chapter-6 training and development

8/3/2019 Chapter-6 Training and Development

1/65

TRAINING AND DEVELOPMENT


2/65

ObjectivesAfter studying this chapter, you should be able to:

1. Discuss the systems approach to training anddevelopment.

2. Describe the components of training-needs

assessment.3. Identify the principles of learning and describe howthey facilitate training.

4. Identify the types of training methods used formanagers and nonmanagers.

5. Discuss the advantages and disadvantages ofvarious evaluation criteria.

6. Describe the special training programs that arecurrently popular.


3/65

Training and Development andOther HRM Functions

Training may permit hiringTraining may permit hiring

lessless--qualified applicantsqualified applicants

SelectionSelectionEffective selection mayEffective selection may

reduce training needsreduce training needs

Training aids in theTraining aids in the

achievement of performanceachievement of performance

PerformancePerformance

AppraisalAppraisalA basis for assessingA basis for assessing

training needs and resultstraining needs and results

Training and development mayTraining and development may

lead to higher paylead to higher pay

CompensationCompensation

ManagementManagement

A basis for determiningA basis for determining

employees rate of payemployees rate of pay

Availability of training can aidAvailability of training can aid

in recruitmentin recruitmentRecruitmentRecruitment

Provide an additionalProvide an additional

source of traineessource of trainees

Training may include a role forTraining may include a role for

the unionthe unionLabor RelationsLabor Relations

Union cooperation canUnion cooperation can

facilitate training effortsfacilitate training efforts


4/65

The Scope of Training

TrainingEffort initiated by an organization tofoster learning

among its members.

Tends to be narrowly focused and oriented toward

short-term performance concerns.

Development

Effort that isoriented more toward broadening an

individualsskillsfor the future responsibilities.


5/65

Figure 7Figure 711 Training Dollars Spent by Employee TypeTraining Dollars Spent by Employee Type

Source: Holly Dolezalek, 2004 Industry Report,Training(October 2004): 28.


6/65

.

The Systems Approach to Training and

Development Four Phases

Needs assessment

Program design

Implementation

Evaluation


7/65

Figure 7Figure 722 Systems Model of TrainingSystems Model of Training


8/65

Phase 1: Conducting the Needs Assessment

Organization AnalysisAn examination of the environment,strategies, and

resourcesof the organization to determine where

training emphasisshould be placed.

Task AnalysisThe processofdetermining what the content ofa

training program should be on the basisofa study of

the tasks and duties involved in the job.

Person AnalysisA determination of the specific individualswho need

training.


9/65

Needs Assessment for Training

Competency assessmentAnalysisofthe setsofskills and knowledge needed for decision-

oriented and knowledge-intensive jobs.

ORGANIZATIONALORGANIZATIONAL

ANALYSISANALYSIS

TASK ANALYSISTASK ANALYSIS

PERSON ANALYSISPERSON ANALYSIS

of environment, strategies, and resourcesof environment, strategies, and resources

to determine where to emphasize trainingto determine where to emphasize training

of the activities to be performed in order toof the activities to be performed in order to

determine the KSAs needed.determine the KSAs needed.

of performance, knowledge, and skills inof performance, knowledge, and skills in

order to determine who needs training.order to determine who needs training.


10/65

Figure 7Figure 733 Needs Assessment for TrainingNeeds Assessment for Training


11/65

Highlights in HRM 1

Notes on Rapid Needs AssessmentNOTE 1: Look at the problem scope.

NOTE 2: Do organizational scanning.

NOTE 3: Play give and take.

NOTE 4: Check lost and found.

NOTE 5: Use plain talk.

NOTE 6: Use the Web.

NOTE 7: Use rapid prototyping.

NOTE 8: Seek out exemplars.

Source: Condensed from Ron Zemke, How to Do a Needs Assessment When You Think You Dont Have Time,

Training35, no.3 (March 1998): 3844. Reprinted with permission from the March 1998 issue ofTraining Magazine.

Copyright 1998. Bill Communications, Inc., Minneapolis, MN. All rights reserved.Not for resale.


12/65

Phase 2: Designing the Training Program

Characteristics of successful trainersCharacteristics of successful trainers

Trainee readiness and motivationTrainee readiness and motivation

Issues in training designIssues in training design

Instructional objectivesInstructional objectives

Principles of learningPrinciples of learning


13/65

Phase 2: Designing the Training Program

Instructional ObjectivesRepresent the desired outcomesofa training

program

Performance-centered objectives

Provide a basisforchoosing methodsand materials and forselecting

the meansfor assessing

whether the instruction

will be successful.


14/65

Trainee Readiness and Motivation

Strategiesfor Creating a Motivated TrainingEnvironment:

Use positive reinforcement.

Eliminate threats and punishment.

Be flexible.

Have participantsset personal goals.

Design interesting instruction.

Break down physical and psychological obstacles to

learning.


15/65

Figure 7Figure 744 Principles of LearningPrinciples of Learning


16/65

Principles of Learning

Recognition of individual learningRecognition of individual learningdifferencesdifferences

Meaningfulness of presentationMeaningfulness of presentation

Focus on learning and transferFocus on learning and transfer

Goal settingGoal setting -- Whats the value?Whats the value?

Behavioral modelingBehavioral modeling


17/65

Principles of Learning (contd)

Feedback and reinforcementFeedback and reinforcement

Whole versusWhole versus--part learningpart learning

Focus on method and processFocus on method and process

Active practice and repetitionActive practice and repetition

MassedMassed--vsvs--distributed learningdistributed learning


18/65

Figure 7Figure 755 A Typical Learning CurveA Typical Learning Curve


19/65

Feedback and Reinforcement

Behavior ModificationThe technique that operateson the principle that

behavior that is rewarded,or positively reinforced, is

repeated more frequently,whereas behavior that is

penalized orunrewarded will decrease in frequency.


20/65

Characteristics of Successful Instructors

Knowledge of the subject

Adaptability

Sincerity

Sense ofhumor Interest

Clear instructions

Individual assistance

Enthusiasm


21/65

Phase 3: Implementing the Training

Program

Importance of training outcomesImportance of training outcomes

Type of traineesType of trainees

Choosing the instructional methodChoosing the instructional method

Nature of trainingNature of training

Organizational extent of trainingOrganizational extent of training


22/65

Training Methods for Nonmanagerial

Employees On-the-Job Training (OJT)

Apprenticeship Training

Cooperative Training,

Internships, andGovernmental Training

Classroom Instruction

Programmed Instruction

Audiovisual Methods Computer-based Training

and E-Learning

Simulation Method


23/65


Employees (contd) On-the-job training (OJT)

Method by which employees are given hands-on

experience with instructionsfrom theirsupervisoror

other trainer.

Drawbacks

The lackofa well-structured training environment

Poor training skillsofmanagers

The absence ofwell-defined job performance criteria


24/65

On-the-Job Training

Overcoming OJT training problems1. Develop realistic goals and/or measuresfor each

OJT area.

2. Plan a specific training schedule for each trainee,

including set periodsfor evaluation and feedback.

3. Help managers establish a nonthreatening

atmosphere conducive to learning.

4. Conduct periodic evaluations, after training is

completed, to prevent regression.


25/65

Highlights in HRM 3

The PROPER Way to Do On-the-Job Training

Source: Scott Snell, Cornell University.


26/65


Employees (contd)Apprenticeship training

A system of training in which a worker entering the

skilled trades is given thorough instruction and

experience, bothon and off the job, in the practicaland theoretical aspectsof the work.

Cooperative Training

A training program that combines practical on-the-job

experience withformal educational classes.


27/65


Employees (contd) Internship Programs

Are jointly sponsored by colleges,universities, and

otherorganizations that offerstudents the opportunity

to gain real-life experience while allowing them tofindout how they will perform in workorganizations.

Classroom Instruction

Enables the maximum numberof trainees to be

handled by the minimum numberof instructors.

Blended learninglectures and demonstrations are

combined withfilms, DVDs, and videotapesor

computer instruction.


28/65

Highlights in HRM 5

How to Increase the Value of InternsTo increase the internal value ofyour internship programs, take the

following steps:

Making the Most of Internships

1. Assign the intern to projects that are accomplishable and provide

training as required.

2.

Involve t

he intern in t

he pr

oje

ct-planning pr

oce

ss.

3. Appoint a mentororsupervisor to guide the intern.

4. Invite project suggestionsfrom otherstaffmembers.

5. Ask interns tokeep a journal of theirwork activities.

6. Rotate interns throughout the organization.

7. Explain the rationale behind work assignments.

8. Hold interns accountable for projects and deadlines.

9. Treat interns as part of the organizational staffand invite them tostaff

meetings.

10. Establish a processforconsidering internsfor permanent hire.

Source: Condensed from John Byrd and Rob Poole, Highly Motivated Employees at No Cost? ItsNot an Impossible Dream,Nonprofit World19,

no.6 (November/December 2001): 31232. Reprinted by permission ofNonprofit World,http://www.snpo.org, telephone: 734-451-3582


29/65

Figure 7Figure 766 Delivery Method of TrainingDelivery Method of Training



30/65


Employees (contd) Programmed Instruction

Referred to asself-directed learninginvolves the

use ofbooks, manuals,orcomputers to break down

subject mattercontent intohighly organized, logicalsequences that demand continuous response on the

part of the trainee.

Audiovisual Methods

Technologies,such as CDs and DVDs, are used toteachskills and procedures by illustrating the steps in

a procedure or interpersonal relations.


31/65


Employees (contd) E-Learning

Learning that takes place via electronic media such

web and computer-based training (CBT)

Allows the firm to bring the training to employees

Allows employees tocustomize theirown learning in

theirown time and space

Providescontinuously updated

training materials.


32/65

E-Learning Advantages

Learning isself-paced.The training comes to the employee.

The training is interactive.

Employees do not have towait for a scheduledtraining session.

The training can focuson specific needs as

revealed by built-in tests.

Traineescan be referred toonline help orwritten material.


33/65

E-Learning Advantages (contd)

It is easier tochange a web site than to retype,photocopy, and distribute newclassroom-

training materials.

Record keeping isfacilitated.

The training can be cost-effective ifused for

both large and small numbersofemployees.


34/65

Highlights in HRM 6



35/65

Training Methods for NonmanagerialEmployees (contd)

Simulation

The simulation method emphasizes realism in

equipment and itsoperation at minimum cost and

maximum safety.Used when it is either impractical orunwise to train

employeeson the actual equipment used on the job.


36/65

Training Methods for ManagementDevelopment

On-the-Job Experiences

Seminars and Conferences

Case Studies

Management Games

Role Playing

Behavior Modeling


37/65

On-the-Job Experiences

Coaching Understudy Assignment

Job Rotation

Lateral Transfer Special Projects

Action Learning

StaffMeetings

Planned Career

Progressions


38/65

.

Figure 7Figure 777 The Leadership GridThe Leadership Grid

Source: Robert R. Blake and Anne Adams McCanse,Leadership DilemmasGrid Solutions(Houston: GulfPublishing, 1991), 29. (First published

asThe ManagerialGrid Figure by Robert R. Blake and Jane S. Mouton.) Courtesy ofGrid International, Austin, TX. All rights reserved.


39/65

Case Studies

The use ofcase studies is most appropriatewhen:

1. Analytic, problem-solving, and critical thinking

skills are most important.

2. The KSAs are complex and participants need timeto master them.

3. Active participation is desired.

4. The processof learning (questioning, interpreting,

and soon) is as important as the content.5. Team problem solving and interaction are

possible.


40/65

Figure 7Figure 788 Case StudiesCase Studies

Be clear about learning objectives, and list possible ways to achieve the

objectives.

Decide which objectives would be best served by the case method.

Identify available cases that might work, or consider writing your own.

Set up the activityincluding the case material, the room, and the schedule.

Follow the principles of effective group dynamics.

Provide a chance for all learners to take part and try to keep the groups small.

Stop for process checks and be ready to intervene if group dynamics get out

of hand.

Allow for different learning styles.

Clarify the trainers role.

Bridge the gap between theory and practice.

WH

EN USING CASE STUDIES...

Source: Adapted from Albert A.Einsiedel, Jr., Case Studies: IndispensableToolsfor Trainers,Training and Development(August 1995): 5053.


41/65

Role Playing

Successful role play requires that instructors:

Ensure that group members are comfortable with

eachother.

Select and prepare the role players by introducing a

specificsituation.

Tohelp participants prepare, ask them to describe

potential characters.

Realize that volunteers make better role players.


42/65

Role Playing (contd)

Successful role play requires that instructors:

Prepare the observers by giving them specific tasks

(such as evaluation orfeedback).

Guide the role-play enactment through its bumps

(because it is not scripted).

Keep it short.

Discuss the enactment and prepare bulleted pointsof

what was learned.


43/65

Behavior Modeling

Behavior ModelingAn approach that demonstrates desired behavior and

gives trainees the chance to practice and role-play

those behaviors and receive feedback.

Involvesfour basiccomponents: Learning points

Model

Practice and role play

Feedback and reinforcement


44/65

Phase 4: Evaluating the Training Program

Criterion 4: Results assessmentCriterion 4: Results assessment

Criterion 2: Extent of learningCriterion 2: Extent of learning

Measuring program effectivenessMeasuring program effectiveness

Criterion 1: Trainee reactionsCriterion 1: Trainee reactions

Criterion 3: Learning transfer to jobCriterion 3: Learning transfer to job


45/65

Figure 7Figure 799 Criteria for Evaluating TrainingCriteria for Evaluating Training


46/65

.

Criterion 1: Reactions

Participant Reactions.The simplest and most common approach to training

evaluation is assessing trainees.

Potential questions might include the following:

What were your learning goals for this program?Did you achieve them?

Did you like this program?

Would you recommend it to others who have similar

learning goals?

What suggestions do you have for improving theprogram?

Should the organization continue to offer it?


47/65


48/65

Criterion 3: Behavior

TransferofTrainingEffective application ofprinciples learned towhat

is required on the job.

Maximizing the TransferofTraining

1. Feature identical elements

2. Focuson general principles

3. Establish a climate for transfer.

4. Give employees transferstrategies


49/65

Criterion 4: Results or Return onInvestment (ROI)

Utility ofTraining Programs.

Calculating the benefits derived from training:

How much did quality improve because of the training

program?

How much has it contributed to profits?

What reduction in turnover and wasted materials did the

company get after training?

How much has productivity increased and by how muchhave costs been reduced?


50/65

Criterion 4: Results or Return onInvestment (ROI)

Return on Investment

Viewing training in termsof the extent towhich it

providesknowledge and skills that create a

competitive advantage and a culture that is ready forcontinuouschange.

ROI = Results/Training Costs

If the ROI ratio is >1, the benefits of the training exceed

the cost of the program

If the ROI ratio is


51/65

Highlights in HRM 7

Source: Richard J. Wagner and Robert J. Weigand, Can the Value ofTraining Be Measured? A Simplified Approach to

Evaluating Training,The Health Care Manager23, no.1 (JanuaryMarch 2004): 7178.


52/65

Criterion 4: Results (contd)

BenchmarkingThe processofmeasuring onesown services and

practices against the recognized leaders in order to

identify areasfor improvement.

1. Training activity: How much training isoccurring?

2. Training results: Do training and development

achieve their goals?

3.

Training efficiency:Are resourcesutilized in thepursuit of this mission?


53/65

Criterion 4: Results (contd)

Demings Benchmarking Model1. Plan: conduct a self-audit to identify areasfor

benchmarking.

2. Do: collect data about activities.

3. Check:Analyze data.

4. Act: Establish goals, implement changes, monitor

progress, and redefine benchmarks.


54/65

Highlights in HRM 8


55/65

Special Training and Development Topics

Basic skills trainingBasic skills training

OrganizationOrganization--wide training programswide training programs

Orientation trainingOrientation training

Team and crossTeam and cross--trainingtraining

Diversity trainingDiversity training


56/65

Special Topics in Training and Development(contd)

Orientation

A formal processoffamiliarizing new employees

with the organization, their jobs, and theirworkunits.

Benefits:1. Lower turnover

2. Increased productivity

3. Improved employee morale

4. Lower recruiting and training costs

5. Facilitation of learning

6. Reduction of the new employees anxiety


57/65

Highlights in HRM 9


58/65


BasicSkills Training

Basicskillshave become essential occupational

qualifications,having profound implicationsfor

product quality,customerservice, internal efficiency,and workplace and environmental safety.

Typical basicskills:

Reading,writing,computing,speaking, listening,

problem solving, managing oneself,knowing how tolearn,working as part ofa team, leading others.


59/65


To implement a successful program in basic

and remedial skills:

1. Explain to employeeswhy and how the training will

help them in their jobs.2. Relate the training to the employees goals.

3. Respect and consider participant experiences, and

use these as a resource.

4. Use a task-centered or problem-centered approachso that participants learn by doing.

5. Give feedbackon progress toward meeting learning

objectives.


60/65


Team Training Issues

1. Team building is a difficult and comprehensive

process.

2. Team development is not always a linearsequenceofforming,storming, norming, and performing.

3. Additional training is required to assimilate new

members.

4. Behavioral and processskills need to be acquiredthrough participative exercises.


61/65

Figure 7Figure 71010 Team Training SkillsTeam Training Skills

Source: George Bohlander and Kathy McCarthy, How to Get the Most

from Team Training,National Productivity Review(Autumn 1996): 2535.


62/65


Cross-Training

The processof training employees to do multiple jobs

within an organization

Gives firms flexible capacity.

Cuts turnover

Increase productivity

Pares down labor costs

Lays the foundation for careers rather than dead-end

jobs.

Hi hli ht i HRM 10


63/65

Highlights in HRM 10

Steering committee represents all levels of the organization and a mix of

races, ages, and gender.

Workshops include the following:

Top executives demonstrate their commitment by early participation.

Each participant is given a workbook with support materials.

Participants are made aware of key topics and company policies.

Participants are asked to describe specific steps they would take to

support diversity.

Participants create a list of diversity ground rules or behavioral norms.

Managers discuss and revise rules for their areas.

Participants link diversity training to otherHR initiatives such as

recruitment and selection, career management, and compensation.

Managers are accountable for achieving goals of diversity training.

Characteristics of Effective Diversity Training Programs


64/65


To avoid the pitfallsofsubstandard diversity

training, managerswill want to do the following:

Forge a strategic link.

Checkout consultant qualifications.

Dontsettle for off the shelfprograms.

Choose training methods carefully.

Document individual andorganizational benefits.


65/65

Key Terms

apprenticeship training behavior modeling

behavior modification

benchmarking

competency assessment cooperative training

cross-training

e-learning

instructional objectives internship programs

on-the-job training (OJT)

organization analysis

orientation person analysis

task analysis

transferof training

chapter-6 training and development

Documents