Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-1
Human Resource Management
Chapter Eight
Training and Development
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-2
Purpose of Training and Development
To ensure workers recruited and selected are able to do their jobs well
To prepare workers for future jobs in the company
To increase employee satisfaction and help them perform at a higher level
To improve likelihood the company will achieve its goals
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8–3
Purpose of Orientation
Feel Welcome
and At Ease
Begin the Socialization
Process
Understand the
Organization
Know What Is Expected in Work and
Behavior
Orientation Helps New Employees
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8–4
The Orientation Process
Company Organization and
Operations
Safety Measures and Regulations
Facilities Tour
Employee Orientation
Employee Benefit Information
Personnel Policies
Daily Routine
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Training Defined A systematic process of providing employees with
competencies (KSAs) required to do their current jobs
May include classroom, online, role play, simulations or some combination
Development is future focused and aims to prepare employees to take on responsibilities in different jobs
Companies that invest the most in training and development yield higher returns to shareholders
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Designing an Effective Training Process
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Needs Assessment
Identifies the gaps between what employees should be doing and what they are actually doing
Organizational Analysis Task analysis Person Analysis
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Organizational Analysis
Looks at environment for opportunities and threats, strengths and weaknesses to identify performance gaps Determines external and internal factors that affect what a company is trying to do and how it can do it External may include technology, skill sets in labor market, new laws or new initiatives by the business Internal may include absenteeism, turnover, accidents
or grievances
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Task Analysis
Identify gaps between KSAs needed to perform the work required to support organization’s goals and its employees’ current KSAs Problems in meeting production requirements, low levels of performance, increase in accidents, increase in
customer complaints Gaps due to new employees hired without skill sets,
change in direction for organization, jobs being restructured
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Person Analysis
Deciding which employees actually need to participate in training Comes from observation, performance appraisals, supervisor recommendations, and employee skills inventories Will not solve employee motivation problems
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Design
Instructional objectives describe the purpose of the training program and what it will accomplish
Should be linked to the organization’s goals and conveyed to employees so they understand what they should learn and how to use it on the job
Lesson Plans map out what will be covered
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Learning Styles
How people prefer to absorb and process new information:
Auditory learners hear information and process and
remember it (lectures, discussions) Visual learners need to see information (charts,
pictures) Tactile learners need to interact with the material they
are learning (writing activities, take notes) Kinesthetic learners need to be doing something
rather than hear or see the materials (roles plays, simulations)
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Other Impacts on Training Success
Learning agility—characteristic of employees who seek new experiences and opportunities to learn new skills
Self-efficacy—confidence the employee has that he/she can do something
Interest in training program—drives motivation to learn, employees see how they can benefit from training
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8–14
Training Methods On-the-Job Training Apprenticeship Training Informal Learning Job Instruction Training Lectures Programmed Learning Audiovisual Training Simulated Training (also Vestibule Training) Computer-Based Training (CBT) Electronic Performance Support Systems (EPSS) Distance and Internet-Based Training
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On-the-Job Training
Occurs when a manager or coworker teaches an employee how to perform some aspect of a job in the actual job location Cost effective Employees learn while being productive Trainer needs to be selected carefully Could result in loss of productivity, customers
and/or property
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Specialized OJT Programs
Apprenticeships—method to teach skilled trades under tutelage of master tradesperson
Internships—students work at an organization for a period of time to learn what the job and organization are like
Cooperative education programs—students work for one semester while still in school (or work part of the day)
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Approaches to Training Operations and Procedures Manuals—outline
company policies and practices (won’t cover all issues employees will encounter)
Classroom training—include role plays, discussions, and other experiential activities
E-learning–involves using computers or other electronic tools (more efficient, faster, less costly, 24/7)
-Web-based allows access to Web site
-Desktop training housed on employee’s desktop
-Podcasts are digital recordings that can be downloaded
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Audiovisual Training Offers instruction in DVD, VHS or CD-
ROM format Can be viewed in individual or group
setting Facilitated by expert on the topic Economical way to ensure all employees
receive same information
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Simulations
Goal is to replicate the work the employees will be doing
Experience is engaging, fun and challenging Developing a simulation that mirrors the work
environment is complex and costly
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8–20
Programmed Learning
Advantages Reduced training time Self-paced learning Immediate feedback Reduced risk of error for learner
Presenting questions, facts, or problems to
the learner
Allowing the person to respond
Providing feedback on the
accuracy of answers
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College and University Programs
Tuition reimbursement encourages employees to take courses and complete degrees
Usually there are restrictions on amounts paid, grades needed to qualify, and types of degrees
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Coaching and Mentoring
Viewed as a form of employee development Coaching is about performance improvement,
usually short term, and focuses on a specific skill or ability
Mentoring is a longer-term relationship that involves a more senior employee teaching and nurturing a junior employee
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Evaluation of Training
Level 1: Reaction - How employees feel about the course, the instructor, etc. (measured through survey)
Level 2: Learning - What learning has occurred (measured with pre-training/post-training assessment
Level 3: Behavior - Performance should improve (transfer of learning should occur on the job)
Level 4 and 5: Results and Return on Investment - What business results can be attributed to training (savings generated, revenue, error rate, etc.)
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Checklist for Designing a Training Program
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Investment in Training Firms with low-cost strategy will focus on
minimizing the cost of training—often train employees quickly and cost effectively
Firms with differentiation strategy will extensively train employees in areas relevant to their competitive advantage
All firms need to prioritize who gets training (frontline vs. support staff)
All firms must deliver some training, for example: safety, regulations, legal or compliance training
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Where Training Is Done
Centralized training centers (corporate universities)
On-the-job training Costs will impact this
decisionHamburger University McDonald’s Center of Training Excellence
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How Training Is Provided
Large companies have training departments that offer training in-house and focus on employee development
In smaller companies managers may provide training or send employees to outside programs, spending less money for formal development of employees
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Other Impacts on Decisions About Training
Ensure all have equal access to training programs Be sensitive to work/life balance and travel related
to training In a tight labor market, individuals may be hired who
don’t meet all job requirements and need training to bridge gaps
Basic English reading and writing skills may be needed
Make reasonable accommodations for employees with disabilities
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Technology and Training
Enables tracking of training and skill gaps that still exist for employees
Provides vehicle to deliver training to employees (e-learning)
Facilitates communication to employees about learning opportunities inside and outside the company
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Training of Expatriates
Pre-departure training of employee and his/her family (language, religion, culture, business practices, safety)
Training during assignment is focused on what employee needs to do on the job to be successful
Repatriation should include assessment of whether employee needs additional training for new assignment
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Ethics and Training
Include orientation to company’s values and beliefs
Incorporate discussion about ethical issues in all types of training
Best training is illustrated by each manager’s behavior (“Actions speak louder than words”)