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HUMAN RESOURCE MANAGEMENT
TRAINING ANDDEVELOPMENT
CHAP
TER 9
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Training and DevelopmentTraining
Effort initiated by an organization to foster
learning among its members.Tends to be narrowly focused and orientedtoward short-term performance concerns.
DevelopmentEffort that is oriented more towardbroadening an individuals skills for thefuture responsibilities.
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The Systems Approach to Training
and Development
F our PhasesN eeds assessment
Program design
Implementation
Evaluation
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Systems Model of Training
Phase 1:Phase 1:NeedsNeeds
AssessmentAssessment ________________ ________________
OrganizationOrganizationanalysisanalysisTask analysisTask analysisPerson analysisPerson analysis
Phase 2:Phase 2:DesignDesign
________________ ________________ InstructionalInstructional
objectivesobjectivesTraineeTrainee
readinessreadinessLearningLearning
principlesprinciples
Phase 3:Phase 3:ImplementationImplementation
________________ ________________ OnOn--thethe- -job job
methodsmethodsOff Off--thethe- -job job
methodsmethodsManagementManagement
developmentdevelopment
Phase 4:Phase 4:EvaluationEvaluation
________________ ________________ ReactionsReactions
LearningLearningBehavior transferBehavior transferResultsResults
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Training Process
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Needs Assessment for TrainingCompetency assessment
Analysis of the sets of skills and knowledge needed for jobs.
ORGANIZATIONALORGANIZATIONALANALYSISANALYSIS
TASK ANALYSISTASK ANALYSIS
PERSON ANALYSISPERSON ANALYSIS
of environment, strategies, and resourcesof environment, strategies, and resourcesto determine where to emphasize trainingto determine where to emphasize training
of the activities to be performed in orderof the activities to be performed in orderto determine the KSAs needed.to determine the KSAs needed.
of performance, knowledge, and skills inof performance, knowledge, and skills inorder to determine who needs training.order to determine who needs training.
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Phase 1: Conducting the Needs
AssessmentOrganization Analysis
An examination of the environment, strategies, andresources of the organization to determine where
training emphasis should be placed.Task Analysis
The process of determining what the content of atraining 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 needtraining.
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Phase 2: Designing Training
Programs
Characteristics of successful trainersCharacteristics of successful trainers
Trainee readiness and motivationTrainee readiness and motivation
Issues in training designIssues in training design
Instructional objectivesInstructional objectives
Principles of learningPrinciples of learning
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Designing the Training ProgramInstructional Objectives
Represent the desired outcomes of a trainingprogram
Performance-centered objectives
Provide a basis for choosing methodsand materials and for selectingthe means for assessingwhether the instructionwill be successful.
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Trainee Readiness and MotivationS trategies for Creating a MotivatedTraining Environment:
Use positive reinforcement.Eliminate threats and punishment.Be flexible.Have participants set personal goals.Design interesting instruction.Break down physical and psychologicalobstacles to learning.
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Principles of Learning
Recognition of individual learningRecognition of individual learningdifferencesdifferences
Meaningfulness of presentationMeaningfulness of presentation
Focus on learning and transfer Focus on learning and transfer
Goal settingGoal setting - - Whats the value?Whats the value?
Behavioral modelingBehavioral modeling
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Principles of Learning (contd)
Feedback and knowledge of progressFeedback and knowledge of progress(learning curve)(learning curve)
Whole versusWhole versus- -part learningpart learning
Focus on method and processFocus on method and process
Active practice and repetitionActive practice and repetition
MassedMassed- -vsvs--distributed learningdistributed learning
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Characteristics of Successful
InstructorsK nowledge of the subjectAdaptability
S incerityS ense of humorInterest
Clear instructionsIndividual assistanceEnthusiasm
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Phase 3: Implementing the
Training Program
Importance of training outcomesImportance of training outcomes
Type of traineesType of trainees
Choosing the instructional methodChoosing the instructional method
Nature of trainingNature of training
Organizational extent of trainingOrganizational extent of training
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Training MethodsOn-the-Job Training (OJT)Apprenticeship Training
Internships, andGovernmental TrainingClassroom InstructionProgrammed InstructionAudiovisual MethodsComputer-based Trainingand E-LearningSimulation
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Training MethodsOn-the-job training (OJT)
Method by which employees are given hands-onexperience with instructions from theirsupervisor or other trainer.
Apprenticeship training
S ystem of training in which a worker enteringthe skilled trades is given thorough instructionand experience, both on and off the job, in thepractical and theoretical aspects of the work.
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Training MethodsInternship Programs
Programs jointly sponsored by colleges, universities,and other organizations that offer students the
opportunity to gain real-life experience while allowingthem to find out how they will perform in workorganizations.
Vestibule TrainingA special type of classroom facility is used to giveinstruction in the operation of equipment like thatfound in operating departmentsThe emphasis is on instruction rather than production
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Training Methods for Management
Development
On-the-Job ExperiencesS
eminars and ConferencesCase S tudiesManagement GamesRole PlayingBehavior Modeling
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On-the-Job ExperiencesCoachingUnderstudy Assignment
Job RotationLateral TransferS pecial Projects
Action LearningS taff MeetingsPlanned Career Progressions
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Case StudiesThe use of case studies is most appropriate when:
Analytic, problem-solving, and critical thinking skillsare most important.
The KS As are complex and participants need time tomaster them.
Active participation is desired.
The process of learning (questioning, interpreting,and so on) is as important as the content.
Team problem solving and interaction are possible.
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Role PlayingS uccessful role play requires that instructors:
Ensure that group members are comfortable witheach other.
S elect and prepare the role players by introducing aspecific situation.
To help participants prepare, ask them to describepotential characters.
Realize that volunteers make better role players.
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Behavior ModelingAn approach that demonstrates desired behavior and
gives trainees the chance to practice and role-playthose behaviors and receive feedback.
Involves four basic components:
Learning points
ModelPractice and role playF eedback and reinforcement
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Training Program Evaluation
Criterion 4: Results assessmentCriterion 4: Results assessment
Criterion 2: Extent of learningCriterion 2: Extent of learning
Measuring program effectivenessMeasuring program effectiveness
Criterion 1: Trainee reactionsCriterion 1: Trainee reactions
Criterion 3: Learning transfer to jobCriterion 3: Learning transfer to job
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Criterion 1: ReactionsThe simplest and most common approach to
training evaluation is assessing trainees.Potential questions might include the following:
W hat were your learning goals for this program?Did you achieve them?
Did you like this program?
W ould you recommend it to others who havesimilar learning goals? W hat suggestions do youhave for improving the program?
S hould the organization continue to offer it?
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Criterion 2: LearningChecking to see whether they actuallylearned anything.
Testing knowledge and skills before beginning atraining program gives a baseline standard ontrainees that can be measured again aftertraining to determine improvement.
However, in addition to testing trainees, testemployees who did not attend the training toestimate the differential effect of the training.
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Criterion 3: BehaviorTransfer of Training
Effective application of principles learned towhat is required on the job.
Maximizing the Transfer of TrainingF eature identical elementsF ocus on general principlesEstablish a climate for transfer.Give employees transfer strategies
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Criterion 4: ResultsUtility of Training Programs.
The benefits derived from training.
Return on InvestmentViewing training in terms of the extent towhich it provides knowledge and skills that
create a competitive advantage and a culturethat is ready for continuous change.
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Special Training and Development
Topics OrganizationOrganization- -wide training programswide training programs
Basic skills education trainingBasic skills education training New and old employee orientationNew and old employee orientation
Teamwork trainingTeamwork training
Crisis prevention trainingCrisis prevention training
Diversity trainingDiversity training
Global trainingGlobal training