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UGB 320 HR STRATEGIES
Human Resource Development
Lecture 9
Human Resource Development
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.
The Systems Approach to Training and Development
Four Phases Phase 1- Needs assessment Phase 2- Program design Phase 3- Implementation Phase 4- Evaluation
Systems Model of HRD
Phase 1: 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 ASSESSEMENT
Phase 2: Designing the Training Program
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
Phase 2: Designing the Training Program
(i) 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.
Phase 2: Designing the Training Program
(ii) 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.
Phase 2: Designing the Training Program (iii) Principles of Learning
Recognition of individual learning differencesRecognition of individual learning differences
Meaningfulness of presentationMeaningfulness of presentation
Focus on learning and transferFocus on learning and transfer
Goal setting - What’s the value?Goal setting - What’s the value?
Behavioral modelingBehavioral modeling
Phase 2: Designing the Training Program (iii) Principles of Learning
Feedback and reinforcementFeedback and reinforcement
Whole versus-part learningWhole versus-part learning
Active practice and repetitionActive practice and repetition
Massed-vs-distributed learningMassed-vs-distributed learning
Focus on method and processFocus on method and process
Principles of LearningPrincipals ofLearning
Phase 2: Designing the Training Program (iii) Principles of Learning
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.
Phase 2: Designing the Training Program (iv) 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 outcomesImportance of training outcomes
Type of trainees Type of trainees
Choosing the instructional methodChoosing the instructional method
Nature of trainingNature of training
Organizational extent of trainingOrganizational extent of training
Training Methods for Nonmanagerial Employees
On-the-Job Training (OJT) Apprenticeship Training Cooperative Training,
Internships, and Governmental Training
Classroom Instruction Programmed Instruction Audiovisual Methods Computer-based Training
and E-Learning Simulation Method
Training Methods for Nonmanagerial Employees (cont’d)
On-the-job training (OJT) Method by which employees are given hands-
on experience with instructions from their supervisor or other trainer.
Drawbacks The lack of a well-structured training
environment Poor training skills of managers The absence of well-defined job performance
criteria
Training Methods for Nonmanagerial Employees (cont’d)
Apprenticeship training A system of training in which a worker
entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.
Cooperative Training A training program that combines practical
on-the-job experience with formal educational classes.
Training Methods for Nonmanagerial Employees (cont’d)
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.
Increasing the Effectiveness of Internships
1. Assign the intern to projects that are accomplishable and provide training as required.
2. Appoint a mentor or supervisor to guide the intern.
3. Solicit project suggestions from other staff members.
4. Rotate interns throughout the organization.5. Treat interns as part of the organizational staff
and invite them to staff meetings.6. Establish a process for considering interns for
permanent hire.
Delivery Method of TrainingEffectiveness ofDelivery methods
Training Methods for Nonmanagerial Employees (cont’d)
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
Training Methods for Non-Managerial
Employees (cont’d) 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 such 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
Electronic Training Methods for Employees 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
Training Methods for Management Development
On-the-Job Experiences Seminars and Conferences Case Studies Management Games 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.
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
Phase 4: Evaluating the Training Program
Criterion 4: Results assessmentCriterion 4: Results assessment
Criterion 2: Extent of learning Criterion 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
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 Training
1. Feature identical elements2. Focus on general principles3. Establish a climate for transfer.4. Give employees transfer strategies
Criterion 4: Results, or Return on Investment
Measuring the Utility of Training Programs Calculating the benefits derived from training quality
improvement & contribution to profits reduction in turnover and waste productivity increase costs reduction
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
Criterion 4: Results (cont’d) Benchmarking
The process of measuring one’s own services and practices against the recognized leaders in order to identify areas for improvement
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.
Organization-wide training programsOrganization-wide training programs
Special Training and Development Topics
(2) Basic skills training(2) Basic skills training
(1)Orientation training(1)Orientation training
(3)Team and cross-training(3)Team and cross-training
(4) Diversity training(4) Diversity training
Benchmarking HR Training
Special Topics in Training and Development (1) 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
Items in Orientation Packet
• Welcome letter with company background, Map of facility, parking information, IDs
• Current organization chart
• Telephone numbers, e-mail addresses, and locations of key personnel
• Copy of employee’s specific job goals and descriptions
• Safety and emergency procedures
• Copy of policy handbook, including office hours and telephone and e-mail rules
• List of employee benefits, including insurance plans
• Holiday schedule
Follow-Up Activities
• Ensure that employee has completed required paperwork, including benefit enrollment forms
• Revisit performance standards
• Schedule first performance appraisal meeting
Special Topics in Training and Development (2) 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.
Special Topics in Training and Development (2) Basic Skills Training
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.
Special Topics in Training and Development (3) Team/Cross Training Issues
1. 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.
Team Training Skills
Special Topics in Training and Development (3) Team/Cross Training Issues
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.
Special Topics in Training and Development (3) Team/Cross Training Issues
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
Special Topics in Training and Development (4) Diversity Training
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.
Special Topics in Training and Development (4) Diversity Training 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.
Training and Development and Other HRM Functions
Training may permit hiring less-qualified applicants
Training may permit hiring less-qualified applicants SelectionSelection Effective selection may
reduce training needs
Effective selection may reduce training needs
Training aids in the achievement of performance
Training aids in the achievement of performance
Performance Appraisal
Performance Appraisal
A basis for assessing training needs and results
A basis for assessing training needs and results
Training and development may lead to higher pay
Training and development may lead to higher pay
Compensation Management
Compensation Management
A basis for determining employee’s rate of pay
A basis for determining employee’s rate of pay
Availability of training can aid in recruitment
Availability of training can aid in recruitment RecruitmentRecruitment Provide an additional
source of trainees
Provide an additional source of trainees
Training may include a role for the union
Training may include a role for the union Labor RelationsLabor Relations Union cooperation can
facilitate training efforts
Union cooperation can facilitate training efforts
TUTORIAL QUESTIONS Discuss the systems approach to training and
development. Describe the components of training needs
assessment. Identify the principles of learning and describe
how they facilitate training. Identify the types of training methods used for
managers and non-managers. Discuss the advantages and disadvantages of
various evaluation criteria. Describe the special training programs that are
currently popular.