Training and Development: Managing Human Resources

Training and Development
Managing Human Resources

Belcourt * Bohlander * Snell
Copyright 2008 by Nelson, a division of Thomson Canada Limited. All rights reserved.
5th Canadian edition

PowerPoint Presentation by Monica Belcourt, York University and Charlie Cook, The University of West Alabama
Objectives
After studying this chapter, you should be able to:

1. Discuss the systems approach to training and development. 2. Describe the components of training-needs assessment. 3. Identify the principles of learning and describe how they facilitate training. 4. Identify the types of training methods used for managers and non-managers. 5. Discuss the advantages and disadvantages of various evaluation criteria. 6. Describe the special training programs that are currently popular.
Copyright 2008 by Nelson, a division of Thomson Canada Ltd. 72
Training and Development and Other HRM Functions

Availability of training can aid in recruitment
Recruitment
Provide an additional source of trainees Effective selection may reduce training needs
Training may permit hiring less-qualified applicants

Training aids in the achievement of performance Training and development may lead to higher pay Training may include a role for the union
Selection Performance Appraisal Compensation Management Labor Relations
A basis for assessing training needs and results

A basis for determining employees rate of pay Union cooperation can facilitate training efforts
Copyright 2008 by Nelson, a division of Thomson Canada Ltd.
73
The Scope of Training

Training
Effort initiated by an organization to foster learning among its members. Tends to be narrowly focused and oriented toward short-term performance concerns.
Development
Effort that is oriented more toward broadening an individuals skills for the future responsibilities.
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The Systems Approach to Training and Development

Four Phases
Needs assessment Program design Implementation Evaluation
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Systems Model of Training
Figure 7.2
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Phase 1: Conducting the Needs Assessment

Organization Analysis
An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed.
Task Analysis
The process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job.
Person Analysis
A determination of the specific individuals who need training.
Needs Assessment for Training

Competency assessment
Analysis of the sets of skills and knowledge needed for decisionoriented and knowledge-intensive jobs.
ORGANIZATIONAL ANALYSIS
of environment, strategies, and resources to determine where to emphasize training of the activities to be performed in order to determine the KSAs needed. of performance, knowledge, and skills in order to determine who needs training.
TASK ANALYSIS
PERSON ANALYSIS
Figure 7.3
78
Highlights in HRM
Notes on Rapid Needs Assessment

NOTE 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, Training 35, no. 3 (March 1998): 3844. Reprinted with permission from the March 1998 issue of Training Magazine. Copyright 1998. Bill Communications, Inc., Minneapolis, MN. All rights reserved. Not for resale. Copyright 2008 by Nelson, a division of Thomson Canada Ltd. Highlights 7.1
79
Phase 2: Designing the Training Program
Issues in training design

Instructional objectives
Trainee readiness and motivation
Principles of learning Characteristics of successful trainers
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Phase 2: Designing the Training Program

Instructional Objectives
Represent the desired outcomes of a training program.
Performance-centered objectives
Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.
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Trainee Readiness and Motivation

Strategies for Creating a Motivated Training Environment:
Use positive reinforcement. Eliminate threats and punishment. Be flexible. Have participants set personal goals. Design interesting instruction. Break down physical and psychological obstacles to learning.
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Principles of Learning
Figure 7.4
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Principles of Learning
Focus on learning and transfer
Goal setting - Whats the value? Meaningfulness of presentation Behavioural modelling Recognition of individual learning differences
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Principles of Learning (contd)

Focus on method and process
Active practice and repetition Whole versus-part learning Massed-vs-distributed learning Feedback and reinforcement
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A Typical Learning Curve
Figure 7.5
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Feedback and Reinforcement

Behaviour Modification
The technique that operates on the principle that behaviour that is rewarded, or positively reinforced, is repeated more frequently, whereas behaviour that is penalized or unrewarded will decrease in frequency.
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Characteristics of Successful Instructors

Knowledge of the subject Adaptability Sincerity Sense of humour Interest Clear instructions Individual assistance Enthusiasm
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Phase 3: Implementing the Training Program

Choosing the instructional method
Nature of training Type of trainees Organizational extent of training
Importance of training outcomes
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Training Methods for Non-managerial Employees

On-the-Job Training (OJT) Apprenticeship Training Cooperative Training, Internships, and Governmental Training Classroom Instruction Programmed Instruction Audiovisual Methods Computer-based Training and E-Learning Simulation Method
Training Methods for Nonmanagerial Employees (contd)

On-the-job training (OJT)
Method by which employees are given hands-on experience with instructions from their supervisor or other trainer.
Drawbacks
The lack of a well-structured training environment. Poor training skills of managers. The absence of well-defined job performance criteria.
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On-the-Job Training
Overcoming OJT training problems
1. Develop realistic goals and/or measures for each OJT area. 2. Plan a specific training schedule for each trainee, including set periods for evaluation and feedback.
3. Help managers establish a non-threatening atmosphere conducive to learning.

4. Conduct periodic evaluations, after training is completed, to prevent regression.
722
Highlights in HRM
The PROPER Way to Do On-the-Job Training
Highlights 7.3 Source: Scott Snell, Cornell University. Copyright 2008 by Nelson, a division of Thomson Canada Ltd. 723
Training Methods for Non-managerial Employees (contd)

Apprenticeship training
A system of training in which a worker entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.
Cooperative Training
A training program that combines practical on-the-job experience with formal educational classes.
724

Internship Programs
Are jointly sponsored by colleges, universities, and other organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations.
Classroom Instruction
Enables the maximum number of trainees to be handled by the minimum number of instructors. Blended learninglectures and demonstrations are combined with films, DVDs, and videotapes or computer instruction.
Highlights in HRM
Making the Most of Internships
How to Increase the Value of Interns To increase the internal value of your internship programs, take the following steps: 1. Assign the intern to projects that are accomplishable and provide training as required. 2. Involve the intern in the project-planning process. 3. Appoint a mentor or supervisor to guide the intern. 4. Invite project suggestions from other staff members. 5. Ask interns to keep a journal of their work 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 staff and invite them to staff meetings. 10. Establish a process for considering interns for permanent hire.
Source: Condensed from John Byrd and Rob Poole, Highly Motivated Employees at No Cost? Its Not an Impossible Dream, Nonprofit World 19, no. 6 (November/December 2001): 31232. Reprinted by permission of Nonprofit World, http://www.snpo.org, telephone: 734-451-3582 Copyright 2008 by Nelson, a division of Thomson Canada Ltd. Highlights 7.5 726
Delivery Method of Training
Figure 7.6 Source: Holly Dolezalek, 2004 Industry Report, Training (October 2004): 32. Copyright 2008 by Nelson, a division of Thomson Canada Ltd. 727

Programmed Instruction
Referred to as self-directed learninginvolves the use of books, manuals, or computers to break down subject matter content into highly organized, logical sequences that demand continuous response on the part of the trainee.
Audiovisual Methods
Technologies, such as CDs and DVDs, are used to teach skills and procedures by illustrating the steps in a procedure or interpersonal relations.
728

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 to customize their own learning in their own time and space Provides continuously updated training materials.
729
E-Learning Advantages
Learning is self-paced. The training comes to the employee. The training is interactive. Employees do not have to wait for a scheduled training session. The training can focus on specific needs as revealed by built-in tests. Trainees can be referred to online help or written material.
730
E-Learning Advantages (contd)

It is easier to change a web site than to retype, photocopy, and distribute new classroomtraining materials. Record keeping is facilitated. The training can be cost-effective if used for both large and small numbers of employees.
731
Highlights in HRM
Highlights 7.6
Source: Holly Dolezalek, 2004 Industry Report, Training (October 2004): 34.

Simulation
The simulation method emphasizes realism in equipment and its operation at minimum cost and maximum safety. Used when it is either impractical or unwise to train employees on the actual equipment used on the job.
733
Training Methods for Management Development

On-the-Job Experiences Seminars and Conferences Case Studies Management Games Role Playing Behaviour Modeling
734
On-the-Job Experiences
Coaching Understudy Assignment Job Rotation Lateral Transfer Special Projects Action Learning Staff Meetings Planned Career Progressions
Case Studies
The use of case studies is most appropriate when:
1. Analytic, problem-solving, and critical thinking skills are most important. 2. The KSAs are complex and participants need time to master them. 3. Active participation is desired. 4. The process of learning (questioning, interpreting, and so on) is as important as the content. 5. Team problem solving and interaction are possible.
736
Role Playing
Successful role play requires that instructors:
Ensure that group members are comfortable with each other. Select and prepare the role players by introducing a specific situation. To help participants prepare, ask them to describe potential characters. Realize that volunteers make better role players.
737
Role Playing (contd)

Successful role play requires that instructors:
Prepare the observers by giving them specific tasks (such as evaluation or feedback). Guide the role-play enactment through its bumps (because it is not scripted). Keep it short. Discuss the enactment and prepare bulleted points of what was learned.
738
Behaviour Modelling
Behaviour Modelling
An approach that demonstrates desired behaviour and gives trainees the chance to practice and roleplay those behaviors and receive feedback. Involves four basic components:
Learning points
Model Practice and role play Feedback and reinforcement
739
Phase 4: Evaluating the Training Program

Measuring program effectiveness
Criterion 1: Trainee reactions Criterion 2: Extent of learning Criterion 3: Learning transfer to job Criterion 4: Results assessment
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Criteria for Evaluating Training
Figure 7.7
741
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 the program? Should the organization continue to offer it?
742
Criterion 2: Learning
Checking to see whether they actually learned anything.
Testing knowledge and skills before beginning a training program gives a baseline standard on trainees that can be measured again after training to determine improvement. However, in addition to testing trainees, test employees who did not attend the training to estimate the differential effect of the training.
743
Criterion 3: Behaviour
Transfer of Training
Effective application of principles learned to what is required on the job.
Maximizing the Transfer of Training

1. 2. 3. 4. Feature identical elements Focus on general principles Establish a climate for transfer Give employees transfer strategies
744
Criterion 4: Results or Return on Investment (ROI)

Utility of Training 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 much have costs been reduced?
745
Criterion 4: Results or Return on Investment (ROI)

Return on Investment
Viewing training in terms of the extent to which it provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change. 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 <1, the costs of the training exceed the benefits.
746
Criterion 4: Results (contd)

Benchmarking
The process of measuring ones own services and practices against the recognized leaders in order to identify areas for improvement. 1. Training activity: How much training is occurring? 2. Training results: Do training and development achieve their goals? 3. Training efficiency: Are resources utilized in the pursuit of this mission?
747
Criterion 4: Results (contd)

Demings Benchmarking Model
1. Plan: conduct a self-audit to identify areas for benchmarking. 2. Do: collect data about activities. 3. Check: Analyze data. 4. Act: Establish goals, implement changes, monitor progress, and redefine benchmarks.
748
Highlights in HRM
Highlights 7.8
749
Special Training and Development Topics

Organization-wide training programs
Orientation training Basic skills training Team and cross-training Diversity training
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Special Topics in Training and Development (contd)

Orientation
A formal process of familiarizing new employees with the organization, their jobs, and their work units. Benefits:
1. 2. 3. 4. 5. 6. Lower turnover Increased productivity Improved employee morale Lower recruiting and training costs Facilitation of learning Reduction of the new employees anxiety
751
Highlights in HRM
Highlights 7.10
752

Basic Skills Training
Basic skills have become essential occupational qualifications, having profound implications for product quality, customer service, internal efficiency, and workplace and environmental safety.
Typical basic skills:

Reading, writing, computing, speaking, listening, problem solving, managing oneself, knowing how to learn, working as part of a team, leading others.
753

To implement a successful program in basic and remedial skills:
1. Explain to employees why 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 approach so that participants learn by doing. 5. Give feedback on progress toward meeting learning objectives.

Team Training Issues
1. Team building is a difficult and comprehensive process. 2. Team development is not always a linear sequence of forming, storming, norming, and performing. 3. Additional training is required to assimilate new members. 4. Behavioural and process skills need to be acquired through participative exercises.
755
Figure 78
Team Training Skills
Source: George Bohlander and Kathy McCarthy, How to Get the Most from Team Training, National Productivity Review (Autumn 1996): 2535. Copyright 2008 by Nelson, a division of Thomson Canada Ltd. 756

Cross-Training
The process of training employees to do multiple jobs within an organization
Gives firms flexible capacity Cuts turnover Increase productivity Pares down labour costs Lays the foundation for careers rather than dead-end jobs
757
Highlights in HRM
Characteristics of Effective Diversity Training Programs
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 behavioural norms.
Managers discuss and revise rules for their areas.

Participants link diversity training to other HR initiatives such as recruitment and selection, career management, and compensation. Managers are accountable for achieving goals of diversity training.
Highlights 7.11 Copyright 2008 by Nelson, a division of Thomson Canada Ltd. 758

To avoid the pitfalls of substandard diversity training, managers will want to do the following:
Forge a strategic link Check out consultant qualifications Dont settle for off the shelf programs Choose training methods carefully
Document individual and organizational benefits
759
Key Terms
apprenticeship training behaviour modelling behaviour modification competency assessment cooperative training cross-training e-learning instructional objectives internship programs on-the-job training (OJT) organization analysis orientation person analysis task analysis transfer of training
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Training and Development

Managing Human Resources

5th Canadian edition

After studying this chapter, you should be able to:

Training and Development and Other HRM Functions

Training may permit hiring less-qualified applicants

Selection Performance Appraisal Compensation Management Labor Relations

A basis for assessing training needs and results

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

The Scope of Training

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

The Systems Approach to Training and Development

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Systems Model of Training

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Phase 1: Conducting the Needs Assessment

Needs Assessment for Training

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Notes on Rapid Needs Assessment

NOTE 2: Do organizational scanning.

NOTE 5: Use plain talk.

NOTE 8: Seek out exemplars.

Phase 2: Designing the Training Program

Issues in training design

Principles of learning Characteristics of successful trainers

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Phase 2: Designing the Training Program

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Trainee Readiness and Motivation

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Principles of Learning (contd)

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

A Typical Learning Curve

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Feedback and Reinforcement

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Characteristics of Successful Instructors

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Phase 3: Implementing the Training Program

Importance of training outcomes

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Training Methods for Non-managerial Employees

Training Methods for Nonmanagerial Employees (contd)

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

3. Help managers establish a non-threatening atmosphere conducive to learning.

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Training Methods for Non-managerial Employees (contd)

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Training Methods for Non-managerial Employees (contd)

Delivery Method of Training

Training Methods for Non-managerial Employees (contd)

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Training Methods for Non-managerial Employees (contd)

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

E-Learning Advantages (contd)

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Training Methods for Non-managerial Employees (contd)

Copyright 2008 by Nelson, a division of Thomson Canada Ltd.

Training Methods for Management Development