Training and Development

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

Training and Development

1–1

The Challenges of Human Resources Management

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 2 of 36© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 2 of 66

Training and Development and Other HRM Functions

Training may permit hiring less-qualified applicants Selection Effective selection may

reduce training needs

Training aids in the achievement of performance

Performance Appraisal

A basis for assessing training needs and results

Training and development may lead to higher pay

Compensation Management

A basis for determining employee’s rate of pay

Availability of training can aid in recruitment Recruitment Provide an additional

source of trainees

Training may include a role for the union Labor Relations Union cooperation can

facilitate training efforts


The Scope of Training

• Training (now) Effort initiated by an organization to foster learning

among its members. Tends to be narrowly focused and oriented toward

short-term performance concerns.• Development (future)

Effort that is oriented more toward broadening an individual’s skills for the future responsibilities.


Most Frequently Offered Training (firms > 100)


Training Expenditure Allocations by Type of Worker


Strategic Model of Training


Needs Assessment Training


Data Sources Used in Training Needs Assessment


Phase 2: Designing the Training Program

Characteristics of successful trainers

Trainee readiness and motivation

Issues in training design

Instructional objectives

Principles of learning


Phase 2: Designing the Training Program (cont.)

• 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.


Trainee Readiness and Motivation

• Strategies for Creating a Motivated Training Environment:1. Use positive reinforcement.2. Eliminate threats and punishment.3. Be flexible.4. Have participants set personal goals.5. Design interesting instruction.6. Break down physical and psychological obstacles to

learning.


Principles of Learning


Principles of Learning

Recognition of individual learning differences

Meaningfulness of presentation

Focus on learning and transfer

Goal setting - What’s the value?

Behavioral modeling


Principles of Learning (cont.)

Feedback and reinforcement

Whole versus-part learning

Active practice and repetition

Massed-vs-distributed learning

Focus on method and process


Feedback and Reinforcement

• Spot Rewards Programs that award employees “on the spot” when

they do something particularly well during training or on the job

• Behavior Modification The technique that operates on the principle that

behavior that is rewarded, or positively reinforced, is repeated more frequently, whereas behavior that is penalized or unrewarded will decrease in frequency.


Phase 3: Implementing the Training Program

Importance of training outcomes

Type of trainees

Choosing the instructional method

Nature of training

Organizational extent of training



Some Training Methods …

1. On-the-Job Training (OJT)2. Apprenticeship Training3. Cooperative Training, Internships, and Governmental

Training4. Classroom Instruction5. Programmed Instruction/Computer Methods6. Audiovisual Methods7. Simulation Method8. E-Learning9. Shadowing


The PROPER Way to Do On-the-Job Training


Some Training Methods …

1. On-the-Job Training (OJT)2. Apprenticeship Training3. Cooperative Training, Internships, and Governmental

Training4. Classroom Instruction5. Programmed Instruction/Computer Methods6. Audiovisual Methods7. Simulation Method8. E-Learning9. Shadowing


Methods for Management Development

• On-the Job Experiences• Seminars and Conferences• Case Studies• Management Games and Simulations• Role-Playing• Behavior Modeling• Sensitivity training (t-groups)


Behavior Modeling

• Behavior Modeling An approach that demonstrates desired behavior and

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

The “Bobo Doll” study– Related to desensitization

Involves four basic components:– Learning points– Model– Practice and role play– Feedback and reinforcement

http://www.youtube.com/watch?v=hHHdovKHDNU


Phase 4: Evaluating the Training Program

Criterion 4: Results assessment

Criterion 2: Extent of learning

Measuring program effectiveness

Criterion 1: Trainee reactions

Criterion 3: Behavior change transferred to job


Four Level of Training Evaluation


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?


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.


Learning measure


Criterion 3: Behavior

• Transfer of Training Effective application of principles learned to what is

required on the job.

• Maximizing the Transfer of Training1. Feature identical elements2. Focus on general principles3. Establish a climate for transfer.4. Give employees transfer strategies


Sample Survey Behavioral Measure


Criterion 3: Behavior

• Transfer of Training Effective application of principles learned to what is

required on the job; transfer of training from the workshop to the workplace

• Maximizing the Transfer of Training1. Feature identical elements2. Focus on general principles3. Establish a climate for transfer4. Give employees transfer strategies


A Model of the Relapse Prevention ProcessCoping Increased Decreasedresponse self-efficacy probability

of relapse

High-risksituation

Decreasedself-efficacy

No Abstinence Increasedcoping Positive violation probabilityresponse outcome effect of relapse

expectancies

http://homepages.se.edu/cvonbergen/files/2013/01/Relpase-Prevention-for-Managerial-Training_A-Model-for-Maintenance-of-Behavior-Change.pdf

http://homepages.se.edu/cvonbergen/files/2013/01/Relpase-Prevention-for-Managerial-Training_A-Model-for-Maintenance-of-Behavior-Change.pdf


Criterion 4: Results, or Return on Investment (ROI)

• Measuring the 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?


Criterion 4: Results, or Return on Investment (ROI) (cont.)

• 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.


Training Program Costs



Diversity/Multicultural Training … Teaching Tolerance

• Promoting and advocating tolerance is central to many diversity and multicultural training initiatives.

• Tolerance is considered a highly desirable quality in U.S. society today and one of the few non-controversial values.

• What is tolerance?


Tolerance articles …

• Von Bergen, C. W., Bressler, M. S., Collier, G., Von Bergen, A. N. (in press). Tolerance Can Bring Unity to the Multicultural Community. The Bulletin,

• Von Bergen, C. W., & Collier, G. (2013). Tolerance as Civility in Contemporary Workplace Diversity Initiatives. Administrative Issues Journal, 3(1), 86-97.

• Von Bergen, C. W. (2013). Misconstrued Tolerance: Issues for Multicultural and Diversity Training. Development and Learning in Organizations: An International Journal, 27(2), 9-12.

• Von Bergen, C. W., Von Bergen, B. A., Stubblefield, C., & Bandow, D. (2012). Authentic Tolerance: Between Forbearance and Acceptance. Journal of Cultural Diversity, 19(4), 111-117.

• Von Bergen, C. W., Bressler, M. S., & Collier, G. (2012). Creating a Culture and Climate of Civility in a Sea of Intolerance. Journal of Organizational Culture, Communications and Conflict, 16(2), 95-114.

http://homepages.se.edu/cvonbergen/files/2012/11/Tolerance-Can-Bring-Unity-to-the-Multicultural-Community.docx

http://homepages.se.edu/cvonbergen/files/2012/11/Tolerance-as-Civility-in-Contemporary-Workplace-Diversity-Initiatives.pdf

http://homepages.se.edu/cvonbergen/files/2012/11/Misconstrued-Tolerance_Issues-for-Multicultural-and-Diversity-Training.pdf

http://homepages.se.edu/cvonbergen/files/2012/11/Authentic-Tolerance_Between-Forebearance-and-Acceptance.pdf

http://homepages.se.edu/cvonbergen/files/2012/11/Creating-a-Culture-and-Climate-of-Civility-in-a-Sea-of-Intolerance.pdf


Calvin and Hobbes and Tolerance


Three interpretations of tolerance


Some history on tolerance

• Past—a relatively detached attitude incorporating the idea of forbearance, in which tolerant individuals “put up with” or endured what they found to be offensive in order to coexist with others

• Current—the ability to accept and appreciate the values and beliefs of others. Schwartz (1996), observed, “I think that most of the time what we have in mind when we speak of tolerance is something closer to ‘acceptance,’ or even ‘celebration.’ Acceptance implies approval, and celebration implies enthusiastic approval” (p. 24). U.N.’s decision to declare 1995 The Year of Tolerance when it defined

tolerance as “respect, acceptance and appreciation of the rich diversity of our world’s cultures, our forms of expression and ways of being human….”

Such a definition goes too far.


This current definition of tolerance as acceptance …

• has been adopted by many multicultural trainers who want to promote inclusion by encouraging workshop participants to affirm and approve others’ practices, opinions, and beliefs

• presents a dilemma:How can individuals be asked to accept allpeople’s values and practices when they may

believe some of those ideas and behaviors are wrong, perhaps even abhorrent?


To be tolerant must everyone be required to endorse, affirm, and celebrate the following ?

1. The Holocaust did not happen.

2. “In God We Trust” should be removed from our currency.

3. Condoms should be available to school children starting in the 3rd grade.

4. Involuntary female circumcision or any procedure involving the partial or total removal of female external genitalia should be permitted for cultural, religious, or other non-therapeutic reasons.

5. People with HIV/AIDS should be sterilized to help prevent the spread of the disease through sexual activity.

Conservative vs. Liberal Beliefs

Liberals…believe in government action to achieve equal opportunity and equality for all. It is the duty of the government to alleviate social ills and to protect civil liberties and individual and human rights. Believe the role of the government should be to guarantee that no one is in need. Liberal policies generally emphasize the need for the government to solve problems.

Conservatives…believe in personal responsibility, limited government, free markets, individual liberty, traditional American values and a strong national defense. Believe the role of government should be to provide people the freedom necessary to pursue their own goals. Conservative policies generally emphasize empowerment of the individual to solve problems.

http://www.studentnewsdaily.com/conservative-vs-liberal-beliefs/


Activities encouraged at many multicultural training workshops either implicitly or explicitly

U.N.’s decision to declare 1995 “The Year of Tolerance” confused toleration and affirmation when it declared tolerance as “respect, acceptance and appreciation of the rich diversity of our world’s cultures, our forms of expression and ways of being human….


Tolerance as practiced today …

• demands that practically every ideology, value claim, or personal practice be made morally legitimate. It relentlessly promotes the idea of acceptance and discourages the questioning of other people’s beliefs and lifestyles.

• seems to be selective, with only those beliefs and practices residing on the political spectrum’s progressive flank deserving acceptance. For example, while gays and civil rights groups are generally applauded, one might typically find silence when it comes to fundamentalist Christians or the military. Such a one-sided interpretation of tolerance as acceptance of primarily liberal views often engenders the very divisiveness it proposes to eliminate.

• appears to mean that having firmly-held beliefs inconsistent with politically liberal biases is problematic—and can get you fired!


Buonanno v. AT&T Broadband LLC, 2004

• Albert Buonanno was terminated after he refused to sign a “Certificate of Understanding” at AT&T which required all employees to agree with and accept a statement to respect and value “the differences among all of us,” including “sexual orientation. However, Mr. Buonanno’s strongly held religious beliefs regarding the homosexual lifestyle prevented him from approving the practice of homosexuality.

• Buonanno shared his concerns with his immediate supervisor and informed him that he had no problem declaring he would not discriminate against or harass people who were different from him, including homosexuals, but that he could not sign the statement because it contradicted his sincerely held religious beliefs because he could not value homosexuality.


We believe, however, that …

you always accept others, their personhood, and you never damn their total selves. You tolerate their humanity while disagreeing with some of their actions or beliefs.


Tolerance as civility …

• Respect should be accorded to the person. • Whether his or her ideas, beliefs, or behavior should be

accepted is an entirely different issue. • Tolerance of persons must be distinguished from

tolerance of ideas and conduct. • Tolerance of persons requires that each person’s views

get a courteous hearing, not that all views have equal worth, merit, or truth.

• Rejecting another’s ideas should not be equated with disrespect for the person.

• The view that no person’s ideas can be any better or truer than another’s can be considered irrational and absurd.


Soooooooooooo

• When attending diversity seminars it might be a good idea to try to identify the definition of tolerance employed by the trainer or workshop facilitator and act accordingly.

U.N.’s decision to declare 1995 “The Year of Tolerance” confused toleration and affirmation when it declared tolerance as “respect, acceptance and appreciation of the rich diversity of our world’s cultures, our forms of expression and ways of being human….

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