Human
Human Resource
Resource SECTION
SECTION 3
3
Management
Management Training
Training and
and
Developing
Developing
Human
Human
Resources
Resources
Robert L. Mathis John H. Jackson
Chapter 9
Training
TrainingHuman
HumanResources
Resources
Nature
Nature of
of Training
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.
9–2
Nature
Nature of
of Training
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.
9–3
Performance
Performance Consulting
Consulting
Figure 9–1
9–4
Performance
Performance Consulting
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.
9–5
Benefits
Benefits of
of Strategic
Strategic Training
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.
9–6
Developing
Developing Strategic
Strategic Training
Training Plans
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?
9–7
Systematic
Systematic Training
Training Process
Process
Figure 9–3
9–8
1.
1. Sources
Sources of
of the
the Information
Information Used
Used in
in
Training
Training Needs
Needs Assessment
Assessment
Organizational Analyses Job/Task Analyses Individual Analyses
Figure 9–4
9–9
Establishing
Establishing Training
Training Objectives
Objectives
and
and Priorities
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.
9–10
2.
2. Elements
Elements of
of Training
Training Design
Design
Figure 9–5
9–11
Learning:
Learning: The
The Focus
Focus of
of Training
Training
• Learner Readiness
Ability to learn
Learners must possess basic skills.
Motivation to learn
Learners must desire and value training.
Self-efficacy
Learners must believe that
they can successfully learn
the training content.
9–12
Learning
Learning Styles
Styles (cont’d)
(cont’d)
• Spaced Practice
Several practice sessions spaced over a period of hours
or days
• Massed practice
Performance of all the practice at once.
9–13
Learning
Learning Styles
Styles (cont’d)
(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.
9–14
Learning
Learning Styles
Styles (cont’d)
(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.
9–15
Learning:
Learning: Types
Types of
of Training
Training
Required
Requiredand
and Job/Technical
Job/Technical
Regular Training
Regular Training Training
Training
Types
Types ofof
Training
Training
Interpersonal
Interpersonaland
and
Developmental
Developmentalandand Problem-Solving
Problem-Solving
Innovative
InnovativeTraining
Training Training
Training
9–16
Orientation:
Orientation: Training
Training for
for New
New Employees
Employees
Achievements
Achievements of
of
Effective
Effective Orientation
Orientation
Socialization
Socialization Performance
Performance
Favorable
Favorable Provides
Provides Co-Worker
Co-Worker and
and and
and
Impression
Impression Information
Information Acceptance
Acceptance Integration
Integration Productivity
Productivity
9–17
Effective
Effective New
New Employee
Employee Orientation
Orientation
Prepare
PrepareNew
NewEmployee
Employee
Consider
Consider“buddy”
“buddy”mentors
mentors
Use
Usean
anorientation
orientationchecklist
checklist
Cover
Coverneeded
neededinformation
information
Present
Presentinformation
informationeffectively
effectively
Avoid
Avoidinformation
informationoverload
overload
Evaluation
Evaluationand
andfollow-up
follow-up
9–18
3.
3. Training
Training Delivery:
Delivery: Considerations
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
9–19
Internal
Internal Training
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
9–20
Stages
Stages for
for On-the-Job
On-the-Job Training
Training (OJT)
(OJT)
Figure 9–6
9–21
External
External Training
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.
9–22
Sources
Sources of
of External
External Training
Training
Vendor
VendorTraining
Training
and
andCertification
Certification
Government-
Government-
Supported
SupportedJob
Job External
ExternalTraining
Training
Training
Training
Educational
Educational
Assistance
Assistance
Programs
Programs
9–23
E-Learning:
E-Learning: Online
Online Training
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
9–24
Advantages
Advantages and
and Disadvantages
Disadvantages of
of E-learning
E-learning
Source: Developed by Lisa A. Burke and Robert L. Mathis. Figure 9–7
9–25
Training
Training Approaches
Approaches
Cooperative
Cooperative
Training
Training
Instructor-Led
Instructor-Led
Distance
Distance
Training
Training Classroom
Classroomand and
Training/Learning
Training/Learning Methods
Methods Conference
Conference
Training
Training
Simulations
Simulations
and
andTraining
Training
9–26
4.
4. Levels
Levels of
of Training
Training Evaluation
Evaluation
Figure 9–8
9–27
Training
Training Evaluation
Evaluation (cont’d)
(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
9–28
Some
Some Typical
Typical Costs
Costs and
and Benefits
Benefits of
of Training
Training
Figure 9–9
9–29
Evaluation
Evaluation Designs
Designs
Post-Measure
Post-Measure
Evaluation
Evaluation
Pre-/Post-Measure
Pre-/Post-Measure Design
Design
Pre-/Post-Measure
Pre-/Post-Measure
with
withaaControl
Control Group
Group
9–30
Training
Training for
for Global
Global Assignments
Assignments
• Only 50%–60% of global employers provide
formal training programs for expatriates and
their families.
Topics covered in pre-departure training:
Dailyliving conditions, cultural customs, business issues,
country history, climate, and transportation and
communication systems.
Foreign firms operating in the United States conduct
training programs to prepare their employees for the
food, customs, labor and HR practices, and other
facets of working and living in the U.S.
9–31
Intercultural
Intercultural Competence
Competence Training
Training
Figure 9–10
9–32
