1. PowerPoint Presentation by Charlie Cook The University of West Alabama 7 © 2010 South-Western, a part of Cengage Learning All rights reserved.

2. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–2 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. 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. Chapter Objectives After studying this chapter, you should be able to

3. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–3 Training and Development and Other HRM Functions Training may permit hiring less-qualified applicants Selection Effective selection may reduce training needs Training aids in the achievement of performance Performance Appraisal A basis for assessing training needs and results Training and development may lead to higher pay Compensation Management A basis for determining employee’s rate of pay Availability of training can aid in recruitment Recruitment Provide an additional source of trainees Training may include a role for the union Labor Relations Union cooperation can facilitate training efforts

4. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–4 The Scope of Training TrainingTraining  Effort initiated by an organization to foster learning among its members.  Tends to be narrowly focused and oriented toward short-term performance concerns. DevelopmentDevelopment  Effort that is oriented more toward broadening an individual’s skills for the future responsibilities.

5. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–5 The Systems Approach to Training and Development Four PhasesFour Phases  Needs assessment  Program design  Implementation  Evaluation

6. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–6 FIGURE 7.2 Systems Model of Training

7. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–7 Phase 1: Conducting the Needs Assessment Organization AnalysisOrganization Analysis  An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. Task AnalysisTask Analysis  The 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 AnalysisPerson Analysis  A determination of the specific individuals who need training.

8. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–8 FIGURE 7.3 Needs Assessment for Training Competency assessment Analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs

9. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–9 Phase 2: Designing the Training Program Characteristics of successful trainers Trainee readiness and motivation Issues in training design Instructional objectives Principles of learning

10. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–10 Phase 2: Designing the Training Program Instructional ObjectivesInstructional Objectives  Represent the desired outcomes of a training program  Performance-centered objectives  Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.

11. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–11 Trainee Readiness and Motivation Strategies for Creating a Motivated Training Environment:Strategies for Creating a Motivated Training Environment: 1. Use positive reinforcement. 2. Eliminate threats and punishment. 3. Be flexible. 4. Have participants set personal goals. 5. Design interesting instruction. 6. Break down physical and psychological obstacles to learning.

12. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–12 FIGURE 7.4 Principles of Learning

13. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–13 Feedback and Reinforcement Spot RewardsSpot Rewards  Programs that award employees “on the spot” when they do something particularly well during training or on the job Behavior ModificationBehavior Modification  The technique that operates on the principle that behavior that is rewarded, or positively reinforced, is repeated more frequently, whereas behavior that is penalized or unrewarded will decrease in frequency.

14. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–14 Characteristics of Successful Instructors Knowledge of the subjectKnowledge of the subject AdaptabilityAdaptability SinceritySincerity Sense of humorSense of humor InterestInterest Clear instructionsClear instructions Individual assistanceIndividual assistance EnthusiasmEnthusiasm

15. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–15 Phase 3: Implementing the Training Program Importance of training outcomes Type of trainees Choosing the instructional method Nature of training Organizational extent of training

16. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–16 Training Methods for Nonmanagerial Employees On-the-Job Training (OJT)On-the-Job Training (OJT) Apprenticeship TrainingApprenticeship Training Cooperative Training, Internships, and Governmental TrainingCooperative Training, Internships, and Governmental Training Classroom InstructionClassroom Instruction Programmed InstructionProgrammed Instruction Audiovisual MethodsAudiovisual Methods Computer-based Training and E-LearningComputer-based Training and E-Learning Simulation MethodSimulation Method

17. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–17 Training Methods for Nonmanagerial Employees (cont’d) On-the-job training (OJT)On-the-job training (OJT)  Method by which employees are given hands-on experience with instructions from their supervisor or other trainer. DrawbacksDrawbacks  The lack of a well-structured training environment  Poor training skills of managers  The absence of well-defined job performance criteria

18. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–18 On-the-Job Training Overcoming OJT training problemsOvercoming OJT training problems 1. 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 nonthreatening atmosphere conducive to learning. 4. Conduct periodic evaluations, after training is completed, to prevent regression.

19. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–19 Training Methods for Nonmanagerial Employees (cont’d) Apprenticeship trainingApprenticeship training  A 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. Cooperative TrainingCooperative Training  A training program that combines practical on-the- job experience with formal educational classes.

20. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–20 Training Methods for Nonmanagerial Employees (cont’d) Internship ProgramsInternship Programs  Are 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. Classroom InstructionClassroom Instruction  Enables the maximum number of trainees to be handled by the minimum number of instructors.  “Blended” learning—lectures and demonstrations are combined with films, DVDs, and videotapes or computer instruction.

21. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–21 Increasing the Effectiveness of Internships 1.Assign the intern to projects that are accomplishable and provide training as required. 2.Appoint a mentor or supervisor to guide the intern. 3.Solicit project suggestions from other staff members. 4.Rotate interns throughout the organization. 5.Treat interns as part of the organizational staff and invite them to staff meetings. 6.Establish a process for considering interns for permanent hire.

22. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–22 Training Methods for Nonmanagerial Employees (cont’d) Programmed InstructionProgrammed Instruction  Self-directed learning—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 MethodsAudiovisual Methods  Video recordings, CDs and DVDs  Teleconferencing and videoconferencing  Web conferencing, webinars, and podcasts  Communities of practice, blogs, and wikis

23. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–23 Training Methods for Nonmanagerial Employees (cont’d) SimulationSimulation  The simulation method emphasizes realism in equipment and its operation at minimum cost and maximum safety.  Used when it is either impractical or unwise to train employees on the actual equipment used on the job.

24. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–24 Training Methods for Employees (cont’d) E-LearningE-Learning  Learning that takes place via such web and computer-based training (CBT)  Allows the firm to bring the training to employees  Allows employees to customize their own learning in their own time and space (just-in-time learning)  Provides continuously updated training materials

25. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–25 Electronic Training Methods for Employees Learning Management Systems (LMS)Learning Management Systems (LMS)  are “virtual learning environments”  Can assess the skills of employees  Can register them for courses  Can deliver interactive learning modules directly to their desktops when they need or want them  Can evaluate and track their progress, and determine when they are ready to be promoted

26. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–26 Training Methods for Management Development On-the-Job ExperiencesOn-the-Job Experiences Seminars and ConferencesSeminars and Conferences Case StudiesCase Studies Management GamesManagement Games Role PlayingRole Playing Behavior ModelingBehavior Modeling

27. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–27 On-the-Job Experiences CoachingCoaching Understudy AssignmentUnderstudy Assignment Job RotationJob Rotation Lateral TransferLateral Transfer Special ProjectsSpecial Projects Action LearningAction Learning Staff MeetingsStaff Meetings Planned Career ProgressionsPlanned Career Progressions

28. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–28 Case Studies The use of case studies is most appropriate when: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 so on) is as important as the content. 5. Team problem solving and interaction are possible.

29. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–29 Role Playing Successful role play requires that instructors:Successful role play requires that instructors:  Ensure that group members are comfortable with each other.  Select and prepare the role players by introducing a specific situation.  To help participants prepare, ask them to describe potential characters.  Realize that volunteers make better role players.  Prepare the observers 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.

30. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–30 Behavior Modeling Behavior ModelingBehavior Modeling  An approach that demonstrates desired behavior and gives trainees the chance to practice and role- play those behaviors and receive feedback.  Involves four basic components:  Learning points  Model  Practice and role play  Feedback and reinforcement

31. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–31 Phase 4: Evaluating the Training Program Criterion 4: Results assessment Criterion 2: Extent of learning Measuring program effectiveness Criterion 1: Trainee reactions Criterion 3: Learning transfer to job

32. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–32 FIGURE 7.10 Criteria for Evaluating Training

33. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–33 Criterion 1: Reactions Participant ReactionsParticipant Reactions  The simplest and most common approach to training 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?  Should the organization continue to offer it?

34. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–34 Criterion 2: Learning Checking to see whether they actually learned anything.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 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.

35. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–35 Criterion 3: Behavior Transfer of TrainingTransfer of Training  Effective application of principles learned to what is required on the job. Maximizing the Transfer of TrainingMaximizing the Transfer of Training 1. Feature identical elements 2. Focus on general principles 3. Establish a climate for transfer. 4. Give employees transfer strategies

36. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–36 Criterion 4: Results, or Return on Investment (ROI) Measuring the Utility of Training ProgramsMeasuring the 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 much has productivity increased and by how much have costs been reduced?

37. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–37 Criterion 4: Results or Return on Investment (ROI) Return on InvestmentReturn on Investment  Viewing training in terms of the extent to which it provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change.  ROI = Results/Training Costs  If the ROI ratio is >1, the benefits of the training exceed the cost of the program  If the ROI ratio is <1, the costs of the training exceed the benefits.

38. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–38 Criterion 4: Results (cont’d) BenchmarkingBenchmarking  The process of measuring one’s own services and practices against the recognized leaders in order to identify areas for improvement.  Training activity: How much training is occurring?  Training results: Do training and development achieve their goals?  Training efficiency: Are resources utilized in the pursuit of this mission?

39. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–39 Criterion 4: Results (cont’d) Deming’s Benchmarking ModelDeming’s Benchmarking Model 1. Plan: conduct a self-audit to identify areas for benchmarking. 2. Do: collect data about activities. 3. Check: Analyze data. 4. Act: Establish goals, implement changes, monitor progress, and redefine benchmarks.

40. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–40 Organization-wide training programs Special Training and Development Topics Basic skills training Orientation training Team and cross-training Diversity training

41. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–41 Special Topics in Training and Development (cont’d) OrientationOrientation  A formal process of familiarizing new employees with the organization, their jobs, and their work units.  Benefits: 1.Lower turnover 2.Increased productivity 3.Improved employee morale 4.Lower recruiting and training costs 5.Facilitation of learning 6.Reduction of the new employee’s anxiety

42. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–42 Special Topics in Training and Development (cont’d) Basic Skills TrainingBasic Skills Training  Basic skills have become essential occupational qualifications, having profound implications for product quality, customer service, internal efficiency, and workplace and environmental safety. Typical basic skills:Typical basic skills:  Reading, writing, computing, speaking, listening, problem solving, managing oneself, knowing how to learn, working as part of a team, leading others.

43. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–43 Special Topics in Training and Development (cont’d) Team Training IssuesTeam Training Issues 1. 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 assimilate new members. 4. Behavioral and process skills need to be acquired through participative exercises.

44. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–44 Special Topics in Training and Development (cont’d) Cross-TrainingCross-Training  The process of training employees to do multiple jobs within an organization  Gives firms flexible capacity.  Cuts turnover  Increase productivity  Pares down labor costs  Lays the foundation for careers rather than dead-end jobs.

45. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–45 Special Topics in Training and Development (cont’d) Ethics TrainingEthics Training  Requires top management support  Should be a part of new employee orientation  Should be regularly available to all employees Chief Ethics OfficerChief Ethics Officer  A high-ranking manager directly responsible for fostering the ethical climate within the firm

46. © 2010 South-Western, a part of Cengage Learning. All rights reserved.7–46 apprenticeship training behavior modeling behavior modification benchmarking blended learning chief ethics officer chief learning officer competency assessment cooperative training cross-training e-learning instructional objectives internship programs just-in-time training learning management system (LMS) on-the-job training (OJT) organization analysis orientation person analysis spot rewards task analysis transfer of training