Tra ining a nd

Human Resource Developing

Huma n
Management Resources

Training & Development

9–1
 Special Topics in Training and Development
(cont’d)
 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 employee’s anxiety

9–2
 Purpose of Orientation

Orientation Helps New

Employees

Understand Know What Is Begin the

Feel Welcome the Expected in Socialization
and At Ease Organization Work and Process
Behavior

9–3
 Orientation: Training for New Employees

Achievements of
Effective Orientation

Favorable Provides Co-Worker Socialization Performance

Impression Information Acceptance and and
Integration Productivity

9–4
 The Orientation Process

Employee Benefit Company Organization

Information and Operations

Personnel Employee Safety Measures

Policies Orientation and Regulations

Daily Facilities
Routine Tour

9–5
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

9–6
Highlights in HRM 9

9–7
 New Employee
Departmental
Orientation
Checklist

Source: UCSD Healthcare. Used with permission.

9–8
 Nature of Training

 Training
– A process whereby people acquire capabilities to
aid in the achievement of organizational goals.
• Includes both hard and soft skills
– Poorly trained employees may perform poorly and
make costly mistakes
 New 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.

9–9
 Training vs. Development

Training Development
Focus Current Job Current and
future job

Scope Individual Work group or

employees organization
Time Frame Immediate Long term

Goal Fix current skill Prepare for future

deficit work demands

10
9–11
 Nature of Training

 Knowledge Management and Training

– Identifying and leveraging organizational intellectual
capital to create value and be competitive.
 Training as a Revenue Source
– Marketing training with or alongside products can
contribute significantly to a firm’s revenues.
 Integration of Performance and Training
– Training is moving “closer to the job” to achieve
“real time” learning.
– Training is using more real-world problems to
increase employee learning.

9–12
 Figure 7–1 Training Dollars Spent by Employee Type

Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 28.

9–13
Performance Consulting

9–14
 Performance Consulting

 Performance Consulting
– A process in which a trainer and the organizational
client work together (“bundled solution”) to
determine what needs to be done to improve
results
– Performance consulting approach:
• Focusing on identifying and addressing root causes of
performance problems.
• Recognizing that the interaction of individual and
organizational factors influences employee
performance.
• Documenting the actions and accomplishments of high
performers and comparing them with actions of more
typical performers. 9–15
Linking Organizational Strategies and Training

Source: Based on ideas from Lisa A. Burke and Joseph V. Wilson III.
9–16
 Benefits of Strategic Training

 HR and Training Professionals

– Are more likely to get involved with the business,
partner with operating managers to help solve
problems, and to make significant contributions to
organizational results.
– Are less likely to chase fads or the hottest or latest
type of training gimmick.
– Are less likely to think that training alone can solve
most employee or organizational performance
problems.

9–17
 Training and Global Strategies

 Successful development of global strategies is

inhibited primarily by training deficits such as:
– Workforces with disparate competencies
– A declining pool of U.S. employees willing to go
overseas
– Slow, expensive, and inflexible “on campus” training
options

9–18
 Developing Strategic Training Plans

 A good training plan deals with the following

questions:
– Is there really a need for the training?
– Who needs to be trained?
– Who will do the training?
– What form will the training take?
– How will knowledge be transferred to the job?
– How will the training be evaluated?

9–19
Systematic Training Process

9–20
Figure 7–2 Systems Model of Training

9–21
Phase 1: Conducting the 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.

9–22
 Needs Assessment for Training

 Competency assessment
– Analysis of the sets of skills and knowledge needed for decision-
oriented and knowledge-intensive jobs.

• ORGANIZATIONAL …of environment, strategies, and resources to

ANALYSIS determine where to emphasize training
TASK ANALYSIS
…of the activities to be performed in order to
determine the KSAs needed.
• PERSON ANALYSIS

…of performance, knowledge, and skills in order

to determine who needs training.

9–23
 Sources of the Information Used in
Training Needs Assessment

Organizational Analyses Job/Task Analyses Individual Analyses

9–24
 Assessing Current Employees’ Training
Needs

Assessment Center Results Performance Appraisals

Individual Diaries Methods for Job-Related Performance

Identifying Data
Training
Needs
Attitude Surveys Observations

Tests Interviews

9–25
Phase 2: Designing the Training Program

Issues in training design

Instructional objectives

Trainee readiness and motivation

Principles of learning

Characteristics of successful trainers

9–26
Elements of Training Design

9–27
 Phase 2: Designing the Training Program

 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.

9–28
 Trainee Readiness and Motivation

 Strategies for Creating a Motivated Training

Environment:
– Use positive reinforcement.
– Eliminate threats and punishment.
– Be flexible.
– Have participants set personal goals.
– Design interesting instruction.
– Break down physical and psychological obstacles to
learning.

9–29
Figure 7–4 Principles of Learning

9–30
 Principles of Learning

Focus on learning and transfer

Goal setting - What’s the value?

Meaningfulness of presentation

Behavioral modeling

Recognition of individual learning

differences

9–31
 Principles of Learning (cont’d)

Focus on method and process

Active practice and repetition

Whole versus-part learning

Massed-vs-distributed learning

Feedback and reinforcement

9–32
 Characteristics of Successful Instructors

 Knowledge of the subject

 Adaptability
 Sincerity
 Sense of humor
 Interest
 Clear instructions
 Individual assistance
 Enthusiasm

9–33
 Establishing Training Objectives
and Priorities

 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.

9–34
 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.

9–35
 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.

9–36
 Learning Styles (cont’d)

 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.

9–37
 Learning Styles (cont’d)

 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.

9–38
 Learning Styles (cont’d)

 Transfer of Training
– Effective transfer occurs when trainees actually use
on the job what they learned in training.
• Trainees take what was learned in training and apply it
to the job context in which they work.
• Employees maintain use of the learned material over
time.
– Increasing the transfer of training
• Offering trainees an overview of training content and
process before the actual training helps with both
short-term and longer-term training transfer.
• Ensuring that the training mirrors the job context as
much as possible.
9–39
 Learning: Types of Training

Required and Job/Technical

Regular Training Training

Types of
Training

Developmental and Interpersonal and

Innovative Training Problem-Solving
Training

9–40
Phase 3: Implementing the Training Program

Choosing the instructional method

Nature of training

Type of trainees

Organizational extent of training

Importance of training outcomes

9–41
 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
9–42
 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

9–43
 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.
9–44
 Internal Training

 Informal Training
– Training that occurs through interactions and
feedback among employees.
 On-the-Job Training (OJT)
– Based on a guided form of training known as job
instruction training (JIT)
– Problems with OJT
• Poorly-qualified or indifferent trainers
• Disruption of regular work
• Bad or incorrect habits are passed on

9–45
Stages for On-the-Job Training (OJT)

9–46
 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
 Outsourcing of Training
– Declining due to cost concerns, a greater emphasis
on internal linking of training to organizational
strategies, and other issues.
– Training and certification by vendors is increasing in
popularity.

9–47
 Sources of External Training

Vendor Training
and Certification

Government-
Supported Job External Training
Training

Educational Assistance
Programs

9–48
 E-Learning: Online Training

 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

9–49
 Advantages and Disadvantages of E-learning

Figure 9–7
Source: Developed by Lisa A. Burke and Robert L. Mathis.
9–50
Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 34.
9–51
 Training Approaches

Cooperative Training

Distance Training Instructor-Led

Classroom and
Training/Learning Methods Conference Training

Simulations
and Training

9–52
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

9–53
Levels of Training Evaluation

9–54
 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?

9–55
 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.

9–56
 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 elements
2. Focus on general principles
3. Establish a climate for transfer.
4. Give employees transfer strategies

9–57
 Criterion 4: Results or Return on Investment
(ROI)

 Utility of Training Programs.

– Calculating the benefits derived from training:
How much did quality improve because of the training
program?
How much has it contributed to profits?
What reduction in turnover and wasted materials did the
company get after training?
How much has productivity increased and by how much
have costs been reduced?

9–58
 Criterion 4: Results or Return on Investment
(ROI)

 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.
– ROI = Results/Training Costs
• If the ROI ratio is >1, the benefits of the training exceed
the cost of the program
• If the ROI ratio is <1, the costs of the training exceed the
benefits.

9–59
 Highlights in HRM 7

Source: Richard J. Wagner and Robert J. Weigand, “Can the Value of Training Be Measured? A Simplified Approach to Evaluating
Training,” The Health Care Manager 23, no.1 (January–March 2004): 71–78.

9–60
 Training Evaluation (cont’d)

 Cost-Benefit Analyses
– A comparison of costs and benefits
associated with organizational training
efforts
• Measurement of both the costs and the
benefits may be difficult.
– Return on Investment (ROI) Analysis
– Benchmarking
• Comparison of internal training with
training done in other organizations

9–61
Some Typical Costs and Benefits of Training

9–62