McGraw-Hill/Irwin

2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 1

McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 2
1
Chapter
Introduction to
Employee Training and
Development
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 3
Introduction (1 of 3)
Training can contribute to companies
competitiveness

Competitiveness refers to a companys ability
to maintain and gain market share in an industry
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 4
Introduction (2 of 3)
Although they are in different types of businesses,
they each have training practices that have helped
them gain a competitive advantage in their markets

Issues affecting companies and influencing
training practices:
customer service
employee retention and growth
doing more with less
quality and productivity
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 5
Introduction (3 of 3)
The training practices have helped Boston Pizza
International, Bowaters Coated and Specialty
Paper Division, Americredit, and Home Depot:
grow the business, and
improve customer service, by
providing employees with the knowledge and skills
they need to be successful
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 6
Human Resource Management
Refers to the policies, practices, and systems that
influence employees:
behavior
attitudes
performance

HRM practices play a key role in attracting,
motivating, rewarding, and retaining employees
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 7
What is training?
Training refers to a planned effort by a
company to facilitate employees learning of job-
related competencies

The goal of training is for employees to:
master the knowledge, skill, and behaviors emphasized
in training programs, and
apply them to their day-to-day activities
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 8
High-Leverage Training
Linked to strategic goals and objectives
Uses an instructional design process to ensure that
training is effective
Compares or benchmarks the companys training
programs against training programs in other
companies
Creates working conditions that encourage
continuous learning
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 9
Continuous Learning (1 of 2)
Continuous Learning requires employees to
understand the entire work system including the
relationships among:
their jobs
their work units
the entire company
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 10
Continuous Learning (2 of 2)
Employees are expected to:
acquire new skills and knowledge
apply them on the job
share this information with other employees

Managers take an active role:
in identifying training needs
helping to ensure that employees use training in their
work
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 11
Training and Performance
Emphasis on high-leverage training has been
accompanied by a movement to link training to
performance improvement

Training is used to improve employee
performance

This leads to improved business results
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 12
Training and Performance: Todays
Emphasis (1 of 2)
Providing educational opportunities for all
employees

An on-going process of performance
improvement that is directly measurable
not one-time training events

The need to demonstrate the benefits of training
to executives, managers, and trainees
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 13
Training and Performance: Todays
Emphasis (2 of 2)
Learning as a lifelong event
senior management, training managers, and employees
have ownership

Training used to help attain strategic business
objectives
helps companies gain a competitive advantage
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 14
Training Design Process
Conducting Needs
Assessment
Ensuring Employees
Readiness for
Training
Creating a Learning
Environment
Ensuring Transfer of
Training
Developing an
Evaluation Plan
Select Training
Method
Monitoring and
Evaluating the
Program
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 15
Instructional System Design (ISD)
Refers to a process for designing and developing
training programs

There is not one universally accepted ISD model

ISD process should be:
systematic
flexible enough to adapt to business needs
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 16
Assumptions of ISD Approaches (1 of 2)
Training design is effective only if it helps
employees reach instructional or training goals
and objectives

Measurable learning objectives should be
identified before training
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 17
Assumptions of ISD Approaches (2 of 2)
Evaluation plays an important part in:
planning and choosing a training method
monitoring the training program
suggesting changes to the training design process
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 18
Forces Influencing the Workplace
and Training: (1 of 2)
Globalization
Need for leadership
Increased value placed on knowledge
Attracting and retaining talent
Customer service and quality emphasis
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 19
Forces Influencing the Workplace
and Training: (2 of 2)
Changing demographics and diversity of the work
force
New technology
High-performance models of work systems
Economic changes
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 20
Core Values of Total Quality
Management (TQM) (1 of 2)
Methods and processes are designed to meet the
needs of internal and external customers

Every employee in the company receives training
in quality

Quality is designed into a product or service so
that errors are prevented from occurring, rather
than being detected and corrected
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 21
Core Values of TQM (2 of 2)
The company promotes cooperation with vendors,
suppliers, and customers to improve quality and
hold down costs

Managers measure progress with feedback based
on data
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 22
Skills Needed to Manage a Diverse Work
Force: (1 of 2)
Communicating effectively with employees from
a wide variety of backgrounds

Coaching, training and developing employees of
different ages, educational backgrounds,
ethnicities, physical abilities, and races
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 23
Skills Needed to Manage a Diverse Work
Force: (2 of 2)
Providing performance feedback that is free of
values and stereotypes based on gender, ethnicity,
or physical handicap

Creating a work environment that allows
employees of all backgrounds to be creative and
innovative
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 24
Use of new technology and work design needs to
be supported by specific HRM practices: (1 of 2)
Employees choose or select new employees or
team members
Employees receive formal performance feedback
and are involved in the performance improvement
process
Ongoing training is emphasized and rewarded
Rewards and compensation are linked to company
performance
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 25
Use of new technology and work design needs to
be supported by specific HRM practices: (2 of 2)
Equipment and work processes encourage
maximum flexibility and interaction between
employees
Employees participate in planning changes in
equipment, layout, and work methods
Employees understand how their jobs contribute to
the finished product or service
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 26
Roles of Trainers
Strategic Adviser
Systems Design and Developer
Organization Change Agent
Instructional Designer
Individual Development and Career Counselor
Coach / Performance Consultant
Researcher
McGraw-Hill/Irwin
2005 The McGraw-Hill Companies, Inc. All rights reserved. 1 - 27
Who Provides
Training?
Who Is In
Charge of
Training?