training employees

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.© 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

Training Employees

1–1

Principles of Human Resource Management

16 e

Bohlander | Snell

© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 2 of 36© 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 2 of 66

Chapter ObjectivesAfter studying this chapter, you should be able to

Discuss the strategic approach to training and development.

Describe the components of a training needs assessment.

Identify the principles of learning and describe how they facilitatetraining.

Identify the types of training methods used for managers and nonmanagers.

Discuss the advantages and disadvantages of various evaluation criteria.

Describe additional training programs often conducted firms.

LEARNING OUTCOME 1

LEARNING OUTCOME 2

LEARNING OUTCOME 3

LEARNING OUTCOME 4

LEARNING OUTCOME 5

LEARNING OUTCOME 6


Training and Development and Other HRM Functions

Training may permit hiring less-qualified applicants Selection Effective selection may

reduce training needs

Training aids in the achievement of performance

Performance Appraisal

A basis for assessing training needs and results

Training and development may lead to higher pay

Compensation Management

A basis for determining employee’s rate of pay

Availability of training can aid in recruitment Recruitment Provide an additional

source of trainees

Training may include a role for the union Labor Relations Union cooperation can

facilitate training efforts


The Scope of Training

• Training Effort initiated by an organization to foster learning

among its members. Tends to be narrowly focused and oriented toward

short-term performance concerns.• Development

Effort that is oriented more toward broadening an individual’s skills for the future responsibilities.


Training Expenditure Allocations by Type of Worker


A Strategic Approach to Training

• Four Phases Needs assessment based on the firm’s

competitive objectives Program design Implementation Evaluation


Strategic Model of Training


Phase 1: Conducting the Needs Assessment

• Organization Analysis An examination of the environment, strategies, and

resources of the organization to determine where training emphasis should be placed.

• Task Analysis The process of determining what the content of a

training program should be on the basis of a study of the tasks and duties involved in the job.

• Person Analysis A determination of the specific individuals who

need training.


Needs Assessment Training


A Competency Assessment for a Managerial Position


A Competency Assessment for a Managerial Position (cont.)


Phase 2: Designing the Training Program

Characteristics of successful trainers

Trainee readiness and motivation

Issues in training design

Instructional objectives

Principles of learning


Phase 2: Designing the Training Program (cont.)

• Instructional Objectives Represent the desired outcomes of a training program

– Performance-centered objectives Provide a basis for choosing methods

and materials and for selecting the means for assessing whether the instruction will be successful.


Trainee Readiness and Motivation

• Strategies for Creating a Motivated Training Environment:1. Use positive reinforcement.2. Eliminate threats and punishment.3. Be flexible.4. Have participants set personal goals.5. Design interesting instruction.6. Break down physical and psychological obstacles to

learning.


Principles of Learning


Principles of Learning

Recognition of individual learning differences

Meaningfulness of presentation

Focus on learning and transfer

Goal setting - What’s the value?

Behavioral modeling


Principles of Learning (cont.)

Feedback and reinforcement

Whole versus-part learning

Active practice and repetition

Massed-vs-distributed learning

Focus on method and process


Feedback and Reinforcement

• Spot Rewards Programs that award employees

“on the spot” when they do something particularly well during training or on the job

• Behavior Modification The technique that operates on the principle that

behavior that is rewarded, or positively reinforced, is repeated more frequently, whereas behavior that is penalized or unrewarded will decrease in frequency.


A Typical Learning Curve


Characteristics of Successful Instructors

• Knowledge of the subject• Adaptability• Sincerity• Sense of humor• Interest• Clear instructions• Individual assistance• Enthusiasm


Phase 3: Implementing the Training Program

Importance of training outcomes

Type of trainees

Choosing the instructional method

Nature of training

Organizational extent of training


Training Methods for Nonmanagerial Employees

1. On-the-Job Training (OJT)2. Apprenticeship Training3. Cooperative Training, Internships, and Governmental

Training4. Classroom Instruction5. Programmed Instruction6. Audiovisual Methods7. Simulation Method8. E-Learning


The PROPER Way to Do On-the-Job Training


Training Methods for Nonmanagerial Employees (cont.)

• On-the-job training (OJT) Method by which employees are given hands-on

experience with instructions from their supervisor or other trainer.

1.Coaching2.Understudy assignments3.Job rotation and lateral transfers4.Special projects & junior boards5.Action learning6.Managerial staff meetings7.Planned career progressions



• Internship Programs Are jointly sponsored by colleges, universities, and

other organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations.

• Classroom Instruction Enables the maximum number of trainees to be

handled by the minimum number of instructors.– “Blended” learning—lectures and demonstrations are

combined with films, DVDs, and videotapes or computer instruction.



• Programmed Instruction Self-directed learning—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 Methods Video recordings, CDs and DVDs Teleconferencing and videoconferencing Web conferencing, webinars, and podcasts Communities of practice, blogs, and wikis



• Simulation The simulation method emphasizes realism in

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.



• E-Learning Learning that takes place via web and computer-

based training (CBT) Allows the firm to bring the training to employees Allows employees to customize their own learning in

their own time and space (just-in-time learning) Provides continuously updated

training materials


Learning Management Systems

• Learning Management Systems (LMS) Are “virtual learning environments” Can assess the skills of employees Can register them for courses Can deliver interactive learning modules directly to

their desktops when they need or want them Can evaluate and track their progress, and determine

when they are ready to be promoted


Methods for Management Development

• On-the Job Experiences• Seminars and Conferences• Case Studies• Management Games and Simulations• Role-Playing• Behavior Modeling


On-the-Job Experiences

• Coaching• Understudy Assignment• Job Rotation• Lateral Transfer• Special Projects• Action Learning• Staff Meetings• Planned Career Progressions


Case Studies

• The 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 of learning (questioning, interpreting,

and so on) is as important as the content.5. Team problem solving and interaction are possible.


Methods for Management Development (cont.)


Role Playing

• Successful role play requires that instructors: Ensure that group members are comfortable with 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. 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.


Behavior Modeling

• Behavior Modeling An approach that demonstrates desired behavior and

gives trainees the chance to practice and role-play those behaviors and receive feedback.

Involves four basic components:– Learning points– Model– Practice and role play– Feedback and reinforcement


Methods for Management Development (cont.)

• Tuition Assistance Programs About half of all large corporations offer their

employees tuition assistance if they take courses related to the firms’ businesses.

• Corporate Universities It’s not unusual for large corporations to have their

own “universities” where they train their employees and future managers.


Phase 4: Evaluating the Training Program

Criterion 4: Results assessment

Criterion 2: Extent of learning

Measuring program effectiveness

Criterion 1: Trainee reactions

Criterion 3: Learning transfer to job


Criteria for Evaluating Training


Criterion 1: Reactions

• Participant Reactions The simplest and most common approach to training evaluation is

assessing trainees. Potential questions might include the following:

– What were your learning goals for this program?

– Did you achieve them?

– Did you like this program?

– Would you recommend it to others who have similar learning goals?

– What suggestions do you have for improving the program?

– Should the organization continue to offer it?


Criterion 2: Learning

• Checking to see whether they actually 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 differential effect of the training.


Criterion 3: Behavior

• Transfer of Training Effective application of principles learned to what is

required on the job.

• Maximizing the Transfer of Training1. Feature identical elements2. Focus on general principles3. Establish a climate for transfer.4. Give employees transfer strategies


Criterion 3: Behavior (cont.)

• Measuring the Utility of Training Programs Calculating the benefits derived from training:

– How much did quality improve because of 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?


Criterion 4: Results, or Return on Investment (ROI)

• Measuring the Utility of Training Programs Calculating the benefits derived from training:

– How much did quality improve because of 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?


Criterion 4: Results, or Return on Investment (ROI) (cont.)

• Return on Investment Viewing 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 Costs– If the ROI ratio is >1, the benefits of the training

exceed the cost of the program

– If the ROI ratio is <1, the costs of the training exceed the benefits.


Criterion 4: Results (cont.)

• Benchmarking The process of measuring one’s own services and

practices against the recognized leaders in order to identify areas for improvement.– Training activity: How much training is occurring?

– Training results: Do training and development achieve their goals?

– Training efficiency: Are resources utilized in the pursuit of this mission?


Criterion 4: Results (cont.)

• Deming’s 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.


Benchmarking HR Training


Additional Training and Development Programs

Organization-wide training programs

Basic skills training

Orientation training

Team and cross-training

Diversity training



• Orientation A formal process of familiarizing new employees with

the organization, their jobs, and their work units. Benefits:

1. Lower turnover2. Increased productivity3. Improved employee morale4. Lower recruiting and training costs5. Facilitation of learning6. Reduction of the new employee’s anxiety


Checklist for Orienting New Employees



• Onboarding The process of systematically socializing new

employees to help them get “on board” with an organization. Onboarding goes beyond just orienting new employees to their new environments. It brings them into the organization’s fold so that they truly feel as if they are a part of it. This is important because new hires are at a high risk of quitting.



• Basic Skills Training Basic skills have become essential occupational

qualifications, having profound implications for product quality, customer service, internal efficiency, and workplace and environmental safety.

• Typical basic skills: Reading, writing, computing, speaking, listening,

problem solving, managing oneself, knowing how to learn, working as part of a team, leading others.



• To implement a successful program in basic and remedial skills: Explain to employees why and how the training

will help them in their jobs. Relate the training to the employees’ goals. Respect and consider participant experiences,

and use these as a resource. Use a task-centered or problem-centered approach

so that participants “learn by doing.” Give feedback on progress toward meeting

learning objectives.



• Team Training Issues1. Team building is a difficult and comprehensive

process.2. Team development is not always a linear sequence

of “forming, storming, norming, and performing.”3. Additional training is required to assimilate new

members.4. Behavioral and process skills need to be acquired

through participative exercises.



• Cross-Training The process of training employees to do multiple jobs

within an organization– Gives firms flexible capacity.– Cuts turnover– Increase productivity– Pares down labor costs– Lays the foundation for careers rather than

dead-end jobs.



• Ethics Training Requires top management support Should be a part of new employee orientation Should be regularly available to all employees

• Chief Ethics Officer A high-ranking manager directly responsible for

fostering the ethical climate within the firm



• Types of Diversity Training Awareness building

– Helps employees appreciate the benefits of diversity Skill building

– Provides employees with the KSAs necessary for working with people who are different from them.



• Diversity Training To avoid the pitfalls of substandard diversity training,

managers should do the following:– Forge a strategic link.

– Check out consultant qualifications.

– Don’t settle for “off the shelf” programs.

– Choose training methods carefully.

– Document individual and organizational benefits.


Key Terms

apprenticeship training

behavior modeling

behavior modification

benchmarking

blended learning

chief ethics officer

chief learning officer

competency assessment

cooperative training

cross-training

e-learning

instructional objectives

internship programs

just-in-time training

learning management system (LMS)

on-the-job training (OJT)

organization analysis

orientation

person analysis

spot rewards

task analysis

transfer of training


Chapter 7 - Learning Outcomes

Learning Outcome Statements Related Outcomes from Body of the Text

1 Discuss the strategic approach to training and development.

What aspects of training plans do you think are strategic, and how are these plans similar or dissimilar to the college and career plans you have created for yourself?

2 Describe the components of a training needs assessment. If you were launching a new business, what factors would you look at to do a training-needs assessment for the organization?

3 Identify the principles of learning and describe how they facilitate training.

What has your college experience taught you about how people learn that can be applied to the workplace?

4 Identify the types of training methods used for managers and nonmanagers.

What training methods have you personally experienced? Which were most effective in your opinion, and why?

5 Discuss the advantages and disadvantages of various evaluation criteria.

Are the outcomes of training always measurable in your opinion? Why or why not?

6 Describe additional training programs often conducted firms.

To what extent do firms need to utilize additional training programs? Does it depend upon the type of firm or the types of employees who need training?

training employees

Documents

cengage learning

learning outcome

classroom use

principles of learning

passwordprotected website

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training efforts

training needs assessment