1. Training and Developing a Competitive Workforce

2. 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.

3. 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.

4. 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

5. 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

6. 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

7. Managers HR Professionals Employees CooperateSupportTrain AssistCommunicateTrain IdentifyAcceptParticipate Partnership Perspective

8. 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

9. 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

10. 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

11. 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  Toyota example

12. 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

13. Setting Up a Training and Development System  Creating the Right Conditions:  Insight  Motivation  New skills and knowledge  Real World Practice  Accountability

14. CognitiveKnowledge Skill-Based Outcomes AffectiveOutcomes Developing Program Content Program Content Program Content

15. Cognitive Knowledge  Includes:  Information people have (what they know)  The way people organize information  Strategies for using information  Most training addresses what people know.

16. Topics Covered by Training Focusing on Cognitive Knowledge  Company Policies and Practices  e.g., orientation programs  The Big Picture  Organization structure, products, services, business strategies and environment

17. Training for Skills  Skills demonstrated by behaviors  Learning involves practicing desired behaviors  For example:  Technical skills  Motor skills

18. 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)

19. 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

20. On the Job Training  Job instruction training  Apprenticeship training  Internships and assistantships  Job rotation and developmental job assignments  Supervisory assistance and mentoring  Coaching

21. Components of a Developmental Job  Unfamiliar responsibilities  Responsibility for creating change  High levels of responsibility  Boundary-spanning requirements  Dealing with diversity

22. 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

23. Off the Job Training  Formal courses  Simulation  Vestibule method: simulates actual job  Assessment centers  Role-playing  Business board games  Sensitivity training  Outdoor training

24. 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

25. Setting the Stage for Learning Increasing Learning During Training Maintaining Performance after Training Following up on Training Maximizing Learning

26. Setting the Stage for Learning  Provide clear instructions  Model appropriate behavior

27. 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  Ensure specific, timely, diagnostic and practical feedback  Provide opportunities for practice of new behaviours

28. 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