1. Training Human Resources
CHAPTER 8
14e

2. Learning Objectives
Define training and discuss why a strategic approach is important
Identify three types of analyses used to determine training needs
Specify how to design and evaluate an orientation program
Explain different means of internal and external training delivery

3. Learning Objectives
Describe the importance of e-learning as part of current training efforts
Provide an example for each of the four levels of training evaluation

4. Nature of Training
Training: Process whereby people acquire capabilities to perform jobs
Benefits of training
Provides employees with specific, identifiable knowledge and skills
Greater ability to adapt and innovate
Better self-management
Performance improvement

5. Difference between Training and Development
Imparts specific, identifiable knowledge and skills for use in present jobs
Broader in scope
Focuses on gaining new capabilities useful for both present and especially future jobs

6. Figure 8.1 - Types of Training

7. Legal Issues and Training
Training Design and Delivery
Criteria and practices used to select individuals
Employees working overtime must be compensated
Requiring signing of training contracts

8. Benefits of Strategic Training
Helps accomplish organizational goals
Reduces tendency to depend on training lone to solve performance problems
Helps assess whether training can address the most important performance issues

9. Organizational Competitiveness and Training
Knowledge management: The way an organization identifies and leverages knowledge to be competitive
To be effective, training must be integrated with job performance and employee learning
Sales training
Improves organizational competitiveness
Covers a wide variety of skills and strategy development

10. Figure 8.2 - Linking Strategies and Training

11. Global Assignment Training
Orientation and training that expatriates and their families receive before departure
Affects the success of an overseas assignment
Produces a positive effect on cross-cultural adjustment
Crucial to global strategic success as businesses expand overseas

12. Figure 8.3 - Intercultural Competence Training
Source: Developed by Andrea Graf, PhD, and Robert L. Mathis, PhD, SPHR.

13. Training Plans
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?

14. Orientation Planned introduction of new employees
Achieves several key purposes
Establishes a favorable impression of organization
Provides organization and job information
Enhances interpersonal acceptance by coworkers
Accelerates socialization and integration of the new employee into the organization
Ensures that employee performance and productivity begin more quickly

15. Evaluating Orientation
Evaluation Metrics
Tenure turnover rate
New hires failure factor
Employee upgrade rate
Development program participation

16. Figure 8.4 - Systematic Training Process

17. Analysis of Training Needs
Assessing Training Needs
Organizational Analysis
Job/Task Analysis
Individual Analysis

18. Figure 8.5 - Sources of Information for Needs Assessment

19. Establishing Training Objectives and Priorities
Gap analysis: Indicates the distance between current and desired employee capabilities
Types of Training Objectives
Attitude
Knowledge
Skill

20. Figure 8.6 - Training Design Elements

21. 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

22. Principles of Adult Learning
Adult learning: Ways in which adults learn differently than younger people
Have need to know why they are learning something
Have need to be self-directed
Bring more work-related experiences into the process
Employ a problem-solving approach to learning
Are motivated by both extrinsic and intrinsic factors
Adult Learning

23. Instructional Strategies
Spaced Practice
Practice performed in
several sessions spaced
over a period of hours
or days
Massed Practice
Practice performed all
at once
Learner Participation & Feedback
Active Practice
Performance of job-related
tasks and duties by
trainees during training

24. Instructional Strategies
Overlearning - Repeated practice even after a learner has mastered the performance
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

25. Instructional Strategies
Reinforcement: Based on the idea that people:
Repeat responses that give them some type of positive reward
Avoid actions associated with negative consequences
Immediate confirmation: People learn best if reinforcement and feedback are given as soon as possible after training

26. From Training to the Job
Transfer of training - Occurs when trainees:
Actually use on the job what they learned
Maintain use of the learned material over time
To increase the transfer of training
Offer trainees an overview of training content and process and how it links to the strategy of the organization
Ensure that the training mirrors the job context

27. From Training to the Job
Support new trainees to use their new skills when they return to the job
Supervisor support and involvement in the training
Feedback from the supervisor
Opportunity to use the training
Accountability - Extent to which someone expects the learner to use the new skills on the job and holds them responsible for doing so

28. Training Delivery Considerations
Nature of Training
Subject Matter
Number of Trainees
Individual Versus Team
Self-paced Versus Guided
Training Resources/Costs
E-learning versus Traditional Learning

29. Training Delivery Considerations
Geographic locations
Time allotted
Completion timeline

30. Figure 8.7 - Training Delivery Options

31. Internal Training
Informal training: Occurs through interactions and feedback among employees
On-the-job training (OJT):Based on a guided form of training known as job instruction training (JIT)
Problems with OJT
Poorly-qualified or indifferent trainers
Disruption of regular work
Bad or incorrect habits passed on

32. Figure 8.8 - Stages for On-the-Job Training

33. Internal Training
Cross-training: Training people to do more than one job
Increases flexibility and development
Challenges of cross-training
Is not favored by employees
Threatens unions with loss of job jurisdiction and broadening of jobs
Requires scheduling work differently
May cause temporary decrease in productivity

34. External Training Advantages Outsourcing of training
Less expensive to outsource training
Insufficient time to develop training
Lack of expertise
Advantages of interacting with outsiders
Outsourcing of training
Government-supported job training
Educational assistance programs

35. Combination of Training Approaches
Forms of Cooperative Training
School-to-Work Transition
Apprentice Training
Internship

36. Figure 8.9 - Most Common Apprenticeship Occupations

37. E-Learning: On-Line Training
E-learning - Use of the Internet or an organizational intranet to conduct training on-line
Methods of e-learning
Distance training/learning
Simulations: Reproduce parts of the real world so they can be experienced, manipulated, and learning can occur
Games: Exercises that entertain and engage
Mobile learning

38. E-Learning: On-Line Training
Blended learning: Combines methods, such as short, fast-paced, interactive computer based lessons and teleconferencing with traditional classroom instruction and simulation

39. Figure 8.10 - Advantages and Disadvantages of E-Learning

40. Levels of Training Evaluation
Reaction
Evaluated by conducting interviews or administering questionnaires
Learning
Measuring how well trainees have learned facts, ideas, concepts, theories, and attitudes
Behaviors
Measuring the effect of training on job performance through observing job performance
Results
Measuring the effect of training on the achievement of organizational objectives

41. Training Evaluation Metrics
Cost-benefit analysis: A comparison of costs and benefits associated with organizational training efforts
Return on Investment (ROI) Analysis
Benchmarking

42. Calculating Training Costs and Benefits
4. Conduct costs and savings benefits comparison
3. Compute potential savings
2. Identify potential savings results
1. Determine overall training costs

43. Figure 8.11 – Possible Costs and Benefits in Training

44. Internal Evaluation of Training
Training Evaluation Designs
Post-Measure
Pre/Post-Measure
Pre/Post-Measure with Control Group