MANA 3320 Dr. Jeanne Michalski Training MANA 3320 Dr. Jeanne Michalski 1

Syllabus Update March 1 Training & Development Read: Chapter 7 March 5 Performance Appraisals Read: Chapter 8 March 8 Performance Appraisals March 10 Employee Separation/Review  March 12 Exam 2 Chapters 5 - 8   Annualized turnover rate = number of employees leaving * (12) _ average # of employees # months in period during the period

Training and Development and Other HRM Functions Availability of training can aid in recruitment Recruitment Provide an additional source of trainees Training may permit hiring less-qualified applicants Selection Effective selection may reduce training needs Training aids in the achievement of performance Performance Appraisal A basis for assessing training needs and results Training and development may lead to higher pay Compensation Management A basis for determining employee’s rate of pay Training may include a role for the union Labor Relations Union cooperation can facilitate training efforts

T&D in the U.S. Estimated $16 billion to $55 billion annually. 1% of payroll are best estimates for large companies. 93% of establishments have formal training programs 50% of all employees experience some kind of company-sponsored training program in last 12 mos. Steady increase technical training and the % of employees trained over last 10 years. Most common types of training are new employee orientation and supervisory / managerial training.

Training vs. Development

Adult Learning Theory Adults need to know why they are learning something. Adults desire to be self-directed. Adults bring more work-related experiences to the learning situation. Adults enter into a learning experience with a problem-solving orientation. Adults are motivated by both extrinsic and intrinsic motivators.

A Typical Learning Curve High Performance Plateau Low Time (weeks)

Training Design Implications of Adult Learning Theory Mutual planning and collaboration in instruction. Use learner experience as a basis for examples and applications. Develop instruction based on learner’s interests and competencies. Immediate application of content. Problem-centered rather than subject centered learning. Formal vs. Informal Training Most powerful learning experiences come on-the-job Informal training difficult to manage.

Training Implementation Training Process Program Design Needs Assessment Training Implementation Evaluation

Phase 1: Conducting the Needs Assessment Organization Analysis An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. Task Analysis The 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. Person Analysis A determination of the specific individuals who need training.

Needs Analysis Organizational Analysis: Strategic Direction / Managerial Support / Resources Skills Requirements Current jobs Future initiatives Employee Skills Current Employees New Hires

Phase 2: Designing the Training Program Issues in training design Instructional objectives Trainee readiness and motivation Principles of learning 5

Phase 2: Designing the Training Program Instructional Objectives Represent the desired outcomes of a training program Performance-centered objectives Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.

Principles of Learning Focus on learning and transfer Goal setting - What’s the value? Meaningfulness of presentation Behavioral modeling Recognition of individual learning differences 5

Principles of Learning (cont’d) Focus on method and process Active practice and repetition Whole versus-part learning Massed-vs-distributed learning Feedback and reinforcement 5

Training Basics Break into groups Discuss training that group members have experienced (other than college classes) Generate a list that captures different: ways in which training was delivered topics that were covered

Phase 3: Implementing the Training Program Choosing the instructional method Nature of training Type of trainees Organizational extent of training Importance of training outcomes 5