PAHS 408

PUBLIC PERSONNEL ADMINISTRATION

Session 6 – Training and Development

Lecturer: Dr. Nicholas Ayamga

Contact Information: nyabilla@[Link]

1
Session Overview
• Every successful business depends on effective training and
development of its employees in line with global changes and
development.
• The need for improved productivity has become universally
accepted and that depends on efficient and effective training.
• This session examines the concept of training and development
in personnel management.
• It identifies the various training and development organizations
can use to improve the skills and competencies of their
employees.
• The session also examines the processes for effective
implementation of training and development in organizations.
Slide 2
Session Objectives

Lesson Objectives:
By the end of this session you should be able to:
1. Summarize the purpose and process of employee orientation.
2. List and briefly explain each of the five steps in the training
process.
3. Describe and illustrate how you would identify training
requirements.
4. Explain how to distinguish between problems you can fix with
training and those you can’t.
5. Discuss how you would motivate trainees.

Slide 3
Session Objectives

6. Explain how to use five training techniques.

7. List and briefly discuss four management development
programs.
8. List and briefly discuss the importance of the eight steps in
leading organizational change.
9. Answer the question, “What is organizational development
and how does it differ from traditional approaches to
organizational change?”

Slide 4
Reading List
• Armstrong M. and Taylor M. (2017). Handbook of Human
Resource Management Practice. (14th Edition), Kogan Page,
London.

• Dessler, Gary (2013). Human Resource Management. (13th

Edition), Global Edition, Pearson Boston.

• Torrington, D., Hall, L, Taylor S. Atkinson L (2012) Human Resource

Management. (8th Edition). FT Prentice Hall.

• Klingner Donald E., Nalbandian, John, & [Link], Jared (2010).

Public Personnel Management: Context and Strategies. (6th
Edition), Pearson Publishing Company.
Slide 5
Topic One

EMPLOYEE ORIENTATION

Slide 6
Employee orientation

 Employee orientation (or “onboarding”) provides new

employees with the information they need to function
(such as computer passwords and company rules).

 Ideally, though, it should also help new employees start

getting emotionally attached to the firm.

Slide 7
The Purposes of Employee
Orientation/Onboarding
Carefully selecting employees doesn’t guarantee they’ll perform
effectively. Even high potential employees can’t do their jobs if they
don’t know what to do or how to do it.
You want to accomplish four things when orienting new employees:
1. Make the new employee feel welcome and at home and part of
the team.
2. Make sure the new employee has the basic information to
function effectively, such as e-mail access, personnel policies
and the like.
3. Help the new employee understand the organization in a broad
sense (its past , present, culture, and vision of the future).
4. Start the process of a person becoming socialized into the firm’s
culture, values, and ways of doing things.
Slide 8
The Orientation Process

 The length of orientation varies, but it usually includes time

with HR to review benefits, vacations, and other policies. It
also includes time with the supervisor to learn the
organization and culture of the department.
 Employers use technology to support orientation. Some
employers put all or some of their orientation media on the
Web (Orientation technology).

Slide 9
The Orientation Process

ACTIVITY
Why is employee orientation in organizations necessary?

Slide 10
Topic Two

EMPLOYEE TRAINING

Slide 11
Employee Training
What can one do to ensure the training effort translates into
improved performance?
• Define the training effort's purpose in terms of how it should
affect organizational performance.
• Make sure the company's strategies drive the training
program's design.
• Check with your internal "customers" (such as the sales
manager who asks for a new salesforce training program) to
make sure the program is working for them.
• View working for these internal customers to improve their
performance as your mission. Ask "customers" "how are we
doing
Slide 12
Overview of the Training Process

• Aligning strategy and training: Directly after orientation,

training should begin. Training means giving new or current
employees the skills that they need to perform their jobs.
• The task is to identify the employee behaviors the firm will
require to execute its strategy, and from that deduce what
competencies employees will need.
• Training and performance: One survey found that
“establishing a linkage between learning and organizational
performance ”…was the number-one pressing issue facing
training professionals”.

Slide 13
The ADDIE Five-Step Training Process

The tried-and-proven ADDIE (analysis-design-develop-

implement-evaluate) five-step training program includes:

• Analyze: Analyzing the training need

• Design: Designing the overall training program.
• Develop: Developing the course.
• Implement: Implementing training by actually training the
targeted employee group.
• Evaluate:Evaluating the effectiveness of the course.

Slide 14
Conducting the Training Needs Analysis

The training needs analysis may address the employer's strategic/longer term
training needs and/or its current training needs.
• Strategic training needs analysis: Strategic goals (perhaps to enter new lines of
business or go abroad) usually mean the firm will have to fill new jobs.
Strategic training needs analysis focuses on identifying the training that
employees will need to fill these new future jobs.
• Current Training Needs Analysis: Most training efforts aim to improve current
performance specifically training new employees, and those whose
performance is deficient. How you analyze current training needs depends on
whether you're training new or current employees. The main task for new
employees is to determine what the job entails and to break it down into
subtasks, each of which you then teach to the new employee. Analyzing
current employees' training needs is more complex, because you must also
ascertain whether training is the solution. For example, performance may be
down due to poor motivation. Managers use task analysis to identify new
employees' training needs, and performance analysis to identify current
employees' training needs. Slide 15
Conducting the Training Needs Analysis

Task Analysis: New Employees’ Needs

 Task analysis is a detailed study of the job to determine what specific skills—
like a computer programming language or interviewing the job requires. For
task analysis, job descriptions and job specifications are essential and the
basic reference points in determining the training required. These list the
job’s specific duties and skills. Some supervisors may try out the job
themselves, interview job holders and their supervisors to determine suitable
training.
Talent Management
 Talent management is the goal-oriented and integrated process of planning
for, recruiting, selecting, developing, and compensating employees. Talent
management involves using the same competencies profile for recruiting the
employee as for selecting, training, appraising, and paying him or her.
 Many employers use competency models to help compile and summarize a
job’s training needs. The model’s aim is to identify and compile the crucial
competencies for executing the job well. Slide 16
Conducting the Training Needs Analysis

Performance Analysis: Current Employees’ Training Needs

• Performance analysis is the process of verifying that there
is a performance deficiency and determining whether the
employer should correct such deficiencies such deficiencies
through training or some other means.
• Most training is focused on improving current performance.
Analyzing current employee needs is more complex than
the new employee needs. You also must decide whether
training is the solution or something else.

Slide 17
Conducting the Training Needs Analysis

Performance Analysis: Current Employees’ Training Needs

• Performance analysis - There are several methods that can
be used to identify an employee’s training needs, including
supervisor, peer, self, and 360-degree performance reviews.
• Can’t do/won’t do - The biggest issue is to figure out what
is causing reduced performance. Can the person perform or
are they unwilling to do so? If the problem is employee
motivation then training is unlikely to fix this.

Slide 18
Designing the Training Program
Armed with the needs analysis results, the manager next
designs the overall training program.
• Design means planning the overall training program
including training objectives, delivery methods, and
program evaluation.
• Sub-steps include setting performance objectives,
creating a detailed training outline (all training program
steps from start to finish), choosing a program delivery
method (such as lectures or Web), and verifying the
overall program design with management.

Slide 19
Designing the Training Program

• Setting learning objectives: Requests for training often

start with line managers presenting concerns, such as
“we’re getting too many complaints from call center
callers.” The learning objectives you choose should address
rectifying the performance deficiencies that you identified
with needs analysis.
• Creating a motivational learning environment: Learning
requires both ability and motivation, and the training
program’s learning environment should take both into
account.

Slide 20
Designing the Training Program

How to motivate Trainees

• Making the learning meaningful
– Bird’s-eye view - At the start of training, provide a bird’s-
eye view of the material that you are going to present. For
example, show why it’s important, and provide an
overview.
– Use a variety of familiar examples.
– Organize the information so you can present it logically,
and in meaningful units.
– Use terms and concepts that are already familiar to
trainees. Use as many visual aids as possible.
– Finally, create a perceived training need in trainees’ minds.
Slide 21
Designing the Training Program

How to motivate Trainees

• Making Skills Transfer Obvious and Easy
– Similarity - Maximize the similarity between the training
situation and the work situation.
– Practice - Provide adequate practice.
– Label - Label or identify each feature of the machine and/or
step in the process.
– Attention - Direct the trainees’ attention to important aspects
of the job.
– Heads-up - Provide “heads-up” information about what could
happen. And remember, trainees learn best at their own pace.
– Pace - Adjust your pace and rhythm to connect with the
group. Slide 22
Designing the Training Program

How to motivate Trainees

• Learning
• Trainees learn best when the trainers immediately reinforce correct responses,
perhaps with a quick “well done” or head nod.
• The schedule is important. The learning curve goes down late in the day so
plan accordingly. Also, start and end on time or “re-negotiate” the learning
contract should unforeseen circumstances arise.
• Provide follow-up assignments at the close of training. Ensure transfer of
learning to the job. During training, provide trainees with training experiences
and conditions (surroundings, equipment) that resemble the actual work
environment. After training, reinforce what trainees learned, for instance, by
appraising and rewarding employees for using new skills.
• Finally, review relevant alternative training methodologies (lectures, web-
based, and so on) and choose the best methods for their program.
Slide 23
Developing the Course
• The Development phase consists of securing resources,
facilitators, and presenters based on your design plan and
developing content for your intended audience.
• It means choosing the actual content the program will
present, as well as designing/choosing the specific
instructional methods (lectures, cases, Web-based, etc.)
you will use.
• Training equipment and materials include (for example)
iPads, workbooks, lectures, PowerPoint slides, Web- and
computer-based activities, course activities, trainer
resources (manuals, for instance), and support materials.
Slide 24
Implementing the training program

 With objectives set and the program designed and

developed, you can turn to implementing the training
program.
 This means actually doing the training, using one or
more training methods.
 We’ll start with simpler, low-tech methods and
proceed to computer-based ones.

Slide 25
Implementing Training Programs

On-the-job training
• On-the-job training (OJT) means having a person learn a job
by actually doing it.
• Types of on-the-job training: The most familiar on-the-job
training is the
 coaching or understudy method. Here, an experienced
worker or the trainee’s supervisor trains the employee. This
may involve acquiring skills by observing the supervisor, or
having the supervisor show the new employee the ropes.
 Job rotation - in which an employee moves from job to job at
planned intervals, is another OJT technique.
 Special assignments similarly give lower-level executives
firsthand experience in working on actual problems
Slide 26
Implementing Training Programs

The OJT Process

The following steps will assist in creating an effective On-the-
Job (OJT) program.
1. Prepare the learner by putting the learner at ease and
explaining why he or she is being taught.
2. Present the operation. Explain quantity and quality
requirements and go through the job at a normal pace
3. Do a tryout and have the learner go through the job
several times at a reduced, then normal, pace.
4. Follow-up and designate to whom the learner should go
for help. Gradually decrease supervision.
Slide 27
Implementing Training Programs

Other Types of Training and Learning

• Apprenticeship training - Apprenticeship training is a
process by which people become skilled workers, usually
through a combination of formal learning and long-term
on-the-job training. Traditionally, a master craftsperson will
serve as a role model and guide.
• Informal learning - Surveys estimate that as much as 80% of
what employees learn on the job, they learn through
informal means, including performing their jobs on a daily
basis with their colleagues. Other types of informal training
occurs between people in the lunch or break room.
Slide 28
Implementing Training Programs

Other Types of Training and Learning

• Job instruction training - Many jobs (or parts of jobs) consist of a
sequence of steps that one best learns step-by-step. Such step-
by-step training is called job instruction training.
• Lectures - Lecturing is a quick and simple way to present
knowledge to large groups of trainees, as when the sales force
needs to learn a new product’s features.
• Programmed learning - Whether the medium is a textbook, PC, or
the Internet, programmed learning is a step-by-step, self-learning
method. It consists of three parts:
1. Presenting questions, facts, or problems to the learner
2. Allowing the person to respond
3. Providing feedback on the accuracy of answers, with instructions on what
to do next. Slide 29
Implementing Training Programs

Other Types of Training and Learning

• Audiovisual-based training - Although increasingly replaced by
Web-based methods, audiovisual-based training techniques like
DVDs, films, PowerPoint, and audiotapes are still popular.
• Vestibule training - With vestibule training, trainees learn on the
actual or simulated equipment they will use on the job, but are
trained off the job (perhaps in a separate room or vestibule).
• Electronic performance support systems (EPSS) - are
computerized tools and displays that automate training,
documentation, and phone support. Performance support
systems are modern job aids. Job aids are sets of instructions,
diagrams, or similar methods available at the job site to guide
the worker.
Slide 30
Implementing Training Programs

Other Types of Training and Learning

• Videoconferencing - is popular for training geographically
dispersed employees. It involves delivering programs via
compressed audio and video signals over cable broadband
lines, the Internet, or satellite.
• Computer-based training(CBT) - refers to training methods
that use interactive computer-based systems to increase
knowledge or skills.
• Simulated learning - activities include virtual reality-type
games with a step-by-step animated guide, and online role-
play with photos and videos. In general, interactive and
simulated technologies reduce learning time by an average of
50%. Slide 31
Implementing Training Programs

Other Types of Training and Learning

• Interactive learning - Employers also are moving from
textbook and classroom-based learning to interactive
learning.
• Internet-based training - Trainers increasingly employ Internet-
based learning to deliver programs. There are two basic ways to
offer online courses to employees.
– First, the employer can arrange for its employees take relevant online
courses from either its own online offerings or from online training vendors
on the Web
– The second approach is to arrange with an online training vendor to make
its courses available via the employer’s intranet-based learning
portal.
Slide 32
Implementing Training Programs

Other Types of Training and Learning

• Learning Management Systems (LMS) - are special software tools that
support Internet training by helping employers identify training needs.
An LMS also can help in scheduling, delivering, assessing, and managing
the online training itself.
• Using internet-based learning - permits the teaching of large numbers
of students remotely. It also allows students to study at their leisure
making the overall process quite efficient.
• Mobile learning - (or “on-demand learning”) means delivering learning
content on demand via mobile devices like cell phones, laptops, and
iPads.
• Virtual classrooms - uses special collaboration software to enable
multiple remote learners to participate in live discussions, communicate
via written text, and learn via content such as PowerPoint slides.
Slide 33
Implementing Training Programs

Other Types of Training and Learning

• Lifelong and literacy training techniques - means providing
employees with continuing learning experiences over their
tenure with the firm. This helps with the aims of ensuring
they have the opportunity to learn the skills they need to do
their jobs and to expand their horizons. By one estimate,
about 39 million people in the United States have learning
disabilities. Employers often turn to private firms to provide
the requisite education.
• Team training - is not something that always comes naturally.
Companies therefore devote many hours to training new
employees to listen to each other and cooperate.
Slide 34
Topic Three

MANAGEMENT DEVELOPMENT
PROGRAMS

Slide 35
Implementing Management Development
Programs
• Managerial on-the-job training - methods include job
rotation, the coaching/understudy approach, and action
learning.
• Job rotation is a widely used method to help managers
develop. It means moving managers from department to
department broadening their understanding of the business
and testing their abilities.
• Coaching/understudy approach - works directly with a senior
manager or with the person he or she is to replace.
• Action learning - programs give managers and others release-
time to work analyzing and solving problems in departments
other than their own.
Slide 36
Implementing Management Development
Programs
Off-the-Job Management Training and Development
• Case studies - The case study method presents a trainee with a written
description of an organizational problem. The person then analyzes the
case, diagnoses the problem, and presents his or her findings and
solutions in a discussion with others.
• Computerized management games - enable trainees to learn by making
realistic decisions in simulated situations.
• Outside seminars - Numerous companies and universities offer Web-based
and traditional classroom management development seminars and
conferences.
• University programs - Many universities provide executive education and
continuing education programs in leadership, supervision, and the like.
• Role-playing - The aim of role playing is to create a realistic situation and
then have the trainees assume the parts (or roles) of specific persons in
that situation.
Slide 37
Implementing Management Development
Programs
Off-the-Job Management Training and Development
• Behavior modeling - involves (1) showing trainees the right
(or “model”) way of doing something, (2) letting trainees
practice that way, and then (3) giving feedback.
• Corporate universities - Many firms, particularly larger ones,
establish in-house development centers (often called
corporate universities).
• Executive coaches - An executive coach is an outside
consultant who questions the executive’s boss, peers,
subordinates, and (sometimes) family. The coach’s goal is to
identify the executive’s strengths and weaknesses. The coach
also will counsel the executive so he or she can capitalize on
strengths and overcome weaknesses. Slide 38
Implementing Management Development
Programs
Off-the-Job Management Training and Development
• SHRM learning system – The Society for Human Resource
Management (SHRM) encourages HR professionals to qualify for
professional designation by taking certification examinations.
Such exams are similar to what a Certified Public Accountant
must complete to receive his or her professional designation.
• Talent management - Probably the most distinctive talent
management best practice is to actively manage employees.
Employers need to think through how to allocate resources in a
way that makes the most sense given their strategic aims by
focusing more of the employer's resources on the "mission-
critical employees" who top management deems most crucial to
the employer's future growth
Slide 39
Implementing Management Development
Programs

ACTIVITY
• Explain five (5) methods of training and development in any
Public sector organization in Ghana?

Slide 40
Topic four

ORGANISATIONAL CHANGE
PROGRAMS

Slide 41
Managing Organizational Change Programs

• What to change: Perhaps the hardest part of leading a

change is knowing what to change and overcoming
resistance to it. However, Professor George Wynn claims,
“People don’t resist change; they resist being changed.” OD
can help in the management of the entire change process.
• Managers can change one or more of five aspects of their
companies-their strategy, culture, structure, technologies,
or the attitudes and skills of the employees.
• Strategic, cultural, structural, and technological changes, no
matter how logical, will fail without employees’ active
support.
Slide 42
Managing Organizational Change Programs

• Organizational change therefore also invariably

involves bringing about changes in the employees
themselves and in their attitudes, skills, and
behaviors.
• Unfortunately, doing so is easier said than done.
Many will view the change as negative. Resistance
may be formidable. Knowing how to deal with that
resistance is the heart of organizational change.

Slide 43
Managing Organizational Change Programs

• Lewin’s change process

 Unfreezing - Unfreezing means reducing the forces that
are striving to maintain the status quo usually by
presenting a provocative problem or event to get people
to recognize the need for change and to search for new
solutions.
 Moving - means developing new behaviors, values, and
attitudes.
 Refreezing - means building in the reinforcement to
make sure the organization doesn’t slide back into its
former ways of doing things.
Slide 44
Managing Organizational Change Programs

Leading Organizational Change

The Unfreezing Stage
 requires establishing a sense of urgency and mobilizing a commitment to change. You can
mobilize commitment through joint diagnoses of problems.
Moving Stage
 Coalition of influential people. No one can really implement major organizational change
alone.
 Vision
 Develop and communicate a shared vision. It is likely your organizational renewal may
require a new
 Acceptance
 Help employees make the change. If lack of skills, pedantic policies or the organization
itself stands in the way, remove the obstacles to make way for the change.
 Gains
 Finally, consolidate gains and produce more change. Aim for attainable short-term
accomplishments to encourage ongoing achievement.
Slide 45
Managing Organizational Change Programs

Leading Organizational Change

• Refreezing stage
 Reinforce the new ways of doing things by using such
things as a new appraisal or incentive system.
 Monitor - Finally, the leader must monitor and assess
progress. In brief, this involves comparing where the
company is today with where it should be.

Slide 46
Managing Organizational Change Programs

Approaches to Organizational Change

• There are many ways to manage change.
• Actions such as using rewards and sanctions and negotiating
with employees are two.
• Organisational Development depends on asking employees to
help design the change.

Slide 47
Managing Organizational Change Programs

Using Organizational Development

Organizational development (OD) is a change process through
which employees formulate the change that’s required then
implement it.
OD has several distinguishing characteristics:
 It usually involves action research, which means collecting
data, and feeding the information back to employees.
Employees then analyze it and develop hypotheses about the
problems and possible solutions.
 It applies behavioural science knowledge to improve the
organization’s effectiveness.
 And, it changes the organization in a particular direction such
as toward empowerment or improved problem Slide 48 solving,.
Evaluating The Training Effort

• Measurement - With today’s emphasis on measuring

results, it is crucial that the manager evaluate the
training program. There are several things you can
measure: reactions to the program, what (if anything)
was learned, and to what extent on-the-job behavior or
results change.
• Designing the study - In evaluating the training program, the first
question should be how to design the evaluation study. Your basic
concern here is this: How can we be sure that the training caused
the results?

Slide 49
Evaluating The Training Effort
• Controlled experimentation: A controlled experiment
uses a training group and a control group that
receives no training. Data (for instance, on quantity of
sales or quality of service) are obtained both before
and after one group is exposed to training and before
and after a corresponding period in the control group.
• This makes it easier to determine the extent to which
any change in the training group's performance
resulted from the training, rather than from some
organization-wide change like a raise in pay
Slide 50
Evaluating The Training Effort

ACTIVITY
• Why should an organization invest in training and
development of its employees?

Slide 51
SUMMARY
In this Session, you have learnt that
• Employees need orientation/Onboarding
• Training means giving new or current employees the skills that they
need to perform their jobs.
• Training process include: Analyzing, Design, Develop, Implementing
and evaluation
• Learning requires both ability and motivation
• Training can be off-the-job or on-the-job and there various types of
training
• Management development is any attempt to improve managerial
performance by imparting knowledge, changing attitudes, or
increasing skills.
• Organisational development is an approach to manage organisational
change
Slide 52