Chap 6

PowerPoint Presentation by Charlie CookThe University of West Alabama

Managing Human ResourcesBohlander • Snell 14th edition

© 2007 Thomson/South-Western.All rights reserved.

Training andDevelopment

© 2007 Thomson/South-Western. All rights reserved. 7–2

ObjectivesAfter 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 nonmanagers.

5. Discuss the advantages and disadvantages of various evaluation criteria.

6. Describe the special training programs that are currently popular.


Training and Development and Other HRM Functions

Training may permit hiring less-qualified applicants

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

reduce training needs

Effective selection may reduce training needs

Training aids in the achievement of performance

Training aids in the achievement of performance

Performance Appraisal

Performance Appraisal

A basis for assessing training needs and results

A basis for assessing training needs and results

Training and development may lead to higher pay

Training and development may lead to higher pay

Compensation Management

Compensation Management

A basis for determining employee’s rate of pay

A basis for determining employee’s rate of pay

Availability of training can aid in recruitment

Availability of training can aid in recruitment RecruitmentRecruitment Provide an additional

source of trainees

Provide an additional source of trainees

Training may include a role for the union

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

facilitate training efforts

Union cooperation can facilitate training efforts


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.

• DevelopmentEffort that is oriented more toward broadening an

individual’s skills for the future responsibilities.


Figure 7–1 Training Dollars Spent by Employee Type

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


The Systems Approach to Training and Development• Four Phases

Needs assessmentProgram design ImplementationEvaluation


Figure 7–2 Systems Model of Training


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 AnalysisThe 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 AnalysisA determination of the specific individuals who need

training.


Needs Assessment for Training

• Competency assessment Analysis of the sets of skills and knowledge needed for decision-

oriented and knowledge-intensive jobs.

• ORGANIZATIONALANALYSIS

TASK ANALYSIS

• PERSON ANALYSIS

• ORGANIZATIONALANALYSIS

TASK ANALYSIS

• PERSON ANALYSIS

…of environment, strategies, and resources to determine where to emphasize training

…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 the activities to be performed in order to determine the KSAs needed.

…of performance, knowledge, and skills in order to determine who needs training.

…of performance, knowledge, and skills in order to determine who needs training.


Figure 7–3 Needs Assessment for Training


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 Don’t Have Time,” Training 35, no. 3 (March 1998): 38–44. Reprinted with permission from the March 1998 issue of Training Magazine. Copyright 1998. Bill Communications, Inc., Minneapolis, MN. All rights reserved. Not for resale.


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


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.


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.


Figure 7–4 Principles of Learning


Principles of Learning

Recognition of individual learning differencesRecognition of individual learning differences

Meaningfulness of presentationMeaningfulness of presentation

Focus on learning and transferFocus on learning and transfer

Goal setting - What’s the value?Goal setting - What’s the value?

Behavioral modelingBehavioral modeling


Principles of Learning (cont’d)

Feedback and reinforcementFeedback and reinforcement

Whole versus-part learningWhole versus-part learning

Focus on method and processFocus on method and process

Active practice and repetitionActive practice and repetition

Massed-vs-distributed learningMassed-vs-distributed learning


Figure 7–5 A Typical Learning Curve


Feedback and Reinforcement

• Behavior ModificationThe 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.


Characteristics of Successful Instructors• Knowledge of the subject• Adaptability• Sincerity• Sense of humor• Interest• Clear instructions• Individual assistance• Enthusiasm


Phase 3: Implementing the Training Program

Importance of training outcomesImportance of training outcomes

Type of trainees Type of trainees

Choosing the instructional methodChoosing the instructional method

Nature of trainingNature of training

Organizational extent of trainingOrganizational extent of training


Training Methods for Nonmanagerial 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 (cont’d)

• On-the-job training (OJT)Method by which employees are given hands-on

experience with instructions from their supervisor or other trainer.

• DrawbacksThe lack of a well-structured training environmentPoor training skills of managersThe absence of well-defined job performance criteria


On-the-Job Training

• Overcoming OJT training problems1. 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 nonthreatening atmosphere conducive to learning.

4. Conduct periodic evaluations, after training is completed, to prevent regression.


Highlights in HRM 3

The PROPER Way to Do On-the-Job Training

Source: Scott Snell, Cornell University.



• Apprenticeship trainingA 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 TrainingA training program that combines practical on-the-job

experience with formal educational classes.



• Internship ProgramsAre 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 InstructionEnables the maximum number of trainees to be

handled by the minimum number of instructors. “Blended” learning—lectures and demonstrations are

combined with films, DVDs, and videotapes or computer instruction.


Highlights in HRM 5

How to Increase the Value of InternsTo increase the internal value of your 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 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? It’s Not an Impossible Dream,” Nonprofit World 19, no. 6 (November/December 2001): 312–32. Reprinted by permission of Nonprofit World, http://www.snpo.org, telephone: 734-451-3582


Figure 7–6 Delivery Method of Training




• Programmed InstructionReferred to as self-directed learning—involves 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 MethodsTechnologies, such as CDs and DVDs, are used to

teach skills and procedures by illustrating the steps in a procedure or interpersonal relations.



• E-LearningLearning that takes place via electronic media such

web and computer-based training (CBT)Allows the firm to bring the training to employeesAllows employees to customize their own learning in

their own time and spaceProvides continuously updated

training materials.


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.


E-Learning Advantages (cont’d)

It is easier to change a web site than to retype, photocopy, and distribute new classroom-training materials.

Record keeping is facilitated.

The training can be cost-effective if used for both large and small numbers of employees.


Highlights in HRM 6




• SimulationThe 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.


Training Methods for Management Development• On-the-Job Experiences• Seminars and Conferences• Case Studies• Management Games• Role Playing• Behavior Modeling


On-the-Job Experiences

• Coaching• Understudy Assignment• Job Rotation• Lateral Transfer• Special Projects• Action Learning• Staff Meetings• Planned Career

Progressions


Figure 7–7 The Leadership Grid

Source: Robert R. Blake and Anne Adams McCanse, Leadership Dilemmas—Grid Solutions (Houston: Gulf Publishing, 1991), 29. (First published as The Managerial Grid Figure by Robert R. Blake and Jane S. Mouton.) Courtesy of Grid International, Austin, TX. All rights reserved.


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.


Figure 7–8 Case 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 activity—including 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 trainer’s role.

• Bridge the gap between theory and practice.

WHEN USING CASE STUDIES . . .

Source: Adapted from Albert A. Einsiedel, Jr., “Case Studies: Indispensable Tools for Trainers,” Training and Development (August 1995): 50–53.


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.


Role Playing (cont’d)

• 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.


Behavior Modeling

• Behavior ModelingAn approach that demonstrates desired behavior and

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

Involves four basic components: Learning points

Model

Practice and role play

Feedback and reinforcement


Phase 4: Evaluating the Training Program

Criterion 4: Results assessmentCriterion 4: Results assessment

Criterion 2: Extent of learning Criterion 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


Figure 7–9 Criteria for Evaluating Training


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.


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 elements

2. Focus on general principles

3. Establish a climate for transfer.

4. Give employees transfer strategies


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?


Criterion 4: Results or Return on Investment (ROI)

• Return on InvestmentViewing 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.


Highlights in HRM 7

Source: Richard J. Wagner and Robert J. Weigand, “Can the Value of Training Be Measured? A Simplified Approach to Evaluating Training,” The Health Care Manager 23, no.1 (January–March 2004): 71–78.


Criterion 4: Results (cont’d)

• Benchmarking The process of measuring one’s 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?


Criterion 4: Results (cont’d)

• Deming’s Benchmarking Model1. 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.


Highlights in HRM 8


Special Training and Development Topics

Basic skills trainingBasic skills training

Organization-wide training programsOrganization-wide training programs

Orientation trainingOrientation training

Team and cross-trainingTeam and cross-training

Diversity trainingDiversity training


Special Topics in Training and Development (cont’d)• Orientation

A formal process of familiarizing new employees with the organization, their jobs, and their work units.

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 employee’s anxiety


Highlights in HRM 9


Special Topics in Training and Development (cont’d)• 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.


Special Topics in Training and Development (cont’d)• 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.


Special Topics in Training and Development (cont’d)

• Team Training Issues1. 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. Behavioral and process skills need to be acquired through participative exercises.


Figure 7–10 Team Training Skills

Source: George Bohlander and Kathy McCarthy, “How to Get the Most from Team Training,” National Productivity Review (Autumn 1996): 25–35.


Special Topics in Training and Development (cont’d)• Cross-Training

The process of 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.


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 other HR 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


Special Topics in Training and Development (cont’d)

• To avoid the pitfalls of substandard diversity training, managers will want to do the following:Forge a strategic link.

Check out consultant qualifications.

Don’t settle for “off the shelf” programs.

Choose training methods carefully.

Document individual and organizational benefits.


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• transfer of training

Chap 6

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