1. Chapter 7 Training and Developing Employees

2. Outline 7-1 Gaining Competitive Advantage 7-2 HRM Issues and Practices
7-3 The Manager’s Guide

3. 7-1 Gaining Competitive Advantage
Training
Focuses on current jobs
Development
Prepares employees for future jobs
Training & Development contribute to competitive advantage by:
Enhancing recruitment
Building worker competence
Reducing the likelihood of unwanted turnover

4. Increasing The Competence of New Employees
Three types of training
Technical
Orientation
Literacy

5. Increasing The Competence of Current Workers
Current employees may require certain types of training or retraining, classified as:
Remedial
Implemented when workers are deficient in some skills
Change-related
Used to keep up-to-date with various changed including technology, laws or procedures, or the organization’s strategic plan
Developmental instruction
Provide employees with the appropriate skills needed for higher level positions

6. 7-2 HRM Issues and Practices
The Instructional Process
Step 1: Deciding What to Teach
Step 2: Deciding How to Maximize Participant Learning
Step 3: Choosing the Appropriate Training Method
Step 4: Ensuring That Training Is Used On-The-Job
Step 5: Determining Whether Training Programs Are Effective

7. Step 1: Deciding What to Teach
Assessing training needs
Determining training objectives

8. Assessing Training Needs
A training need exists when:
Employees’ job behavior is somehow inappropriate, or
Their level of knowledge or skill is less than that required by the job, and
Such problems can be corrected through training
Training needs are prioritized based on these criteria:
The number of employees experiencing a deficiency in a particular skill
The severity of the deficiency
The importance of the skill for meeting organizational goals
The extent to which skill improvement can be achieved through training

9. Determining Training Objectives
Training objectives describe what the trainee should be able to do as a result of the training
Helps determine content of training program

10. Step 2: Deciding How to Maximize Participant Learning
To maximize learning, the program should be presented in a way that:
Gains and maintains the trainees’ attention
Provides the trainees with an opportunity to practice the skills being taught
Provides the trainees with feedback on their performance

11. Learner Attention Gaining trainees’ attention
Relay the importance and relevance of the training
Demonstrate how the content of the program relates to their jobs
How attendance will benefit the trainee
Maintaining trainees’ attention
Varying the pace and kind of material presented
Present program in short segments
Involve frequent opportunities for audience participation

12. Practice
Essential to effective learning because it strengthens the stimulus—response bond
Distributed practice
Dividing the practice into segments or sessions
Prefers—leads to better long-term retention
Massed practice
Providing all the practice in one longer session
“Whole method”
When the material is simple
“Part method”
When the material is more complex
Divides material into parts

13. Feedback
Give positive feedback to trainees whenever they perform the task correctly
Such feedback can be very encouraging to the trainee and thus serve as a motivator
When trainees perform incorrectly, they need corrective feedback
Such feedback should provide information regarding what the trainee is doing wrong and how this behavior can be corrected

14. Step 3: Choosing Appropriate Instructional Methods
On-the-job training
Job Instruction training
Lecture
Case method
Role playing
Behavior modeling
Computer-based instruction
Video training
Interactive video training

15. On-the-Job Training Program
List all the information/skills the trainees need to learn
Set learning objectives
Trainee has an opportunity to observe a competent worker perform each important task of the job
The worker should explain the “hows” and “whys” of a task to the trainee
Give the trainee an opportunity to perform each of the important tasks of the job
Provide sufficient opportunity to practice the task
Give necessary feedback

16. Job Instruction Training Program
Starts with a job breakdown (step-by-step listing of how the job should be performed)
Key points that will help workers perform the task effectively and safely should address the following questions:
Is there anything in the step that will make or break the job?
Are there any potential dangers in the step?
Are there any pointers for making the task easier to perform?
Trainer explains and demonstrates the task
Allows the trainee to perform it, one step at a time
Corrective feedback is given, when necessary

17. Lecture Method
Most appropriate for situations where simple acquisition of knowledge is the goal
Example—describing company history during an orientation training session for new employees

18. Case Method
Requires trainees to analyze cases depicting realistic job situations
Aims of the case method:
To teach critical thinking/problem-solving skills
To teach trainees how to identify potential problems and recommend realistic actions
At the end of the case trainees are to analyze the situation and recommend a solution

19. Role-Playing Presents some problem involving human interaction
Role players are given feedback by the trainer and the rest of the group on their performance
Issues addressed during feedback typically revolve around these type of questions:
What was correct about the participant’s behavior?
What was incorrect about the participant’s behavior?
How did the participant’s behavior make the other participants feel?
How could the trainee have handled the situation more effectively?

20. Behavior Modeling
Based on the idea that workers learn best when they see how a task should be performed and then practice the task with feedback until they are competent
Behavior modeling program steps:
Present an overview of the material
Describe the procedural steps
Model or demonstrate the procedural steps
Allow guided practice
Become very popular in recent years because it successfully incorporates each of the learning principles

21. Computer-Based Instruction
Uses a computer to instruct students through:
Drills
Games
Computer simulations
Several positive features:
Interactivity
Self-paced learning
Provide step-by-step walk-through of procedures
Can be done without the cost and risks associated with training done on actual equipment

22. Video Training
May be used to present prerecorded content to demonstrate a point
Video may be used to record and play back trainees’ performance during the program

23. Interactive Video Training
Combines computer and video technology
Trainees interact with the screen through a keyboard or voice command system
Trainees watch a video segment and respond to the questions on the screen
Works especially well when human error has grave consequences
Example—used in medical schools for teaching diagnostic skills

24. Step 4: Ensuring That Training Is Used on the Job
Overlearning
Matching course content to the job
Action plans
Multiphase programming
Performance aids
Post-training follow-up procedures
Building a supportive work environment

25. Step 5: Determining Whether Training Programs Are Effective
What to evaluate
Trainee reactions
Testing
Performance appraisal
Records of organizational performance

26. Evaluation Design Pretest Post-test Control Group
Show the trainees’ base or pre-training level of knowledge, skill, or performance
Post-test
Show the trainees’ post-training level of knowledge, skill, or performance
Control Group
Identical in makeup to the group trained, except they have not received the training

27. Management Development
Developing a Succession Planning Program
Designing the Instructional Program: Timing and Content
Designing the Instructional Program: Instructional Methods

28. Developing a Succession Planning Program
Tying management development to HR planning
Defining managerial requirements
Assessing management potential
Identifying career paths
Developing replacement charts

29. Instructional Program: Timing and Content
May be given before or after the candidate has been selected and placed on the job
Content
Should bridge gaps in what individuals already know and what they need to know for their new positions

30. Instructional Program: Instructional Methods
Classroom instruction
Career resource centers
Job rotation
Mentoring
Special projects

31. 7-3 The Manager’s Guide Training & Development—The Manager’s Job
Training & Development—The HR Department

32. Training & Development—The Manager’s Job
Providing employee orientation training
Assessing training needs and planning developmental strategies
Providing on-the-job training
Ensuring transfer of training

33. Training & Development—The HR Department
Providing employee orientation training
Contributing to management development programs
Providing training and development
Evaluating training

34. Performing a Performance Analysis
Step 1: Examine the job requirements to determine what is expected or desired of the individual
Step 2: Assess the individual’s performance in relation to expectations
Step 3: Analyze any discrepancy between the two and determine whether it is caused by knowledge deficiency or execution deficiency
Step 4: Implement changes for improving performance