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1、 Chapter 1 Training in Organizations Training provides employees with the knowledge and skills to perform more effectively This allows them to meet current job requirement or prepares them to meet the inevitable changes that occur in their jobs However training is only an opportunity for learning Wh
2、at is learned depends on many factors such as the design and implementation of training the motivation and learning style of the trainees and the learning climate of the organization Training goals and roles Training is also part of an integrated system in which performance is measured against crite
3、ria best practices benchmarks that are tied to strategic objectives Training is used extensively to help employee understand how they can assist in meeting cooperative objectives Training goals and roles A business must interact with its environment and thus it is an open system Open systems have dy
4、namic relationship with their environment but closed system do not interact with their environment Inputs from the environment keeps the system active The environmental inputs are transformed into outputs by the system s processes Training as an open system InputProcessOutput Open System System s Ex
5、ternal Environment Training as an open system Training is a subsystem within the larger Human Resource Unit which is itself a subsystem of the company InputProcessOutput Training s Organizational Environment MissionStrategyStructurePoliciesProcedures FinanceResourcesPeopleProductsTechnology Training
6、 Subsystem Org Needs Employee Needs Budget Equipment Staff Analysis Design Development Implementation Evaluation Knowledge Skill Attitude Motivation Job Performance A training process model Training should be viewed as a set of integrated processes in which organizational and employee needs are anal
7、yzed and responded to in a rational logical and strategic manner When training is conducted in this manner the organization will improve the value of training will increase and further investment in training is likely to occur A training process model The training process begins with some type of tr
8、iggering event A triggering event occurs when a person with authority to take action recognizes that Actual Organizational Performance AOP is less than the Expected Organizational Performance EOP Triggering Event AOP EOP Analysis Phase In a TNA both training and non training needs are identified An
9、effective training system begins with the identification of the organization s training needs These need will create a performance gap AOP is less than EOP Performance gap can be current or future oriented Things such as profitability shortfalls low level of customer satisfaction or excessive scrap
10、are all examples of current performance gap Another type of performance gap is future oriented Here the company is seen as likely to perform poorly in the future unless changes are made Once a performance gap exists the cause must then be determined Analysis Phase Inadequate KSA results in training
11、needs Other reasons for performance gaps such as motivational issues etc are non training needs and requires a different solution In the analysis phase the cause of performance gap is identified seperating KSA from non KSA causes Those performance gaps caused by KSA deficiencies are identified as Tr
12、aining needs because training is the solution Analysis phase attaches priorities to the training needs that are identified Not all needs will have same level of importance for the company This process of data gathering and causal analysis to determine which performance problems should be addressed b
13、y training is the analysis phase of the training phases Design Phase Training needs identified in the analysis phase in addition to areas of constraints and support is inputs to design phase An important output from the design phase is the development of training objectives that provide specific dir
14、ection for what will be trained and how These objectives specify the employee and organizational outcomes that should be achieved as a result of training and become inputs to the evaluation phase Another part in the design process is identifying the factors needed in the training program to facilita
15、te learning and its transfer back to the job including identifying alternative methods of instruction Development Phase Program development is the process of formulating an instructional strategy to meet a set of training objectives The instructional strategy consists of the order timing and combina
16、tion of methods and elements used in the training program Inputs to this phase are provided by design phase and outputs are specific content instructional methods materials equipment s and media manuals and facilities integrated into a training plan designed to achieve the training objectives These outputs of the development phase serve as inputs to the implementation phase Implementation Phase All aspects of the training program come together during the implementation phase However it is a mist
