Recruitment, Selection, and Training Processes

RECRUITMENT

Process of seeking or attracting a pool of talents for open position.

SELECTION

Interviewing and evaluating candidates on the basis of the job specifications.

Employee Selection

The process of interviewing and evaluating candidates for a specific job and selecting an individual for employment based on certain criteria.

Training

Is the systematic process of altering the behavior of employees in a direction that will achieve organizational goals.

Training and Development

Processes that attempt to provide an employee with information, skills and understanding of the organization and its goals.

Organizational Intervention

Set of activities aimed to facilitate learning of knowledge, attitude, and skills among the people in the organization to improve their current job performance.

Development

Pertains to long term planned efforts to enhance the total growth of human resource that will lead to the fulfillment of personal and organizational goals.

Orientation

Orients, directs and guides new employees to understand the work, firm, colleagues, and mission.

Assessment of Training Needs

Involves the determination of the types and specific training necessary to improve current knowledge, abilities, and skills of the workforce.

Organizational Analysis

Involves examining a firm's mission, resources and goals to determine if training can be used to improve the firm's success, growth and strategy.

Person Analysis

Involves the determination of who needs training and their readiness for training.

Task Analysis

Involves the identification of the tasks, knowledge, skill and behaviors that should be included in a training program.

Designing Training Program

Pertains to the planning of the entire training program, including selection of content and methods to be used.

Typical Training Design

Contains three parts: training title, venue, date; goal, specific objectives, sequence of topic, time allocation per topic; methodology, resources needed and evaluation.

Implementation Of Training Programme

Covers logical aspects such as venue, food, budget, equipment, resource persons, transportation and participants.

Evaluation of Training

The assessment of the conduct of the training activity concerned with the measurement of the training success or effectiveness.

Types of Criteria for Evaluating Training

Three types: Internal, external and participant's reaction.

Internal Criteria

Directly associated with the content of the program, for example whether the employee learned the facts or guidelines covered in the program.

External Criteria

Related more to the ultimate purpose of the program, for example, improving the effectiveness of the employee.

Participant's Reaction

How the subjects feel about the benefits of a specific training or development experience, commonly used as an internal criterion.

Training Evaluation Methods

Can be done in many ways, including the use of the questionnaire and paper-and-pencil or practical test.

Goals of Orientation

Clear messages that are understood and accepted can achieve a number of orientation goals such as to reduce anxiety, to reduce turnover, to save time, to develop realistic expectations.

Who orients new employees?

In smaller organizations, the operating manager usually does the orientation; in some unionized organizations, union officials are involved; in some companies, human resources personnel and the different division heads.

Importance of training

Increases organizational commitment, develops the cognitive, affective, physical, and spiritual dimensions of the employee, improves job performance, helps improve and acquire technical skills, develops creativity and problem-solving skills, helps retain a competent and efficient workforce, and helps achieve overall organizational objectives.

Training validity

Did the trainees learn skills or acquire knowledge or abilities during the training?

Transfer Validity

Did the knowledge or abilities learned in the training lead to improved performance on the job?

Intraorganizational Validity

Is the job performance of a new group of trainees in the same organization that developed the program comparable to the job performance of the original training group?

Interorganizational Validity

Can a training program that has been validated in one organization be used successfully in another firm?

Purposes of Conducting a Training

To set standards for each field so that professional growth of personnel will be fairly measured and enhanced, to support the staff in their understanding and focus of work expectations and skills development, to enhance employees' personal growth, to have more efficient employees and develop loyalty to the company, and to develop quality career practices and growth in the profession.

Purposes of Conducting a Training (continued)

To ensure maximum efficiency on the performance of functions, duties, responsibilities and improve employee more, to have high qualified employees who are fit for the job, to continuously update and upgrade competencies to meet demands and government policies, to align employees with current trends in the market and technology, and to increase chances for promotion and other job opportunities.

Types of training

Skills/Technical Training includes advance computer programming, inventory management, effective business writing, bookkeeping, strategic planning, and taxation.

Behavioral Training

Includes conflict management, stress management, time management, team building, and personality development.

On the job training

Employee training at the place of work while he or she is doing the actual job.

Programmed Instruction

Consists of self-teaching with the aid of a specialized textbook or teaching machine that presents material structured in a logical and empirically developed sequence.

Computer assisted instruction

Refers to instruction or remediation presented on a computer, where programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration.

Audiovisual Techniques

Both television and film extend the range of skills that can be taught and the way information may be presented, including techniques that combine audiovisual systems such as closed circuit television and telephones, known as teletraining.

Simulations

Replicate the essential characteristics of the real world that are necessary to produce both learning and the transfer of new knowledge and skills to application settings.

Business Games

Direct progeny of war games used to train officers in combat techniques, designed to teach basic business skills and include interpersonal skills.

Retraining

Maintaining worker knowledge and skill as job requirements change due to technological innovation and organizational restructuring.

Creativity Training

Using innovative learning techniques to enhance employee ability to spawn new ideas and new approaches.

Literacy Training

Improving basic skills of the workforce such as mathematics, reading, writing, and effective employee behaviors such as punctuality, responsibility, cooperation, etc.

Customer Service Training

Improves communication, better response to customer needs, and ways to enhance customer satisfaction.

Cross-Functional Training

Helps employees to perform a wider variety of tasks in order to gain flexibility in work scheduling and improved coordination.

Diversity Training

Instituting a variety of programs to instill awareness, tolerance, respect, and acceptance of persons of different race, gender, etc. and different backgrounds.

Benefits of Training - Individuals

Perform tasks more efficiently, professional approach to work, personal satisfaction, increased marketability.

Benefits of Training

Gives the supervisor more time to manage, standardized performance, less absenteeism, less turnover, reduced tension, consistency, lower costs, more customers, better service.

Benefits of Training-a summary

Improved customer service and public relations, fewer complaints, better morale and attitudes, less turnover and absenteeism, more involved and caring employees, proactive vs. reactive employees.

Training Process Model

Includes Needs Assessment, Developing & Conducting Training, and Evaluating Training.

Needs Assessment

Identifies training needs at organizational, job, and individual levels.

Developing and Conducting Training

Determine location and who will conduct the training, develop training curricula, select training methods.

Evaluating Training Effectiveness

Formal evaluation uses observation, interviews, and surveys; summative evaluation measures results when training is complete.

Types of Evaluation Designs

Includes Post Test Only, Pre-test with Post-test, and Scientific Method comparing Training Group and Control Group.

Transfer

Refers to the trainee's application of knowledge and skills gained in training on the job.

Training Methods

Includes Games, Creativity Activity, Brainstorming, Case Study, Writing Task, Role-Playing, Self-Assessment/Self-Evaluation.

Developing a Unit Training Program

Should provide checkpoints to measure progress and include showing and telling the employee what to do and having the employee do it.

Formal Evaluation

Uses observation, interviews, and surveys to monitor training while it's going on.

Summative Evaluation

Measures results when training is complete in five ways: Reaction, Knowledge, Behavior, Attitudes, Productivity.

Organizational Level Needs Assessment

Includes technology change, organizational restructuring, change in workforce, marketing plans, productivity measures.

Job Level Needs Assessment

Includes job and task analysis, identify key areas, review procedural and technical manuals.

Individual Level Needs Assessment

Determines who needs training and what kind through tests, prior training and experience, performance review, career assessment.

Training Curricula Development

Based on job/task analysis and individual needs.

Training Location

Can be onsite facilities vs. offsite, inside training staff vs. outside vendors.

Training Materials

Should be the same as used on the job.