Human

Resource
Management
Institute of Management Studies, KUK
Lecturer: Kamran Shinwari
Training & Development
Methods of Training
Job Analysis
Job Evaluation
Career Planning

UNIT II
 Training &
Development
 Training & Development

Training and Development refers to

educational activities within a company
created to enhance the skills and knowledge
of employees while providing information
and instructions on how to better perform
specific jobs.

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 Training Vs Development

Training Development
Training is an act of increasing the Management/Executive Development
knowledge and skills of an includes the process by which
employee for doing a particular managers and executives acquires not
job. only skills and competencies in their
Examples of training are learning present job but also capacities for
to fire a rifle, to shoot foul shots future managerial task.
in basketball and to type. Usually, the intent of development is to
It is usually reserved for people provide knowledge and understanding
who have to be brought up to that will enable people to carry out
performing level in some specific non-technical organisational functions
skills. more effectively, such as problem
solving, decision-making and relating
Example of Army soldier and to people.
commanding officer
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 Training Vs Development
Difference Training Development
Factor
Meaning It is a process increasing knowledge It is process of learning and growth
and skills for doing a particular job
Level of persons It is meant for supervisors and It is meant for managerial levels
involved operative level employees
Objective It enables the employee to perform It ensures the overall growth and
the job better personality of the employee

Duration It is a short-term process, for a fixed It is a long-term process

duration
Focus It focuses on technical skills It focuses on conceptual and human ideas

Process Reactive Process Proactive Process

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 Training

Training After employees have been selected for

It is concerned with developing a various positions in an organisation,
particular skill to a desired training them for the specific tasks to
standard by instruction and which they have been assigned assumes
practice. Training is a highly useful great importance.
tool that can bring an employee The major outcome of training is
into a position where they can do learning.
their job correctly, effectively, and
conscientiously. A trainee learns new habits, refined skills
and useful knowledge during the training
Training is the act of increasing that helps him/her improve
the knowledge and skill of an performance.
employee for doing a particular
job. Training enables an employee to do his
present job more efficiently and prepare
himself/herself for a higher level job.
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Types of Training
 Types of Training

1. Skills Training:
This type of training is most common in organisations. The process here is fairly simple. The need for
training in basic skills (such as reading, writing, computing, speaking, listening, problem solving,
managing oneself, knowing how to learn, working as part of a team, leading others) is identified
through assessment.
Specific training objectives are set and training content is developed to meet these objectives. Several
methods are available for imparting these basic skills in modern organisations (such as lectures,
apprenticeship, on-the-job, coaching etc). Before employing these methods, managers should:
• Explain how the training will help the trainees in their jobs.
• Relate the training to the trainees’ goals.
• Respect and consider participant responses and use these as a resource.
• Encourage trainees to learn by doing.
• Give feedback on progress toward meeting learning objectives.

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 Types of Training

2. Refresher Training:
Rapid changes in technology may force companies to go in for this kind of training. By organising short-
term courses which incorporate the latest developments in a particular field, the company may keep its
employees up-to-date and ready to take on emerging challenges.
It is conducted at regular intervals by taking the help of outside consultants who specialise in a
particular descriptive.
3. Cross-functional Training:
Cross-functional training involves training employees to perform operations in areas other than their
assigned job.
Job rotation can be used to provide a manager in one functional area with a broader perspective than
he would otherwise have.
Departments can exchange personnel for a certain period so that each employee understands how
other departments are functioning.

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 Types of Training

Cross-sectional training provide following benefits to organisation:

• Workers gain rich experience in handling diverse jobs
• They can better engineer their own career paths
• They do not only know their job well but also understand how others are able to perform under a
different set of constraints
• A broader perspective increases workers’ understanding of the business and reduces the need for
supervision which is increasingly in demand as more employees want to spend more time with their
families.
• Eli Lilly and Company (India), for example, encourages cross functional movements to make the
organisation equally attractive to both specialists and generalists.

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 Types of Training

4. Team Training:
Team training generally covers two areas: content tasks and group processes.
Content tasks specify the team’s goals such as cost control and problem solving while group processes
reflect the way members function as a team – for example how they interact with each other, how
they sort out differences, how they participate etc.
Companies are using outdoor experiential training techniques to develop teamwork and team spirit
among their employees (such as scaling a mountain, preparing recipes for colleagues at a restaurant,
sailing through unchartered waters, crossing a jungle etc.)
The training basically throws light on:
• How members should communicate with each other
• How they have to cooperate and het ahead
• How they should deal with conflictful situations
• How they should find their way, using collective wisdom and experience to good advantage.
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 Types of Training
5. Creativity training:
Creativity training can be defined as instruction to develop an individual's capability to generate novel
and potentially useful solutions to (often complex and ill-defined) problems (Scott, Leritz & Mumford,
2004a). Companies like Mudra Communications, Titan Industries, Wipro encourage their employees to
think unconventionally, break the rules, take risks, go out of the box and devise unexpected solutions.
In creativity trainers often focus on three things:
a) Breaking Away: In order to break away from restrictions, the trainee is expected to:
i. To identify the dominant ideas influencing his/her own thinking
ii. Define the boundaries within which he/she is working
iii. Bring the assumptions out into the open and challenge everything
b) Generate New Ideas: To generate new ideas, the trainee should open up his mind; look at the
problem from all possible angles and list as many alternative approaches as possible. The trainee
should allow his mind to wander over alternatives freely, expose himself to new influences (people,
articles, books, situations), switch over from one perspective to another, arrange cross fertilisation of
ideas with other people and use analogies to spark off ideas.
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 Types of Training

c) Delaying Judgement: To promote creative thinking, the trainee should not try to kill off ideas too
quickly; they should be held back until he/she is able to generate as many ideas as possible.
Brainstorming (getting a large number of ideas from a group of people in a short time) often helps in
generating as many ideas as possible without pausing to evaluate them.
It helps in releasing ideas, overcoming inhibitions, cross fertilising ideas and getting away from
patterned thinking.
6. Diversity Training: Diversity training considers all of the diverse dimensions in the workplace – race,
gender, age, disabilities, lifestyles, culture, education, ideas and backgrounds – while designing a
training program.
i. Awareness building, which helps employees appreciate the key benefits of diversity
ii. Skill building, which offers the knowledge, skills and abilities required for working with people
having varied backgrounds.

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 Types of Training

7. Literacy Training: Functional illiteracy (low skill level in a particular content area) may be a serious
impediment to a firm’s productivity and competitiveness.
Functional literacy programs focus on the basic skills required to perform a job adequately and
capitalise on most workers’ motivation to get help in a particular area.
Tutorial programs, home assignments, reading and writing exercises, simple mathematical tests, etc.,
are generally used in all company in-house programs meant to improve the literacy levels of employees
with weak reading, writing or arithmetic skills.

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Training Methods
Training Methods

Training methods are usually classified by the location of instruction. On the

job training is provided when the workers are taught relevant knowledge,
skills and abilities at the actual workplace, off-the-job training, on the other
hand, requires that trainees learn at a location other than the real workspot.
Some of the widely used training methods are listed below.

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Training Methods

1. Job Instruction Training (JIT)

The JIT method (developed during World War II) is a four-step instructional
process involving preparation, presentation, performance try out and follow
up. It is used primarily to teach workers how to do their current jobs.
A trainer, supervisor or co-worker acts as the coach. The four steps followed
in the JIT methods are:
i. The trainee receives an overview of the job, its purpose and its desired
outcomes, with a clear focus on the relevance of training.
ii. The trainer demonstrates the job in order to give the employee a model
to copy. The trainer shows a right way to handle the job.
iii. Next, the employee is permitted to copy the trainer’s way.
Demonstrations by the trainer and practice by the trainee are repeated
until the trainee masters the right way to handle the job.
iv. Finally, the employee does the job independently without supervision.
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Training Methods

2. Coaching
Coaching is a kind of daily training and feedback given to employees by
immediate supervisors. It involves a continuous process of learning by doing.
It may defined as an informal, unplanned training and development activity
provided by supervisors and peers.
In coaching, the supervisor explains things and answers questions; he
throws light on why things are done the way they are; he offers a model
trainees to copy; conducts lot of decision making meetings with trainees;
procedures are agreed upon and the trainee is given enough authority to
make divisions and even commit mistakes.

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Training Methods

2. Coaching
Coaching could be put to good use when:
• An employee demonstrates a new competency
• An employee expresses interest in a different job within the organisation
• An employee seeks feedback
• An employee is expressing low morale, violating company policies or
practices or having performance problems
Effective working, requires patience and communication skills, which involves:
• Explaining appropriate ways of doing things
• Making clear why actions were taken
• Sating observations accurately
• Offering possible suggestions and following up
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Training Methods

3. Mentoring
Mentoring is a relationship in which a senior manager in an organisation
assumes the responsibility for grooming a junior person.
Technical, interpersonal and political skills are generally conveyed in such a
relationship from the more experienced person.
A mentor is a teacher, spouse, counsellor, developer of skills and intellect, host,
guide, exemplar, and most importantly, supporter and facilitator in the
realisation of the vision the young person has about the kind of life he wants an
adult.
In a work situation, such mentoring can take place at both formal and informal
levels, depending on the prevailing work culture and the commitment from the
top management.

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Training Methods

Mentoring Functions
a. Career Functions:
• Sponsorship: Where mentors actively nominate a junior person (Mentee) for
promotions or desirable positions.
• Exposure & Visibility: Where mentors offer opportunities for mentees to
interact with senior executives, demonstrate their abilities and exploit their
potential.
• Protection: Mentors shield the junior person from harmful situations/seniors.
• Challenging assignments: Mentors help mentees develop necessary
competencies through challenging job assignments and appropriate
feedback.

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Training Methods

Mentoring Functions
b. Psychological Functions:
• Role Modelling: Mentors offer mentees a pattern of values and behaviours to
imitate.
• Acceptance and confirmation: Mentors offer support, guidance and
encouragement to mentees so that they can solve the problems
independently and gain confidence in course of time and also learn about the
organisation culture.
• Counselling: Mentors help mentees work out their personal problems, learn
about what to do and what not to do, offer advice on what works and what
doesn’t, and do everything to demonstrate improved performance and
prepare themselves for greater responsibility.
• Friendship: Mentors offer practical help and support to mentees so that they
can indulge in mutually satisfying social interactions (with peers,
subordinates, bosses and customers)
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Training Methods

4. Job Rotation
This kind of training involves the movement of trainee from one job to another.
This helps him to have a general understanding of how the organisation
functions.
A part from relieving boredom, job rotation allows trainees to build rapport with
a wide range of individuals within the organisation, facilitating future
cooperation among departments.
The cross-trained personnel offer a great amount flexibility for organisations
when transfers, promotions or replacements become invetible.
Trainees do not usually stay long enough in any single phase of the operation to
develop a high degree of expertise. For slow learners, there is little room to
integrate resources properly.
Development costs can go up, and employees could get confused with different
managers’ managing styles and hence productivity could result in low
productivity.
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Training Methods

5. Apprenticeship Training
Most craft workers such as plumbers and carpenters are trained through formal
apprenticeship programmes.
Apprentices are trainees who spend a prescribed amount of time working with
an experienced guide, coach or trainer. Assistantships and internships are similar
to apprenticeships because they also demand high levels of participation from
the trainee.
An internship is a kind of on-the-job training that usually combines job training
with classroom instruction in trade schools, colleges or universities.
Old skills may get outdated quickly.

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Training Methods

6. Committee Assignments
In this method, trainees are asked to solve an actual organisational problem. The
trainees have to work together and offer solution to the problem.
Assigning talented employees to important committees can give these
employees a broadening experience and can help them to understand the
personalities, issues and processes governing the organisation.
It helps them to develop team spirit and work unitedly toward common goals.
However, managers should very well understand that committee assignments
could become notorious time wasting activities.

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 Off-the-Job Training Methods

Under this method of training, the trainee is separated from the job situation
and his attention is focused upon learning the material related to his future job
performance.
Since the trainee is not distracted by job requirement, he/she can focus his
entire concentration on learning the job rather than spending his time in
performing it.
Off-the-job training methods are as follows:
a) Vestibule Training
b) Role Playing
c) Lecture Method
d) Conference/discussion approach
e) Programmed instruction

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 Off-the-Job Training Methods

1. Vestibule Training
In this method, actual work conditions are simulated in a class room. Material,
files and equipment – those that are used in actual job performance area also
used in the training.
This type of training is commonly used for training personnel for clerical and
semi-skilled jobs. The duration of this training ranges from a few day to a few
weeks. Theory can be related to practice in this method.
2. Role Playing
It is defined as a method of human interaction that involves realistic behaviour
in imaginary situations. This method of training involves action, doing and
practice.
The participants play the role of certain characters, such as the production
manager, mechanical engineer, superintendents, maintenance engineers,
quality control inspectors, foreman, workers and the like. This method is usually
used for developing interpersonal interactions & relations.
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 Off-the-Job Training Methods

3. Lecture Method
The lecture is a traditional and direct method of instruction. The instructor
organises the material and gives it to a group of trainees in the form of a talk.
To be effective, the lecture must motivate and create among the trainees.
An advantage of lecture method is that it is direct and can be used for a large
group of trainees. Thus, costs and time involved are reduced. The major
limitation of the lecture methos is that it does not provide for transfer of
training effectively.
4. Conference/discussion approach
In this method, the trainer delivers a lecture and involves the trainee in a
discussion so that his doubts about the job get clarified.
When big organisations use this method, the trainer uses audio-visual aids such
as blackboards, mockups and slides; in some cases the lectures are videotaped
or audio taped.
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 Off-the-Job Training Methods

The conference is, thus, a group-centred approach where there is a clarification

of ideas, communication of procedures and standards to the trainees.
Those individuals who have a general educational background and whatever
specific skills are required such as typing, shorthand, office equipment
operation, filing, indexing, recording etc may be provided with specific
instructions to handle their respective jobs.
5. Programmed Instruction
The subject-matter to be learned is presented in a series of carefully planned
sequential units. These units are arranged from simple to more complex levels
of instruction.
The trainee goes through these units by answering questions or filling the
blanks. This method is, thus, expensive and time-consuming.

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JOB ANALYSIS
 JOB ANALYSIS
• Job analysis is a formal and detailed examination of jobs.
• It is a systematic investigation of the tasks, duties and responsibilities necessary to do a job.
• A task is an identifiable work activity carried out for a specific purpose, for example, typing a letter.
• A duty is a larger segment consisting of several tasks (which are related by some sequence of events)
that are performed by an individual, for example, pick up, sort out and deliver upcoming mail.
• Job responsibilities are obligations to perform certain tasks and duties.

Nature of Job Analysis

Job Tasks

Job Duties

Job Responsibilities

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 MULTIFACETED NATURE OF JOB ANALYSIS

Recruitment
HR Planning Selection

Placement
Job Evaluation
Multifaceted Nature of Job
Analysis
Job Design and Training
Redesign

Performance Counselling
Appraisal Employee Safety

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 THE PROCESS OF JOB ANALYSIS
The major steps involved in job analysis are as follows:

Defining
Objectives

Preparing
Job Analysis

Performing
Job Analysis

Designing
JD & JS

Controlling
JD & JS
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 THE PROCESS OF JOB ANALYSIS
1. Defining the objectives: The foremost step in the process of job analysis is defining
the objective of the job analysis. The objective could be either of the following:
1. Redesign the job description
2. Revise the compensation program
3. Change the organization structure
4. Redesign the job in a particular department. Once the objective is selected, it
should be well communicated to the top management because with its
support only, the changes can be made in the organization.

2. Preparing the job Analysis: After setting an objective, the kind of jobs that are
to be analyzed are selected, whether the clerical jobs, managerial jobs, division
specific job, etc. Also, the members who are included in the analysis and the
methods to be used are identified.
At this stage, the complete review of the existing job description is done to have
a fair insight of the duties, responsibilities, organization chart, working
conditions, hazards, etc. that exist in a particular set of jobs.

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 THE PROCESS OF JOB ANALYSIS

3. Performing the Job Analysis: The next stage in the process of job analysis is
to perform or begin with the job analysis. Here, the sufficient time should be
allotted for collecting the job details from the employees. The information
from the employees can be collected through questionnaires, interviews, or
through an observation method. Once the information gets collected it needs
to be sorted on the basis of its nature, division, department.

4. Designing Job Descriptions and Job Specifications: At this stage, the job
analyst prepares a draft of the job description and the specifications. After
sorting of the information, the changes that need to be made in the jobs is
identified and is written on paper. Once the draft gets prepared, it is
circulated to the managers, supervisors, and the employees

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 THE PROCESS OF JOB ANALYSIS

5. Control Job Descriptions and Job Specifications: This is the last step in
the process of job analysis wherein the job descriptions, and the
specifications are timely checked and modified according to the
changing needs of the organization.
• The job analysis results in the job description and the job
specification. The Job description comprises of job duties, the level of
responsibilities, working conditions, etc. and whereas the job
specification tells about the skills, education, background,
qualification, training, communication skills required to perform a
specific job.

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 Methods of
Collecting Job
Analysis Data
 Methods of Collecting Job Analysis Data
1, Job Performance

2, Personal Observation

3, Critical Incidents

4, Interview

5, Panel of Experts

6, Diary Method

7, Questionnaire Method

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 Methods of Collecting Job Analysis Data
1. Job Performance
• In this method, the job analyst actually performs the job in question. The analyst thus receives first-
hand experience of contextual factors on the job including physical hazards, social demands,
emotional pressures and mental requirements.
• This Method is useful for jobs that can be easily learned. It is not suitable for jobs that are hazardous
(e.g., fire fighters) or for jobs that require extensive training (e.g., doctors, pharmacists)
2. Personal Observation
• The analyst observes the workers doing the job. The tasks performed, the pace at which activities are
done, the working conditions, etc., are observed during a complete work cycle. During observation,
certain precautions should be taken:
• The analyst must observe average workers during average conditions
• The analyst should observe without getting directly involved in the job
• The analyst must make note of the specific job needs and not the behaviours specific to particular
workers
• The analyst must make sure that he/she obtains a proper sample for generalisation
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 Methods of Collecting Job Analysis Data
3. Critical Incident Technique
• The critical incident technique (CIT) is a qualitative approach to job analysis used to obtain specific,
behaviourally focused descriptions of work or other activities. Here the job holders are asked to
describe several incidents based on their past experience. The incidents so collected are analysed
and classified according to the job areas they describe.
• The job requirements will become clear once the analyst draws the line between effective and
ineffective behaviours of workers on the job.
• The behaviours can be quite dissimilar, the process of classifying data into usable job descriptions
can be difficult.
• The analysts should have analytical skills and ability to translate the content.
4. Interview
• The interview method consists of asking questions to both incumbents and supervisors in either an
individual or a group setting.
• Workers know the specific duties of the job and supervisors are aware of the job’s relationship to the
rest of the organisation.

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 Methods of Collecting Job Analysis Data
4. Interview
• Due diligence must be exercised while using the interview method because it has some limitations
such as:
• Time consuming and costly.
• The value of data is primarily dependent on the interviewees’ skills and may be faulty if they put
ambiguous questions to workers.
• Interviewees may distort the information they provide.
• If seen as an opportunity to improve their positions such as to increase their wages, workers may
exaggerate their job duties to add greater weightage to their positions.
5. Panel of Experts
• This method utilises senior job incumbents and superiors with extensive knowledge of the job. To
get the job analysis information, the analyst conducts an interview with the group.
• The interaction of the members during the interview can add insight and detail that the analyst
might not get from individual interviews.

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 Methods of Collecting Job Analysis Data
6. Diary Method
• Several job incumbents are asked to keep diaries or logs of their daily job activities and record the
amount of the time spent on each activity.
• By analysing these activities over a specified period of time, a job analyst is able to record the job’s
essential characteristics.
• However, it is a time consuming and costly exercise in that the analyst has to record entries for
painfully long time.
7. Questionnaire Method
• The questionnaire method is widely used for analysing jobs and work. Here the job holders are given
a properly designed questionnaire aimed at eliciting relevant job related information.
• After completion, the questionnaires are handed over to supervisors. The supervisors can seek
further clarifications on various items by talking to the job holders directly. After everything is
finalised, the data is given to the job analyst.

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JOB EVALUATION

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 Job Evaluation
Concept
Job evaluation is the systematic way of determining the value/worth of a job in relation to other jobs in
an organisation. It tries to make a systematic comparison between jobs to assess their relative worth
for the purpose of establishing a rational pay structures.
Job evaluation needs to be differentiated from job analysis. Job analysis is a systematic way of gathering
information about the job.
Job evaluation begins with job analysis and ends at that point where the worth of a job is ascertained
for achieving pay-equity between jobs.
Features
It tries to assess jobs, not people.
The standards of job evaluation are relative, not absolute.
The basic information on which job evaluations are made is obtained from job analysis.
Job evaluations are carried out by groups, not by individuals.
Some degree of subjectivity is always present in job evaluation.
Job evaluation does not fix pay scales, but merely provides a basis for evaluating a rational wage
structure.
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 Process of Job Evaluation
1. Gaining acceptance
2. Creating Job evaluation committee
3. Finding the jobs to be evaluated
4. Analyzing and preparing job description
5. Selecting the method of evaluation
6. Classifying Jobs
7. Installing the program
8. Reviewing periodically
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 Process of Job Evaluation
1. Gaining Acceptance
Before undertaking job evaluation, top management must explain the aims and uses of the program to
the employees and unions.
To elaborate the program further, oral presentations could be made. Letters, booklets could be used to
classify all relevant aspects of the job evaluation program.
2. Creating Job Evaluation Committee
It is not possible for a single person to evaluate all the key jobs in an organisation. Usually a job
evaluation committee consisting of experienced employees, union representatives and HR experts is
created to set the ball rolling.
3. Finding the jobs to be evaluated
Every job need not be evaluated. This may be too taxing and costly. Certain key jobs in each
department may be identified.
While picking up the jobs, care must be taken to ensure that they represent the type of work
performed in that department.

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 Process of Job Evaluation
4. Analysing and preparing job description
This requires the preparation of a job description and also an analysis of job needs for successful
performance.
5. Selecting the method of evaluation
The most important method of evaluating the jobs must be identified now, keeping the job factors as
well as organisational demands in mind.
6. Classifying Jobs
The relative worth of various jobs in an organisation may be found out after arranging jobs in order of
importance using criteria such as skill requirements, experience needed, under which conditions job is
performed, type of responsibilities to be shouldered, degree of supervision needed, the amount of
stress caused by the job, etc.
Weights can be assigned to each such factor. When finally add all the weights, the worth of a job
determined. The points may then be converted into monetary values.

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 Process of Job Evaluation
7. Installing the program
Once the evaluation process is over and a plan of action is ready, management must explain it to
employees and put it into operation.
8. Reviewing Periodically
In the light of changes in environmental conditions (technology, products, services, etc) jobs need to be
examined closely.
For example, the traditional clerical functions have undergone a rapid change in sectors like banking,
insurance and railways, after computerisation.
New job descriptions need to be written and the skill needs of new jobs need to be duly incorporated
in the evaluation process. Otherwise, employees may feel that all the relevant job factors – based on
which their pay has been determined – have not been evaluated properly.

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Process of Job Evaluation

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