Transcript No Trait and Treatment Interaction

BBA 229
Training and Development
By
Ms S. Chan
Department of Business Administration
[email protected]
http://home.chuhai.hk/~charmaine/
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Recommended textbooks:
1) Effective Training: Strategies, Systems and
Practices,
2nd Edition, Pearson, by P. Nick Blanchard
and James W. Thacker
2) Employee Training and Development
4th edition by Raymond A.NOE, McGraw Hill
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What is Training?
• Training – a planned effort by a company
to facilitate employees’ learning of jobrelated competencies
– Competencies – knowledge, skills or behavior
critical for successful job performance
• The goal of training is for employees to:
– master the knowledge, skill, and behaviors
emphasized in training programs, and
– apply them to their day-to-day activities
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High-Leverage Training
• Linked to strategic goals and objectives
• Uses an instructional design process to
ensure that training is effective
• Compares or benchmarks the company’s
training programs against training
programs in other companies
• Creates working conditions that encourage
continuous learning
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Continuous Learning (1 of 2)
• Requires employees to understand the
entire work system including the
relationships among:
– their jobs
– their work units
– the entire company
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Continuous Learning (2 of 2)
• Employees are expected to:
– acquire new skills and knowledge
– apply them on the job
– share this information with other employees
• Managers take an active role:
– in identifying training needs
– helping to ensure that employees use training
in their work
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Training and Performance
• Emphasis on high-leverage training has
been accompanied by a movement to link
training to performance improvement
• Training is used to improve employee
performance
• This leads to improved business results
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Training and Performance: Today’s
Emphasis (1 of 2)
• Providing educational opportunities for all
employees
• An on-going process of performance
improvement that is directly measurable
– not one-time training events
• The need to demonstrate the benefits of training
– to executives, managers, and trainees
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Training and Performance: Today’s
Emphasis (2 of 2)
• Learning as a lifelong event
– senior management, training managers, and
employees have ownership
• Training used to help attain strategic
business objectives
– helps companies gain a competitive
advantage
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Training Goals and Roles
Training is a learning opportunity which:
-provides employees with knowledge and skills to
perform more effectively
-allows employees to meet current job requirements or
prepare them to meet fast changing environment in
future
-effectiveness of training depend on factors such as
design and implementation of training, motivation and
learning style of trainees learning climate in company.
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Training as an Open System
Training is part of an integrated system which
performance is measured against criteria that tied to
strategic business objectives
Open System:
-A business must interact with its environment . Open
systems have a dynamic relationship with environment.
Closed systems do.
-systems depends on environment for the input that
keeps the systems active. Input then transformed into
outputs by system processes. Output then flows into
environment and might influence future inputs into the
system.
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General Open Systems Model
OPEN SYSTEM
INPUT
PROCESS
OUTPUT
Systems External Environment
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Training as a Subsystem within the
Organizational System
TRAINING’S ORGANIZATIONAL ENVIRONMENT
Mission Strategy
Structure
Finances Resources People
Policies Procedures
Products Technology
TRAINING SUBSYSTEM
INPUT
Organizational Needs
Employee Needs
Budget
Equipment
Staff
PROCESS
OUTPUT
Analysis
Design
Development
Implementation
Evaluation
Knowledge
Skills
Attitudes
Motivation
Job Performance
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Needs Analysis Phase
Input
Process Output
Design Phase
Input
Process Output
Triggering
Event
Development Phase
Input
Process
Output
Implementation Phase
Input
Process
Output
Outcome
Evaluation
Data
Process
Evaluation
Data
Evaluation Phase
Input Process Output
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Training Design Process
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Training Process Model
1. Analysis Phase
-identify training needs, which create performance gap
(actual<expected performance)
-inadequate KSAs of employees, motivations or
equipments
-identify the importance of different needs
2. Design Phase
-design training objectives that provide specific direction
for what will be trained and how. Also include training
outcomes to be achieved, and factors that needed in
training program to facilitate learning and work.
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Training Process Model
3. Development Phase
-process of formulating an instructional strategy to meet training objectives.
Instructional strategy includes: order, timing, combination of methods
and elements used in training programme.
4. Implementation phase
-Implementation of the training programme
5. Evaluation Phase
-process evaluation determines how well a particular process
achieved its objectives. Outcome evaluation determines the
effects of training on trainees, job or organization
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Training programme can be delivered by:
1) Internal in-house professionals
-Suitable for large organizations, needs of training is stable
-Part of HR function
-Adv: control of training content, consistent delivery across the
organization, tailored to company’s needs.
2) Outsource
-employs training agents outside the company
-Function of HR is to select appropriate training suppliers
(consultants, training firms, professionals seminars)
-suitable for organization where training needs vary dramatically
over short period of times
-Adv: Flexible, reduced costs
3)Mixed strategy
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Traditionally, organizational psychologist
use KSAs to stand for different types of
learning outcomes:
-Knowledge
-Skill – general capacities to perform
a set of task developed as a result of
training and experience
-Ability
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Now “Attitudes” is more frequently used to
replace ‘ability” because ability has redundant
meaning of skills and knowledge :
Current interpretation of KSA:
-Knowledge –cognitive in nature
-Skill – general capacities to perform a set of
task developed as a result of training and
experience
-Attitudinal learning: Affect/Feeling
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Classification of Learning Outcome
Skill-Based Learning
Compilation
Automaticity
Learning
Cognitive Knowledge
Declarative Knowledge
Procedural Knowledge
Strategic Knowledge
Attitudinal Learning
Affect/Feelings
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Forces Influencing the Workplace and Training:
(1 of 2)
• Globalization
– offshoring
• Need for leadership
• Increased value placed on intangible assets and
human capital focus on link to business strategy
• Attracting and retaining talent
• Customer service and quality emphasis
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Forces Influencing the Workplace and Training:
(2 of 2)
• Changing demographics and diversity of
the work force
• New technology
• High-performance models of work systems
• Economic changes
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Focus on Link to Business Strategy
• Design and development of learning
activities that helps companies:
– successfully implement strategy
– reach business goals
• Leadership and management
development training programs:
– classroom instruction
– e-learning
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