Training and Development

1、 copyright 2008 by nelson, a division of thomson canada ltd.72 objectives after studying this chapter, you should be able to: 1.discuss the systems approach to training and development. 2.describe the components of training-needs assessment. 3.identify the principles of learning and describe how the

2、y facilitate training. 4.identify the types of training methods used for managers and non-managers. 5.discuss the advantages and disadvantages of various evaluation criteria. 6.describe the special training programs that are currently popular. copyright 2008 by nelson, a division of thomson canada l

3、td.73 training and development and other hrm functions copyright 2008 by nelson, a division of thomson canada ltd.74 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 concer

4、ns. development effort that is oriented more toward broadening an individuals skills for the future responsibilities. copyright 2008 by nelson, a division of thomson canada ltd.75 the systems approach to training and development four phases needs assessment program design implementation evaluation c

5、opyright 2008 by nelson, a division of thomson canada ltd.76 figure 7.2 copyright 2008 by nelson, a division of thomson canada ltd.77 phase 1: conducting the needs assessment organization analysis an examination of the environment, strategies, and resources of the organization to determine where tra

6、ining 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. copyright 2008 by nelson, a d

7、ivision of thomson canada ltd.78 needs assessment for training competency assessment analysis of the sets of skills and knowledge needed for decision- oriented and knowledge-intensive jobs. figure 7.3 copyright 2008 by nelson, a division of thomson canada ltd.79 highlights in hrm notes on rapid need

8、s assessment note 1: look at the problem scope. note 2: do organizational scanning. note 3: play “give and take.” note 4: check “lost and found.” note 5: use plain talk. note 6: use the web. note 7: use rapid prototyping. note 8: seek out exemplars. source: condensed from ron zemke, “how to do a nee

9、ds assessment when you think you dont have time,” training 35, no. 3 (march 1998): 3844. reprinted with permission from the march 1998 issue of training magazine. copyright 1998. bill communications, inc., minneapolis, mn. all rights reserved. not for resale. highlights 7.1 copyright 2008 by nelson,

10、 a division of thomson canada ltd.710 phase 2: designing the training program copyright 2008 by nelson, a division of thomson canada ltd.711 phase 2: designing the training program instructional objectives represent the desired outcomes of a training program. vperformance-centered objectives provide

11、 a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful. copyright 2008 by nelson, a division of thomson canada ltd.712 trainee readiness and motivation strategies for creating a motivated training environment: use positive rei

12、nforcement. eliminate threats and punishment. be flexible. have participants set personal goals. design interesting instruction. break down physical and psychological obstacles to learning. copyright 2008 by nelson, a division of thomson canada ltd.713 figure 7.4 copyright 2008 by nelson, a division

13、 of thomson canada ltd.714 principles of learning copyright 2008 by nelson, a division of thomson canada ltd.715 principles of learning (contd) copyright 2008 by nelson, a division of thomson canada ltd.716 figure 7.5 copyright 2008 by nelson, a division of thomson canada ltd.717 feedback and reinfo

14、rcement behaviour modification the technique that operates on the principle that behaviour that is rewarded, or positively reinforced, is repeated more frequently, whereas behaviour that is penalized or unrewarded will decrease in frequency. copyright 2008 by nelson, a division of thomson canada ltd

15、.718 characteristics of successful instructors knowledge of the subject adaptability sincerity sense of humour interest clear instructions individual assistance enthusiasm copyright 2008 by nelson, a division of thomson canada ltd.719 phase 3: implementing the training program copyright 2008 by nels

16、on, a division of thomson canada ltd.720 training methods for non-managerial 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-learnin

17、g simulation method copyright 2008 by nelson, a division of thomson canada ltd.721 training methods for nonmanagerial employees (contd) 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

18、well-structured training environment. poor training skills of managers. the absence of well-defined job performance criteria. copyright 2008 by nelson, a division of thomson canada ltd.722 on-the-job training overcoming ojt training problems 1. develop realistic goals and/or measures for each ojt ar

19、ea. 2. plan a specific training schedule for each trainee, including set periods for evaluation and feedback. 3. help managers establish a non-threatening atmosphere conducive to learning. 4. conduct periodic evaluations, after training is completed, to prevent regression. copyright 2008 by nelson,

20、a division of thomson canada ltd.723 highlights in hrm the proper way to do on-the-job training source: scott snell, cornell university. highlights 7.3 copyright 2008 by nelson, a division of thomson canada ltd.724 training methods for non-managerial employees (contd) apprenticeship training a syste

21、m 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 class

22、es. copyright 2008 by nelson, a division of thomson canada ltd.725 training methods for non-managerial employees (contd) internship programs are jointly sponsored by colleges, universities, and other organizations that offer students the opportunity to gain real-life experience while allowing them t

23、o 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” learninglectures and demonstrations are combined with films, dvds, and videotapes or computer instruction. copyright 2008

24、 by nelson, a division of thomson canada ltd.726 highlights in hrm how to increase the value of interns to increase the internal value of your internship programs, take the following steps: making the most of internships 1. assign the intern to projects that are accomplishable and provide training a

25、s required. 2. involve the intern in the project-planning process. 3. appoint a mentor or supervisor to guide the intern. 4. invite project suggestions from other staff members. 5. ask interns to keep a journal of their work activities. 6. rotate interns throughout the organization. 7. explain the r

26、ationale behind work assignments. 8. hold interns accountable for projects and deadlines. 9. treat interns as part of the organizational staff and invite them to staff meetings. 10.establish a process for considering interns for permanent hire. source: condensed from john byrd and rob poole, “highly

27、 motivated employees at no cost? its not an impossible dream,” nonprofit world 19, no. 6 (november/december 2001): 31232. reprinted by permission of nonprofit world, , telephone: 734-451-3582 highlights 7.5 copyright 2008 by nelson, a division of thomson canada ltd.727 source: holl

28、y dolezalek, “2004 industry report,” training (october 2004): 32. figure 7.6 copyright 2008 by nelson, a division of thomson canada ltd.728 training methods for non-managerial employees (contd) programmed instruction referred to as self-directed learninginvolves the use of books, manuals, or compute

29、rs to break down subject matter content into highly organized, logical sequences that demand continuous response on the part of the trainee. audiovisual methods technologies, such as cds and dvds, are used to teach skills and procedures by illustrating the steps in a procedure or interpersonal relat

30、ions. copyright 2008 by nelson, a division of thomson canada ltd.729 training methods for non-managerial employees (contd) e-learning learning that takes place via electronic media such web and computer-based training (cbt) allows the firm to bring the training to employees allows employees to custo

31、mize their own learning in their own time and space provides continuously updated training materials. copyright 2008 by nelson, a division of thomson canada ltd.730 e-learning advantages learning is self-paced. the training comes to the employee. the training is interactive. employees do not have to

32、 wait for a scheduled training session. the training can focus on specific needs as revealed by built-in tests. trainees can be referred to online help or written material. copyright 2008 by nelson, a division of thomson canada ltd.731 e-learning advantages (contd) it is easier to change a web site

33、than to retype, photocopy, and distribute new classroom- training materials. record keeping is facilitated. the training can be cost-effective if used for both large and small numbers of employees. copyright 2008 by nelson, a division of thomson canada ltd.732 highlights in hrm source: holly dolezal

34、ek, “2004 industry report,” training (october 2004): 34. highlights 7.6 copyright 2008 by nelson, a division of thomson canada ltd.733 training methods for non-managerial employees (contd) simulation the simulation method emphasizes realism in equipment and its operation at minimum cost and maximum

35、safety. used when it is either impractical or unwise to train employees on the actual equipment used on the job. copyright 2008 by nelson, a division of thomson canada ltd.734 training methods for management development on-the-job experiences seminars and conferences case studies management games ro

36、le playing behaviour modeling copyright 2008 by nelson, a division of thomson canada ltd.735 on-the-job experiences coaching understudy assignment job rotation lateral transfer special projects action learning staff meetings planned career progressions copyright 2008 by nelson, a division of thomson

37、 canada ltd.736 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

38、, interpreting, and so on) is as important as the content. 5. team problem solving and interaction are possible. copyright 2008 by nelson, a division of thomson canada ltd.737 role playing successful role play requires that instructors: ensure that group members are comfortable with each other. sele

39、ct 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. copyright 2008 by nelson, a division of thomson canada ltd.738 role playing (contd) successful role play req

40、uires that instructors: 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. copyright 2008 by nelson,

41、a division of thomson canada ltd.739 behaviour modelling behaviour modelling an approach that demonstrates desired behaviour and gives trainees the chance to practice and role- play those behaviors and receive feedback. involves four basic components: vlearning points vmodel vpractice and role play

42、vfeedback and reinforcement copyright 2008 by nelson, a division of thomson canada ltd.740 phase 4: evaluating the training program copyright 2008 by nelson, a division of thomson canada ltd.741 figure 7.7 copyright 2008 by nelson, a division of thomson canada ltd.742 criterion 1: reactions particip

43、ant 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 learn

44、ing goals? what suggestions do you have for improving the program? should the organization continue to offer it? copyright 2008 by nelson, a division of thomson canada ltd.743 criterion 2: learning checking to see whether they actually learned anything. testing knowledge and skills before beginning

45、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. copyright 2008 by nelson, a divis

46、ion of thomson canada ltd.744 criterion 3: behaviour transfer of training effective application of principles learned to what is required on the job. maximizing the transfer of training 1. feature identical elements 2. focus on general principles 3. establish a climate for transfer 4. give employees

47、 transfer strategies copyright 2008 by nelson, a division of thomson canada ltd.745 criterion 4: results or return on investment (roi) utility of training programs. calculating the benefits derived from training: how much did quality improve because of the training program? how much has it contribut

48、ed 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? copyright 2008 by nelson, a division of thomson canada ltd.746 criterion 4: results or return on investment (roi) return on

49、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 vif the roi ratio is 1, the benefits of the training exceed the cost of the program vif the

50、 roi ratio is 1, the costs of the training exceed the benefits. copyright 2008 by nelson, a division of thomson canada ltd.747 criterion 4: results (contd) benchmarking the process of measuring ones own services and practices against the recognized leaders in order to identify areas for improvement.

51、 1. training activity: how much training is occurring? 2. training results: do training and development achieve their goals? 3. training efficiency: are resources utilized in the pursuit of this mission? copyright 2008 by nelson, a division of thomson canada ltd.748 criterion 4: results (contd) demi

52、ngs benchmarking model 1. 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. copyright 2008 by nelson, a division of thomson canada ltd.749

53、 highlights in hrm highlights 7.8 copyright 2008 by nelson, a division of thomson canada ltd.750 special training and development topics copyright 2008 by nelson, a division of thomson canada ltd.751 special topics in training and development (contd) orientation a formal process of familiarizing new

54、 employees with the organization, their jobs, and their work units. benefits: 1. lower turnover 2. increased productivity 3. improved employee morale 4. lower recruiting and training costs 5. facilitation of learning 6. reduction of the new employees anxiety copyright 2008 by nelson, a division of t

55、homson canada ltd.752 highlights in hrm highlights 7.10 copyright 2008 by nelson, a division of thomson canada ltd.753 special topics in training and development (contd) basic skills training basic skills have become essential occupational qualifications, having profound implications for product qua

56、lity, 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. copyright 2008 by nelson, a division of tho

57、mson canada ltd.754 special topics in training and development (contd) to implement a successful program in basic and remedial skills: 1. explain to employees why and how the training will help them in their jobs. 2. relate the training to the employees goals. 3. respect and consider participant exp

58、eriences, and use these as a resource. 4. use a task-centered or problem-centered approach so that participants “learn by doing.” 5. give feedback on progress toward meeting learning objectives. copyright 2008 by nelson, a division of thomson canada ltd.755 special topics in training and development

59、 (contd) team 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. behavioural and process skills need to be acquired through participative exercises. copyright 2008 by nelson, a division of thomson canada ltd.756 source: george bohlander and kathy mccarthy, “how to get the most from team training,” national productivity review (autumn 1996): 2535. copyright 2008 b