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Training And Development
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Chapter Ten
Training, Development, and Organizational
Learning
10 - 2
Chapter Outline
• Purposes of Training and Development
• New Employee Orientation
• Assessing Training and Development Needs
• Designing Training and Development Programs
• Training and Development Techniques and Methods
10 - 3
Chapter Outline (cont’d)
• Management Development
• Organizational Development and Learning
• Evaluating Training and Development
10 - 4
Chapter Objectives
• Identify and describe the purposes of training and development.
• Discuss new employee orientation.
• Describe how training and development needs are assessed.
• Discuss common training and development techniques and methods.
• Discuss the unique considerations in management development.
10 - 5
Chapter Objectives (cont’d)
• Discuss how organizations, as well as individuals, can learn and develop.
• Describe how organizations can evaluate the effectiveness of their training and development programs.
10 - 6
Purposes of Training and Development
• Employee training– A planned attempt by an organization to
facilitate employee learning of job-related knowledge, skills, and behaviors
• Development– Teaching managers and professionals the
skills needed for both present and future jobs
10 - 7
The Nature of Training
• Training usually involves teaching operational or technical employees how to do their jobs more effectively and/or efficiently.
• Responsibilities for training are generally assigned to the HR function.
• In general, training is intended to help the organization function more effectively.
• Managers must be sure that productivity can be increased through training and that productivity gains are possible with existing resources.
10 - 8
The Nature of Development
• Development is generally aimed at helping managers better understand and solve problems, make decisions, and capitalize on opportunities.
• Development is often considered a HR function.
10 - 9
Learning Theory and Employee Training
• Learning– A relatively permanent change in behavior
or behavioral potential that results from direct or indirect experience
• Learning organization– An organization whose employees
continuously attempt to learn new information and to use what they learn to improve product or service quality
10 - 10
Learning and Employee Trainingand Development
10 - 11
New Employee Orientation
• Orientation– The process of introducing new employees
to the organization so that they can become effective contributors more quickly
• Goals of orientation– To reduce anxiety and uncertainty for new
employees– To ease the burden of socializing
newcomers for supervisors and coworkers– To provide favorable initial job experiences
10 - 12
Basic Issues in Orientation
• Content of orientation– Policies and procedures– Work hours, compensation, schedules,
who can answer questions– Overview and introduction to the business
• Length of orientation– Depends on content– May include initial orientation and follow-up
• Who will conduct orientation– HR, managers, union officials, employees
10 - 13
Sample New Employee Orientation Schedule
10 - 14
Assessing Training and Development Needs
• Needs analysis– The assessment of the organization’s job-related
needs and the capabilities of the current workforce
• The manager must carefully assess the company’s:– Strategy– Resources available for training– General philosophy regarding training and
development
• Decision must be made about training employees for current jobs versus for future jobs
10 - 15
Setting Training and Development Goals
• The organization should know in advance what it expects of its employees prior to training.
• The HR manager planning the training must look at the current state of affairs, decide what changes are necessary, and formulate these changes into specific training development goals.
• Goals should be objective, verifiable, and specific.
10 - 16
In-House Versus Outsourced Programs
• In-house training or development program– Is conducted on the organization’s
premises primarily by the organization’s employees
– Content can be tailored to the organization– Scheduling can be flexible
10 - 17
In-House Versus Outsourced Programs (cont’d)
• Outsourced training or development program– Involves having people from outside the
organization perform the training– Cost can be lower than in-house training– Professional trainers assure quality– Program may be generic rather than
tailored to the organization
10 - 18
Designing Training andDevelopment Programs
• The first steps are outlining and defining training and development program content.
• Then define the content, which specifies the material that is intended to be taught.
• Another approach is to focus on what is to be learned.
• More complex training requires a more complex definition of content.
10 - 19
10 - 20
Selecting Training andDevelopment Instructors
• The most common choices regarding instructors are whether to use full-time professional trainers (who might be hired from an external firm or are part of an in-house training staff) or use operating managers.
• These individuals may be experts on the task to be taught, but poor instructors.
• Professional trainers is the other choice.
10 - 21
Training and DevelopmentTechniques and Methods
• Work-based programs– Tie the training and development activities
directly to the performance of the task– On-the-job training
• Having employees learn their job while they are actually performing it
– Apprenticeship• A combination of on-the-job and classroom
instruction
10 - 22
Training and DevelopmentTechniques and Methods (cont’d)
• Work-based programs (cont’d)– Vestibule training
• A work-simulation situation in which the job is performed under a condition that closely simulates the real work environment
– Systematic job rotation and transfer• Systematically rotating or transferring the
employee from one job to another
10 - 23
Training and DevelopmentTechniques and Methods (cont’d)
• Instructional-based programs– Approach training and development from a
teaching and learning perspective– Lecture or discussion approach
• A trainer presents the material to those attending the program in a descriptive fashion
– Computer-assisted instruction• A trainee sits at a personal computer and
operates software that has been developed specifically to impart certain information to the individual
10 - 24
Training and DevelopmentTechniques and Methods (cont’d)
• Instructional-based programs (cont’d)– Programmed instruction
• The material to be learned is prepared in a manual or training booklet, which the individual studies at his or her pace
10 - 25
Computer-assisted instruction
Team-building and group-based methods
Video teleconferencing
Interactive videos
TrainingTechnology
10 - 26
Special Needs for Management Development
• Rather than attending a single training program, managers may need to participate in different programs that span a long time.
• Management development may be subject to different opportunities and limitations regarding materials, training methods, and modes of instruction.
• The learner may need to be an active participant in a development program.
10 - 27
Special Techniques for Management Development
• In-basket exercise– The trainee must play the role of manager
in dealing with a hypothetical in-basket of letters, memos, reports, phone messages, and e-mail messages.
• Leaderless group exercise– A group of trainees are placed together in
a group setting and told to make a decision or solve a problem.
10 - 28
Organizational Development
• An effort that is planned systemwide and managed from the top of the organization to increase the organization’s overall performance through planned interventions
• Relies heavily on behavioral science technology
• Techniques: diagnostic OD, survey feedback OD, third-party peacemaking, process consultation
10 - 29
Organizational Learning
• The process by which an organization “learns” from past mistakes and adapts to its environment– Begins with individual learning and change– Depends on social processes and sharing
• Organizational memory– The collective, institutional record of past
events
10 - 30
Evaluating Training and Development
• Performance before training should be measured.
• When training has been completed, all trainees should be able to demonstrate capabilities from the training.
• For management development, organizations can rely on evaluations completed by the trainees after a particular training program.
10 - 31
Design of Training Programs
• General training– Providing trainees with skills and abilities
that can be applied in any organization– May result in increased turnover
• Specific training– Providing trainees with skills or information
that is of use only to the present organization