Training

 Effort initiated by an organization to foster learning among its members.

 Tends to be narrowly focused and oriented toward short-term performance concerns.

Development
 Effort that is oriented more toward broadening an individual’s skills for the future
responsibilities.

7–2

DEVELOPMENT VS. TRAINING

PROCESS OF TRAINING – SYSTEMS APPROACH

Four Phases
 Needs assessment
 Program design
 Implementation
 Evaluation

7–4

SYSTEMS MODEL OF TRAINING

THE TRAINING AND DEVELOPMENT PROCESS

Needs analysis
 Identify job performance skills needed, assess prospective trainees skills, and develop objectives.

Instructional design & Validation

 Produce the training program content, including workbooks, exercises, and activities.
 Presenting (trying out) the training to a small representative audience.

Implement the program

 Actually training the targeted employee group.

Evaluation
 Assesses the program’s successes or failures.

1
PHASE 1: CONDUCTING THE NEEDS NEEDS ASSESSMENT FOR TRAINING
ASSESSMENT Competency assessment
 Analysis of the sets of skills and knowledge needed for decision-oriented
Organization Analysis and knowledge-intensive jobs.
 An examination of the environment, strategies, and resources of the
organization to determine where training emphasis should be
placed.
• ORGANIZATIONAL …of environment, strategies, and resources to
Task Analysis ANALYSIS determine where to emphasize training
 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 TASK ANALYSIS …of the activities to be performed in order to
the job. determine the KSAs needed.

Person Analysis • PERSON ANALYSIS

…of performance, knowledge, and skills in order to
determine who needs training.
 A determination of the specific individuals who need training.

PHASE 2: DESIGNING THE TRAINING PROGRAM PHASE 2: DESIGNING THE TRAINING

PROGRAM
Issues in training design
Instructional Objectives
Instructional objectives  Represent the desired outcomes of a training program
 Performance-centered objectives
Trainee readiness and motivation
 Provide a basis for choosing methods
and materials and for selecting
Principles of learning the means for assessing
whether the instruction
Characteristics of successful trainers will be successful.

PRINCIPLES OF LEARNING

TRAINEE READINESS AND MOTIVATION

Strategies for Creating a Motivated Training Environment:

 Use positive reinforcement.

 Eliminate threats and punishment.
 Be flexible.
 Have participants set personal goals.
 Design interesting instruction.
 Break down physical and psychological obstacles to learning.

2
PRINCIPLES OF LEARNING PRINCIPLES OF LEARNING (CONT’D)
Focus on learning and transfer Focus on method and process

Goal setting - What’s the value? Active practice and repetition

Meaningfulness of presentation Whole versus-part learning

Behavioral modeling Massed-vs-distributed learning

Recognition of individual learning Feedback and reinforcement

differences

A TYPICAL LEARNING CURVE

FEEDBACK AND REINFORCEMENT

Behavior Modification

 The technique that operates on the principle that behavior that is

rewarded, or positively reinforced, is repeated more frequently, whereas
behavior that is penalized or unrewarded will decrease in frequency.

CHARACTERISTICS OF SUCCESSFUL PHASE 3: IMPLEMENTING THE TRAINING PROGRAM

INSTRUCTORS
Knowledge of the subject Choosing the instructional method
Adaptability
Sincerity Nature of training
Sense of humor
Type of trainees
Interest
Clear instructions Organizational extent of training
Individual assistance
Enthusiasm Importance of training outcomes

3
TRAINING METHODS FOR NONMANAGERIAL TRAINING METHODS FOR NONMANAGERIAL
EMPLOYEES EMPLOYEES (CONT’D)
On-the-job training (OJT)
On-the-Job Training (OJT)  Method by which employees are given hands-on experience with instructions from their
supervisor or other trainer.
Apprenticeship Training Drawbacks
Cooperative Training, Internships, and  The lack of a well-structured training environment
Governmental Training  Poor training skills of managers
Classroom Instruction  The absence of well-defined job performance criteria

Programmed Instruction
Audiovisual Methods
Computer-based Training and E-Learning
Simulation Method

© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–20

TRAINING METHODS FOR NONMANAGERIAL

ON-THE-JOB TRAINING EMPLOYEES (CONT’D)
Apprenticeship training
 A system of training in which a worker entering the skilled trades is given thorough instruction
Overcoming OJT training problems and experience, both on and off the job, in the practical and theoretical aspects of the work.
1. Develop realistic goals and/or measures for each OJT area. Cooperative Training
2. Plan a specific training schedule for each trainee, including set periods for  A training program that combines practical on-the-job experience with formal educational
evaluation and feedback. classes.
3. Help managers establish a nonthreatening atmosphere conducive to learning.
4. Conduct periodic evaluations, after training is completed, to prevent
regression.

© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–21 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–22

HIGHLIGHTS IN HRM 5
TRAINING METHODS FOR NONMANAGERIAL
EMPLOYEES (CONT’D) Making the Most of Internships
How to Increase the Value of Interns
Internship Programs To increase the internal value of your internship programs, take the
 Are jointly sponsored by colleges, universities, and other organizations that offer students the
following steps:
opportunity to gain real-life experience while allowing them to find out how they will perform in 1. Assign the intern to projects that are accomplishable and provide
work organizations. training as required.
Classroom Instruction 2. Involve the intern in the project-planning process.
 Enables the maximum number of trainees to be handled by the minimum number of instructors. 3. Appoint a mentor or supervisor to guide the intern.
 “Blended” learning—lectures and demonstrations are combined with films, DVDs, and 4. Invite project suggestions from other staff members.
videotapes or computer instruction.
5. Ask interns to keep a journal of their work activities.
6. Rotate interns throughout the organization.
7. Explain the rationale behind work assignments.
8. Hold interns accountable for projects and deadlines.
9. Treat interns as part of the organizational staff and invite them to staff
meetings.
10. Establish a process for considering interns for permanent hire.
Source: Condensed from John Byrd and Rob Poole, “Highly Motivated Employees at No Cost? It’s Not an Impossible Dream,” Nonprofit World 19,
no. 6 (November/December 2001): 312–32. Reprinted by permission of Nonprofit World, http://www.snpo.org, telephone: 734-451-3582
© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–23 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–24

4
 FIGURE 7–6 DELIVERY METHOD OF TRAINING
TRAINING METHODS FOR NONMANAGERIAL
EMPLOYEES (CONT’D)
Programmed Instruction
 Referred to as self-directed learning—involves the use of books, manuals, or computers to break
down subject matter content into highly organized, logical sequences that demand continuous
response on the part of the trainee.

Audiovisual Methods
 Technologies, such as CDs and DVDs, are used to teach skills and procedures by illustrating the
steps in a procedure or interpersonal relations.

Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 32.
© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–25 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–26

TRAINING METHODS FOR NONMANAGERIAL

EMPLOYEES (CONT’D) E-LEARNING ADVANTAGES
E-Learning
 Learning that takes place via electronic media such web and computer-based training (CBT)
 Allows the firm to bring the training to employees Learning is self-paced.
 Allows employees to customize their own learning in their own time and space
The training comes to the employee.
 Provides continuously updated
training materials. The training is interactive.
Employees do not have to wait for a scheduled training session.
The training can focus on specific needs as revealed by built-in
tests.
Trainees can be referred to online help or written material.

© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–27 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–28

HIGHLIGHTS IN HRM 6

E-LEARNING ADVANTAGES (CONT’D)

It is easier to change a web site than to retype, photocopy, and
distribute new classroom-training materials.
Record keeping is facilitated.
The training can be cost-effective if used for both large and small
numbers of employees.

Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 34.
© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–29 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–30

5
TRAINING METHODS FOR NONMANAGERIAL TRAINING METHODS FOR MANAGEMENT
EMPLOYEES (CONT’D) DEVELOPMENT
Simulation On-the-Job Experiences
 The simulation method emphasizes realism in equipment and its operation at minimum cost and Seminars and Conferences
maximum safety.
 Used when it is either impractical or unwise to train employees on the actual equipment used on Case Studies
the job.
Management Games
Role Playing
Behavior Modeling

© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–31

THE LEADERSHIP GRID

ON-THE-JOB EXPERIENCES

Coaching
Understudy Assignment
Job Rotation
Lateral Transfer
Special Projects
Action Learning
Staff Meetings
Planned Career Progressions

Source: Robert R. Blake and Anne Adams McCanse, Leadership Dilemmas—Grid Solutions (Houston: Gulf Publishing, 1991), 29. (First published
as The Managerial Grid Figure by Robert R. Blake and Jane S. Mouton.) Courtesy of Grid International, Austin, TX. All rights reserved.
© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–34

CASE STUDIES

CASE STUDIES WHEN USING CASE STUDIES . . .

• Be clear about learning objectives, and list possible ways to achieve the
objectives.

The use of case studies is most appropriate when: • Decide which objectives would be best served by the case method.
1. Analytic, problem-solving, and critical thinking skills are most important. • Identify available cases that might work, or consider writing your own.
2. The KSAs are complex and participants need time to master them. • Set up the activity—including the case material, the room, and the schedule.
3. Active participation is desired.
• Follow the principles of effective group dynamics.
4. The process of learning (questioning, interpreting, and so on) is as important
as the content. • Provide a chance for all learners to take part and try to keep the groups small.
5. Team problem solving and interaction are possible. • Stop for process checks and be ready to intervene if group dynamics get out
of hand.
• Allow for different learning styles.
• Clarify the trainer’s role.
• Bridge the gap between theory and practice.

Source: Adapted from Albert A. Einsiedel, Jr., “Case Studies: Indispensable

Tools for Trainers,” Training and Development (August 1995): 50–53.

6
 ROLE PLAYING
Successful role play requires that instructors:
 Ensure that group members are comfortable with each other.
 Select and prepare the role players by introducing a specific situation.
 To help participants prepare, ask them to describe potential characters.
 Realize that volunteers make better role players.
ROLE PLAYING (CONT’D)
Successful role play requires that instructors:
 Prepare the observers by giving them specific tasks (such as evaluation or feedback).
 Guide the role-play enactment through its bumps (because it is not scripted).
 Keep it short.
 Discuss the enactment and prepare bulleted points of what was learned.

BEHAVIOR MODELING PHASE 4: EVALUATING THE TRAINING

PROGRAM
Measuring program effectiveness
Behavior Modeling
 An approach that demonstrates desired behavior and gives trainees the chance to
practice and role-play those behaviors and receive feedback. Criterion 1: Trainee reactions
 Involves four basic components:
 Learning points Criterion 2: Extent of learning
 Model
 Practice and role play

 Feedback and reinforcement

Criterion 3: Learning transfer to job

Criterion 4: Results assessment

FIGURE 7–9 CRITERIA FOR EVALUATING TRAINING

CRITERION 1: REACTIONS
Participant Reactions.
 The simplest and most common approach to training evaluation is assessing trainees.
 Potential questions might include the following:
What were your learning goals for this program?
Did you achieve them?
Did you like this program?
Would you recommend it to others who have similar learning goals?
What suggestions do you have for improving the program?
Should the organization continue to offer it?

7
 CRITERION 2: LEARNING CRITERION 3: BEHAVIOR
Checking to see whether they actually learned anything. Transfer of Training
 Testing knowledge and skills before beginning a training program gives a baseline  Effective application of principles learned to what is required on the job.
standard on trainees that can be measured again after training to determine
improvement. Maximizing the Transfer of Training
 However, in addition to testing trainees, test employees who did not attend the 1. Feature identical elements
training to estimate the differential effect of the training. 2. Focus on general principles
3. Establish a climate for transfer.
4. Give employees transfer strategies

CRITERION 4: RESULTS OR RETURN ON CRITERION 4: RESULTS OR RETURN ON

INVESTMENT (ROI) INVESTMENT (ROI)
Utility of Training Programs. Return on Investment
 Calculating the benefits derived from training:  Viewing training in terms of the extent to which it provides knowledge and skills that create a
How much did quality improve because of the training program?
competitive advantage and a culture that is ready for continuous change.
 ROI = Results/Training Costs
How much has it contributed to profits?
 If the ROI ratio is >1, the benefits of the training exceed the cost of the program
What reduction in turnover and wasted materials did the company get after training?
 If the ROI ratio is <1, the costs of the training exceed the benefits.
How much has productivity increased and by how much have costs been reduced?

HIGHLIGHTS IN HRM 7

CRITERION 4: RESULTS (CONT’D)

Benchmarking
 The process of measuring one’s own services and practices against the
recognized leaders in order to identify areas for improvement.
1. Training activity: How much training is occurring?
2. Training results: Do training and development
achieve their goals?
3. Training efficiency: Are resources utilized in the
pursuit of this mission?

Source: Richard J. Wagner and Robert J. Weigand, “Can the Value of Training Be Measured? A Simplified Approach to
Evaluating Training,” The Health Care Manager 23, no.1 (January–March 2004): 71–78.

8
 HIGHLIGHTS IN HRM 8

CRITERION 4: RESULTS (CONT’D)

Deming’s Benchmarking Model
1. Plan: conduct a self-audit to identify areas for benchmarking.
2. Do: collect data about activities.
3. Check: Analyze data.
4. Act: Establish goals, implement changes, monitor progress, and redefine
benchmarks.

© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–49 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–50

SPECIAL TOPICS IN TRAINING AND DEVELOPMENT

SPECIAL TRAINING AND DEVELOPMENT (CONT’D)
TOPICS
Organization-wide training programs Orientation
 A formal process of familiarizing new employees with the organization, their jobs, and
their work units.
 Benefits:
Orientation training 1. Lower turnover
2. Increased productivity
3. Improved employee morale
Basic skills training 4. Lower recruiting and training costs
5. Facilitation of learning
6. Reduction of the new employee’s anxiety
Team and cross-training

Diversity training

© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–51 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–52

HIGHLIGHTS IN HRM 9
SPECIAL TOPICS IN TRAINING AND DEVELOPMENT
(CONT’D)
Basic Skills Training
 Basic skills have become essential occupational qualifications, having profound implications for
product quality, customer service, internal efficiency, and workplace and environmental safety.

Typical basic skills:

 Reading, writing, computing, speaking, listening, problem solving, managing oneself, knowing
how to learn, working as part of a team, leading others.

© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–53 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–54

9
 SPECIAL TOPICS IN TRAINING AND DEVELOPMENT
(CONT’D) SPECIAL TOPICS IN TRAINING AND
To implement a successful program in basic and remedial skills: DEVELOPMENT
Team Training Issues
(CONT’D)
1. Explain to employees why and how the training will help them in their jobs. 1. Team building is a difficult and comprehensive process.
2. Relate the training to the employees’ goals. 2. Team development is not always a linear sequence of “forming, storming, norming, and
3. Respect and consider participant experiences, and use these as a resource. performing.”
4. Use a task-centered or problem-centered approach so that participants “learn by 3. Additional training is required to assimilate new members.
doing.” 4. Behavioral and process skills need to be acquired through participative exercises.
5. Give feedback on progress toward meeting learning objectives.

© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–55 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–56

FIGURE 7–10 TEAM TRAINING SKILLS

SPECIAL TOPICS IN TRAINING AND

DEVELOPMENT (CONT’D)
Cross-Training
 The process of training employees to do multiple jobs within an organization
 Gives firms flexible capacity.
 Cuts turnover
 Increase productivity
 Pares down labor costs
 Lays the foundation for careers rather than dead-end jobs.

Source: George Bohlander and Kathy McCarthy, “How to Get the Most
from Team Training,” National Productivity Review (Autumn 1996): 25–35.
© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–57 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–58

HIGHLIGHTS IN HRM
10
Characteristics of Effective Diversity Training Programs SPECIAL TOPICS IN TRAINING AND
Steering committee represents all levels of the organization and a mix of
races, ages, and gender.
DEVELOPMENT (CONT’D)
To avoid the pitfalls of substandard diversity training, managers will want to
do the following:
• Workshops include the following:
 Forge a strategic link.
• Top executives demonstrate their commitment by early participation.
 Check out consultant qualifications.
• Each participant is given a workbook with support materials.
• Participants are made aware of key topics and company policies.  Don’t settle for “off the shelf” programs.

• Participants are asked to describe specific steps they would take to  Choose training methods carefully.
support diversity.  Document individual and organizational benefits.
• Participants create a list of diversity ground rules or behavioral norms.
• Managers discuss and revise rules for their areas.
• Participants link diversity training to other HR initiatives such as
recruitment and selection, career management, and compensation.
• Managers are accountable for achieving goals of diversity training.

© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–59 © 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–60

10
 KEY TERMS
apprenticeship training instructional objectives
behavior modeling internship programs
behavior modification on-the-job training (OJT)
benchmarking organization analysis
competency assessment orientation
cooperative training person analysis
cross-training task analysis
e-learning transfer of training
© 2007 THOMSON/SOUTH-WESTERN. ALL RIGHTS RESERVED. 7–61

11