HRM10eChap09- Training Human Resources
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Transcript of HRM10eChap09- Training Human Resources
Human ResourceHuman ResourceManagementManagement
TENTH EDITONTENTH EDITON
© 2003 Southwestern College Publishing. All rights reserved. PowerPoint Presentation
by Charlie Cook
PowerPoint Presentation
by Charlie Cook
Training Human ResourcesTraining Human ResourcesTraining Human ResourcesTraining Human Resources
SECTION 3Training and
DevelopingHuman
Resources
SECTION 3Training and
DevelopingHuman
Resources
Chapter 9Chapter 9
Robert L. Mathis Robert L. Mathis John H. Jackson John H. Jackson
© 2002 Southwestern College Publishing. All rights reserved. 9–2
Learning ObjectivesLearning ObjectivesLearning ObjectivesLearning 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. 9–3
The Nature of TrainingThe Nature of TrainingThe Nature of TrainingThe 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.
© 2002 Southwestern College Publishing. All rights reserved. 9–4
The Context of TrainingThe Context of TrainingThe Context of TrainingThe 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.
© 2002 Southwestern College Publishing. All rights reserved. 9–5
The Context of Training (cont’d)The Context of Training (cont’d)The Context of Training (cont’d)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.
© 2002 Southwestern College Publishing. All rights reserved. 9–6
Performance ConsultingPerformance ConsultingPerformance ConsultingPerformance Consulting
Figure 9–1
© 2002 Southwestern College Publishing. All rights reserved. 9–7
Typical Division of HR Responsibilities: TrainingTypical Division of HR Responsibilities: TrainingTypical Division of HR Responsibilities: TrainingTypical Division of HR Responsibilities: Training
Figure 9–2
© 2002 Southwestern College Publishing. All rights reserved. 9–8
Linking Business and Training StrategiesLinking Business and Training StrategiesLinking Business and Training StrategiesLinking Business and Training Strategies
Figure 9–3Source: Based on ideas from Lisa A. Burke and Joseph V. Wilson III.
© 2002 Southwestern College Publishing. All rights reserved. 9–9
Basic Business Strategy ConceptsBasic Business Strategy ConceptsBasic Business Strategy ConceptsBasic 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.
© 2002 Southwestern College Publishing. All rights reserved. 9–10
Training ProcessTraining ProcessTraining ProcessTraining Process
Figure 9–4
© 2002 Southwestern College Publishing. All rights reserved. 9–11
Sources of Sources of Training Needs Training Needs
AssessmentAssessment
Sources of Sources of Training Needs Training Needs
AssessmentAssessment
Figure 9–5
© 2002 Southwestern College Publishing. All rights reserved. 9–12
Establishing Training ObjectivesEstablishing Training ObjectivesEstablishing Training ObjectivesEstablishing 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.
© 2002 Southwestern College Publishing. All rights reserved. 9–13
Elements of Training DesignElements of Training DesignElements of Training DesignElements of Training Design
Figure 9–6
© 2002 Southwestern College Publishing. All rights reserved. 9–14
Learning: The Focus of TrainingLearning: The Focus of TrainingLearning: The Focus of TrainingLearning: 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
© 2002 Southwestern College Publishing. All rights reserved. 9–15
Learning StylesLearning StylesLearning StylesLearning Styles
Adult Learning PrinciplesAdult Learning PrinciplesAdult Learning PrinciplesAdult Learning Principles
Have need to know why they are learning something.Have need to know why they are learning something.Have need to know why they are learning something.Have need to know why they are learning something.
Have need to be self-directed.Have need to be self-directed.Have need to be self-directed.Have need to be self-directed.
Bring more work-related experiences into the process.Bring more work-related experiences into the process.Bring more work-related experiences into the process.Bring more work-related experiences into the process.
Employ a problem-solving approach in the experience.Employ a problem-solving approach in the experience.Employ a problem-solving approach in the experience.Employ a problem-solving approach in the experience.
Are motivated by both extrinsic and intrinsic factors. Are motivated by both extrinsic and intrinsic factors. Are motivated by both extrinsic and intrinsic factors. Are motivated by both extrinsic and intrinsic factors.
© 2002 Southwestern College Publishing. All rights reserved. 9–16
Learning PracticesLearning PracticesLearning PracticesLearning 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.
© 2002 Southwestern College Publishing. All rights reserved. 9–17
Learning: BehaviorsLearning: BehaviorsLearning: BehaviorsLearning: 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.
© 2002 Southwestern College Publishing. All rights reserved. 9–18
Learning: Types of TrainingLearning: Types of TrainingLearning: Types of TrainingLearning: Types of Training
Developmental andInnovative Training
Developmental andInnovative Training
Required and Regular Training
Required and Regular Training
Job/TechnicalTraining
Job/TechnicalTraining
Interpersonal and Problem-Solving
Training
Interpersonal and Problem-Solving
Training
Types ofTypes ofTrainingTrainingTypes ofTypes ofTrainingTraining
© 2002 Southwestern College Publishing. All rights reserved. 9–19
Course Types and Training ExpendituresCourse Types and Training ExpendituresCourse Types and Training ExpendituresCourse Types and Training Expenditures
Figure 9–7Source: 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. 9–20
Orientation: Training for New EmployeesOrientation: Training for New EmployeesOrientation: Training for New EmployeesOrientation: Training for New Employees
Achievements ofAchievements ofEffective OrientationEffective Orientation
Achievements ofAchievements ofEffective OrientationEffective Orientation
Co-WorkerCo-WorkerAcceptanceAcceptance
Co-WorkerCo-WorkerAcceptanceAcceptance
FavorableFavorableImpressionImpression
FavorableFavorableImpressionImpression
ProvidesProvidesInformationInformation
ProvidesProvidesInformationInformation
SocializationSocializationandand
IntegrationIntegration
SocializationSocializationandand
IntegrationIntegration
PerformancePerformanceandand
ProductivityProductivity
PerformancePerformanceandand
ProductivityProductivity
© 2002 Southwestern College Publishing. All rights reserved. 9–21
Effective New Employee OrientationEffective New Employee OrientationEffective New Employee OrientationEffective New Employee Orientation
Prepare New EmployeePrepare New EmployeePrepare New EmployeePrepare New Employee
Consider “buddy” mentorsConsider “buddy” mentorsConsider “buddy” mentorsConsider “buddy” mentors
Use an orientation checklistUse an orientation checklistUse an orientation checklistUse an orientation checklist
Cover needed informationCover needed informationCover needed informationCover needed information
Present information effectivelyPresent information effectivelyPresent information effectivelyPresent information effectively
Avoid information overloadAvoid information overloadAvoid information overloadAvoid information overload
Evaluation and follow-upEvaluation and follow-upEvaluation and follow-upEvaluation and follow-up
© 2002 Southwestern College Publishing. All rights reserved. 9–22
Training Delivery: ConsiderationsTraining Delivery: ConsiderationsTraining Delivery: ConsiderationsTraining 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. 9–23
Internal TrainingInternal TrainingInternal TrainingInternal 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
© 2002 Southwestern College Publishing. All rights reserved. 9–24
Stages of On-the-Job TrainingStages of On-the-Job TrainingStages of On-the-Job TrainingStages of On-the-Job Training
Figure 9–8
© 2002 Southwestern College Publishing. All rights reserved. 9–25
External TrainingExternal TrainingExternal TrainingExternal 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. 9–26
External Training: E-LearningExternal Training: E-LearningExternal Training: E-LearningExternal 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. 9–27
Developing E-LearningDeveloping E-LearningDeveloping E-LearningDeveloping E-Learning
Figure 9–9
© 2002 Southwestern College Publishing. All rights reserved. 9–28
Advantages and Disadvantages of E-LearningAdvantages and Disadvantages of E-LearningAdvantages and Disadvantages of E-LearningAdvantages and Disadvantages of E-Learning
Figure 9–10Source: Developed by Lisa A. Burke. May not be reproduced without permission.
© 2002 Southwestern College Publishing. All rights reserved. 9–29
Training MethodsTraining MethodsTraining MethodsTraining Methods
Distance Distance Training/LearningTraining/Learning
Distance Distance Training/LearningTraining/Learning
Cooperative Cooperative TrainingTraining
Cooperative Cooperative TrainingTraining
Instructor-Led Instructor-Led Classroom and Classroom and
Conference Conference TrainingTraining
Instructor-Led Instructor-Led Classroom and Classroom and
Conference Conference TrainingTraining
Technology and Technology and TrainingTraining
Technology and Technology and TrainingTraining
TrainingTrainingMethodsMethods
TrainingTrainingMethodsMethods
© 2002 Southwestern College Publishing. All rights reserved. 9–30
Levels of Training EvaluationLevels of Training EvaluationLevels of Training EvaluationLevels of Training Evaluation
Figure 9–11
© 2002 Southwestern College Publishing. All rights reserved. 9–31
Balancing Costs and Benefits of TrainingBalancing Costs and Benefits of TrainingBalancing Costs and Benefits of TrainingBalancing Costs and Benefits of Training
Figure 9–12
© 2002 Southwestern College Publishing. All rights reserved. 9–32
Training Evaluation (cont’d)Training Evaluation (cont’d)Training Evaluation (cont’d)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. 9–33
Evaluation DesignsEvaluation DesignsEvaluation DesignsEvaluation Designs
Post-MeasurePost-MeasurePost-MeasurePost-Measure
Pre-/Post-Pre-/Post-Measure Measure
Pre-/Post-Pre-/Post-Measure Measure
Pre-/Post-Pre-/Post-Measure with Measure with Control GroupControl Group
Pre-/Post-Pre-/Post-Measure with Measure with Control GroupControl Group
Evaluation Evaluation DesignDesign
Evaluation Evaluation DesignDesign