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.

1. HUMAN RESOURCE
MANAGEMENT
TRAINING
AND
DEVELOPMENT
CHAPTER NO. 4 & 5

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. HIRING PROCESS
RECRUITMENT
INDUCTION
&
INTEGRATION
SELECTION

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. INDUCTION AND INTEGRATION
INTEGRATION
It is a program, designed to quickly and effectively unite
the new employee with the existing team.

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. STEPS IN INDUCTION AND INTEGRATION
(1)
Preparing
for
Induction
(2)
Induction
(4)
Follow-Up
(3)
Integration

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Personal
Analysis
Operational
Analysis
TRAINING PROCESS Cont . . .
Organizational
Analysis
Components of
Training Needs
Analysis (TNA)

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. 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. 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. 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. 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. 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. 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. 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. 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. TRAINING PROCESS Cont . . .
SAMPLE OF
TRAINING LESSON
PLAN

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. 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. 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. 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. 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. 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. TRAINING PROCESS Cont . . .
PHASE
3
DELIVER THE
PROGRAM

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. 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. TRAINING PROCESS Cont . . .
a. Forecasting & Measuring
Costs
b. Forecasting & Measuring
Benefits
CALCULATING RETURN
ON INVESTMENT (ROI)

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. 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. HUMAN RESOURCE
DEVELOPMENT

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. 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. HUMAN RESOURCE DEVELOPMENT Cont . . .
DEVELOPMENT
APPROACHES
1. Job-Site
Methods
2. Off-Site
Methods

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. HUMAN RESOURCE DEVELOPMENT Cont . . .
2. Off-
Site
Methods
Classroom
Courses
and
Degrees
Outdoor
Training
Human
Relations
Training
Simulations
(Business
Games)
Sabbatical
Leave

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. MANAGING
CAREERS

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. 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. 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. 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. MANAGING CAREERS Cont . . .
CAREER
PLANNING
i. ORGANIZATION
PERSPECTIVE
ii. INDIVIDUAL
PERSPECTIVE

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. 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. MANAGING CAREERS Cont . . .
Who is
Responsible
for
Career
Development
1
ORGANIZATION
2
MANAGER
3
EMPLOYEE

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. MANAGING CAREERS Cont . . .
Interests Self image
Personality
Social
Backgrounds
HOW PEOPLE
CHOOSE
CAREER

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. 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. 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 “