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Human resourceTRANSCRIPT
6-1
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
ManagingManagingHuman Human
ResourcesResources Bohlander Snell
ShermanChapter 6
Training and Development
6-2
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Chapter 6 Learning Objectives
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.
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Learning Objectives, cont.
Identify the types of training methods used for managers and nonmanagers.
Discuss the advantages and disadvantages of various evaluation criteria.
Describe the special training programs that are currently popular.
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-4
Presentation Slide 6-1
Training and Development and other HRM Functions
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-5
Presentation Slide 6-2Presentation Slide 6-2
Systems Model of TrainingSystems Model of Training
Needs Assess-
mentDesign Implemen-
tation Evaluation
PhaseOne:
PhaseTwo:
PhaseThree:
PhaseFour:
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-6
Phase 4:Evaluation• Reactions•Learning
•Behavior (transfer)•Results
Phase 3:Implementation
• On-the-job methods•Off-the-job methods
•Management development
Phase 2:Design
• Instructional objectives•Trainee readiness•Learning principles
Presentation Slide 6-2
Systems Model of Training
Phase 1:Needs Assessment
•Organization Analysis•Task analysis
•Person Analysis
Note: US organizations spend over $60 billion annually on training (1.7 billion training hours).
Much of that investment is wasted because it is not done in a systematic way.
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Organization Analysis
Examination of the environment, strategies, and resources of the organization to determine where
training emphasis should be placed
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-8
Presentation Slide 6-3
Needs AssessmentOrganizational
Analysis
Task Analysis
Person Analysis
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Task Analysis
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
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Competency Assessment
Analysis of the sets of skills and knowledge needed
for decision-oriented and knowledge-intensive jobs
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Person Analysis
Determination of the specific individuals who need training
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-12
Designing Training ProgramsInstructional Objectives
Trainee Readiness and Motivation
Characteristics of Successful
Trainers
Principles of Learning
Issues in Training Design
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Instructional Objectives
Desired outcomes of a training program
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-14
Goal
settingModeling
Individualdifferences
Active
practiceWhole vs.partlearning
Distributed
learning
Feedback
Meaning-
fulness
Principles of Learning
Presentation Slide 6-4
Principles of Learning
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Distributed Learning
In most cases, spacing out training periods will result in faster learning
and longer retention
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-16
PER
FOR
MA
NC
E
TIME (weeks)
Low
Hig
h
Presentation Slide 6-5
A Typical Learning Curve
Plateau
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Behavior Modification
Technique that operates on the principle that behavior that is rewarded, or positively reinforced, will be exhibited
more frequently in the future, whereas behavior that is penalized or unrewarded will decrease in frequency
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-18
Training for Nonmanagers
Simulation Apprentice
Audiovisual Materials Classroom
Programmed
On-the-Job
Computer-BasedCooperative,
Internship, and Government
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
On-the-Job Training (OJT)
Method by which employees aregiven hands-on experience
with instructions from their supervisor or other trainer
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-20
Source: The Training within Industry Report (Washington, D.C.: Bureau of Training, Training with Industry Service, War Manpower Commission).
STEP ONE: PREPARATION•Put the employee at ease•Find out what the employee already knows•Get the employee interested and desirous of learning the job
STEP TWO: PRESENTATION•Tell, show, illustrate, and question in order to put of the new knowledge.•Instruct slowly, clearly, completely, and patiently, one point at a time.•Check, question, and repeat.•Make sure the employee really knows.
STEP THREE: PERFORMANCE•Test employee by having him/her perform the job.•Ask questions beginning with why, how, when, where.•Observe, correct errors & repeat instructions.•Continue until you know the employee knows.
STEP FOUR: FOLLOW-UP•Put employee on his/her own.•Check-up frequently that
instructions are followed.•Taper off extra supervision.GET READY, GET SET…
• Decide what the employee must be taught.
• Have the right equipment and materials ready.
• Have the workplace properly arranged.
Job Instruction Training
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Apprenticeship Training
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
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Cooperative Training
Training program that combines practical on-the-job experience with formal educational classes
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Internship Programs
Programs 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
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Computer-Assisted Instruction (CAI)
System that delivers instructional material directly through a computer
terminal in an interactive format
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Computer-Managed Instruction (CMI)
System normally employed in conjunction with CAI that uses a computer to generate and score tests and to determine the level
of training proficiency
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-26
Training for Management Development
On-the-job Experiences Seminars and conferences Case Studies Management Games Role Playing Behavior modeling
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Behavior Modeling
Approach that demonstrates desired behavior and gives trainees the chance to practice and role play
those behaviors and receive feedback
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-28
Characteristics of Successful Trainers
Interest
Enthusiasm
Clear Instructions
Individual Assistance
Knowledge of Subject
Sense of Humor
Adaptability
Sincerity
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-29
REAC
TIO
N
LEARNING
BEHAVIOR
RESU
LTS
Presentation Slide 6-6
Criteria for Evaluating Training
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Transfer of Training
Effective application of principles learned to what is required on the job
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Benchmarking
Process of measuring one’s own services and practices against the recognized leaders in order to identify areas for improvement
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-32
Presentation Slide 6-7
Special Training Programs
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Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning
Orientation
Formal process of familiarizing new employees with the organization,
their jobs, and their work units
Managing Human Resources, 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning 6-34
BEHAVIOR DYNAMICS• member communications• conflict resolution• trusts building• establishing norms• handling difficult members• diversity awareness• team development stages• team issues/concerns• team benefits• features of good teams• negotiations
PROCESS DYNAMICS
• meeting skills• problem solving• brainstorming • decision making• negotiation skills• goal setting• presentation skills• process analysis• task evaluation• customer/vendor analysis• project planning• information management• creativity
Source: George Bohlander and Kathy McCarthy, “How to Get the Most from Team Training,” National Productivity Review, Autumn 1996 25-35.
Team Training SkillsTeam
Training