1. Training and Development
Chapter 7

2. Why training?
Careful selection of employees doesn’t guarantee success if they cannot perform effectively
Your high-potential employees may struggle if they don’t know what to do and how to do
Effective training figures out what to do and how to do
Where an employers fail to train and employee does harm to third parties, the court will find the employer liable

3. The Training Process Training The strategic context of training
- The process of teaching new or current employees the basic skills they need to perform their jobs.
The strategic context of training
- Aligning strategy and training
Training program should support firm’s strategic goals
Caterpillar Inc. established Caterpillar University that aligns corporation’s business strategy with developmental needs

4. Training Process (cont.)
Consisted of 4 steps:
1. Need analysis
2. Design
3. Implement the program
4. Evaluate the training session

5. Need Analysis: New Employees
Task analysis:
A detail analysis of the job
Job description and job specification should be scrutinized

6. Need Analysis: Competency Model for the HR Managers (cont.)
Roles: 1. Line Function 2. Staff Function 3. Strategic HR Function
Areas of Expertise: 1. HR Practices 2. Strategic Planning
3. Employment Law 4. General Management
Basic Competencies: 1. Personal Competencies 2. Interpersonal Skills 3. HR/ Business Management

7. Need Analysis: for Existing Employees
Performance Analysis
A process of determining whether there is a performance deficiency

8. Performance Analysis (cont.)
3 crucial elements
1. Identify the job standard of the job holder
(e.g. To make 10 new contracts per week)
2. Compare standard with current performance - Performance Appraisal - Job-related performance data (productivity, absenteeism, waste, late deliveries, product quality, and customer complaints) - Observations by the supervisors - Conduct interviews with the candidates

9. Performance Analysis (cont.)
3. Cant’ do/ won’t do
Can’t do: employees don’t know what to do and how to do or employees don’t have the skills
Example- To make 6 new contracts per week
Won’t do: Employees are reluctant to do the job
Can’t do problems needs training right away
What are you going to do with won’t do?

10. Designing the Training Program
It focuses on 3 crucial elements
Training objective
What is the actual need?
Example: To make 10 contracts per week
Sort the training budget out
Development cost
Direct and indirect cost
Deciding on the actual content
- Online and offline content

11. Implement the Training Program
On-the-job training
Having a person learn a job by actually doing the job
Inexpensive
Immediate feedback
Off-the-job training
Takes place at a site away from actual environment
Could be expensive
Immediate feedback might not be available

12. On-the Job Training Methods
Apprenticeship training
A structured process by which people become skilled workers through a combination of formal learning and long term on- the-job training. Example: Dofasco and Google conduct these programs
Informal learning
The majority of what employees learn on the job they learn through informal means of performing their jobs on a daily basis.
Job instruction training (JIT)
Listing each job’s basic tasks, along with key points, in order to provide step-by-step training for employees.

13. Managerial on-the-Job Training
Job rotation
Moving a trainee from department to department to broaden his or her experience and identify strong and weak points.
Coaching/Understudy approach
The trainee works directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching

14. The 25 Most Popular Apprenticeships
According to the U.S. Department of Labor apprenticeship database, the occupations listed below had the highest numbers of apprentices in These findings are approximate because the database includes only about 70% of registered apprenticeship programs—and none of the unregistered ones.
• Boilermaker
• Bricklayer (construction)
• Carpenter
• Construction craft laborer
• Cook (any industry)
• Cook (hotel and restaurant)
• Correction officer
• Electrician
• Electrician (aircraft)
• Electrician (maintenance)
• Electronics mechanic
• Firefighter
• Machinist
• Maintenance mechanic (any industry)
• Millwright
• Operating engineer
• Painter (construction)
• Pipefitter (construction)
• Plumber
• Power plant operator
• Roofer
• Sheet-metal worker
• Structural-steel worker
• Telecommunications technician
• Tool and die maker
Figure 8–2

15. Off-the Job Training Methods
Effective lectures
Use the relevant content
Be alert to your audience
Maintain eye contact with the trainees
Make sure everyone in the room can hear
Control your hands
Talk from notes rather than from a script
Break a long talk into a series of five-minute talks
Keep your conclusions short

16. Off-the Job Training Methods (cont.)
Programmed instruction (PI)
A step-by-step, self-learning that consists of 3 steps:
Presenting questions or facts to the learner
Allowing the person to respond
Giving the learner immediate feedback on the accuracy of his or her answers
Advantages
Reduced training time
Self-paced learning
Immediate feedback
Reduced risk of error for learner

17. Off-the Job Training Methods (cont.)
Audiovisual-based training
The extensive use of DVDs, films, PowerPoint and audio tapes
To illustrate following a sequence over time
To expose trainees to events not easily demonstrable in live lectures
To meet the need for organization-wide training and it is too costly to move the trainers from place to place.

18. Off-the Job Training Methods (cont.)
Simulated Learning (occasionally called vestibule training)
A method in which trainers learn on the actual equipment they will use on the job
Training employees on special off-the-job equipment so training costs and hazards can be reduced.

19. End of the session

20. Distance and Internet-Based Training Off-the Job Training
Videoconferencing
Interactively training employees who are geographically separated from each other—or from the trainer—via a combination of audio and visual equipment.
Training via the Internet
Using the Internet or proprietary internal intranets to facilitate computer-based training

21. Off-the-Job Management Training and Development Techniques
Case study method
Managers are presented with a description of an organizational problem to diagnose and solve.
Outside seminars
Many companies and universities offer Web-based and traditional management development seminars and conferences.

22. Off-the-Job Management Training and Development Techniques (cont.)
Behavior modeling
Modeling: showing trainees the right (or “model”) way of doing something.
Role playing: having trainees practice that way
Social reinforcement: giving feedback on the trainees’ performance.
Transfer of learning: Encouraging trainees apply their skills on the job.

23. Off-the-Job Management Training and Development Techniques (cont.)
Corporate universities
Provides a means for conveniently coordinating all the company’s training efforts and delivering Web-based modules that cover topics from strategic management to mentoring.
In-house development centers
A company-based method for exposing prospective managers to realistic exercises to develop improved management skills.

24. Evaluating the Training Effort
Designing the evaluation study
Time series design
Controlled experimentation

25. Time Series Training Evaluation Design

26. Controlled Experimentations
A training group and a controlled group that receives no training
Data (e.g. quality of service and quantity of sales) for both groups is collected before the group is exposed to training
The training group then receives the training while controlled group receives no training
This makes it possible to determine the extent to which any change in the training group’s performance

27. Training Effects to Measure
Reaction- Evaluate reactions to the program. Did they like the program?
Learning- Test the trainees to determine if they have learned the principles
Behavior- Determine whether trainees’ behavior on the job has been changed due to training
Results- Most important element. Have you achieved the actual goal of training? Can the employee produce 10 contracts per week?

28. Thank you!