training and selection
Post on 30-Oct-2014
803 Views
Preview:
DESCRIPTION
TRANSCRIPT
HUMAN RESOURCEMANAGEMENT
TRAININGAND
DEVELOPMENT
CHAPTER NO. 4 & 5
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.
HIRING PROCESS
RECRUITMENT
INDUCTION&
INTEGRATION
SELECTION
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.
INDUCTION AND INTEGRATION
INTEGRATION
It is a program, designed to quickly and effectively unite the new employee with the existing team.
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.
OBJECTIVESOF THE INDUCTION AND INTEGRATION
STEPS IN INDUCTION AND INTEGRATION
(1)Preparing
for Induction
(2)Induction
(4)Follow-Up
(3)Integrati
on
STEPS IN INDUCTIONAND 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
STEPS IN INDUCTIONAND 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
STEPS IN INDUCTIONAND 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
STEPS IN INDUCTIONAND 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
STEPS IN INDUCTIONAND 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.
STEPS IN INDUCTIONAND 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 andresponsibilities
Explanation
Demonstration
Application
Knowledge transfer
Skills acquired
Skills to develop
comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
EMPLOYEETRAINING
A process whereby people acquire capabilities to aid in the achievement of
organizational goals.
EMPLOYEEDEVELOPMENT
Efforts to improve employees’ ability to handle a variety of assignments.
EMPLOYEE TRAINING & DEVELOPMENT
TRAINING VS DEVELOPMENT
TRAINING DEVELOPMENT
FOCUS Current Job Current And Future Jobs
SCOPEIndividual
EmployeesWork Group/Organization
TIME
FRAMEImmediate Long Term
GOALFix Current Skill
Deficit
Prepare For Future Work Demands
TRAINING PROCESS
Define Objectives
Develop Lesson Plan
Develop/AcquireMaterial
Select Trainer/Leader
Select Methods
Schedule The Program
DESIGNASSESSMENT IMPLEMENTATION EVALUATION
Deliver the Program
Components ofTNA
NeedAssessment
Training Outcome
1. Need Assessment
TRAINING PROCESS Cont . . .
PHASE1
A Need Assessment is the process of identifying performance requirements
and the Gap between what performance is required and what
presently exists.
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
Personal Analysis
Operational Analysis
TRAINING PROCESS Cont . . .
Organizational
Analysis
Components of Training
Needs Analysis
(TNA)
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
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 Operation
al Analysis
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
TRAINING PROCESS
Define Objectives
Develop Lesson Plan
Develop/AcquireMaterial
Select Trainer/Leader
Select Methods
Schedule The Program
DESIGNASSESSMENT IMPLEMENTATION EVALUATION
Deliver the Program
Components ofTNA
NeedAssessment
Training Outcome
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
PHASE2
TRAINING PROCESS Cont . . .
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. TRAININGOBJECTIVES
TRAINING PROCESS Cont . . .
1. TRAININGOBJECTIVES 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
TRAINING PROCESS Cont . . .
1. TRAININGOBJECTIVES 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
TRAINING PROCESS Cont . . .
2A
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
TRAINING PROCESS Cont . . .
SAMPLE OF TRAINING LESSON
PLAN
TRAINING PROCESS Cont . . .
3. PREPARING TRAINING MATERIAL
• Program announcements are used to inform the target
audience about the training program
Program Announcemen
ts
• Content • Goals• Expectations for the program
Program Outlines
• Material• Readings• Exercises• Self tests etc.
Training Manuals and Text Books
TRAINING PROCESS Cont . . .
4. SELECT TRAINER
Trainer must be Selected Provided
that:
He/she should have
Training Competenc
y
Knowledge Varied skills needed to design and implement training program
Subject Matter
Expertise
Refers to the mastery of the Subject Matter
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
TRAINING PROCESS Cont . . .
5. METHODS OF DELIVERING TRAINING
b. Off the Job Training
a. Lectureb. Video Presentationc. 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. Coachinge. Assistant to Positions
TRAINING PROCESS Cont . . .
6. TRAINING SCHEDULES
Activity TimeFriday night
Dinner 6-7:30 p.m.
Program introductionInitial experiential activityDiscussion on the problemsDiscussion of the plan for weekend
7:30 – 9:00
p.m.
Saturday
Breakfast 7-8 a.m.
Brainstorming session on topicExperiential activityDiscussion on the topic and activity results
8-10 a.m.
Break 10-10:30 a.m.
Experiential exerciseGroup juggleAll board. Other activities
10:30 a.m. – 12:00 p.m.
Lunch 12:1 p.m.
Discussion of morning activities 1-2 p.m.
Final discussion on the training topicevaluation
2-3:30 p.m.
TRAINING PROCESS
Define Objectives
Develop Lesson Plan
Develop/AcquireMaterial
Select Trainer/Leader
Select Methods
Schedule The Program
DESIGNASSESSMENT IMPLEMENTATION EVALUATION
Deliver the Program
Components ofTNA
NeedAssessment
Training Outcome
TRAINING PROCESS Cont . . .
PHASE3
DELIVER THE
PROGRAM
TRAINING PROCESS
Define Objectives
Develop Lesson Plan
Develop/AcquireMaterial
Select Trainer/Leader
Select Methods
Schedule The Program
DESIGNASSESSMENT IMPLEMENTATION EVALUATION
Deliver the Program
Components ofTNA
NeedAssessment
Training Outcome
TRAINING OUTCOMES
TRAINING PROCESS Cont . . .
PHASE4
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/RESULTSComparing the trainings monetary benefits with its costs.
TRAINING PROCESS Cont . . .
a. Forecasting & Measuring Costs
b. Forecasting & Measuring Benefits
CALCULATING RETURN ON INVESTMENT (ROI)
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
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 Savingii. Productivity
Increase
b. Forecasting & Measuring Benefits
CALCULATING RETURN ON INVESTMENT (ROI)
HUMAN RESOURCE DEVELOPMENT
HUMAN RESOURCE DEVELOPMENT
Refers to formal education, job experiences, relationships, and assessment of personality and abilities that help employees prepare for
future.
EMPLOYEE DEVELOPMENT
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 INDICATO
R• 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) PERFORMAN
CE 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
HUMAN RESOURCE DEVELOPMENT Cont . . .
DEVELOPMENT APPROACHES
1. Job-SiteMethods
2. Off-Site Methods
HUMAN RESOURCE DEVELOPMENT Cont . . .
Committee Assignment/ Meetings
Assistant to Positions
JobRotation
On-line Development
Learning Organization
Job experience
1. Job-SiteMethods
HUMAN RESOURCE DEVELOPMENT Cont . . .
2. Off-Site
Methods
Classroom
Coursesand
Degrees
Outdoor Training
Human Relation
sTraining
Simulations
(Business Games)
Sabbatical Leave
Issues In Employee
Developme
nt
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
MANAGING CAREERS
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.
2Or
CAREER
1. CareerPath
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 personalimprovements one undertakes to achieve personal
Career plan.
IMPORTANT CAREER MANAGING TERMS
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
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. EXPERTRewards growing expertise is a single technical specialty without the need to move into management.
3. SPIRALIt involves a number of moves, some lateral, between functional areas within the same organization.
4. TRANSITORYIn this approach, the career occurs virtually independent of single organization.
MANAGING CAREERS Cont . . .
CAREER PLANNING
i. ORGANIZATION PERSPECTIVE
ii. INDIVIDUAL PERSPECTIVE
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
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
MANAGING CAREERS Cont . . .
Who is Responsible
for Career
Development
1ORGANIZATION
2MANAGER
3EMPLOYEE
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
MANAGING CAREERS Cont . . .
Interests
Self image
Personality
Social
Background
sHOW PEOPLE CHOOSE CAREER
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
TRAINING & DEVELOPMEN
T
Steps in Induction and
Integration
Preparing for Induction Induction Integration
Training Process
1. Assessment
2. DESIGN
Follow-Up
NeedAssessment
Components ofTNA
Define Objectives
Develop Lesson Plan
Develop/AcquireMaterial
Select Trainer/Leader Select Methods Schedule The
Program3.
Implementation
Deliver the Program
4. Evaluation Training Outcome
Human Resource
Development
1. Development Need Analysis
AssessmentCenters
Myers-Briggs Type Indicator
Performance Appraisals and
360
2. Development Approaches
a. Job-SiteMethods
b. Off-Site Methods
Committee Assignment
JobRotation
Assistant to Positions
On-line Development
Learning Organization Job experience
Human RelationsTraining Simulations
Classroom Courses
and DegreesOutdoor Training
3. Issues in Employee Development
Melting The Glass Ceiling
SuccessionPlanning
Helping Managers With Dysfunctional
Behavior
Managing Careers
1. Important Career
Managing Terms
CareerPath
Career Goal
Career PlanningCareer
DevelopmentCareer
Management
2. CareerPlanning
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
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 “
top related