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Training and developing employees
- 1. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-1 Training and Developing Employees
- 2. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-2 HR Planning Job Analysis Recruitment Selection Workplace Justice Unions Safety & Health International Competence Motivation Work Attitudes Output Retention Legal Compliance Company Image Cost Leadership Product Differentiation Training/Develop. Performance App. Compensation Productivity Imp. HRM and Competitive Advantage
- 3. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-3 Training vs. Development Training Development Current Jobs Future Jobs
- 4. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-4 Training and Development Practices and Links to Competitive Advantage Train Employees Competitive Advantage Permanent Change In KSAs Of New Employees Permanent Change In KSAs Of Current Employees Improved Employee Competence
- 5. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-5 Training That Increases the Competence of New Employees • Orientation • Technical • Literacy
- 6. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-6 Training That Increases the Competence of Current Employees • Remedial • Change-related • Developmental instruction
- 7. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-7 The Instructional Process • Deciding what to teach • Deciding how to maximize participant learning • Choosing the appropriate training methods • Ensuring that training is used on the job • Determining whether training programs are effective
- 8. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-8 1. Deciding What to Teach • Assessing training needs • Determining training objectives
- 9. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-9 Training Need • Job behavior inappropriate or • Knowledge or skill level inadequate and • Problems can be corrected through training
- 10. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-10 Assessing Training Needs • Number of employees experiencing skill deficiency • Severity of skill deficiency • Importance of skill • Extent to which skill can be improved with training
- 11. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-11 Methods for Determining Training Needs • Self-assessments • Company records • Customer complaints • EEO charges • Employee grievances • Interviews with managers • Customer satisfaction surveys • Observation
- 12. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-12 Determining Training Objectives By the end of this session the trainee will be able to _____ (an action word)______________________ _____ (item)______________________________ _____ (condition)__________________________ _____ (standard)__________________________
- 13. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-13 Training Objective Example By the end of this session the trainee will be able to design (action word) an integrated circuit (item) given an engineering specification (condition) The design must be efficient . (standard)
- 14. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-14 2. Deciding How to Maximize Participant Learning Gain and maintain trainees’ attention. Provide trainees opportunity to practice. Provide trainees feedback on performance.
- 15. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-15 To Gain and Maintain Trainees’ Attention Demonstrate training importance and relevance. Vary pace and kind of material presented. Use short segments involving frequent opportunities for audience involvement.
- 16. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-16 Practice • Distributed practice – segments or sessions – leads to better long-term retention • Massed practice – one longer session • Whole task – when material is simple • Part task – when material is complex
- 17. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-17 Feedback • Positive: for correct task performance • Corrective: what is wrong and how it can be corrected
- 18. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-18 3. Choosing Appropriate Instructional Methods • On-the-job training • Job instruction training • Lecture • Case method • Role playing • Behavior modeling • Computer-based • Video training
- 19. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-19 Designing On-The-Job Training ∗ List skills trainees need to learn. ∗ Set learning objectives. ∗ Have trainee observe competent worker. ∗ Demonstrate tasks explaining “hows” and “whys.” ∗ Give trainee opportunity to practice task. ∗ Give trainee feedback.
- 20. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-20 Designing Job Instruction Training • Identify job breakdown (step-by-step). • Describe key points for each step: – make or break? – potential dangers? – pointers? • Explain and demonstrate task. • Allow trainee to perform task, one step at a time.
- 21. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-21 Lecture • Most appropriate for situations where simple acquisition of knowledge is the goal – Must be meaningful – Must promote questions and discussions
- 22. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-22 Lecture: Disadvantages • One-way communication • Less opportunity to clarify
- 23. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-23 Case Method • Analyze cases depicting realistic job situations • Teach trainees how to identify potential problems and recommend realistic actions – “Guided discovery” • Trainer role: guide/facilitator
- 24. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-24 Case Method: Disadvantages • Lack of direction • Lack of opportunity to practice
- 25. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-25 Role Playing • Presents some problem involving human interaction • Issues addressed during feedback – What was correct? – What was incorrect? – How did it make others feel? – How could it have been handled better?
- 26. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-26 Role Playing • Uses: human relations skills; sales techniques • Opportunity to practice • Disadvantages: – Little guidance – Embarrassment; loss of self-confidence – Lack of opportunity to do correctly
- 27. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-27 Behavior Modeling Steps 1. Present an overview of the material. 2. Describe the procedural steps. 3. Model or demonstrate the procedural steps. 4. Allow guided practice. 5. Provide on-the-job reinforcement.
- 28. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-28 Computer-Based Instruction • Drills • Games • Computer simulations
- 29. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-29 Computer-Based Instruction • AdvantagesAdvantages – Interactivity – Self-paced – Consequences of mistakes less costly • DisadvantagesDisadvantages – Expensive – “Computer phobia”
- 30. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-30 On-Line Computer-Based Instruction • AdvantagesAdvantages – Cost savings – Access • DisadvantagesDisadvantages – Instructor not present – Some training not feasible
- 31. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-31 Video Training • Present prerecorded content to demonstrate a point • Can record and play back trainees’ performance
- 32. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-32 Interactive Video Training • Combines computer and video technology • Useful when human error has grave consequences
- 33. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-33 Transfer of Training From Classroom To Job
- 34. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-34 Why Transfer of Training Fails • Don’t learn material • Don’t understand “real life” applications • Lack of confidence • Forgetting the material • Temptations to regress
- 35. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-35 4. Ensure That Training is Used on the Job Overlearning Matching course content to the job Action plans Multiphase programming Performance aids Post-training follow-up resources Building a supportive work environment
- 36. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-36 5. Determining Whether Training Programs are Effective • What to evaluate • Evaluation design
- 37. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-37 What to Evaluate ⇒Trainee reactions ⇒Testing ⇒Performance appraisal ⇒Records of organizational performance
- 38. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-38 Management Development • Developing a succession planning program • Timing and content of instructional program • Instructional methods
- 39. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-39 Developing a Succession Planning Program • Tie management development to HR planning. • Define managerial requirements. • Assess management potential. • Identify career paths. • Develop replacement charts.
- 40. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-40 Instructional Methods • Classroom instruction • Career resource centers • Job rotation • Mentoring • Special projects
- 41. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-41 Line Managers and Training and Development Provide employee orientation training. Assess training needs and plan developmental strategies. Provide on-the-job training. Ensure transfer of training.
- 42. © 2000 by South-Western College Publishing Human Resource Management, 2/E, Lawrence S. Kleiman 7-42 The HRM Department and Training and Development Provide employee orientation training. Contribute to management development programs. Provide training and development. Evaluate training.