1. Chapter 9: Training and Developing a Competitive Workforce Jackson and Schuler © 2003 South-Western College Publishing. All rights reserved. Eighth edition

2. © 2003 South-Western College Publishing. All rights reserved.9–29–2 Chapter Outline  Training and Development Practices within the Integrated HR System  The Strategic Importance of Training and Development  The HR Triad  Determining Training and Development Needs  Setting Up a Training and Development System

3. © 2003 South-Western College Publishing. All rights reserved.9–39–3 Chapter Outline (cont’d)  Developing Program Content  Choosing the Program Format  Maximizing Learning  Team Training and Development  Cross-Cultural Training  Evaluating Training and Development

4. © 2003 South-Western College Publishing. All rights reserved.9–49–4 Training and Development Practices within the Integrated HR System Training and Development  Intentional efforts to improve current and future performance  By helping employees acquire SkillsSkills KnowledgeKnowledge AttitudesAttitudes  Required of a competitive workforce

5. © 2003 South-Western College Publishing. All rights reserved.9–59–5 Key Terms  Training  Improving employee competencies needed today or very soon  Typical objective is to improve employee performance in a specific job.  Development  Improving employee competencies over a longer period of time  Typical objective is to prepare employees for future roles.

6. © 2003 South-Western College Publishing. All rights reserved.9–69–6 Key Terms (cont’d)  Socialization  Learning how things are done in the organization Objective is to teach new employees about the organization’s history, culture and management practices.Objective is to teach new employees about the organization’s history, culture and management practices.

7. © 2003 South-Western College Publishing. All rights reserved.9–79–7 Learning Organizations  Learning recognized as a source of competitive advantage  Use knowledge management:  Make sure knowledge from employees, teams, and units is captured, remembered, stored and shared  Technologies provide software to share knowledge electronically  Chief Learning/Knowledge Officer coordinates activities

8. © 2003 South-Western College Publishing. All rights reserved.9–89–8 Training and Development within an Integrated HR System Other HR Activities Fairness/legalFairness/legal HR PlanningHR Planning Job AnalysisJob Analysis RecruitmentRecruitment SelectionSelection Measuring PerformanceMeasuring Performance Global Environment Labor MarketLabor Market TechnologyTechnology OrganizationalEnvironment Needs Analysis Needs Analysis OrganizationOrganization JobJob PersonPerson DemographicDemographic Key Design Choices FocusFocus Who receives?Who receives? Who delivers?Who delivers? Where and when?Where and when? What methods?What methods? ContentContent Evaluation and Revision Outcomes AttitudesAttitudes SkillsSkills BehaviorBehavior PerformancePerformance AdvancementAdvancement RetentionRetention

9. © 2003 South-Western College Publishing. All rights reserved.9–99–9 Socialization Training Development Socialization Training Development Competencies that match strategyCompetencies that match strategy Cohesiveness and commitmentCohesiveness and commitment Improved recruitment and retentionImproved recruitment and retention Improved performanceImproved performance Legal compliance and protectionLegal compliance and protection Smoother mergers and acquisitionsSmoother mergers and acquisitions Competencies that match strategyCompetencies that match strategy Cohesiveness and commitmentCohesiveness and commitment Improved recruitment and retentionImproved recruitment and retention Improved performanceImproved performance Legal compliance and protectionLegal compliance and protection Smoother mergers and acquisitionsSmoother mergers and acquisitions The Strategic Importance of Training and Development

10. © 2003 South-Western College Publishing. All rights reserved.9–10 Improving Performance  Improving Service  Training for Customers  Productivity  New Technology

11. © 2003 South-Western College Publishing. All rights reserved.9–11 Roles and Responsibilities in Training and Development Line Managers Link business plans to TandD Participate in delivery Help employees identify needs Support employee participation Reinforce transfer of learning Do OTJ training Line Managers Link business plans to TandD Participate in delivery Help employees identify needs Support employee participation Reinforce transfer of learning Do OTJ training HR Professionals Identify needs, with line mgrs Help employees to identify needs Communicate TandD opportunities and consequences Develop/administer TandD activities Train trainers Evaluate HR Professionals Identify needs, with line mgrs Help employees to identify needs Communicate TandD opportunities and consequences Develop/administer TandD activities Train trainers Evaluate Employees Identify own needs Accept responsibility for finding opportunities Actively participate in TandD activities Assist with TandD of coworkers Participate in evaluation of TandD activities Employees Identify own needs Accept responsibility for finding opportunities Actively participate in TandD activities Assist with TandD of coworkers Participate in evaluation of TandD activities

12. © 2003 South-Western College Publishing. All rights reserved.9–12 Managers HR Professionals Employees CooperateSupportTrain AssistCommunicateTrain IdentifyAcceptParticipate Partnership Perspective

13. © 2003 South-Western College Publishing. All rights reserved.9–13 Determining Training and Development Needs Organization Needs Person Needs Demographic Needs Job Needs

14. © 2003 South-Western College Publishing. All rights reserved.9–14 Organizational Needs Analysis  Assess short-and long- term strategic objectives  Analyze:  Human resource needs  Efficiency indices  Training climate  Resources and constraints  Clearly state T and D objectives

15. © 2003 South-Western College Publishing. All rights reserved.9–15 A Supportive Training Climate  Incentives encourage employees to participate  Managers make it easy for employees to attend T and D programs  Employees encourage each other  Use of new competencies is rewarded  No hidden punishments for participating  Managers who are effective trainers are rewarded

16. © 2003 South-Western College Publishing. All rights reserved.9–16 Job Needs Analysis  Identify specific skills, knowledge and behavior needed in present or future jobs  Use job analysis with competency modeling

17. © 2003 South-Western College Publishing. All rights reserved.9–17 Person Needs Analysis  Identify the gap between current capabilities and those that are necessary or desirable using:  Output measures  Self-assessed training needs  Career planning discussions  Attitude surveys

18. © 2003 South-Western College Publishing. All rights reserved.9–18 Demographic Needs Analysis  Determine needs of specific populations of workers  May be used to determine if all are given equal access to growth experiences and developmental challenges

19. © 2003 South-Western College Publishing. All rights reserved.9–19 AssessmentPhaseAssessmentPhase Training and Development Phase Training and Development Phase EvaluationPhaseEvaluationPhase Select training media and learning principlesSelect training media and learning principles Conduct trainingConduct training Establish conditions for maintenanceEstablish conditions for maintenance Develop criteriaDevelop criteria PretestPretest Monitor trainingMonitor training EvaluateEvaluate Training and Development Process Assess needs: OrganizationalOrganizational JobJob PersonPerson DemographicDemographic

20. © 2003 South-Western College Publishing. All rights reserved.9–20 Setting Up a Training and Development System  Creating the Right Conditions:  Insight  Motivation  New skills and knowledge  Real World Practice  Accountability

21. © 2003 South-Western College Publishing. All rights reserved.9–21 Who Provides Training and Development?  Supervisors and other managers  Coworkers  Experts  Employee  (e.g., self-paced instruction)

22. © 2003 South-Western College Publishing. All rights reserved.9–22 CognitiveKnowledge Skill-Based Outcomes AffectiveOutcomes Developing Program Content Program Content Program Content

23. © 2003 South-Western College Publishing. All rights reserved.9–23 Cognitive Knowledge  Includes:  Information people have (what they know)  The way people organize information  Strategies for using information  Most training addresses what people know.

24. © 2003 South-Western College Publishing. All rights reserved.9–24 Topics Covered by Training Focusing on Cognitive Knowledge  Company Policies and Practices  e.g., orientation programs  Basic Knowledge and the Three Rs  The Big Picture  Organization structure, products, services, business strategies and environment

25. © 2003 South-Western College Publishing. All rights reserved.9–25 Training for Skills  Skills demonstrated by behaviors  Learning involves practicing desired behaviors  For example:  Technical skills  Motor skills  Communication skills  Leadership Skills

26. © 2003 South-Western College Publishing. All rights reserved.9–26 Training for Affective Outcomes  Objective Is to Change  Motivation  Attitudes  Values  Example of Objectives  Build team spirit  Enhance self-confidence  Build emotional intelligence (self-awareness, self- management, social awareness, relationship management)

27. © 2003 South-Western College Publishing. All rights reserved.9–27 Choosing the Program Format  Traditional Formats  On-the-job  On-site, but not on-the-job  Off the job  E-Learning  New technology allows integration of multiple learning methods  Includes teleconferencing, multimedia, computer- based learning  Can speed communication and cut costs

28. © 2003 South-Western College Publishing. All rights reserved.9–28 On the Job Training  Job instruction training  Apprenticeship training  Internships and assistantships  Job rotation and developmental job assignments  Supervisory assistance and mentoring  Coaching

29. © 2003 South-Western College Publishing. All rights reserved.9–29 Components of a Developmental Job  Unfamiliar responsibilities  Responsibility for creating change  High levels of responsibility  Boundary-spanning requirements  Dealing with diversity

30. © 2003 South-Western College Publishing. All rights reserved.9–30 On-Site, but Not On the Job Training  Programmed instruction on intranet or internet  Videos and CDs  Interactive video training: Combines programmed instruction with video  Teleconferencing  Corporate Universities and executive education

31. © 2003 South-Western College Publishing. All rights reserved.9–31 Off the Job Training  Formal courses  Simulation  Vestibule method: simulates actual job  Assessment centers  Role-playing  Business board games  Sensitivity training  Wilderness trips and outdoor training

32. © 2003 South-Western College Publishing. All rights reserved.9–32 On-the-JobOn-the-Job On-Site, not On-the-Job Off the Job Job instruction ApprenticeshipInternships Job rotation Programmed instruction Interactive video and web-based training Teleconferencing Formal courses Simulation Assessment centers Role playing and sensitivity training Wilderness trips Program Location

33. © 2003 South-Western College Publishing. All rights reserved.9–33 Setting the Stage for Learning Increasing Learning During Training Maintaining Performance after Training Following up on Training Maximizing Learning

34. © 2003 South-Western College Publishing. All rights reserved.9–34 Setting the Stage for Learning  Provide clear instructions  Model appropriate behavior

35. © 2003 South-Western College Publishing. All rights reserved.9–35 Increasing Learning During Training  Provide active participation  Increase self-efficacy (trainee’s beliefs about task-specific ability)  Match techniques to trainee self-efficacy  Provide opportunities for enactive mastery  Ensure specific, timely, diagnostic and practical feedback  Provide opportunities for practice of new behaviors

36. © 2003 South-Western College Publishing. All rights reserved.9–36 Enactive Mastery  Processes That Increase Self-Efficacy  Experiences that fail to validate fears  Competencies that are developed  Once-threatening situations that are mastered  Methods to Achieve Enactive Mastery:  Task segmentation  Shaping  Use of proximal goals

37. © 2003 South-Western College Publishing. All rights reserved.9–37 Maintaining Performance After Training  Develop learning points to assist retention  Set specific goals  Identify reinforcers  Train significant others to reinforce behavior  Teach trainees self- management skills

38. © 2003 South-Western College Publishing. All rights reserved.9–38 Following Up on Training  Evaluate Effectiveness  Make revisions as needed

39. © 2003 South-Western College Publishing. All rights reserved.9–39 Team Training and Development  Training to develop team cohesiveness  Training in team procedures  Training to develop work team leaders  Supporting disagreement  Managing meetings

40. © 2003 South-Western College Publishing. All rights reserved.9–40 Cross-Cultural Training  To prepare people from several cultures to work together  Diversity training  To prepare a person for living in another culture  Training for expatriates and families

41. © 2003 South-Western College Publishing. All rights reserved.9–41 Diversity Training in the U.S.  Cultural Awareness Training  How own culture (ethnic background, age, socioeconomic status, religion, etc.) differs from that of other workers  Understanding impact of stereotypes  Building Competencies  Practice interpersonal skills  Supplements to Diversity Training  Considering diversity in all aspects of HR management (recruitment, selection, rewards)

42. © 2003 South-Western College Publishing. All rights reserved.9–42 Cross-Cultural Training in International Context  Training for Expatriates and Their Families  Typically 3-5 day immersion course in country’s values, customs, traditions  Culture-general assimilator uses scenarios to teach understanding of cultural differences  Training for Inpatriates Employees from other countries sent to work in U.S.Employees from other countries sent to work in U.S. Need info about culture and help with relocationNeed info about culture and help with relocation

43. © 2003 South-Western College Publishing. All rights reserved.9–43 Global Leadership Training and Development  Managers need to manage operations in several countries at once  Training and development may include:  Expatriate assignments  Action learning projects  Cross-cultural team assignments  Classroom training

44. © 2003 South-Western College Publishing. All rights reserved.9–44 Evaluating Training and Development  Short-Term Effects:  Reactions to TandD activity  Learning (tests)  Changes in behavior and attitudes  Performance on a task  Most frequently used

45. © 2003 South-Western College Publishing. All rights reserved.9–45 Evaluating Training and Development: Long-Term Consequences  Organizational  Improved productivity  Lower cost  Improved customer service  Improved retention  Increased applicant pool  Individual  Reduced stress  Increased job satisfaction  Career advancement  Family satisfaction  Employability

46. © 2003 South-Western College Publishing. All rights reserved.9–46 Evaluation Designs: Experimental Design T1 X T2 T1 T2 This is the most sophisticated design T1 X T2 T1 T2 This is the most sophisticated design Randomly assigned treatment group participates in trainingRandomly assigned treatment group participates in training Control group does not participateControl group does not participate Both groups assessed at time 1 (T1) and time 2 (T2)Both groups assessed at time 1 (T1) and time 2 (T2) Determine if change took place from T1 to T2 and whether change due to trainingDetermine if change took place from T1 to T2 and whether change due to training Randomly assigned treatment group participates in trainingRandomly assigned treatment group participates in training Control group does not participateControl group does not participate Both groups assessed at time 1 (T1) and time 2 (T2)Both groups assessed at time 1 (T1) and time 2 (T2) Determine if change took place from T1 to T2 and whether change due to trainingDetermine if change took place from T1 to T2 and whether change due to training

47. © 2003 South-Western College Publishing. All rights reserved.9–47 Evaluation Designs: Quasi Experimental Several measures taken before treatment and after program Several measures taken before treatment and after program Look for changes that occur after program and try to rule out other factors that may cause change Look for changes that occur after program and try to rule out other factors that may cause change Several measures taken before treatment and after program Several measures taken before treatment and after program Look for changes that occur after program and try to rule out other factors that may cause change Look for changes that occur after program and try to rule out other factors that may cause change Time-series design: T1 T2 T3 X T4 T5 T6

48. © 2003 South-Western College Publishing. All rights reserved.9–48 Quasi-Experimental Designs (cont’d) Nonequivalent control group design : (Employees not randomly assigned to groups) T1 X T2 T1 T2 Nonequivalent control group design : (Employees not randomly assigned to groups) T1 X T2 T1 T2

49. © 2003 South-Western College Publishing. All rights reserved.9–49 Evaluation Designs: Nonexperimental Take measures only after a program One-shot case study design X T2 Take measures only after a program One-group pretest-posttest design T1 X T2 Measure one group before and after program Will not know whether program caused changes One-group pretest-posttest design T1 X T2 Measure one group before and after program Will not know whether program caused changes