Transcript Unit 3~ - Train Me Today

Human Resource
Development
PHR 18% - SPHR 19%
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Training and
Development in the
Organization
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Training & Development

Every organization, regardless of size, needs to have
well-trained employees who are prepared to perform
their jobs.

What is the difference between Training & Education?
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Explicit & Tacit Knowledge
In the design of training and education programs,
it is useful to distinguish two kinds of knowledge:
 Explicit
 Tacit
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knowledge
knowledge
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Need for Training
A need for continual retraining of experienced
workers to perform new and changed jobs.
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Strategic Alignment of
Training and Development
Training is a strategic human resource activity
because it plays a large part in determining the
effectiveness and efficiency of an organization.
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What do successful training &
development programs achieve?
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Training opportunities reduce demand for highly
qualified applicants
Staffing
Training & Development
Careful selection reduces need for training. Hiring
additional EE adds to training needs.
Training helps EE perform better
Performance evaluations provide information that
helps to assess training needs
Training should improve performance & result in
higher levels of pay
Compensation
Financial incentives can create greater enthusiasm
for training & increase participation
Skilled employees should perform better, reducing
probability of grievances & discipline
Unions may participate in the design and presentation
of the training
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Performance
Evaluation
Employee
Relations
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Strategic Training Issues
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1.
Why should an organization sponsor a training & dev
program?
2.
What types of training & dev should be offered?
3.
Who will be trained?
4.
Who will supply the training & dev?
5.
How is training evaluated?
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Discussion Question:
How do training and development interact with
other human resource management functions?
What is the strategic purpose of training and
development?
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Funding the Training
Function
What are the three most
common ways in which
training is funded?
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Cost/Benefit Analysis
Benefits should be evaluated according
to how well the training:
 increased
 reduced
errors
 improved
 reduced
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productivity
safety
operating costs
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Cost per Trainee
Cost per Trainee =
Total Costs of Training
Number of Trainees
Example: A training program with 20 participants
that costs the company $40,000 would have a per
trainee cost of $2,000.
$40,000
20
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= $2,000
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Training’s Return on Investment
Annual report on training serves two purposes:
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1.
Justifies the training function by showing the
value of training to the bottom line.
2.
Helps training department assess itself
internally and make adjustments.
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Assessment Phase
Systems Model of Training
Assess
needs &
resources
Identify
training
Training & Dev Phase
Develop
criteria
Pretest
trainees
Select training
methods
Evaluation Phase
Conduct
training
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Feedback
Monitor
training
Compare
outcomes
against
criteria
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The ADDIE Model of Training
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A
Assessment
D
Design
D
Development
I
Implementation
E
Evaluation
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Discussion Question:
Since organizational effectiveness indices, such as labor
costs, production efficiency, turnover, and absenteeism,
can be influenced by so many different forces, how can
they be used to indicate a training need?
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Training Needs Analysis
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Organizational Analysis
Examines the kinds of problems an organization
is experiencing and where they are located.
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Task Analysis
Helps to identify the training objectives and indicates what
will be the criteria for judging the effectiveness of training.
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Individual Analysis
Examine how well individual
employees are performing
their jobs.
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Assessing Training Needs
What methods are used to assess training needs?
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Principles of Training
and Development
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Learning Theories
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
Classical Conditioning

Operant Conditioning

Social Cognitive Theory
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Classical Conditioning
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Operant Conditioning
Operant conditioning focuses strictly on
observable behavior rather than on motives,
feelings, and other internal processes.
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Reward Schedules
The timing of the reinforcement:
how often the correct response
is reinforced.
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Social Cognitive Theory
Behavior is influenced by the
consequences of the behavior.
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Discussion Question:
What are the major differences between
operant conditioning and social cognitive
theory in describing the learning process?
How are these theories similar?
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Andragogy-Adult Learning Theory
How does Andragogy relate to training?
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Principles of Learning
How does knowing learning
principles help with
training?
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Discussion Question:
What are the conditions that explain whether a
positive or negative transfer of training will result?
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Transfer of Training
Stimulus Environments
Learned Response
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Similar
Different
Large Positive
Transfer
+
Large Negative
Transfer
–
Small Positive
Transfer
+
No
Transfer
0
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Percent of Correct
Responses
Percent of Correct
Responses
Learning
Curves
High
Low
High
Low
1
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Trials
S-Shaped
N
Low
1
N
Trials
Positively Accelerating
Percent of Correct
Responses
Used to
analyzing
the rate of
learning
N
Trials
Negatively Accelerating
Percent of Correct
Responses
1
High
High
Plateau
Low
1
Trials
Plateau
N
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Learning Styles
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Levels of Learning
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1.
Knowledge
2.
Comprehension
3.
Application
4.
Analysis
5.
Synthesis
6.
Evaluation
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Learning Strategies
FUNNEL
INVERTED
FUNNEL
HOURGLASS
Broad Concepts
Specific Situations
Broad Concepts
TUNNEL
Uniform Presentation
Deductive
Reasoning
Specific Situations
Inductive
Reasoning
Specific Situations
Broad Concepts
Broad Concept
Example:
Management
training
Example:
Learning new
software
Example:
Learning to write
a business plan
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Step-by-Step
Instruction
Example:
Learning to drive
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Training & Development
Techniques
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Behavioral Objectives
Translate the training needs into behavioral objectives.
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Writing Behavioral Objectives
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S
Specific
M
Measurable
A
Action-oriented
R
Realistic
T
Timely
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Training Methods and Processes
What is required to teach the following?
 Motor
 Rote
learning
 Idea
learning
 Value
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responses
internalization
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On-the-job Training Methods
 job-instruction
training
 apprenticeships
 internships
 job
rotation & cross training
 action
learning
 coaching
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& assistantships
and counseling
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Off-the job Training Methods

independent study

programmed group exercises

corporate universities

television & films

vestibule training

asynchronous learning networks

lecture

computer-based training

case studies

teletraining or e-learning

role playing

mobile learning & social media

simulations
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On-the-job vs. Off-the-job Training
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
What are the advantages of on-the-job training?

What are the advantages and disadvantages of
off-the-job training?
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Presenting the
Training: Delivery
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Discussion Question:
What are the advantages and disadvantages
of on-site versus off-site training?
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Facilities Planning
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
The effectiveness of a training program is
enhanced if the training environment is conducive
to the training methods and content.

Which seating arrangements are best suited for
whish kinds of training programs?
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Training Materials
What copyright restrictions
should trainers be aware of when
selection training materials?
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Evaluation of
Training Effectiveness
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Discussion Question:
Suppose a training program had a significant
influence on the behavior of the trainees but did not
influence the results of the organization, such as
profitability, productivity, or costs.
What went wrong?
Does this mean that the training was ineffective?
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Criteria for Evaluating Training
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
The criteria for evaluating a training program
should be determined by the training objectives.

What four criteria can be used to evaluate
training programs?
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Sources of Data
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
A large variety of different variables can be
used to evaluate training effectiveness.

What are these various sources of data?
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What are the advantages & disadvantages
of each research design?
1. Post-test–only design (case study)
2. Pretest–post-test comparison
3. Pretest–post-test control group design
4. Post-test–only control group design
5. Solomon four-group design
6. Time-series design
7. Separate sample pretest–post-test control group design
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Talent Management
Programs
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Talent Management
An integrated series of activities that include
recruiting, selecting, motivating, training,
promoting, and retaining people.
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Socialization
Molding the attitudes and behaviors of people
to socially acceptable standards.
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Balance in Socialization
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Role Transition Process
Assimilation: Molding the
expectations of new associates;
fitting in & becoming part of group.
Reality
shock
Initiation: Testing the “new
comers” to see if they have what
it takes to succeed.
Anticipatory
Socialization
Separation: Moving out of former
role & seeing oneself differently;
realizing that it is time to move on.
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Orientation Training
In designing an orientation
program, trainers should decide
what information is needed right
now by new employees.
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Effective Orientation Training Program
1.
Begin with most relevant information.
2.
Sponsors/mentors to help new employees learn the ropes.
3.
Gradually introduce employees to members of work group.
4.
Space orientation over a period of time rather than one long
session.
5.
Provide both oral and written information.
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Employee Development
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
literacy training

mentoring

attitude change

personality adjustments
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Career Planning &
Development
Career development
programs help people
continue to grow and
develop after they begin
their employment.
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Management Development Programs
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Medium High
Overachiever
Future
star
Super
star
Role
player
Team
player
Developing
star
Low
Job Performance
Potential for Promotion
Low
Medium
High
On the
bubble
Underachiever
Potential
star
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Training & Development Skills of Managers:
Hierarchy of Management Skills
Types of Skill Needed
Conceptual
Human
Technical
Top
Middle
Supervisors
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Expatriate Training
Expatriate managers face special challenges.
 Problems
of adjustment
 Cross-cultural
 Culture
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training
shock
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OSHA Mandated Training
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Sexual Harassment & Discrimination Training
Training designed to prevent harassment is part of an
employer’s affirmative defense when cases go to trial.
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Performance
Management
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Performance Evaluation
All the human resource functions associated with
evaluating & rewarding employee performance.
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Performance Criteria
What three basic types of behavior ought to be
included in a performance appraisal?
What sources of data are available to reliably
measure various aspects of performance?
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What to Evaluate
In deciding what to evaluate, an important
issue is whether to focus on outcomes
(results) or behaviors (activities).
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Rating Errors
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A Classification Procedure
Evaluating Four Dimensions
Outstanding
Excellent
Good
Fair
Poor
1. Quantity of work
2. Quality of work
3. Cooperativeness
4. Overall performance
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Ranking
To order a group of employees from
highest to lowest along some dimension,
usually overall performance.
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Graphic Rating Scale
1.
2.
3.
4.
5.
6.
7.
8.
9.
Amount of work
Quality of work
Dependability
Judgment
Comprehension
Attitude
Cooperation
Capacity for future growth
Overall job accomplishment
5
Outstanding
Top 5%
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4
Superior
10%
3
At expected level
70%
5
5
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
2
1
Below expected Marginal level
10%
5%
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Rating Scales for Evaluating Job Knowledge
A. Job Knowledge
Low
B. Job Knowledge
Low
High
/
/
1
C. Job Knowledge
2
E. Job Knowledge
F. Job Knowledge
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3
/
4
/
5
/
6
High
7
Low
High
1
D. Job Knowledge
/
2
Poor
Low
3
4
5
Average
Below Average
Does not know where
items are located in the
store and does not
know prices
Good
Average
Knows where major
items are located but
does not know very
many prices
6
7
Outstanding
Above Average
Knows where most
items are located and
knows the prices of
several items
High
Knows where all items
are located and price of
each item, could identify
mis-marked items
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Forced-Choice Evaluation Procedure
Limited foresight
Sometimes pompous
or overly formal
Incisive thinker
Can’t deal with
uncertainty
Uncomfortable with people
he/she doesn’t know
Experienced in
chosen field
Needs supervision on
most job assignments
Needs careful
supervision
Anticipates
problems
Doesn’t provide job
guidance to subordinates
Manages own
people effectively
Follows up on job
as needed
Works at a slow pace
Respected by most
who know him/her
Effectively does many
assignments at once
Unimaginative
Technically competent
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A steadying influence
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Narrative
Appraisals/Essays
Used to describe an
employee’s performance
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Critical Incidents
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
Descriptions by qualified observers of behaviors
that are especially effective or ineffective.

One of the best techniques for identifying the
most important dimensions of a job.
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Discussion Question:
How is MBO both a performance evaluation
procedure and a philosophy of management?
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Management by Objectives
Espouses a positive, proactive way of
managing rather than a reactive way.
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Types of Appraises:
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
Supervisor Appraisals

Peer Appraisals

Client Appraisals

Self Appraisals

Team Appraisals

Subordinate Appraisals

360-Degree Appraisals
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Linking Appraisals to Employment Decisions
The purpose of an evaluation should be to provide
information for making important decisions.
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Defensible Evaluations
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
identify objective, job-related criteria

document performance events

communicate performance standards

use reasonable care

train evaluators
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Change
Management
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Constant Change
Organizations live in an ever-changing
environment & their survival depends on their
ability to adapt to new demands & opportunities.
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Lasting Change
Why do most organizational change
efforts fail to produce lasting change?
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Crucial Factors to Successful Change Effort
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1.
having a change sponsor
2.
creating a shared need
3.
creating a shared vision
4.
mobilizing commitment
5.
changing systems and structures
6.
monitoring progress
7.
making change last
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Driving Forces for Change
Internal Forces
1. New technology
2. Changing work values
3. Creation of new knowledge
4. Product obsolescence
5. Desire for leisure & alternative
work schedules
Environmental Forces
1. Competition
2. Changes in consumer demands
3. Resource availability
4. Social and political changes
5. International changes
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Forces Resisting Change
1.
2.
3.
4.
1.
2.
3.
4.
Individual Resistance
Fear of the unknown
New learning
Disruption of stable friendships
Distrust of management
Organizational Resistance
Threat to the power structure
Inertia of organizational
structure
System relationships
Sunk costs & vested interests
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Kinds of Organizational Change
Transitional
Change
Transformational
Change
Performance
Developmental
Change
Time
Low
High
Degree of complexity, cost, uncertainty, & frustration
Potential for resistance to change
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Discussion Question:
What are the major targets of organizational
change and why is it important to identify the
right targets?
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Most Common Targets of Change
 Individual
Personality
 Dyad
 Group
 Work
 The
Teams
Entire Organization & its Divisions
 Organizational
 Organizational
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Structure
Strategy
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Kurt Lewin’s Force Field Analysis
Productivity Levels
0%
20%
40%
60%
80%
100% 120% 140% 160%
Physical exhaustion
Financial incentives
Peer resistance
Pressure from supervisor
Mechanical difficulties
Intrinsic satisfaction
Driving Force
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Restraining Force
Equilibrium
Point
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Dalton’s Change Model
Change will not occur unless there is
sufficient pain and tension to motivate it.
1. generalized goals
specific objectives
2. former social ties
new relationships
3. self doubt
heightened self-esteem
4. external motives for change
internal motive for change
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Additional Change Theories
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
Education

Reinforcement

Peer Group

Inspiration of One’s Personal Example
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Action Research Model
Problem
Recognition
Data
Gathering
Feedback of
Data to
Target Group
Data
Discussion
& Diagnosis
Action
Planning
Action
Data
Gathering
Feedback of
Data to
Target Group
Data
Discussion
& Diagnosis
Action
Planning
Action
Process
Continues
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Discussion Question:
What is a learning organization and what are
its competitive advantages?
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Learning Organizations
Organizations need to develop and acquire new
skills, technologies, and products, or they may
become obsolete and lose their competitive position.
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Re-energizing a Mature Organization
What can be done to re-energize a mature organization?
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Organizational
Development
Interventions
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OD Interventions
An OD intervention is a set of structured
activities designed to improve some aspect
of organizational functioning.
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Interpersonal Interventions
 coaching
and counseling
 sensitivity
 process
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training
consultation
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Group Interventions
 Group
diagnostic meetings
 Team-building
 Role
analysis technique
 Responsibility
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meetings
charting
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Responsibility Chart for an Employment Office
R = Responsibility (initiates)
A-V = Approval (right to veto)
S = Support (put resources against)
I = Inform (to be informed)
Decisions
Karen
Jill
Ken
Bob
Dick
Janet
Advertise jobs
R
I
—
S
—
A-V
Screen applicants
I
R
I
I
—
A-V
Interview applicants
I
I
R
—
S
S
Contact references
—
I
R
—
S
S
Make job referrals
I
I
—
I
S
R
Update data files
—
R
—
—
—
A-V
Administer tests
—
I
—
—
R
S
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Intergroup Interventions
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
Finding a common enemy

Joint activities

Rotating membership

Conflict resolution meetings
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Organizational Interventions
 Survey
feedback
 Knowledge
 Structural
 Quality
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management programs
change
and performance management-TQM
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Quality & Performance Management
 The
purpose of TQM is to reduce errors to zero
and to improve the quality of service.
 What
steps are taken in implementing a TQM
intervention program?
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