Feedback on the course HR
INeal
Noe11e_ch_07_FINAL.pptxChapter 7
Training
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Learning Objectives 1 of 2
LO 7-1 Discuss how training, informal learning, and knowledge management can contribute to continuous learning and companies’ business strategy.
LO 7-2 Explain the role of the manager in identifying training needs and supporting training on the job.
LO 7-3 Conduct a needs assessment.
LO 7-4 Evaluate employees’ readiness for training.
LO 7-5 Discuss the strengths and weaknesses of presentation, hands-on, and group training methods.
©McGraw-Hill Education
Learning Objectives 2 of 2
LO 7-6 Explain the potential advantages of e-learning for training.
LO 7-7 Design a training session to maximize learning.
LO 7-8 Choose appropriate evaluation design and training outcomes based on the training objectives and evaluation purpose.
LO 7-9 Design a cross-cultural preparation program.
LO 7-10 Develop a program for effectively managing diversity.
©McGraw-Hill Education
Introduction
Companies are in business to make money.
Business functions must show how they contribute to business success.
Training activities should help the company achieve its business strategy.
Training can help employees develop skills needed to perform their jobs, which directly affects the business.
©McGraw-Hill Education
4
Training: Its Role in Continuous Learning and Competitive Advantage 1 of 2
Continuous learning
Requires employees to understand the entire work process, acquire and apply new skills and share what they have learned
©McGraw-Hill Education
Continuous learning requires employees to understand the entire work process and expects them to acquire and apply new skills and share what they have learned with other employees.
5
Training: Its Role in Continuous Learning and Competitive Advantage 2 of 2
Training
Formal training
Informal learning
Explicit knowledge
Tacit knowledge
Knowledge management
LO 7-1
©McGraw-Hill Education
Formal training Training and development programs and courses that are developed and organized by the company
Informal learning Learning that is learner initiated, involves action and doing, is motivated by an intent to develop, and does not occur in a formal learning setting
Explicit knowledge Knowledge that is well documented and easily transferable to other persons
Tacit knowledge Knowledge that is based on personal experience that is difficult to codify
Knowledge management The process of enhancing company performance by designing and using tools, systems, and cultures to improve creation, sharing, and use of knowledge
6
Figure 7.1 Key Features of Continuous Learning
©McGraw-Hill Education
7
Designing Effective Formal Training Activities 1 of 14
The Training Design Process
Instructional System Design (ISD)
ADDIE model
Analysis
Design
Development
Implementation
Evaluation
LO 7-2
©McGraw-Hill Education
Figure 7.2 The Training Process
©McGraw-Hill Education
Designing Effective Formal Training Activities 2 of 14
Needs Assessment
First step in instructional design process
Pressure points determine if training is necessary
Performance problems
New technology
Internal or external customer requests for training
Job redesign
New legislation
Changes in customer preferences
LO 7-3
©McGraw-Hill Education
10
Figure 7.3 The Needs Assessment Process
©McGraw-Hill Education
Designing Effective Formal Training Activities 3 of 14
Organizational analysis
Support of managers and peers
Company strategy
Training resources
Person analysis
Task analysis
©McGraw-Hill Education
Organizational analysis A process for determining the business appropriateness of training
Person analysis A process for determining whether employees need training, who needs training, and whether employees are ready for training
Task analysis The process for identifying the tasks, knowledge, skills, and behaviors that need to be emphasized in training
12
Table 7.1 Examples of Strategic Initiatives and Their Implications for Training Practices 1 of 2
| Strategic Training and Development Initiatives | Implications |
| Improve customer service | Ensure that employees have product and service knowledge Ensure that employees have skills needed to interact with customers Ensure that employees understand their roles and decision-making authority |
| Improve employee engagement | Ensure that employees have opportunities to develop Ensure that employees understand career opportunities and personal growth opportunities Ensure that training and development addresses employees’ needs in current job as well as growth opportunities |
SOURCE: Based on S. Tannenbaum, “A Strategic View of Organizational Training and Learning,” in Creating, Implementing and Managing Effective Training and Development, ed. K. Kraiger (San Francisco: Jossey-Bass, 2002), pp. 10–52.
©McGraw-Hill Education
Table 7.1 Examples of Strategic Initiatives and Their Implications for Training Practices 2 of 2
| Strategic Training and Development Initiatives | Implications |
| Enhance innovation and creativity | Capture insight and information from knowledgeable employees Logically organize and store information Provide methods to make information available (e.g., resource guides, websites) Dedicate physical space to encourage teamwork, collaboration, creativity, and knowledge sharing |
| Growth in global markets | Prepare high potential managers to take over global leadership positions Prepare expatriates to function cross-culturally Train local workforce in company culture |
SOURCE: Based on S. Tannenbaum, “A Strategic View of Organizational Training and Learning,” in Creating, Implementing and Managing Effective Training and Development, ed. K. Kraiger (San Francisco: Jossey-Bass, 2002), pp. 10–52.
©McGraw-Hill Education
Table 7.2 Questions to Ask Vendors and Consultants
| How do your products and services fit our needs? |
| How much and what type of experience does your company have in designing and delivering training? |
| What are the qualifications and experiences of your staff? |
| Can you provide demonstrations or examples of training programs you have developed? |
| Can you provide references from clients for whom you worked? |
| What evidence do you have that your programs work? |
| How long will it take to develop the training program? |
| How much will your services cost? |
| What instructional design methods do you use? |
| What about recurring costs, such as those related to administering, updating, and maintaining the training program? |
| Do you provide technical support? |
SOURSOURCES: Adapted from R. Zemke and J. Armstrong, “Evaluating Multimedia Developers,” Training, November 1996, pp. 33–38;
B. Chapman, “How to Create the Ideal RFP,” Training, January 2004, pp. 40–43; M. Weinstein, “What Vendors Wished You Knew,” Training,
February 2010, pp. 122–125.CES: Adapted from R. Zemke and J. Armstrong, “Evaluating Multimedia Developers,” Training, November 1996,
pp. 33–38; B. Chapman, “How to Create the Ideal RFP,” Training, January 2004, pp. 40–43; M. Weinstein, “What Vendors Wished You Knew
,” Training, February 2010, pp. 122–125.
©McGraw-Hill Education
Designing Effective Formal Training Activities 4 of 14
Ensuring Employees’ Readiness for Training
Readiness for Training includes the employee characteristics that provide them with the desire, focus, and energy to learn.
Motivation to Learn is the desire to learn the content of a training program.
Self-efficacy reflects the employee belief that they can learn content of training program.
LO 7-4
©McGraw-Hill Education
16
The second step in the training design process is to evaluate whether employees are ready for training. Readiness for training refers to employee characteristics that provide employees with the desire, energy, and focus necessary to learn from training. The desire, energy, and focus is referred to as motivation to learn to learn and is related to knowledge gain, behavior change, or skill acquisition in training programs.
Self-efficacy is employee belief that they can successfully learn content of the training program
Table 7.3 Factors that Influence Motivation to Learn
Self-efficacy
Benefits/Consequences
Awareness of Needs
Work Environment
Basic Skills
Goal Orientation
Conscientiousness
©McGraw-Hill Education
SOURCES: Based on J. Colquitt, J. LePine, and R. Noe, “Toward an Integrative Theory of Training Motivation: A Meta-Analytic Path Analysis of 20 Years of Research,” Journal of Applied Psychology 85 (2000), pp. 678–707; R. Noe and J. Colquitt, “Planning for Impact Training: Principles of Training Effectiveness,” in K. Kraiger (ed.), Creating, Implementing, and Managing Effective Training and Development (San Francisco: Jossey-Bass, 2002), pp. 53–79.
17
Table 7.4 Conditions for Learning and Their Importance
Conditions for Learning
Need to know why they should learn.
Meaningful training content.
Opportunities for practice.
Feedback.
Observe, experience, and interact with training content, other learners, and instructor.
Good program coordination and administration.
Commit training content to memory.
©McGraw-Hill Education
SOURCES: Based on R. M. Gagne, “Learning Processes and Instruction,” Training Research Journal 1 (1995/1996), pp. 17–28; M. Knowles, The Adult Learner, 4th ed. (Houston: Gulf, 1990); A. Bandura, Social Foundations of Thought and Action (Englewood Cliffs, NJ: Prentice Hall, 1986); E. A. Locke and G. D. Latham, A Theory of Goal Setting and Task Performance (Englewood Cliffs, NJ: Prentice Hall, 1990); B. Mager, Preparing Instructional Objectives, 2nd ed. (Belmont, CA: Lake, 1984); B.J. Smith and B. L. Delahaye, How to Be an Effective Trainer, 2nd ed. (New York: Wiley, 1987); K. A. Smith-Jentsch, F. G. Jentsch, S. C. Payne, and E. Salas, “Can Pretraining Experience Explain Individual Differences in Learning?” Journal of Applied Psychology 81 (1996), pp. 110–16; H. Nuriddin, “Building the Right Interaction,” T + D, March 2011, pp. 32–35; R. Feloni, “This Simple Daily Exercise Boosts Employee Performance,” Business Insider India, www.businessinsider.in.com; G. Di Stefano, F. Gino, G. Pisano, and B. Staats, “Learning by Thinking: How Reflection Aids Performance,” Harvard Business School Working Paper, 14-093 (March 25, 2014); M. Plater, “Three Trends Shaping Learning,” Chief Learning Officer, June 2014, pp. 44–47; A. Kohn, “Use It or Lose It,” T + D, February 2015, pp. 56–61; J. Karpicke and Henry Roediger III, “The Critical Importance of Retrieval for Learning” Science, February 2008, pp. 966–68; A. Paul, “Microlearning 101”, HR Magazine (May 2016):36-42.
Employees learn by observing, experiencing and interacting with other learners and their instructor. Employees need the training program to be properly coordinated and administered. and they need to commit the training content to memory. Communities of Practice refers to groups of employees who work together, learn from each other and develop a common understanding of how to get the work accomplished.
18
Designing Effective Formal Training Activities 5 of 14
Ensuring Transfer of Training
Manager support
Action plan
Peer support
Support network
©McGraw-Hill Education
19
Transfer of training refers to on-the-job use of knowledge, skills, and behaviors learned in training and is influenced by the climate for transfer, manager support, peer support, opportunity to use learned capabilities, technology support, and self-management.
Peer support- A support network is a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities on the job, in face-to-face meetings or communications via e-mail.
A support network is a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities on the job.
Figure 7.4 Work Environment Characteristics Influencing Transfer of Training
©McGraw-Hill Education
Designing Effective Formal Training Activities 6 of 14
Ensuring Transfer of Training continued
Opportunity to use learned capabilities
Opportunity to perform
©McGraw-Hill Education
21
Opportunity to use learned capabilities -Trainee is provided with or actively seeks experience using newly learned knowledge, skills, or behavior. refers to the extent to which the trainee is provided with or actively seeks experience with newly learned knowledge, skill, and behaviors from the training program. Opportunity to perform is influenced by both work environment and trainee motivation
Designing Effective Formal Training Activities 7 of 14
Ensuring Transfer of Training continued
Technological Support: Performance Support and Knowledge Management Systems
Performance support systems
Computer applications that can provide, as requested, skills training, information access, and expert advice
Knowledge management systems
Communities of practice
©McGraw-Hill Education
22
Communities of practice are groups of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished.
Designing Effective Formal Training 8 of 14
Ensuring Transfer of Training continued
Self-management skills
Set goals for using skills or behaviors on the job
Identify conditions under which they might fail to use them
Identify the positive and negative consequences of using them
Monitor their use of them
©McGraw-Hill Education
23
Self-management refers to the process of enhancing company performance by designing and implementing tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge.
Designing Effective Formal Training Activities 9 of 14
Selecting Training Methods
Instructor-led classroom
Online learning
Mobile learning
Social learning
Blended learning
LO 7-5
©McGraw-Hill Education
Figure 7.5 Overview of Use of Training Methods
Data from “2014 Industry Report” Training, November/December 2014, pp. 16-29
©McGraw-Hill Education
25
Different methods can help employees acquire new knowledge, skills, and behaviors. Figure 7.5 provides an overview of the use of training methods across all size companies
Designing Effective Formal Training Activities 10 of 14
Selecting Training Methods continued
Presentation Methods
Instructor-led classroom
Distance learning
Teleconferencing
Webcasting
Audiovisual training
©McGraw-Hill Education
26
Presentation Methods- Training methods in which trainees are passive recipients of information.
Teleconferencing refers to synchronous exchange of audio, video, and/or text between two or more individuals or groups at two or more locations. Webcasting involves classroom instructions that are provided online through live broadcasts.
Designing Effective Formal Training Activities 11 of 14
Selecting Training Methods continued
Hands-on Methods
On-the-job training (OJT)
Apprenticeship
Internship
Simulation
Virtual reality
Avatars
Games and case studies
©McGraw-Hill Education
27
Hands-on Methods- Training methods that actively involve the trainee in learning.
Apprenticeship is a work-study training method with both on-the-job training and classroom training.
Simulation training represents a real-life situation, with trainees’ decisions resulting in outcomes that mirror what would happen if the trainee were on the job. Avatars refer to computer depictions of humans that are being used as imaginary coaches, co-workers, and customers in simulations. Virtual Reality computer-based technology provides trainees with a three-dimensional learning experience. Trainees operate in a simulated environment that responds to their behaviors and reactions.
Designing Effective Formal Training Activities 12 of 14
Selecting Training Methods continued
Hands-on Methods continued
Behavior modeling
E-learning
Repurposing
MOOCs
Blended learning
Learning management systems
LO 7-6
©McGraw-Hill Education
28
Blended learning combines online learning, face-to-face instruction, and other methods for distributing learning content and instruction.
A learning management system (LMS) refers to a technology platform that can be used to automate the administration, development, and delivery of all of a company’s training programs.
Designing Effective Formal Training Activities 13 of 14
Group- or Team-Building Methods
Group- or team-building methods
Experiential programs
Adventure learning
Team training
Cross-training
Coordination training
Team leader training
Action learning
©McGraw-Hill Education
29
Experiential programs involve gaining conceptual knowledge and theory; taking part in a behavioral simulation; analyzing the activity; and connecting the theory and activity with on-the-job or real-life situations
Adventure learning develops teamwork and leadership skills using structured outdoor activities. In action learning teams or work groups get an actual business problem, work on solving it and commit to an action plan, and are accountable for carrying out the plan.
Team training coordinates the performance of individuals who work together to achieve a common goal.
Designing Effective Formal Training Activities 14 of 14
Advice for Selecting a Training Method
Identify the type of learning outcome the training is to influence
Verbal information, intellectual skills, cognitive strategies, attitudes, motor skills, or some combination
Consider the training budget
LO 7-7
©McGraw-Hill Education
30
Evaluating Training Programs 1 of 3
Training outcomes can be categorized five ways
Cognitive outcomes
Skill-based outcomes
Affective outcomes
Results
Return on investment
LO 7-8
©McGraw-Hill Education
31
Table 7.7 Outcomes Used in Evaluating Training Programs
| OUTCOME | WHAT IS MEASURED | HOW MEASURED | EXAMPLE |
| Cognitive outcomes | Acquisition of knowledge | Pencil-and-paper tests Work sample | Safety rules Electrical principles Steps in appraisal interview |
| Skill-based outcomes | Behavior Skills | Observation Work sample Ratings | Jigsaw use Listening skills Coaching skills Airplane landings |
| Affective outcomes | Motivation Reaction to program Attitudes | Interviews Focus groups Attitude surveys | Satisfaction with training Beliefs regarding other cultures |
| Results | Company payoff | Observation Data from information system or performance records | Absenteeism Accidents Patents |
| Return on investment | Economic value of training | Identification and comparison of costs and benefits of the program | Dollars |
©McGraw-Hill Education
Evaluating Training Programs 2 of 3
Evaluation Designs
Posttest only
Pretest/Posttest
Posttest only with comparison group
Pretest/Posttest with comparison group
Time series
©McGraw-Hill Education
33
Evaluating Training Programs 3 of 3
Determining the Financial Benefits of Learning
Return on Investment refers to the estimated dollar return from each dollar invested in learning.
Identify outcomes
Place a value on outcomes
Determine change in performance
Obtain an annual amount of benefits
Determine training costs
Calculate total savings
Calculate ROI
©McGraw-Hill Education
34
Special Training Issues 1 of 5
Cross-Cultural Preparation
Expatriate
Competent in area of expertise
Able to communicate in host country
Culturally sensitive
Motivated to succeed
Supported by family
LO 7-9
©McGraw-Hill Education
35
Expatriate-is an employee sent by a company to manage operations in a different country. Cross-cultural preparation involves educating employees (and their families) who are given an assignment in a foreign country.
Special Training Issues 2 of 5
Cross-Cultural Preparation continued
Predeparture phase
Receive language training and orientation
Include the family
Discuss career plans and positions expected upon return
©McGraw-Hill Education
36
Special Training Issues 3 of 5
Cross-Cultural Preparation continued
On-site phase
Orientation to host country
Develop social relationships
Repatriation phase
Self-managed
Provide company newsletters and local newspapers
Adjust to lower standard of living
©McGraw-Hill Education
37
Special Training Issues 4 of 5
Managing Workforce Diversity and Inclusion
Manage diversity
Inclusion
Diversity training
May enhance performance and impact:
Cognitive outcomes
Affective outcomes
Behavioral outcomes
LO 7-10
©McGraw-Hill Education
Diversity -any dimension that differentiates a person from another. To successfully manage a diverse work force, companies need to ensure that:
Behaviors that isolate or intimidate minority group member improve.
Employees gain an appreciation of cultural differences among themselves.
Managing Diversity is the process of creating an environment that allows all employees to contribute to organizational goals and experience personal growth. Diversity training refers to learning efforts that are designed to change employee attitudes about diversity and or/develop skills needed to work with a diverse workforce.
38
Table 7.9 Key Components of Effective Diversity Management Programs 1 of 7
Top Management Support
Make the business case for diversity.
Include diversity as part of the business strategy and corporate goals.
Participate in diversity programs, and encourage all managers to attend.
Ensure that the composition of the executive management team mirrors the diversity of the workforce.
©McGraw-Hill Education
Table 7.9 Key Components of Effective Diversity Management Programs 2 of 7
Recruitment and Hiring
Ask search firms to identify wider arrays of candidates.
Enhance the interviewing, selection, and hiring skills of managers.
Expand college recruitment at historically minority colleges.
©McGraw-Hill Education
Table 7.9 Key Components of Effective Diversity Management Programs 3 of 7
Talent Identification and Development
Form a partnership with internship programs that target minority students for management careers.
Establish a mentoring process.
Refine the company’s global succession planning system to improve identification of talent.
Improve the selection and development of managers and leaders to help ensure that they are capable of maximizing team performance.
Ensure that all employees, especially women and minorities, have access to management development and leadership programs.
©McGraw-Hill Education
Table 7.9 Key Components of Effective Diversity Management Programs 4 of 7
Employee Support
Form resource groups or employee network groups, including employees with common interests, and use them to help the company develop business goals and understand the issues they are concerned with (e.g., Asian Pacific employees, women, gays, lesbians, transgender employees, Native Americans, veterans, Hispanics).
Celebrate cultural traditions, festivities, and holidays.
Make work/life balance initiatives (such as flextime, telecommuting, and eldercare) available to all employees.
©McGraw-Hill Education
Table 7.9 Key Components of Effective Diversity Management Programs 5 of 7
Fair Treatment
Conduct extensive diversity training.
Implement an alternative dispute resolution process.
Include women and minorities on all human resources committees throughout the company.
©McGraw-Hill Education
Table 7.9 Key Components of Effective Diversity Management Programs 6 of 7
Manager Accountability
Link managers’ compensation to their success in meeting diversity goals and creating openness and inclusion in the workplace.
Use employee attitude or engagement surveys to track employees’ attitudes on inclusion, fairness, opportunities for development, work/life balance, and perceptions of the company culture.
Implement 360-degree feedback for all managers and supervisors.
©McGraw-Hill Education
Table 7.9 Key Components of Effective Diversity Management Programs 7 of 7
Relationships with External Stakeholders
Increase marketing to diverse communities.
Provide customer service in different languages.
Broaden the company’s base of suppliers and vendors to include businesses owned by minorities and women.
Provide scholarships and educational and neighborhood grants to diverse communities and their members.
©McGraw-Hill Education
45
Special Training Issues 5 of 5
Onboarding or Socialization
Onboarding
Establish relationships to increase satisfaction
Clarify goals and expectations to improve performance
provide feedback, coaching, and follow-up activities to reduce turnover
©McGraw-Hill Education
Figure 7.6 The Four Steps in Onboarding
©McGraw-Hill Education
Table 7.10 Characteristics of Effective Onboarding Programs
| Employees are encouraged to ask questions. |
| Program includes information on both technical and social aspects of the job. |
| The employee manager has some onboarding responsibility. |
| Debasing or embarrassing new employees is avoided. |
| Employees learn about the company culture, history, language, products, services, and customers. |
| Follow-up of employee progress occurs at different points up to one year after joining the company. |
| Program involves participation, active involvement, and formal and informal interaction between new hires and current employees. |
| Relocation assistance is provided (such as house hunting or information sessions on the community for employees and their significant others). |
©McGraw-Hill Education
Appendix of Image Long Descriptions
©McGraw-Hill Education
Appendix 1 Figure 7.1 Key Features of Continuous Learning
A circle graph shows that formal training and development, informal learning, and knowledge management are the key features of a continuous learning philosophy that focuses on performance and supports business strategy.
©McGraw-Hill Education
Appendix 2 Figure 7.2 The Training Process
Stage 1 Needs Assessment: organizational analysis, person analysis, and task analysis
Stage 2 Ensuring employees’ readiness for training: attitudes and motivation, and basic skills
Stage 3 Creating a learning environment: I*dentification of learning objectives and training outcomes, meaningful material, feedback, observations of others, administering and coordinating program
Feedback
Stage 4 Ensuring transfer of training: self-management strategies, and peer and manager support
Stage 5 Selecting training methods: presentational methods, hand-on methods, and group or team-building methods
Stage 6 Evaluating training programs: identification of training outcomes and evaluation design, and cost-benefit analysis
©McGraw-Hill Education
Appendix 3 Figure 7.3 The Needs Assessment Process
Organization analysis (What is the context?), person analysis (Who needs training?), and task analysis (In what do they need training?)
Reasons or pressure points
legislation
lack of basic skills
poor performance
new technology
customer requests
new products
higher performance standards
new jobs
business growth or contraction
global business expansion
Outcomes
what trainees need to learn
who receives training
type of training
frequency of training
buy-versus-build training decision
training versus other HR options such as selection or job redesign
how training should be evaluated
©McGraw-Hill Education
Appendix 4 Figure 7.4 Work Environment Characteristics Influencing Transfer of Training
Transfer of training is influenced by opportunity to use learned capability, technological support, manager support, peer support, and self-management skills.
©McGraw-Hill Education
