PPT and Weekly Summary4.1

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Chapter 7 Training and Development

Learning Outcome

Discuss the scope of training and development and its strategic aspects

Describe how a training needs assessment should be done

Describe the factors that must be taken into account when designing a training program

Identify the types of training-delivery methods organizations use

Explain how the effectiveness of training programs are evaluated, and describe some of the additional training programs conducted by firms

The Scope of Training

Training

Effort initiated by an organization to foster learning among its members

Narrowly focused and oriented toward short-term performance concerns

Development

Effort that is oriented more toward broadening an individual’s skills for the future responsibilities

A Strategic Approach to Training

Chief learning officer: High ranking manager responsible for fostering employee learning and development within the firm

Four phases

Needs assessment based on the firm’s competitive objectives

Program design

Implementation

Evaluation

Figure 7.1 - Strategic Model of Training

Phase 1: Conducting the Needs Assessment

Organization analysis

Examination of the environment, strategies, and resources the firm faces so as to determine what training it should emphasize

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

Competency assessment: Analysis of the sets of skills and knowledge needed for decision oriented and for knowledge-oriented jobs

Person analysis

Determination of the specific individuals who need training

Phase 2: Designing the Training Program

Issues to be focused on

Training’s instructional objectives

Readiness of trainees and their motivation

Principles of learning

Characteristics of instructors

Developing Instructional Objectives

Information collected through needs assessment, can help state the desired outcomes of training through written instructional objectives

Instructional objectives: Desired outcomes of a training program

Describe skills or knowledge to be acquired and attitudes to be changed

Are performance centered

Assessing the Readiness and Motivation of Trainees

Preconditions for learning that affect success

Trainee readiness

Whether or not the experience and knowledge of trainees have made them ready to absorb the training

Trainee motivation

Organization needs to help employees understand the link between the effort they put into training and the payoff

Incorporating the Principles of Learning

Goal setting

Description of the training program, its objectives, and learning points

Meaningfulness of presentation

Use of simple and understandable terminology during training

Modeling

Increases salience of behavioral training

Incorporating the Principles of Learning

Individual learning differences

Hands on activities and breaking large groups to smaller groups can help trainers accommodate different learning styles

Active practice and repetition

Trainees should be given opportunities to practice their job tasks that they will need to perform

Whole-versus-part learning

Self-paced learning - Tasks can be broken down into parts that lend themselves into further analysis

Incorporating the Principles of Learning

Massed-versus-distributed learning

Distributed learning – Spacing out training will result in faster learning and longer retention

Learning curve can be used to track an individual’s progress

Plateau - Learning situation when progress does not occur

Figure 7.4 - A Typical Learning Curve

Incorporating the Principles of Learning

Feedback and reinforcement

Help individuals assess their strengths and weaknesses

Behavior modification: Operates on the principle that behavior that is rewarded will be exhibited more frequently

Spot rewards: Programs that award employees on the spot when they do something particularly well during training or on the job

Characteristics of Successful Instructors

Knowledge of the subject

Enthusiasm

Sincerity

Interest in trainees

Sense of humor

Ability to communicate clearly

Willingness to provide individual assistance

Figure 7.5 - Learning Outcomes Differ by Training Method

Figure 7.6 - Training Delivery Methods

Training Methods

On-the-job training (OJT)

Method by which employees are given hands-on experience with instructions from their supervisor or other trainer

Apprenticeship training

System in which a worker entering the skilled trades is given thorough instruction and experience in the practical and theoretical aspects of the work

Figure 7.7 - The PROPER Way to Do On-the-Job Training

Training Methods

Special assignments

Involve assigning trainees who are often but not always on managerial tracks, to different jobs in different areas of a firm

Cooperative training, internships & governmental training

Programs combine practical on-the-job experience with formal classes

Training Methods

Simulation

Emphasizes realism in equipment and its operation at minimum cost and maximum safety

Used when it is either impractical to train employees on the actual equipment used on the job

Training Methods

E-learning

Learning that takes place via web and computer-based training (CBT)

Learning management systems (LMS): Online system that provides a variety of assessment, communication, teaching, and learning opportunities

Just in time training: Delivered to trainees when and where they need it to do their jobs, via computer or the Internet

Training Methods

Behavior modeling

Approach that demonstrates desired behavior and gives trainees the chance to practice and role-play those behaviors and receive feedback

Components

Learning points

Model

Practice and role play

Feedback and reinforcement

Training Methods

Role playing

Involves playing the roles of others, often a supervisor and a subordinate who are facing a particular problem

Coaching

Involves a continuing flow of instructions, comments, and suggestions from the manager to a subordinate

Seminars and conferences

Useful for bringing groups of people together for training and development

Training Methods

Blended learning

Use of multiple training methods to achieve optimal learning on the part of trainees

Classroom instruction

Aids in motivating employees and decrease absenteeism

Figure 7.8 - Case Studies

Figure 7.9 - Criteria for Evaluating Training

Basic Criterion for Evaluating

Reactions

Simplest approaches to evaluating a training program is to assess participants’ reactions to it

Learning

Testing the knowledge and skills of trainees before and after a training program will help determine their improvement

Basic Criterion for Evaluating

Behavior

Transfer of training: Effective application of principles learned to what is required on the job

Maximize transfer of training

Feature identical elements

Focus on general principles

Establish a climate for transfer

Give employees transfer strategies

Basic Criterion for Evaluating

Results or Return on investment (ROI)

Benefits the company derives from training relative to what it costs

Benchmarking: Process of measuring one’s own services and practices against the recognized leaders in order to identify areas for improvement

ROI = Benefits of training ÷ Training costs

Additional Training and Development Programs

Orientation : Formal process of familiarizing new employees with

Organization

Jobs

Work units

Onboarding: Process of systematically socializing new employees to help them get on board with an organization

Additional Training and Development Programs

Basic skills training

Remedial training for adults is a full-blown educational industry

Team training and cross training

Cross training: Process of training employees to do multiple jobs within an organization

Advantages

Gives firms flexible capacity

Keeps workers interested and motivated

Figure 7.10 - Team Training

Additional Training and Development Programs

Ethics training came up due to violations such as:

Harassment

Health and safety

Wage-and-hour violations

Chief ethics officer: High-ranking manager directly responsible for fostering the ethical climate within the firm

Diversity training was designed in response to:

Increase in globalization

Awareness of the varied demographics of the workforce

Additional Training and Development Programs

Challenges of affirmative action

Dynamics of stereotyping

Changing values of the workforce

Potential competitive payoffs from bringing different people together for a common purpose

Types

Awareness building

Training to prevent discrimination

Skill building