1. Training and Development
Chapter 13
Training and Development
McGraw-Hill/Irwin
Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved.

2. Plan Of Text Part 4 Chapter 13 “Training and Development”
Introduction to Human Resource management and the Environment
Part 2
Acquiring Human Resources
Part 3
Rewarding Human Resources
Part 4
Developing Human Resources
Part 5
Labor-Management Relations and Promoting Safety and Health
Chapter 13 “Training and Development”
Chapter 14 “Career Planning and Development”

3. Chapter 13 Learning Objectives
Define training and learning.
Describe the characteristics of an orientation program.
Explain the role of a performance analysis can play in identifying employees’ needs for training.
Discuss the differences among development programs targeted for individuals, for groups, and for the total organization.
Explain the importance of evaluation training and development and how it can be done effectively in an organization.
Compare the distinct concepts of goal setting, behavior modification, and team building.

4. Introduction
Orientation – orients, directs, and guides employees to understand the work, the firm, their colleagues, and the firm’s mission
Training – helps employees to do their work better
Development – prepares individual workers for the future. Development focuses on learning and personal development

5. Introduction Training & development provides employees with
Information
Skills
An understanding of the organization and its goals
The ability to make positive contributions in the form of good performance

6. Orientation Mission Aligns the employee with the firm’s Goals Culture
Explain the work to be done
Mission
Goals
Aligns the employee with the firm’s
Is also used to
Culture
Introduce employees to managers and work groups

7. Orientation Newness anxiety caused by… A good orientation program can…
Feeling unsure about the future
Not knowing what to expect
Having to cope with a major life change
A good orientation program can…
Start him/her off with a positive attitude
Make the first few days a positive experience
Get workers adjusted to the firm’s culture, structures, employee mix

8. Similar to Socialization Responses are Both Cognitive and Emotional
Orientation
Established group communicates systematic sets of expectations for how newcomers should behave
Similar to Socialization
Workers receive and try to understand the cultural messages being sent
If the messages are not understood or accepted, they invent their own behaviors
Responses are Both Cognitive and Emotional

9. Goals of Orientation
Clear messages that are understood and accepted can
Reduce anxiety – fear of failure on the job
Reduce turnover
Save time
Develop realistic expectations

10. Who Orients New Employees?
Union officials
Operating manager
HRM department
One or more of these
Informal
Formal
Forms of orientation

11. How Orientation Works Guidelines
Begin with relevant, immediate information, then move to general policies
Devote significant time to the human side
Have experienced worker or supervisor “sponsor” (mentor) the new employee
Gradually introduce new employees to coworkers
Allow new employees time to acclimate before increasing job demands

12. Orientation Follow-Up
The final phase of orientation is assigning the new employee to the job
Supervisor takes over, continues orientation
Ensure adequate orientation with feedback system
Job information form
Follow-up meeting with orientation group

13. Training Should relate to present job skills and abilities
Should have a current orientation
Helps employees master the skills/abilities needed to be successful
Is an opportunity to acquire skills, attitudes, and knowledge
Process of Altering Employee Behavior

14. Exhibit 13-1 A General Systems Model of Training and Development

15. Process used to determine if, and what type of, training is necessary
Needs Assessment
Process used to determine if, and what type of, training is necessary
Task analysis: identify the tasks, knowledge, skill, behaviors that should be included in training
Person analysis: determine who needs training and their readiness for training
Organizational analysis: examine a firm’s mission, resources, and goals

16. Needs Assessment Conducted through Provides profile of Interviews What
Surveys
Who
Review of records
When
Observation
Whether
Discussions

17. Important Goals of Training
Transfer validity
Intra-organizational validity
Training validity
Inter-organizational validity
Evaluation procedures determine what the training and development accomplished
Important Goals of Training

18. Learning Principles and Training
Trainee must be motivated to learn
Trainee must be able to learn
Material must be communicated effectively
Training must transfer to the job
Learning must be reinforced
Training must provide for practice of the material
Material presented must be meaningful

19. Learning Organizations
New and expansive patterns of thinking are nurtured
Collective aspiration is set free
People continually expand their capacity to create the results they desire
People are continually learning how to learn together
In The Fifth Discipline, Peter Senge described learning organizations as places where

20. Exhibit 13-2 Instructional Methods: Frequency of Use

21. Training Activities
The consensus accounting model of the American Society for Training and Development
Determine all training cost categories
Establish a definition of training
Training must make a specific contribution to the organization’s goals
Code the costs
Calculate training costs

22. Exhibit 13-3 Percentage of Training Expenditures Allocated to Program Area

23. Training Needs and Objectives
Needs assessment involves analyzing the
Organization’s needs
Knowledge, skill, and ability needed to perform the job
Person or jobholder’s needs
Firm’s long- and short-term objectives

24. Training Needs and Objectives
Ratios
Objectives
Performance appraisals
Efficiency
Quality of production
Absenteeism records
Org charts
Typically also reviewed

25. Training Needs and Objectives
To determine employee training needs
Observe
Listen
Talk to supervisors
Examine the problems employees have
Look for gaps between expected and actual results

26. Exhibit 13-4 Methods by Which Types of Training are Provided
13-26

27. Choosing Trainers and Trainees
Success of the training program also depends on the trainer, who should be able to
Speak well
Write convincingly
Organize the work of others
Be inventive
Inspire others to greater achievements

28. Choosing Trainers and Trainees
Require practice and repetition
Provide time for practice
Especially true if technical skills are involved
Qualified trainers can help prepare training materials
Managers can be good trainers
Principles of learning
Communicate effectively

29. Outdoor-oriented games
Forms of Training
On-the-job training
Case method
Behavior modeling
Outdoor-oriented games
Role playing
In-basket technique
Management games

30. Exhibit 13-5 Job Instruction Training (JIT) Methods
13-30

31. Exhibit 13-6 Case Study vs. Role Play
13-31

32. Which Approach Should be Used?
Base choice on
How many managers need to be developed
Relative costs per manager for each method
Availability of development materials
The instructor’s capabilities
Employees’ learning efficiency and motivation

33. EXHIBIT 13-7 Objectives of Three Approaches to Learning
13-33

34. On-The-Job Training for Managers
On-the-job management training is relevant and immediately transferable to the job
Widely used approaches
Coaching and counseling
Transitory anticipatory experiences
Transfers and rotation

35. Coaching and Counseling
Key Points
Answer questions
Explain why things are done the way they are
Manager-trainee is introduced to the proper contacts
Coach/superior and manager/trainee relationships resemble the buddy system in employee training
Trainee must be allowed to make decisions/mistakes
Committee assignments can be a form of coaching

36. Coaching and Counseling
Coaching is likely to fail when
There is inadequate time for coaching/counseling
The subordinate isn’t allowed to make mistakes
A rivalry develops
Dependency needs of the subordinate are not recognized or accepted by the superior
Proponents contend that
Coaching and counseling, coupled with rotation through jobs and functions, are effective

37. Transitory Anticipatory Experiences
Allows a person to perform duties of the old job while learning duties of the new one
Also called assistant understudy, multiple management, management apprenticeship
In some approaches, the trainee performs part of the job for the incumbent

38. Transfers and Rotation
Accelerates the promotion of competent individuals
Can include functional and geographic transfers
Trainees rotate through a series of jobs
Advocate arguments
Increases the effectiveness of the organization
Introduces more new ideas into the organization
Broadens the manager’s background

39. Off-The-Job Training Types of Training
Most Popular Methods
Programmed instruction Most effective when knowledge is objective
Case method Improves problem-solving skills
Lecture-discussion, w/audiovisual supplement
Programmed instruction
Computer-assisted instruction

40. Computer-Assisted Instruction
Advantages
Allows trainees to learn at their own pace
Trainees can study areas that need improvement
Flexibility
Learning is more self-initiated and individualized
The Internet offers ways to
Increase learning
Link resources
Share knowledge inside/outside an organization

41. Computer-Assisted Instruction
Training Delivery
Conferences
Bulletin boards
Online courses
Forums
Newsgroups

42. Computer-Assisted Instruction
Multimedia-based training (MBT)
Virtual reality (VR)
Intranets
Distance learning (just-in-time training)
Common Formats

43. Management Development
Uses behavioral science knowledge to deal with problems of change
A continuous process in effective firms
Should be planned because it requires
Systematic diagnosis
Development of a program
Mobilization of resources
Top-management commitment

44. EXHIBIT 13-8 Diagnostic Steps in Development Programs
13-44

45. The Goal-Setting Process
Intensity
Specificity
Difficulty
Attributes of cognitive processes of goal setting
Organizations must update/strengthen anti-harassment policies to include

46. The Goal-Setting Process
Diagnosis
Prepare employees for goal setting through interaction, communication, training, action plans
Perform final review to check the goals set, modified, and accomplished
Emphasize the attributes of goals
Conduct reviews and make necessary goal adjustments
Key Steps

47. Individual Differences and Goal Setting
Why goal setting leads to better performance
Social factor (group discussion)
Motivational factor (involved in goal-setting)
Cognitive factor (sharing information)
Social and motivational factors increase
Quality of performance
Learning the task
Goal acceptance
Group commitment
Satisfaction

48. Individual Differences and Goal Setting
A Study Examined Race as a Variable
Goal clarity and feedback were related to performance for African-Americans only
Goal difficulty was related to performance for whites only
Researchers propose that African-Americans have higher need for security

49. Criticisms of Goal Setting
Encourages game playing
Goal setting is complex and difficult to sustain
Used as a control device to monitor performance
Goal achievement can become an obsession
Works well for simple jobs, but not for jobs where goals are not easily measured

50. Behavior Modification
Negative reinforcement
Punishment
Also called operant conditioning
Non-reinforcement or punishment of unwanted behavior
Individual learning through enforcement
Principles of operant conditioning
Systematic reinforcement of desirable behavior
Positive reinforcement
Extinction

51. Exhibit 13-9 Applied Behavior Modification: A Step-by-Sep Procedure
13-51

52. Exhibit 13-10 Questions for Performance Analysis
13-52

53. Exhibit 13-11 Using the ABC Analysis for Below-Average Performance
13-53

54. Criticisms of Behavior Modification
Can become dependent on the reinforcer or extrinsic reinforcers
No real change underlying behavior
Reinforcements not independent of beliefs, values, mental processes
When reinforcement no longer available, the behavior becomes extinct

55. Team Building
A development process that helps organization members work better in groups
Problem-solving skills
Communication
Sensitivity to others
Organizational success requires cooperation
Teams of people must work in harmony
Includes task forces, committees, project teams, and interdepartmental groups

56. Successful Team Building
Participation is encouraged and sustained
Improved communication & problem solving within & between teams
Technique is tailored to the needs/problems of the groups involved
Successful Team Building

57. Evaluation of Training & Development
Cost-benefit analysis
Final Phase of Training/Development
Criteria used depend on the objectives and who sets the criteria: management, trainers, or trainees
Compare Results (benefits) With Objectives
Total cost = direct costs + indirect costs

58. Evaluation of Training & Development
Criteria for Evaluating Training
Internal
External
Participant reaction

59. A Matrix Guide for Evaluation
Systematic evaluation matrix can be used to review relevant issues or questions
Design and data collection require following scientific method
Simply asking participants if they like the program is not scientific
Most pressing question is whether learning transfers to the job

60. Exhibit 13-12 An Evaluation Matrix: Issues to Consider
13-60

61. Training Effectiveness
Management must hold those who train and develop employees accountable
Not easy, but necessary and often glossed-over
Efficient use of people, dollars, and facilities
Possible if evaluation phase is completed & sound research used
Formal training/development is more effective than informal training, or no training at all

62. In review, did we… Define training and learning.
Describe the characteristics of an orientation program.
Explain the role of a performance analysis can play in identifying employees’ needs for training.
Discuss the differences among development programs targeted for individuals, for groups, and for the total organization.
Explain the importance of evaluation training and development and how it can be done effectively in an organization.
Compare the distinct concepts of goal setting, behavior modification, and team building.