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. Effort that is oriented more toward broadening an individuals skills for the future responsibilities.

Development

The Systems Approach to Training and Development

Four Phases

Phase Phase Phase Phase

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Needs assessment Program design Implementation 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. 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. A determination of the specific individuals who need training.

Task Analysis

Person Analysis

NEEDS ASSESSEMENT

Phase 2: Designing the Training Program

Issues in training design
Instructional objectives Trainee readiness and motivation Principles of learning Characteristics of successful trainers

Phase 2: Designing the Training Program

(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.

Phase 2: Designing the Training Program

(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

Focus on learning and transfer
Goal setting - Whats the value? Meaningfulness of presentation Behavioral modeling Recognition of individual learning differences

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

Focus on method and process
Active practice and repetition Whole versus-part learning Massed-vs-distributed learning Feedback and reinforcement

Principals of Learning

Principles of Learning

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

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

Choosing the instructional method
Nature of training Type of trainees Organizational extent of training Importance of training outcomes

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 (contd)

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

Training Methods for Nonmanagerial Employees (contd)

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.

Training Methods for Nonmanagerial Employees (contd)

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

Increasing the Effectiveness of Internships

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2. 3. 4. 5.

6.

Assign the intern to projects that are accomplishable and provide training as required. Appoint a mentor or supervisor to guide the intern. Solicit project suggestions from other staff members. Rotate interns throughout the organization. Treat interns as part of the organizational staff and invite them to staff meetings. Establish a process for considering interns for permanent hire.

Delivery Method of Training Effectiveness of Delivery methods

Training Methods for Nonmanagerial Employees (contd)

Programmed Instruction Self-directed learninguse 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 (contd)

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.

Successful role play requires that instructors:

Role Playing

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 roleplay 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

Measuring program effectiveness
Criterion 1: Trainee reactions Criterion 2: Extent of learning Criterion 3: Learning transfer to job Criterion 4: Results assessment

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. Feature identical elements Focus on general principles Establish a climate for transfer. Give employees transfer strategies

Maximizing the Transfer of Training

1. 2. 3. 4.

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 (contd)

Benchmarking

The process of measuring ones own services and practices against the recognized leaders in order to identify areas for improvement Plan: conduct a self-audit to identify areas for benchmarking. Do: collect data about activities. Check: Analyze data. Act: Establish goals, implement changes, monitor progress, and redefine benchmarks.

Demings Benchmarking Model

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2. 3. 4.

Special Training and Development Topics

Organization-wide training programs
(1)Orientation training (2) Basic skills training (3)Team and cross-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 turnover 2. Increased productivity 3. Improved employee morale 4. Lower recruiting and training costs 5. Facilitation of learning 6. Reduction of the new employees 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 employees specific job goals and descriptions Safety and emergency procedures Copy of policy handbook, including office hours and telephone and email 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

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2.

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Team building is a difficult and comprehensive process. Team development is not always a linear sequence of forming, storming, norming, and performing. Additional training is required to assimilate new members. Behavioral and process skills need to be acquired through participative exercises.

Team Training Skills

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

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.

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

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 Provides employees with the KSAs necessary for working with people who are different from them.

Skill building

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. Dont settle for off the shelf programs. Choose training methods carefully. Document individual and organizational benefits.

Training and Development and Other HRM Functions

Availability of training can aid in recruitment Training may permit hiring less-qualified applicants Training aids in the achievement of performance Training and development may lead to higher pay Training may include a role for the union

Recruitment

Provide an additional source of trainees Effective selection may reduce training needs A basis for assessing training needs and results A basis for determining employees rate of pay Union cooperation can facilitate training efforts

Selection Performance Appraisal Compensation Management Labor Relations

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.