Transcript Determining Training Strategy

Chapter- 4(Four)
Determining Training Strategy
Effective Training: Strategies, Systems and
Practices, 3rd Edition
P. Nick Blanchard and James W. Thacker
Employee Training and Development,4th Edition
Raymond A Noe
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After reading this chapter, you should
be able to:
1. Discuss how business strategy influences the
type and amount of training in a company.
2. Explain how the role of training has changed.
3. Describe how changes in work roles
influence training.
4. Discuss how a company’s staffing and
human resource planning strategies
influence training.
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After reading this chapter, you should
be able to:
Explain the training needs created by
concentration, internal growth, external
growth, and disinvestment business strategies.
6. Discuss the advantages and disadvantages of
organizing the training function according to
the faculty, customer, matrix, and corporate
university models.
7. Discuss the characteristics of the virtual training
organization and how it can contribute to the
company’s business strategy.
5.
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What is a Business Strategy?
• A plan that integrates the company’s goals, policies,
and actions.
• The strategy influences how the company uses:
– physical capital (plants, technology, and equipment)
– financial capital (assets and cash reserves)
– human capital (employees)
• The business strategy helps direct the company’s
activities to reach specific goals.
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What is a Business Strategy?
• The goals are what the company hopes to achieve in the
medium and long-term future. Most companies goals
include financial goals, such as to maximize shareholder
wealth. But companies have other goals related to
employee satisfaction, industry position, and community
service.
• There is both a direct and indirect link between training
and business strategy and goals. Training can help
employees develop skills needed to perform their jobs,
which directly affects the business. Giving employee
opportunities to learn and develop creates a positive work
environment, which supports the business strategy by
attracting talented employee as well as motivating and
retaining current employees.
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Strategy impacts training with a strong
influence on determining:
• The amount of training devoted to current or
future job skills.
• The extent to which training is customized for
the particular needs of an employee or
developed based on the needs of a team, unit,
or division.
• Whether training is restricted to specific
groups of employees or open to all
employees.
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Strategy impact on training (continued)
• Whether training is:
– planned and systematically administered, or
– provided only when problems occur, or
– spontaneously as a reaction to what competitors
are doing
• The importance placed on training compared to
other human resource management practices
such as selection and compensation.
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The Roles and Duties of Managers in Companies That Use HighPerformance Work Practices
• Managing Alignment
– Clarify team goals and company goals.
– Help employees manage their objectives.
– Scan organization environment for useful information for
the team.
• Encouraging Continuous Learning
– Help team identify training needs.
– Help team become effective at on-the-job training.
– Create environment that encourages learning.
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The Roles and Duties of Managers in Companies That
Use High-Performance Work Practices (con’td)
• Coordinating Activities
– Ensure that team is meeting internal and external
customer needs.
– Ensure that team meets its quantity and quality objectives.
– Help team resolve problems with other teams.
– Ensure uniformity in interpretation of policies and
procedures.
• Facilitating Decision-Making Process
– Facilitate team decision making.
– Help team use effective decision-making processes.
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The Roles and Duties of Managers in Companies That Use HighPerformance Work Practices (con’td)
• Creating and Maintaining Trust
– Ensure that each team member is responsible for his or
her work load and customers.
– Treat all team members with respect.
– Listen and respond honestly to team ideas
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Organizational Characteristics That
Influence Training
Integration of Business Units
Global Presence
Business Conditions
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Organizational Characteristics That Influence
Training
Integration of Business Units
The degree to which a company’s units or businesses are
integrated affects the kind of training that takes place. In a
highly integrated business, employees need to understand other
units, services and products in the company. Training likely
includes rotating employees between jobs in different businesses
so they can gain an understanding of the whole business.
Global Presence
The development of global product and service markets is an
important challenge for companies. For companies with global
operations, training is used to prepare employees for temporary
or long-term overseas assignments. Also, because employees
are geographically dispersed outside the country, companies
need to determine.
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Organizational Characteristics That Influence Training
whether training will be conducted and coordinated from a
central U. S facility or will be the responsibility of satellite
installations located near overseas facilities.
Business Conditions
When unemployment is low and businesses are growing at
a high rate and need more employees, companies often
find it difficult to attract new employees, find employees
with necessary skill, and retain current employees. Training
activities under these conditions focus on ensuring that
employees are available to fill the positions vacated by
retirement or turnover. Training also involves helping
employees avoid skill obsolescence.
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Models of Organizing the Training Department
• Centralized training - training and development
programs, resources, and professionals are
primarily housed in one location and decisions
about training investment, programs, and
delivery methods are made from that department.
• It helps companies better integrate programs for
developing leaders and managing talent with
training and learning during times of change.
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Models of Organizing the Training Department
Faculty Model
Customer Model
Matrix Model
Corporate University
Model
Virtual Model
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2 - 16
The Faculty Model
Director of Training
Safety
Training
Quality
Training
Technology
and
Computer
Systems
Leadership
Development
Training Specialty Areas
Sales
Training
Faculty model
– Look a lot like the structure of a college.
– Training staff are experts in the areas in which
they train.
– The training department's plans are easily
determined by staff expertise.
– The training function may not meet the needs of
the organization.
– Trainers may be unaware of business problems or
unwilling to adapt materials to fit a business need.
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2 - 18
The Customer Model
Director of Training
Information
Systems
Marketing
Production
and
Operations
Business Functions
Finance
Customer model
– Responsible for the training needs of one
division or function of the company.
– Training programs are developed more in line
with the particular needs of a business
group.
– Trainers are expected to be aware of
business needs and to update courses and
content to reflect them.
– Involves considerable time, programs may
vary greatly in effectiveness, and design may
be poor.
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Matrix model
– The trainer has the responsibility of being both
a training expert and a functional expert.
– It helps ensure that training is linked to the
needs of the business.
– Trainer gains expertise in understanding a
specific business function.
– Trainers will have more time demands and
conflicts because they report to two managers.
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The Corporate University Model
Historical Training
Problems
Leadership Development Programs
Dissemination of
Best Practices
Excess Costs
Poor Delivery and
Focus
Training
Advantages
Product
Developmen
t
Operation
s
Sales and
Human
Marketing Resources
Inconsistent Use
of Common
Training Practices
Align Training
with Business
Needs
Best Training
Practices Not
Shared
Integrate
Training
Initiatives
Training Not
Integrated or
Coordinated
Effectively Utilize
New Training
Methods and
Technology2 - 21
New Employee Programs
The Corporate University Model
The corporate university model differs from
the other models in that the client group
includes not only employee and manager but
also stakeholders outside the company
including community colleges, universities,
high schools, and grade schools. Training
functions organized by the university model
tend to offer a wider range of programs and
courses than functions organized by the
other model.
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Virtual model
• Virtual training organizations operate
according to three principles:
– Employees (not the company) have primary
responsibility for learning
– The most effective learning takes place on the
job, not in the classroom
– For training to translate into improved job
performance, the manager-employee
relationship (not employee-trainer relationship)
is critical.
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Virtual model(continued)
• A virtual training organization is customer
focused
• Takes more responsibility for learning and
evaluating training effectiveness
• Provides customized training solutions based on
customer needs
• Determines when and how to deliver training
based on customer needs
• Leverages resources from many areas
• Involves line managers in direction and content
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Thank You
For
Attending This Session
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