This document discusses human resource training and development. It covers topics like orientation, training needs assessment, designing training programs, and evaluation. Specifically: - Orientation introduces new employees to their jobs, coworkers, and organization through planned activities. It aims to help newcomers adjust and prevent issues. - Training need assessment identifies what training is needed using analyses like examining organizational goals, tasks/roles, and individual skills. This ensures training addresses actual needs. - When designing training, considerations include trainees, trainers, methods, content, and location. Principles of learning and evaluation models should also guide the design. - Evaluation assesses if training met objectives, was cost-effective, and improved capabilities

1. Human Resource Training
and Development

2. Orientation
 Orientation is a systematic and planned introduction of
employees to their jobs, their co-workers and the
organization.

3. formal informal
individual collective
serial disjunctive
investiture divestiture
Strategic choices of orientation

4. Objective
 To help the new comer to overcome his shyness
 To build new employee’s confidence
 To develop the new entrants a sense of belonging and
loyalty
 To foster a close relationship…
 To prevent false impression and negative attitude of
the new employees
 To give the new comers necessary information like
canteen, locker room. Rest periods and leave rules
etc…

5. Steps
 Welcoming to the organization
 Explain about company
 Show the location/department where the new recruit will
work
 Give the company manual to the new recruit
 Provide details about various work groups and the extent
of unionism within the company

6.  Give details about pay,benefits,holidays,leave etc.
 Explain future training opportunities and career
prospectus
 Clarify doubts, by encouraging the employees to come
with the questions
 Take employee on a guided tour of building, facilities, etc.
 Hand him over to his supervisor.

7. Advantages
 It helps to build two way communication
 It facilitates informal relations and team work
 Induction is helpful in supplying information about the
organization, job, and welfare of employees
 Proper Induction will reduce employees grievances,
absenteeism and labor turnover
 Induction helps to develop good public relations and
improve the overall morale of employees
 An Induction program proves that the company is taking
a sincere interest in getting him off to a good start

8. PROBELMS
 Employee is overwhelmed with too much information
in a short time.
 Employee is overloaded with form to complete.
 Employees mistakes can damage the company.

9. .
 Employee is asked to perform tasks where there are high
chances of failure that could needlessly discourage the
employee.
 Employee is thrown into action too soon.
 Employee ‘s wrong perceptions because of short periods
spent on each job.

10. Training & Development
 Training enables an employee to do his present job more
efficiently and prepare himself for a higher level job.
 Training is a art of increasing knowledge, skills, &
capacity of a person.

11. Training vs. development
Learning
dimensions
Meant for
Focus
Scope
Goal
Initiated by
Training
Operatives
Current job
Individual
Fix current skills
management
Development
Executives
Current and
future jobs
Work group+
organization
future work
demands
individual

12. Training vs. development
Learning dimensions
Content
Time frame
Training
Specific job related
information
immediate
Development
General knowledge
Long term

13. Training Need assessment
Training Need assessment
Organizational analysis
Task & role analysis
Person analysis

14. Organizational analysis:
1. Analysis of objective: short term & long term
2. Resource utilization analysis: human, physical &
financial
3. Environmental scanning: social, economical,
political, technological
4. Organizational climate analysis: turnover &
absenteeism ratio

15. Task & Role analysis
 Job
 Components
 Operations & conditions of job
 Skills, knowledge, attitude
 methods

16. Person analysis
 Poor performers
 Person potential

17. Organizational
analysis
Organizational goals
& objectives
Personnel inventories
Skills inventories
Climate analysis
Efficiency index
Exit interview
MBO
Customer
satisfaction
survey
Task analysis
Job description
Job specification
Performance
standard
Work sampling
Reviewing literature
Asking que about job
Person analysis
Performance
appraisals
Work sampling
Interviews
Questionnaire
Tests
Training progress
Rating scales
Diaries
Role play
Data sources used in training Need assessment

18. Need assessment
1) Organi. support
2) Organi. analysis
3) task & role analysis
4 ) person analysis
Instructional
objective
Development
of criteria
Training
validity
Transfer
validity
Intra
Organizational
validity
Inter
Organizational
validity
Selection &
design of
instructional
program
training
Use of
evaluation models
Training process

19. Designing training and development
program
 Who are the trainees
 Who are the trainers
 What techniques & methods
 What should be the level of training
 What principles of learning
 Where to conduct the program

20. Designing training and development
program
 What principles of learning:
1. Motivation
2. Recognition of Individual differences
3. Practice opportunities
4. Reinforcement
5. Feedback
6. Goals
7. Schedule of learning
8. Meaning of material
9. Transfer of learning

21. Designing training and development
program
 Where to conduct the program:
1. At the job itself
2. On site but not the job
3. Off the site

22. Benefits to organization
 Better quality of work
 Higher productivity
 Cost reduction
 High morale
 Reduced supervision
 Less learning period
 Personal growth
 Fewer accidents
 Brings loyalty

23. Benefits to employees
 Self confidence
 Safety
 Higher earning
 Promotion
 adaptability
 New skills
 Personal growth

24. METHODS
ON THE
JOBTRAINING
OFF THE JOB
TRAINING
COACHING
JOB
INSTRUCTION
- TRAINING
ROLE
-PLAY
LECTURE VESTIBULE
-TRAINING
PROGRAMMED
INSTRUCTIONCOMMITTEE
ASSIGNMENT
JOB
ROTATION

25. On-the-Job TrainingOn-the-Job Training
 On-the-job training (OJT)On-the-job training (OJT) refers to new orrefers to new or
inexperienced employees learning throughinexperienced employees learning through
observing peers or managers performing theobserving peers or managers performing the
job and trying to imitate their behavior.job and trying to imitate their behavior.

26. Coaching
 Coaching refers to the activity of a coach in developing
the abilities of coaches or clients.
 Coaching methods includes both theoretical and practical
sections. Where motivational speeches are done
theoretically, workshop, seminars come under practical
methods.

27. Job instruction training
 Step by step structured training method in which a
trainer
 (1) prepares a trainee with an overview of the job its
purpose, and the results desired,
 (2) demonstrates the task or the skill to the trainee,
 (3) allows the trainee to mimic the demonstration on his
or her own
 (4) employee does the job independently
 (5)follows up to provide feedback and help.

28. Job rotation
 Job rotation is an approach to management
development where an individual is moved through a
schedule of designed to give him or her a breadth of
exposure to the entire operation.
 Job rotation is also practiced to allow qualified employees
to gain more insights into the processes of a company,
and to reduce boredom and increase job satisfaction &
skill enhancement through job variation.

29. Off the job training
 Off the job training involves employees taking training
courses away from their place of work. This is often also
referred to as "formal training".
 Off the job training courses might be run by the business'
training department or by external providers.
 - Use of specialist trainers and accommodation
 - Employee can focus on the training - and not be
distracted by work

30. Vestibule training
 Vestibule training is a type of instruction using a vestibule, a
small area away from the actual worksite, consisting of training
equipment exactly duplicating the materials and equipment used
on the job.
 The purpose of vestibule training is to reproduce an actual work
setting and place it under the trainer's control to allow for
immediate and constructive feedback.
 Training vestibules are useful because they allow trainees to
practice while avoiding personal injury and damage to expensive
equipment without affecting production.

31. lecture
 Training is basically incomplete without lecture. When the
trainer begins the training session by telling the aim, goal,
agenda, processes, or methods that will be used in training
that means the trainer is using the lecture method
Main Features of Lecture Method:
Inability to identify and correct misunderstandings
Less expensive
Can be reached large number of people at once
Knowledge building exercise
Less effective because lectures require long periods of
trainee inactivity

32. Role PlaysRole Plays
 Trainees act out characters assigned to them.Trainees act out characters assigned to them.
 Information regarding the situation is provided to theInformation regarding the situation is provided to the
trainees.trainees.
 Focus on interpersonal responses.Focus on interpersonal responses.
 Outcomes depend on the emotional (and subjective)Outcomes depend on the emotional (and subjective)
reactions of the other trainees.reactions of the other trainees.
 The more meaningful the exercise, the higher the level ofThe more meaningful the exercise, the higher the level of
participant focus and intensity.participant focus and intensity.

33. Evaluation
 Evaluation helps determining the results of training &
development program.
Training evaluationTraining evaluation provides the data needed to
demonstrate that training does provide benefits to the company.

34. Need for evaluation
 To determine the accomplishment of specific training
objective
 To determine the Cost effectiveness
 To determine the Program failure
 To determine the Correcting performance deficiencies
 Any Change in trainee capabilities are due to training &
not due to any other condition

35. Process
Conduct a Needs AnalysisConduct a Needs Analysis
Develop Measurable Learning Outcomes andDevelop Measurable Learning Outcomes and
Analyze Transfer of TrainingAnalyze Transfer of Training
Develop Outcome MeasuresDevelop Outcome Measures
Choose an EvaluationChoose an Evaluation
StrategyStrategy
Plan and Execute the EvaluationPlan and Execute the Evaluation

36. Importance of Training Evaluation
 Improved quality of training activities
 Improved ability of the trainers to relate inputs to
outputs
 Better discrimination of training activities between
those that are worthy of support and those that
should be dropped
 Better integration of training offered and on-the job
development
 Better co-operation between trainers and line-
managers in the development of staff
 Evidence of the contribution that training and
development are adding value to the organization

37. Outcome MeasuresOutcome Measures
Reactions Trainee satisfaction
Learning Acquisition of knowledge, skills,
attitudes,
Behavior Improvement of behavior on the job
Results Business results achieved by trainees

38. Time series
Experimental
&
Control groups
Cost
benefits
analysis
interviews
tests
Question
naries
Evaluation
methods

39. How to make training more effective
 Management should commit itself to allocate major resources
and adequate time to training.
 Training should contribute to competitive strategies of the
firm.
 Training should be done eat all levels on a continue and
ongoing basis.
 Their should be proper linkage among organizational,
operational and individual training needs.
 Create a system to evaluate the effectiveness of training.

40. HRD mechanisms
 Counseling
 Coaching
 Training & development
 Performance appraisal
 Potential appraisal
 Career planning and
development
 Organizational development

41. Counseling
 It is a two way process in which a counselor provides
help to the workers by way of advice and guidance.
 It is a two way process of helping subordinates to
achieve better adjustments with their work environment
to behave as psychologically mature individuals and help
in achieving a better understanding with others so his
dealing with them can be effective and purposeful.

42. Coaching
 “coaching” is the practice of giving sufficient direction,
instruction and training to a person or a group people, so
as to achieve some goals or even in developing specific
skills.
 Though coaching is a system of providing training, the
method of coaching differs from person to person, aim or
goals to be attained, and the areas needed.

43. Training & development
 Training enables an employee to do his present job more
efficiently and prepare himself for a higher level job.
 Training is a art of increasing knowledge, skills, &
capacity of a person.

44. Performance appraisal
 A performance appraisal, is a method by which the job
performance of an employee is evaluated generally in terms of
quality, quantity, cost, and time typically by the corresponding
manager or supervisor.
 It is the process of obtaining, analyzing, and recording
information about the relative worth of an employee to the
organization.
 Performance appraisal is an analysis of an employee's recent
successes and failures, personal strengths and weaknesses, and
suitability for promotion or further training.

45. Potential appraisal
 The potential appraisal refers to the appraisal i.e.
identification of the hidden talents and skills of a person.
The person might or might not be aware of them.
 Potential appraisal is a future – oriented appraisal whose
main objective is to identify and evaluate the potential of
the employees to assume higher positions and
responsibilities in the organizational hierarchy.

46. Career planning & development
. Career development helps you take stock of who you are and where
you want to go in life.
Career Development examines your present job situation and
features of the job that will enable you to use your aptitudes,
values, skills, competencies.
A career plan is meant to set goals to develop the required skills
that you need and will need in the future.

47. Organizational development
 O.D is a set of behavioral science based theories, values, strategies
& techniques aimed at the planned change of the organizational
work settings for the purpose of enhancing individual
development and improving organizational performance.
 Four types of interventions are used :
 Team intervention
 Inter-group intervention
 Structural Intervention
 Comprehensive intervention

48. HRD for Organizational Growth and
Effectiveness