Hrm10e Chap09

Human ResourceHuman ResourceManagementManagement

TENTH EDITONTENTH EDITON

© 2003 Southwestern College Publishing. All rights reserved. PowerPoint Presentation

by Charlie Cook

PowerPoint Presentation

by Charlie Cook

Training Human ResourcesTraining Human ResourcesTraining Human ResourcesTraining Human Resources

SECTION 3Training and

DevelopingHuman

Resources

SECTION 3Training and

DevelopingHuman

Resources

Chapter 9Chapter 9

Robert L. Mathis Robert L. Mathis John H. Jackson John H. Jackson

© 2002 Southwestern College Publishing. All rights reserved. 9–2

Learning ObjectivesLearning ObjectivesLearning ObjectivesLearning Objectives

After you have read this chapter, you should be able to:

– Define training and discuss why a strategic approach is important.

– Discuss the four phases of the training process.

– Identify three types of analyses used to determine training needs.

– Describe internal, external, and e-learning as training delivery approaches.

– Give an example for each of the four levels of training evaluation.


The Nature of TrainingThe Nature of TrainingThe Nature of TrainingThe Nature of Training

Training– A process whereby people acquire

capabilities to aid in the achievement of organizational goals.

– Employers spend $60 billion on training annually.

The Context of Training– Organization Competitiveness and Training

• Training make organizations more competitive• Training helps retain valuable employees• Training is no longer the first casualty of a business

downturn.


The Context of TrainingThe Context of TrainingThe Context of TrainingThe Context of Training

Organization Competitiveness and Training– Training makes organizations more

competitive– Training helps retain valuable employees– Training is no longer the first casualty of a

business downturn. Training as a Revenue Source

– Marketing training with or alongside products can contribute significantly to a firm’s revenues.


The Context of Training (cont’d)The Context of Training (cont’d)The Context of Training (cont’d)The Context of Training (cont’d)

Integration of Job Performance, Training, and Learning– Training is moving “closer to the job” to

achieve “real time” learning.– Training is using more real-world problems to

increase employee learning.


Performance ConsultingPerformance ConsultingPerformance ConsultingPerformance Consulting

Figure 9–1


Typical Division of HR Responsibilities: TrainingTypical Division of HR Responsibilities: TrainingTypical Division of HR Responsibilities: TrainingTypical Division of HR Responsibilities: Training

Figure 9–2


Linking Business and Training StrategiesLinking Business and Training StrategiesLinking Business and Training StrategiesLinking Business and Training Strategies

Figure 9–3Source: Based on ideas from Lisa A. Burke and Joseph V. Wilson III.


Basic Business Strategy ConceptsBasic Business Strategy ConceptsBasic Business Strategy ConceptsBasic Business Strategy Concepts

Low-cost leader– Attempting to increase market share by

focusing on the low cost of the firm’s products or services, compared to competitors.

Differentiation– Trying to make the firm’s products or

services competitively different from others in the industry in terms of quality, service, technology, or perceived distinctiveness.


Training ProcessTraining ProcessTraining ProcessTraining Process

Figure 9–4


Sources of Sources of Training Needs Training Needs

AssessmentAssessment

Sources of Sources of Training Needs Training Needs

AssessmentAssessment

Figure 9–5


Establishing Training ObjectivesEstablishing Training ObjectivesEstablishing Training ObjectivesEstablishing Training Objectives

Gap Analysis– The distance between where an organization

is with its employee capabilities and where it needs to be.

Types of Training Objectives– Knowledge: Impart cognitive information and

details to trainees.– Skill: Develop behavior changes in how job

and tasks are performed.– Attitude: Create interest and awareness of

the training importance.


Elements of Training DesignElements of Training DesignElements of Training DesignElements of Training Design

Figure 9–6


Learning: The Focus of TrainingLearning: The Focus of TrainingLearning: The Focus of TrainingLearning: The Focus of Training

Learner Readiness– Ability 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


Learning StylesLearning StylesLearning StylesLearning Styles

Adult Learning PrinciplesAdult Learning PrinciplesAdult Learning PrinciplesAdult Learning Principles

Have need to know why they are learning something.Have need to know why they are learning something.Have need to know why they are learning something.Have need to know why they are learning something.

Have need to be self-directed.Have need to be self-directed.Have need to be self-directed.Have 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.

Employ a problem-solving approach in the experience.Employ a problem-solving approach in the experience.Employ a problem-solving approach in the experience.Employ a 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.


Learning PracticesLearning PracticesLearning PracticesLearning Practices

Active Practice– The performance of job-related tasks and

duties by trainees during training Spaced Practice

– Several practice sessions spaced over a period of hours or days

Massed practice– Performance of all the practice at once.


Learning: BehaviorsLearning: BehaviorsLearning: BehaviorsLearning: Behaviors

Behavior Modeling– Copying someone else’s behavior by

observing how another person deals with a problem.

Reinforcement– Law of effect states that people tend to

repeat behaviors that are rewarded and avoid behaviors that are punished.

Immediate Confirmation– Reinforcement and feedback are most

effective when given as soon as possible after training.


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 ofTrainingTrainingTypes ofTypes ofTrainingTraining


Course Types and Training ExpendituresCourse Types and Training ExpendituresCourse Types and Training ExpendituresCourse Types and Training Expenditures

Figure 9–7Source: Mark E. Van Buren, ASTD State of the Industry Report, 2001 (Alexandria, VA: ASTD, 2001), 13. Used with permission.


Orientation: Training for New EmployeesOrientation: Training for New EmployeesOrientation: Training for New EmployeesOrientation: Training for New Employees

Achievements ofAchievements ofEffective OrientationEffective Orientation

Achievements ofAchievements ofEffective OrientationEffective Orientation

Co-WorkerCo-WorkerAcceptanceAcceptance

Co-WorkerCo-WorkerAcceptanceAcceptance

FavorableFavorableImpressionImpression

FavorableFavorableImpressionImpression

ProvidesProvidesInformationInformation

ProvidesProvidesInformationInformation

SocializationSocializationandand

IntegrationIntegration

SocializationSocializationandand

IntegrationIntegration

PerformancePerformanceandand

ProductivityProductivity

PerformancePerformanceandand

ProductivityProductivity


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


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


Internal TrainingInternal TrainingInternal TrainingInternal Training

Informal Training– Training that occurs through interactions and

feedback among employees. On-the-Job Training (OJT)

– Problems with OJT• Poorly-qualified or indifferent trainers• Disruption of regular work• Bad or incorrect habits are passed on


Stages of On-the-Job TrainingStages of On-the-Job TrainingStages of On-the-Job TrainingStages of On-the-Job Training

Figure 9–8


External TrainingExternal TrainingExternal TrainingExternal Training

Reasons for External Training– May be less expensive to outsource training– Insufficient time to develop training– Lack of expertise– Advantages of interacting with outsiders

E-Learning: Training Online


External Training: E-LearningExternal Training: E-LearningExternal Training: E-LearningExternal Training: E-Learning

E-Learning: Training Online– The using the Internet or an organizational

intranet to conduct training online. Criteria for adopting e-learning:

– Sufficient top management support and funding

– Accepting the idea of decentralized and individualized training

– Current training methods not meeting needs– Computer literacy and access to computers– Time and travel cost concerns for trainees– The number and self-motivation of trainees


Developing E-LearningDeveloping E-LearningDeveloping E-LearningDeveloping E-Learning

Figure 9–9


Advantages and Disadvantages of E-LearningAdvantages and Disadvantages of E-LearningAdvantages and Disadvantages of E-LearningAdvantages and Disadvantages of E-Learning

Figure 9–10Source: Developed by Lisa A. Burke. May not be reproduced without permission.


Training MethodsTraining MethodsTraining MethodsTraining Methods

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

Technology and Technology and TrainingTraining

Technology and Technology and TrainingTraining

TrainingTrainingMethodsMethods

TrainingTrainingMethodsMethods


Levels of Training EvaluationLevels of Training EvaluationLevels of Training EvaluationLevels of Training Evaluation

Figure 9–11


Balancing Costs and Benefits of TrainingBalancing Costs and Benefits of TrainingBalancing Costs and Benefits of TrainingBalancing Costs and Benefits of Training

Figure 9–12


Training Evaluation (cont’d)Training Evaluation (cont’d)Training Evaluation (cont’d)Training Evaluation (cont’d)

Cost-Benefit Analyses– Comparison of costs and benefits associated

with training Return on Investment Benchmarking Training


Evaluation DesignsEvaluation DesignsEvaluation DesignsEvaluation Designs

Post-MeasurePost-MeasurePost-MeasurePost-Measure

Pre-/Post-Pre-/Post-Measure Measure

Pre-/Post-Pre-/Post-Measure Measure

Pre-/Post-Pre-/Post-Measure with Measure with Control GroupControl Group

Pre-/Post-Pre-/Post-Measure with Measure with Control GroupControl Group

Evaluation Evaluation DesignDesign

Evaluation Evaluation DesignDesign

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Hrm10e Chap09