Chapter 8 Training and DevelopmentChapter 8 Training and Development

1.1. Objectives and GoalsObjectives and Goals

2.2. Theories and Principles of Training.Theories and Principles of Training.

3.3. OrientationOrientation

4.4. Process of Training and DevelopmentProcess of Training and Development

5.5. Modes and Techniques of TrainingModes and Techniques of Training

Training and Developing Training and Developing EmployeesEmployees

Behavioral ObjectivesBehavioral ObjectivesAfter studying this chapter, you should be able After studying this chapter, you should be able to:to:DescribeDescribe the basic training process. the basic training process.ExplainExplain the nature of at least five training the nature of at least five training techniques.techniques.DiscussDiscuss what management development is and what management development is and why it’s important.why it’s important.DescribeDescribe the five on-and off-the-job the five on-and off-the-job development techniques.development techniques.ExplainExplain why training evaluation is important and why training evaluation is important and how it is best accomplished.how it is best accomplished.

Chapter OutlineChapter Outline

Orienting EmployeesOrienting Employees The Training ProcessThe Training Process Training techniquesTraining techniques Training for Special PurposesTraining for Special Purposes Managerial Development and Training Managerial Development and Training

Techniques.Techniques. Evaluating the Training EffortEvaluating the Training Effort

Key wordsKey words

employee orientationemployee orientationA procedure for providing new A procedure for providing new employees with basic back-ground employees with basic back-ground information about the firm.information about the firm.

training training The process of teaching new employees The process of teaching new employees the basic skills they need to perform the basic skills they need to perform their jobs.their jobs.

Key wordsKey words

task analysis task analysis A detailed study of a job to identify the skills A detailed study of a job to identify the skills required so that an appropriate training required so that an appropriate training program may be instituted.program may be instituted.

performance analysisperformance analysisVerifying that there is a performance Verifying that there is a performance deficiency and determining whether that deficiency and determining whether that deficiency should be rectified through training deficiency should be rectified through training or through some other means (such as or through some other means (such as transferring the employee).transferring the employee).

Key wordsKey words

on-the-job training (OJT)on-the-job training (OJT)Training a person to learn a job while Training a person to learn a job while working at it.working at it.

job instruction training (JIT)job instruction training (JIT)Listing of each job’s basic tasks, along with Listing of each job’s basic tasks, along with key points in order to provide step-by-step key points in order to provide step-by-step training for employees.training for employees.

Key wordsKey words

programmed learningprogrammed learningA systematic method for teaching job skills A systematic method for teaching job skills involving presenting questions or facts, allowing involving presenting questions or facts, allowing the person to respond, and giving the learner the person to respond, and giving the learner immediate feedback on the accuracy of his or her immediate feedback on the accuracy of his or her answers.answers.

vestibule or simulated trainingvestibule or simulated trainingTraining employees on special off-the-job Training employees on special off-the-job equipment, as in airplane pilot training, whereby equipment, as in airplane pilot training, whereby training costs and hazards can be reduced.training costs and hazards can be reduced.

Key wordsKey words

management developmentmanagement developmentAny attempt to improve current or future Any attempt to improve current or future management performance by imparting management performance by imparting knowledge, changing attitudes, or increasing knowledge, changing attitudes, or increasing skills.skills.

succession planningsuccession planningA process through which senior-level A process through which senior-level openings are planned for and eventually filled.openings are planned for and eventually filled.

Key wordsKey words

job rotationjob rotationA management training technique that A management training technique that involves moving a trainee from department to involves moving a trainee from department to department to broaden his or her experience department to broaden his or her experience and identify strong and weak points.and identify strong and weak points.

action learningaction learningA training technique by which management A training technique by which management trainees are allowed to work full time trainees are allowed to work full time analyzing and solving problems in other analyzing and solving problems in other departments.departments.

Key wordsKey words

Key wordsKey words

role playing role playing A training technique in which trainees act out the A training technique in which trainees act out the parts of people in a realistic management situation.parts of people in a realistic management situation.

behavior modeling behavior modeling A training technique in which trainees are first A training technique in which trainees are first shown good management techniques in a film, are shown good management techniques in a film, are then asked to play roles in a simulated situation, then asked to play roles in a simulated situation, and are then given feedback and praise by their and are then given feedback and praise by their supervisor.supervisor.

Key wordsKey words

in-house development centersin-house development centersA company-based method for exposing A company-based method for exposing prospective managers to realistic exercises to prospective managers to realistic exercises to develop improved management skills.develop improved management skills.

controlled experimentationcontrolled experimentationFormal methods for testing the effectiveness Formal methods for testing the effectiveness of a training program, preferably with before-of a training program, preferably with before-and-after tests and a control group.and-after tests and a control group.

1.1. Objectives and GoalsObjectives and Goals

(1)(1) DefinitionDefinition

(2)(2) Goals and ObjectivesGoals and Objectives

(3)(3) Relation with other HRM activitiesRelation with other HRM activities

(1)(1)DefinitionDefinition

Training and development are planned efforts Training and development are planned efforts to facilitate the learning ob job-related behavior to facilitate the learning ob job-related behavior on the part of the employees.on the part of the employees.

(2)(2)Goals and ObjectivesGoals and Objectives

(1)(1)Goals of training and developmentGoals of training and development

The goal of training and development is to The goal of training and development is to enhance employee quality and motivation so as to enhance employee quality and motivation so as to improve productivity and meet future needs of the improve productivity and meet future needs of the organization.organization.

(2)(2)Objectives of training and development:Objectives of training and development:

A.A.Meet organization needs.Meet organization needs.

B.B.Meet individual needs.Meet individual needs.

C.C.Improve productivity satisfaction.Improve productivity satisfaction.

(3) Relation with other HRM activities(3) Relation with other HRM activities

A.A. Task analysis: the basis for developing Task analysis: the basis for developing training programs, strategies and materials.training programs, strategies and materials.

B.B. HR planning: guidelines for training and HR planning: guidelines for training and development programs.development programs.

C.C. Performance appraisals: identifying training Performance appraisals: identifying training needs.needs.

D.D. Organization development: identifying training Organization development: identifying training needs.needs.

2. Theories and Principles of Training2. Theories and Principles of Training

(1)(1) Reinforcement theoryReinforcement theory

(2)(2) Goal-setting theoryGoal-setting theory

(3)(3) Expectancy theoryExpectancy theory

(4)(4) Application of the theoriesApplication of the theories

(5)(5) Basic principles of learningBasic principles of learning

(1)(1)Reinforcement theory (Skinner, Reinforcement theory (Skinner, B.F.)B.F.)

A.A. The frequency of behavior is influenced by its The frequency of behavior is influenced by its consequences.consequences.

B.B. Three major types of consequences:Three major types of consequences: Positive reinforcement: reward desirable Positive reinforcement: reward desirable

behavior.behavior. Negative reinforcement: withhold punishments Negative reinforcement: withhold punishments

to force the adoption of desirable behavior.to force the adoption of desirable behavior. Punishment: punish undesirable behavior.Punishment: punish undesirable behavior.

(2) Goal-setting theory (Locke, E. A)(2) Goal-setting theory (Locke, E. A)

A.A. One’s conscious goals or intentions regulate One’s conscious goals or intentions regulate his/her behavior.his/her behavior.

B.B. Three important implications for motivating Three important implications for motivating trainees:trainees:

The learning objective should be conveyed The learning objective should be conveyed clearly to the trainees.clearly to the trainees.

Training goals should be difficult enough to Training goals should be difficult enough to challenge the trainees and satisfy their needs.challenge the trainees and satisfy their needs.

The final goal should be supplemented with The final goal should be supplemented with periodic sub-goals during training.periodic sub-goals during training.

(3) Expectancy theory(3) Expectancy theory

A.A. One will be motivated to chose a behavior One will be motivated to chose a behavior alternative that is most likely to have favorable alternative that is most likely to have favorable consequences.consequences.

B.B. Key concepts:Key concepts: Outcome: the result of a certain behavior.Outcome: the result of a certain behavior. Valence: perceived value of the outcome.Valence: perceived value of the outcome. E (effort) →P (performance) expectancy: the E (effort) →P (performance) expectancy: the

amount of effort for a certain level of performance.amount of effort for a certain level of performance. P (performance) → O (outcome) expectancy: the P (performance) → O (outcome) expectancy: the

probability that improved performance will lead to probability that improved performance will lead to desirable outcome.desirable outcome.

(4) Application of the theories(4) Application of the theories

A.A. Schedule reinforcement in training:Schedule reinforcement in training: Continuous reinforcement.Continuous reinforcement. Intermittent reinforcement.Intermittent reinforcement.

B.B. Set clear and challenging goals in training.Set clear and challenging goals in training.

C.C. Tie desirable rewards to training outcome for Tie desirable rewards to training outcome for each individual.each individual.

(5) Basic principles of learning(5) Basic principles of learning

A.A. The principle of reinforcement: continuous and The principle of reinforcement: continuous and repetitive practice ensures the retention of repetitive practice ensures the retention of knowledge and skills.knowledge and skills.

B.B. The principle of behavior modeling: set models for The principle of behavior modeling: set models for the trainees to follow.the trainees to follow.

C.C. The principle of feedback: timely and adequate The principle of feedback: timely and adequate feedback motivates the trainees.feedback motivates the trainees.

D.D. The principle of learning transfer: those that can The principle of learning transfer: those that can be transferred to work are most likely to be be transferred to work are most likely to be retained.retained.

OrientationOrientation

(1)(1) What is orientation?What is orientation?

Orientation is to help the new employees know the Orientation is to help the new employees know the organization and their jobs.organization and their jobs.

(2) Content of orientation:(2) Content of orientation:

A.A. Socialization: to help the new employees know Socialization: to help the new employees know their colleagues and supervisors.their colleagues and supervisors.

B.B. Organization: to help the new employees to know Organization: to help the new employees to know the organization structure and regulations.the organization structure and regulations.

C.C. Job: to help the new employees know the tasks, Job: to help the new employees know the tasks, duties and desirable behavior of their jobs.duties and desirable behavior of their jobs.

4. Process of Training and 4. Process of Training and DevelopmentDevelopment

(1)(1) Training needs analysisTraining needs analysis

(2)(2) Instructional designInstructional design

(3)(3) ValidationValidation

(4)(4) ImplementationImplementation

(5)(5) Evaluation and follow-upEvaluation and follow-up

(1)(1)Training needs analysisTraining needs analysis

A.A. Organization analysis: identify training needs Organization analysis: identify training needs of the organization according to its long-term of the organization according to its long-term goals-set the training goals.goals-set the training goals.

B.B. Job analysis: identify training needs according Job analysis: identify training needs according to job descriptions and specifications—specify to job descriptions and specifications—specify skills/knowledge/behavior to be trained.skills/knowledge/behavior to be trained.

C.C. People analysis: identify people that need People analysis: identify people that need training and their trainability-identify potential training and their trainability-identify potential trainees.trainees.

(2) Instructional design(2) Instructional design

A.A. Set training goals.Set training goals.

B.B. Determine what to train.Determine what to train.

C.C. Identify trainees.Identify trainees.

D.D. Choose training materials.Choose training materials.

E.E. Determine training modes and methods.Determine training modes and methods.

F.F. Select trainers.Select trainers.

G.G. Schedule training.Schedule training.

H.H. Develop training budget.Develop training budget.

(3) Validation(3) Validation

A.A. Validate the training program before Validate the training program before implementation.implementation.

Pilot study: conduct the program with a small Pilot study: conduct the program with a small number of trainees to test its effect.number of trainees to test its effect.

Consultation: consult the trainees and their Consultation: consult the trainees and their supervisors on the appropriateness of the supervisors on the appropriateness of the program.program.

B. Make revision of the training programs before B. Make revision of the training programs before implementation.implementation.

(4) Implementation(4) Implementation

A.A. Obtain continuous support from line-Obtain continuous support from line-management to the training program.management to the training program.

B.B. Appoint manager of the training program.Appoint manager of the training program.

C.C. Develop managing guidelines for the program.Develop managing guidelines for the program.

D.D. Provide logistic supports.Provide logistic supports.

E.E. Conduct concurrent evaluation of the Conduct concurrent evaluation of the program.program.

(5) Evaluation and follow-up(5) Evaluation and follow-up

A. Types of evaluation:A. Types of evaluation: Concurrent evaluation: evaluate training effects Concurrent evaluation: evaluate training effects

during training.during training. Immediate evaluation: evaluate training effects Immediate evaluation: evaluate training effects

at the end of the training.at the end of the training. Follow-up evaluation: evaluate training effect Follow-up evaluation: evaluate training effect

by evaluating trainee performance over time.by evaluating trainee performance over time.

C. Forms of evaluationC. Forms of evaluation

Written tests: Check learning results of Written tests: Check learning results of knowledge.knowledge.

Simulation: check learning results of skills.Simulation: check learning results of skills. Interviews: check training effects by talking to Interviews: check training effects by talking to

the trainees and their supervisors.the trainees and their supervisors. Questionnaire: check effectiveness of Questionnaire: check effectiveness of

instruction materials, trainer and training instruction materials, trainer and training methods.methods.

Performance appraisal: check learning transfer Performance appraisal: check learning transfer and training effectiveness on job.and training effectiveness on job.

5. Modes and Techniques of Training5. Modes and Techniques of Training

(1)(1) Training modesTraining modes

A.A. On-job trainingOn-job training

B.B. Off-job trainingOff-job training

(2) Training techniques(2) Training techniques