Developing Effective Human Resources-3

8/3/2019 Developing Effective Human Resources-3

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DEVELOPING EFFECTIVEHUMAN RESOURCES-3

TRAINING AND

DEVELOPMENT


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Training and Development

Training

Effort initiated by an organization tofoster learning among its members.

Tends to be narrowly focused andoriented toward short-term performanceconcerns.

Development Effort that is oriented more toward

broadening an individuals skills for thefuture responsibilities.


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New employee

capacities

Current Job

demand

TRAINING

Training helps employeesdo their current jobs


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Current Job

demand

Future Job

demand

DEVELOPMENT

Development helps the individualhandle their future responsibilities


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Training and Development and Other HRMFunctions

Training may permit hiringTraining may permit hiring

less-qualified applicantsless-qualified applicantsSelectionSelection

Effective selection mayEffective selection may

reduce training needsreduce training needs

Training aids in theTraining aids in the

achievement of performanceachievement of performancePerformancePerformance

AppraisalAppraisalA basis for assessingA basis for assessing

training needs and resultstraining needs and results

Training and development mayTraining and development may

lead to higher paylead to higher pay

CompensationCompensation

ManagementManagementA basis for determiningA basis for determining

employees rate of payemployees rate of pay

Availability of training can aidAvailability of training can aid

in recruitmentin recruitmentRecruitmentRecruitment

Provide an additionalProvide an additional

source of traineessource of trainees

Training may include a role forTraining may include a role for

the unionthe unionLabor RelationsLabor Relations

Union cooperation canUnion cooperation can

facilitate training effortsfacilitate training efforts


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Use of the Types of Training

How Often the Types of

Training Are Offered


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Training Dollars Spent On

.


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The Systems Approach to

Training and Development Four Phases Needs assessment

Program design Implementation

Evaluation


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Systems Model of Training

Phase 1:Phase 1:

NeedsNeeds

AssessmentAssessment________________________________

OrganizationOrganization

analysisanalysis

Task analysisTask analysis

Person analysisPerson analysis

Phase 2:Phase 2:

DesignDesign

________________________________ InstructionalInstructional

objectivesobjectives

TraineeTrainee

readinessreadiness

LearningLearning

principlesprinciples

Phase 3:Phase 3:

ImplementationImplementation

________________________________

On-the-jobOn-the-job

methodsmethods

Off-the-jobOff-the-jobmethodsmethods

ManagementManagement

developmentdevelopment

Phase 4:Phase 4:

EvaluationEvaluation

________________________________

ReactionsReactions

LearningLearning

Behavior transferBehavior transfer

ResultsResults


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Needs Assessment forTraining

Competency assessment Analysis of the sets of skills and knowledge needed for

decision-oriented and knowledge-intensive 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 order toof the activities to be performed in order to

determine the KSAs needed.determine the KSAs needed.

of performance, knowledge, and skills inof performance, knowledge, and skills in

order to determine who needs training.order to determine who needs training.


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Phase 1: Conducting theNeeds Assessment

Organization Analysis

An examination of the environment,strategies, and resources of the

organization to determine wheretraining emphasis should be placed.

Task Analysis

The process of determining what thecontent of a training program should beon the basis of a study of the tasks andduties involved in the job.

Person Anal sis


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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 TrainingProgram

Instructional Objectives

Represent the desired outcomes of atraining program

Performance-centered objectives

Provide a basis for choosing methodsand materials and for selecting

the means for assessingwhether the instructionwill be successful.


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Trainee Readiness andMotivation

Strategies 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 transferFocus on learning and transfer

Goal setting - Whats the value?Goal setting - Whats the value?

Behavioral modelingBehavioral modeling


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Principles of Learning(contd)

Feedback and knowledge ofFeedback and knowledge ofprogress (learning curve)progress (learning curve)

Whole versus-part learningWhole versus-part learning

Focus on method and processFocus on method and process

Active practice and repetitionActive practice and repetition

Massed-vs-distributed learningMassed-vs-distributed learning


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A Typical Learning Curve

PlateauPlateauPlateauPlateau

Performa

nce

Low

High

Time (weeks)


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Feedback andReinforcement

Behavior Modification

The technique based on the principlethat behavior that is rewarded, or

positively reinforced, is repeated morefrequently, whereas behavior that ispenalized or unrewarded will decreasein frequency.


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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 Methods for

Nonmanagerial Employees On-the-Job Training(OJT)

Apprenticeship Training

Cooperative Training,Internships, andGovernmental Training

Classroom Instruction

Programmed Instruction Audiovisual Methods

Computer-basedTraining and E-Learning

Simulation

T i i M th d f


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Training Methods forNonmanagerial Employees

(contd) On-the-job training (OJT)

Method by which employees are given

hands-on experience with instructionsfrom their supervisor or other trainer.

Apprenticeship training

System of training in which a workerentering the skilled trades is giventhorough instruction and experience,both on and off the job, in the practical

and theoretical aspects of the work.

T i i M th d f


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(contd) Cooperative Training

Training program that combines

practical on-the-job experience withformal educational classes.

Internship Programs

Programs jointly sponsored by colleges,universities, and other organizationsthat offer students the opportunity togain real-life experience while allowing

them to find out how they will perform

T i i M th d f


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(contd) Vestibule Training

A special type of classroom facility is

used to give instruction in the operationof equipment like that found inoperating departments

The emphasis is on instruction rather

than production.

T i i M th d f


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(contd) Computer-assisted Instruction (CAI)

A system that delivers instructional

materials directly through a computerterminal in an interactive format.

Computer-managed Instruction(CMI)

A system normally employed inconjunction with CAI that usesa computer to generate and

score tests and to determine


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Training Methods for

Management Development On-the-Job Experiences Seminars and Conferences

Case Studies Management Games

Role Playing

Behavior Modeling


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On-the-Job Experiences

Coaching

Understudy Assignment

Job Rotation

Lateral Transfer

Special Projects

Action Learning Staff Meetings

Planned Career Progressions


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Case Studies

The use of case studies is mostappropriate when:

Analytic, problem-solving, and critical

thinking skills are most important.

The KSAs are complex and participantsneed time to master them.

Active participation is desired.The process of learning (questioning,

interpreting, and so on) is as importantas the content.

Team roblem solvin and interaction


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Case Studies

When Using Case Studies Be clear about learning objectives, and

list possible ways to achieve the

objectives. Decide which objectives would be best

served by the case method.

Identify available cases that might work,or consider writing your own.

Set up the activityincluding the case

material, the room, and the schedule.


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Case Studies (contd)

When Using Case Studies

Provide a chance for all learners to takepart and try to keep the groups small.

Stop for process checks and be ready tointervene if group dynamics get out ofhand.

Allow for different learning styles.

Clarify the trainers role.

Bridge the gap between theory andpractice.


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Role Playing

Successful role play requires thatinstructors:

Ensure that group members arecomfortable with each other.

Select and prepare the role players byintroducing a specific situation.

To help participants prepare, ask themto describe potential characters.

Realize that volunteers make better rolela ers.


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Role Playing (contd)

Successful role play requires thatinstructors:

Prepare the observers by giving themspecific tasks (such as evaluation orfeedback).

Guide the role-play enactment through

its bumps (since it is not scripted).

Keep it short.

Discuss the enactment and preparebulleted oints of what was learned.


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Behavior Modeling

Behavior Modeling

An approach that demonstrates desiredbehavior and gives trainees the chance

to practice and role-play thosebehaviors and receive feedback.

Involves four basic components:

Learning points Model

Practice and role play

Feedback and reinforcement


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Phase 4: Evaluating theTraining Program

CriteriaforEvaluatin

gTraining

ReactionsReactions

Behavio

r

Behavio

r Lea

rnin

g

L

ea

rnin

gResultsResults


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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: Reactions

Participant Reactions.

The simplest and most commonapproach to training evaluation is

assessing trainees. Potential questions might include the

following:

What were your learning goals for thisprogram? Did you achieve them?

Did you like this program?

Would you recommend it to others who have

similar learning goals? What suggestions doou have for im rovin the ro ram?


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Criterion 2: Learning

Checking to see whether theyactually learned anything.

Testing knowledge and skills before

beginning a training program gives abaseline standard on trainees that canbe measured again after training todetermine improvement.

However, in addition to testing trainees,test employees who did not attend thetraining to estimate the differential

effect of the training.


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Criterion 3: Behavior

Transfer of Training

Effective application of principleslearned to what is required on the job.

Maximizing the Transfer of Training

Feature identical elements

Focus on general principles

Establish a climate for transfer.

Give employees transfer strategies


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Criterion 4: Results

Utility of Training Programs.

The benefits derived from training.

Return on Investment

Viewing training in terms of the extentto which it provides knowledge andskills that create a competitive

advantage and a culture that is readyfor continuous change.


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Criterion 4: Results (contd)

Benchmarking

The process of measuring ones ownservices and practices against the

recognized leaders in order to identifyareas for improvement.

Plan: conduct a self-audit to identifyareas for benchmarking.

Do: collect data about activities.

Check: Analyze data.

Act: Establish goals, implementchanges, monitor progress, and redefine

f O i i


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Items for an OrientationPacket

Company history

Copy of specific jobgoals and descriptions

List of unique terms in

the industry, company,and job

Organizationalpublications

Telephone numbers andlocations of keypersonnel

Performance appraisalforms and procedures

Li t f th j b

Safety and emergencyprocedures

Policy handbook

Current organization

chart Map of facility

Union contract

List of holidays

List of employeebenefits

Sources of information

Insurance plans

Date post:	07-Apr-2018
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Developing Effective Human Resources-3

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