PAHS 408

PUBLIC PERSONNEL
ADMINISTRATION
Session 6 – Training and Development

Lecturer: Dr. Emmanuel Y M Seidu, UGBS

Contact Information: eymseidu@ug.edu,gh/seidu.mahama9@gmail.com
 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.

Dr Emmanuel Y M Seidu 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?”

Dr Emmanuel Y M Seidu 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, & L.Lorens, Jared (2010).

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

Dr Emmanuel Y M Seidu Slide 5

 Topic One

EMPLOYEE ORIENTATION

Dr Emmanuel Y M Seidu Slide 6

 Summarize the purpose and process
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.

Dr Emmanuel Y M Seidu 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.
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.
Dr Emmanuel Y M Seidu 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.
 Carefully crafted employee handbooks are helpful to the
employer and employee. Under certain conditions, courts
may find that the employee handbook’s contents represent
legally binding employment commitments (Employee
Handbook).
 Employers use technology to support orientation. Some
employers put all or some of their orientation media on the
Web (Orientation technology).

Dr Emmanuel Y M Seidu Slide 9

 The Orientation Process

ACTIVITY
Why is employee orientation in organizations necessary?

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 Topic Two

EMPLOYEE TRAINING

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 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”.

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 The ADDIE Five-Step Training Process

The tried-and-proven ADDIE 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.

Dr Emmanuel Y M Seidu Slide 13

 Conducting the Training Needs Analysis

• Strategic needs: The training needs analysis should 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.

Dr Emmanuel Y M Seidu Slide 14

 Conducting the Training Needs Analysis

Task Analysis
 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. These list the job’s specific duties and skills. Some supervisors
may create performance standards, try out the job themselves, or keep
a detailed record of the tasks.

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.
Dr Emmanuel Y M Seidu Slide 15
 Conducting the Training Needs Analysis

Performance Analysis: Current Employees’ Training Needs

• Definition - Performance analysis is the process of verifying
that there is a performance deficiency and determining
whether the employer should correct such deficiencies.
This can be done by comparing the person’s actual
performance to what it should be.
• Current training needs analysis - 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 to the underlying problem or is it just convenient
to refer the employee to a program.

Dr Emmanuel Y M Seidu Slide 16

 Conducting the Training Needs Analysis

Performance Analysis: Current Employees’ Training Needs

• Task analysis - A task analysis can be used to determine the
training needs of new employees. A task analysis record
form also can be used for tracking purposes.
• 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.
Dr Emmanuel Y M Seidu Slide 17
 Designing the Training Program

Armed with the needs analysis results, the manager next designs
the overall training program.
• Setting learning objectives: Design means planning the overall
training program including training objectives, delivery methods,
and program evaluation. 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.

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 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.

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 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.
Dr Emmanuel Y M Seidu Slide 20
 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.

Dr Emmanuel Y M Seidu Slide 21

 Designing the Training Program

 With objectives set and the program designed and

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

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 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.
• You will create or obtain all content and materials specified in the
Design phase.
• During this phase, you will want to complete a timed agenda for
the training, which also will list who is facilitating each portion
of this training.
• You also should complete a training logistics checklist of
materials and content that will be needed to implement the
training in the next phase.
• This will ensure that you prepare all necessary resources.
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 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
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 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.
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 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.
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 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.
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 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.
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 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%.
Dr Emmanuel Y M Seidu Slide 29
 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.
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 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.
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 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.
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 Topic Three

MANAGEMENT DEVELOPMENT
PROGRAMS

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 Implementing Management Development
Programs
• Management development is any attempt to improve managerial
performance by imparting knowledge, changing attitudes, or increasing
skills. The management development process consists of (1) assessing
the company’s strategic needs (2) appraising managers’ current
performance, then (3) developing the managers.
• 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.

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 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.

Dr Emmanuel Y M Seidu Slide 35

 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.
Dr Emmanuel Y M Seidu Slide 36
 Implementing Management Development
Programs
Off-the-Job Management Training and Development
• SHRM learning system - 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.
Dr Emmanuel Y M Seidu Slide 37
 Implementing Management Development
Programs

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

Dr Emmanuel Y M Seidu Slide 38

 Topic four

ORGANISATIONAL CHANGE
PROGRAMS

Dr Emmanuel Y M Seidu Slide 39

 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.
• Structure: Strategy and technology are two of many
changes that could be made. Of course, strategic, cultural,
structural, and technological changes, no matter how
logical, will fail without employees’ active support.

Dr Emmanuel Y M Seidu Slide 40

 Managing Organizational Change Programs

• Lewin’s change process

 Unfreezing - Unfreezing means reducing the forces that
are striving to maintain the status quo.
 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.

Dr Emmanuel Y M Seidu Slide 41

 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.

Dr Emmanuel Y M Seidu Slide 42

 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.

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 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.

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 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 solving,.
Dr Emmanuel Y M Seidu Slide 45
 Managing Organizational Change Programs

Using Organizational Development

 Human processes - The goal of human process OD techniques is

to give employees the insight and skills required to analyze
behaviour more effectively. They can then solve interpersonal and
intergroup problems.
• Technostructural - OD practitioners also get involved in changing
firms’ structures, methods, and job designs. They then use
various strategies such as quality circles to help manage needed
changes.
• HR management - OD practitioners use action research to enable
employees to analyze and change their firm’s human resources
practices.
• Strategic OD - Strategic interventions use action research to
improve a company’s strategic management for alignment with
long-term organizational plans.
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 Evaluating The Training Effort

• 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?
• The controlled experiment may use a pre-test, post-test control
group design to measure change. Everyone receives the pre- and
post-tests but the control group does not receive training. Other
experimental designs also are used.
• 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.
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 Evaluating The Training Effort

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

Dr Emmanuel Y M Seidu Slide 48

 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

Dr Emmanuel Y M Seidu Slide 49