Human Resources Management (HRM)

Week six: Training and development in healthcare

organizations
 Learning Objectives

 Legal Issues and Training

 The Training Process
 Training Delivery
 Training Evaluation
 Developing Human Resources
 Introduction
• Training:
 Is the process whereby people acquire capabilities to perform jobs.

 Training provides employees with specific, identifiable knowledge and skills

for use in their present jobs.

 Organizational training may include teaching of “hard” skills: technical or

administrative procedures related to an organization’s core business.
Examples include specific lab techniques, ECG interpretation.
“Soft” skills are critical in many, such as communicating, mentoring, managing
a meeting, and working as part of a team.
 Legal Issues and Training
Legal issues to be considered:
 Selection for training
- shouldn’t unfairly restrict protected-class members
 Differences in pay based on training
- if protected-class members have not had access
 Use of training as basis for promotion decisions
- if protected-class members have not had training
The Training Process
 The Training Process (Cont.)
Step 1: Assessment of Training Needs
A diagnosis: considers employee and organizational performance issues to
determine if training can help
Gap analysis
Identifies the distance between where an organization is with its employee
capabilities and where it needs to be

Sources of Training Needs Assessment:

I. Organizational: Training needs can be diagnosed by analyzing organizational
outcomes and looking at future organizational needs. Organizational analysis comes
from departments or areas with high turnover, customer complaints, high absenteeism,
low performance.

II. Job-based: To review the jobs involved and the tasks performed in those jobs. By
comparing the requirements of jobs with the KSAs of employees, OR survey
employees.
 The Training Process (Cont.)
III. Individual employee The following sources are examples that are useful for
individual analysis:
• Performance appraisals
• Skill tests
• Individual assessment tests
 The Training Process (Cont.)
Establishing Training Objectives and Priorities
•Once training requirements have been identified using needs analyses, training
objectives and priorities can be established by a “gap analysis,” which indicates
the distance between where an organization is with its employee capabilities and
where it needs to be.

•Training objectives and priorities are then determined to close the gap. Three
types of training objectives can be set:
– 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.
 The Training Process (Cont.)
Step 2: Training Design
Determining how the assessed needs are to be addressed, considering learning
concepts, legal issues, and types of training available
Considerations:
I. Determining learner readiness: Ability to learn, motivation to learn, self-
efficacy(People’s belief that they can successfully learn the training program
content).
II. Understand different learning styles: People learn in different ways.
a) Auditory learners learn best by listening to someone else tell them about the
training content.
b) Tactile learners must “get their hands on” the training resources and use them.
c) Visual learners think in pictures and figures and need to see the purpose and
process of the training.
Trainers who address all these styles by using multiple training methods
can design more effective training.
 The Training Process (Cont.)
III. Designing training for transfer.
Transfer occurs when trainees actually use on the job what
knowledge and information they learned in training.

Two conditions for effective transfer of training:

1. Trainees must be able to apply it to the job context in which they work

2. Learned material must be maintained over time on the job

 Types of Training Design
Training design types:
I.Required and regular training: Complies with various mandated legal
requirements and is given to all employees (e.g., new employee orientation,
safety compliance, wage and hour rules, benefits enrollment ).

II.Job/technical training: Enables employees to perform their jobs well (e.g.,

customer service, equipment operations, recordkeeping needs, IT systems.

III.Developmental and career training: Provides longer-term focus to enhance

individual and organizational capabilities for the future (e.g., strategic thinking,
leadership, change management, performance management).

IV.Interpersonal and problem-solving training: Addresses both operational and

interpersonal problems and seeks to improve organizational working
relationships (e.g., interpersonal communication, managerial/supervisory skills,
conflict resolution).
 Training Delivery

 Step 3: Training delivery

 A. Internal Training: Training that takes place inside the
employing organization.
 It is popular because it saves the cost of sending employees away for training
and often avoids the cost of outside trainers.

I. Informal Training:
• Training that occurs through interactions and feedback among employees.
E.g. asking questions and getting advice from other employees and
supervisors.

• It may involve group problem solving, job shadowing, coaching, or

mentoring; or it may evolve from employees seeking out other people who
have the needed knowledge.
 Training Delivery (Cont.)

II. On-the-Job Training (OJT): Manager teaches/shows employee what to

do.
• OJT has some problems:
 Those doing the training may have no experience in training, no
time to do it, or no desire to participate in it; learners essentially are
on their own, and training likely will not be effective.
 Disrupt regular work.
 Bad habits or incorrect information from the supervisor or manager
can be transferred to the trainees.
 Training Delivery (Cont.)

III. Cross Training: Training people to do more than one job.

• For the employer, the advantages of cross training are flexibility and
development.
• For the employee, sometimes, do more work for the same pay.

• Thus, learning “bonuses” can be awarded for successfully completing cross

training.
 Training Delivery (Cont.)

 B. External Training: Training that takes place outside the employing

organization.
• External training occurs for several reasons:
a) The organization may have insufficient time to develop internal training
materials.
b) The HR staff may not have the necessary level of expertise for the subject
matter in which training is needed.
c) There are advantages to having employees interact with managers and
peers in other organizations in training programs held externally.
 Training Delivery (Cont.)

 E-Learning: Online Training: Use of the Internet or an

organizational intranet to conduct training online.

I. Distance Training/Learning: Many college and university classes use some

form of Internet-based course support.
• Blackboard and WebCT are two popular support packages that college
professors use to make their lecture content available to students.

• These packages enable virtual chat and electronic file exchange among course
participants, and also enhance instructor-student contact.

• Many large employers use interactive two-way television to present classes.

 Training Delivery (Cont.)

II. Simulations and Training: Computer-based training involves a wide array

of multimedia technologies—including sound, motion (video and
animation), graphics —to tap multiple learner senses.

• Computer-supported simulations within e-learning can replicate the

psychological and behavioral requirements of a task, and providing some
amount of physical resemblance to the trainee’s work environment.

• Simulations allow for safe training when the risks associated with failure
are high.
 Training Delivery (Cont.)

Advantages and Disadvantages of E-Learning

ADVANTAGES DISADVANTAGES
• Some trainees may not be interested in
• Is interactive, tapping multiple trainee how it is used
senses • Requires easy and uninterrupted
• Enables scoring of exercises/ access to computers
assessments and the appropriate • Is not appropriate for some training
feedback (leadership, cultural change, etc.)
• Allows trainers to update content • Requires significant upfront
relatively easily investment both in time and costs
• Can enhance instructor-led training • Requires significant support from top
management to be successful
 Training Evaluation

• Step 4: Training evaluation

• Evaluation of training compares the post-training results to the pre-training
objectives of managers, trainers, and trainees.

Levels of Evaluation, four levels at which training can be evaluated:

I. Reaction: Conducting interviews with or administering questionnaires to the
trainees; rate the value of the training, the style of the instructors, and the
usefulness of the training to them.

II. Learning: Measuring how well trainees have learned facts, ideas, concepts,
theories, and attitudes.
• Tests before and after the training are commonly used.
• BUT, learning enough to pass a test does not guarantee that trainees will
remember the training content months later or that it will change job
behaviors.
 Training Evaluation (Cont.)

III. Behavior: Measuring the effect of training on job performance through

observing job performance.
I.e., the managers who participated in an interviewing workshop might be
observed conducting actual interviews of applicants for jobs in their
departments.

IV. Results: Measuring the effect of training on the achievement of

organizational objectives.
• Because results such as productivity, turnover, time, and costs are
relatively concrete, this type of evaluation can be done by comparing
records before and after training.
 Training Evaluation (Cont.)

Balancing Costs and Benefits of Training

Typical Costs Typical Benefits

•Trainer’s salary and time •Increase in production

•Trainees’ salaries and time •Reduction in errors/accidents
•Materials for training •Reduction in turnover
•Expenses for trainer/trainees •Less supervision necessary
•Cost of facilities & equipment •Ability to use new capabilities
•Lost productivity •Attitude changes
(opportunity costs)
 Developing Human Resources

Development:
An effort to improve employees’ ability to handle a variety of assignments and
to cultivate capabilities beyond those required by the current job
Development versus Training
 Development Approach

 Job-Site Development
I. Coaching: The observation and feedback given to employees by immediate
supervisors

II. Committee Assignments / Meetings: Assigning an employee to a

committees , which may broaden his/her experience and help him/her to
understand the personalities, issues, and processes governing the organization

III.Job Rotation: Process of shifting an employee from job to job

 Development Approach (Cont.)

 Off-site Methods

I. Classroom Courses and Degrees

II. Human Relations Training: Prepares supervisors for dealing with “people
problems”

I. Sabbaticals: Paid time off the job to develop oneself

 Thank You
Any Question