Copyright © 2008 by Nelson, a division of Thomson Canada Limited.7 – 1 Part 3: Training and...
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Transcript of Copyright © 2008 by Nelson, a division of Thomson Canada Limited.7 – 1 Part 3: Training and...
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7 – 1
Part 3: Training and Developing Part 3: Training and Developing Human ResourcesHuman Resources
Part 3: Training and Developing Part 3: Training and Developing Human ResourcesHuman Resources
Chapter 7: Training Human Resources
Prepared by Linda Eligh, University of Western Ontario
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 2
Learning ObjectivesLearning ObjectivesLearning ObjectivesLearning ObjectivesAfter you have read this chapter, you should be able to:
1. Define orientation and discuss why employee orientation programs are vital to the acclimatization of new employees.
2. Define training and discuss why a strategic approach is important, and introduce the four phases of the training process.
3. Identify three types of analyses used to determine training needs.
4. Discuss training design, learner readiness, and ability to learn.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 3
Learning ObjectivesLearning ObjectivesLearning ObjectivesLearning Objectives
5. Explain internal, external, and e-learning as training delivery approaches.
6. Give an example for each of the four levels of training evaluation.
7. Describe the importance of intercultural competence training for global employers.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 4
The Nature of Training: The Nature of Training: Orientation for New EmployeesOrientation for New Employees
The Nature of Training: The Nature of Training: Orientation for New EmployeesOrientation for New Employees
Key Purposes of Key Purposes of Effective OrientationEffective Orientation
Key Purposes of Key Purposes of Effective OrientationEffective Orientation
Co-WorkerCo-WorkerAcceptanceAcceptance
Co-WorkerCo-WorkerAcceptanceAcceptance
FavourableFavourableImpressionImpression
FavourableFavourableImpressionImpression
ProvidesProvidesInformationInformation
ProvidesProvidesInformationInformation
SocializationSocializationandand
IntegrationIntegration
SocializationSocializationandand
IntegrationIntegration
PerformancePerformanceandand
ProductivityProductivity
PerformancePerformanceandand
ProductivityProductivity
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 5
Effective New Employee OrientationEffective New Employee OrientationEffective New Employee OrientationEffective New Employee Orientation
Prepare New EmployeePrepare New EmployeePrepare New EmployeePrepare New Employee
Consider “buddy” mentorsConsider “buddy” mentorsConsider “buddy” mentorsConsider “buddy” mentors
Use an orientation checklistUse an orientation checklistUse an orientation checklistUse an orientation checklist
Cover needed informationCover needed informationCover needed informationCover needed information
Present information effectivelyPresent information effectivelyPresent information effectivelyPresent information effectively
Avoid information overloadAvoid information overloadAvoid information overloadAvoid information overload
Evaluation and follow-upEvaluation and follow-upEvaluation and follow-upEvaluation and follow-up
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 6
Nature of TrainingNature of TrainingNature of TrainingNature of Training
• TrainingA process whereby people acquire KSAs to aid in the
achievement of organizational goals. Includes both hard and soft skills
Poorly trained employees may perform poorly and make costly mistakes.
• New Context of TrainingOrganization Competitiveness and Training
Training makes organizations more competitive Training helps retain valuable employees Training is no longer the first casualty of a business downturn
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 7
Nature of TrainingNature of TrainingNature of TrainingNature of Training
• Knowledge Management and Training Identifying and leveraging organizational intellectual
capital to create value and be competitive.
• Training as a Revenue SourceMarketing training with or alongside products can
contribute significantly to a firm’s revenues.
• Integration of Performance and TrainingTraining is moving “closer to the job” to achieve “real
time” learning.Training is using more real-world problems to
increase employee learning.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 8
Performance Consulting Performance Consulting Fig. 7-2Fig. 7-2Performance Consulting Performance Consulting Fig. 7-2Fig. 7-2
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 9
Performance ConsultingPerformance ConsultingPerformance ConsultingPerformance Consulting
• Performance ConsultingA process in which a trainer and the organizational
client work together (“bundled solution”) to determine what needs to be done to improve results.
Performance consulting approach: Focusing on identifying and addressing root causes of
performance problems.
Recognizing that the interaction of individual and organizational factors influences employee performance.
Documenting the actions and accomplishments of high performers and comparing them with actions of more typical performers.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 10
Linking Organizational Strategies and Training Linking Organizational Strategies and Training Fig. 7-3Fig. 7-3Linking Organizational Strategies and Training Linking Organizational Strategies and Training Fig. 7-3Fig. 7-3
Source: Based on ideas from Lisa A. Burke and Joseph V. Wilson III.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 11
Benefits of Strategic TrainingBenefits of Strategic TrainingBenefits of Strategic TrainingBenefits of Strategic Training
• HR and Training Professionals
Are more likely to get involved with the business, partner with operating managers to help solve problems, and to make significant contributions to organizational results.
Are less likely to chase fads or the hottest or latest type of training gimmick.
Are less likely to think that training alone can solve most employee or organizational performance problems.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 12
Training and Global StrategiesTraining and Global StrategiesTraining and Global StrategiesTraining and Global Strategies
• Successful development of global strategies is inhibited primarily by training deficits such as:Workforces with disparate competenciesA declining pool of Canadian employees willing to go
overseasSlow, expensive, and inflexible “on campus” training
optionsException: Ernst & Young was ranked one of the
global top 10 e-learning companies for the quantity, quality and impact of its e-learning initiatives. Its learning portal is the winner of a Smithsonian Technology Award.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 13
Developing Strategic Training PlansDeveloping Strategic Training PlansDeveloping Strategic Training PlansDeveloping Strategic Training Plans
• A good training plan deals with the following questions: Is there really a need for the training?
Who needs to be trained?
Who will do the training?
What form will the training take?
How will knowledge be transferred to the job?
How will the training be evaluated?
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 14
Systematic Training Process Systematic Training Process Fig. 7-4Fig. 7-4Systematic Training Process Systematic Training Process Fig. 7-4Fig. 7-4
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 15
Sources of the Information Used in Sources of the Information Used in Training Needs Assessment Training Needs Assessment Fig. 7-5Fig. 7-5
Sources of the Information Used in Sources of the Information Used in Training Needs Assessment Training Needs Assessment Fig. 7-5Fig. 7-5
Organizational Analyses Job/Task Analyses Individual Analyses
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 16
Individual AnalysisIndividual AnalysisIndividual AnalysisIndividual Analysis
Job Knowledge
Tools
AttitudeSurveys
Question-naires
Records of Critical
Incidents
Individual Assessment
Tests
Skills Tests
Sources of Individual Analysis
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 17
Establishing Training Objectives Establishing Training Objectives and Prioritiesand Priorities
Establishing Training Objectives Establishing Training Objectives and Prioritiesand Priorities
• Gap AnalysisThe distance between where an organization is with
its employee capabilities and where it needs to be.
• Types of Training ObjectivesKnowledge: Impart cognitive information and details
to trainees.Skill: Develop behaviour changes in how job and
tasks are performed.Attitude: Create interest and awareness of the
training importance.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 18
Elements of Training Design Elements of Training Design Fig. 7-7Fig. 7-7Elements of Training Design Elements of Training Design Fig. 7-7Fig. 7-7
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 19
Learning: The Focus of TrainingLearning: The Focus of TrainingLearning: The Focus of TrainingLearning: The Focus of Training
• Learner ReadinessAbility to learn
Learners must possess basic skills (3Rs).
Motivation to learn Learners must desire and value training.
Self-efficacy Learners must believe that they can successfully learn
the training content.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 20
Learning StylesLearning StylesLearning StylesLearning Styles
Adult Learning PrinciplesAdult Learning PrinciplesAdult Learning PrinciplesAdult Learning Principles
Have a need to know why they are learning something.Have a need to know why they are learning something.Have a need to know why they are learning something.Have a need to know why they are learning something.
Have a need to be self-directed.Have a need to be self-directed.Have a need to be self-directed.Have a need to be self-directed.
Bring more work-related experiences into the process.Bring more work-related experiences into the process.Bring more work-related experiences into the process.Bring more work-related experiences into the process.
EmployEmploy a problem-solving approach in the experiencea problem-solving approach in the experience..EmployEmploy a problem-solving approach in the experiencea problem-solving approach in the experience..
Are motivated by both extrinsic and intrinsic factors. Are motivated by both extrinsic and intrinsic factors. Are motivated by both extrinsic and intrinsic factors. Are motivated by both extrinsic and intrinsic factors.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 21
Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d)
• Active PracticeThe performance of job-related tasks and duties by
trainees during training.
• Spaced PracticeSeveral practice sessions spaced over a period of
hours or days.
• Massed practicePerformance of all the practice at once.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 22
Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d)
• Behaviour ModelingCopying someone else’s behaviour by observing how
another person deals with a problem.
• ReinforcementLaw of effect states that people tend to repeat
behaviors that are rewarded and avoid behaviours that are punished.
• Immediate ConfirmationReinforcement and feedback are most effective when
given as soon as possible after training.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 23
Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d)
• Transfer of TrainingEffective transfer occurs when trainees actually use
on the job what they learned in training. Trainees take what was learned in training and apply it to the
job context in which they work.
Employees maintain use of the learned material over time.
Increasing the transfer of training Offering trainees an overview of training content and process
before the actual training helps with both short-term and longer-term training transfer.
Ensuring that the training mirrors the job context as much as possible.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 24
Learning: Types of TrainingLearning: Types of TrainingLearning: Types of TrainingLearning: Types of Training
Developmental andInnovative Training
Developmental andInnovative Training
Required and Regular Training
Required and Regular Training
Job/TechnicalTraining
Job/TechnicalTraining
Interpersonal and Problem-Solving
Training
Interpersonal and Problem-Solving
Training
Types ofTypes ofTrainingTraining
Types ofTypes ofTrainingTraining
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 25
Training Delivery: ConsiderationsTraining Delivery: ConsiderationsTraining Delivery: ConsiderationsTraining Delivery: Considerations
• Nature of training• Subject matter• Number of trainees• Individual vs. team• Self-paced vs. guided• Training resources• Costs• Geographic locations• Time allotted• Completion timeline
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 26
Internal TrainingInternal TrainingInternal TrainingInternal Training
• Informal TrainingTraining that occurs through interactions and
feedback among employees.
• On-the-Job Training (OJT)Based on a guided form of training known as job
instruction training (JIT)
Problems with OJT Poorly-qualified or indifferent trainers Disruption of regular work Bad or incorrect habits are passed on
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 27
Stages for On-the-Job Training (OJT) Stages for On-the-Job Training (OJT) Fig. 7-8Fig. 7-8Stages for On-the-Job Training (OJT) Stages for On-the-Job Training (OJT) Fig. 7-8Fig. 7-8
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 28
Off-the-Job Training (External Training)Off-the-Job Training (External Training)Off-the-Job Training (External Training)Off-the-Job Training (External Training)
• Reasons for External TrainingMay be less expensive to outsource training Insufficient time to develop trainingLack of expertiseAdvantages of interacting with outsiders
• Outsourcing of TrainingDeclining due to cost concerns, a greater emphasis
on internal linking of training to organizational strategies, and other issues.
Training and certification by vendors is increasing in popularity.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 29
Sources of External TrainingSources of External TrainingSources of External TrainingSources of External Training
Vendor Training Vendor Training and Certificationand Certification
Vendor Training Vendor Training and Certificationand Certification
Government-Government-Supported Job Supported Job
Training Training
Government-Government-Supported Job Supported Job
Training Training
Educational Educational Assistance Assistance ProgramsPrograms
Educational Educational Assistance Assistance ProgramsPrograms
External TrainingExternal TrainingExternal TrainingExternal Training
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 30
E-Learning: Online TrainingE-Learning: Online TrainingE-Learning: Online TrainingE-Learning: Online Training
• E-Learning: Training OnlineThe using the Internet or an organizational intranet to
conduct training online.
• Criteria for adopting e-learning:Sufficient top management support and fundingAccepting the idea of decentralized and individualized
trainingCurrent training methods not meeting needsComputer literacy and access to computersTime and travel cost concerns for traineesThe number and self-motivation of trainees
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 31
Advantages and Disadvantages of E-learning Advantages and Disadvantages of E-learning Fig. 7-9Fig. 7-9Advantages and Disadvantages of E-learning Advantages and Disadvantages of E-learning Fig. 7-9Fig. 7-9
Source: Developed by Lisa A. Burke and Robert L. Mathis.
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 32
Training ApproachesTraining ApproachesTraining ApproachesTraining Approaches
Distance Distance Training/LearningTraining/Learning
Distance Distance Training/LearningTraining/Learning
Cooperative Cooperative TrainingTraining
Cooperative Cooperative TrainingTraining
Instructor-Led Instructor-Led Classroom and Classroom and
Conference Conference TrainingTraining
Instructor-Led Instructor-Led Classroom and Classroom and
Conference Conference TrainingTraining
Simulations Simulations and Trainingand Training
Simulations Simulations and Trainingand Training
TrainingTrainingMethodsMethods
TrainingTrainingMethodsMethods
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 33
Levels of Training Evaluation Levels of Training Evaluation Fig. 7-10Fig. 7-10Levels of Training Evaluation Levels of Training Evaluation Fig. 7-10Fig. 7-10
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 34
Evaluation DesignsEvaluation DesignsEvaluation DesignsEvaluation Designs
Post-MeasurePost-MeasurePost-MeasurePost-Measure
Pre-/Post-MeasurePre-/Post-Measure Pre-/Post-MeasurePre-/Post-Measure
Pre-/Post-Measure Pre-/Post-Measure with a Control Groupwith a Control Group
Pre-/Post-Measure Pre-/Post-Measure with a Control Groupwith a Control Group
EvaluationEvaluationDesignDesign
EvaluationEvaluationDesignDesign
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 35
Training EvaluationTraining EvaluationTraining EvaluationTraining Evaluation
• Cost-Benefit AnalysesA comparison of costs and benefits
associated with organizational training efforts.
Measurement of both the costs and the benefits may be difficult
Return on Investment (ROI) AnalysisBenchmarking
Comparison of internal training with training done in other organizations
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 36
Some Typical Costs and Benefits of Training Some Typical Costs and Benefits of Training Fig. 7-11Fig. 7-11Some Typical Costs and Benefits of Training Some Typical Costs and Benefits of Training Fig. 7-11Fig. 7-11
Copyright © 2008 by Nelson, a division of Thomson Canada Limited. 7– 37
Training for Global AssignmentsTraining for Global Assignments
• Only 50%–60% of global employers provide formal training programs for expatriates and their families.Topics covered in pre-departure training:
Daily living conditions, cultural customs, business issues, country history, climate, and transportation and communication systems.
Foreign firms operating in Canada conduct training programs to prepare their employees for the food, customs, labour and HR practices, and other facets of working and living in Canada.