Mgmt 383Mgmt 383

Chapter 9Chapter 9

Training Human ResourcesTraining Human Resources

Spring 2009Spring 2009

Training CategoriesTraining Categories

• Required Regular TrainingRequired Regular Training –conducted to –conducted to meet mandated requirements and is given to meet mandated requirements and is given to all employees.all employees.• Sexual harassment Training.Sexual harassment Training.• OSHA/Safety training.OSHA/Safety training.

• Job/Technical TrainingJob/Technical Training – conducted to – conducted to impart KSA necessary to perform impart KSA necessary to perform currentcurrent job. job.

• Development and Career TrainingDevelopment and Career Training - - conducted to impart KSA necessary to conducted to impart KSA necessary to perform a perform a futurefuture job. job.

Training CategoriesTraining Categories

• Interpersonal and Problem-Solving Interpersonal and Problem-Solving TrainingTraining –conducted to enhance –conducted to enhance interpersonal communications, interpersonal communications, management/supervisory skills, conflict management/supervisory skills, conflict resolution, manage change, etc.resolution, manage change, etc.• Purpose is to improve working relationships Purpose is to improve working relationships

within the organization.within the organization.

HR Training ResponsibilitiesHR Training Responsibilities

• Prepare skill-training materials.Prepare skill-training materials.• Coordinates training efforts.Coordinates training efforts.• Arranges off-site training.Arranges off-site training.• Provides inputs and expertise for Provides inputs and expertise for

organizational development.organizational development.

Line Managers’ Training Line Managers’ Training ResponsibilitiesResponsibilities

• Provide technical information.Provide technical information.

• Monitor training needs.Monitor training needs.

• Conduct OJT.Conduct OJT.

• Participate and provide inputs about Participate and provide inputs about organizational change efforts.organizational change efforts.

Systems Approach to TrainingSystems Approach to Training

• Assessment PhaseAssessment Phase – determines training – determines training needs and objectives.needs and objectives.

• Pre-TestPre-Test

• Implementation PhaseImplementation Phase – the planned – the planned training is conducted.training is conducted.

• Evaluation PhaseEvaluation Phase – measures how well the – measures how well the training accomplished its objectives.training accomplished its objectives.

Systems Approach to TrainingSystems Approach to TrainingTraining Needs Assessment

Implementation

Determine Training Needs

Identify Training Objectives

Develop the Training Criteria PretestSelect Training Delivery

Methods

Arrange for the Training

Conduct the Training

Systems Approach to TrainingSystems Approach to Training

Evaluation(Compare training outcome

with training criteria)

Levels of Training Needs Levels of Training Needs AssessmentAssessment

• Organizational AnalysisOrganizational Analysis (indicators of a need for (indicators of a need for training)training)

• Job/Task Analysis Job/Task Analysis (consistency of job (consistency of job description and specifications)description and specifications)

• Individual Employee AnalysisIndividual Employee Analysis (actual (actual performance compared to performance standard)performance compared to performance standard)

Organizational AnalysisOrganizational Analysis

• Customer complaints.Customer complaints.• Accident records.Accident records.• Waste/scrap data.Waste/scrap data.• Grievances.Grievances.• Equipment utilization data.Equipment utilization data.• Manager observations.Manager observations.• Training committee observations.Training committee observations.• Exit interviews.Exit interviews.

Job/Task AnalysisJob/Task Analysis

• Do job requirements match employee Do job requirements match employee KSAs?KSAs?

• Do job description requirements match job Do job description requirements match job specifications?specifications?

• Heavily dependent on the accuracy of your Heavily dependent on the accuracy of your job analysis.job analysis.

Individual AnalysisIndividual Analysis

• Sources of individual analysis indicators:Sources of individual analysis indicators:• Performance appraisals. Performance appraisals. • Skills testing.Skills testing.• Individual assessment tests.Individual assessment tests.• Critical incidents. Critical incidents. • Assessment centers.Assessment centers.• Questionnaires and surveys.Questionnaires and surveys.• Job knowledge toolsJob knowledge tools• Internet input (web-based surveys).Internet input (web-based surveys).

Establishing Training Establishing Training ObjectivesObjectives

• Should be observable and Should be observable and measurable:measurable:• Quality of work.Quality of work.

• Quantity of work.Quantity of work.

• Timeliness of work.Timeliness of work.

• Cost savings.Cost savings.

PretestPretest

• It is not cost effective to train It is not cost effective to train employees in skills which they employees in skills which they already possess!already possess!

• Focus training on skills that your Focus training on skills that your employees lack, not those that they employees lack, not those that they currently possess.currently possess.

Learner ReadinessLearner Readiness

• Two critical factors:Two critical factors:• Ability to learnAbility to learn - - not everyone can.not everyone can.• Motivation to learnMotivation to learn – – the desire to the desire to

learn.learn.• Self-efficacySelf-efficacy – the belief that the – the belief that the

individual can learn the training individual can learn the training content.content.

Individual Learning StylesIndividual Learning Styles

• Auditory LearnersAuditory Learners – listening to the – listening to the instructor explain the training content.instructor explain the training content.

• Tactile LearnersTactile Learners – must “get hands on” to – must “get hands on” to learn training content. Learn by doing.learn training content. Learn by doing.

• Visual LearnersVisual Learners - think in pictures and - think in pictures and figures and must see the purpose of the figures and must see the purpose of the training content.training content.

Learning Styles: Adult LearningLearning Styles: Adult Learning

• Malcolm KnowlesMalcolm Knowles five principles of five principles of adult adult learninglearning::• Adults have the need to know why they are learning Adults have the need to know why they are learning

something.something.

• Adults have a need to be self-directed.Adults have a need to be self-directed.

• Adults bring more work-related experiences into the Adults bring more work-related experiences into the learning process.learning process.

• Adults enter into a learning experience with a problem-Adults enter into a learning experience with a problem-centered approach to learning.centered approach to learning.

• Adults are motivated to learn by both extrinsic and Adults are motivated to learn by both extrinsic and intrinsic factorsintrinsic factors

Learning Styles: Learning Learning Styles: Learning Practice and PatternsPractice and Patterns

• Active practiceActive practice - - performing actual job-performing actual job-related tasks & duties by trainees during related tasks & duties by trainees during training, as opposed to passive means, like training, as opposed to passive means, like lecture.lecture.

• Spaced PracticeSpaced Practice – – several practice sessions several practice sessions are spaced over a period of hours or days. are spaced over a period of hours or days. During nontraining times, trainees perform During nontraining times, trainees perform tasks they already know.tasks they already know.

Learning Styles: Learning Learning Styles: Learning Practice and PatternsPractice and Patterns

• Massed PracticeMassed Practice – – the performance of all the performance of all of the practice is conducted at once (best for of the practice is conducted at once (best for process memorization, engine assembly process memorization, engine assembly e.g.)e.g.)

Learning Styles: Behavior Learning Styles: Behavior ModelingModeling

• Behavior ModelingBehavior Modeling – the most basic form – the most basic form of learning, it is merely copying another of learning, it is merely copying another person’s actions or behaviors.person’s actions or behaviors.• Can be used to train individuals to acquire a Can be used to train individuals to acquire a

manager's interpersonal skills.manager's interpersonal skills.• The premise underlying mentoring.The premise underlying mentoring.

Learning Styles: ReinforcementLearning Styles: Reinforcement

• ReinforcementReinforcement (a.k.a., Law of Effect) (a.k.a., Law of Effect) • Essentially rewarded behavior is repeated Essentially rewarded behavior is repeated

behavior.behavior.

• Behavior with negative consequences is not Behavior with negative consequences is not repeated.repeated.

• Immediate ConfirmationImmediate Confirmation - - people learn best people learn best when the reinforcement/ reward is given as when the reinforcement/ reward is given as soon as possible.soon as possible.

Behavior ModificationBehavior Modification

Positive

ReinforcementDesired Behavior is

Behavior Repeated

Negative

Reinforcement

Stimulus

Punishment

Undesired Behavior is

BehaviorExtinguished

Extinction

Internal Training Delivery Internal Training Delivery ApproachesApproaches

• Informal Training Informal Training –– training occurring in training occurring in feedback and interaction with coworkers.feedback and interaction with coworkers.

• On the Job Training (OJT)On the Job Training (OJT) - - The most The most commonly used form of training. A variant is Job commonly used form of training. A variant is Job Instruction Training (JIT).Instruction Training (JIT).• Haphazardly done (not planned).Haphazardly done (not planned).• Overly dependent on the trainer’s motivation and Overly dependent on the trainer’s motivation and

experience at training.experience at training.• Disrupts regular work.Disrupts regular work.

• Cross TrainingCross Training – a variant of OJT by which – a variant of OJT by which people are trained in more than one job.people are trained in more than one job.

External Training Delivery External Training Delivery ApproachesApproaches

• Outsourcing TrainingOutsourcing Training (25%-50% of training (25%-50% of training budgets)budgets)• ConsultantsConsultants• Training organizations (IAML, e.g.)Training organizations (IAML, e.g.)

• Government-supported Job TrainingGovernment-supported Job Training• Government subsidies or tax credits to sent employees Government subsidies or tax credits to sent employees

to training.to training.• Smart Jobs (TX)Smart Jobs (TX)

• Educational Assistance ProgramsEducational Assistance Programs • Employer reimburses employee for education expenses.Employer reimburses employee for education expenses.• General DynamicsGeneral Dynamics

Combination Training Delivery Combination Training Delivery ApproachesApproaches

• Classroom/Conference TrainingClassroom/Conference Training• LecturesLectures• DiscussionsDiscussions• Short coursesShort courses

• Cooperative TrainingCooperative Training• Internships (OJT combined with classroom)Internships (OJT combined with classroom)• ApprenticeshipsApprenticeships • School-to-work transitions (students work at a job School-to-work transitions (students work at a job

while still in school).while still in school).

E-Learning Training ApproachesE-Learning Training Approaches• E-Learning uses the Internet or organization’s intra E-Learning uses the Internet or organization’s intra

net to conduct on-line training.net to conduct on-line training. • Distance Training/LearningDistance Training/Learning

• Two-way television is used to present classes.Two-way television is used to present classes.• Permits larger classes at reduced costPermits larger classes at reduced cost. . • CPE’sCPE’s

• SimulationSimulation• Computer supported vestibule TrainingComputer supported vestibule Training• Behavioral SimulationsBehavioral Simulations• Computerized business gamesComputerized business games• Computerized bargaining simulationsComputerized bargaining simulations

• Blended LearningBlended Learning combines e-learning with other combines e-learning with other forms (commonly, classroom, teleconferencing and forms (commonly, classroom, teleconferencing and simulations).simulations).

Transfer of TrainingTransfer of Training

• In selecting a training delivery approach In selecting a training delivery approach insure it enhances transfer of training --insure it enhances transfer of training --transferring training skills from the class to the transferring training skills from the class to the job.job.• Skills learned in training must be applied to the Skills learned in training must be applied to the

job for which the trainee is assigned. job for which the trainee is assigned. • The use of the skills learned must be maintained The use of the skills learned must be maintained

over time. (If you don’t use it, you lose it)over time. (If you don’t use it, you lose it)

OrientationOrientation

• Purposes:Purposes:• Creates an initial favorable impression [or Creates an initial favorable impression [or

precludes a bad impression].precludes a bad impression].• To facilitate acceptance of the new employee by To facilitate acceptance of the new employee by

the work group.the work group.• To reduce turnover.To reduce turnover.• To enhance job satisfactionTo enhance job satisfaction• Lower absenteeismLower absenteeism• Enhances organizational commitmentEnhances organizational commitment

OrientationOrientation

• Information conveyed:Information conveyed:• Pay & benefits.Pay & benefits.• Work rules (accepted procedures). Work rules (accepted procedures). • Location of equipment & materials.Location of equipment & materials.• Completing required forms.Completing required forms.

• Warning: Information Overload.Warning: Information Overload.• PresentationsPresentations• HandbooksHandbooks• Employee hot-linesEmployee hot-lines• Pamphlets.Pamphlets.

Typical HR Orientation Typical HR Orientation InformationInformation

• OverviewOverview• HistoryHistory• Org ChartOrg Chart• Industries/Bus SectorsIndustries/Bus Sectors

• HoursHours• Recording HoursRecording Hours• Start/Stop TimesStart/Stop Times• OT PoliciesOT Policies

• Pay PoliciesPay Policies• Pay periodsPay periods• Automatic depositsAutomatic deposits

• Employee HandbookEmployee Handbook

• Personnel PoliciesPersonnel Policies• EEOEEO• DrugDrug• Sexual HarassmentSexual Harassment• Grievances/ComplaintsGrievances/Complaints

• Insurance benefitsInsurance benefits• Leave benefitsLeave benefits

• Sick LeveSick Leve• Personal leavePersonal leave• HolidaysHolidays• FMLAFMLA

• Retirement PlansRetirement Plans

Typical Orientation Typical Orientation Information by SupervisorInformation by Supervisor

• Overview of Work AreaOverview of Work Area• Tour of DeptTour of Dept

• Intro to CoworkersIntro to Coworkers

• Company TourCompany Tour

• Work LocationWork Location• Dress CodeDress Code

• Employee LockersEmployee Lockers

• RestroomsRestrooms

• Telephones for Personal UseTelephones for Personal Use

• ParkingParking

• Job OrientationJob Orientation• Job OverviewJob Overview• Job Description ReviewJob Description Review• Job EquipmentJob Equipment• Safety PoliciesSafety Policies• Safety EquipmentSafety Equipment• Accident ReportingAccident Reporting

• EmergenciesEmergencies• MedicalMedical• Power FailurePower Failure• FireFire• Weather ClosingsWeather Closings

OrientationOrientation

• Evaluation and ControlEvaluation and Control• Survey questionnaires.Survey questionnaires.• Written tests on organizational information.Written tests on organizational information.• Interviews.Interviews.

Training EvaluationTraining Evaluation

• Always compare the cost of the training Always compare the cost of the training with the benefits it produces.with the benefits it produces.• Always decide how the training is to be Always decide how the training is to be

evaluated before the the training begins.evaluated before the the training begins.• Remember the axiom: “Nothing will improve Remember the axiom: “Nothing will improve

until its measured.”until its measured.”

BenefitsBenefits and and CostsCosts Metric Metric

• BenefitsBenefits• Increased productionIncreased production

• Error reductionError reduction

• Turnover reductionTurnover reduction

• Reduced supervisionReduced supervision

• Advancement potentialAdvancement potential

• New KSA (flexibility)New KSA (flexibility)

• Changed attitudesChanged attitudes

• CostsCosts• Trainers’ salariesTrainers’ salaries• Trainees’ salariesTrainees’ salaries• Training materialsTraining materials• Facilities costsFacilities costs• EquipmentEquipment• Living expenses for Living expenses for

trainers & traineestrainers & trainees• TransportationTransportation• Lost productionLost production

Four Levels of Training Four Levels of Training EvaluationEvaluation

• ReactionReaction - - student evaluations, e.g.student evaluations, e.g.• LearningLearning - - testing and demonstrated skills testing and demonstrated skills

acquisition.acquisition.• Behavior Behavior – – behavior change (more difficult behavior change (more difficult

to measure than others).to measure than others).• ResultsResults - - observable and measurable observable and measurable

improvement in job performance.improvement in job performance.

Levels of Training EvaluationLevels of Training Evaluation

Learning

Results

Reaction

Behavior

Ease of MeasurementEasy Difficult

High

Low

Value

Three Evaluation Designs Three Evaluation Designs

• Post MeasurePost Measure • Train Measure PerformanceTrain Measure Performance

• Pre/Post MeasurePre/Post Measure • Pre Measure Train Measure PerformancePre Measure Train Measure Performance

• Pre/Post Measure with a Control GroupPre/Post Measure with a Control Group• Pre Measure Train Measure PerformancePre Measure Train Measure Performance

• Pre Measure Pre Measure Measure Performance Measure Performance