SLIDES OF TRAINING

1. Human Resource Management:
Gaining a Competitive Advantage
Chapter 7
Training
Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin

2. Learning Objectives
 Discuss how training can contribute to
companies’ business strategy.
 Explain the manager’s role in identifying training
needs and supporting training on the job.
 Conduct a needs assessment.
 Evaluate employees’ readiness for training.
 Discuss the strengths and weaknesses of
presentation, hands-on, and group training
methods.
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3. Learning Objectives
 Explain potential e-learning training advantages.
 Design a training session to maximize learning.
 Choose an appropriate evaluation design based
on training objectives and analysis of constraints.
 Design a cross-cultural preparation program.
 Develop a program for effectively managing
diversity.
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4. Training can...
 Increase employees’ knowledge of
foreign competitors and cultures.
 Help ensure that employees have skills
to work with new technology.
 Help employees understand how to work
effectively in teams to contribute to
product and service quality.
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5. Training can...
 Ensure that the company’s culture emphasizes
innovation, creativity, and learning.
 Ensure employment security by providing new
ways for employees to contribute when their :
 jobs change or interests change
 skills become obsolete
 Prepare employees to accept and work more
effectively with each other, particularly with
minorities and women.
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6. Training
 Training is a planned effort by a company to
facilitate the learning of employees.
 High-leverage training is:
 linked to strategic business goals and objectives,
 supported by top management,
 relies on an instructional design model, and
 benchmarked to programs in other organizations.
 Continuous learningrequires employees to
understand the entire work process, expects them to
acquire and apply new skills, and share what they
have learned.
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7. Strategic Training & Development Process
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8. Designing Effective Training Activities
1. Needs Assessment
• Organizational Analysis
• Person Analysis
• Task Analysis
2. Ensuring Employees’ readiness for Training
• Attitudes and Motivation
• Basic Skills
3. Creating a Learning Environment
• Identification of learning objectives and training outcomes
• Meaningful material
• Practice
• Feedback
• Observation of others
• Administering and coordinating program
The Training Process
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9. Designing Effective Training Activities
4. Ensuring Transfer of Training
• Self-management strategies
• Peer and manager support
5. Selecting Training Methods
• Presentational Methods
• Hands-on Methods
• Group Methods
6. Evaluating Training Programs
• Identification of training outcomes and evaluation design.
• Cost-benefit analysis
The Training Process
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10. Needs Assessment Process
Organization Analysis
Person Analysis
Task Analysis
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11. 3 Factors Used to Choose Training
Company’s
Strategic Direction
Available Training
Resources
Support-
Manager and Peers
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12. 5 Factors that Influence
Employee Performance and Learning
1. Person characteristics
 Ability and skill
 Attitudes and motivation
2. Input
 Understand what, how, when to perform
 Necessary resources (equipment, etc.)
 Interference from other job demands
 Opportunity to perform
3. Output
 Expectations for learning performance
4 Consequences
 Positive consequences/incentives to perform
 Few negative consequences to perform
5. Feedback
 Frequent and specific feedback about how the job is performed
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13. Ensuring Employee Readiness for Training
 Motivation to learn is the desire of the trainee
to learn the content of the training program.
 Self-efficacy is the employees' belief that they
can successfully learn the content of the
training program.
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14. Ensuring Employee Readiness for Training
To increase employees' self-efficacy level:
1. Let employees know that the purpose of training isto
improve performance rather than to identify areas in
which employees are incompetent.
2. Provideas much information as possible about the
training program and purpose prior to actual training.
3. Show employees their peers’training success.
4. Provideemployees feedbackthat
 learning is under their control
 they have the ability and responsibility to overcome
learning difficulties experienced in the program.
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15. S
K
I
L
L
S
Basic Skills
Cognitive Ability–
verbal comprehension,
quantitativeability
and
reasoning ability
Reading Ability –
level of difficulty
of
written materials
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16. Creating a Learning Environment
 7 Conditions for Learning
1. Need to know why they should learn.
2. Meaningful training content.
3. Opportunities to practice.
4. Feedback.
5. Observe experience and interact with others
6. Good program coordination and administration
7. Commit training content to memory
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17. Transfer of Training
Transfer
of
Training
Climate for
transfer
Opportunity to use
learned capability
Technological
Support
Self-management
skills
Manager support
Peer Support
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18. Selecting Training Methods
 Presentation Methods
 Instructor-led classroom instruction
 Distance learning, teleconferencing &
webcasting
 Audiovisual techniques
 Mobile technologies
 Hands-on Methods
 On-the-job training
 Self-directed learning
 Simulations
 Business games and case studies
 Behavior modeling
 Interactive video
 E-learning
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19. Outcomes Used in
Evaluating Training Programs
OUTCOME
Cognitive Outcomes
Skill-based
Outcomes
Affective Outcomes
Results
ROI
WHAT IS MEASURED
Acquisition of Knowledge
•Behavior
•Skills
•Motivation
•Reaction to Program
•Attitudes
•Company Payoff
•Economic value of
Training
HOW MEASURED
•Pencil and paper tests
•Work sample
•Observation
•Work sample
•Ratings
•Interviews
•Focus groups
•Attitude surveys
•Observation
•Data from information
systemor performance records
•Identification& cost
comparison& program benefits
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20. Pretest/Posttest
with
comparison
group
Posttest only with
comparison
group
Pretest/Posttest
Evaluation Designs
Posttest Only
Time Series
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21. Determining Return on Investment
 Cost-benefit analysis is the process of
determining a training program’s economic
benefits using accounting methods.
• Determining costs
• Determining benefits
• Making the analysis
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22. Cross-Cultural Preparation
 An expatriate is an employee sent bya company to
manage operations in a different country.
 To be successful overseas,expatriates need to be:
1. Competent in their area of expertise.
2. Able to communicate verbally and nonverbally in the
host country.
3. Flexible, tolerant of ambiguity, and sensitive to cultural
differences.
4. 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.
5. Supported by their families.
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23. 3 Phases of Cross-Cultural Preparation
Phase One:
Predeparture
Phase
Phase Two:
On-Site
Phase
Phase Three:
Repatriation
Phase
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24. Managing Workforce Diversity
 Managing Diversity is the process of creating an environment
that allows all employees to contribute to organizational goals
and experience personal growth.
 2 Types of Diversity Training:
1. Attitude awareness and change programs
2. Behavior based programs
 2 Goals of Diversity Training:
1. Eliminate values, stereotypes, and managerial practices
that inhibit employees’ personal development
2. Allow employees to contribute to organizational goals
regardless of their race, sexual orientation, gender, family
status, religious orientation, or cultural background.
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25. Organizational socialization is the process
used to transform new employees into
effective company members.
3 Phases of Socialization:
Socialization and Orientation
Anticipatory
Socialization
Encounter
Settling In
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26. Summary
 Technological innovations, new product markets,
and a diverse workforce have increased the need
for companies to reexamine how their training
practices contribute to learning.
 The key to successful training is choosing the
training method that best contributes to
effectiveness.
 Managing diversity and cross-cultural preparation
are two training issues relevant to capitalize on a
diverse workforce and global markets.
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