Human Resource Management TENTH EDITON SECTION 3 Training and Developing Human Resources Robert L. Mathis John H.
Download ReportTranscript 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.
© 2002 Southwestern College Publishing. All rights reserved.
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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