Training n dev

6-1

Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

ManagingManagingHuman Human

ResourcesResources Bohlander Snell

ShermanChapter 6

Training and Development

6-2


Chapter 6 Learning Objectives

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.

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Learning Objectives, cont.

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

Discuss the advantages and disadvantages of various evaluation criteria.

Describe the special training programs that are currently popular.

Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-4

Presentation Slide 6-1

Training and Development and other HRM Functions


Presentation Slide 6-2Presentation Slide 6-2

Systems Model of TrainingSystems Model of Training

Needs Assess-

ment

Needs Assess-

mentDesignDesign Implemen-

tation

Implemen-tation EvaluationEvaluation

PhaseOne:

PhaseTwo:

PhaseThree:

PhaseFour:


Phase 4:Evaluation• Reactions•Learning

•Behavior (transfer)•Results

Phase 4:Evaluation• Reactions•Learning

•Behavior (transfer)•Results

Phase 3:Implementation

• On-the-job methods•Off-the-job methods

•Management development

Phase 3:Implementation

• On-the-job methods•Off-the-job methods

•Management development

Phase 2:Design

• Instructional objectives•Trainee readiness•Learning principles

Phase 2:Design

• Instructional objectives•Trainee readiness•Learning principles


Systems Model of Training

Phase 1:Needs Assessment

•Organization Analysis•Task analysis

•Person Analysis

Phase 1:Needs Assessment

•Organization Analysis•Task analysis

•Person Analysis

Note: US organizations spend over $60 billion annually on training (1.7 billion training hours).

Much of that investment is wasted because it is not done in a systematic way.

Note: US organizations spend over $60 billion annually on training (1.7 billion training hours).

Much of that investment is wasted because it is not done in a systematic way.

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Organization Analysis

Examination of the environment,

strategies, and resources of the

organization to determine where

training emphasis should be placed



Needs AssessmentOrganizational

Analysis

Task Analysis

Person Analysis

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Task Analysis

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

6-10


Competency Assessment

Analysis of the sets of skills

and knowledge needed

for decision-oriented and

knowledge-intensive jobs

6-11


Person Analysis

Determination of the specific

individuals who need training


Designing Training Programs

Instructional Objectives

Trainee Readiness and Motivation

Characteristics of Successful

Trainers

Principles of Learning

Issues in Training Design

Issues in Training Design

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Instructional Objectives

Desired outcomes of a training program


Goal

settingGoal

settingModeling

Modeling

Individualdifferences

Individualdifferences

Active

practiceActive

practice

Whole vs.partlearning

Whole vs.partlearningDistri

buted

learningDistributed

learning

Feedback

Feedback

Meaning-

fulnessMeaning-

fulness




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Distributed Learning

In most cases, spacing out training

periods will result in faster learning

and longer retention


PE

RF

OR

MA

NC

EP

ER

FO

RM

AN

CE

TIME (weeks)

Low

Hig

h


A Typical Learning Curve

Plateau

6-17


Behavior Modification

Technique that operates on the

principle that behavior that is rewarded,

or positively reinforced, will be exhibited

more frequently in the future,

whereas behavior that is penalized or

unrewarded will decrease in frequency


Training for Nonmanagers

Simulation Apprentice

Audiovisual Materials Classroom

Programmed

On-the-Job

Computer-BasedCooperative,

Internship, and Government

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On-the-Job Training (OJT)

Method by which employees are

given hands-on experience

with instructions from their supervisor

or other trainer


Source: The Training within Industry Report (Washington, D.C.: Bureau of Training, Training with Industry Service, War Manpower Commission).

STEP ONE: PREPARATION•Put the employee at ease•Find out what the employee already knows•Get the employee interested and desirous of learning the job

STEP TWO: PRESENTATION•Tell, show, illustrate, and question in order to put of the new knowledge.•Instruct slowly, clearly, completely, and patiently, one point at a time.•Check, question, and repeat.•Make sure the employee really knows.

STEP THREE: PERFORMANCE•Test employee by having him/her perform the job.•Ask questions beginning with why, how, when, where.•Observe, correct errors & repeat instructions.•Continue until you know the employee knows.

STEP FOUR: FOLLOW-UP•Put employee on his/her own.•Check-up frequently that

instructions are followed.•Taper off extra supervision.GET READY, GET SET…

• Decide what the employee must be taught.

• Have the right equipment and materials ready.

• Have the workplace properly arranged.

GET READY, GET SET…

• Decide what the employee must be taught.

• Have the right equipment and materials ready.

• Have the workplace properly arranged.

Job Instruction Training

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Apprenticeship Training

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

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Cooperative Training

Training program that combines

practical on-the-job experience

with formal educational classes

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Internship Programs

Programs 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

6-24


Computer-Assisted Instruction (CAI)

System that delivers instructional

material directly through a computer

terminal in an interactive format

6-25


Computer-Managed Instruction (CMI)

System normally employed in conjunction

with CAI that uses a computer to generate

and score tests and to determine the level

of training proficiency


Training for Management Development

On-the-job Experiences Seminars and conferences Case Studies Management Games Role Playing Behavior modeling

6-27


Behavior Modeling

Approach that demonstrates

desired behavior and gives trainees

the chance to practice and role play

those behaviors and receive feedback


Characteristics of Successful Trainers

Interest

Enthusiasm

Clear Instructions

Individual Assistance

Knowledge of Subject

Sense of Humor

Adaptability

Sincerity


REA

CTIO

N

LEARNING

BEHAVIOR

RESU

LTS


Criteria for Evaluating Training

6-30


Transfer of Training

Effective application of principles

learned to what is required on the job

6-31


Benchmarking

Process of measuring one’s own services

and practices against the recognized leaders

in order to identify areas for improvement



Special Training Programs

6-33


Orientation

Formal process of familiarizing

new employees with the organization,

their jobs, and their work units


BEHAVIOR DYNAMICS• member communications• conflict resolution• trusts building• establishing norms• handling difficult members• diversity awareness• team development stages• team issues/concerns• team benefits• features of good teams• negotiations

BEHAVIOR DYNAMICS• member communications• conflict resolution• trusts building• establishing norms• handling difficult members• diversity awareness• team development stages• team issues/concerns• team benefits• features of good teams• negotiations

PROCESS DYNAMICS

• meeting skills• problem solving• brainstorming • decision making• negotiation skills• goal setting• presentation skills• process analysis• task evaluation• customer/vendor analysis• project planning• information management• creativity

PROCESS DYNAMICS

• meeting skills• problem solving• brainstorming • decision making• negotiation skills• goal setting• presentation skills• process analysis• task evaluation• customer/vendor analysis• project planning• information management• creativity

Source: George Bohlander and Kathy McCarthy, “How to Get the Most from Team Training,” National Productivity Review, Autumn 1996 25-35.

Team Training SkillsTeam

TrainingTeam

Training

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