1. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-1 Human Resource Management Chapter Eight Training and Development

2. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-2 Purpose of Training and Development To ensure workers recruited and selected are able to do their jobs well To prepare workers for future jobs in the company To increase employee satisfaction and help them perform at a higher level To improve likelihood the company will achieve its goals

3. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-3 Employee Orientation Ensures new employees know and understand company policies and procedures Helps employees understand how their jobs fit in with goals of the organization Onboarding—hiring and integration process used to acclimate new employees and ensure they have what they need to be successful

4. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-4 Training Defined A systematic process of providing employees with competencies (KSAs) required to do their current jobs May include classroom, online, role play, simulations or some combination Development is future focused and aims to prepare employees to take on responsibilities in different jobs Companies that invest the most in training and development yield higher returns to shareholders

5. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-5 Designing an Effective Training Process

6. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-6 Needs Assessment Identifies the gaps between what employees should be doing and what they are actually doing Organizational Analysis Task analysis Person Analysis

7. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-7 Organizational Analysis Looks at environment for opportunities and threats, strengths and weaknesses to identify performance gaps Determines external and internal factors that affect what a company is trying to do and how it can do it External may include technology, skill sets in labor market, new laws or new initiatives by the business Internal may include absenteeism, turnover, accidents or grievances

8. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-8 Task Analysis Identify gaps between KSAs needed to perform the work required to support organization’s goals and its employees’ current KSAs Problems in meeting production requirements, low levels of performance, increase in accidents, increase in customer complaints Gaps due to new employees hired without skill sets, change in direction for organization, jobs being restructured

9. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-9 Person Analysis Deciding which employees actually need to participate in training Comes from observation, performance appraisals, supervisor recommendations, and employee skills inventories Will not solve employee motivation problems

10. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-10 Design Instructional objectives describe the purpose of the training program and what it will accomplish Should be linked to the organization’s goals and conveyed to employees so they understand what they should learn and how to use it on the job Lesson Plans map out what will be covered

11. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-11 Learning Styles How people prefer to absorb and process new information:  Auditory learners hear information and process and remember it (lectures, discussions)  Visual learners need to see information (charts, pictures)  Tactile learners need to interact with the material they are learning (writing activities, take notes)  Kinesthetic learners need to be doing something rather than hear or see the materials (roles plays, simulations)

12. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-12 Other Impacts on Training Success Learning agility—characteristic of employees who seek new experiences and opportunities to learn new skills Self-efficacy—confidence the employee has that he/she can do something Interest in training program—drives motivation to learn, employees see how they can benefit from training

13. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-13 Training Adult Learners Adults need to: See the big picture of what they are learning at the beginning of the program Be involved in training activities Have spaced practice when learning something new Be allowed to relate past and current experiences to the training

14. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-14 Implementation “Low vs. high tech” describes amount of computer or audiovisual technology used “Low vs. high touch” describes amount of interpersonal action during the training “Blended” describes combination of methods using multiple modes of training

15. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-15 On-the-Job Training Occurs when a manager or coworker teaches an employee how to perform some aspect of a job in the actual job location Cost effective Employees learn while being productive Trainer needs to be selected carefully Could result in loss of productivity, customers and/or property

16. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-16 Steps to Increase Effectiveness of OJT

17. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-17 Specialized OJT Programs Apprenticeships—method to teach skilled trades under tutelage of master tradesperson Internships—students work at an organization for a period of time to learn what the job and organization are like Cooperative education programs— students work for one semester while still in school (or work part of the day)

18. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-18 Approaches to Training Operations and Procedures Manuals—outline company policies and practices (won’t cover all issues employees will encounter) Classroom training—include role plays, discussions, and other experiential activities E-learning–involves using computers or other electronic tools (more efficient, faster, less costly, 24/7) -Web-based allows access to Web site -Desktop training housed on employee’s desktop -Podcasts are digital recordings that can be downloaded

19. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-19 Tips to Increase E-learning Participation

20. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-20 Audiovisual Training Offers instruction in DVD, VHS or CD- ROM format Can be viewed in individual or group setting Facilitated by expert on the topic Economical way to ensure all employees receive same information

21. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-21 Simulations Goal is to replicate the work the employees will be doing Experience is engaging, fun and challenging Developing a simulation that mirrors the work environment is complex and costly

22. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-22 College and University Programs Tuition reimbursement encourages employees to take courses and complete degrees Usually there are restrictions on amounts paid, grades needed to qualify, and types of degrees

23. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-23 Coaching and Mentoring Viewed as a form of employee development Coaching is about performance improvement, usually short term, and focuses on a specific skill or ability Mentoring is a longer-term relationship that involves a more senior employee teaching and nurturing a junior employee

24. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-24 Types of Training Compliance training ensures employees know what they can or cannot do from a legal standpoint (ADA and Sexual Harassment) Diversity training helps reduce discrimination by making employees aware of it in the workplace and helps improve understanding

25. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-25 Benchmarks for Effective Diversity Training

26. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-26 Types of Training (cont’d) Knowledge training can be technical or practical Skills training can range from technical or computer skills to financial skills Behavioral training can include team training, leadership development, and/or customer service

27. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-27 Evaluation of Training Level 1: Reaction - How employees feel about the course, the instructor, etc. (measured through survey) Level 2: Learning - What learning has occurred (measured with pre-training/post-training assessment Level 3: Behavior - Performance should improve (transfer of learning should occur on the job) Level 4 and 5: Results and Return on Investment - What business results can be attributed to training (savings generated, revenue, error rate, etc.)

28. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-28 Checklist for Designing a Training Program

29. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-29 Investment in Training Firms with low-cost strategy will focus on minimizing the cost of training—often train employees quickly and cost effectively Firms with differentiation strategy will extensively train employees in areas relevant to their competitive advantage All firms need to prioritize who gets training (frontline vs. support staff) All firms must deliver some training, for example: safety, regulations, legal or compliance training

30. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-30 Where Training Is Done Centralized training centers (corporate universities) On-the-job training Costs will impact this decision Hamburger University McDonald’s Center of Training Excellence

31. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-31 How Training Is Provided Large companies have training departments that offer training in-house and focus on employee development In smaller companies managers may provide training or send employees to outside programs, spending less money for formal development of employees

32. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-32 Other Impacts on Decisions About Training Ensure all have equal access to training programs Be sensitive to work/life balance and travel related to training In a tight labor market, individuals may be hired who don’t meet all job requirements and need training to bridge gaps Basic English reading and writing skills may be needed Make reasonable accommodations for employees with disabilities

33. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-33 Technology and Training Enables tracking of training and skill gaps that still exist for employees Provides vehicle to deliver training to employees (e-learning) Facilitates communication to employees about learning opportunities inside and outside the company

34. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-34 Training of Expatriates Pre-departure training of employee and his/her family (language, religion, culture, business practices, safety) Training during assignment is focused on what employee needs to do on the job to be successful Repatriation should include assessment of whether employee needs additional training for new assignment

35. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-35 Ethics and Training Include orientation to company’s values and beliefs Incorporate discussion about ethical issues in all types of training Best training is illustrated by each manager’s behavior (“Actions speak louder than words”)