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MODULE 1: HUMAN RESOURCES MANAGEMENT

QUESTION
DISCUSS THE TYPE OF TRAINING AVAILABLE FOR AN ORGANIZATION.
OUTLINE THE TRAINING PROCESS AND FACTORS THAT INFLUENCE THE
PROCESS.
USING THE EXAMPLE OF YOUR ORGANIZATION, OUTLINE A TNA
(TRAINING NEED ANALYSIS), HOW THE TOOLS OF TRAINING
EVALUATIONS IS CARRIED OUT. WHAT ARE THE USUAL RESISTANCE
ENCOUNTERED?

HUMAN RESOURCES MANAGEMENT

Human resources management is the organizational function that deals with
issues related to people such as compensation, hiring, performance
management, organization development, safety, wellness, benefits, employee
motivation, communication, administration and training.

DEFINATION OF TRAINING

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Training is defined as a learning process that involves the acquisition of
knowledge, sharpening of skills, concepts, rules or changing of attitudes and
behaviours to enhance the performance of the employees.

OBJECTIVE OF TRAINING
Training activities and businesses objectives are related each other as links.
With the effective training program, organization easily catches their objectives.
Training activities has some general objectives. They are;

• Orienting new employee to the organization and their job.

• Helping employees perform their current jobs well.
• Helping employees qualify for the future jobs.
• Keeping employees informed.
• Providing opportunities for personal development.

Effective training produces many benefits for both employees

and organization overall
➢ For the employees training creates;

• Greater job satisfaction and morale among employees.

Employees will more satisfy in a job when they know how to do it well. If they are
not sure what to do or how to do it properly, they can become frustrated
and dissatisfied with their work.

• Improved self-esteem
The combination of job satisfaction and peer acceptance leads to improvement of
self-esteem.

• Opportunity to advance in the organization

Employees who demonstrate excellent performance at one level in an
organization often have the opportunity to advance to other levels of
responsibility.

• Increased employee motivation

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➢ For the organization training causes;

• Increased productivity and innovation in strategies and products.

Employees who know how to perform their jobs are more effective and more
productive than those who learn through trial and error.

• Higher levels of customer satisfaction.

Employees are able to take care of customers properly and have better skills for
solving customer-related problems.

• Improved quality and enhanced company image.

Standards are met when people know what the organization expects from them.

• Reduced employee turnover.

Improving the morale of the work force.

IMPORTANCE OF TRAINING AND DEVELOPMENT

• Optimum Utilization of Human Resources.
Training and development helps in optimizing the utilization of human resources
that further helps the employee to achieve the organizational goals as well as
their individual goals.

• Development of Human Resources.

Training and development helps to provide an opportunity and broad structure for
the development of human resources’ technical and behavioral skills in an
organization. It also helps the employees in attaining personal growth.

• Development of skills of employees

Training and development helps in increasing the job knowledge and skills of
employees at each level. It helps to expand the horizons of human intellect and
an overall personality of the employees.

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• Productivity
Training and development helps in increasing the productivity of the employees
that helps the organization further to achieve its long term goal.

• Team spirit
Training and development helps in inculcating the sense of team work, team
spirit and inter-team collaborations through team building.

• Quality
Training and development helps in improving upon the quality of work and work-
life.

• Health & Safety

Training and development helps in improving the health and safety of the
organization thus preventing obsolescence.

TYPES OF TRAINING
a) Sitting by Nillie (by demonstration).
Under these methods the new employee is assigned to a specific job at
machine or workshop or laboratory. He is instructed by an experienced
employee or by a special supervisor who explains to him the method of
handling tools, operation of the machine, working procedures and others.

b) Apprenticeship training/mentoring.
This method of training is meant to give the trainee sufficient knowledge and
skill which require a long period of training for gaining complete proficiency.
Generally, the trainees works as apprentices under the direct supervision of
experts and this programme consists of providing actual work experience in
the actual job as well as imparting theoretical knowledge.

c) Job rotation/position rotation.

Job rotation is an approach to management development where an individual
is moved through a schedule of assignments designed for them. Job rotation
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 is also practiced to allow qualified employees to gain more insights into the
processes of a company, and to reduce boredom and increase job
satisfaction through job variation.

At the senior management levels, job rotation is frequently referred to as

management rotation, whereby it is tightly linked with succession planning
and developing a pool of people who is capable of stepping into an existing
job. For lower management levels, job rotation normally for the purposes of
promotion or skills enhancement. Under this method, the employee is rotated
among different job scope. This is not only to broaden and enriches his
experience as well as to understand inter departmental relations and the need
for co – ordination and co operation among various departments.

d) Intership training.
This method of training is generally provided to the skilled and technical
personnel or engineer. The objective of this training is to bring about the
balance between theoretical and practical knowledge. Under this method,
students from a technical institution possessing only theoretical knowledge
are sent to some business enterprise to gain practical work experience.

e) Self development.
Self development training can foster confidence, leadership skills and critical
thinking throughout organization. It will enable the employees to fulfill their
personal development goals and meet their performance improvement
objectives. Self development training programs also will help employees and
managers to become more effective and successful.

f) Conference and seminars.

The advantages of this type of training is that all the participants coming from
different organizations get an opportunity to pool their ideas and experience in
attempting to solve mutual problems. This encourages cross fertilization of
ideas.

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TRAINING PROCESS
Training is a process or planned effort of an organization for performance
improvement of their employees. Successful and effective training is training that
meets the needs of the organization. In order for the organization to improve and
invest in further training, it must view training as a set of integrated processes by
which the needs of the organization and employees are analyzed and responded
to in a rational, logical and strategic manner.

The training process can be broken down into many separate phases which
include:

Analysis Phase.

The analysis phase is the initial stage which determines whether or not there has
been any performance problem in the organization, such as being indicated by
profitability short falls, low level of customer satisfaction and high staff turnover.
To determine a performance problem, Training Needs Analysis (TNA) can be
conducted to determine if the performance problems faced by the company
should be addressed by training. If training needs are identified to be able to
improve performance, the next phase will be design phase for locating the
solutions and for choosing the most beneficial one to meet the organization’s
objectives.

Design Phase

In this design phase, more input are needed for identifying the development of
training programmes. Factors such as training constraints, organizational and
operational areas that expect support, learning styles and culture of the
organization need to be taken into consideration. These inputs are used in the
design of the training programme to achieve the training and learning objectives

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at the worksite. The design phase also includes the identification of alternative
methods of instruction in the formulation of the training programmes.

Development Phase

This is the phase of developing the training programme so that it achieves the
training objectives based on the inputs obtained from the design phase. All
elements of a particular training programme such as course content, instructional
method, facilities, manual are determined during the development phase

Implementation Phase

This is the phase when all the aspects of the training programme are put
together. In this phase, the trainer is made to familiarize himself with the facility,
equipment and materials with no actual trainees present. Alternatively, the trainer
may start with a pilot training group who can provide feedback or reaction for
trainer to identify for improvement.

Outcome Evaluation Phase

This evaluation phase is conducted at the end of the training programme or

course to evaluate whether or not all the training objectives have been achieved.
Using the training objectives as the standard, it determines the effect of training
on the trainees, the job and the organization.

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FACTORS THAT INFLUENCE TRAINING PROCESS
A training programme is one of the many possible performance improvement
solutions that emerge from the training process. These programmes are develop
according to the training needs that have been identified. Identifying and
analyzing training needs is very crucial activity of the overall training functions. It
is a process whereby the organization identifies the weakness or competency
gap of an employee and acts to close the competency gap.

There are many alternatives that should be taken into consideration when
choosing what is right and suitable for the business’s or organization’s practices.
These alternatives include apprenticeships and traineeships, vocational
education and training for specific needs. Selecting a suitable training
programme depends on the kind of business the organization practices and the
staff’s needs.

In developing a training programme, the employer needs to take into

consideration the location, cost, duration, frequency, training hours and method
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in which the training programme is delivered. The organization can decide which
kind of instruction is best for its needs. With the progress of technology,
employing the use of electronic applications such as video conferencing and
many other means does help provide for a more productive training programme.

For better productivity, training programmes should be specifically tailored to

meet the requirements of both the business’s and the employee’s need.

TRAINING NEEDS ANALYSIS AND TOOLS OF TRAINING

EVALUATION
Training needs analysis process is a series of activities conducted to identify
problems or other issues in the workplace, and to determine whether training is
an appropriate response.

The needs analysis is usually the first step taken to cause a change. This is
mainly because a needs analysis specifically defines the gap between the
current and the desired individual and organizational performances.

Who Conducts Needs Analysis & Why?

An in-house trainer or a consultant performs a needs analysis to collect and
document information concerning any of the following three issues :

• Performance problems

• Anticipated introduction of new system, task or technology

• A desire by the organization to benefit from a perceived opportunity

In all three situations, the starting point is a desire to effect a change. Given this,
you must know how the people who will experience change perceive it. In the
absence of a needs analysis, you may find employees resistant to change and
reluctant to training. They may be unable to transfer their newly acquired skills to
their jobs because of the organizational constraints.

A needs analysis often reveals the need for well-targeted training areas.
However, we must keep in mind that training is not always the best way to try to
close a particular gap between an organization’s goals and its actual
performance. Those conducting the needs analysis must get a clear idea of the

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problem, look at all possible remedies and report on their findings to
management before deciding on the best solution.

When properly done, a needs analysis is a wise investment for the organization.
It saves time, money and effort by working on the right problems. Organizations
that fail to support needs analysis make costly mistakes; they use training when
another method would have been more effective; they use too much or too little
training, or they use training but fail to follow up on it. A well-performed analysis
provides the information that can lead to solutions that focus on the areas of
greatest need.

Process of conducting a training needs analysis is a systematic one based on

specific information-gathering techniques. Needs analysis proceeds in stages,
with the findings of one stage affecting and helping to shape the next one. There
is no easy or short-cut formula for carrying out this process. Each particular
situation requires its own mix of observing, probing, analyzing and deducting.

In many ways, the needs analysis is like detective work; you follow up on every
lead, check every piece of information and examine every alternative before
drawing any solid conclusions. Only then you can e sure of having the evidence
on which to base a sound strategy for problem solving.

A needs analysis is not a one-time event. Professional organizations administer

needs analysis at regular intervals, usually every year or two.

Methods of Identifying Training Needs

Training needs will differ with the backgrounds of the employees to be trained,
and their present status in the organization. Basically, a candidate for training
may come from any one of three groups :

• New hires
• Existing employees
• Trainees currently in the training pipeline ( currently in the training
program )

Consideration of the varying needs of these groups provides a frame of reference

for discussing and suggesting the methods of identifying training needs :

• New Hires
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Addition of new employees creates high and low peaks in placing new persons
into the training program. This problem may be solved by a program where
progression is made in different sequences. It will eliminate a jam that will occur if
all phases of the program must be taken in a definite sequence.
The new employees will normally be of somewhat different backgrounds. Being
new, they are not familiar with their new employers. As a result, the earliest
phases of the training must concentrate on company orientation. During these
phases, the organization, organization policies and administrative details should
be covered. It is also a suitable time to acquaint the trainees with what will be
expected of him, and how he will be evaluated throughout the phase of training.

• Retaining & Upgrading Existing Employees

The people in this category offer a real challenge to the training department.
Therefore, the number and amount of training required by this category should
be carefully considered. This category of employees can also make significant
contribution to training if they are co-mingled with the new hires.

• Pipeline Employee Requirements

A good training program will normally have participants in various phases of
completion. An awareness of completion dates and how the potential employee
will be employed should be the concern of the training staff and also the
employee’s supervisor. A trainee should have a challenge in all phases of his
training. All these challenges should not be confined to those phases where the
pipeline employee is sitting in a classroom. Therefore, it is recommended that
thorough interim test-work be given to pipeline employees in periods between
formal classes. This may take the form of solidifying what he learned in the prior
phase and serve as preparation for the coming phases.

Techniques for Determining Specific Training Needs

There are a number of practical methods to gather data about employees’
performance.

➢ Observation

In this approach, an employee’s performance itself is a source of information.The

objective during observations is to identify both the strengths to build on and to
overcome deficiencies. A key advantage of using direct observation in the needs
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analysis is to gain first-hand knowledge and understanding of the job being
performed and the strengths and weaknesses of the relevant worker.

➢ Interviews
The use of interviews in conducting the needs analysis is strongly urged. The
prime value of interview guides is that to ensure the same types of data from all
sources. This allows to determine whether a piece of information is one person’s
opinion, or part of a widespread perception.

Benefits through interviewing :

• Build credibility with your interviewees by asking intelligent questions and
listening well to their answers

• Obtain employees’ personal involvement and commitment to your efforts

• Establish personal relationships with potential trainees

➢ Questionnaires

A questionnaire is a sort of interview on paper. The key advantage of a

questionnaire is that you can include every person from whom you want input.
Employees can complete the questionnaire when and where they choose. Every
employee is asked the identical questions, and consequently data is very easy to
compile and analyze.

Questionnaires can be useful in obtaining a ‘ big picture ’ of what a large number

of employees think while allowing everyone to feel that they have had an
opportunity to participate in the needs analysis process.

➢ Job Descriptions
Before establishing a job description, a job analysis must be made. This job
analysis involves a thorough study of all responsibilities of the relevant job. It is
company wide in scope and should be detailed to such a degree that those
conducting the training can use the job analysis as a yardstick for their course
content. After the job analysis phase has been completed, the writing of job
description and needs analysis is a relatively simple task. When an employee’s
job description has been defined, the trainer can easily tailor his training
curriculum to a very close proximity of what will be expected of the employees.

➢ The Difficulty Analysis

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The Job Analysis will focus attention on enumerating the numerous duties that a
worker must perform. On the other hand, the Difficulty Analysis establishes which
of the duties cause the employee the greatest amount of troubles and how this
trouble can be reduced through better training.

A good Difficulty Analysis offers many advantages. For example,

• It enables a needs analyst to weigh certain aspects of the training in
relationship to the expected difficulty that the worker will face in coping with those
duties.

• A well thought out Difficulty Analysis will provide the training program with an
abundance of role-playing material and situations.

➢ Problem Solving Conference

Another time-tested technique for gathering needs analysis material from
employees is to conduct periodic problem solving conferences which may take
the form of or be part of a plan for a new product, task or technology, or tied in
with a training program It is always helpful to utilize an outside consultant to
moderate such sessions. This outside sponsorship has a tendency of letting the
workers express their feelings about his organization, and the session can then
be geared to training needs. The current problems will evolve that represent
potential areas for training.

➢ Appraisal Reviews
During the periodic counseling performance interview, an employee should be
questioned regarding the duties and training of a worker. Comments rendered
during the appraisal interviews normally are genuine, and can frequently assist in
establishing the needs, variations and penetrations that a training program
should include. Feedback at appraisal interview time is valuable since it is timely
information. Training needs differ from worker to worker, and appraisal sessions
allow the employee and supervisor / manager to uncover the cause of
weaknesses in performance. These deficiencies represent areas for training.

➢ Drive Pattern Identity

The extent of an employee’s development depends on his motivations.
Identifying the forces that cause an employee to behave in a certain way may be
useful in determining his individual training needs and how to stimulate his desire
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 to fulfill that need. An analysis of this kind, for example, may determine that the
employee has an urgent need for self-confidence. His individual program should
be made to stress the importance of attitude, skills etc., and any other assets that
would give him this self- confidence.

➢ Analysis of Organizational Policy

Organization policy will affect the amount of training offered. An explanation of
various policies should be covered in the training program. The particular
concern are those policies that involve change, alteration and major revamping of
training programs. In organizations undergoing merger activity, product
diversification and new penetration, a great deal of sensitivity must be placed on
policies today and expected changes in the future.

Whatever the method used to identify training needs, at least the following
three points must be kept in view :
 These methods should be used in combination that is, there should never
be reliance on only one method

 They may be used to identify training needs of each of the various groups
of employees

 They should be applied to individual employees since training needs will

vary with the individual employee.

Sample of Training needs analysis for Doe Industries Sdn Bhd.

DOE INDUSTRIES SDN BHD
EMPLOYEE TRAINING PLAN/NEEDS ASSESSMENT

SECTION 1
Training Plan for Period
Employee's Name of:

Department Position

SECTION II: TRAINING NEEDS ASSESSMENT

Skill Categories: Using the attached form, identify employee training needs by ticking the box to the left of the training
topic(s) that applies to the identified skills, knowledge or abilities for improving or enhancing the employee's job
performance.
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SECTION III: TRAINING PLAN
Objectives: The supervisor should discuss training and development activities with the employee and then outline a plan for the employee
to complete these activities during the next fiscal year. The employee and supervisor should understand that the implementation of this
proposed training plan is contingent on the availability of funds and may be subject to additional management approvals

Required Skill,
Priority Rank Activity to Improve Job Performance Estimated Cost
Knowledge
or Ability eg. training courses, on the job training, self- (if known)
1 = Immediate Need study programmes, special tasks, committee
2 = Within 3 months assignments, attending conferences, training
3 = Within 6 months others, internships, mentoring initiatives, etc.
4 = Within 9 months
5 = Within 12 months

Employee's Signature Date Supervisor's Name and Signature Date

Administrative Skills Health and Safety Benchmarking

Decision Making CPR Competitive Positioning
Facilitating Teams Chemicals and Gases Facilities Management
Legal Process First Aid Value Stream Mapping
Health & Safety in the
Office management Office
Planning/organizing Environment Sales and Marketing
Customer Relationship
Problem solving Laboratory Safety Marketing
Personal Protective Developing a Marketing
Purchasing/Requisition Equipment Plan
Sexual Harassment
Statistical Analysis Prevention Key Account Management
Overcoming Price
Strategic planning Stress Management Objections
Threats and Violence in
Time management the Sales Negotiations
Workplace Strategic Selling

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Communications
HR and Industrial
Active Listening Relations Supervisory
Business Writing Developing Employee Handbook ALM (Advanced Labour
Communication Styles Domestic Inquiry Management)
Grammer Usage Drafting HR Letter and Documents Basic Lead-worker
Effective TNA and
Letters & Memos Training Basic Supervisory
Presentation Techniques Evaluation System Coaching and Counselling
Public speaking Labour Laws Conducting Productive
Managing Workplace
Absenteeism Delegation
Misconduct and
Customer Service Conducting Discipline and Control
Achieving Results Performance Management System Employee Motivation
Customer Service Skills Grievance Procedures
Customer Service Information
Strategies Technology Hiring/Interviewing
Handling Difficult Advanced Microsoft
Customers Access Human Relations
Advanced Microsoft
Handling the Media Excel Labour Relations
Advanced Microsoft
Telephone Etiquette Word Leadership
Beginning Microsoft Managing a Diverse
Access Workforce
Beginning Microsoft Managing Technical
Export Excel Employees
Letters of Credit Beginning Microsoft Meetings
M'sian Customs
procedures Powerpoint Performance Appraisals
Beginning Microsoft Performance
Word Management
Financial Management AUTOCAD Project Management
Accounting & Costing
Principles Windows NT Resolving Conflicts
Auditing Windows 2000 Team building
Budgeting Process Train-the-Traininer
Collecting Difficult
Accounts Internal Training Working with the union
Writing Position
Credit Management ISO 9001:2000 Brief Descriptions
Finance for Engineers Company Products
Finance for Non-Financial Factory Processes Others
Managers
Manage Working Capital Management and
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 Performance
Creative and Analytical
Taxation Skills
Updates on FRS in M'sia Emotional Intelligence
Value Cost Analysis Handling Crisis in the Organization
Management Skills
General Skills Negotiation Skills
Attitudes People Management
Problem Solving and
Balancing Life and Work Decision Training Preferences
I would prefer most of
Career Development Making training
to take place by the
Compliance Stress Management following
Conflict Resolution method: (check one)
Organization
Coping with Change Development Classroom instruction
Maximizing Your Memory Continuous Quality On-the-job training
Professional Image Improvement Self-study through books,
Self-discipline & Emotional software, on-line material,
Control Mastering Change etc.
5S Housekeeping Succession Planning Others

DOE INDUSTRIES SDN BHD

COURSE/SEMINAR REPORT

To: Date:

From: Department:

Name of course:

Date: . Name of Institute:

1. Course outline:

2. Topics covered /Lecturer’s background:

3. Methods of teaching / Effectiveness :

(a) Methods:
Lecturing Video Games Others:

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 (b) Effectiveness (please circle your rating):
1. poor 2. satisfactory 3. avearge 4. good 5. excellent
4. Relevance to your job:

(a) The three most important lessons I learnt during this workshop are:

1
2.
3.

(b) I’d like to apply the knowledge I gained from the workshop as follows so as to
achieve the common objectives within the company:

1
2
3.
4.
5.
6.

............................................. ...............................................
Submitted by: Reviewed by:

Date: Date:
DOE INDUSTRIES SDN BHD
POST TRAINING EVALUATION
Department: …………………………
Name : …………………………………………….. Evaluated by : ………………………………….
Position : ………………………………………….. Date of evaluation: ………………………………
Name of seminar / course attended : …………………………………………………………………………………..
Date of seminar / course : ……………………………………………………………………………………………….
Evaluation period : ……………………………………………….
1. Poor 2. Borderline 3. Satisfactory 4. Good
1 Application of learnt knowledge to existing job 1 2 3 4

2 Improvement to job performance 1 2 3 4

3 Materials given helped in improvement of job fuctions 1 2 3 4

4 How well has the programme achieved its stated objectives: 1 2 3 4

5 The subject matter was well covered in the your previous training 1 2 3 4

Do you think further training is required: Yes No

Areas of weakness:
…………………………………………………………………………………………………….

…………………………………………………………………………………………………….

…………………………………………………………………………………………………….

Recommendation:

…………………………………………………………………………………………………….

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…………………………………………………………………………………………………….

…………………………………. ………………………………….
Assessed by: Confirmed by:
Name: Name:
Designation: Designation

WHY COMPANY RESIST TRAINING

• Lack of short term results
 The result will not be seen immediately
• Lack of precise results
 The result shown will not be totally accurate
• Lack of external pressure
 No law to force company to train their employee
• Thinking that training is expensive
 Management think that training is wasting the company’s money
• Cannot release staff
 Management has other task that is more important than training
• More urgent/important priorities
 Management think that training is not important and no urgencies
• Easier to poach
 Some organization like to hired trained staff.
• Trained staff will leave
 Employee is tend to leave the company when they had additional
knowledge where it is an advantages to new company.

End of the page

Source :
1) http://traininganddevelopment.naukrihub.com/training.html

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2) http://wiki.answer.com/Q/What_is_the_importance_of_training_and_development
3) www.exploreHR.org
4) www.prioritysky.com
5) http://www.dirjournal.com/training-needs-analyses
6) http://www.trainingmalaysia.com/v4/kiosk/tgm8chap2.php

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