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Chapter 9 Selecting Human Resources
1.
Copyright © 2005
Thomson Business & Professional Publishing. All rights reserved. ROBERT L. MATHIS JOHN H. JACKSON PowerPoint Presentation by Charlie Cook The University of West Alabama Training Human ResourcesTraining Human Resources Chapter 9Chapter 9 SECTION 3SECTION 3 Training and DevelopingTraining and Developing Human ResourcesHuman Resources
2.
Copyright © 2005
Thomson Business & Professional 9–2 Learning ObjectivesLearning ObjectivesLearning ObjectivesLearning Objectives • After you have read this chapter, you should be able to: Define training and discuss why a strategic approach is important. Discuss the four phases of the training process. Identify three types of analyses used to determine training needs. Explain internal, external, and e-learning as training delivery approaches. Give an example for each of the four levels of training evaluation. Describe the importance of intercultural competence training for global employers.
3.
Copyright © 2005
Thomson Business & Professional 9–3 Nature of TrainingNature of TrainingNature of TrainingNature of Training • Training A process whereby people acquire capabilities to aid in the achievement of organizational goals. Includes both hard and soft skills Poorly trained employees may perform poorly and make costly mistakes • New Context of Training Organization Competitiveness and Training Training makes organizations more competitive Training helps retain valuable employees Training is no longer the first casualty of a business downturn.
4.
Copyright © 2005
Thomson Business & Professional 9–4 Nature of TrainingNature of TrainingNature of TrainingNature of Training • Knowledge Management and Training Identifying and leveraging organizational intellectual capital to create value and be competitive. • Training as a Revenue Source Marketing training with or alongside products can contribute significantly to a firm’s revenues. • Integration of Performance and Training Training is moving “closer to the job” to achieve “real time” learning. Training is using more real-world problems to increase employee learning.
5.
Copyright © 2005
Thomson Business & Professional 9–5 Performance ConsultingPerformance ConsultingPerformance ConsultingPerformance Consulting Figure 9–1
6.
Copyright © 2005
Thomson Business & Professional 9–6 Performance ConsultingPerformance ConsultingPerformance ConsultingPerformance Consulting • Performance Consulting A process in which a trainer and the organizational client work together (“bundled solution”) to determine what needs to be done to improve results Performance consulting approach: Focusing on identifying and addressing root causes of performance problems. Recognizing that the interaction of individual and organizational factors influences employee performance. Documenting the actions and accomplishments of high performers and comparing them with actions of more typical performers.
7.
Copyright © 2005
Thomson Business & Professional 9–7 Linking Organizational Strategies and TrainingLinking Organizational Strategies and TrainingLinking Organizational Strategies and TrainingLinking Organizational Strategies and Training Figure 9–2Source: Based on ideas from Lisa A. Burke and Joseph V. Wilson III.
8.
Copyright © 2005
Thomson Business & Professional 9–8 Benefits of Strategic TrainingBenefits of Strategic TrainingBenefits of Strategic TrainingBenefits of Strategic Training • HR and Training Professionals Are more likely to get involved with the business, partner with operating managers to help solve problems, and to make significant contributions to organizational results. Are less likely to chase fads or the hottest or latest type of training gimmick. Are less likely to think that training alone can solve most employee or organizational performance problems.
9.
Copyright © 2005
Thomson Business & Professional 9–9 Training and Global StrategiesTraining and Global StrategiesTraining and Global StrategiesTraining and Global Strategies • Successful development of global strategies is inhibited primarily by training deficits such as: Workforces with disparate competencies A declining pool of U.S. employees willing to go overseas Slow, expensive, and inflexible “on campus” training options
10.
Copyright © 2005
Thomson Business & Professional 9–10 Developing Strategic Training PlansDeveloping Strategic Training PlansDeveloping Strategic Training PlansDeveloping Strategic Training Plans • A good training plan deals with the following questions: Is there really a need for the training? Who needs to be trained? Who will do the training? What form will the training take? How will knowledge be transferred to the job? How will the training be evaluated?
11.
Copyright © 2005
Thomson Business & Professional 9–11 Systematic Training ProcessSystematic Training ProcessSystematic Training ProcessSystematic Training Process Figure 9–3
12.
Copyright © 2005
Thomson Business & Professional 9–12 Sources of the Information Used inSources of the Information Used in Training Needs AssessmentTraining Needs Assessment Sources of the Information Used inSources of the Information Used in Training Needs AssessmentTraining Needs Assessment Figure 9–4 Organizational Analyses Job/Task Analyses Individual Analyses
13.
Copyright © 2005
Thomson Business & Professional 9–13 Establishing Training ObjectivesEstablishing Training Objectives and Prioritiesand Priorities Establishing Training ObjectivesEstablishing Training Objectives and Prioritiesand Priorities • Gap Analysis The distance between where an organization is with its employee capabilities and where it needs to be. • Types of Training Objectives Knowledge: Impart cognitive information and details to trainees. Skill: Develop behavior changes in how job and tasks are performed. Attitude: Create interest and awareness of the training importance.
14.
Copyright © 2005
Thomson Business & Professional 9–14 Elements of Training DesignElements of Training DesignElements of Training DesignElements of Training Design Figure 9–5
15.
Copyright © 2005
Thomson Business & Professional 9–15 Learning: The Focus of TrainingLearning: The Focus of TrainingLearning: The Focus of TrainingLearning: The Focus of Training • Learner Readiness Ability to learn Learners must possess basic skills (3Rs). Motivation to learn Learners must desire and value training. Self-efficacy Learners must believe that they can successfully learn the training content.
16.
Copyright © 2005
Thomson Business & Professional 9–16 Learning StylesLearning StylesLearning StylesLearning Styles Adult Learning PrinciplesAdult Learning PrinciplesAdult Learning PrinciplesAdult Learning Principles Have need to know why they are learning something.Have need to know why they are learning something.Have need to know why they are learning something.Have need to know why they are learning something. Have need to be self-directed.Have need to be self-directed.Have need to be self-directed.Have need to be self-directed. Bring more work-related experiences into the process.Bring more work-related experiences into the process.Bring more work-related experiences into the process.Bring more work-related experiences into the process. Employ a problem-solving approach in the experience.Employ a problem-solving approach in the experience.Employ a problem-solving approach in the experience.Employ a problem-solving approach in the experience. Are motivated by both extrinsic and intrinsic factors.Are motivated by both extrinsic and intrinsic factors.Are motivated by both extrinsic and intrinsic factors.Are motivated by both extrinsic and intrinsic factors.
17.
Copyright © 2005
Thomson Business & Professional 9–17 Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d) • Active Practice The performance of job-related tasks and duties by trainees during training • Spaced Practice Several practice sessions spaced over a period of hours or days • Massed practice Performance of all the practice at once.
18.
Copyright © 2005
Thomson Business & Professional 9–18 Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d) • Behavior Modeling Copying someone else’s behavior by observing how another person deals with a problem. • Reinforcement Law of effect states that people tend to repeat behaviors that are rewarded and avoid behaviors that are punished. • Immediate Confirmation Reinforcement and feedback are most effective when given as soon as possible after training.
19.
Copyright © 2005
Thomson Business & Professional 9–19 Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d)Learning Styles (cont’d) • Transfer of Training Effective transfer occurs when trainees actually use on the job what they learned in training. Trainees take what was learned in training and apply it to the job context in which they work. Employees maintain use of the learned material over time. Increasing the transfer of training Offering trainees an overview of training content and process before the actual training helps with both short-term and longer-term training transfer. Ensuring that the training mirrors the job context as much as possible.
20.
Copyright © 2005
Thomson Business & Professional 9–20 Learning: Types of TrainingLearning: Types of TrainingLearning: Types of TrainingLearning: Types of Training Developmental and Innovative Training Developmental and Innovative Training Required and Regular Training Required and Regular Training Job/Technical Training Job/Technical Training Interpersonal and Problem-Solving Training Interpersonal and Problem-Solving Training Types ofTypes of TrainingTraining Types ofTypes of TrainingTraining
21.
Copyright © 2005
Thomson Business & Professional 9–21 Orientation: Training for New EmployeesOrientation: Training for New EmployeesOrientation: Training for New EmployeesOrientation: Training for New Employees Achievements ofAchievements of Effective OrientationEffective Orientation Achievements ofAchievements of Effective OrientationEffective Orientation Co-WorkerCo-Worker AcceptanceAcceptance Co-WorkerCo-Worker AcceptanceAcceptance FavorableFavorable ImpressionImpression FavorableFavorable ImpressionImpression ProvidesProvides InformationInformation ProvidesProvides InformationInformation SocializationSocialization andand IntegrationIntegration SocializationSocialization andand IntegrationIntegration PerformancePerformance andand ProductivityProductivity PerformancePerformance andand ProductivityProductivity
22.
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Thomson Business & Professional 9–22 Effective New Employee OrientationEffective New Employee OrientationEffective New Employee OrientationEffective New Employee Orientation Prepare New EmployeePrepare New EmployeePrepare New EmployeePrepare New Employee Consider “buddy” mentorsConsider “buddy” mentorsConsider “buddy” mentorsConsider “buddy” mentors Use an orientation checklistUse an orientation checklistUse an orientation checklistUse an orientation checklist Cover needed informationCover needed informationCover needed informationCover needed information Present information effectivelyPresent information effectivelyPresent information effectivelyPresent information effectively Avoid information overloadAvoid information overloadAvoid information overloadAvoid information overload Evaluation and follow-upEvaluation and follow-upEvaluation and follow-upEvaluation and follow-up
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Thomson Business & Professional 9–23 Training Delivery: ConsiderationsTraining Delivery: ConsiderationsTraining Delivery: ConsiderationsTraining Delivery: Considerations • Nature of training • Subject matter • Number of trainees • Individual vs. team • Self-paced vs. guided • Training resources • Costs • Geographic locations • Time allotted • Completion timeline
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Thomson Business & Professional 9–24 Internal TrainingInternal TrainingInternal TrainingInternal Training • Informal Training Training that occurs through interactions and feedback among employees. • On-the-Job Training (OJT) Based on a guided form of training known as job instruction training (JIT) Problems with OJT Poorly-qualified or indifferent trainers Disruption of regular work Bad or incorrect habits are passed on
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Thomson Business & Professional 9–25 Stages for On-the-Job Training (OJT)Stages for On-the-Job Training (OJT)Stages for On-the-Job Training (OJT)Stages for On-the-Job Training (OJT) Figure 9–6
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Thomson Business & Professional 9–26 External TrainingExternal TrainingExternal TrainingExternal Training • Reasons for External Training May be less expensive to outsource training Insufficient time to develop training Lack of expertise Advantages of interacting with outsiders • Outsourcing of Training Declining due to cost concerns, a greater emphasis on internal linking of training to organizational strategies, and other issues. Training and certification by vendors is increasing in popularity.
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Thomson Business & Professional 9–27 Sources of External TrainingSources of External TrainingSources of External TrainingSources of External Training Vendor TrainingVendor Training and Certificationand Certification Vendor TrainingVendor Training and Certificationand Certification Government-Government- Supported JobSupported Job TrainingTraining Government-Government- Supported JobSupported Job TrainingTraining EducationalEducational AssistanceAssistance ProgramsPrograms EducationalEducational AssistanceAssistance ProgramsPrograms External TrainingExternal TrainingExternal TrainingExternal Training
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Thomson Business & Professional 9–28 E-Learning: Online TrainingE-Learning: Online TrainingE-Learning: Online TrainingE-Learning: Online Training • E-Learning: Training Online The using the Internet or an organizational intranet to conduct training online. • Criteria for adopting e-learning: Sufficient top management support and funding Accepting the idea of decentralized and individualized training Current training methods not meeting needs Computer literacy and access to computers Time and travel cost concerns for trainees The number and self-motivation of trainees
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Thomson Business & Professional 9–29 Advantages and Disadvantages of E-learningAdvantages and Disadvantages of E-learningAdvantages and Disadvantages of E-learningAdvantages and Disadvantages of E-learning Figure 9–7Source: Developed by Lisa A. Burke and Robert L. Mathis.
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Thomson Business & Professional 9–30 Training ApproachesTraining ApproachesTraining ApproachesTraining Approaches DistanceDistance Training/LearningTraining/Learning DistanceDistance Training/LearningTraining/Learning CooperativeCooperative TrainingTraining CooperativeCooperative TrainingTraining Instructor-LedInstructor-Led Classroom andClassroom and ConferenceConference TrainingTraining Instructor-LedInstructor-Led Classroom andClassroom and ConferenceConference TrainingTraining SimulationsSimulations and Trainingand Training SimulationsSimulations and Trainingand Training TrainingTraining MethodsMethods TrainingTraining MethodsMethods
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Thomson Business & Professional 9–31 Levels of Training EvaluationLevels of Training EvaluationLevels of Training EvaluationLevels of Training Evaluation Figure 9–8
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Thomson Business & Professional 9–32 Training Evaluation (cont’d)Training Evaluation (cont’d)Training Evaluation (cont’d)Training Evaluation (cont’d) • Cost-Benefit Analyses A comparison of costs and benefits associated with organizational training efforts Measurement of both the costs and the benefits may be difficult. Return on Investment (ROI) Analysis Benchmarking Comparison of internal training with training done in other organizations
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Thomson Business & Professional 9–33 Some Typical Costs and Benefits of TrainingSome Typical Costs and Benefits of TrainingSome Typical Costs and Benefits of TrainingSome Typical Costs and Benefits of Training Figure 9–9
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Thomson Business & Professional 9–34 Evaluation DesignsEvaluation DesignsEvaluation DesignsEvaluation Designs Post-MeasurePost-MeasurePost-MeasurePost-Measure Pre-/Post-MeasurePre-/Post-MeasurePre-/Post-MeasurePre-/Post-Measure Pre-/Post-MeasurePre-/Post-Measure with a Control Groupwith a Control Group Pre-/Post-MeasurePre-/Post-Measure with a Control Groupwith a Control Group EvaluationEvaluation DesignDesign EvaluationEvaluation DesignDesign
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Thomson Business & Professional 9–35 Training for Global AssignmentsTraining for Global Assignments • Only 50%–60% of global employers provide formal training programs for expatriates and their families. Topics covered in pre-departure training: Daily living conditions, cultural customs, business issues, country history, climate, and transportation and communication systems. Foreign firms operating in the United States conduct training programs to prepare their employees for the food, customs, labor and HR practices, and other facets of working and living in the U.S.
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Thomson Business & Professional 9–36 Intercultural Competence TrainingIntercultural Competence TrainingIntercultural Competence TrainingIntercultural Competence Training Figure 9–10 Source: Developed by Andrea Graf, PhD, Technical University of Braunschweig, Germany, and Robert L. Mathis, PhD, SPHR.
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