and

time-bound (SMART).

• This will help you to measure the success of your training program and ensure
that it is aligned with your organizational goals.
Step 3: Plan Training Activities

• The next step is to plan the training activities that will help you achieve your
training objectives.

• This can involve a variety of activities, including classroom training, e-learning,

on-the-job training, and workshops.

• It is important to ensure that the training activities you choose are engaging,
relevant, and effective in addressing the training needs of your employees.
Step 4: Create a Training Calendar

• Once you have planned the training activities, the next step is to create a
training calendar.

• The training calendar should include details such as the training activity, the
date, the time, the location, and the duration of the training.

• It is important to ensure that the training calendar is communicated to all

employees in advance and that they are aware of the training they will be
required to participate in.
Step 5: Monitor and Evaluate the Training Program
• The final step is to monitor and evaluate the training program.

• This involves measuring the effectiveness of the training activities and making
any necessary adjustments to ensure that the training program is achieving its
objectives.

• You can do this by conducting surveys, or gathering feedback from employees.

Designing Training Methodology
 Training program design is the process of developing new training and development courses or lessons for
employees. Designing training programs can spot skill gaps that need to be filled in order to improve employee
performance.

How to Design Training

1. Identify the need for training.

• Talk with the employee or with the employee’s manager or supervisor to assess the employee’s skills, knowledge,
and experience.

• Ask questions about what they would like to improve.

• What are their goals for the training?

• Observe the learner actually doing a job or applying what you've taught.

• Review learner output and results, including customer/ client feedback.

• Determine where there is a gap between what the learner needs to be doing and what he or she is actually doing.
Or is there a gap between the goals or standards of the organization and what the learner is doing?
2. Assess the need for instructor-led training
Determine whether instructor-led training is the best strategy for addressing the
learner's needs.
Alternatives to instructor-led training could be reading assignments, Web-based
training, self-study plans, cross-training by a colleague, or even performance counseling.

3. Define training objectives

Define your objectives clearly, and list them in writing. (Training objectives help you stay
focused and avoid trying to cover too much.)
Write simple statements of what, specifically, the employee will be able to do, know,
believe, or understand after the training. (Training objectives help learners know what to
expect from the training.)
4. Design the training

• Review Basic Instructional Design Format.

• Identify what the learner needs to know in order to achieve the learning
objective.

• Identify what the learner needs to be able to do to achieve the learning objective.

• Organize the learning content in logical steps.

• Design ways for the learner to demonstrate what they are learning. Examples:
Small group discussion, Case studies, Hands-on practice, Q&A
5. Develop the training
1.Create, or bring together, any supporting materials needed to do the training:
1. Handouts/donations
2. Job aids
3. PowerPoint slides
4. Overhead transparencies – prints, photographs, shots, slides
5. Leader's guide
6. Videos
7. Software
2.Arrange the logistics/plans of the lesson or program
1. Reserve facilities
2. Identify, and make arrangements for, the equipment you need as an instructor and your learners
will need:
1. Projectors
2. Projection screens
3. Carts/ tables
4. Flip charts
5. Workstations/computer units/workplace
6. Tools
3. Visit unfamiliar locations ahead of time whenever possible.
4. Design the layout of chairs and tables.
3.Deliver the lesson or course.
6. Evaluate the training

1. Ask participants for feedback about the training Issues to address include:
1. Achievement of course objectives

2. Relevance of topic to learner needs

3. Satisfaction with the trainer

4. Satisfaction with the facilities

2. Ask them for feedback about how well the training met their needs and about
what it was like working with you.

3. Use the feedback you get to improve your instructional design and delivery.
Training Methods
I. Cognitive Methods –

• Cognitive methods are more of giving theoretical training to trainees.

• The various methods under cognitive approach provide the rules for how to do
something, written or oral information.

• These methods are associated with changes in knowledge and attitude by

stimulating training.
1. Lectures
2. Demonstrations.
3. Discussions
4. Computer-based Training
II. Behavior Methods-
• are more of giving practical training to learners.
• They allow trainee to learn or change behavior in a real fashion.
• These methods are best used for skill development.
1. Games and Stimulations
2. Behavior Modelling
3. Case Studies
4. Equipment Stimulators
5. In Basket Technique
6. Role Plays

III. Management Development Method

1. Coaching
2. Mentoring
3. Job Rotation
4. Job Instruction Technique
 As per Bernardin and Russe, training methods can be divided into two categories:

(1) Methods that are primarily informational or transmittal in nature. They use primarily
one way communication in which information is transmitted to the learners.

Some of the major methods are lecture, audio visual, independent study,
programmed instructions.

(2) Methods that are experiential in nature, that is, the learner interacts with the
instructor, a computer/ simulator, or other trainees to practice the skills.

Some of the major methods are – on the job training, computer-based training,
simulation, games, case analysis, role playing behavior modelling.
 Traditional And Modern Approach of Training And Development

• Traditional Approach – Most of the organizations before never used to believe in

training. They were holding the traditional view that managers are born and not
made. There were also some views that training is a very costly affair and not worth.
Organizations used to believe more in executive pinching (decision making). But now
the scenario seems to be changing.

• Modern approach of training and development is that Indian organizations have

realized the importance of corporate training. Training is now considered as more of
retention tool than a cost. The training system in Indian Industry has been changed to
create a smarter workforce and yield the best results.
 Training methods are tools which attempt to create learning climate for the
participants.

Methods depend upon three principal components of the objectives of training,

i.e. knowledge, skills and attitude.

In some cases of training, it may be pure information giving that is imparting

knowledge. In other cases, it may be social and technical skill development, and in
some other it would be an attempt to bring attitudinal change in the participants.

In some programmes these components may be found in varying degrees. In one

the emphasis may be on imparting knowledge, in another knowledge plus skill
development and in some other these two plus attitudinal change.
 Before selecting methods of a particular programme, one has to

• look into the content that is to be delivered,

• the learning that is to take place and

• objectives of the training.

Once the content of the modules are clear, choosing the appropriate
methods becomes uncomplicated.

The following is a brief overview of typical methods of training:

ORIENTATIONS

Orientation training is vital in ensuring the success of new employees.

Whether the training is conducted through an employee handbook, a
lecture, or a one-on-one meeting with a supervisor, newcomers should receive
information on the -

• company's history and strategic position,

• the key people in authority at the company,

• the structure of their department and how it contributes to the mission of the
company, and

• the company's employment policies, rules, and regulations.

LECTURES

• A verbal method of presenting information,

• lectures are particularly useful in situations when the goal is to impart the same
information to a large number of people at one time.

• Lecture is given to enhance the knowledge of the listener or to provide

theoretical aspect of a topic.

• A good lecture consists of introduction of the topic, purpose of the lecture and
priorities and preferences of the order in which the topic will be covered.
 Its main advantage is

• the ability to get a huge amount of information to a lot of people in short time.

• Since they eliminate the need for individual training, lectures are among the most
cost-effective training methods.

But the lecture method does have some drawbacks.

• Since lectures primarily involve one-way communication, they may not provide
the most interesting or effective training.

• it may be difficult for the trainer to gauge/measure the level of understanding of

the material within a large group.
CASE STUDY
• The case method is a non-directed method of study whereby employees are provided
with practical case reports to analyze.

• Case Studies provide trainees with a chance to analyze and discuss real workplace
issues.

• They develop analytical and problem-solving skills and provide practical illustrations
of principle or theory.

• They can also build a strong sense of teamwork as teams struggle together to make
sense of the case.

• The case report includes a thorough description of a simulated or real-life situation.

• By analyzing the problems presented in the case report and developing
possible solutions, employees can be encouraged to think independently as
opposed to relying upon the direction of an instructor.

• Independent case analysis can be supplemented with open discussion with a

group.

• The main benefit of the case method is its use of real-life situations.
ROLE PLAYING

• In role playing, trainees assume/employees a role outside of them and play out that
role within a group.

• Role playing allows employees to act out issues that could occur in the workplace.

• A role play could take place between two people simulating an issue that could arise
in the workplace.

• A facilitator creates a scenario that is to be acted out by the participants under the
guidance of the facilitator.

• While the situation might be contrived/forced, the interpersonal relations are genuine.
• Furthermore, participants receive immediate feedback from the facilitator and
the scenario itself, allowing better understanding of their own behavior.

• This training method is cost effective and is often applied to marketing and
management training.
SIMULATIONS
• Games and simulations are structured competitions and operational models
that emulate real-life scenarios.

• Simulators are used to imitate real work experiences. The military also uses
video games to train soldiers in war exercises

The benefits of games and simulations include the

• improvement of problem-solving and decision-making skills,

• a greater understanding of the organizational whole,

• the ability to study actual problems, and

• the power to capture the student's interest

COMPUTER-BASED TRAINING

• Computer-based training (CBT) involves the use of computers and computer-

based instructional materials as the primary medium of instruction.

• CBTs are self-paced learning activities accessible via a computer or handheld

device.

• Computer-based training programmes are designed to structure and present

instructional materials and to facilitate the learning process.
 A main benefit of CBT is that it allows employees to learn at their own
pace, during convenient times.

Primary uses of CBT include instruction in computer hardware, software,

and operational equipment.

CBT is of particular importance because it can provide the employees with a

simulated experience of operating a particular piece of equipment or machinery
while eliminating the risk of damage to costly equipment by a trainee.
WEB-BASED TRAINING (WBT) is an increasingly popular form of CBT.
• Web-based training (WBT) -also known as internet-based training (IBT), eLearning, and online learning –
is a form of online training that allows employees to learn anytime, anywhere, providing unparalleled
flexibility.

• WBT can be delivered as instructor-led virtual training, self-paced learning, or a combination of both
through a blended learning environment.

• The greatly expanding number of organizations with Internet access through high-speed connections
has made this form of CBT possible.

• By providing the training material on a Web page that is accessible through any Internet browser, CBT is
within reach of any company with access to the Web.

• The terms "online courses" and "web-based instruction" are sometimes used interchangeably with
WBT.
AUDIOVISUAL TRAINING

Audiovisual training methods include television, films, and videotapes.

Like case studies, role playing, and simulations, they can be used to expose
employees to "real world" situations in a time-and cost-effective manner.

The main drawback of audiovisual training methods is that they cannot be

customized for a particular audience, and they do not allow participants to ask
questions or interact during the presentation of material.
APPRENTICESHIPS AND INTERNSHIPS
Apprenticeships are a form of on-the-job training in which the trainee works
with a more experienced employee for a period of time, learning a group of
related skills that will eventually qualify the trainee to perform a new job or
function.

Apprenticeships are often used in production-oriented positions. The motto

of such training is “learning by doing”.

Internships are a form of apprenticeship that combines on-the-job training

under a more experienced employee with classroom learning.
JOB ROTATION
Another type of experience-based training is job rotation, in which
employees move through a series of jobs in order to gain a broad
understanding of the requirements of each.

Job Rotation is a management technique that assigns trainees to various

jobs and departments over a period of few years.

Surveys indicate that this method is being adopted by more and more
organizations.
 This alternative has both positive and negative effects. As a learning
mechanism

• employees are given the opportunity to learn necessary skills which can help
them to advance within a company.

• It boosts morale and self-efficiency of the employee.

• It reduces boredom and monotony and thus minimizes job related stress.

Job rotation may be particularly useful in small businesses, which may

feature less role specialization than is typically seen in larger organizations
MENTORING
• Mentoring is a relationship in which a senior manager in an organization assumes the
responsibility for grooming a junior person.

• Mentoring is a formal or informal relationship established between an experienced

knowledgeable employee and an inexperienced, new employee.

• The purpose of the mentoring relationship is to help the new employees quickly
absorb the organization’s cultural and social norms.

• The best mentoring relationships involve the exchange of a particular body of

knowledge that helps the new employee quickly come up to speed as a contributor
within the organization.

• It helps employee navigate learning curve inherent in any new job.

• The main objective of mentoring is to help an employee attain psychological
maturity and effectiveness and get integrated with the organization.

• In a work situation, such mentoring can take place at both formal and informal
levels, depending on the prevailing work culture and the commitment from the
top management.

• Formal mentoring can be very fruitful, if management invests time and money
in such relationship building exercises.
Coaching
• Coaching, gives employees a chance to receive training one-on-one from an
experienced professional.

• This usually takes place after another more formal process has taken place to
expand on what trainees have already learned.

• Coaching, gives trainees the chance to ask questions and receive thorough and
honest answers – something they might not receive in a organization with a
group of people.
Off the Job Training
• Off the job training methods are those in which training to employees is
provided away from the actual working conditions.

• It is generally used in case of new employees. Instances of such training are

workshops, seminars, conferences etc.

• This method is costly and is effective if and only if large number of employees
are to be trained within a short period of time. It is also known as ‘vestibule
training’.
In Basket Technique
• In basket technique, also known as an in-basket exercise, is a term used by businesses and
governments to hire or promote employees.

• The in-basket strategy involves placing a range of concerns or issues in an “in-basket” to familiarize
employees with their jobs.
• At the same time, the employee must examine the difficulties, which may include comments from
other employees, and communicate with them all.

• Employees transfer these problems to the "out-basket" as they are solved.

• The worker has to look at the problems which could also be complaints from different employees and
simultaneously deal with those problems.
• Once a problem is solved it is kept in the “out-basket”.

• It is a widely used assessment centre exercise. It tests workers’ Knowledge, Skills and Attitudes.
Discussions

• This method uses trainer to provide learners with context that is supported
through interactions both among the trainer and the trainees.

• A better form of training than lectures, it allows all trainees to discuss issues
concerning the new program.

• It allows a participant to voice different ideas and bounce them off one another.
Demonstrations
• This method is visual display of how something works or how to do something.

• In order to be more effective, demonstration method should be accompanied

by the discussion or lecture method.

• To carry out an effective demonstration, the trainer should break down

demonstration into small and easy sequential tasks and then demonstrate
these to the participants.

• The participants is asked to perform the task and describe what he/she is doing
and why.
Effectiveness Training
 Training effectiveness refers to the measurement of the impact on
learners’ knowledge, skills, and performance.

It also refers to the company’s return on investment.

Generally, training effectiveness is how well training supports

learning and the transfer of training.

Training effectiveness indicates the benefits that a company gains from the
training provided to its workers. These benefits could be in the form of improved
productivity, reduced employee turnover, and improved goodwill of the
company.
 Training effectiveness is the measure of how well a training program
achieves its purpose. It relates to how well the trainees can apply the learned skills,
knowledge, and attitudes in their day-to-day activities. Evaluating training
effectiveness involves specific metrics such as learning outcomes, behavioural
changes, and business results.
 Additionally, the Kirkpatrick Model, a highly regarded and widely used
training effectiveness evaluation model, establishes four different levels of
training outcomes to assess. These include:

• Reaction: Trainees' thoughts and feelings about the training

• Learning: The degree to which trainees acquired the intended knowledge, skills,
and attitude

• Behaviour: The extent of applied learning when trainees are back on the job

• Results: The final effects that happened as a result of the training

Why is it Important to Measure Training Effectiveness?

• Learning and Development (L&D) teams often must prove training programs’ return on
investment (ROI). Organizational leaders want to know if invested resources like time,
money, and energy are worth the expense.

• Plus, training evaluations help organizations identify if training achieved their intended
outcomes. Organizational administration can use them to make decisions about future
programs.

• L&D leaders who have the data ready when asked can prove the program’s worth. Not
only can having ways to measure the ROI of training and development help them avoid
budgetary cuts, but it can also improve their request for an increase in funding.
• Training evaluations also allow management to communicate the company’s vision with
employees. These conversations empower workers to align with the business’s goals. In
addition, managers can review direct reports’ professional ambitions and the skills they
need to get there.

• Additionally, individuals may believe that workplace learning is purposeless without

metrics. Organizational stakeholders want to see the monetary ROI, and participants
want to see positive results from spending time and energy training.

• Studies have shown that businesses that regularly invest in the proper training type
perform better than those that don’t. But training must be meticulously tracked and
measured.
10 Reasons to Measure the Effectiveness of Training and Development
1. To determine if the training benefits employees’ skills and performance
2. To find out what participants achieved
3. To discover the path employees need to take to reach their next professional milestone
4. To uncover issues in the training process and improve it
5. To convert the training impact into additional revenue
6. Higher employee performance and satisfaction
7. Boosts in team morale, engagement, and company culture
8. Positive encouragement about what participants did well
9. Beneficial feedback about where employees can improve
10. Improved HR metrics like better retention and recruiting
Four Levels of Evaluation of Training Effectiveness

Four level model for evaluation of training effectiveness was introduced by

Donald Kirkpatrick in 1994.

1. Evaluation of Training Effectiveness -Level 1: Reaction

2. Evaluation of Training Effectiveness -Level 2: Learning

3. Evaluation of Training Effectiveness -Level 3: Behaviour

4. Evaluation of Training Effectiveness -Level 4: Results

1. Evaluation of Training Effectiveness -Level 1: Reaction

Level 1 of knowing the reactions or feedback of participants is a very vital. It

is the first step in assessing the success of the training program. The reactions or
feedback may help to determine the effectiveness of the program and improving it
further.

However, level 1 evaluation suffers from the following disadvantages

• It does not measure the extent of learning, which one may subsequently apply
during the job

• It cannot measure the changes in attitude or beliefs

• It cannot be used to know if the training impacted the organisation.

2. Evaluation of Training Effectiveness -Level 2: Learning - Skill Acquisition/Skill
Development

In addition to evaluating the performance of employees, this type of

evaluation evaluates whether the training provided was successful in helping
employees acquire the skills necessary to perform their jobs.

To do so, the instructor must evaluate the extent to which the trainees
demonstrated mastery of the skills taught in the training sessions. This evaluation
requires a combination of both objective and subjective measures.
Objective Measures

These include tests, quizzes, and exams administered before and after the
training session.

If these assessments show improvement in the trainees’ ability to use the

skills they have been trained in, the instructor can conclude that the training
program was successful.

Subjective Measures

This include employees' feedback

Other method to evaluate Level 2

The best way for doing level 2 evaluation is to conduct pre-and past tests.

These tests should be given before and after the training event. They help us to know the
knowledge or skill of the learner before and after the planned event. It may be done by any of the
following methods:

• Oral quizzes

• Written examinations may consist of objective tests, matching the columns, true or false, fill in the
gaps etc

• Interviews of individual participants may be conducted immediately after the event

• Observations of individual participants may be done in the during practice and learning activity.

• Performance examinations or proficiency tests may also help a trainer to evaluate the extent of
learning by participant during sessions.
3. Evaluation of Training Effectiveness -Level 3: Behaviour

As per D. Kirkpatrick, level 3 measures the degree to which participants

behaviour change as a result of the training-basically whether the knowledge
and skills from the training are then applied on the job.

Level 3 evaluation involves both pre and post event measurement of the
learner’s behaviour.

It is really unfortunate that most organizations tend to ignore level 3

evaluation,

• owing it to be time consuming and costly.

• also requires good organisational and follow-up skills and processes.

 In spite of this, level 3 evaluation is having the following distinct advantages

• It helps in knowing whether skill set acquired during training were really
implemented on job

• It identifies the grey areas of the training, needing improvement

• It identifies the strongest point of training deciding the future strategy

4. Evaluation of Training Effectiveness -Level 4: Results

Level 4 evaluation deals with the measurement of real organisational impact.

It helps in knowing if the training program is having a positive impact on the

relevant key performance indices (KPIs) and is helping move the organization towards
its business goals. In order to do it, organizations should clearly identify the goals, KPIs
and data sources etc. pertaining to the organisation.

Level 4 evaluation is costly and time – consuming. It may be a difficult proposition

in view of many inter-dependent and difficult to measure variables.

However, with due carefulness and effort, the following terms, which may be
measured are: ROI, indirect and direct costs, overhead costs, development costs and
many more.
Managing star performers and underperformers
 Star performers, often referred to as high performers or high
potentials, are employees who consistently deliver exceptional
results, exceed expectations, and demonstrate unique skills and
capabilities.

They are invaluable assets to any organization due to their ability

to drive business success and innovation.

Identifying and nurturing star performers is a crucial aspect of human

resource management. Here are the characteristics and traits that
typically define star performers:
Characteristics of Star Performers

• Consistent Excellence
• Deliver outstanding results and exceed performance targets regularly.

• Maintain a high level of productivity and efficiency in their work.

• High Skill Level

• Possess deep expertise and advanced skills in their area of work.

• Continuously seek to enhance their skills and knowledge through learning and
development.
• Strong Work Ethic
• Demonstrate a high level of dedication, commitment, and reliability.

• Often go above and beyond what is required in their roles.

• Leadership Potential
• Exhibit natural leadership qualities, such as the ability to motivate and inspire others.

• Take initiative and show a willingness to take on additional responsibilities and leadership
roles.
• Problem-Solving Ability
• Excel at identifying problems and developing effective solutions.

• Show creativity and innovation in their approach to challenges.

• Adaptability
• Quickly adapt to new situations, technologies, and processes.

• Thrive in dynamic and changing environments.

• Collaboration and Teamwork

• Work well with others and contribute positively to team dynamics.

• Often act as role models or mentors for their peers.

• Positive Attitude
• Maintain a positive and constructive attitude, even under pressure.

• Exhibit resilience and the ability to bounce back from setbacks.

• Customer Focus
• Have a strong focus on meeting or exceeding customer expectations.

• Build and maintain positive relationships with clients and stakeholders.

• Future-Oriented
• Show a keen interest in the future direction of the company and industry.

• Are proactive in identifying opportunities for growth and improvement.

Identifying Star Performers

Human Resource managers can identify star performers through various methods:

• Performance Appraisals: Regular performance reviews and appraisals help in

identifying employees who consistently perform at a high level.

• Feedback: Gathering feedback from supervisors, peers, and clients can provide insights
into an employee’s performance and potential.

• Talent Assessments: Using talent assessment tools and metrics to evaluate skills,
competencies, and potential for future roles.

• Track Record: Reviewing an employee’s track record of achievements, contributions,

and impact on the organization.
Managing star performers

Managing star performers is a critical aspect of human resource

management. These employees are typically high achievers who consistently
deliver exceptional results, demonstrating unique skills and capabilities.

Properly managing and retaining star performers can significantly impact

an organization's success. Here are some key strategies for effectively managing
star performers:
1. Recognition and Rewards

• Individualized Recognition: Tailor recognition to the individual's preferences.

Public recognition might be appreciated by some, while others might prefer a
private acknowledgment.

• Monetary Rewards: Provide bonuses, raises, and other financial incentives based
on performance.

• Non-Monetary Rewards: Offer additional vacation days, flexible working hours,

or opportunities for professional development.
2. Professional Development

• Career Pathing: Work with star performers to create a clear career development
plan, outlining potential advancement opportunities within the organization.

• Training Programs: Provide access to advanced training programs, workshops, or

certifications that align with their career goals and the organization’s needs.

• Mentorship: Pair star performers with mentors who can provide guidance and
support in their professional growth.
3. Challenging Work
• Stretch Assignments: Assign projects that challenge their skills and push their
boundaries, helping them to grow and stay engaged.
• Leadership Opportunities: Provide opportunities to lead teams or initiatives, fostering
leadership skills and giving them a sense of ownership and responsibility.

4. Regular Feedback
• Performance Reviews: Conduct frequent performance reviews to provide constructive
feedback and recognize achievements.
• Open Communication: Maintain open lines of communication, encouraging star
performers to share their ideas and concerns.
5. Work-Life Balance
• Flexible Work Arrangements: Offer flexible work options to help them balance
professional and personal responsibilities.
• Wellness Programs: Implement wellness programs to support their overall well-being,
including mental health support and physical wellness initiatives.

6. Creating a Positive Work Environment

• Inclusive Culture: Foster an inclusive and positive workplace culture where star
performers feel valued and supported.
• Team Dynamics: Ensure they work in teams where their contributions are recognized
and appreciated by peers and management.
7. Retention Strategies
• Stay Interviews: Conduct stay interviews to understand their motivations and address
any potential issues that could lead to disengagement or turnover.
• Succession Planning: Involve star performers in succession planning, making them
aware of future leadership opportunities within the organization.

8. Autonomy and Empowerment

• Empower Decision-Making: Give star performers the autonomy to make decisions and
take ownership of their work.
• Support Innovation: Encourage them to innovate and experiment, providing a safe
environment for taking calculated risks.
UNDERPERFORMERS

An underperforming employee is one who isn’t meeting the minimum

performance requirements set out in a job description.

However, underperformance isn’t always related to tasks and assignments;

it can also be associated with poor teamwork or failure to follow company rules.
And while some underperforming employees may simply be
disengaged/disconnected or lack the skills they promised, subpar performance
can also stem from poor management, inadequate training, lack of growth
opportunities, and other workplace issues.
Causes of Employee Underperformance

There are many reasons employees may underperform at work. Sometimes, those factors are under the employee’s
control, such as how they manage their time. In other cases, employers contribute to poor employee performance by fostering a
toxic work environment. Here are some common reasons for employee underperformance:

• Lack of skills: An employee might be placed in a role for which they lack experience, training may have been subpar, or they
may have embellished skills on their resume.

• Unclear expectations: Without clear expectations, employees may feel confused, which can lead to job dissatisfaction and
underperformance.

• Lack of recognition: Employees may check out if they feel underpaid, undervalued, or underappreciated in their roles.

• Poor onboarding: Employees can feel lost in their jobs when employers don’t take the time to acclimate them to office rules,
processes, and technology.

• Stressful work environment: Employees may struggle with a fast-paced environment, for example, which can create or
exacerbate anxiety, leading to lower productivity.

• No paths for development: When employees feel they’re not growing, they may lose interest and motivation in their work.
How to Manage Underperforming Employees

Rather than turning a blind eye to underperforming employees or rushing to

disciplinary action, consider thinking about how organization can help turn a low
performer into a high performer. The following suggestions can help to build
strategies to improve employee performance, cultivate an engaging work
environment, and ensure that hiring process identifies the best possible
candidates.
1. Set up a cycle of accountability.

Disengaged employees can’t be expected to improve if they’re not getting

clear direction. When assigning a project, try to clearly define what’s expected
from the employee. Consider setting mutually agreed-upon milestones for
achieving project goals, and let the employee know they’ll be held accountable for
what they agree to do.

Once organization set goals, try not to let the milestones lapse without
checking in. They can set reminders on calendar to check on the status of projects.
2. Tap into personal motivators.

When employees feel a personal connection with coworkers, productivity can improve. That’s why it’s
important to get to know employees’ personal goals and motivations. If organization help them succeed, they can
be more likely to help organization succeed. When meeting with a disengaged employee, reflect on the following:

• What are the needs as a manager? What are organization expectations and requirements? For example,
organization might wish for their employee to be more proactive in their role by taking ownership of more
projects or responsibilities or may be organization simply want them to submit timely expense reports.

• What are employee’s needs? Try to discuss with them what they’re looking for. Try to ask what drives and
motivates them. Perhaps it can be recognition, a better work-life balance, or more challenging work. Try to listen
carefully to uncover needs organization may not have considered.

With that information, consider thinking of what organization can offer or suggest to help employee meet
organization expectations while fulfilling their needs. This could be clearer guidelines, additional training, specific
tools, employee upskilling opportunities, or even more flexible working hours. By understanding each other’s
perspectives, organization can collaboratively identify ways to align resources, expectations, and aspirations for
mutual benefit.
3. Leverage employee engagement surveys.
Employee engagement surveys ask employees about their organizations,
leadership, and themselves. Employees may be asked to agree or disagree with
statements like, “When I get an assignment, I find out how it fits into the organization’s
structure and goals,” or “I start every day with a plan.” Such surveys can be created and
shared internally, or businesses can bring in a third-party consulting agency for its
expertise and objective perspective.
Instead of sharing survey results solely with managers, consider providing
feedback directly to employees, along with suggestions for what they can do to improve.
This approach can foster self-awareness within employees and give them greater agency
and ownership over their development, rather than placing the onus only on managers to
craft individualized engagement plans.
4. Improve hiring process.
One way to reduce the chances of hiring underperforming employees and is to improve
the odds that organization hiring the right person by involving other team members in
the recruitment process.

5. Seek employee referrals.

According to the Society for Human Resource Management, the benefits of employee
referral programs are that they can be a boon for businesses. They can lower recruiting
costs and improve hiring rates and even retention rates. Consider establishing a clear
referral program that outlines the process, expectations, and incentives. Try to make it
easy for employees to submit referrals, whether through an online form or to a dedicated
email address.
Multiskilling
Multi-skilling refers to training workers to perform multiple jobs instead of
specializing in one.

It benefits both employees and organizations. For employees, it reduces

job insecurity, allows for better growth prospects, and gives a holistic view of
the organization. Organizations benefit from more flexible and productive
workforces that can easily work across projects.

Multi-skilling is important for all levels of an organization and helps adapt

to changing needs.

Common techniques for developing multi-skilling include coaching,

mentoring, job rotation, job shadowing, and cross-functional projects.
Multi skilling - the term used in Human resources management, defining the
acquisition of new skills and functions and expanding those already acquired by
developing the scope and level of competence of employees.

This is specifically intended to improve profitability, flexibility, and quality

of service in the organization.

By introducing such a solution employees have a

• chance to get promoted.

• Employees possess a wider range of tasks, abilities, competences, and

knowledge.
TYPES OF MULTI SKILLING

Two main types of multi skilling can be distinguished:

• Vertical multi skilling - an employee learns the tasks and responsibilities of

coworkers who work at lower-level or a higher-level position

• Horizontal (lateral) multi skilling - an employee learns tasks and responsibilities

of coworkers from another discipline
Benefits of multi skilling

Multi skilling introduces extended benefits for both employees and employers:

• variety of work performed

• growth of degree of flexibility in professional duties

• the multi-skilled, experienced employee begins to be more valuable

• improvement of employability

• an employer can deal with a temporary lack of employees

• improvement of organization efficiency

• improvement of cooperation between management and subordinates

• improvement of service quality

• more challenging, stimulating work

• increasing motivation

• self-confidence increase

• possibility to exploit the potential of the individual

• reduction of expenses in the enterprise

• possibility to minimize downtimes

• increase in employee productivity

Limitations of Multi skilling

Multi skilling is a valuable tool for Human Resources Management, however,

it can be limited in the following ways:

• It can be difficult to keep up with the constantly evolving requirements and

skills needed in today's workplace, as they are constantly changing. This can
lead to difficulties in properly training and assessing employees who need to be
multi skilled.

• It can be difficult to assess the effectiveness of multi skilled employees. As

employees acquire new skills and competencies, it can be hard to determine
whether or not they are able to use them effectively in a given situation.
• The cost of training and developing employees to become multi skilled can be
expensive. This can be an issue for small businesses that do not have the
resources to invest in multi skilled employees.

• It can be difficult to manage the workload of multi skilled employees. As they

have a wider range of skills, they may be required to handle a variety of tasks
simultaneously, which can lead to burnout and fatigue.

• Multi skilling can lead to job insecurity for employees, as they may not be able
to focus on a single skill set and may be at risk of being replaced by someone
with multiple skills.
Other approaches related to Multi skilling

Multi skilling can be achieved through various approaches. These include:

• Job rotation - This involves the movement of employees from one job to another on a
regular basis in order to gain new skills. This can help to reduce job boredom and
create a more motivated workforce.

• Cross-training - This involves training employees in different areas and skills, so that
they can switch between roles. This helps to create a flexible workforce, which can
adapt to changing needs.

• Specialization - This is focused on the development of specific skills and knowledge

within a particular role in order to become an expert in that area. This can help to
improve the quality of service and reduce costs.
HR process reengineering
 Reengineering HR is a process that is used to analyze and
improve internal practices, identify current, pending or potential
problems that affect people, and provide a solution-based strategy
that is tied to systems and specialty training that align people with
organizational or sustainable development goals.

It typically includes an analysis of existing policies and

procedures, assessment of roles and responsibilities within each
team, identification of gaps between current operations and desired
outcomes, implementation of new systems or processes where
necessary, and ongoing evaluation of progress made towards goal
 HR process re-engineering is all about optimization and continuous
improvement.

It is the fundamental rethinking and radical redesign that leads to an

increase in productivity.

The aim of process re-engineering is to improve the level of process

performance in order to achieve significant and sustainable improvements in the
performance of HR department.

Through HR process re-engineering, HR professionals can re-think how

they operate and find better or improved ways to provide HR services.
 Human Resource (HR) Process Reengineering involves the
fundamental rethinking and radical redesign of HR processes to
achieve significant improvements in critical measures of performance
such as cost, quality, service, and speed.

The goal is to streamline HR processes to be more efficient,

effective, and aligned with the strategic goals of the organization.
STEPS IN HR PROCESS RE-ENGINEERING

HR process re-engineering consists of six fundamental steps:

• HR process re-engineering starts with data gathering to understand the current
activities and processes.

• It is important to involve the key subject experts at this stage as they know the
processes and problematic areas in detail.

• A focus should be placed on the analysis stage, considering end users and internal
requirements to ensure a successful outcome.

• When re-designing, each activity should be challenged to ensure that duplications and
blockages are removed and unnecessary steps and processes are eliminated.

• Implementation is one of key steps in successful process re-engineering.

• To effectively implement the HR processes, change needs to be managed effectively

and HR should communicate and address issues upfront to obtain buy-in.