Chapter 4:

Training and Development

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OutlineI
1

Why Training is Important?

Effective Training Design

Training Needs Analysis
Set Training Objectives
Designing Training Programs
Training Approaches
Implement the Training Programme
Evaluate The Training Programme

Employee Orientation Program

Training in Malaysia

Career Management
Some Definitions
Career Development Stages
Roles in Career Development
Corporate Career Development Initiatives

References
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Why Training is Important?

Costs Associated with Training

When employers choose not to offer formal training programs, certain costs
will likely be incurred. These include [1]:
Payment to employees while learning on the job, which may take longer if it is
not properly planned for.
Costs of wasted materials, sales and customers lostbecause of mistakes made
by untrained employees.

Management time cost taken to undo the mistakesmade by untrained

employees.
Lowered morale, leading to higher turnover, amongst team members who are
demotivated by working with an untrained employee.
Higher turnover leading to recruitment costs because employees feel they have
no prospects for further development.
Accident-related costs; it is well-documented that untrained workers tend to have
more accidents.
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Training Design Methodology

The Five Step Training Design Process [1; 2]:
1
Training Needs Analysis
Identify the specific job skills
Analyze the needs of trainees
2

Set Training Objectives

Develop specific, measurable knowledge and performance objectives

Design the Training Program

Compile and produce the training program content, including workbooks,
exercises and activities
Use techniques such as on-the-job training and computer-assisted learning
(CBL)

Implementation
Train the targeted employee group
Validate the training program by presenting it to a small representation
audience

Evaluation and Follow Up

Assess the programs success or failure
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1.Training Needs Analysis

Question that need to be answered first: training new or existing

employee?
Training needs for new employee: need to perform task analysis to
decide what the job is about and break it down into tasks, aimed at giving
new employees the skills and knowledge required to perform the job.
Training needs for existing employee is more complex as we need to
assess whether training is the solution to a problem (e.g. performance
dropping may be associated with motivation issues rather than
inadequate skills, etc.)
Performance analysis to verify whether performance deficiency exist
and determine whether such an issue can be tackled through training.

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1.Training Needs Analysis

Example

Figure 1 :Example of Employee Task Analysis Sheet [2]

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2.Set Training Objectives

An ideal objective consist of three parts:
Terminal behavior: the absolute minimum requirement for a training
objectives (underlined)
Standards to be achieved: performance benchmark, e.g. passing mark.
(in red)
Conditions of performance: e.g. the type of equipment, environmental
constraints, etc. (italics)

Example
At the end of the training program, the employee must be able to:
1

Identify the type of suitable welding methods without referring to manual

Perform arc-welding of workpieces without defects with a G-clamp

...

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3.Designing Training Programs

Involves consideration such as:
Facilitators - Who is the suitable trainer?
Venue - where should the training be conducted? On-the-Job or Off-the-Job?
Duration and schedule of program - Will it affects on-going production? When
is the suitable timing?
Number of participants - suitable number for effective delivery?
Training methods - Which training approach is suitable with consideration of
budget available, trainer skills, objectives of the program and target learner?

Logistics - are inviting trainers for in-house training a better, cost effective way?
Budget - how much available allocation are available?
...

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Training for EmployeesI

On-the-Job Training (OJT)
Learn a job skill by actually doing it (hands-on).
Trainers themselves should be trained and able to give proper training
session and materials to employee.
One of the example is coaching (i.e. supervisor advices employee).

Another example is apprenticeship where the learner (apprentice)

studies under the guidance of a master craftsman. It is a structured
process that combines well-designed program instruction and on-the-job
practice. Examples of apprenticeship includes training for electrician,
plumber, doctors, nurse.
Advantages of OJT [2]:
Relatively inexpensive, no need for off-site facilities like classrooms
Trainee learns while producing and feedback is instant

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Training for EmployeesII

Lectures
A quick and simple way to provide knowledge to a large group of trainees.
For example: a special sales technique for sales executives.
Audio-Visual based Training
The use of film, audiotape, videotape, multimedia powerpoint slides, etc.
for training purpose. Good for the following training situations:
1

When there is a need to illustrate how to followa certain sequenceover

time, such as when teaching fax machine repair. The stop-action, replay
and fast- or slow-motion are useful.
When there is a need to show events not easily demonstrated in live
lectures, such as a visual tour of a factory or open heart surgery.
When you need company-wide training and it is too costly to move the
trainers from place to place.

Simulated Training
Trainee learn on the actual or simulated equipment they will use on the
job, but are actually trained off the job. E.g. a flight simulator.
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Training for EmployeesIII

Computer-based Training (CBT)

CBT offers interactive contents that reduce learning time.
Advantages include instructional consistency, mastery of learning (not
able to progress to next step unless current step is successfully
completed ), increased retention, and increased trainee motivation (as a
result of responsive feedback ).
Distance and Internet-based Training
Includes learning portals and tele-training.
Learning portal is a one-stop web portal that provides a knowledgebase to satisfy employees training needs.
Tele-training - a trainer in a central location teaches group of employees
at remote location via tele-conferencing facilities, e.g., Live Webinar

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Training for Managers

Managerial On-the-job Training

Job Rotation
Management trainees moving from department to department to broaden
their understanding of all parts of business and to test their abilities.
They may just be observers in each department, but it is more common
for them to get fully involved in its operations.

Mentoring/Apprenticeship
Trainee works directly with a senior manager (mentor), which normally
relives that manager of certain responsibilities and thus having a chance
to learn the job.

Action Learning
Managers are given released time to work full-time on projects as a
member of the project team. They analyze and solve problems in
departments other than their own.
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Training for Managers

Managerial Off-the-job Training

Case Study method: trainees are given an organizational problem. They

analyze the case, diagnose the problem, and discuss their solutions with
other trainees.
Management Games: trainees are divided into small teams that
compete with one another in a simulated marketplace. Each group must
decide on several critical issues on advertising, production, inventory
maintenance, and product to produce. This enhances the
problem-solving and planning skills of trainees.
Seminar/Webinar: companies or university provides seminars and
conferences on certain management topics.
Role Play: a training techniques in which trainees act out parts in a
realistic management situation

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Example of Case Study Method

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4.Implement the Training Programme

Before training programme is implemented, employers need to do some
careful planning.
Checklist of questions that need to be answered [1]:
Has the room/placed be booked?
Have all food arrangements been made?
Have accomodation arrangements been made? (trainers/employees)
Have participant been informed?
Have visual aids been checked? (OHP, Scrren, Handouts, stationery, etc.)
Have the trainees course material been prepared? (name tags, pens,
attendance list, evaluation questionnaires, etc.)
Have the trainers guide/course material been prepared?
Has the training room been checked? (seating, electricity sockets, PA
system)

Training providers need to rectify any issues that may arise during the
course of training session.

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5.Evaluate The Training ProgrammeI

Basically there are three items to measure [2]:
1
2
3

Participants reaction to the program

What the trainees learned from the program
To what extend their on-the-job behavior changed as a result of
the program.

Two basic issues to note when performing evaluation [2]:

1
The design of evaluation study, whether to use controlled experimentation
2

or not.
What should be measured and how.

Controlled experimentation: a controlled experiment uses both a

training group and a control group that receives no training. Data are
obtained both before and after the group is exposed to training, and
before and after a corresponding work period in the control group.
Comparisons are then made to determine to what extend the training
makes a difference.
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5.Evaluate The Training ProgrammeII

For measuring training outcome, there are four categories of outcome [2]:
1

Reaction: Evaluate trainees reaction to the program. Did they like the
program? Did they think it was worthwhile?
Learning: Test the trainees whether they have learnt the principles, skills,
and facts they were supposed to learn.
Behavior: Has the trainees on-the-job behavior changed after the
training?
Results: If training objectives are being met, did the performance
increased? (e.g. drop in customer complaints, increased sales, etc.)

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Employee Orientation

Provides new employees with the basic information needed to do their

jobs, such as information about company rules.
HR specialist/manager usually does the first part of the orientation, by
explaining basic matters like work hours and vacation. Then employees
are introduced to their supervisor.
Besides information on employee benefits, orientation also typically
includes HR policies, daily routine, company operations, safety
regulations, etc. in the form of a handbook or printed materials (if any).
A successful orientation should achieve three basic objectives[2]:
New employees should feel welcome.
They should understand the company and its policies and procedures.
They should know that is expected in terms of work and behavior.

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Training Funding in Malaysia

SDF and HRDF

Malaysia Skill Certificate (SKM) encourages Malaysians to upgrade and

acquire new skills. The Skills Development Fund (SDF) has been
established under the Ministry of Human Resources to support
pre-employment skills training. Among the funding scheme available are
skill training loan for school leavers and skill development loan (for
working adults)
In 1993, the government introduced Human Resource Development
Fund (HRDF) to support in-employment training. All firms with more than
50 employees are required by law to contribute 1% of their payroll per
month to the fund. They are then eligible to apply for financial
reimbursement to pay part of their training costs.

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Training Facilities
Training in Public Sector
Institut Tadbiran Awam Negara (INTAN) - public sector managers
Institut Aminudin Baki (IAB) - in-service training for educators
Institute of Diplomacy and Foreign Relations - for foreign service
personnel
Institut Latihan Kehakiman dan Perundangan (ILKAP) - for legal service
personnel
...
Private and Foreign Universities in Malaysia
Universiti Tenaga Nasional (UNITEN) - by Tenaga Nasional Berhad
Multimedia University (MMU) - by Telekom Malaysia
Universiti Teknologi Petronas (UTP) - by Petronas
Monash University Malaysia - Sunway Group
...

Private Training Consultants

Must be registered training provider with the HRDC
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Some Definitions

A career is a series of job position that people have held during their
working life.
Career management is a process that enables employees to understand
and develop their career skills and interests, and to use them effectively.
Career planning is the process through which a person sets work-related
goals, acquires the necessary skills, and seeks opportunities to achieve
these career goals.
Career development is a life-long series of activities (such as attending
courses) that contributes to a persons career.

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Career Development StagesI

Growth Stage
From birth to about age 14
A period during which we develop a self-concept by identifying and
interacting with other people such as family, feidns and teachers.
Towards the end of this stage, adolescents begin to think realistically about
alternative occupations.

Exploration Stage
About age 15 to 24 during which we seriously explore various occupational
alternatives.
We try to match these alternatives with what we have learnt about them
and about our own interests and abilities from school, leisure activities and
work.

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Career Development StagesII

3

Establishment Stage
The heart of most peoples work lives, where we hope to find a suitable
occupation.
We engage in those activities that help us to earn a permanent place in it.
Three sub-stages:
1

The trial sub-stage: About age 23-30, we decide whether the chosen field is
suitable. If it is not, several changes may be attempted (e.g. try different jobs)
Stabilization sub-stage: about age 30-40, firm occupational goals are set
and we do more explicit career planning to determine the sequence of
promotions, job changes and any educational activities that seem necessary
for achieving these goals.
Mid-career crisis sub-stage: About mid-30s to mid-40s, we often make
major re-assessment of our progress relative to original ambitions and goals.
We may find that were not going to realize our dream, and it is often this
stage that we are faced for difficult choices of what we really want, what can
really be achieved, and how much must be sacrificed to achieve it.

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Career Development StagesIII

Maintenance Stage
Between the ages of 45 and 65
Many people simply slide from the stabilization sub-stage into the
maintenance stage. During this period, we have typically created a place in
the world of work and most of our efforts are directed at maintaining that
place.

Decline Stage
As retirement age approaches, there is often a slow-down period in the
decline stage. Here, many people face the prospect of having to accept
reduced level of power and responsibility, and learn to accept and develop
new roles such as mentoring those who are younger.

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Roles in Career DevelopmentI

Individual
Accept responsibility for your own career
Assess your interests, skills and values
Seek out career information and resources
Establish goals and career plans

Utilize development opportunities

Talk with your manager about your career
Follow through on realistic career plans

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Roles in Career DevelopmentII

Manager
Provide timely performance feedback
Provide developmental assignments and support
Participate in career development discussions
Support employee development plans
Organization

Communicate mission, policies and procedures

Provide training and development opportunities
Provide career information and career programs
Offer a variety of career options

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Innovative Corporate Career Development InitiativesI

How can corporate help in career development?

Provide each employee with an individual budget: employees may
use this budget for personal development
Offer on-site or online career centers: may include on- or off-line
library with career development materials, and career workshops on
related topics.
Encourage role reversal: let employees temporarily work in different
positions to help them appreviate their occupational strengths and
weaknesses.

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Innovative Corporate Career Development InitiativesII

Establish a corporate campus: make career and development courses

and programs available.
Help organize "career success teams": these are small groups of
employees from the same or different departments who meet periodically
to network and support one another in achieving their career goals.
Provide career planning workshops: a typical workshop includes three
main activities: self assessment, an environment assessment, and goal
setting and action planning segment.

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ReferencesI
[1] AMINUDDIN , M. Human Resource Management: Principles and Practices, first ed.
Oxford University Press, Malaysia, 2008.
[2] DESSLER , G., AND TAN , C. H. Human Resource Management: An Asian
Perspective, 10th ed. Pearson Prentice Hall, Singapore, 2005.

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The End

Thank You.

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