1. 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

2. 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

3. 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

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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. 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

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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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).

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

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

33. 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

34. 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