TrainingandDevelopment

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1、Copyright 2008 by Nelson,a division of Thomson Canada Ltd.72ObjectivesAfter 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 they facili

2、tate 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 Ltd.73Training

3、 and Development and Other HRM FunctionsCopyright 2008 by Nelson,a division of Thomson Canada Ltd.74The 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 concerns.DevelopmentEffo

4、rt that is oriented more toward broadening an individuals skills for the future responsibilities.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.75The Systems Approach to Training and Development Four PhasesNeeds assessmentProgram designImplementationEvaluationCopyright 2008 by Nelson,a di

5、vision of Thomson Canada Ltd.76Figure 7.2Copyright 2008 by Nelson,a division of Thomson Canada Ltd.77Phase 1:Conducting the Needs Assessment Organization AnalysisAn examination of the environment,strategies,and resources of the organization to determine where training emphasis should be placed.Task

6、AnalysisThe 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 AnalysisA determination of the specific individuals who need training.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.78Needs Asses

7、sment for Training Competency assessment Analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs.Figure 7.3Copyright 2008 by Nelson,a division of Thomson Canada Ltd.79Highlights in HRM Notes on Rapid Needs AssessmentNOTE 1:Look at the problem scope.NOTE

8、 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 Needs Assessment When You Think You Dont Have Time,”Training 35,no.3(Marc

9、h 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 7.1Copyright 2008 by Nelson,a division of Thomson Canada Ltd.710Phase 2:Designing the Training ProgramCopyright 2

10、008 by Nelson,a division of Thomson Canada Ltd.711Phase 2:Designing the Training Program Instructional ObjectivesRepresent the desired outcomes of a training program.vPerformance-centered objectivesProvide a basis for choosing methods and materials and for selecting the means for assessing whether t

11、he instruction will be successful.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.712Trainee Readiness and Motivation Strategies for Creating a Motivated Training Environment:Use positive reinforcement.Eliminate threats and punishment.Be flexible.Have participants set personal goals.Design

12、 interesting instruction.Break down physical and psychological obstacles to learning.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.713Figure 7.4Copyright 2008 by Nelson,a division of Thomson Canada Ltd.714Principles of LearningCopyright 2008 by Nelson,a division of Thomson Canada Ltd.715

13、Principles of Learning(contd)Copyright 2008 by Nelson,a division of Thomson Canada Ltd.716Figure 7.5Copyright 2008 by Nelson,a division of Thomson Canada Ltd.717Feedback and Reinforcement Behaviour ModificationThe technique that operates on the principle that behaviour that is rewarded,or positively

14、 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.718Characteristics of Successful Instructors Knowledge of the subject Adaptability Sincerity Sense of humour Interest Clear i

15、nstructions Individual assistance EnthusiasmCopyright 2008 by Nelson,a division of Thomson Canada Ltd.719Phase 3:Implementing the Training Program Copyright 2008 by Nelson,a division of Thomson Canada Ltd.720Training Methods for Non-managerial Employees On-the-Job Training(OJT)Apprenticeship Trainin

16、g Cooperative Training,Internships,and Governmental Training Classroom Instruction Programmed Instruction Audiovisual Methods Computer-based Training and E-Learning Simulation MethodCopyright 2008 by Nelson,a division of Thomson Canada Ltd.721Training Methods for Nonmanagerial Employees(contd)On-the

17、-job training(OJT)Method by which employees are given hands-on experience with instructions from their supervisor or other trainer.DrawbacksThe lack of a well-structured training environment.Poor training skills of managers.The absence of well-defined job performance criteria.Copyright 2008 by Nelso

18、n,a division of Thomson Canada Ltd.722On-the-Job Training Overcoming OJT training problems1.Develop realistic goals and/or measures for each OJT area.2.Plan a specific training schedule for each trainee,including set periods for evaluation and feedback.3.Help managers establish a non-threatening atm

19、osphere conducive to learning.4.Conduct periodic evaluations,after training is completed,to prevent regression.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.723Highlights in HRM The PROPER Way to Do On-the-Job TrainingSource:Scott Snell,Cornell University.Highlights 7.3Copyright 2008 by

20、Nelson,a division of Thomson Canada Ltd.724Training Methods for Non-managerial Employees(contd)Apprenticeship trainingA 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 th

21、e work.Cooperative TrainingA training program that combines practical on-the-job experience with formal educational classes.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.725Training Methods for Non-managerial Employees(contd)Internship ProgramsAre jointly sponsored by colleges,universiti

22、es,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 InstructionEnables the maximum number of trainees to be handled by the minimum number of instructors.“Blended”learninglect

23、ures and demonstrations are combined with films,DVDs,and videotapes or computer instruction.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.726Highlights in HRM How to Increase the Value of InternsTo increase the internal value of your internship programs,take the following steps:Making th

24、e Most of Internships1.Assign the intern to projects that are accomplishable and provide training as 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 journa

25、l of their work activities.6.Rotate interns throughout the organization.7.Explain the rationale 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 i

26、nterns for permanent hire.Source:Condensed from John Byrd and Rob Poole,“Highly 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,http:/www.snpo.org,telephone:734-451-3582Highlights 7.5Copyrigh

27、t 2008 by Nelson,a division of Thomson Canada Ltd.727Source:Holly Dolezalek,“2004 Industry Report,”Training(October 2004):32.Figure 7.6Copyright 2008 by Nelson,a division of Thomson Canada Ltd.728Training Methods for Non-managerial Employees(contd)Programmed InstructionReferred to as self-directed l

28、earninginvolves the 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 MethodsTechnologies,such as CDs and DVDs,are used to teach skills and procedures by illustrating t

29、he steps in a procedure or interpersonal relations.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.729Training Methods for Non-managerial Employees(contd)E-LearningLearning that takes place via electronic media such web and computer-based training(CBT)Allows the firm to bring the training

30、to employeesAllows employees to customize their own learning in their own time and spaceProvides continuously updated training materials.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.730E-Learning AdvantagesLearning is self-paced.The training comes to the employee.The training is interac

31、tive.Employees do not have to 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.731E-Learning Advantages(contd)It is easier

32、 to change a web site 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.732Highlights in HRM Source:

33、Holly Dolezalek,“2004 Industry Report,”Training(October 2004):34.Highlights 7.6Copyright 2008 by Nelson,a division of Thomson Canada Ltd.733Training Methods for Non-managerial Employees(contd)SimulationThe simulation method emphasizes realism in equipment and its operation at minimum cost and maximu

34、m 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.734Training Methods for Management Development On-the-Job Experiences Seminars and Conferences Case Studies Management Games Role

35、 Playing Behaviour ModelingCopyright 2008 by Nelson,a division of Thomson Canada Ltd.735On-the-Job Experiences Coaching Understudy Assignment Job Rotation Lateral Transfer Special Projects Action Learning Staff Meetings Planned Career ProgressionsCopyright 2008 by Nelson,a division of Thomson Canada

36、 Ltd.736Case 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 s

37、o 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.737Role Playing Successful role play requires that instructors:Ensure that group members are comfortable with each other.Select and prepare the role playe

38、rs 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.738Role Playing(contd)Successful role play requires that instructors:Prepare the ob

39、servers 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,a division of Thomson Canada Ltd.739Behaviour

40、 Modelling Behaviour ModellingAn 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 pointsvModelvPractice and role playvFeedback and reinforcementCopyright 2008 by Nelson,a

41、 division of Thomson Canada Ltd.740Phase 4:Evaluating the Training ProgramCopyright 2008 by Nelson,a division of Thomson Canada Ltd.741Figure 7.7Copyright 2008 by Nelson,a division of Thomson Canada Ltd.742Criterion 1:Reactions Participant Reactions.The simplest and most common approach to training

42、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?Shoul

43、d the organization continue to offer it?Copyright 2008 by Nelson,a division of Thomson Canada Ltd.743Criterion 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

44、 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 division of Thomson Canada Ltd.744Criterion 3:Behaviour Transfer of Training Effective

45、application of principles learned to what is required on the job.Maximizing the Transfer of Training1.Feature identical elements2.Focus on general principles3.Establish a climate for transfer4.Give employees transfer strategiesCopyright 2008 by Nelson,a division of Thomson Canada Ltd.745Criterion 4:

46、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 contributed to profits?What reduction in turnover and wasted materials did the company get after training?How m

47、uch has productivity increased and by how much have costs been reduced?Copyright 2008 by Nelson,a division of Thomson Canada Ltd.746Criterion 4:Results or Return on Investment(ROI)Return on InvestmentViewing training in terms of the extent to which it provides knowledge and skills that create a comp

48、etitive advantage and a culture that is ready for continuous change.ROI=Results/Training CostsvIf the ROI ratio is 1,the benefits of the training exceed the cost of the programvIf the ROI ratio is 1,the costs of the training exceed the benefits.Copyright 2008 by Nelson,a division of Thomson Canada L

49、td.747Criterion 4:Results(contd)Benchmarking The process of measuring ones own services and practices against the recognized leaders in order to identify areas for improvement.1.Training activity:How much training is occurring?2.Training results:Do training and development achieve their goals?3.Trai

50、ning efficiency:Are resources utilized in the pursuit of this mission?Copyright 2008 by Nelson,a division of Thomson Canada Ltd.748Criterion 4:Results(contd)Demings Benchmarking Model1.Plan:conduct a self-audit to identify areas for benchmarking.2.Do:collect data about activities.3.Check:Analyze dat

51、a.4.Act:Establish goals,implement changes,monitor progress,and redefine benchmarks.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.749Highlights in HRM Highlights 7.8Copyright 2008 by Nelson,a division of Thomson Canada Ltd.750Special Training and Development TopicsCopyright 2008 by Nelson

52、,a division of Thomson Canada Ltd.751Special Topics in Training and Development(contd)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 tr

53、aining costs5.Facilitation of learning6.Reduction of the new employees anxietyCopyright 2008 by Nelson,a division of Thomson Canada Ltd.752Highlights in HRMHighlights 7.10Copyright 2008 by Nelson,a division of Thomson Canada Ltd.753Special Topics in Training and Development(contd)Basic Skills Traini

54、ngBasic 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

55、 to learn,working as part of a team,leading others.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.754Special 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

56、.2.Relate the training to the employees goals.3.Respect and consider participant experiences,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 d

57、ivision of Thomson Canada Ltd.755Special Topics in Training and Development(contd)Team Training Issues1.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 assimilat

58、e new members.4.Behavioural and process skills need to be acquired through participative exercises.Copyright 2008 by Nelson,a division of Thomson Canada Ltd.756Source:George Bohlander and Kathy McCarthy,“How to Get the Most from Team Training,”National Productivity Review(Autumn 1996):2535.Copyright

59、 2008 by Nelson,a division of Thomson Canada Ltd.757Special Topics in Training and Development(contd)Cross-TrainingThe process of training employees to do multiple jobs within an organizationvGives firms flexible capacityvCuts turnovervIncrease productivityvPares down labour costsvLays the foundatio

60、n for careers rather than dead-end jobsCopyright 2008 by Nelson,a division of Thomson Canada Ltd.758Highlights in HRM Steering committee represents all levels of the organization and a mix of races,ages,and gender.Workshops include the following:Top executives demonstrate their commitment by early p

61、articipation.Each participant is given a workbook with support materials.Participants are made aware of key topics and company policies.Participants are asked to describe specific steps they would take to support diversity.Participants create a list of diversity ground rules or behavioural norms.Man

62、agers discuss and revise rules for their areas.Participants link diversity training to other HR initiatives such as recruitment and selection,career management,and compensation.Managers are accountable for achieving goals of diversity training.Characteristics of Effective Diversity Training Programs

63、Highlights 7.11Copyright 2008 by Nelson,a division of Thomson Canada Ltd.759Special Topics in Training and Development(contd)To avoid the pitfalls of substandard diversity training,managers will want to do the following:Forge a strategic linkCheck out consultant qualificationsDont settle for“off the

64、 shelf”programsChoose training methods carefullyDocument individual and organizational benefitsCopyright 2008 by Nelson,a division of Thomson Canada Ltd.760Key Terms apprenticeship training behaviour modelling behaviour modification competency assessment cooperative training cross-training e-learning instructional objectives internship programs on-the-job training(OJT)organization analysis orientation person analysis task analysis transfer of training