Managing Human Resources Bohlander  Snell  Sherman Notes Chapter 6 Training and Development Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Chapter 6 Learning Objectives Discuss the systems approach to training and development. Describe the components of training‑needs assessment. Identify the principles of learning and describe how they facilitate training. Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Learning Objectives, cont. Identify the types of training methods used for managers and nonmanagers. Discuss the advantages and disadvantages of various evaluation criteria. Describe the special training programs that are currently popular. Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Presentation Slide 6-1 Training and Development and other HRM Functions Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Presentation Slide 6-2 Systems Model of Training Note: The discussion below briefly outlines the components of the systems model of training. Elements of each component are discussed in greater detail on subsequent slides. Phase One: Phase Two: Phase Three: Phase Four: Needs Assess-ment Design Implemen-tation Evaluation Training can be defined as any procedure initiated by an organization to foster learning among its members. The primary purpose of a training program is to help the organization to achieve its overall objectives. U.S. businesses spend over $52 billion a year on training. To make sure that such an investment in training and development fulfill their maximum potential, a systems approach to training should be used. The systems approach involves four phases: Needs Assessment. Managers and HR staffs must identify the kinds of training that are needed to develop the necessary knowledge, skills, and abilities (KSAs) their employees need to succeed. Note: Components of needs assessment are covered in greater detail on the following slide. Program Design. Program design involves conceptualizing and creating the type of learning environment necessary to enhance learning. Training programs need to address four related issues: (1) Instructional Objectives; (2) Trainee Readiness and Motivation; (3) Principles of Learning; (4) Characteristics of Instructors. Note: These topics are covered in greater detail on subsequent slides. Implementation. Implementation issues address how and where to deliver training (on-site versus off-site) and the special needs of management development. Evaluation. Determining the success of training typically involves four basic criteria: (1) Reactions, (2) Learning, (3) Behavior, and, (4) Results. Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Presentation Slide 6-2 Systems Model of Training Phase 4: Evaluation Reactions Learning Behavior (transfer) Results Phase 3: Implementation On-the-job methods Off-the-job methods Management development Phase 2: Design Instructional objectives Trainee readiness Learning principles Note: US organizations spend over $60 billion annually on training (1.7 billion training hours). Much of that investment is wasted because it is not done in a systematic way. Phase 1: Needs Assessment Organization Analysis Task analysis Person Analysis Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Organization Analysis Examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Presentation Slide 6-3 Needs Assessment Organizational Analysis To make certain that training is timely and focused, managers should approach needs assessment systematical in three key areas: Organization Analysis. Organization analysis is an examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. Task Analysis. Task analysis involves reviewing the job description and specification to identify the activities performed in a particular job and the KSAs needed to perform them in order to determine the exact content of the training program. Task analysis lists all the duties included in the job and the type of performance required. As with job analysis, the trend in HRM on task analysis is toward a more flexible approach to allow contingencies for responding to the needs of how tasks fit together to meet the needs of the organization over a traditional emphasis on a fixed sequence of tasks always done the same way. This competency assessment focuses on the sets of skills and knowledge employees need to be successful, particularly for decision-oriented and knowledge-intensive jobs. Person Analysis. Person analysis involves determining which employees require training -- and which do not. This is particularly important so that the organization can focus resources where they are needed and not pull employees off line who are not in need of training. Teaching Tip: Remind students of the two-sided costs to training. First, the cost of designing and administering the training program itself. Second, the opportunity costs and overhead associated with the time the employee is not doing her or his regular job. Because of this “double cost” time on a given employee, training must be “spent” carefully and training should address value-added improvements in employee performance. Task Analysis Person Analysis Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

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 Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Competency Assessment Analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Person Analysis Determination of the specific individuals who need training Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Designing Training Programs Instructional Objectives Issues in Training Design Trainee Readiness and Motivation The success of training programs depends on more than the organization’s ability to identify training needs. Accordingly, training design should focus on four related issues: Instructional Objectives. Instructional objectives describe the skills or knowledge to be acquired or the attitudes that will be changed as a result of the training. Performance-centered objectives are popular because they tend to lead to an unbiased evaluation of results. Trainee Readiness and Motivation. Two preconditions for learning affect the success of the training experience: Trainee Readiness. This refers to both maturity and experience factors in the trainee’s background. Motivation. The individual needs of the participants in the training program should be incorporated into the design as well. For example, new hires may seek advancement whereas older employees may be more motivated by job-enrichment training. Principles of Learning. A thorough knowledge of the psychological principles that affect learning is needed by those who design training programs. The following slide discusses principles of learning in more detail. Characteristics of Successful Trainers. Similarly, the person or persons who actually implement the training design -- the trainers themselves -- should demonstrate important characteristics that can enhance the learning environment. These characteristics are covered in more detail on a subsequent slide. Teaching Tip: You may want to distinguish between characteristics and style. It is important to realize that there are many different ways a person can demonstrate the same characteristic. To take advantage of the diversity of styles among individual trainers, program designers should recognize more than one way of demonstrating desired characteristics. Characteristics of Successful Trainers Principles of Learning Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Instructional Objectives Desired outcomes of a training program Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Principles of Learning Presentation Slide 6-4 Principles of Learning Modeling Goal setting Meaning- fulness Individual differences Principles of Learning Feedback Active practice Distributed learning Whole vs. part learning Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Distributed Learning In most cases, spacing out training periods will result in faster learning and longer retention Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Presentation Slide 6-5 A Typical Learning Curve High PERFORMANCE Plateau Low TIME (weeks) Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Behavior Modification Technique that operates on the principle that behavior that is rewarded, or positively reinforced, will be exhibited more frequently in the future, whereas behavior that is penalized or unrewarded will decrease in frequency Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Training for Nonmanagers On-the-Job Simulation Apprentice Training Methods for Nonmanagement Employees. It is useful to break down training methods by primary groups: On-the-Job Training (OTJ). This provides experience under normal working conditions but lacks structured training, quality instructors, and well-defined training goals. Apprenticeship Training. This pairs new employees with a master craftsman. Cooperative, Internships, and Governmental Training. This combines OTJ experience with formal classes. Government sponsorship of such programs is now being used to recruit new employers to targeted areas. Classroom Instruction. This allows a maximum number of trainees per instructor and is useful when content can be presented via lectures or mass media. Programmed Instruction. This uses books, manuals, or computers to break down the subject matter in highly organized, logical sequences that demand continuous responses on the part of trainees. Audiovisual Methods. These provide multimedia sensory input. Computer-Based Training. This uses a computer to mediate instructor-trainee interaction. Forms include computer-assisted instruction (CAI) and computer-managed instruction (CMI). Simulation Method. These machines create artificial or virtual work experiences where highly technical and expensive equipment prohibits actual hands-on learning. Examples include aircraft simulators and space craft simulators. Computer-Based Cooperative, Internship, and Government Audiovisual Materials Programmed Classroom Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

On-the-Job Training (OJT) Method by which employees are given hands-on experience with instructions from their supervisor or other trainer Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Job Instruction Training STEP FOUR: FOLLOW-UP Put employee on his/her own. Check-up frequently that instructions are followed. Taper off extra supervision. GET READY, GET SET… Decide what the employee must be taught. Have the right equipment and materials ready. Have the workplace properly arranged. STEP THREE: PERFORMANCE Test employee by having him/her perform the job. Ask questions beginning with why, how, when, where. Observe, correct errors & repeat instructions. Continue until you know the employee knows. STEP TWO: PRESENTATION Tell, show, illustrate, and question in order to put of the new knowledge. Instruct slowly, clearly, completely, and patiently, one point at a time. Check, question, and repeat. Make sure the employee really knows. STEP ONE: PREPARATION Put the employee at ease Find out what the employee already knows Get the employee interested and desirous of learning the job Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning Source: The Training within Industry Report (Washington, D.C.: Bureau of Training, Training with Industry Service, War Manpower Commission).

Apprenticeship Training 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 the work Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Cooperative Training Training program that combines practical on-the-job experience with formal educational classes Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Internship Programs Programs jointly sponsored by colleges, universities, 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 Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Computer-Assisted Instruction (CAI) System that delivers instructional material directly through a computer terminal in an interactive format Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Computer-Managed Instruction (CMI) System normally employed in conjunction with CAI that uses a computer to generate and score tests and to determine the level of training proficiency Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Training for Management Development On-the-job Experiences Seminars and conferences Case Studies Management Games Role Playing Behavior modeling Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Behavior Modeling Approach that demonstrates desired behavior and gives trainees the chance to practice and role play those behaviors and receive feedback Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Characteristics of Successful Trainers Knowledge of Subject Interest Adaptability Clear Instructions The success of any training effort depends in large part on the teaching skills and personal characteristics of those responsible for conducting the training. Key characteristics of successful trainers include: Knowledge of Subject. Trainers must know their subject matter thoroughly and be able to draw on and demonstrate that knowledge in real time. Adaptability. Because of individual differences in learning, excellent trainers are capable of adapting instruction to the needs of the trainee. Sincerity. Sincerity is demonstrated by patience, a willingness to demonstrate, showing of tact in addressing trainee's concerns. Sense of Humor. Learning can be fun. Teaching Tip: A sense of humor is also more than making jokes. It is an appreciation for the fact that all of us are always learning -- and always need to. Even the trainer. Interest. Good trainers have a keen interest in the subject they are teaching. Clear Instructions. Clear instructions come from avoiding using intuitive leaps. Good trainers remember what it is to not know any shortcuts and provide instructions that don’t leave out steps or assume a higher level of knowledge. Individual Assistance. Successful trainers always provide individual assistance. Enthusiasm. A dynamic presentation and a vibrant personality show trainees that the trainer enjoys training. Those characteristics are contagious. Teaching Tip: Enthusiasm more subtly emphasizes and suggests the importance of the content. Sense of Humor Enthusiasm Sincerity Individual Assistance Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Presentation Slide 6-6 Criteria for Evaluating Training REACTION LEARNING BEHAVIOR RESULTS Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Transfer of Training Effective application of principles learned to what is required on the job Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Benchmarking Process of measuring one’s own services and practices against the recognized leaders in order to identify areas for improvement Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Presentation Slide 6-7 Special Training Programs Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Orientation Formal process of familiarizing new employees with the organization, their jobs, and their work units Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning

Team Training Skills Team Training PROCESS DYNAMICS BEHAVIOR DYNAMICS meeting skills problem solving brainstorming decision making negotiation skills goal setting presentation skills process analysis task evaluation customer/vendor analysis project planning information management creativity Team Training Skills Team Training BEHAVIOR DYNAMICS member communications conflict resolution trusts building establishing norms handling difficult members diversity awareness team development stages team issues/concerns team benefits features of good teams negotiations Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning Source: George Bohlander and Kathy McCarthy, “How to Get the Most from Team Training,” National Productivity Review, Autumn 1996 25-35.