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

2. 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

3. 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

4. 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.

5. Training vs. Development

6. 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.

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

8. 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.

9. Training Implementation
Training Process
Program Design
Needs Assessment
Training Implementation
Evaluation

10. 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.

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

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

13. 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.

14. 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

15. 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

16. 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

17. 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