1. វិទ្យាស្ថានខ្មែរជំនាន់ថ្មី Institute of New Khmer
មហាវិទ្យាល័យគ្រប់គ្រងពាណិជ្ចកម្ម និងទេសចរណ៍
ការគ្រប់គ្រងធនធានមនុស្ស
Human Resources Managements
Lectured by: NOUV Brosh
Mobile Phone: &
HRM By: NOUV Brosh

2. Developing Human Resources
PART IV:
Developing Human Resources
HRM By: NOUV Brosh

3. Training and Development
Chapter 11:
Training and Development
HRM By: NOUV Brosh

4. DELIVERING CUSTOMISED TRAINING SUCCESSFULLY
“Tell me and I forget, teach
me and I remember, involve
me and I learn”
- Benjamin Franklin
HRM By: NOUV Brosh

5. What is Employee Orientation?
The initial T&D effort for new employees that help to inform them about the company, the job, and the work group.
Purposes of Orientation:
Make employee feel at ease
Company policies and rules
Compensation and benefits
Corporate culture
Team membership
High productivity
Training
HR & immediate superior are responsible.
HRM By: NOUV Brosh

6. Employee Orientation (Con’t)
Orientation should be conducted at 2 levels :
Organizational orientation: Company policy on safety and health, annual leave, annual increment, training, performance review, rules and regulations, grievance procedures, and
employee assistance program.
Department orientation: Describes topics that are unique to the new employee’s specific department and job. For example : department functions, job duties and responsibilities, policies, and work rules.
HRM By: NOUV Brosh

7. WHAT IS THE PURPOSE OF TRAINING AND DEVLOPMENT
HRM By: NOUV Brosh

8. Current Training Trends
Job training will increase over the next five
years.
Reasons why:
Social challenge
High-performance work systems challenge
Quality challenge
Interpersonal challenge
Global challenge
HRM By: NOUV Brosh

9. TRAINING AND DEVELOPMENT
DEFINITIONS OF TERMS USED IN EMPLOYEE
TRAINING AND DEVELOPMENT
LEARNING is the process by which our behavior is modified more or less
permanently by what we do, what we observe or by what happens around us.
EDUCATION is the acquisition of knowledge, experience and wisdom that enable people to learn how to think, reason, judge and live better. It assumes there are better ways of doing things, but are not yet known.
TRAINING is the process of learning new knowledge and skills which are
generally related to immediate job effectiveness so as to improve performance standards.
It assumes that there is a known and better ways of doing things.
DEVELOPMENT is the ongoing life long process of learning and growing so
as to become progressively more mature and effective in adapting to a changing environment. Development includes education and training.
HUMAN RESOURCE DEVELOPMENT is a concept that suggests that human beings are a ‘resource,’ and they can be developed. HR is a resource of worth and value that can be utilized to help us progress.
HRM By: NOUV Brosh

10. KNOWLEDGE - KNOW WHY (CONCEPTS, IDEAS, THEORIES)
SKILLS - KNOW HOW (APPLCATION OF WHAT YOU
HAVE LEARN)
WHAT IS THE OUTCOME OF LEARNING?
1. Knowledge and mental skills  such as the information and the thinking in understanding and remembering facts;
2. Motor skills  skills involving movement, such as physical
skills in sports, or how to use power point;
3. Attitudes  the ways of viewing the world which affects our behavior.
HRM By: NOUV Brosh

11. KNOWLEDGE - KNOW WHY (CONCEPTS, IDEAS, THEORIES)
SKILLS - KNOW HOW (APPLCATION OF WHAT YOU HAVE LEARN) --- (con’t)
WHAT IS THE PROCESS OF LEARNING
INVOLVES?
Taking in information.
Processing information; leading to
Using the information to bring about changes in the
learner’s performance and attitude.
HRM By: NOUV Brosh

12. Comparison between training and development:
Focus
Training
Development
Use of work experience
Low
High
Goal
Preparation for current job
Preparation for change
Participation
Required
Voluntary
Outcome
Immediate
Long-term
Preparing training program
Trainers should:
Explain why he/she needs to train
Create interest for trainees
Have related skills & knowledge
Accepts feedback for self-improvement
HRM By: NOUV Brosh

13. Systems Model of Training
Phase One:
Phase Two:
Phase Three:
Phase Four:
Needs Assess- ment
Implemen- tation
Design
Evaluation
HRM By: NOUV Brosh

14. Systems Model of Training
Phase 4: Evaluation
Reactions
•Learning
Behavior (transfer)
Phase 3: Implementation
•Results
On-the-job methods
•Off-the-job methods
•Management
Phase 2: Design
development
Instructional objectives
•Trainee readiness
Learning principles
Phase 1:
Needs Assessment
•Organization Analysis
•Task analysis
•Person Analysis
Note: US organizations spend over $60 billion annually on training (1.7 billion training hours).
Much of that investment is wasted because it is not done in a systematic way.
HRM By: NOUV Brosh

15. Needs Assessment Determination of the specific
ORGANIZATION ANALYSIS
Examination of the environment strategies, and resources of the organization to determine where training emphasis should be placed
Needs Assessment
TASK ANALYSIS
Process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job
PERSON ANALYSIS
Determination of the specific
individuals who need training
HRM By: NOUV Brosh

16. Needs Assessment - continue
A current trend in training is for Needs Assessment to focus on COMPETENCIES.
A competency refers to areas of personal capability that enable employees to successfully perform their jobs by achieving outcomes or successfully performing tasks.
A competency can be: knowledge, skills,
attitudes, values or personal characteristics.
A competency assessment identifies the competency necessary for each job as well as the knowledge, skills, behavior, & personality characteristics underlying each competency.
HRM By: NOUV Brosh

17. Designing Training Programs
Instructional Objectives
Desired outcomes of a
training program
Trainee Readiness
and Motivation
Principles of
Learning
Characteristics of Successful Trainers
Issues in Training Design
HRM By: NOUV Brosh

18. Principles of Learning
HRM By: NOUV Brosh

19. INDIVIDUAL LEARNING STYLES
1. ACTIVIST
LIKES
new experiences
difficult tasks
exercises
excitement
brain storming
leading
DISLIKES
reading
lectures
theory
watching/observing
non-involvement
practice
reviewing
REFLECTORS
LIKES
watching
thinking
reports
no pressure
reviewing
observing
research
discussions
DISLIKES
no warning
lime light
short cuts
time pressure
no planning
limited data • detailed instructions
HRM By: NOUV Brosh

20. HRM By: NOUV Brosh 3. THEORISTS LIKES theories systems stretching
structure
success
interesting ideas
questioning
4. PRAGMATISTS
 LIKES
DISLIKES
no reason
no purpose
no structure
variety
emotions
feelings
mismatch
probing
complexity
analyzing
success/failure
shallowness
DISLIKES
irrelevancy
limited experience
limited reward
implementation obstacles
links to the content and job
practicality
immediacy
practice related to
personal, managerial and
political matters
activity
role models
circular discussions
HRM By: NOUV Brosh

21. Training and Development Methods:
(1)- On-the-job training: Training that takes place in the work setting as employees perform their job tasks. Coaching - on the job training approach emphasizing one-to-one basis. Mentoring – a little bit like coaching but professional trainers located at different departments or come from others organization.
(2)- Off-the-job training: Training that occurs away from the
workplace.
HRM By: NOUV Brosh

22. 3)- Role playing: Training which participants are required to
respond to specific problem.
(4)- Job rotation: Training that involves moving employees from
one job to another to broaden their experience.
(5)- Computer base training: Method that takes advantage of the
speed, memory, and data capacity of computer.
HRM By: NOUV Brosh

23. Training for Non-managers
On-the-Job
Simulation
Apprentice
Cooperative, Internship, and Government
Computer-Based
Audiovisual Materials
Classroom
Programmed
HRM By: NOUV Brosh

24. Job Instruction Training
STEP FOUR: FOLLOW-UP
•Put employee on his/her own.
•Check-up frequently that instructions are followed.
•Taper off extra supervision.
STEP THREE: PERFORMANCE
•Test employee by having him/her perform the job.
•Ask questions beginning with why, how, when, where.
•Observe, correct errors & repeat instructions.
•Continue until you know the employee knows.
STEP TWO: PRESENTATION
•Tell, show, illustrate, and question in order to put of the new knowledge.
•Instruct slowly, clearly, completely, and patiently, one point at a time.
•Check, question, and repeat.
•Make sure the employee really knows.
STEP ONE: PREPARATION
•Put the employee at ease
•Find out what the employee already knows
•Get the employee interested and desirous of learning the job
HRM By: NOUV Brosh
Source: The Training within Industry Report (Washington, D.C.: Bureau of Training, Training with Industry Service, War Manpower Commission).

25. Elements of Feedback
Feedback is essential for learning and for the trainee’s motivation
Provide it soon after the trainee’s performance
Feedback increases:
Instructor awareness of what trainees need to
practice
Trainee satisfaction
Trainee retention
HRM By: NOUV Brosh

26. Training for Management
Development
On-the-job Experiences
Seminars and conferences
Case Studies
Management Games
Role Playing
Behavior modeling
HRM By: NOUV Brosh

27. Characteristics of Successful Trainers
Knowledge of Subject
Adaptability
Sincerity Sense of Humor
Interest
Clear Instructions Individual
Assistance
Enthusiasm
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28. Criteria for Evaluating Training
HRM By: NOUV Brosh

29. Transfer of Training
Effective application of principles learned to what is required on the job.
HRM By: NOUV Brosh

30. Training for special purposes
 Diversity training
 Language training
 Teamwork training
 Cross culture training
Evaluate training
 Reaction
 Learning
 Behavior
 Result
HRM By: NOUV Brosh

31. Characteristics of Effective Training
Four characteristics of companies with effective
training practices:
Commitment of top management
Training is tied to the total business
strategy
A comprehensive and systematic approach to
training exists
Investment of adequate resources
HRM By: NOUV Brosh

32. Team Training Skills Team Training PROCESS DYNAMICS BEHAVIOR DYNAMICS
meeting skills
problem solving
brainstorming
decision making
negotiation skills
goal setting
presentation skills
process analysis
task evaluation
customer/vendor
Team Training Skills
Team Training
BEHAVIOR DYNAMICS
member communications
conflict resolution
trusts building
establishing norms
handling difficult members
diversity awareness
team development stages
team issues/concerns
team benefits
features of good teams
negotiations
analysis
project planning
information
management
creativity
HRM By: NOUV Brosh
Source: George Bohlander and Kathy McCarthy, “How to Get the Most from Team Training,” National Productivity Review, Autumn 1996
25-35.

33. EVALUATION OF TRAINING
Why a training program needs to be evaluated?
To identify the program’s strengths & weaknesses. This includes determining if the program is meeting the learning objectives, the quality of the learning environment, & if transfer of learning to the job is occurring.
To assess whether the content, organization, & administration of the program including the schedule, accommodations, trainers, & materials contribute to learning & the use of training content on the job.
To identify which trainees benefited most or least from the program
HRM By: NOUV Brosh

34. EVALUATION OF TRAINING (con’t)
To gather data to assist in marketing programs through collecting information from participants about whether they would recommend the
program to others, whey they attended the program, & level of satisfaction with the program
To determine the financial benefits & costs of the program.
To compare the costs & benefits of training versus non training investments (such as work redesign or a better employee selection system)
To compare the costs & benefits of different training programs in order to
choose the best program.
HRM By: NOUV Brosh

35. EVALUATION OF TRAINING PROCESS:
CONDUCT A NEEDS ANALYSIS
DEVELOP MEASURABLE LEARNING OUTCOMES
DEVELOP OUTCOME MEASURES
CHOOSE AN EVALUATION STRATEGY
PLAN AND EXECUTE THE EVALUATION
Source: Grove & Ostroff (1991), page 185.
HRM By: NOUV Brosh

36. EVALUATION CRITERIA:
THE FOUR LEVELS OF MEASUREMENT
WHAT IS MEASURED
TYPICAL MEASURING PROCESS
1. REACTION
Measures how a participant
Ask participants to complete a
feels about a training event.
training course evaluation form.
Least helpful, but easiest to measure.
Measures how much the participant learn during the training event. Most
Standardized testing. Pre- and post- learning-event measures are
2. LEARNING
helpful in technical training, when there is one best way to do the job.
required.
3. BEHAVIOR
Measures how well participants are using
Usually measured by observing on
their learning on the job. Most helpful when training is skill-based and there is one best wav to do the iob.
job performance. Pre- and post- learning-event measures are reQuired.
Measures return on investment for a training event. How has organizational/departmental
Often, it's impossible to directly connect the acquisition of new
4. RESULTS
Knowledge and skills in a given learning event to bottom-line
performance changed as a result oftraining?
business goals.
EVALUATION should focus on the assessment of the total value of a trainin system, training course or program in social as well as financial terms. Hamblin (1974) emphasized that:
1. Evaluation is about putting a value on training- not only a dollar value.
Evaluation should go well beyond measuring the simple achievements of program objectives
The process needs to extend into assessment of job behavior changes & overall impact on the organization.
HRM By: NOUV Brosh

37. Reading Cases
Case 13-1 on Dunkin Donuts and Domino’s Pizza: Training for Quality and Hustle, page 438 to 439
HRM By: NOUV Brosh