Human Resource Management TENTH EDITON SECTION 3 Training and Developing Human Resources Robert L. Mathis  John H.

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Transcript Human Resource Management TENTH EDITON SECTION 3 Training and Developing Human Resources Robert L. Mathis  John H.

Human Resource Management

TENTH EDITON

Robert L. Mathis  John H. Jackson Chapter 9

Training Human Resources © 2003 Southwestern College Publishing. All rights reserved.

SECTION 3 Training and Developing Human Resources PowerPoint Presentation by Charlie Cook

Learning Objectives

After you have read this chapter, you should be able to: – Define training and discuss why a strategic approach is important.

– Discuss the four phases of the training process.

– Identify three types of analyses used to determine training needs.

– Describe internal, external, and e-learning as training delivery approaches.

– Give an example for each of the four levels of training evaluation.

© 2002 Southwestern College Publishing. All rights reserved. 9 –2

The Nature of Training

  Training – A process whereby people acquire capabilities to aid in the achievement of organizational goals.

– Employers spend $60 billion on training annually.

The Context of Training – Organization Competitiveness and Training • •

Training make organizations more competitive Training helps retain valuable employees

Training is no longer the first casualty of a business downturn.

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The Context of Training

  Organization Competitiveness and Training – Training makes organizations more competitive – Training helps retain valuable employees – Training is no longer the first casualty of a business downturn.

Training as a Revenue Source – Marketing training with or alongside products can contribute significantly to a firm’s revenues.

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The Context of Training (cont’d)

 Integration of Job Performance, Training, and Learning – Training is moving “closer to the job” to achieve “real time” learning.

– Training is using more real-world problems to increase employee learning.

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Performance Consulting

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Figure 9 –1

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Typical Division of HR Responsibilities: Training

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Figure 9 –2

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Linking Business and Training Strategies

Source: Based on ideas from Lisa A. Burke and Joseph V. Wilson III.

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Figure 9 –3

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Basic Business Strategy Concepts

  Low-cost leader – Attempting to increase market share by focusing on the low cost of the firm’s products or services, compared to competitors.

Differentiation – Trying to make the firm’s products or services competitively different from others in the industry in terms of quality, service, technology, or perceived distinctiveness.

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Training Process

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Figure 9 –4

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Sources of Training Needs Assessment

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Figure 9 –5

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Establishing Training Objectives

  Gap Analysis – The distance between where an organization is with its employee capabilities and where it needs to be.

Types of Training Objectives – Knowledge: Impart cognitive information and details to trainees.

– Skill: Develop behavior changes in how job and tasks are performed.

– Attitude: Create interest and awareness of the training importance.

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Elements of Training Design

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Figure 9 –6

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Learning: The Focus of Training

 Learner Readiness – Ability to learn •

Learners must possess basic skills (3Rs)

– Motivation to learn •

Learners must desire and value training

– Self-efficacy •

Learners must believe that they can successfully learn the training content

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Learning Styles

Adult Learning Principles

Have need to know why they are learning something.

Have need to be self-directed.

Bring more work-related experiences into the process.

Employ a problem-solving approach in the experience.

Are motivated by both extrinsic and intrinsic factors. © 2002 Southwestern College Publishing. All rights reserved. 9 –15

Learning Practices

   Active Practice – The performance of job-related tasks and duties by trainees during training Spaced Practice – Several practice sessions spaced over a period of hours or days Massed practice – Performance of all the practice at once.

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Learning: Behaviors

   Behavior Modeling – Copying someone else’s behavior by observing how another person deals with a problem.

Reinforcement – Law of effect states that people tend to repeat behaviors that are rewarded and avoid behaviors that are punished.

Immediate Confirmation – Reinforcement and feedback are most effective when given as soon as possible after training.

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Learning: Types of Training

Required and Regular Training Job/Technical Training

Types of Training

Developmental and Innovative Training Interpersonal and Problem-Solving Training

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Course Types and Training Expenditures

Source: Mark E. Van Buren, ASTD State of the Industry Report, 2001 (Alexandria, VA: ASTD, 2001), 13. Used with permission.

© 2002 Southwestern College Publishing. All rights reserved.

Figure 9 –7

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Orientation: Training for New Employees

Achievements of Effective Orientation Favorable Impression Provides Information Co-Worker Acceptance Socialization and Integration Performance and Productivity

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Effective New Employee Orientation

Prepare New Employee Consider “buddy” mentors Use an orientation checklist Cover needed information Present information effectively Avoid information overload Evaluation and follow-up

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Training Delivery: Considerations

          Nature of training Subject matter Number of trainees Individual vs. team Self-paced vs. guided Training resources Costs Geographic locations Time allotted Completion timeline © 2002 Southwestern College Publishing. All rights reserved. 9 –22

Internal Training

  Informal Training – Training that occurs through interactions and feedback among employees.

On-the-Job Training (OJT) – Problems with OJT •

Poorly-qualified or indifferent trainers

• •

Disruption of regular work Bad or incorrect habits are passed on

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Stages of On-the-Job Training

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Figure 9 –8

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External Training

  Reasons for External Training – May be less expensive to outsource training – Insufficient time to develop training – Lack of expertise – Advantages of interacting with outsiders E-Learning: Training Online © 2002 Southwestern College Publishing. All rights reserved. 9 –25

External Training: E-Learning

  E-Learning: Training Online – The using the Internet or an organizational intranet to conduct training online.

Criteria for adopting e-learning: – Sufficient top management support and funding – Accepting the idea of decentralized and individualized training – Current training methods not meeting needs – Computer literacy and access to computers – Time and travel cost concerns for trainees – The number and self-motivation of trainees © 2002 Southwestern College Publishing. All rights reserved. 9 –26

Developing E-Learning

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Figure 9 –9

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Advantages and Disadvantages of E-Learning

Source: Developed by Lisa A. Burke. May not be reproduced without permission.

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Figure 9 –10

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Training Methods

Cooperative Training Distance Training/Learning Training Methods Technology and Training

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Instructor-Led Classroom and Conference Training

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Levels of Training Evaluation

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Figure 9 –11

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Balancing Costs and Benefits of Training

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Figure 9 –12

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Training Evaluation (cont’d)

   Cost-Benefit Analyses – Comparison of costs and benefits associated with training Return on Investment Benchmarking Training © 2002 Southwestern College Publishing. All rights reserved. 9 –32

Evaluation Designs

Post-Measure Pre-/Post Measure Pre-/Post Measure with Control Group Evaluation Design

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