1. Introduction
 Socialization, training and development are all used to help new
employees adapt to their new organizations and become fully
productive.
 Ideally, employees will understand and accept the behaviors
desired by the organization, and will be able to attain their own
goals by exhibiting these behaviors.
The Insider-Outsider Passage
 Socialization
 A process of adaptation to a new work role.
 Adjustments must be made whenever individuals change jobs
 The most profound adjustment occurs when an individual
first enters an organization.
The assumptions of employee socialization:
 Socialization strongly influences employee performance and
organizational stability
 Provides information on how to do the job and ensuring
organizational fit.
 New members suffer from anxiety, which motivates them to
learn the values and norms of the organization.
The assumptions of employee socialization:
 Socialization is influenced by subtle and less subtle
statements and behaviors exhibited by colleagues,
management, employees, clients and others.

2.  Individuals adjust to new situations in remarkably similar
ways.
 All new employees go through a settling-in period.
The Socialization Process
 Pre arrival stage: Individuals arrive with a set of values,
attitudes and expectations which they have developed from
previous experience and the selection process.
 The Socialization Process
 Encounter stage: Individuals discover how well their
expectations match realities within the organization.
 Where differences exist, socialization occurs to imbue or
encourage the employee with the organization’s standards.
The Socialization Process
 Metamorphosis stage: Individuals have adapted to the
organization, feel accepted and know what is expected of
them.

3. The Insider-Outsider Passage
 A Socialization Process
Copyright@Asasuzzaman 9
 Orientation may be done by the supervisor, the HRM staff or
some combination.
 Formal or informal, depending on the size of the organization.
 Covers such things as:
 The organization’s objectives
 History
 Philosophy
 Procedures
 Rules
 HRM policies and benefits
 Fellow employees

4.  Orientation may be done by the supervisor, the HRM staff or
some combination.
 Formal or informal, depending on the size of the organization.
 Covers such things as:
 The organization’s objectives
 History
 Philosophy
 Procedures
 Rules
 HRM policies and benefits
 Fellow employees
The CEO’s Role in Orientation
 Senior management are often visible during the new employee
orientation process.
 CEOs can:
 Welcome employees.
 Provide a vision for the company.
 Introduce company culture -- what matters.
 Convey that the company cares about employees.
 Allay some new employee anxieties and help them to feel
good about their job choice.
HRM’s Role in Orientation

5.  Coordinating Role: HRM instructs new employees when and
where to report; provides information about benefits choices.
 Participant Role: HRM offers its assistance for future employee
needs (career guidance, training, etc.).
Training and Development
 Generally, training involves the development or strengthening of
three main aspects: knowledge, skills and attitudes. Usually these
three aspects have to be taken together. All of them need to be
addressed, if a person is to develop himself/herself to contribute
effectively to a group or organization to which S/he belongs. So
training is about enabling people to gain knowledge, to practice
their skills and to shape their attitudes.
 Definitions
 Employee training
A learning experience designed to achieve a relatively permanent
change in an individual that will improve the ability to perform on the
job.
 According to Rue and Byars, “Training is a learning process
that involves the acquisition of skills, concepts, rules of
attitudes to increase the performance of employees.”
 From Gray Dessler’s point of view, “Training is the process
of teaching new employees or present employees the skills
that they need to perform their jobs.”
 Definitions
 Employee training

6. A learning experience designed to achieve a relatively permanent
change in an individual that will improve the ability to perform on the
job.
 According to Rue and Byars, “Training is a learning process
that involves the acquisition of skills, concepts, rules of
attitudes to increase the performance of employees.”
 From Gray Dessler’s point of view, “Training is the process
of teaching new employees or present employees the skills
that they need to perform their jobs.”
 Definitions
 Employee training
A learning experience designed to achieve a relatively permanent
change in an individual that will improve the ability to perform on the
job.
 According to Rue and Byars, “Training is a learning process
that involves the acquisition of skills, concepts, rules of
attitudes to increase the performance of employees.”
 From Gray Dessler’s point of view, “Training is the process
of teaching new employees or present employees the skills
that they need to perform their jobs.”
 Employee development
 Any attempt to improve managerial performance by
imparting knowledge, changing attitudes, or increasing skills.
Management development is viewed as a means of bringing
managers up to speed on fundamental management skills

7. such as the basics of finance and marketing and techniques
for supervising employees.
 Future-oriented training, focusing on the personal growth
of the employee.
Training and Development
 Training = Altering behavior
 Development = Increasing knowledge
 Learning = Permanent change in behavior
Purpose of Training and Development
 Creating a pool of available and adequate replacement for
personnel who may leave or move up in the organization.
 Enhancing the company’s ability to adopt and use advances in
technology.
 Building a more efficient, effective and highly motivated team.
 Expansion adequate human resources for expansion into new
programs
Results or Outcomes
 Increased quality and quantity of work performance
 Decrease accidents
 Increase knowledge, skills attitudes
 Decrease costs of management
 Decrease absenteeism and turnover rates

8.  Increase job satisfaction - production
 Increase job satisfaction and morale among employees.
 Increased employee motivation.
 Increase efficiencies in process.
 Increase capability to adopt new technologies and products.
 Reduced employees turnover.
Importance of training
 Benefits of Training to the Organization
1. Better performance
2. Reduced Cost of performance
3. Less supervision
4. Long term stability and flexibility
5.Good human Relation
 Benefits of training to employees
1. Advancement in careers
2. Increased productivity
3. Safety
4. High Morale
5. Opportunity for Promotion
Areas of training

9. Organization provide training to their employees in the following areas:
1. Company policies and procedures
2. Specific skills
3. Human Relations
4. Problem solving
5. Managerial and supervisory skills
6. Apprentice training
Difference between training and development.
1. Training aims to improve current skills and behavior whereas
development aims to increase abilities in relation to some future
positions or jobs usually at managerial level.
2. In training, the focus is solely on the current job; in development, the
focus is both on the current job and jobs that employees will hold in the
future.
3. The scope of training is on individual employees, while the scope of
development is on the entire work group or organization..
4. Training is job-specific and addresses particular performance and
deficits or problems, while development is concerned with the work
force’s skills and versatility.
3. The scope of training is on individual employees, while the scope of
development is on the entire work group or organization..

10. 4. Training is job-specific and addresses particular performance and
deficits or problems, while development is concerned with the work
force’s skills and versatility.
5. Training tends to focus on immediate organizational needs, while
development tends to focus on long-term requirements.
6. Training strongly influences present performance levels, while
development pays off in terms of more capable and flexible human
resources in the long run.
What is training needs assessment
(TNA)?
 A need is not a want or a desire. It is a gap between “what is” and
“what ought to be”.
 Needs assessment is used for identifying gaps and to provide
information for a decision on whether the gaps could be addressed
through training. The assessment is part of a planning process
focusing on identifying and solving performance problems. These
performance problems may be related to knowledge, skills and
attitudes.

11. Why should we conduct a training needs assessment?
 The primary purpose of the training needs assessment is to ensure
that there is a need for training and to identify the nature of what a
training programme should contain.
 A training needs assessment provides the information needed for
developing a training plan that is based on the learning needs of the
participants. It increases the relevance of the training and the
commitment of the learners, as they are involved in the preparation
of the training design that reflects their expressed needs.

12.  Thus, it helps to foster a rapport between the facilitators and the
participants. The facilitators can acquire basic knowledge of the
strengths and limitations of the participants and the learners can
become partners in analyzing their own learning needs.
 To determine whether training is needed
 To determine causes of poor performance
 To determine content and scope of training
 To determine desired training outcomes
 To provide a basis of measurement
 To gain management support
Steps in the Needs Assessment Process
Step One: Identify Problem Needs
 Determine organizational context
 Perform gap analysis
 Set objectives
Step Two: Determine Design of Needs Analysis
 Establish method selection criteria
 Assess advantages and disadvantages for methods
Step Three: Collect Data
 Conduct interviews
 Administer questionnaires and surveys
 Review documents

13.  Observe people at work
Step Four: Analyze Data
 Conduct qualitative analysis
 or Conduct Quantitative Analysis?
 Determine solutions/recommendations
Step Five: Provide Feedback
 Write report and make oral presentation
 Determine next step – Training needed?
Step Six: Develop Action Plan
 Once this formal needs assessment process is completed the
information is used as the basis for training design, development
and evaluation. However you must continue to assess the attitudes,
knowledge and skill level of participants prior to each session.
Different audiences may have different needs. This can be done
both through a basic questionnaire sent just prior to a specific
training event and also during the welcome time of each session.
 On-the-job training methods
 Job Rotation
 Apprenticeships or Coaching
 Action learning
 Off-the-job training methods
 Classroom lectures
 Company school

14.  Video-conferencing
 Role playing
 Case study.
 Behavior Modeling
On-the-job training methods
Job rotation: involves moving employees to various positions in the
organization to expand their skills, knowledge and abilities.
It means moving management trainees from department to
department to broaden their understanding of all parts of the business.
The trainee may spend several months in each department. This helps
not only broaden his experience but also discover the jobs he prefers. He
learns the business by actually doing it, whether it involves sales,
production, finance or some other function.

 Apprenticeship training: Apprenticeship training is a system in
which an employee is given instruction by more experienced
employee or employees in all the practical and theoretical aspects
of the work required in a skilled occupation craft or trade.

15. Off-the-job training methods
 Class room training: Class room training is the most familiar off-
the –training method. It is a lecturing method of training useful for
quickly imparting information to large groups with little or no
knowledge of the subject.
 Video presentation: Television, films and slides presentation are
similar to lectures and are very useful to train the new incumbents.
 Company School: Many big companies have their own schools
for managers. (Motorola, McDonald’s) Company schools educate
both current and potential managers in the corporate culture,
management philosophy and skills and methods of doing business.

16.  Case study: A business school teaching method in which students
do in-depth analysis of real life companies. It presents a trainee
with a written description of an organizational problem. The
person analysis the case in private, diagnoses the problem, and
presents his findings and solution in a discussion with others
trainees.
 Role playing: Participants adopt the role of a particular manager
placed in a specific situation. For instance, a manager who has to
give a negative performance review to an employees. The aim is to
create a realistic situation and then have the trainees assume the
parts or roles of specific persons in that situation
 Behavior Modeling: It involves showing trainees the right model
way of doing something, letting each person practice the right way
to do it, and then providing feedback regarding each trainee’s
performance. In this technique of training, the trainees are first
shown good management techniques are first shown good
management techniques in a film, are then asked to play roles in a
simulated situation, and are then given feedback and praise by their
supervisor.