Chapter 9: Training and Developing a Competitive Workforce Jackson and Schuler © 2003 South-Western College Publishing. All rights reserved. Eighth edition

Chapter 9:Chapter 9:

Training and Developing a Training and Developing a Competitive WorkforceCompetitive Workforce

Jackson and SchulerJackson and Schuler

© 2003 South-Western College Publishing. All rights reserved.

Eighth editionEighth edition

Managing Human Managing Human ResourcesResources

© 2003 South-Western College Publishing. All rights reserved. 9–2

Chapter OutlineChapter OutlineChapter OutlineChapter Outline

Training and Development Practices within Training and Development Practices within the Integrated HR Systemthe Integrated HR System

The Strategic Importance of Training and The Strategic Importance of Training and DevelopmentDevelopment

The HR TriadThe HR Triad Determining Training and Development NeedsDetermining Training and Development Needs Setting Up a Training and Development Setting Up a Training and Development

SystemSystem


Chapter Outline (cont’d)Chapter Outline (cont’d)Chapter Outline (cont’d)Chapter Outline (cont’d)

Developing Program ContentDeveloping Program Content Choosing the Program FormatChoosing the Program Format Maximizing LearningMaximizing Learning Team Training and DevelopmentTeam Training and Development Cross-Cultural TrainingCross-Cultural Training Evaluating Training and DevelopmentEvaluating Training and Development


Training and Development Practices Training and Development Practices within the Integrated HR Systemwithin the Integrated HR System

Training and Development Practices Training and Development Practices within the Integrated HR Systemwithin the Integrated HR System

Training and Development Training and Development Intentional efforts to improve Intentional efforts to improve

current and future current and future performanceperformance

By helping employees acquireBy helping employees acquire• SkillsSkills• KnowledgeKnowledge• AttitudesAttitudes

Required of a competitive Required of a competitive workforceworkforce


Key TermsKey TermsKey TermsKey Terms

TrainingTraining Improving employee competencies needed Improving employee competencies needed

today or very soontoday or very soon Typical objective is to improve employee Typical objective is to improve employee

performance in a specific job.performance in a specific job.

DevelopmentDevelopment Improving employee competencies over a Improving employee competencies over a

longer period of timelonger period of time Typical objective is to prepare employees for Typical objective is to prepare employees for

future roles.future roles.


Key Terms (cont’d)Key Terms (cont’d)Key Terms (cont’d)Key Terms (cont’d)

SocializationSocialization Learning how things are done in the Learning how things are done in the

organizationorganization• Objective is to teach new employees about the Objective is to teach new employees about the

organization’s history, culture and management organization’s history, culture and management practices.practices.


Learning OrganizationsLearning OrganizationsLearning OrganizationsLearning Organizations

Learning recognized as a source of Learning recognized as a source of competitive advantagecompetitive advantage

Use knowledge management: Use knowledge management: Make sure knowledge from employees, Make sure knowledge from employees,

teams, and units is captured, remembered, teams, and units is captured, remembered, stored and sharedstored and shared

Technologies provide software toTechnologies provide software toshare knowledge electronically share knowledge electronically

Chief Learning/Knowledge OfficerChief Learning/Knowledge Officercoordinates activitiescoordinates activities


Training and Development within Training and Development within an Integrated HR Systeman Integrated HR System

Training and Development within Training and Development within an Integrated HR Systeman Integrated HR System

Other HR ActivitiesOther HR Activities• Fairness/legalFairness/legal• HR PlanningHR Planning• Job AnalysisJob Analysis• RecruitmentRecruitment• SelectionSelection• MeasuringMeasuring

PerformancePerformance

Global EnvironmentGlobal Environment• Labor MarketLabor Market• TechnologyTechnology

OrganizationalOrganizationalEnvironmentEnvironment

Needs AnalysisNeeds Analysis• OrganizationOrganization• JobJob• PersonPerson• DemographicDemographic

Key Design Key Design ChoicesChoices

• FocusFocus• Who receives?Who receives?• Who delivers?Who delivers?• Where and when?Where and when?• What methods?What methods?• ContentContent

Evaluation Evaluation and Revisionand Revision

OutcomesOutcomes•AttitudesAttitudes•SkillsSkills•BehaviorBehavior•PerformancePerformance•AdvancementAdvancement•RetentionRetention


Socialization

Training

Development

Socialization

Training

Development

• Competencies that match Competencies that match strategystrategy

• Cohesiveness and Cohesiveness and commitmentcommitment

• Improved recruitment and Improved recruitment and retentionretention

• Improved performanceImproved performance• Legal compliance and Legal compliance and

protectionprotection• Smoother mergers and Smoother mergers and

acquisitionsacquisitions

• Competencies that match Competencies that match strategystrategy

• Cohesiveness and Cohesiveness and commitmentcommitment

• Improved recruitment and Improved recruitment and retentionretention

• Improved performanceImproved performance• Legal compliance and Legal compliance and

protectionprotection• Smoother mergers and Smoother mergers and

acquisitionsacquisitions

The Strategic Importance of The Strategic Importance of TrainingTraining

and Developmentand Development

The Strategic Importance of The Strategic Importance of TrainingTraining

and Developmentand Development


Improving PerformanceImproving PerformanceImproving PerformanceImproving Performance

Improving ServiceImproving Service

Training for CustomersTraining for Customers

ProductivityProductivity

New TechnologyNew Technology


Roles and Responsibilities in Roles and Responsibilities in Training and DevelopmentTraining and Development

Roles and Responsibilities in Roles and Responsibilities in Training and DevelopmentTraining and Development

Line Managers

• Link business plans to TandD

• Participate in delivery

• Help employees identify needs

• Support employee participation

• Reinforce transfer of learning

• Do OTJ training

Line Managers

• Link business plans to TandD

• Participate in delivery

• Help employees identify needs

• Support employee participation

• Reinforce transfer of learning

• Do OTJ training

HR Professionals

• Identify needs, with line mgrs

• Help employees to identify needs

• Communicate TandD opportunities and consequences

• Develop/administer TandD activities

• Train trainers

• Evaluate

HR Professionals

• Identify needs, with line mgrs

• Help employees to identify needs

• Communicate TandD opportunities and consequences

• Develop/administer TandD activities

• Train trainers

• Evaluate

Employees

• Identify own needs

• Accept responsibility for finding opportunities

• Actively participate in TandD activities

• Assist with TandD of coworkers

• Participate in evaluation of TandD activities

Employees

• Identify own needs

• Accept responsibility for finding opportunities

• Actively participate in TandD activities

• Assist with TandD of coworkers

• Participate in evaluation of TandD activities


ManagersManagers

HR Professionals

HR ProfessionalsEmployeesEmployees

CooperateCooperateSupportSupportTrainTrain

AssistAssistCommunicateCommunicateTrainTrain

IdentifyIdentifyAcceptAcceptParticipateParticipate

Partnership PerspectivePartnership PerspectivePartnership PerspectivePartnership Perspective


Determining Training and Determining Training and Development NeedsDevelopment Needs

Determining Training and Determining Training and Development NeedsDevelopment Needs

Organization Needs

Organization Needs

Person NeedsPerson Needs

Demographic Needs

Job NeedsJob

Needs


Organizational Needs AnalysisOrganizational Needs AnalysisOrganizational Needs AnalysisOrganizational Needs Analysis

Assess short-and long-Assess short-and long-term strategic objectivesterm strategic objectives

Analyze:Analyze: Human resource Human resource

needsneeds Efficiency indicesEfficiency indices Training climateTraining climate Resources and Resources and

constraintsconstraints

Clearly state T and D Clearly state T and D objectivesobjectives


A Supportive Training ClimateA Supportive Training ClimateA Supportive Training ClimateA Supportive Training Climate

Incentives encourage employees to Incentives encourage employees to participateparticipate

Managers make it easy for employees to Managers make it easy for employees to attend T and D programsattend T and D programs

Employees encourage each otherEmployees encourage each other Use of new competencies is rewardedUse of new competencies is rewarded No hidden punishments for participatingNo hidden punishments for participating Managers who are effective trainers are Managers who are effective trainers are

rewardedrewarded


Job Needs AnalysisJob Needs AnalysisJob Needs AnalysisJob Needs Analysis

Identify specific skills, Identify specific skills, knowledge and behavior knowledge and behavior needed in present or needed in present or future jobsfuture jobs

Use job analysis with Use job analysis with competency modelingcompetency modeling


Person Needs AnalysisPerson Needs AnalysisPerson Needs AnalysisPerson Needs Analysis

Identify the gap between Identify the gap between current capabilities and current capabilities and those that are those that are necessary or desirable necessary or desirable using:using:

Output measuresOutput measures Self-assessed training Self-assessed training

needsneeds Career planning Career planning

discussionsdiscussions Attitude surveysAttitude surveys


Demographic Needs AnalysisDemographic Needs AnalysisDemographic Needs AnalysisDemographic Needs Analysis

Determine needs of Determine needs of specific populations of specific populations of workersworkers

May be used to May be used to determine if all are given determine if all are given equal access to growth equal access to growth experiences and experiences and developmental developmental challengeschallenges


Assessment Assessment PhasePhase

Assessment Assessment PhasePhase

Training andTraining andDevelopment PhaseDevelopment Phase

Training andTraining andDevelopment PhaseDevelopment Phase

EvaluationEvaluationPhasePhase

EvaluationEvaluationPhasePhase

• Select training media Select training media and learning and learning principlesprinciples

• Conduct trainingConduct training• Establish conditions Establish conditions

for maintenancefor maintenance

• DevelopDevelopcriteriacriteria

• PretestPretest• Monitor Monitor

trainingtraining• EvaluateEvaluate

Training and Development ProcessTraining and Development ProcessTraining and Development ProcessTraining and Development Process

Assess needs:Assess needs:• OrganizationalOrganizational• JobJob• PersonPerson• DemographicDemographic


Setting Up a Training andSetting Up a Training andDevelopment SystemDevelopment System

Setting Up a Training andSetting Up a Training andDevelopment SystemDevelopment System

Creating the Right Conditions:Creating the Right Conditions: InsightInsight MotivationMotivation New skills and knowledgeNew skills and knowledge Real World PracticeReal World Practice AccountabilityAccountability


Who Provides TrainingWho Provides Trainingand Development?and Development?

Who Provides TrainingWho Provides Trainingand Development?and Development?

Supervisors and other managersSupervisors and other managers CoworkersCoworkers ExpertsExperts EmployeeEmployee

(e.g., self-paced instruction)(e.g., self-paced instruction)


CognitiveCognitiveKnowledgeKnowledge

Skill-Based OutcomesSkill-Based Outcomes

AffectiveAffectiveOutcomesOutcomes

Developing Program ContentDeveloping Program ContentDeveloping Program ContentDeveloping Program Content

ProgramContentProgramContent


Cognitive KnowledgeCognitive KnowledgeCognitive KnowledgeCognitive Knowledge

Includes:Includes: Information people Information people

have (what they know)have (what they know) The way people The way people

organize informationorganize information Strategies for using Strategies for using

informationinformation

Most training addresses Most training addresses what people know.what people know.


Topics Covered by Training Focusing Topics Covered by Training Focusing on Cognitive Knowledgeon Cognitive Knowledge

Topics Covered by Training Focusing Topics Covered by Training Focusing on Cognitive Knowledgeon Cognitive Knowledge

Company Policies and PracticesCompany Policies and Practices e.g., orientation programse.g., orientation programs

Basic Knowledge and Basic Knowledge and the Three Rsthe Three Rs

The Big PictureThe Big Picture Organization structure, Organization structure,

products, services, business products, services, business strategies and environmentstrategies and environment


Training for SkillsTraining for SkillsTraining for SkillsTraining for Skills

Skills demonstrated by behaviorsSkills demonstrated by behaviors Learning involves practicing desired behaviorsLearning involves practicing desired behaviors For example:For example:

Technical skillsTechnical skills Motor skillsMotor skills Communication skillsCommunication skills Leadership SkillsLeadership Skills


Training for Affective OutcomesTraining for Affective OutcomesTraining for Affective OutcomesTraining for Affective Outcomes

Objective Is to ChangeObjective Is to Change MotivationMotivation AttitudesAttitudes ValuesValues

Example of Objectives Example of Objectives Build team spiritBuild team spirit Enhance self-confidenceEnhance self-confidence Build emotional intelligence (self-awareness, Build emotional intelligence (self-awareness,

self-management, social awareness, self-management, social awareness, relationship management)relationship management)


Choosing the Program FormatChoosing the Program FormatChoosing the Program FormatChoosing the Program Format

Traditional FormatsTraditional Formats On-the-jobOn-the-job On-site, but not on-the-jobOn-site, but not on-the-job Off the jobOff the job

E-LearningE-Learning New technology allows integration New technology allows integration

of multiple learning methodsof multiple learning methods Includes teleconferencing, multimedia, Includes teleconferencing, multimedia,

computer-based learningcomputer-based learning Can speed communication and cut costsCan speed communication and cut costs


On the Job TrainingOn the Job TrainingOn the Job TrainingOn the Job Training

Job instruction trainingJob instruction training Apprenticeship trainingApprenticeship training Internships and Internships and

assistantshipsassistantships Job rotation and Job rotation and

developmental job developmental job assignmentsassignments

Supervisory assistance Supervisory assistance and mentoringand mentoring

CoachingCoaching


Components of a Developmental JobComponents of a Developmental JobComponents of a Developmental JobComponents of a Developmental Job

Unfamiliar Unfamiliar responsibilitiesresponsibilities

Responsibility for Responsibility for creating changecreating change

High levels of High levels of responsibilityresponsibility

Boundary-spanning Boundary-spanning requirementsrequirements

Dealing with diversityDealing with diversity


On-Site, but Not On the Job TrainingOn-Site, but Not On the Job TrainingOn-Site, but Not On the Job TrainingOn-Site, but Not On the Job Training

Programmed instruction Programmed instruction on intranet or interneton intranet or internet

Videos and CDsVideos and CDs Interactive video Interactive video

training: Combines training: Combines programmed programmed instruction with videoinstruction with video

TeleconferencingTeleconferencing Corporate Universities Corporate Universities

and executive educationand executive education


Off the Job TrainingOff the Job TrainingOff the Job TrainingOff the Job Training

Formal coursesFormal courses SimulationSimulation

Vestibule method: Vestibule method: simulates actual jobsimulates actual job

Assessment centersAssessment centers Role-playingRole-playing Business board gamesBusiness board games Sensitivity trainingSensitivity training Wilderness trips and Wilderness trips and

outdoor trainingoutdoor training


On-the-JobOn-the-JobOn-the-JobOn-the-Job

On-Site, not On-the-JobOn-Site, not On-the-JobOn-Site, not On-the-JobOn-Site, not On-the-Job

Off the JobOff the JobOff the JobOff the Job

Job instructionJob instructionApprenticeshipApprenticeship

InternshipsInternshipsJob rotationJob rotation

Programmed instructionProgrammed instructionInteractive video and Interactive video and web-based trainingweb-based trainingTeleconferencingTeleconferencing

Formal coursesFormal coursesSimulationSimulation

Assessment centersAssessment centersRole playing and sensitivity trainingRole playing and sensitivity training

Wilderness tripsWilderness trips

Program LocationProgram LocationProgram LocationProgram Location


Setting the Stage for LearningSetting the Stage for LearningSetting the Stage for LearningSetting the Stage for Learning

Increasing Learning During TrainingIncreasing Learning During TrainingIncreasing Learning During TrainingIncreasing Learning During Training

Maintaining Performance after TrainingMaintaining Performance after TrainingMaintaining Performance after TrainingMaintaining Performance after Training

Following up on TrainingFollowing up on TrainingFollowing up on TrainingFollowing up on Training

Maximizing LearningMaximizing LearningMaximizing LearningMaximizing Learning


Setting the Stage for LearningSetting the Stage for LearningSetting the Stage for LearningSetting the Stage for Learning

Provide clear instructionsProvide clear instructions Model appropriate behaviorModel appropriate behavior


Increasing Learning During TrainingIncreasing Learning During TrainingIncreasing Learning During TrainingIncreasing Learning During Training

Provide active participationProvide active participation Increase self-efficacy (trainee’s beliefs about Increase self-efficacy (trainee’s beliefs about

task-specific ability)task-specific ability) Match techniques to trainee self-efficacyMatch techniques to trainee self-efficacy Provide opportunities for enactive masteryProvide opportunities for enactive mastery Ensure specific, timely, diagnostic and Ensure specific, timely, diagnostic and

practical feedback practical feedback Provide opportunities for practice of new Provide opportunities for practice of new

behaviorsbehaviors


Enactive MasteryEnactive MasteryEnactive MasteryEnactive Mastery

Processes That Increase Self-EfficacyProcesses That Increase Self-Efficacy Experiences that fail to validate fearsExperiences that fail to validate fears Competencies that are developedCompetencies that are developed Once-threatening situations that are Once-threatening situations that are

masteredmastered

Methods to Achieve Enactive Mastery:Methods to Achieve Enactive Mastery: Task segmentationTask segmentation ShapingShaping Use of proximal goalsUse of proximal goals


Maintaining Performance After Maintaining Performance After TrainingTraining

Maintaining Performance After Maintaining Performance After TrainingTraining

Develop learning points Develop learning points to assist retentionto assist retention

Set specific goalsSet specific goals Identify reinforcersIdentify reinforcers Train significant others Train significant others

to reinforce behaviorto reinforce behavior Teach trainees self-Teach trainees self-

management skillsmanagement skills


Following Up on TrainingFollowing Up on TrainingFollowing Up on TrainingFollowing Up on Training

Evaluate EffectivenessEvaluate Effectiveness Make revisions as Make revisions as

neededneeded


Team Training and DevelopmentTeam Training and DevelopmentTeam Training and DevelopmentTeam Training and Development

Training to develop team cohesivenessTraining to develop team cohesiveness Training in team proceduresTraining in team procedures Training to develop work team leadersTraining to develop work team leaders

Supporting disagreementSupporting disagreement Managing meetingsManaging meetings


Cross-Cultural TrainingCross-Cultural TrainingCross-Cultural TrainingCross-Cultural Training

To prepare people from To prepare people from several cultures to work several cultures to work togethertogether Diversity trainingDiversity training

To prepare a person for To prepare a person for living in another cultureliving in another culture Training for Training for

expatriates and expatriates and familiesfamilies


Diversity Training in the U.S.Diversity Training in the U.S.Diversity Training in the U.S.Diversity Training in the U.S.

Cultural Awareness TrainingCultural Awareness Training How own culture (ethnic background, age, How own culture (ethnic background, age,

socioeconomic status, religion, etc.) differs socioeconomic status, religion, etc.) differs from that of other workersfrom that of other workers

Understanding impact of stereotypesUnderstanding impact of stereotypes

Building CompetenciesBuilding Competencies Practice interpersonal skillsPractice interpersonal skills

Supplements to Diversity TrainingSupplements to Diversity Training Considering diversity in all aspects of HR Considering diversity in all aspects of HR

management (recruitment, selection, management (recruitment, selection, rewards)rewards)


Cross-Cultural Training in Cross-Cultural Training in International ContextInternational Context

Cross-Cultural Training in Cross-Cultural Training in International ContextInternational Context

Training for Expatriates and Their FamiliesTraining for Expatriates and Their Families Typically 3-5 day immersion course in Typically 3-5 day immersion course in

country’s values, customs, traditionscountry’s values, customs, traditions Culture-general assimilator uses scenarios to Culture-general assimilator uses scenarios to

teach understanding of cultural differencesteach understanding of cultural differences Training for InpatriatesTraining for Inpatriates

• Employees from other countries Employees from other countries sent to work in U.S.sent to work in U.S.

• Need info about culture and Need info about culture and help with relocationhelp with relocation


Global Leadership Training and Global Leadership Training and DevelopmentDevelopment

Global Leadership Training and Global Leadership Training and DevelopmentDevelopment

Managers need to manage Managers need to manage operations in several operations in several countries at oncecountries at once

Training and development Training and development may include:may include: Expatriate assignmentsExpatriate assignments Action learning projectsAction learning projects Cross-cultural team Cross-cultural team

assignmentsassignments Classroom trainingClassroom training


Evaluating Training and Evaluating Training and DevelopmentDevelopment

Evaluating Training and Evaluating Training and DevelopmentDevelopment

Short-Term Effects:Short-Term Effects: Reactions to TandD activityReactions to TandD activity Learning (tests)Learning (tests) Changes in behavior and attitudesChanges in behavior and attitudes Performance on a taskPerformance on a task

Most frequently usedMost frequently used


Evaluating Training and Evaluating Training and Development: Long-Term Development: Long-Term

Consequences Consequences

Evaluating Training and Evaluating Training and Development: Long-Term Development: Long-Term

Consequences Consequences OrganizationalOrganizational

Improved Improved productivityproductivity

Lower costLower cost Improved Improved

customer servicecustomer service Improved Improved

retentionretention Increased Increased

applicant poolapplicant pool

IndividualIndividual Reduced stressReduced stress Increased job Increased job

satisfactionsatisfaction Career Career

advancementadvancement Family satisfactionFamily satisfaction EmployabilityEmployability


Evaluation Designs: Experimental Evaluation Designs: Experimental DesignDesign

Evaluation Designs: Experimental Evaluation Designs: Experimental DesignDesign

T1 X T2T1 X T2T1 T2T1 T2

This is the most sophisticated designThis is the most sophisticated design

T1 X T2T1 X T2T1 T2T1 T2

This is the most sophisticated designThis is the most sophisticated design

• Randomly assigned treatment group participates Randomly assigned treatment group participates in trainingin training

• Control group does not participateControl group does not participate

• Both groups assessed at time 1 (T1) and time 2 Both groups assessed at time 1 (T1) and time 2 (T2)(T2)

• Determine if change took place from T1 to T2 and Determine if change took place from T1 to T2 and whether change due to trainingwhether change due to training

• Randomly assigned treatment group participates Randomly assigned treatment group participates in trainingin training

• Control group does not participateControl group does not participate

• Both groups assessed at time 1 (T1) and time 2 Both groups assessed at time 1 (T1) and time 2 (T2)(T2)

• Determine if change took place from T1 to T2 and Determine if change took place from T1 to T2 and whether change due to trainingwhether change due to training


Evaluation Designs: Quasi Evaluation Designs: Quasi ExperimentalExperimental

Evaluation Designs: Quasi Evaluation Designs: Quasi ExperimentalExperimental

• Several measures taken before treatment and Several measures taken before treatment and after programafter program

• Look for changes that occur after program and Look for changes that occur after program and try to rule out other factors that may cause try to rule out other factors that may cause changechange

• Several measures taken before treatment and Several measures taken before treatment and after programafter program

• Look for changes that occur after program and Look for changes that occur after program and try to rule out other factors that may cause try to rule out other factors that may cause changechange

Time-series design:Time-series design:T1 T2 T3 X T4 T5 T6T1 T2 T3 X T4 T5 T6

Time-series design:Time-series design:T1 T2 T3 X T4 T5 T6T1 T2 T3 X T4 T5 T6


Quasi-Experimental Designs (cont’d)Quasi-Experimental Designs (cont’d)Quasi-Experimental Designs (cont’d)Quasi-Experimental Designs (cont’d)

Nonequivalent control group designNonequivalent control group design::

(Employees not randomly assigned to (Employees not randomly assigned to groups)groups)

T1 X T2T1 X T2

T1 T2T1 T2

Nonequivalent control group designNonequivalent control group design::

(Employees not randomly assigned to (Employees not randomly assigned to groups)groups)

T1 X T2T1 X T2

T1 T2T1 T2


Evaluation Designs: Evaluation Designs: NonexperimentalNonexperimental

Evaluation Designs: Evaluation Designs: NonexperimentalNonexperimental

One-shot case study design X T2

Take measures only after a programTake measures only after a program

One-shot case study design X T2

Take measures only after a programTake measures only after a program

One-group pretest-posttest designOne-group pretest-posttest design

T1 X T2T1 X T2

Measure one group before and after programMeasure one group before and after programWill not know whether program caused Will not know whether program caused

changeschanges

One-group pretest-posttest designOne-group pretest-posttest design

T1 X T2T1 X T2

Measure one group before and after programMeasure one group before and after programWill not know whether program caused Will not know whether program caused

changeschanges

Documents

Chapter 9: Training and Developing a Competitive Workforce Jackson and Schuler © 2003 South-Western College Publishing. All rights reserved. Eighth edition