Chapter 7 Training and Developing Employees

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Chapter 7Training and Developing Employees
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HRM and Competitive Advantage
HR Planning Job Analysis
Recruitment Selection
Output Retention Legal Compliance Company Image
Competence Motivation Work Attitudes
Cost Leadership Product Differentiation
Training/Develop. Performance App. Compensation Pr
oductivity Imp.
Workplace Justice Unions Safety
Health International
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Training vs. Development
Current Jobs
Future Jobs
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Training and Development Practices and Links to
Competitive Advantage
Permanent Change In KSAs Of New Employees
Improved Employee Competence
Competitive Advantage
Train Employees
Permanent Change In KSAs Of Current Employees
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Training That Increases the Competence of New
Employees

• Orientation
• Technical
• Literacy

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Training That Increases the Competence of Current
Employees

• Remedial
• Change-related
• Developmental instruction

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The Instructional Process

• Deciding what to teach
• Deciding how to maximize participant learning
• Choosing the appropriate training methods
• Ensuring that training is used on the job
• Determining whether training programs are
  effective

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1. Deciding What to Teach

• Assessing training needs
• Determining training objectives

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Training Need

• Job behavior inappropriate
• or
• Knowledge or skill level inadequate
• and
• Problems can be corrected through training

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Assessing Training Needs

• Number of employees experiencing skill deficiency
• Severity of skill deficiency
• Importance of skill
• Extent to which skill can be improved with
  training

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Methods for Determining Training Needs

• Self-assessments
• Company records
• Customer complaints
• EEO charges

• Employee grievances
• Interviews with managers
• Customer satisfaction surveys
• Observation

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Determining Training Objectives
By the end of this session the trainee will be
able to _____ (an action word)____________________
__ _____ (item)______________________________ ____
_ (condition)__________________________ _____
(standard)__________________________
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Training Objective Example
By the end of this session the trainee will be
able to design (action word) an integrated
circuit (item) given an engineering specification
(condition) The design must be efficient and
work. (standard)
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2. Deciding How to Maximize Participant Learning

• Gain and maintain trainees attention.
• Provide trainees opportunity to practice.
• Provide trainees feedback on performance.

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To Gain and Maintain Trainees Attention

• Demonstrate training importance and relevance.
• Vary pace and kind of material presented.
• Use short segments involving frequent
  opportunities for audience involvement.

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Remembering

• Hear
• Hear see
• Hear, see, do

Improves remembering
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Practice

• Distributed practice
• segments or sessions
• leads to better long-term retention
• Massed practice
• one longer session
• Whole task
• when material is simple
• Part task
• when material is complex

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Feedback

• Positive for correct task performance
• Corrective what is wrong and how it can be
  corrected

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3. Choosing Appropriate Instructional Methods

• On-the-job training
• Job instruction training
• Lecture
• Case method
• Role playing
• Behavior modeling
• Computer-based
• Video training

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Designing On-The-Job Training

• List skills trainees need to learn.
• Set learning objectives.
• Have trainee observe competent worker.
• Demonstrate tasks explaining hows and whys.
• Give trainee opportunity to practice task.
• Give trainee feedback.

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Designing Job Instruction Training

• Identify job breakdown (step-by-step).
• Describe key points for each step
• make or break?
• potential dangers?
• pointers?
• Explain and demonstrate task.
• Allow trainee to perform task, one step at a time.

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Lecture

• Most appropriate for situations where simple
  acquisition of knowledge is the goal
• Must be meaningful
• Must promote questions and discussions

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Lecture Disadvantages

• One-way communication
• Less opportunity to clarify

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Case Method

• Analyze cases depicting realistic job situations
• Teach trainees how to identify potential problems
  and recommend realistic actions
• Guided discovery
• Trainer role guide/facilitator

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Case Method Disadvantages

• Lack of direction
• Lack of opportunity to practice

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Role Playing

• Presents some problem involving human interaction
• Issues addressed during feedback
• What was correct?
• What was incorrect?
• How did it make others feel?
• How could it have been handled better?

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Role Playing

• Uses human relations skills sales techniques
• Opportunity to practice
• Disadvantages
• Little guidance
• Embarrassment loss of self-confidence
• Lack of opportunity to do correctly

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Behavior Modeling Steps

• 1. Present an overview of the material.
• 2. Describe the procedural steps.
• 3. Model or demonstrate the procedural steps.
• 4. Allow guided practice.
• 5. Provide on-the-job reinforcement.

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Computer-Based Instruction

• Drills
• Games
• Computer simulations

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Computer-Based Instruction

• Advantages
• Interactivity
• Self-paced
• Consequences of mistakes less costly

• Disadvantages
• Expensive
• Computer phobia

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On-Line Computer-Based Instruction

• Advantages
• Cost savings
• Access

• Disadvantages
• Instructor not present
• Some training not feasible

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Video Training

• Present prerecorded content to demonstrate a
  point
• Can record and play back trainees performance

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Interactive Video Training

• Combines computer and video technology
• Useful when human error has grave consequences

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Transfer of Training
From Classroom
To Job
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Why Transfer of Training Fails

• Dont learn material
• Dont understand real life applications
• Lack of confidence
• Forgetting the material
• Temptations to regress

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4. Ensure That Training is Used on the Job

• Overlearning
• Matching course content to the job
• Action plans
• Multiphase programming
• Performance aids
• Post-training follow-up resources
• Building a supportive work environment

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5. Determining Whether Training Programs are
Effective

• What to evaluate
• Evaluation design

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What to Evaluate

• Trainee reactions
• Testing
• Performance appraisal
• Records of organizational performance

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Evaluation Design
Trainee Group
Pretest
Post-test
Control Group
Pretest
Post-test
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Management Development

• Developing a succession planning program
• Timing and content of instructional program
• Instructional methods

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Developing a Succession Planning Program

• Tie management development to HR planning.
• Define managerial requirements.
• Assess management potential.
• Identify career paths.
• Develop replacement charts.

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Timing and Content of Instructional Program
Before selected and placed
After selected and placed
bridge gap
Old Job
New Job
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Instructional Methods

• Classroom instruction
• Career resource centers
• Job rotation
• Mentoring
• Special projects

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Line Managers and Training and Development

• Provide employee orientation training.
• Assess training needs and plan developmental
  strategies.
• Provide on-the-job training.
• Ensure transfer of training.

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The HRM Department and Training and Development

• Provide employee orientation training.
• Contribute to management development programs.
• Provide training and development.
• Evaluate training.