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1、PowerPoint Presentation by PowerPoint Presentation by Monica Belcourt, York University and Monica Belcourt, York University and Charlie Cook, The University of West AlabamaCharlie Cook, The University of West AlabamaManaging Human ResourcesBelcourt * Belcourt * BohlanderBohlander * * SnellSnell5 5th
2、th Canadian edition Canadian editionTraining andDevelopmentObjectivesAfter 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 facili
3、tate training.4.Identify the types of training methods used for managers and non-managers.5.Discuss the advantages and disadvantages of various evaluation criteria.6.Describe the special training programs that are currently popular.2Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Training
4、 and Development and Other HRM FunctionsTraining may permit hiring Training may permit hiring less-qualified applicantsless-qualified applicantsSelectionSelectionEffective selection may Effective selection may reduce training needsreduce training needsTraining aids in the Training aids in the achiev
5、ement of performanceachievement of performancePerformance Performance AppraisalAppraisalA basis for assessing A basis for assessing training needs and resultstraining needs and resultsTraining and development may Training and development may lead to higher paylead to higher payCompensation Compensat
6、ion ManagementManagementA basis for determining A basis for determining employees rate of payemployees rate of payAvailability of training can aid Availability of training can aid in recruitmentin recruitmentRecruitmentRecruitmentProvide an additional Provide an additional source of traineessource o
7、f traineesTraining may include a role for Training may include a role for the unionthe unionLabor RelationsLabor RelationsUnion cooperation can Union cooperation can facilitate training effortsfacilitate training efforts3Copyright 2008 by Nelson, a division of Thomson Canada Ltd.The Scope of Trainin
8、gTraining 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 individuals skills for the future responsibilities.4Copyright 2008 by Nelso
9、n, a division of Thomson Canada Ltd.The Systems Approach to Training and DevelopmentFour PhasesNeeds assessmentProgram designImplementationEvaluation5Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Systems Model of Training Systems Model of Training Figure 7.26Copyright 2008 by Nelson, a
10、division of Thomson Canada Ltd.Phase 1: Conducting the Needs AssessmentOrganization AnalysisAn 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 pr
11、ogram 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.7Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Needs Assessment for TrainingCompetency assessmentAnalysis of the sets of skill
12、s and knowledge needed for decision-oriented and knowledge-intensive jobs. ORGANIZATIONAL ORGANIZATIONALANALYSISANALYSIS TASK ANALYSIS TASK ANALYSIS PERSON ANALYSIS PERSON ANALYSISof environment, strategies, and resources of environment, strategies, and resources to determine where to emphasize trai
13、ningto determine where to emphasize trainingof the activities to be performed in order to of the activities to be performed in order to determine the determine the KSAsKSAs needed. needed.of performance, knowledge, and skills in of performance, knowledge, and skills in order to determine who needs t
14、raining.order to determine who needs training.Figure 7.38Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Highlights in HRM 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
15、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 Dont Have Time,” Training 35, no. 3 (March 1998): 3844. Reprinted with permission from the March 1998 issue of Training Ma
16、gazine. Copyright 1998. Bill Communications, Inc., Minneapolis, MN. All rights reserved. Not for resale.Highlights 7.19Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Phase 2: Designing the Training ProgramCharacteristics of successful trainersCharacteristics of successful trainersTrainee
17、 readiness and motivationTrainee readiness and motivationIssues in training designIssues in training designInstructional objectivesInstructional objectivesPrinciples of learningPrinciples of learning10Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Phase 2: Designing the Training ProgramI
18、nstructional ObjectivesRepresent the desired outcomes of a training program.vPerformance-centered objectivesProvide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.11Copyright 2008 by Nelson, a division of Thomson Canada
19、 Ltd.Trainee Readiness and MotivationStrategies 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.12Copy
20、right 2008 by Nelson, a division of Thomson Canada Ltd.Principles of LearningPrinciples of LearningFigure 7.413Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Principles of LearningRecognition of individual learning Recognition of individual learning differencesdifferencesMeaningfulness o
21、f presentationMeaningfulness of presentationFocus on learning and transferFocus on learning and transferGoal setting - Whats the value?Goal setting - Whats the value?BehaviouralBehavioural modellingmodelling14Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Principles of Learning (contd)Fe
22、edback and reinforcementFeedback and reinforcementWhole versus-part learningWhole versus-part learningFocus on method and processFocus on method and processActive practice and repetitionActive practice and repetitionMassed-vs-distributed learningMassed-vs-distributed learning15Copyright 2008 by Nels
23、on, a division of Thomson Canada Ltd.A Typical Learning CurveA Typical Learning CurveFigure 7.516Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Feedback and ReinforcementBehaviour ModificationThe technique that operates on the principle that behaviour that is rewarded, or positively rein
24、forced, is repeated more frequently, whereas behaviour that is penalized or unrewarded will decrease in frequency.17Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Characteristics of Successful InstructorsKnowledge of the subjectAdaptabilitySinceritySense of humourInterestClear instructio
25、nsIndividual assistanceEnthusiasm18Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Phase 3: Implementing the Training Program Importance of training outcomesImportance of training outcomesType of trainees Type of trainees Choosing the instructional methodChoosing the instructional methodN
26、ature of trainingNature of trainingOrganizational extent of trainingOrganizational extent of training19Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Training Methods for Non-managerial EmployeesOn-the-Job Training (OJT)Apprenticeship TrainingCooperative Training, Internships, and Govern
27、mental TrainingClassroom InstructionProgrammed InstructionAudiovisual MethodsComputer-based Training and E-LearningSimulation Method20Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Training Methods for Nonmanagerial Employees (contd)On-the-job training (OJT)Method by which employees are
28、given hands-on experience with instructions from their supervisor or other trainer.DrawbacksThe lack of a well-structured training environment.Poor training skills of managers.The absence of well-defined job performance criteria.21Copyright 2008 by Nelson, a division of Thomson Canada Ltd.On-the-Job
29、 TrainingOvercoming 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 non-threatening atmosphere conducive to learning.4.Conduct periodic
30、 evaluations, after training is completed, to prevent regression.22Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Highlights in HRM The PROPER Way to Do On-the-Job TrainingSource: Scott Snell, Cornell University.Highlights 7.323Copyright 2008 by Nelson, a division of Thomson Canada Ltd.T
31、raining Methods for Non-managerial Employees (contd)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 pro
32、gram that combines practical on-the-job experience with formal educational classes.24Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Training Methods for Non-managerial Employees (contd)Internship ProgramsAre jointly sponsored by colleges, universities, and other organizations that offer
33、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” learninglectures and demonstrations are combined
34、with films, DVDs, and videotapes or computer instruction.25Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Highlights in HRM How to Increase the Value of InternsTo increase the internal value of your internship programs, take the following steps:Making the Most of Internships1.Assign the
35、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.Rotat
36、e 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:
37、Condensed from John Byrd and Rob Poole, “Highly Motivated Employees at No Cost? Its Not an Impossible Dream,” Nonprofit World 19, no. 6 (November/December 2001): 31232. Reprinted by permission of Nonprofit World, http:/www.snpo.org, telephone: 734-451-3582Highlights 7.526Copyright 2008 by Nelson, a
38、division of Thomson Canada Ltd.Delivery Method of TrainingDelivery Method of TrainingSource: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 32.Figure 7.627Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Training Methods for Non-managerial Employees (contd)Programmed Ins
39、tructionReferred to as self-directed learninginvolves 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 te
40、ach skills and procedures by illustrating the steps in a procedure or interpersonal relations.28Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Training Methods for Non-managerial Employees (contd)E-LearningLearning that takes place via electronic media such web and computer-based trainin
41、g (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.29Copyright 2008 by Nelson, a division of Thomson Canada Ltd.E-Learning AdvantagesLearning is self-paced.The training
42、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.30Copyright 2008 by Nelson, a division of Thomson Canada
43、 Ltd.E-Learning Advantages (contd)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.31Copyright 2008 by Nelson, a division
44、 of Thomson Canada Ltd.Highlights in HRM Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 34.Highlights 7.632Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Training Methods for Non-managerial Employees (contd)SimulationThe simulation method emphasizes realism in
45、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.33Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Training Methods for Management DevelopmentOn-the-Job ExperiencesSeminar
46、s and ConferencesCase StudiesManagement GamesRole PlayingBehaviour Modeling34Copyright 2008 by Nelson, a division of Thomson Canada Ltd.On-the-Job ExperiencesCoachingUnderstudy AssignmentJob RotationLateral TransferSpecial ProjectsAction LearningStaff MeetingsPlanned Career Progressions35Copyright 2
47、008 by Nelson, a division of Thomson Canada Ltd.Case StudiesThe 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
48、of learning (questioning, interpreting, and so on) is as important as the content.5.Team problem solving and interaction are possible.36Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Role PlayingSuccessful role play requires that instructors: Ensure that group members are comfortable wit
49、h 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.37Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Role Playing (contd)Successful ro
50、le 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.38Copyright 2008 by
51、 Nelson, a division of Thomson Canada Ltd.Behaviour ModellingBehaviour ModellingAn approach that demonstrates desired behaviour and gives trainees the chance to practice and role-play those behaviors and receive feedback.Involves four basic components:vLearning pointsvModelvPractice and role playvFe
52、edback and reinforcement39Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Phase 4: Evaluating the Training ProgramCriterion 4: Results assessmentCriterion 4: Results assessmentCriterion 2: Extent of learning Criterion 2: Extent of learning Measuring program effectivenessMeasuring program
53、effectivenessCriterion 1: Trainee reactionsCriterion 1: Trainee reactionsCriterion 3: Learning transfer to jobCriterion 3: Learning transfer to job40Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Criteria for Evaluating TrainingCriteria for Evaluating TrainingFigure 7.741Copyright 2008 b
54、y Nelson, a division of Thomson Canada Ltd.Criterion 1: ReactionsParticipant Reactions.The simplest and most common approach to training evaluation is assessing trainees.Potential questions might include the following:vWhat were your learning goals for this program? vDid you achieve them?vDid you li
55、ke this program?vWould you recommend it to others who have similar learning goals? vWhat suggestions do you have for improving the program?vShould the organization continue to offer it?42Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Criterion 2: LearningChecking to see whether they actu
56、ally 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 dif
57、ferential effect of the training.43Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Criterion 3: BehaviourTransfer of TrainingEffective application of principles learned to what is required on the job.Maximizing the Transfer of Training1.Feature identical elements2.Focus on general princip
58、les3.Establish a climate for transfer4.Give employees transfer strategies44Copyright 2008 by Nelson, a division of Thomson Canada Ltd.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
59、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?45Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Criterion 4: Result
60、s 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 CostsvIf the ROI ratio is 1, the benefits of the training
61、exceed the cost of the programvIf the ROI ratio is 1, the costs of the training exceed the benefits.46Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Criterion 4: Results (contd)BenchmarkingThe process of measuring ones own services and practices against the recognized leaders in order to
62、 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?47Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Criterion
63、4: Results (contd)Demings 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.48Copyright 2008 by Nelson, a division of Thomson
64、 Canada Ltd.Highlights in HRM Highlights 7.849Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Special Training and Development TopicsBasic skills trainingBasic skills trainingOrganization-wide training programsOrganization-wide training programsOrientation trainingOrientation trainingTeam
65、 and cross-trainingTeam and cross-trainingDiversity trainingDiversity training50Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Special Topics in Training and Development (contd)OrientationA formal process of familiarizing new employees with the organization, their jobs, and their work un
66、its.Benefits:1.Lower turnover2.Increased productivity3.Improved employee morale4.Lower recruiting and training costs5.Facilitation of learning6.Reduction of the new employees anxiety51Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Highlights in HRMHighlights 7.1052Copyright 2008 by Nelso
67、n, a division of Thomson Canada Ltd.Special Topics in Training and Development (contd)Basic Skills TrainingBasic skills have become essential occupational qualifications, having profound implications for product quality, customer service, internal efficiency, and workplace and environmental safety.T
68、ypical basic skills: Reading, writing, computing, speaking, listening, problem solving, managing oneself, knowing how to learn, working as part of a team, leading others.53Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Special Topics in Training and Development (contd)To implement a succ
69、essful 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
70、 participants “learn by doing.”5.Give feedback on progress toward meeting learning objectives.54Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Special Topics in Training and Development (contd)Team Training Issues1.Team building is a difficult and comprehensive process.2.Team development
71、 is not always a linear sequence of “forming, storming, norming, and performing.”3.Additional training is required to assimilate new members.4.Behavioural and process skills need to be acquired through participative exercises.55Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Figure 7Figur
72、e 78 8 Team Training SkillsTeam Training SkillsSource: George Bohlander and Kathy McCarthy, “How to Get the Most from Team Training,” National Productivity Review (Autumn 1996): 2535.56Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Special Topics in Training and Development (contd)Cross-
73、TrainingThe process of training employees to do multiple jobs within an organizationvGives firms flexible capacityvCuts turnovervIncrease productivityvPares down labour costsvLays the foundation for careers rather than dead-end jobs57Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Highlig
74、hts in HRM 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
75、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 behavioural norms.Managers discuss and revise rules for their areas.Participants link diversity training to other HR initiati
76、ves such as recruitment and selection, career management, and compensation. Managers are accountable for achieving goals of diversity training.Characteristics of Effective Diversity Training ProgramsHighlights 7.1158Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Special Topics in Trainin
77、g and Development (contd)To avoid the pitfalls of substandard diversity training, managers will want to do the following:Forge a strategic linkCheck out consultant qualificationsDont settle for “off the shelf” programsChoose training methods carefullyDocument individual and organizational benefits59
78、Copyright 2008 by Nelson, a division of Thomson Canada Ltd.Key Termsapprenticeship trainingbehaviour modellingbehaviour modificationcompetency assessmentcooperative trainingcross-traininge-learninginstructional objectivesinternship programson-the-job training (OJT)organization analysisorientationperson analysistask analysistransfer of training60Copyright 2008 by Nelson, a division of Thomson Canada Ltd.
