2. PART THREE Development Chapters 8-10

3. Chapter 8 Workplace Training McGraw-Hill/Irwin © 2006 The McGraw-Hill Companies, Inc. All rights reserved.

4. Questions This Chapter Will Help Managers Answer Why should firms expect to expand their training outlays and their menu of choices for employees at all levels? What kind of evidence is necessary to justify investments in training programs? What are the key issues that should be addressed in the design, conduct, and evaluation of training programs? Why should we invest time and money on new employee orientation? Is there a payoff? How should new-employee orientation be managed for maximum positive impact?

5. What is Training? Training consists of planned programs designed to improve performance at the individual, group, and/or organizational levels

6. Major Challenges Facing U.S. Businesses  Hypercompetition  A power shift to the customer  Collaboration across organizational and geographic boundaries  The need to maintain high levels of talent  Changes in the workforce  Changes in technology  Teams

7. Structural Issues in the Delivery of Training 1.Corporate commitment is lacking and uneven 2.Aggregate expenditures by business on training are inadequate 3.Businesses complain that schools award degrees, but they are no guarantee that graduates have mastered skills 4.Poaching trained workers is a major problem for U.S. businesses, and provides a strong disincentive for training

8. Structural Issues (contd.) 5.Despite the rhetoric about training being viewed as an investment, current accounting rules require that it be treated as an expense 6.Govt. is not providing enough funds for retraining to help workers displaced as a result of downsizing 7.Businesses, with help from the govt., need to focus on the 70 percent of non-college graduates who enter the U.S. workforce 8.Employers and schools must develop closer ties 9.Organized labor can help

9. The Training Paradox Increasing an individual’s employability outside the company simultaneously increases his or her job security and desire to stay with the current employer

10. Figure 8-1 A General Systems Model of the Training and Development Process Assess Instructional Need Assess Instructional Need Derive Objectives Derive Objectives Select Training Media and Learning Principles Select Training Media and Learning Principles Evaluate Transfer Develop Criteria Pretest Trainees Monitor Training Evaluate Training Evaluate Transfer Feedback

11. Assessing Training Needs Four Levels of Analysis Organizational Analysis Demographic Analysis Operations Analysis Individual Analysis

12. Individual Development Plans (IDPs) include 1.Statement of aims 2.Definitions 3.Ideas about priorities

13. Skill Learning Essential Ingredients 1.Goal setting 2.Behavior modeling 3.Practice 4.Feedback

14. Learning Facts Essential Ingredients 1.Goal setting 2.Meaningful of material 3.Practice 4.Feedback

15. Goal Theory … is founded on the premise that an individual’s conscious goals or intentions regulate her or his behavior

16. The Pygmalion Effect Expectations have a way of becoming self- fulfilling prophecies, so that the higher the expectations (of trainers), the better the trainees perform. Conversely, the lower the expectations, the worse the trainees perform. This phenomenon of the self- fulfilling prophecy is known as the Pygmalion effect

17. Aspects of Practice  Active practice  Over-learning  Length of the practice session

18. Length of the Practice Session The Two Extremes Distributed Practice (implies rest intervals between sessions) Massed Practice (where practice sessions are crowded together)

19. Team A group of individuals who are working together toward a common goal

20. Steps in Team Training 1.Conduct a team-training needs analysis 2.Develop training objectives that address both task-work and teamwork skills 3.Design exercises and training events based on the objectives from Step 2 4.Design measures of team effectiveness based on the objectives set up at Step 2, evaluate the effectiveness of the team training, and use this information to guide future training

21. Training Methods Information Presentation Techniques Lectures, conferences, CDs, organizational development Simulation Methods Case method, role playing, the in-basket technique On-the-Job Training Methods Orientation training, apprenticeships, job rotation

22. Assessing the Utility or Value of Training Questions to Ask  Have trainees achieved a specific level of skill, knowledge, or performance?  Did change occur?  Is the change due to training?  Is the change positively related to the achievement of organizational goals?  Will similar changes occur with new participants in the same training program?

23. New Employee Orientation Orientation is familiarization with and adaptation to a situation or an environment

24. Typical Problems facing New Employees  Problems in entering a group  Be acceptable to other group members?  Be liked?  Be safe?  Naïve expectations  First-job environment

25. Key Terms Discussed in the Chapter Training Social challenge High-performance work systems challenge Quality challenge Interpersonal challenge Global challenge Training paradox Assessment phase Training and development phase Evaluation phase Preemployment training programs Operations analysis Individual analysis Goal theory Pygmalion effect Behavior modeling Meaningful material Overlearning Distributed practice Massed practice

26. Key Terms (contd.) Feedback Transfer of training Action learning Team Organizational development Internal criteria External criteria Orientation Socialization Paul principle