1. © 2009 South-Western Cengage. All rights reserved. Chapter 5 Training and Talent Management

2. 5–2 Types of Training

3. 5–3 Figure 5-1 Linking Organizational Strategies and Training

4. 5–4 Training Components A good training plan deals with the following questions:A good training plan deals with the following questions:  Is there really a need for the training?  Who should be trained?  Who will do the training?  What form will the training take?  How will knowledge be transferred to the job?  How will the training be evaluated?

5. 5–5 Training Needs Assessment Considers issues of employee and organizational performance to determine if training can help.Considers issues of employee and organizational performance to determine if training can help. Sources of information to analyze training needsSources of information to analyze training needs  Organizational  Job  Individual

6. 5–6 Training Needs Assessment Organizational analysesOrganizational analyses   Analyze organizational outcomes and look at future organizational needs Job/Task analysesJob/Task analyses   Review jobs involved and tasks performed in those jobs.   Comparing requirements of jobs with the KSAs of employees to identify training needs Individual analysesIndividual analyses Performance appraisalsPerformance appraisals Skill testsSkill tests Individual assessment testsIndividual assessment tests Records of critical incidentsRecords of critical incidents Assessment center exercisesAssessment center exercises Questionnaires and surveysQuestionnaires and surveys Job knowledge toolsJob knowledge tools Internet inputInternet input

7. 5–7 Training Design: Learning Focus of Training Learner ReadinessLearner Readiness  Ability to learn  Learners must possess basic skills (3Rs).  Motivation to learn  Learners must desire and value training.  Self-efficacy  Learners must believe that they can successfully learn the training content.

8. 5–8 Learning Styles Adult Learning Principles Have need to know why they are learning something. Have need to be self-directed. Bring more work-related experiences into the process. Employ a problem-centered approach to learning. Are motivated by both extrinsic and intrinsic factors.

9. 5–9 Training Design: Learning Styles (cont’d) Behavior ModelingBehavior Modeling  Copying someone else’s behavior by observing how another person deals with a problem. ReinforcementReinforcement  Law of effect states that people tend to repeat behaviors that are rewarded and avoid behaviors that are punished. Immediate ConfirmationImmediate Confirmation  Reinforcement and feedback are most effective when given as soon as possible after training.

10. 5–10 Training Design: Learning Styles (cont’d) Transfer of TrainingTransfer of Training  Effective transfer occurs when trainees actually use on the job what they learned in training.  Trainees take what was learned in training and apply it to the job context in which they work.  Employees maintain use of the learned material over time.

11. 5–11 Training Delivery: Internal Training Informal TrainingInformal Training  Training that occurs through interactions and feedback among employees. On-the-Job Training (OJT)On-the-Job Training (OJT)  Based on a guided form of training known as job instruction training (JIT)  Problems with OJT  Poorly-qualified or indifferent trainers  Disruption of regular work  Passing on bad or incorrect habits Cross trainingCross training  Occurs when people are trained to do more than one job—theirs and someone else’s. For the employer, the advantages of cross training are flexibility and development.

12. 5–12 Figure 5.2Methods Companies Use to Deliver Training

13. 5–13 External Training Reasons to Choose External TrainingReasons to Choose External Training  May be less expensive  Insufficient time to develop internal training  HR staff may not have the necessary level of expertise  Employees interaction with managers and peers in other companies Outsourcing of TrainingOutsourcing of Training  Declining due to cost concerns  Greater emphasis on internal linking of training to organizational strategies Educational Assistance ProgramsEducational Assistance Programs  Employer reimburse employees for their expenses for courses taken to complete a college degree.

14. 5–14 Orientation: On-Boarding for New Employees On-BoardingOn-Boarding  Reflects that getting new employees, including executives, to immediately begin performing successfully is important Several Key Purposes:Several Key Purposes:  Establishes a favorable employee impression of the organization and the job  Provides organization and job information  Enhances interpersonal acceptance by co-workers  Accelerates socialization and integration of the new employee into the organization  Ensures that employee performance and productivity begin more quickly

15. 5–15 Orientation: Training for New Employees Achievements of Effective Orientation Co-Worker Acceptance Favorable Impression Provides Information Socialization and Integration Performance and Productivity

16. 5–16 e-Learning: Online Training e-Learninge-Learning  Using the Internet or an organizational intranet to conduct training online. Obstacles to using online trainingObstacles to using online training  Keeping up with the rapid change in technological innovation  Knowing when and how much to invest  Designing e-courses appropriately

17. 5–17 Training Approaches Distance Training/Learning Cooperative Training Instructor-led Classroom and Conference Training Simulations and Training Training Methods

18. 5–18 Training Evaluation Cost-Benefit AnalysisCost-Benefit Analysis  Determine training costs  Identify potential savings results  Compute potential savings  Conduct costs and savings benefits comparisons Return on Investment AnalysisReturn on Investment Analysis BenchmarkingBenchmarking

19. 5–19 Training Evaluation Designs Post-MeasurePost-Measure  Can the individuals perform the way management wants after training Pre-/Post-MeasurePre-/Post-Measure  Measuring performance of a task before and after training Pre-/Post-Measure with a Control GroupPre-/Post-Measure with a Control Group  Test another group (control group) of representatives who will not be trained, to see if they do as well as those who are to be trained.

20. 5–20 FIGURE 5.3Levels of Training Evaluation

21. 5–21 FIGURE 5.4Organizational and Individual Career Planning Perspectives

22. 5–22 Career Progression Career plateausCareer plateaus   Opportunities to move up decrease, and are replaced by lateral movement   Individuals can take seminars/courses for new opportunities   Rotate workers to other departments   Individuals can go into completely different line of work

23. 5–23 Career Transitions and HR

24. 5–24 Career Transitions and HR PORTABLE CAREER PATH

25. 5–25 Special Individual Career Issues Technical and Professional WorkersTechnical and Professional Workers  Dual-career ladders provide advancement pathways for specialists and technical employees. Women and CareersWomen and Careers  Employers can provide child-care assistance, flexible work policies, and general willingness to be accommodating Dual-Career CouplesDual-Career Couples  Problems occur when one partner is promoted or transferred, causing the other partner to have to relocate.

26. 5–26 Women and Careers “Sequencing”“Sequencing”  Women’s careers can be interrupted for child birth and child rearing and a later return to work with a job that allows flexibility Glass ceiling:Glass ceiling:  The situation in which women fail to progress into top management positions.

27. 5–27 The HR Development Process Company Websites and Career Development Developing Specific Capabilities Lifelong Learning Re-developmentRe-development HR Development Processes

28. 5–28 Development vs. Training

29. 5–29 Figure 5-5 HR Development Approaches

30. 5–30 Management Development Methods Leadership Development Management Modeling Management Coaching Management Mentoring Supervisory Development Executive Education

31. 5–31 Succession Planning Succession PlanningSuccession Planning  The process of identifying a longer-term plan for the orderly replacement of key employees.  Beginning of the process:  Preliminary replacement charts  Assessment of capabilities and interests of current employees

32. 5–32 Succession Planning Process