© 2009 South-Western Cengage. All rights reserved.

Chapter 5Training and Talent

Management

Chapter 5Training and Talent

Management

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Types of TrainingTypes of Training

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Figure 5-1 Linking Organizational Figure 5-1 Linking Organizational Strategies and TrainingStrategies and Training

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Training ComponentsTraining Components

• A good training plan deals with the following A good training plan deals with the following questions:questions: Is there really a need for the training?Is there really a need for the training?

Who should be trained?Who should be trained?

Who will do the training?Who will do the training?

What form will the training take?What form will the training take?

How will knowledge be transferred to the job?How will knowledge be transferred to the job?

How will the training be evaluated?How will the training be evaluated?

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Training Needs AssessmentTraining Needs Assessment

• Considers issues of employee and Considers issues of employee and organizational performance to determine if organizational performance to determine if training can help.training can help.

• Sources of information to analyze training needsSources of information to analyze training needs Organizational Organizational JobJob IndividualIndividual

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Training Needs AssessmentTraining Needs Assessment

• Organizational analysesOrganizational analyses Analyze organizational outcomes and look at future

organizational needs

• Job/Task analysesJob/Task analyses Review jobs involved and tasks performed in those

jobs. Comparing requirements of jobs with the KSAs of

employees to identify training needs

• Individual analysesIndividual analyses•Performance appraisalsPerformance appraisals•Skill testsSkill tests•Individual assessment testsIndividual assessment tests•Records of critical incidentsRecords of critical incidents

•Assessment center exercisesAssessment center exercises•Questionnaires and surveysQuestionnaires and surveys•Job knowledge toolsJob knowledge tools•Internet inputInternet input

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Training Design: Learning Focus of Training Design: Learning Focus of TrainingTraining• Learner ReadinessLearner Readiness

Ability to learnAbility to learn Learners must possess basic skills (3Rs).Learners must possess basic skills (3Rs).

Motivation to learnMotivation to learn Learners must desire and value training.Learners must desire and value training.

Self-efficacySelf-efficacy Learners must believe that Learners must believe that

they can successfully learn they can successfully learn the training content.the training content.

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Learning 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-centered approach to learning.Employ a problem-centered approach to learning.Employ a problem-centered approach to learning.Employ a problem-centered approach to learning.

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.

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Training Design: Learning Styles Training Design: Learning Styles (cont’d)(cont’d)• Behavior ModelingBehavior Modeling

Copying someone else’s behavior by observing how Copying someone else’s behavior by observing how another person deals with a problem.another person deals with a problem.

• ReinforcementReinforcement Law of effectLaw of effect states that people tend to repeat states that people tend to repeat

behaviors that are rewarded and avoid behaviors that behaviors that are rewarded and avoid behaviors that are punished.are punished.

• Immediate ConfirmationImmediate Confirmation Reinforcement and feedback are most effective when Reinforcement and feedback are most effective when

given as soon as possible after training.given as soon as possible after training.

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Training Design: Learning Styles Training Design: Learning Styles (cont’d)(cont’d)• Transfer of TrainingTransfer of Training

Effective transfer occurs when trainees actually use Effective transfer occurs when trainees actually use on the job what they learned in training.on the job what they learned in training. Trainees take what was learned in training and apply it to the Trainees take what was learned in training and apply it to the

job context in which they work.job context in which they work.

Employees maintain use of the learned material over time.Employees maintain use of the learned material over time.

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Training Delivery: Internal TrainingTraining Delivery: Internal Training

• Informal TrainingInformal Training Training that occurs through interactions and feedback among Training that occurs through interactions and feedback among

employees.employees.

• On-the-Job Training (OJT)On-the-Job Training (OJT) Based on a guided form of training known as Based on a guided form of training known as job instruction job instruction

training (JIT) training (JIT) Problems with OJTProblems with OJT

Poorly-qualified or indifferent trainersPoorly-qualified or indifferent trainers Disruption of regular workDisruption of regular work Passing on bad or incorrect habitsPassing on bad or incorrect habits

• Cross trainingCross training Occurs when people are trained to do more than one job—theirs Occurs when people are trained to do more than one job—theirs

and someone else’s. For the employer, the advantages of cross and someone else’s. For the employer, the advantages of cross training are flexibility and development.training are flexibility and development.

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Figure 5.Figure 5.22Methods Companies Use to Methods Companies Use to Deliver TrainingDeliver Training

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External TrainingExternal Training

• Reasons to Choose External TrainingReasons to Choose External Training May be less expensiveMay be less expensive Insufficient time to develop internal trainingInsufficient time to develop internal training HR staff may not have the necessary level of expertiseHR staff may not have the necessary level of expertise Employees interaction with managers and peers in other Employees interaction with managers and peers in other

companiescompanies

• Outsourcing of TrainingOutsourcing of Training Declining due to cost concernsDeclining due to cost concerns Greater emphasis on internal linking of training to organizational Greater emphasis on internal linking of training to organizational

strategiesstrategies

• Educational Assistance ProgramsEducational Assistance Programs Employer reimburse employees for their expenses for courses Employer reimburse employees for their expenses for courses

taken to complete a college degree.taken to complete a college degree.

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Orientation: On-Boarding for New Orientation: On-Boarding for New EmployeesEmployees• On-BoardingOn-Boarding

Reflects that getting new employees, including Reflects that getting new employees, including executives, to immediately begin performing executives, to immediately begin performing successfully is importantsuccessfully is important

• Several Key Purposes:Several Key Purposes: Establishes a favorable employee impression of the Establishes a favorable employee impression of the

organization and the joborganization and the job Provides organization and job informationProvides organization and job information Enhances interpersonal acceptance by co-workersEnhances interpersonal acceptance by co-workers Accelerates socialization and integration of the new Accelerates socialization and integration of the new

employee into the organizationemployee into the organization Ensures that employee performance and productivity Ensures that employee performance and productivity

begin more quicklybegin more quickly

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Orientation: Training for New Orientation: Training for New EmployeesEmployees

Achievements ofAchievements ofEffective OrientationEffective Orientation

Achievements ofAchievements ofEffective OrientationEffective Orientation

Co-WorkerCo-WorkerAcceptanceAcceptance

Co-WorkerCo-WorkerAcceptanceAcceptance

FavorableFavorableImpressionImpression

FavorableFavorableImpressionImpression

ProvidesProvidesInformationInformation

ProvidesProvidesInformationInformation

SocializationSocializationandand

IntegrationIntegration

SocializationSocializationandand

IntegrationIntegration

PerformancePerformanceandand

ProductivityProductivity

PerformancePerformanceandand

ProductivityProductivity

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e-Learning: Online Traininge-Learning: Online Training

• e-Learninge-Learning Using the Internet or an organizational intranet to Using the Internet or an organizational intranet to

conduct training online.conduct training online.

• Obstacles to using online trainingObstacles to using online training Keeping up with the rapid change in technological Keeping up with the rapid change in technological

innovationinnovation Knowing when and how much to investKnowing when and how much to invest Designing e-courses appropriatelyDesigning e-courses appropriately

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Training ApproachesTraining Approaches

Distance Distance Training/LearningTraining/Learning

Distance Distance Training/LearningTraining/Learning

Cooperative Cooperative TrainingTraining

Cooperative Cooperative TrainingTraining

Instructor-led Instructor-led Classroom and Classroom and

Conference Conference TrainingTraining

Instructor-led Instructor-led Classroom and Classroom and

Conference Conference TrainingTraining

Simulations Simulations and Trainingand Training

Simulations Simulations and Trainingand Training

TrainingTrainingMethodsMethods

TrainingTrainingMethodsMethods

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Training EvaluationTraining Evaluation

• Cost-Benefit AnalysisCost-Benefit Analysis Determine training costsDetermine training costs Identify potential savings resultsIdentify potential savings results Compute potential savingsCompute potential savings Conduct costs and savings benefits comparisonsConduct costs and savings benefits comparisons

• Return on Investment AnalysisReturn on Investment Analysis• BenchmarkingBenchmarking

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Training Evaluation DesignsTraining Evaluation Designs

• Post-MeasurePost-Measure Can the individuals perform the way management Can the individuals perform the way management

wants after trainingwants after training

• Pre-/Post-MeasurePre-/Post-Measure Measuring performance of a task before and after Measuring performance of a task before and after

trainingtraining

• Pre-/Post-Measure with a Control GroupPre-/Post-Measure with a Control Group Test another group (control group) of representatives Test another group (control group) of representatives

who will not be trained, to see if they do as well as who will not be trained, to see if they do as well as those who are to be trained.those who are to be trained.

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FIGURE 5.FIGURE 5.33 Levels of Training EvaluationLevels of Training Evaluation

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FIGURE 5.4FIGURE 5.4 Organizational and Individual Career Organizational and Individual Career Planning PerspectivesPlanning Perspectives

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Career ProgressionCareer Progression

• Career plateausCareer plateaus Opportunities to move up decrease, and are replaced

by lateral movement Individuals can take seminars/courses for new

opportunities Rotate workers to other departments Individuals can go into completely different line of

work

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Career Transitions and HRCareer Transitions and HR

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Career Transitions and HRCareer Transitions and HR

PORTABLE CAREER PATH

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Special Individual Career IssuesSpecial Individual Career Issues

• Technical and Professional WorkersTechnical and Professional Workers Dual-career ladders provide advancement pathways Dual-career ladders provide advancement pathways

for specialists and technical employees.for specialists and technical employees.

• Women and CareersWomen and Careers Employers can provide child-care assistance, flexible Employers can provide child-care assistance, flexible

work policies, and general willingness to be work policies, and general willingness to be accommodatingaccommodating

• Dual-Career CouplesDual-Career Couples Problems occur when one partner is promoted or Problems occur when one partner is promoted or

transferred, causing the other partner to have to transferred, causing the other partner to have to relocate.relocate.

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Women and CareersWomen and Careers

• ““Sequencing”Sequencing” Women’s careers can be interrupted for child birth Women’s careers can be interrupted for child birth

and child rearing and a later return to work with a job and child rearing and a later return to work with a job that allows flexibilitythat allows flexibility

• Glass ceiling: Glass ceiling: The situation in which women fail to progress into top The situation in which women fail to progress into top

management positions.management positions.

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The HR Development ProcessThe HR Development Process

Company Websites Company Websites and Career and Career

DevelopmentDevelopment

Company Websites Company Websites and Career and Career

DevelopmentDevelopment

Developing Developing Specific Specific

CapabilitiesCapabilities

Developing Developing Specific Specific

CapabilitiesCapabilities

Lifelong Lifelong LearningLearning

Lifelong Lifelong LearningLearning

Re-developmentRe-developmentRe-developmentRe-development

HRHRDevelopmentDevelopment

ProcessesProcesses

HRHRDevelopmentDevelopment

ProcessesProcesses

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Development vs. TrainingDevelopment vs. Training

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Figure 5-5 HR Development Figure 5-5 HR Development ApproachesApproaches

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Management Development MethodsManagement Development Methods

Leadership Leadership DevelopmentDevelopment

Leadership Leadership DevelopmentDevelopment

ManagementManagementModelingModeling

ManagementManagementModelingModeling

ManagementManagementCoachingCoaching

ManagementManagementCoachingCoaching

ManagementManagementMentoringMentoring

ManagementManagementMentoringMentoring

SupervisorySupervisoryDevelopmentDevelopment

SupervisorySupervisoryDevelopmentDevelopment

ExecutiveExecutiveEducationEducation

ExecutiveExecutiveEducationEducation

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Succession PlanningSuccession Planning

• Succession PlanningSuccession Planning The process of identifying a longer-term plan for the The process of identifying a longer-term plan for the

orderly replacement of key employees.orderly replacement of key employees. Beginning of the process:Beginning of the process:

Preliminary replacement chartsPreliminary replacement charts Assessment of capabilities and interests of current Assessment of capabilities and interests of current

employeesemployees

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Succession Succession Planning Planning ProcessProcess