Training in HRDM


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A simple presentation about introduction in training with some special training issues.

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Training in HRDM

  1. 1.  Presentation Refers to the methods in which trainees are passive recipients of information. It includes traditional instruction, distance learning, audiovisual techniques, and mobile technology such as Ipods and PDAs (Personal Digital Assistant).  Hands-on It requires the trainee to be actively involved in learning. Hands-on methods include on-the-job training, simulations, business games and case studies, behavior modeling, interactive video, and Web-based training.
  2. 2.  this is a classroom instruction compose of the trainer and the trainees
  3. 3.  Instruction and delivery training by computers through the internet or company intranet.  is used geographically dispersed companies to provide information about new products, policies, or procedures as well as skills training and expert lectures to field locations  Teleconferencing vs. Webcasting  Individualized, computer-based
  4. 4.  It includes overheads, slides, and video. It has been used for improving communications skills, interviewing skills, and customer-service skills and for illustrating how procedures should be followed.  It is useful not only for entertainment, but can also be used for employees who travel and need to be in touch with the office.
  5. 5.  It refers to new or inexperienced employees learning through observing peers or managers performing the job and trying to imitate their behavior  is a training method that represents a real-life situation, allowing trainees to see the outcomes of their decisions in an artificial environment. Examples: Avatars and Virtual Reality *Second Life Video
  6. 6.  Situations that trainees study and discuss (case studies) and business games in which trainees must gather information, analyze it, and make decisions are used primarily for management skill development. Ex.
  7. 7.  one of the most effective techniques for teaching interpersonal skills. Each sessions presents the rationale behind key behaviors, a videotape of a model performing key behaviors, practice opportunities using role- playing, evaluation of a model’s performance and planning session.
  8. 8.  Adventure Learning Learning focused on the development of teamwork and leadership skills by using structured outdoor activities.  Team Training Coordinates the performance of individuals who work together to achieve a common goal. Cross-Training Team members understand and practice each other’s skills. Coordination Training Trains the team in how to share information and decisions. Team Leader Training Training the team manager or facilitator.  Action Learning Teams work on an actual business problem, commit to an action plan, and are accountable for carrying out the plan.  Six Sigma Training An action training program that provides employees with defect- reducing tools to cut costs and certifies employees as green belts, champions, or black belts.
  9. 9.  Identify the learning outcome that you want training to influence (e.g. verbal influence, cognitive strategies, attitudes, motor skills, etc.)  Consider the extent to which the method facilitates learning and transfer of learning, the costs related to development and use of the method, and its effectiveness
  10. 10.  Examining the outcomes of a program helps in evaluating its effectiveness. These outcomes should be in lined to the program objectives in order for the trainees to understand the program.
  11. 11.  Training outcomes can be categorized as cognitive outcomes, skill-based outcomes, affective outcomes, results, and return on investment. Affective Outcomes Results Return on Investment Cognitive Outcomes Skill-Based Outcomes
  12. 12. OUTCOME WHAT IS MEASURED HOW MEASURED EXAMPLE Cognitive Acquisition of knowledge Pencil-and-paper test, work sample Safety rules, electrical principles, steps in appraisal interview Skill-based Behavior, skills Observation, work sample, ratings Jigsaw use, listening skills, coaching skills, airplane landings Affective Motivation, reaction to program, attitudes Interviews, focus groups, attitude surveys Satisfaction with trainings, beliefs regarding other cultures Results Company payoff Observation, data from information system, or performance records Absenteeism, Accidents, patents ROI Economic value of training Identification and comparison of costs and benefits of the program Dollars
  13. 13.  To identify the program’s strengths and weaknesses  To assess whether content, organization, and administration of the program contribute to learning and the use of training content on the job  To identify which trainees benefited most or least from the program  To gather data to assist in marketing training programs  To determine the financial benefits and costs of the programs  To compare the costs and benefits of training versus non-training investments  To compare the costs and benefits of different training programs to choose the best program
  14. 14. Design Groups Pre- training Post- training Cost Time Strength Posttest Only Trainees No Yes Low Low Low Pretest / Posttest Trainees Yes Yes Low Low Medium Posttest Only with Comparison Group Trainees and Comparison No Yes Medium Medium Medium Pretest / Posttest with Comparison Group Trainees and Comparison Yes Yes Medium Medium High Time Series Trainees Yes Yes, several Medium Medium Medium
  15. 15.  The process of educating employees (and their families) who are given an assignment in a foreign country.  Employee sent by his or her company to manage operations in a different country.
  16. 16. To succeed overseas, expatriates need to be:  Competent in their area of expertise.  Able to communicate verbally and nonverbally in the host country.  Flexible, tolerant of ambiguity, and sensitive to cultural differences.  Motivated to succeed, able to enjoy the challenge of working in other countries, and willing to learn about the host country’s culture, language, and customs.  Supported by their families.
  17. 17. The aim of diversity training are 1. to eliminate values, stereotypes, and managerial practices that inhibit employees’ personal development 2. to allow employees to contribute to organizational goals regardless of their race, sexual orientation, gender, socioeconomic status, religion, cultural background, etc.