Chapter 9 - Training & Development

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HUMAN RESOURCE MANAGEMENT

TRAINING ANDDEVELOPMENT

CHAP

TER 9


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Training and DevelopmentTraining

Effort initiated by an organization to foster

learning among its members.Tends to be narrowly focused and orientedtoward short-term performance concerns.

DevelopmentEffort that is oriented more towardbroadening an individuals skills for thefuture responsibilities.


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The Systems Approach to Training

and Development

F our PhasesN eeds assessment

Program design

Implementation

Evaluation


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Systems Model of Training

Phase 1:Phase 1:NeedsNeeds

AssessmentAssessment ________________ ________________

OrganizationOrganizationanalysisanalysisTask analysisTask analysisPerson analysisPerson analysis

Phase 2:Phase 2:DesignDesign

________________ ________________ InstructionalInstructional

objectivesobjectivesTraineeTrainee

readinessreadinessLearningLearning

principlesprinciples

Phase 3:Phase 3:ImplementationImplementation

________________ ________________ OnOn--thethe- -job job

methodsmethodsOff Off--thethe- -job job

methodsmethodsManagementManagement

developmentdevelopment

Phase 4:Phase 4:EvaluationEvaluation

________________ ________________ ReactionsReactions

LearningLearningBehavior transferBehavior transferResultsResults


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Training Process


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Needs Assessment for TrainingCompetency assessment

Analysis of the sets of skills and knowledge needed for jobs.

ORGANIZATIONALORGANIZATIONALANALYSISANALYSIS

TASK ANALYSISTASK ANALYSIS

PERSON ANALYSISPERSON ANALYSIS

of environment, strategies, and resourcesof environment, strategies, and resourcesto determine where to emphasize trainingto determine where to emphasize training

of the activities to be performed in orderof the activities to be performed in orderto determine the KSAs needed.to determine the KSAs needed.

of performance, knowledge, and skills inof performance, knowledge, and skills inorder to determine who needs training.order to determine who needs training.


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Phase 1: Conducting the Needs

AssessmentOrganization Analysis

An examination of the environment, strategies, andresources of the organization to determine where

training emphasis should be placed.Task Analysis

The process of determining what the content of atraining 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 needtraining.


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Phase 2: Designing Training

Programs

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


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Designing the Training ProgramInstructional Objectives

Represent the desired outcomes of a trainingprogram

Performance-centered objectives

Provide a basis for choosing methodsand materials and for selectingthe means for assessingwhether the instructionwill be successful.


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Trainee Readiness and MotivationS trategies for Creating a MotivatedTraining Environment:

Use positive reinforcement.Eliminate threats and punishment.Be flexible.Have participants set personal goals.Design interesting instruction.Break down physical and psychologicalobstacles to learning.


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Principles of Learning

Recognition of individual learningRecognition of individual learningdifferencesdifferences

Meaningfulness of presentationMeaningfulness of presentation

Focus on learning and transfer Focus on learning and transfer

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

Behavioral modelingBehavioral modeling


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Principles of Learning (contd)

Feedback and knowledge of progressFeedback and knowledge of progress(learning curve)(learning curve)

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


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Characteristics of Successful

InstructorsK nowledge of the subjectAdaptability

S incerityS ense of humorInterest

Clear instructionsIndividual assistanceEnthusiasm


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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


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Training MethodsOn-the-Job Training (OJT)Apprenticeship Training

Internships, andGovernmental TrainingClassroom InstructionProgrammed InstructionAudiovisual MethodsComputer-based Trainingand E-LearningSimulation


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Training MethodsOn-the-job training (OJT)

Method by which employees are given hands-onexperience with instructions from theirsupervisor or other trainer.

Apprenticeship training

S ystem of training in which a worker enteringthe skilled trades is given thorough instructionand experience, both on and off the job, in thepractical and theoretical aspects of the work.


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Training MethodsInternship Programs

Programs jointly sponsored by colleges, universities,and other organizations that offer students the

opportunity to gain real-life experience while allowingthem to find out how they will perform in workorganizations.

Vestibule TrainingA special type of classroom facility is used to giveinstruction in the operation of equipment like thatfound in operating departmentsThe emphasis is on instruction rather than production


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Training Methods for Management

Development

On-the-Job ExperiencesS

eminars and ConferencesCase S tudiesManagement GamesRole PlayingBehavior Modeling


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On-the-Job ExperiencesCoachingUnderstudy Assignment

Job RotationLateral TransferS pecial Projects

Action LearningS taff MeetingsPlanned Career Progressions


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Case StudiesThe use of case studies is most appropriate when:

Analytic, problem-solving, and critical thinking skillsare most important.

The KS As are complex and participants need time tomaster them.

Active participation is desired.

The process of learning (questioning, interpreting,and so on) is as important as the content.

Team problem solving and interaction are possible.


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Role PlayingS uccessful role play requires that instructors:

Ensure that group members are comfortable witheach other.

S elect and prepare the role players by introducing aspecific situation.

To help participants prepare, ask them to describepotential characters.

Realize that volunteers make better role players.


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Behavior ModelingAn approach that demonstrates desired behavior and

gives trainees the chance to practice and role-playthose behaviors and receive feedback.

Involves four basic components:

Learning points

ModelPractice and role playF eedback and reinforcement


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Training Program Evaluation

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


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Criterion 1: ReactionsThe simplest and most common approach to

training evaluation is assessing trainees.Potential questions might include the following:

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

Did you like this program?

W ould you recommend it to others who havesimilar learning goals? W hat suggestions do youhave for improving the program?

S hould the organization continue to offer it?


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Criterion 2: LearningChecking to see whether they actuallylearned anything.

Testing knowledge and skills before beginning atraining program gives a baseline standard ontrainees that can be measured again aftertraining to determine improvement.

However, in addition to testing trainees, testemployees who did not attend the training toestimate the differential effect of the training.


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Criterion 3: BehaviorTransfer of Training

Effective application of principles learned towhat is required on the job.

Maximizing the Transfer of TrainingF eature identical elementsF ocus on general principlesEstablish a climate for transfer.Give employees transfer strategies


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Criterion 4: ResultsUtility of Training Programs.

The benefits derived from training.

Return on InvestmentViewing training in terms of the extent towhich it provides knowledge and skills that

create a competitive advantage and a culturethat is ready for continuous change.


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Special Training and Development

Topics OrganizationOrganization- -wide training programswide training programs

Basic skills education trainingBasic skills education training New and old employee orientationNew and old employee orientation

Teamwork trainingTeamwork training

Crisis prevention trainingCrisis prevention training

Diversity trainingDiversity training

Global trainingGlobal training

Chapter 9 - Training & Development

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