TRAINING AND SELECTION

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Understand the effect of induction and integration mechanism on employee retention and performance.
Identify the objectives and steps of induction and integration.
Differentiate between training and development.
Describe on the job and off the job training methods.
Demonstrate and design training programs after conducting TNA.
Evaluate the effectiveness of training and development programs
Understand employee development , need analysis and its approaches.
Describe the issues faced during employee development.
Recognize different career managing terms.
Comprehend why career development is necessary.
Explain the steps to manage career.

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TRAINING AND SELECTION

  1. 1. HUMAN RESOURCE MANAGEMENT TRAINING AND DEVELOPMENT CHAPTER NO. 4 & 5
  2. 2. AFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:  Understand the effect of induction and integration mechanism on employee retention and performance.  Identify the objectives and steps of induction and integration.  Differentiate between training and development.  Describe on the job and off the job training methods.  Demonstrate and design training programs after conducting TNA.  Evaluate the effectiveness of training and development programs  Understand employee development , need analysis and its approaches.  Describe the issues faced during employee development.  Recognize different career managing terms.  Comprehend why career development is necessary.  Explain the steps to manage career.
  3. 3. HIRING PROCESS RECRUITMENT INDUCTION & INTEGRATION SELECTION
  4. 4. INDUCTION AND INTEGRATION INDUCTION The Process of welcoming new staff members into the organization, providing them with information they need to settle into their new role into the organization.
  5. 5. INDUCTION AND INTEGRATION INTEGRATION It is a program, designed to quickly and effectively unite the new employee with the existing team.
  6. 6.  To facilitate in socio-professional integration( socialization).  To increase the likelihood of adaptability .  To Provide inquisition and relevancies.  To support the employee to be autonomous.  To ascertain job clarity.  To familiarize employee with the workplace regulations.  To propagate employee with the cultural facet of organizations.  To augment the company’s viability. OBJECTIVES OF THE INDUCTION AND INTEGRATION
  7. 7. STEPS IN INDUCTION AND INTEGRATION (1) Preparing for Induction (2) Induction (4) Follow-Up (3) Integration
  8. 8. STEPS IN INDUCTION AND INTEGRATION Cont . . . STEP-1  Call or write to the new employee to confirm the date for reporting to work, and the name of the person who will be in charge.  Organize the working environment (workstation, access code, telephone number, e-mail, office supplies, etc.).  Prepare all relevant documents as well as the documentation pertaining to the company.  Inform existing employees that the newcomer will be joining the work team.  Choose the mentor and prepare to induct the new employee.  Arrange for any technical training (if necessary). PREPARING FOR INDUCTION
  9. 9. STEPS IN INDUCTION AND INTEGRATION Cont . . . STEP-2  Reception by the department manager (immediate superior).  Word of welcome (presentation of the corporate mission and challenges).  Presentation of the organization’s key values and expectations (schedule, personal and organizational expectations).  Presentation of the employee manual, working conditions and flow chart.  Submission and signing of required documents (employee file, group insurance, pay sheet, etc.).  Tour of the workplace with the department manager.  Designation of the workspace and tools available (computer, office supplies, etc.). INDUCTION
  10. 10. STEPS IN INDUCTION AND INTEGRATION Cont . . . STEP-3  Introduction to the mentor.  Presentation of mutual expectations.  Presentation of the roles, responsibilities and tasks relating to the job.  Explanation, observation and experimentation.  Presentation of work methods. INTEGRATION
  11. 11. STEPS IN INDUCTION AND INTEGRATION Cont . . . STEP-4  Evaluation by the immediate superior  Evaluation of employee satisfaction Mentor’s feedback on the integration (employee strengths, areas requiring improvement).  Identification of training requirements for the position. FOLLOW-UP
  12. 12. STEPS IN INDUCTION AND INTEGRATION Cont . . . SAMPLE INTEGRATION PREPARATION CHART Employee Identification Employee last and first name: Start date: Employee title: Database Analyst: Division: IT-Data Immediate superior: Period covered: Name of Mentor: Mentor Date GENERAL KNOWLEDGE Introduction to the basic characteristics of the database analyst position Grasp of the main interactions between various related departments Meeting with various employees and introduction to the work executed by each Awareness of the rules pertaining to operations and security Introduction to the tools. Equipment and software applications used. KNOWLEDGE SPECIFIC TO THE POSITION Knowledge of how to retrieve and extract data Acquisition of know-how with regard to database and data modeling Understanding of how to update a secure database environment Introduction to processing user queries Understanding of the operation of database management system tools or techniques Understanding of how to produce database components Ability to recognize commercial trends in the information system Knowledge of database Understanding of the tools and techniques used for system development etc. KNOWLEDGE SPECIFIC TO THE ORGANIZATION Familiarity with internal operating rules Introduction to the organization’s values and mission Knowledge of the products and services Awareness of resource persons.
  13. 13. STEPS IN INDUCTION AND INTEGRATION Cont . . . SAMPLE TASK TRAINING CHART Employee Identification Employee last and first name: Start date: Employee title: Database Analyst: Division: IT-Data Immediate superior: Period covered: Name of Mentor: Steps Tasks/ roles and responsibilities Explanati on Demonstr ation Applicatio n Knowledg e transfer Skills acquired Skills to develop comments 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
  14. 14. EMPLOYEE TRAINING A process whereby people acquire capabilities to aid in the achievement of organizational goals. EMPLOYEE DEVELOPMENT Efforts to improve employees’ ability to handle a variety of assignments. EMPLOYEE TRAINING & DEVELOPMENT
  15. 15. TRAINING VS DEVELOPMENT TRAINING DEVELOPMENT FOCUS Current Job Current And Future Jobs SCOPE Individual Employees Work Group/Organization TIME FRAME Immediate Long Term GOAL Fix Current Skill Deficit Prepare For Future Work Demands
  16. 16. TRAINING PROCESS Define Objectives Develop Lesson Plan Develop/Acquire Material Select Trainer/Leader Select Methods Schedule The Program DESIGNASSESSMENT IMPLEMENTATION EVALUATION Deliver the Program Components of TNA Need Assessment Training Outcome
  17. 17. 1. Need Assessment TRAINING PROCESS Cont . . . PHASE 1 A Need Assessment is the process of identifying performance requirements and the Gap between what performance is required and what presently exists.
  18. 18. Major Causes of Performance Problems 2. Performance Gap Analysis TRAINING PROCESS Cont . . . The differences between the (P) present performance at the project/work & task levels and its (S) standard performance is called (G). Gap Analysis G = P – S  Knowledge or Skills  Process  Resources  Motivation or Culture
  19. 19. Personal Analysis Operational Analysis TRAINING PROCESS Cont . . . Organizational Analysis Components of Training Needs Analysis (TNA)
  20. 20. TRAINING PROCESS Cont . . . 1. Organizational Analysis  What are the training implications of the organization’s strategy.  Can the organization afford this training  Which units should be trained first.  Will this training be accepted and reinforced by managers and peers in organization
  21. 21. TRAINING PROCESS Cont . . . 2. Operational Analysis  Tasks required to perform  What level they must be performed  What KSA are necessary to be performed  Are there any Roadblock  Job Description  Job Specification  Performance Standards Data Sources for Operational Analysis
  22. 22. TRAINING PROCESS Cont . . . 3. Personal Analysis  Do employees possess the necessary KSA  Who within the organization needs training  What kind of training do they need  Can they be trained
  23. 23. TRAINING PROCESS Define Objectives Develop Lesson Plan Develop/Acquire Material Select Trainer/Leader Select Methods Schedule The Program DESIGNASSESSMENT IMPLEMENTATION EVALUATION Deliver the Program Components of TNA Need Assessment Training Outcome
  24. 24. This phase insures the systematic development of the training program. This process is driven by the products of analysis phase & end in a model of training program for future development Training Design PHASE 2 TRAINING PROCESS Cont . . .
  25. 25. TRAINING PROCESS Cont . . . What will learners be able to do when they finish the training program Objective should be written to be SMART It prescribes the conditions, behaviors (action) and standards of tasks performance for the training setting and some time it may include variables 1 2 3 1. TRAINING OBJECTIVES
  26. 26. TRAINING PROCESS Cont . . . 1. TRAINING OBJECTIVES EXAMPLE-1 Write a customer reply letter with no spelling mistake by using a word processor. Conditions of Performance Measurable criteria Observable Action Write a customer reply letter With no spelling mistake Using a word processor
  27. 27. TRAINING PROCESS Cont . . . 1. TRAINING OBJECTIVES EXAMPLE-2 Checking the guest in 40 seconds while asking the seven predefined questions with a smile Conditions of Performance Measurable criteria Observable Action checking the guest with a smile Seven predefined questions 40 seconds
  28. 28. TRAINING PROCESS Cont . . . 2 A TRAINING LESSON PLAN Summary of Key Points Question to Test Understanding Duration of Each Activity in Each Session Training Method Activities Breaks Exercise to Warm-up Topic Conclusion Training Contents
  29. 29. TRAINING PROCESS Cont . . . SAMPLE OF TRAINING LESSON PLAN
  30. 30. TRAINING PROCESS Cont . . . 3. PREPARING TRAINING MATERIAL • Program announcements are used to inform the target audience about the training program Program Announcements • Content • Goals • Expectations for the program Program Outlines • Material • Readings • Exercises • Self tests etc. Training Manuals and Text Books
  31. 31. TRAINING PROCESS Cont . . . 4. SELECT TRAINER Trainer must be Selected Provided that: He/she should have Training Competency  Knowledge  Varied skills needed to design and implement training program Subject Matter Expertise Refers to the mastery of the Subject Matter
  32. 32. TRAINING PROCESS Cont . . . 5. METHODS OF DELIVERING TRAINING At actual work site using the actual equipment At training facility designed specially for training a. On the Job Training b. Off the Job Training
  33. 33. TRAINING PROCESS Cont . . . 5. METHODS OF DELIVERING TRAINING b. Off the Job Training a. Lecture b. Video Presentation c. Role playing d. Case Study e. Simulation f. Education g. Action Learning (i) Vestibule Training a. On the Job Training a. Job Instruction Training b. Job Rotation c. Apprenticeship d. Coaching e. Assistant to Positions
  34. 34. TRAINING PROCESS Cont . . . 6. TRAINING SCHEDULES ActivityTime Friday night Dinner6-7:30 p.m. Program introduction Initial experiential activity Discussion on the problems Discussion of the plan for weekend 7:30 – 9:00 p.m. Saturday Breakfast7-8 a.m. Brainstorming session on topic Experiential activity Discussion on the topic and activity results 8-10 a.m. Break10-10:30 a.m. Experiential exercise Group juggle All board. Other activities 10:30 a.m. – 12:00 p.m. Lunch12:1 p.m. Discussion of morning activities1-2 p.m. Final discussion on the training topic evaluation 2-3:30 p.m.
  35. 35. TRAINING PROCESS Define Objectives Develop Lesson Plan Develop/Acquire Material Select Trainer/Leader Select Methods Schedule The Program DESIGNASSESSMENT IMPLEMENTATION EVALUATION Deliver the Program Components of TNA Need Assessment Training Outcome
  36. 36. TRAINING PROCESS Cont . . . PHASE 3 DELIVER THE PROGRAM
  37. 37. TRAINING PROCESS Define Objectives Develop Lesson Plan Develop/Acquire Material Select Trainer/Leader Select Methods Schedule The Program DESIGNASSESSMENT IMPLEMENTATION EVALUATION Deliver the Program Components of TNA Need Assessment Training Outcome
  38. 38. TRAINING OUTCOMES TRAINING PROCESS Cont . . . PHASE 4 EVALUATING TRAINING PROGRAM OUTCOMES DESCRIPTION COGNITIVE OUTCOMES Determine the degree to which trainees are familiar with principle, facts, techniques, procedures or processes emphasized in learning. SKILL BASED OUTCOMES Include acquisition of learning of skills and use of skills on the job. AFFECTIVE OUTCOMES Includes attitudes and motivation. ROI/RESULTS Comparing the trainings monetary benefits with its costs.
  39. 39. TRAINING PROCESS Cont . . . a. Forecasting & Measuring Costs b. Forecasting & Measuring Benefits CALCULATING RETURN ON INVESTMENT (ROI)
  40. 40. TRAINING PROCESS Cont . . . CALCULATING RETURN ON INVESTMENT (ROI) a. Forecasting & Measuring Costs  Design & Development Cost  Resource Person Cost  Material Cost  Infrastructure Cost  Time Cost  Lost cost  Evaluation cost
  41. 41. TRAINING PROCESS Cont . . .  Reduce duplication efforts  Less time spent correcting mistakes  Faster access to information  Improve methodology reducing the efforts time  Higher level of skills leading to faster work  Higher level of motivation leading to increase efforts i. Labor Saving ii. Productivity Increase b. Forecasting & Measuring Benefits CALCULATING RETURN ON INVESTMENT (ROI)
  42. 42. HUMAN RESOURCE DEVELOPMENT
  43. 43. HUMAN RESOURCE DEVELOPMENT Refers to formal education, job experiences, relationships, and assessment of personality and abilities that help employees prepare for future. EMPLOYEE DEVELOPMENT
  44. 44. HUMAN RESOURCE DEVELOPMENT Cont . . . (1) ASSESSMENT CENTERS •A process in which multiple raters evaluate employees’ performance on a number of exercises. (2) MYERS-BRIGGS TYPE INDICATOR • The Myers-Briggs Type Indicator (MBTI) is a widely-used personality inventory, or test, employed in vocational, educational, and psychotherapy settings to evaluate personality type. (3) PERFORMANCE APPRAISALS AND 360 DEGREE FEED BACK SYSTEM • Performance appraisal is the process of measuring employees’ perfomance.360 degree feedback system involves evaluation from a wide range of persons who interact with the manager. DEVELOPMENT NEED ANALYSIS
  45. 45. HUMAN RESOURCE DEVELOPMENT Cont . . . DEVELOPMENT APPROACHES 1. Job-Site Methods 2. Off-Site Methods
  46. 46. HUMAN RESOURCE DEVELOPMENT Cont . . . Committee Assignment/ Meetings Assistant to Positions Job Rotation On-line Development Learning Organization Job experience 1. Job-Site Methods
  47. 47. HUMAN RESOURCE DEVELOPMENT Cont . . . 2. Off- Site Methods Classroom Courses and Degrees Outdoor Training Human Relations Training Simulations (Business Games) Sabbatical Leave
  48. 48. Issues In Employee Development HUMAN RESOURCE DEVELOPMENT Cont . . . A barrier to advancement to higher level jobs in the company that adversely affect women and minorities. The process of identifying a longer-term plan for the orderly replacement of key employees. Dysfunctional behavior includes insensitivity to others, inability to be a team player, arrogance, poor conflict management skills, inability to meet business objectives, and inability to change or adapt during a transition MELTING THE GLASS CEILING SUCCESSION PLANNING HELPING MANAGERS WITH DYSFUNCTIO -NAL BEHAVIOR
  49. 49. MANAGING CAREERS
  50. 50. 1 MANAGING CAREERS A Career Consist of all jobs held during one’s working life. The sequence of position that a person has held over his/her life. 2 Or CAREER
  51. 51. 1. Career Path MANAGING CAREERS Cont . . . Process by which one selects career goals and the path to those goals. 2. Career Goal Career goals are the future positions one strive to reach as part of career, these goals serve as benchmarks along ones career path. 3. Career Planning Process by which one selects career goals and the path to those goals. 4. Career Development Career development consist of the personal improvements one undertakes to achieve personal Career plan. IMPORTANT CAREER MANAGING TERMS
  52. 52. MANAGING CAREERS Cont . . . An on going process of preparing, implementing and monitoring career plans undertaken by the individual alone or in concert with the organization’s career system. 5. CAREER MANAGEMENT Sum total of all the activities starting from career planning to developing career goals and plans and to enacting those plans Or
  53. 53. CAREER PATH CAREER PATH EXPLANATION 1. LINEAR The traditional way in which one enters an organization near the bottom, works in the same firm for many years, and gradually and predictably moves up, retiring from a fairly high-level position in the same firm. 2. EXPERT Rewards growing expertise is a single technical specialty without the need to move into management. 3. SPIRAL It involves a number of moves, some lateral, between functional areas within the same organization. 4. TRANSITORY In this approach, the career occurs virtually independent of single organization.
  54. 54. MANAGING CAREERS Cont . . . CAREER PLANNING i. ORGANIZATION PERSPECTIVE ii. INDIVIDUAL PERSPECTIVE
  55. 55. A PERSON’S CAREER MANAGING CAREERS Cont . . . Identify future organizational staffing needs  Plan career ladders  Assess individual potential and training needs  Match organizational needs with individual abilities  Audit and develop a career system for the organization  Identify personal abilities and interests  Plan life and work goals  Assess alternative paths inside and outside the organization  Note changes in interests and goals as career and life stage change i. Organization Perspective ii. Individual Perspective
  56. 56. MANAGING CAREERS Cont . . . WHY IS CAREER DEVELOPMENT NECESSARY Employees believe the company regards them as part of an overall plan and not just as numbers. Improve morale, boost productivity, and help the organization become more efficient. Reduce costs due to employee turnover 1 2 3
  57. 57. MANAGING CAREERS Cont . . . Who is Responsible for Career Development 1 ORGANIZATION 2 MANAGER 3 EMPLOYEE
  58. 58. MANAGING CAREERS Cont . . . 1. ORGANIZATION Providing Job Information. Implementing Effective Placement Process. Offering Education and Training 2. MANAGER Appraising performance Providing feedback. Coaching & supporting Supplying information. Guiding & counseling Maintaining integrity of system 3. EMPLOYEE Self Assessment Working with Supervisor. Gathering Data Developing Plan. Setting Goals Applying for Openings
  59. 59. MANAGING CAREERS Cont . . . Interests Self image Personality Social Backgrounds HOW PEOPLE CHOOSE CAREER
  60. 60. MANAGING CAREERS Cont . . . Develop a Network Acquire and Continue Upgrading Your Skills Participate in an Internship Think Laterally Stay Mobile Support Your Boss Find a Mentor Do Not Stay too Long Stay Visible Gain Control of Organizational Resources Learn the Power Structure Present Right Image Do Good Work Select Your Job Judiciously Tips to Manage Your Career
  61. 61. TRAINING & DEVELOPMENT Steps in Induction and Integration Preparing for Induction Induction Integration Training Process 1. Assessment 2. DESIGN Follow-Up Need Assessment Components of TNA Define Objectives Develop Lesson Plan Develop/Acquire Material Select Trainer/Leader Select Methods Schedule The Program 3. Implementation Deliver the Program 4. Evaluation Training Outcome Human Resource Development 1. Development Need Analysis Assessment Centers Myers-Briggs Type Indicator Performance Appraisals and 360 2. Development Approaches a. Job-Site Methods b. Off-Site Methods Committee Assignment Job Rotation Assistant to Positions On-line Development Learning Organization Job experience Human Relations Training Simulations Classroom Courses and Degrees Outdoor Training 3. Issues in Employee Development Melting The Glass Ceiling Succession Planning Helping Managers With Dysfunctional Behavior Managing Careers 1. Important Career Managing Terms Career Path Career Goal Career Planning Career Development Career Management 2. Career Planning 3. Responsible for Career Development 4. How People Choose Career 5. Step to Manage Your Career . Organization Perspective Individual Perspective Organization Manager Employee Interests Self image Personality Social Backgrounds CHAPTER 4, 5 & 6
  62. 62. THOUGHT OF THE DAY “When you know something, say what you know. When you don't know something, say that you don't know. That is KNOWLEDGE.” “Confucius “

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