human resource development - lecture 9

UGB 320 HR STRATEGIES

Human Resource Development

Lecture 9

Human Resource Development

Training Effort initiated by an organization to foster

learning among its members. Tends to be narrowly focused and oriented

toward short-term performance concerns. Development

Effort that is oriented more toward broadening an individual’s skills for the future responsibilities.

The Systems Approach to Training and Development

Four Phases Phase 1- Needs assessment Phase 2- Program design Phase 3- Implementation Phase 4- Evaluation

Systems Model of HRD

Phase 1: Needs Assessment Organization Analysis

An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed.

Task Analysis The process of determining what the content of

a training program should be on the basis of a study of the tasks and duties involved in the job.

Person Analysis A determination of the specific individuals who

need training.

NEEDS ASSESSEMENT

Phase 2: Designing the Training Program

Characteristics of successful trainersCharacteristics of successful trainers

Trainee readiness and motivationTrainee readiness and motivation

Issues in training designIssues in training design

Instructional objectivesInstructional objectives

Principles of learningPrinciples of learning


(i) Instructional Objectives Represent the desired outcomes of a

training program Performance-centered objectives

Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.


(ii) Trainee Readiness and Motivation : Strategies for Creating a Motivated Training Environment:1. Use positive reinforcement.2. Eliminate threats and punishment.3. Be flexible.4. Have participants set personal goals.5. Design interesting instruction.6. Break down physical and psychological

obstacles to learning.

Phase 2: Designing the Training Program (iii) Principles of Learning

Recognition of individual learning differencesRecognition of individual learning differences

Meaningfulness of presentationMeaningfulness of presentation

Focus on learning and transferFocus on learning and transfer

Goal setting - What’s the value?Goal setting - What’s the value?

Behavioral modelingBehavioral modeling


Feedback and reinforcementFeedback and reinforcement

Whole versus-part learningWhole versus-part learning

Active practice and repetitionActive practice and repetition

Massed-vs-distributed learningMassed-vs-distributed learning

Focus on method and processFocus on method and process

Principles of LearningPrincipals ofLearning


Feedback and Reinforcement Spot Rewards

Programs that award employees “on the spot” when they do something particularly well during training or on the job

Behavior Modification The technique that operates on the principle that

behavior that is rewarded, or positively reinforced, is repeated more frequently, whereas behavior that is penalized or unrewarded will decrease in frequency.

Phase 2: Designing the Training Program (iv) Characteristics of Successful Instructors

Knowledge of the subject Adaptability Sincerity Sense of humor Interest Clear instructions Individual assistance Enthusiasm

Phase 3: Implementing the Training Program

Importance of training outcomesImportance of training outcomes

Type of trainees Type of trainees

Choosing the instructional methodChoosing the instructional method

Nature of trainingNature of training

Organizational extent of trainingOrganizational extent of training

Training Methods for Nonmanagerial Employees

On-the-Job Training (OJT) Apprenticeship Training Cooperative Training,

Internships, and Governmental Training

Classroom Instruction Programmed Instruction Audiovisual Methods Computer-based Training

and E-Learning Simulation Method

Training Methods for Nonmanagerial Employees (cont’d)

On-the-job training (OJT) Method by which employees are given hands-

on experience with instructions from their supervisor or other trainer.

Drawbacks The lack of a well-structured training

environment Poor training skills of managers The absence of well-defined job performance

criteria


Apprenticeship training A system of training in which a worker

entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.

Cooperative Training A training program that combines practical

on-the-job experience with formal educational classes.


Internship Programs Are jointly sponsored by colleges, universities, and

other organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations.

Classroom Instruction Enables the maximum number of trainees to be

handled by the minimum number of instructors. “Blended” learning—lectures and demonstrations

are combined with films, DVDs, and videotapes or computer instruction.

Increasing the Effectiveness of Internships

1. Assign the intern to projects that are accomplishable and provide training as required.

2. Appoint a mentor or supervisor to guide the intern.

3. Solicit project suggestions from other staff members.

4. Rotate interns throughout the organization.5. Treat interns as part of the organizational staff

and invite them to staff meetings.6. Establish a process for considering interns for

permanent hire.

Delivery Method of TrainingEffectiveness ofDelivery methods


Programmed Instruction Self-directed learning—use of books, manuals, or

computers to break down subject matter content into highly organized, logical sequences that demand continuous response on the part of the trainee.

Audiovisual Methods Video recordings, CDs and DVDs Teleconferencing and videoconferencing Web conferencing, webinars, and podcasts Communities of practice, blogs, and wikis

Training Methods for Non-Managerial

Employees (cont’d) Simulation

The simulation method emphasizes realism in equipment and its operation at minimum cost and maximum safety.

Used when it is either impractical or unwise to train employees on the actual equipment used on the job.

E-Learning Learning that takes place via such web and computer-based

training (CBT) Allows the firm to bring the training to employees Allows employees to customize their own learning in their

own time and space (just-in-time learning) Provides continuously updated

training materials

Electronic Training Methods for Employees Learning Management Systems (LMS)

are “virtual learning environments” Can assess the skills of employees Can register them for courses Can deliver interactive learning modules

directly to their desktops when they need or want them

Can evaluate and track their progress, and determine when they are ready to be promoted

Training Methods for Management Development

On-the-Job Experiences Seminars and Conferences Case Studies Management Games Role Playing Behavior Modeling

On-the-Job Experiences Coaching Understudy Assignment Job Rotation Lateral Transfer Special Projects Action Learning Staff Meetings Planned Career

Progressions

Case Studies The use of case studies is most appropriate when:

1. Analytic, problem-solving, and critical thinking skills are most important.

2. The KSAs are complex and participants need time to master them.

3. Active participation is desired.4. The process of learning (questioning,

interpreting, and so on) is as important as the content.

5. Team problem solving and interaction are possible.

Role Playing Successful role play requires that instructors:

Ensure that group members are comfortable with each other.

Select and prepare the role players by introducing a specific situation.

To help participants prepare, ask them to describe potential characters.

Realize that volunteers make better role players. Prepare the observers by giving them specific tasks (such

as evaluation or feedback). Guide the role-play enactment through its bumps (because

it is not scripted). Keep it short. Discuss the enactment and prepare bulleted points of

what was learned.

Behavior Modeling Behavior Modeling

An approach that demonstrates desired behavior and gives trainees the chance to practice and role-play those behaviors and receive feedback.

Involves four basic components:

Learning points

Model

Practice and role play

Feedback and reinforcement

Phase 4: Evaluating the Training Program

Criterion 4: Results assessmentCriterion 4: Results assessment

Criterion 2: Extent of learning Criterion 2: Extent of learning

Measuring program effectivenessMeasuring program effectiveness

Criterion 1: Trainee reactionsCriterion 1: Trainee reactions

Criterion 3: Learning transfer to jobCriterion 3: Learning transfer to job

Criteria for Evaluating Training

Criterion 1: Reactions Participant Reactions

The simplest and most common approach to training evaluation is assessing trainees.

Potential questions might include the following: What were your learning goals for this

program? Did you achieve them? Did you like this program? Would you recommend it to others who have

similar learning goals? What suggestions do you have for improving

the program? Should the organization continue to offer it?

Criterion 2: Learning Checking to see whether they actually learned

anything.

Testing knowledge and skills before beginning a training program gives a baseline standard on trainees that can be measured again after training to determine improvement.

However, in addition to testing trainees, test employees who did not attend the training to estimate the differential effect of the training.

Criterion 3: Behavior

Transfer of Training Effective application of principles

learned to what is required on the job. Maximizing the Transfer of Training

1. Feature identical elements2. Focus on general principles3. Establish a climate for transfer.4. Give employees transfer strategies

Criterion 4: Results, or Return on Investment

Measuring the Utility of Training Programs Calculating the benefits derived from training quality

improvement & contribution to profits reduction in turnover and waste productivity increase costs reduction

Return on Investment Viewing training in terms of the extent to which it

provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change

Criterion 4: Results (cont’d) Benchmarking

The process of measuring one’s own services and practices against the recognized leaders in order to identify areas for improvement

Deming’s Benchmarking Model1. Plan: conduct a self-audit to identify areas

for benchmarking.

2. Do: collect data about activities.

3. Check: Analyze data.

4. Act: Establish goals, implement changes, monitor progress, and redefine benchmarks.

Organization-wide training programsOrganization-wide training programs

Special Training and Development Topics

(2) Basic skills training(2) Basic skills training

(1)Orientation training(1)Orientation training

(3)Team and cross-training(3)Team and cross-training

(4) Diversity training(4) Diversity training

Benchmarking HR Training

Special Topics in Training and Development (1) Orientation

A formal process of familiarizing new employees with the organization, their jobs, and their work units.

Benefits:1. Lower turnover2. Increased productivity3. Improved employee morale4. Lower recruiting and training costs5. Facilitation of learning6. Reduction of the new employee’s anxiety

Checklist for Orienting New Employees

Items in Orientation Packet

• Welcome letter with company background, Map of facility, parking information, IDs

• Current organization chart

• Telephone numbers, e-mail addresses, and locations of key personnel

• Copy of employee’s specific job goals and descriptions

• Safety and emergency procedures

• Copy of policy handbook, including office hours and telephone and e-mail rules

• List of employee benefits, including insurance plans

• Holiday schedule

Follow-Up Activities

• Ensure that employee has completed required paperwork, including benefit enrollment forms

• Revisit performance standards

• Schedule first performance appraisal meeting

Special Topics in Training and Development (2) Basic Skills Training

Basic skills have become essential occupational qualifications, having profound implications for product quality, customer service, internal efficiency, and workplace and environmental safety.

Typical basic skills: Reading, writing, computing, speaking,

listening, problem solving, managing oneself, knowing how to learn, working as part of a team, leading others.

Special Topics in Training and Development (2) Basic Skills Training

To implement a successful program in basic and remedial skills: Explain to employees why and how the training

will help them in their jobs. Relate the training to the employees’ goals. Respect and consider participant experiences,

and use these as a resource. Use a task-centered or problem-centered

approach so that participants “learn by doing.” Give feedback on progress toward meeting

learning objectives.

Special Topics in Training and Development (3) Team/Cross Training Issues

1. Team building is a difficult and comprehensive process.

2. Team development is not always a linear sequence of “forming, storming, norming, and performing.”

3. Additional training is required to assimilate new members.

4. Behavioral and process skills need to be acquired through participative exercises.

Team Training Skills


Cross-Training The process of training employees to do

multiple jobs within an organization Gives firms flexible capacity. Cuts turnover Increase productivity Pares down labor costs Lays the foundation for careers rather than

dead-end jobs.


Ethics Training Requires top management support Should be a part of new employee

orientation Should be regularly available to all

employees Chief Ethics Officer

A high-ranking manager directly responsible for fostering the ethical climate within the firm

Special Topics in Training and Development (4) Diversity Training

Types of Diversity Training Awareness building

Helps employees appreciate the benefits of diversity

Skill building Provides employees with the KSAs

necessary for working with people who are different from them.

Special Topics in Training and Development (4) Diversity Training Diversity Training

To avoid the pitfalls of substandard diversity training, managers should do the following:

Forge a strategic link.

Check out consultant qualifications.

Don’t settle for “off the shelf” programs.

Choose training methods carefully.

Document individual and organizational benefits.

Training and Development and Other HRM Functions

Training may permit hiring less-qualified applicants

Training may permit hiring less-qualified applicants SelectionSelection Effective selection may

reduce training needs

Effective selection may reduce training needs

Training aids in the achievement of performance

Training aids in the achievement of performance

Performance Appraisal

Performance Appraisal

A basis for assessing training needs and results

A basis for assessing training needs and results

Training and development may lead to higher pay

Training and development may lead to higher pay

Compensation Management

Compensation Management

A basis for determining employee’s rate of pay

A basis for determining employee’s rate of pay

Availability of training can aid in recruitment

Availability of training can aid in recruitment RecruitmentRecruitment Provide an additional

source of trainees

Provide an additional source of trainees

Training may include a role for the union

Training may include a role for the union Labor RelationsLabor Relations Union cooperation can

facilitate training efforts

Union cooperation can facilitate training efforts

TUTORIAL QUESTIONS Discuss the systems approach to training and

development. Describe the components of training needs

assessment. Identify the principles of learning and describe

how they facilitate training. Identify the types of training methods used for

managers and non-managers. Discuss the advantages and disadvantages of

various evaluation criteria. Describe the special training programs that are

currently popular.

human resource development - lecture 9

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