Creative thinking and synthesis.

edina

Mathis_16e_PPT_Ch08_IE.pptx

Home >Human Resource Management homework help >Creative thinking and synthesis.

CHAPTER 8

Training

Human

Resources

Learning Objectives

Define training and discuss why a strategic approach is important

Explain the major categories of training and describe instructional systems design

Identify three types of analyses used to determine training needs

Specify how to design a training program for adult learners

Learning Objectives (continued)

Explain different means of internal and external training delivery

Provide an example for each of the four levels of training evaluation

Training

Training: Process whereby people acquire capabilities to perform jobs

Organizational strategy and training

Strategic training

Investments in training

Organizational competitiveness

Strategic Training

Strategic training

Adds value in a way that simple training cannot

Helps reduce the tendency of managers to think that training alone can solve most problems

Assesses whether training can actually address issues

Investments in Training

Employee training encompasses

Adequate resources to ensure high-quality learning experiences

Instructors typically represent the biggest cost of training

Training can:

Lower employee turnover and increase human capital

Improve effectiveness and productivity

Increase profitability and reduce costs

Improve quality and customer service

Figure 8-2: Linking Strategies and Training

Organizational Competitiveness

If employees are not continually trained, they may fall behind and the company could become less competitive

Knowledge management: The way an organization identifies and leverages knowledge to be competitive

Learning culture: A work environment that encourages employees to share their individual knowledge, skills, and experiences with their coworkers

Organizational Competitiveness (continued)

Performance, training, and learning must be integrated to be effective

Sales training is a key element in sales force success in many industries

Training and Human Resources

Legal issues and training

Selecting individuals for training

Considering only job-related factors

Training contracts

Compensating for training outside of work hours

O S H A training requirements

E E O laws

Legal Issues in Designing and Delivering Training

Criteria and practices used to select individuals

Compensation for employees working overtime

Requiring employees to sign training contracts

Types of Training

Legally required

Safety compliance

Driving skills

Nondiscrimination

Harassment prevention

Industry-specific requirements

Basic and remedial skills

English language

Literacy

Core mathematics

Types of Training (continued)

Job and technical training

Customer service

Equipment operations

Quality procedures

I T and technical

Product details

Soft skills

Interpersonal communication

Ethics and team relationships

Conflict management and problem solving

Coaching and feedback

Diversity and inclusion

Orientation

Orientation: Planned introduction of new employees to their jobs, coworkers, and the organization

Achieves several key purposes:

Establishes a favorable impression of the organization

Provides organization and job information

Enhances interpersonal acceptance by coworkers

Accelerates socialization and assimilation

Ensures that employee performance and productivity begin more quickly

Evaluating Orientation

Evaluation metrics

Tenure turnover rate

New hires failure factor

Employee upgrade rate

Development program participation rate

A D D I E Model of Systematic Instructional Design Process

Assessment

Design

Development

Implementation

Evaluation

Training Needs Assessment

Effective training efforts consider the following questions:

Is there really a need for the training?

Who needs to be trained?

Who will do the training?

What form will the training take?

How will knowledge be transferred to the job?

How will the training be evaluated?

Sources of Information for Needs Assessment

Organization Analysis

Grievances and accidents

Waste/scrap training observations

Observations and equipment use

Customer complaints and exit interviews

Attitude surveys

Job/Task Analysis

Employee K S As

Job specifications

Benchmarks

Effectiveness

Efficiency data

Employees surveys

Individual Analysis

Performance appraisals

Tests and records

Assessment centers

Questionnaires and surveys

Job knowledge tools

Establishing Training Objectives and Priorities

Gap analysis: Indicates the distance between where an organization is with its employee capabilities and where it needs to be

Possible focuses for training objectives:

Knowledge

Skill

Attitude

Figure 8-8: Training Design Elements

Learner Characteristics

Ability to learn

Motivation: A person’s desire to learn training content

Self-efficacy: People’s belief that they can successfully learn the training program content

Perceived utility/value

Learning styles

Learner Characteristics (continued)

Adult learning: Ways in which adults learn differently than do younger people

Principles for designing training for adults

Adults should know why they are learning something and prefer to be self-directed

Adults should bring more work-related experiences into the learning process and enter into a learning experience with a problem-centered approach

Adults are motivated to learn by both extrinsic and intrinsic factors

Instructional Strategies

Learner practice/feedback

Active practice: Performing job-related tasks and duties during training

Feedback during training from trainers, fellow trainees, gauges on equipment, and trainees themselves

Feedback after training from supervisors or coworkers

Overlearning: Repeated practice even after a learner has mastered the training content

Instructional Strategies (continued 1)

Microlearning: Breaking up the lessons to be learned in training into smaller pieces

Behavioral modeling: Copying someone else’s behavior

Error-based examples: Sharing with learners what can go wrong when they do not use the training properly

Instructional Strategies (continued 2)

Reinforcement is based on the law of effect

People tend to repeat responses that give them a positive reward and avoid actions associated with negative consequences

Immediate confirmation: People learn best if they receive reinforcement and feedback as soon as possible after exhibiting a response

Training Transfer

Transfer of training occurs when trainees:

Actually use information they learned in the training once on the job

Maintain use of the learned material over time

To increase the transfer of training:

Offer trainees an overview of training content and how it links to the strategy of the organization

Ensure that the training mirrors the job context

Training Transfer (continued)

Support new trainees to use their new skills when they return to the job

Supervisor support and involvement in the training

Provide an opportunity to use the training

Implement a just-in-time philosophy

Ensure accountability

Extent to which someone expects the learner to use the new skills on the job and holds them responsible for doing so

Training Delivery Variables

Nature of training

Subject matter

Number of trainees

Individual versus team

Self-paced versus guided

Training resources/costs

E-learning versus traditional learning

Geographic locations involved

Time allotted

Completion timeline

Training Delivery Options

Internal to the Organization

Traditional classes and on-the-job training

Self-guided training at company portal

Mentoring/coaching and job shadowing

Developing teachers internally

Cross-training and training projects

Group-based classroom

External to the Organization

Third-party delivered training

Web conferences and podcasts

Training at outside location

Educational leave

Blended training and teleconferencing

Internal Training

Informal training: Occurs through interactions and feedback among employees

On-the-job training (O J T): The most common training because it is flexible and relevant

Problems with O J T

Trainers are poorly-qualified, rushed, or indifferent

Regular work is disrupted

Incorrect information and bad habits are passed on

Steps for On-the-Job Training

Prepare the trainees

Put them at ease

Find out what they know

Get them interested

Present the information

Tell, show, question

Present one point at a time

Make sure the trainees know

Steps for On-the-Job Training (continued)

Provide the trainees with practice

Have the trainees perform the tasks

Ask questions

Observe and correct

Evaluate mastery

Do follow-up

Put the trainees on their own

Check frequently

Reduce follow-up as performance improves

Internal Training (continued)

Cross-training: Training people to do more than one job

Increases flexibility and ensures uninterrupted production

Challenges of cross-training

Unions typically are not in favor of cross-training because it threatens job jurisdiction and broadens jobs

Requires scheduling work differently

May cause temporary decreases in productivity

External Training

Advantages

Less expensive to outsource training

Saves organization the time of developing training

Staff may lack expertise

Employees can interact with outsiders

Outsourcing of training

Government-supported job training

Educational assistance programs

Combination Training Approaches

Forms of cooperative training

School-to-work transition

Apprentice training

Internship

E-Learning: Online Training

E-learning: Use of web-based technology to conduct training online

Methods of e-learning:

M O O Cs: Massive open online courses

Distance training/learning

Simulations: Reproduce parts of the real world so that they can be experienced and manipulated and learning can occur

Games: Exercises that entertain and engage

E-Learning: Online Training (continued)

M-learning: Use of mobile technology to conduct training

Blended learning: Combines short, fast-paced, interactive computer-based lessons and teleconferencing with traditional classroom instruction and simulation

Pros and Cons of Technology-Supported Training

Pros

Self-paced and interactive

Automated scoring of exercises and assessments

Quick, appropriate feedback to learners

Incorporates built-in guidance and help for trainees to use when needed

Updating content is fairly easy

Allows for training “on the go” and “just-in-time”

Learners can contribute content to learning platform

Cons

May cause trainee anxiety

Trainees must have easy, reliable access to technology

Relies on user self-direction and motivation to complete training

Is not appropriate for some training content (leadership, cultural change, etc.)

Significant up-front investment of both time and money

Significant support from top management necessary for success

Security and access concerns

Levels of Evaluation

Reaction: Evaluated by conducting interviews or administering questionnaires to the trainees

Learning: Measuring how well trainees have learned facts, ideas, concepts, theories, and attitudes

Behaviors: Measuring the effect of training on job performance through observing workers on the job

Results: Measuring the effect of training on the achievement of organizational objectives

Training Evaluation Metrics

Cost–benefit analysis: Comparison of costs and benefits associated with training

Return-on-investment (R O I) analysis: Divides the return produced because of the training by the cost (or investment) of the training

Benchmarking: Comparison of data on training in the organization and training at other organizations in the same industry and in companies of a similar size

Stages in Calculating Training Costs and Benefits

Determine training costs

Identify potential savings results

Compute potential savings results

Conduct costs and savings benefits comparisons

Possible Costs and Benefits Related to Training

Typical Costs

Trainer’s salary and time

Trainees’ salaries and time

Materials for training

Expenses for trainer and trainees

Cost of facilities and equipment

Lost productivity (opportunity cost)

Typical Benefits

Increase in production

Reduction in errors and accidents

Reduction in turnover

Less supervision necessary

Ability to use new capabilities

Attitude changes

Internal Evaluations of Training

Training evaluation designs

Post-measure

Pre-/post-measure

Pre-/post-measure with a control group

H U M A N R E S O U R C E

MANAGEMENT

VA L E N T I N E M E G L I C H M AT H I S J A C K S O N

SIXTEENTH EDIT ION