Chapter-7-training-and-Development - Human Resource Management PDF

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Chapter 7 - Training and development The Scope of training  Training: describes almost any effort initiated by an organization to foster learning among its members o Tends to be narrowly focused and oriented toward short term performance concerns o To be used immediately  Development: Effort that is oriented more toward broadening an individual’s skills for future responsibilities o More future oriented

Training Vs. Development Training Focus Current Use of work experience Low (Because you are being trained to learn something that you have know knowledge on) Goal Preparation for current job Participation Always required, because you need this to do your current job (Can’t say no) Figure 7-3  In Canada, roughly 5 billion is spent annually on training

Development Future High (You have to have reached a certain level to qualify for a development program Preparation for changes Voluntary (You can choose to say you’re not interested

4 Phases of a training program  Consider if you’ll implement it Phase 1: Conducting Needs assessment  Organization analysis: Examination of the environment, strategies, and current resources of an organization to determine where the training emphasis should be placed o Helps you decide where you need to do training  Task analysis: Involves determining what the content of the training program should be on the basis of a study of the tasks and duties involved in a job  Person analysis: Determination of the specific individuals who need training, and which do not ------(2 terms below not covered)  Competency assessment: Analysis of the sets of skills and knowledge needed for decision oriented and knowledge intensive jobs  Chief Learning office: a high ranking manager directly responsible for fostering employee learning and development within the organization Phase 2: Designing the training program  Issues in training design (4 of them) 1. Instructional objectives: Describe the skills or knowledge to be acquired and/or the attitudes to be changed 2. Trainee readiness and motivation: Readiness refers to people having the “ability” to be trained, and “motivation” refers to their willingness to learn 3. Principles of learning: nothing really 4. Characteristics of instructors: Trainee readiness and motivation: Strategies for creating a motivated training environment

1. use positive reinforcement: Increases the probability of a desired behavior, by responding to a desired behavior with a desired outcome 2. Eliminate threats and punishment (You don’t want to motivate people with these) 3. Be flexible 4. Have participants set personal goals: a. Specific: Clear goals that are time based b. Challenging: You want them to be challenging, but attainable 5. Design interesting instruction 6. Break down physical and psychological obstacles to learning

Principles of learning Figure 7-5

 Meaningfulness of presentation: Present material in a way that is as meaningful as possible (People need to connect  Modeling: Allowing people to see the desired behaviors so they can exhibit it themselves o Ex. Show a video of someone riding a horse  Individual differences: Everyone learns differently, so accommodate them (visual learners, verbal learners  Active practice and repetition: Allow people the ability to frequently try out what they’re learning  Whole vs. part learning: Try to split up the training into shorter periods to make it more effective  Massive vs. distributed learning: Will we space out the learning, or have it happen all at once? (ex. Having 5 two hour sessions, or 10 one hour sessions?)  Feedback and reinforcement: Provide people with feedback so they can know how they’re doing 2 terms below are not covered  Behavior modification: A technique that operates on the principle that behavior that is rewarded, or positively reinforced, will be exhibited more frequently in the future, whereas behavior that is penalized or unrewarded will decrease in frequency  Spot Rewards: Programs that award employees “on the spot” when they do something particularly well during training or on the job Characteristics of instructors: Knowledge of subject Adaptability Sincerity Sense of humour Interest (Person really believes Clear instructions about what they’re talking about) Individual assistance Enthusiasm

Phase 3: Implementing the Training Program

o o o o 

Nature of training Type of trainees Organizational extent of training Importance of training outcomes Training Methods for non-managerial employees  On the job training (OJT): A method by which employees are given hands-on experience with instructions from their supervisor or other trainer o 3 Drawbacks: Lack of a well structured training environment, poor training skills on the part of the manager, absence of a well-defined job performance criteria  Apprenticeship training: A system of training in which a worker entering the skilled trades is given thorough instruction and experience both on and off the job, in the practical and theoretical aspects of the work  Cooperative training, , and governmental training: training program that provides onthe-job experience with formal educational classes  Internship programs: Programs jointly sponsored by colleges, universities, and other organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations  Blended learning: The use of multiple training methods to achieve optimal learning on the part of the trainees  Classroom instruction:  Programmed instruction: Involves the use of books, manuals, or computers to break down subject matter content into highly organized logical sequence that demand a continual response on the part of the employee  E-learning: learning that takes place via electronic media o Just-in-time training: Training delivered to trainees when and where they need it to do their jobs, usually via computer or the internet  Simulation  Audiovisual  Learning management systems: On-line system that provides a variety of assessment, communication, teaching, and learning opportunities

 Methods for management Development  On-the-job experience (ex. Coaching, understanding assignments, job rotation)  Seminars and conferences: used to communicate ideas, policies, or procedures, and bring up points for debates or discussion  Case studies: using documented examples, participants learn how to analyze and synthesize facts, and improve decision making skills  Management games and simulations  Role-playing (For example, when you’re training for negotiation) Cont’d below... 

Behaviour modeling: An approach that demonstrates desired behavior and gives trainees the chance to practice and role-lay those behaviours and receive feedback

o (Have people watch a video of what effective behavior is, then use role playing to show what effective behavior is o 4 parts:NOT COVERED IN CLASS 1. Learning points: At the beginning of instruction, the essential goals and objectives of the program are enumerated 2. Modeling: Participants view vides in which a model manager is portrayed dealing with an employee in an effort to improve is or her performance 3. Practice and role play: Trainees participate in extensive rehearsal of the behaviors demonstrated by the models 4. Feedback and reinforcement: As the trainee’s behaviours increasingly resembles that of the model, the trainer and other trainees reinforces the behavior with praise, approval, encouragement, and attention Phase 4: Evaluating the training program Measuring program effectiveness: 4 criterion  Criterion 1: Reactions: Used to measure people’s reactions to the training o What were the goals were they achieved, would you recommend them to others?  Criterion 2: Learning: o Consider testing people’s knowledge and skills before and after training to determine their improvement  Criterion 3: Behaviour: You want to observe a change in employee behavior o Transfer of training: effective application of principles learned to what is required on the job o Several approaches (not covered)  Feature identical elements: Try to have training programs be close to what they’ll do on the job  Focus on general principles: Stress the general principles behind the training rather than rote behaviour  Establish a climate for transfer: Reward employees for applying new skills/approaches in an evolving environment  Give employees transfer strategies: Teach employees how to deal with eventual setbacks on the job  Criterion 4: Results, or return on investment (ROI): o You want to quantify the result provided by the training program o Benchmarking: The process of measuring one’s own services and practices against those of recognized leaders to identify areas for improvement

Additional topics in Training and Development

 Cross Training: The process of training employees to do multiple jobs within an organization  Organization-wide Training o Orientation Training: The formal process of familiarizing new employees with the organization, their jobs, and their work units  Benefits of orientation: Lower turnover, increased productivity, improved morale, etc. o Onboarding: The process of systematically socializing new employees to help them go onboard with the organization o Basic Skills Training: Refers to providing basic training to groups in the organization who have been identified as lacking basic skills o Team and cross training: Cross Training: The process of training employees to do multiple jobs within an organization o Ethics training: Focusing on getting employees to understand the ethical implications of what the organization does and what impact it has on their jobs  Chief Ethics Officer: a high-ranking manager directly responsible for fostering the ethical climate within a firm...