powerpoint presentation by charlie cook the university of west alabama 7 2010 south-western, a part...

PowerPoint Presentation by Charlie CookThe University of West Alabama

7

© 2010 South-Western, a part of Cengage LearningAll rights reserved.

© 2010 South-Western, a part of Cengage Learning. All rights reserved. 72222–2

Discuss the systems approach to training and development.Describe the components of training needs assessment.Identify the principles of learning and describe how they facilitate training.Identify the types of training methods used for managers and nonmanagers.Discuss the advantages and disadvantages of various evaluation criteria.Describe the special training programs that are currently popular.

Chapter ObjectivesAfter studying this chapter, you should be able to

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Training and Development and Other HRM Functions

Training may permit hiring less-qualified applicants Selection Effective selection may

reduce training needs

Training aids in the achievement of performance

Performance Appraisal

A basis for assessing training needs and results

Training and development may lead to higher pay

Compensation Management

A basis for determining employee’s rate of pay

Availability of training can aid in recruitment Recruitment Provide an additional

source of trainees

Training may include a role for the union Labor Relations Union cooperation can

facilitate training efforts

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The Scope of Training• Training

Effort by an organization to foster learning among its members. Primary reason for training new employees is to increase their

knowledge, skills, and ability level. Tends to be narrowly focused and oriented toward short-term

performance concerns.• Development

Effort that is oriented more toward broadening an individual’s skills for the future responsibilities.

• Employee and employer need to agree on what training is Employee thinks in terms of technical training Employer may include diversity, strategy, customer focus, etc.


FIGURE

7.1Training Dollars Spent by Employee Type

More important than the expense is the value received. Some training is just to avoid law suits.

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The Systems Approach to Training and Development

•Four PhasesNeeds assessment Program designImplementationEvaluation

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FIGURE

7.2Systems Model of Training

Don’t train without doing this first!


Phase 1: Conducting the Needs Assessment• Organization Analysis

An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed.

• Task Analysis The process of determining what the content of a training

program should be on the basis of a study of the tasks and duties involved in the job.

• Person Analysis A determination of the specific individuals who need

training. Training is not usually focused on one individual


FIGURE

7.3Needs Assessment for Training

Competency assessmentAnalysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobss

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1Notes on Rapid Needs Assessment

NOTE 1: Look at the problem scope

NOTE 2: Do organizational scanning

NOTE 3: Play “give and take”

NOTE 4: Check “lost and found”

NOTE 5: Use plain talk

NOTE 6: Use the Web

NOTE 7: Use rapid prototyping

NOTE 8: Seek out exemplars

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2A Competency Assessment for a Managerial Position

For each item, circle the number that best describes the manager’s characteristics. For items that do not apply, circle NA (not applicable). For other items for which you lack sufficient observations or documentary evidence, circle DK (don’t know).4=Exemplary, 3=Proficient, 2=Progressing, 1=Needs Assistance, NA=Not Applicable, DK=Don’t Know

Competency 1: Behaves professionally and encourages other staff members to do likewise.4 3 2 1 NA DK

Competency 2: Behaves ethically and encourages staff members to do likewise.4 3 2 1 NA DK

Competency 3: Uses a variety of modes of communication and conveys information fully and clearly.4 3 2 1 NA DK

Competency 4: Seeks input from all levels and demonstrates fairness and consistency.4 3 2 1 NA DK

Competency 5: Engages in an open style of management and is open to criticism from supervisors and subordinates.4 3 2 1 NA DK

Competency 6: Searches for and embraces innovative solutions to improve department’s programs and products.4 3 2 1 NA DK

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Phase 2: Designing the Training Program

Characteristics of successful trainers

Trainee readiness and motivation

Issues in training design

Instructional objectives

Principles of learning

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Phase 2: Designing the Training Program

• Determining Specific Instructional Objectives Is The First Step in Designing the Training ProgramRepresent the desired outcomes of a training

program Performance-centered objectives

Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.


Trainee Readiness and Motivation

• Strategies for Creating a Motivated Training Environment:1. Use positive reinforcement.2. Eliminate threats and punishment.3. Be flexible.4. Have participants set personal goals.5. Design interesting instruction.6. Break down physical and psychological

obstacles to learning.

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FIGURE

7.4Principles of Learning

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Principles of Learning

Recognition of individual learning differences

Meaningfulness of presentation

Focus on learning and transfer

Goal setting - What’s the value?

Behavioral modeling


Principles of Learning (cont’d)

Feedback and reinforcement

Whole versus-part learning

Active practice and repetition

Massed-vs-distributed learning

Focus on method and process


Feedback and Reinforcement

• Spot RewardsPrograms that award employees

“on the spot” when they do something particularly well during training or on the job

• Behavior ModificationThe technique that operates on the principle that

behavior that is rewarded, or positively reinforced, is repeated more frequently, whereas behavior that is penalized or unrewarded will decrease in frequency.


FIGURE

7.5A Typical Learning Curve


Characteristics of Successful Instructors

• Knowledge of the subject• Adaptability• Sincerity• Sense of humor• Interest• Clear instructions• Individual assistance• Enthusiasm


Phase 3: Implementing the Training Program

Importance of training outcomes

Type of trainees

Choosing the instructional method

Nature of training

Organizational extent of training


Training Methods for Nonmanagerial Employees

• On-the-Job Training (OJT)• Apprenticeship Training• Cooperative Training,

Internships, and Governmental Training

• Classroom Instruction• Programmed Instruction• Audiovisual Methods• Computer-based Training

and E-Learning• Simulation Method

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Training Methods for Nonmanagerial Employees (cont’d)

• On-the-job training (OJT)Method by which employees are given hands-on

experience with instructions from their supervisor or other trainer.

Most common method for training nonmanagers.• Drawbacks

The lack of a well-structured training environmentPoor training skills of managersThe absence of well-defined job performance criteriaTakes away a lot of time from the job


On-the-Job Training• Overcoming OJT training problems

1. Develop realistic goals and/or measures for each OJT area.

2. Plan a specific training schedule for each trainee, including set periods for evaluation and feedback.

3. Help managers establish a nonthreatening atmosphere conducive to learning.

4. Conduct periodic evaluations, after training is completed, to prevent regression.


FIGURE

7.6The PROPER Way to Do On-the-Job Training

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• Apprenticeship trainingA system of training in which a worker entering

the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.

• Cooperative TrainingA training program that combines practical on-

the-job experience with formal educational classes.



• Internship ProgramsAre jointly sponsored by colleges, universities, and other

organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations.

• Classroom InstructionEnables the maximum number of trainees to be handled

by the minimum number of instructors. “Blended” learning—lectures and demonstrations are combined

with films, DVDs, and videotapes or computer instruction.


Increasing the Effectiveness of Internships1. Assign the intern to projects that are

accomplishable and provide training as required.2. Appoint a mentor or supervisor to guide the intern.3. Solicit project suggestions from other staff

members.4. Rotate interns throughout the organization.5. Treat interns as part of the organizational staff and

invite them to staff meetings.6. Establish a process for considering interns for

permanent hire.

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FIGURE

7.7Delivery Method of Training

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• Programmed InstructionSelf-directed learning—use of books, manuals, or

computers to break down subject matter content into highly organized, logical sequences that demand continuous response on the part of the trainee.

• Audiovisual Methods Video recordings, CDs and DVDs Teleconferencing and videoconferencing Web conferencing, webinars, and podcasts Communities of practice, blogs, and wikis


FIGURE

7.8Examples of Knowledge-Sharing Learning via Communities of Practice

Problem-solving “Can we work on this design and brainstorm some ideas; I’m stuck.”

Requests for information “Where can I find the code to connect to the server?”

Seeking experience “Has anyone dealt with a customer in this situation?”

Reusing assets “I have a proposal for a local area network I wrote for a client last year. I can send it to you, and you can easily tweak it for this new client.”

Coordination and synergy

“Can we combine our purchases of solvent to achieve bulk discounts?”

Discussing developments “What do you think of the new CAD system? Does it really help?”

Documentation projects “We have faced this problem five times now. let us write it down once and for all.”

Visits “Can we come and see your after-school program? We need to establish one in our city.”

Mapping knowledge and identifying gaps

“Who knows what, and what are we missing? What other groups should we connect with?”

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• SimulationThe simulation method emphasizes

realism in equipment and its operation at minimum cost and maximum safety.

Used when it is either impractical or unwise to train employees on the actual equipment used on the job.


Training Methods for Employees (cont’d)• E-Learning

Learning that takes place via such web and computer-based training (CBT)

Allows the firm to bring the training to employees

Allows employees to customize their own learning in their own time and space (just-in-time learning)

Provides continuously updated training materials


Electronic Training Methods for Employees• Learning Management Systems (LMS)

Are “virtual learning environments”Can assess the skills of employeesCan register them for coursesCan deliver interactive learning modules

directly to their desktops when they need or want them

Can evaluate and track their progress, and determine when they are ready to be promoted


Training Methods for Management Development

• On-the-Job Experiences• Seminars and Conferences• Case Studies• Management Games• Role Playing• Behavior Modeling

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On-the-Job Experiences• Coaching—continuous flow of instructions,

comments, and suggestions • Understudy Assignment• Job Rotation—provide a variety of work

experiences• Lateral Transfer• Special Projects• Action Learning• Staff Meetings• Planned Career Progressions


Case Studies• The use of case studies is most appropriate when:

1. Analytic, problem-solving, and critical thinking skills are most important.

2. The KSAs are complex and participants need time to master them.

3. Active participation is desired.4. The process of learning (questioning,

interpreting, and so on) is as important as the content.

5. Team problem solving and interaction are possible.


FIGURE

7.9Case Studies

When Using Case Studies…

• Be clear about learning objectives, and list possible ways to achieve the objectives.

• Decide which objectives would be best served by the case method.

• Identify available cases that might work, or consider writing your own.

• Set up the activity—including the case material, the room, and the schedule.

• Follow the principles of effective group dynamics.

• Provide a chance for all learners to take part and try to keep the groups small.

• Stop for process checks and be ready to intervene if group dynamics get out of hand.

• Allow for different learning styles.

• Clarify the trainer’s role.

• Bridge the gap between theory and practice.

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Role Playing• Successful role play requires that instructors:

Ensure that group members are comfortable with each other. Select and prepare the role players by introducing a specific situation. To help participants prepare, ask them to describe potential

characters. Realize that volunteers make better role players. Prepare the observers by giving them specific tasks (such as evaluation

or feedback). Guide the role-play enactment through its bumps (because it is not

scripted). Keep it short. Discuss the enactment and prepare bulleted points of what was

learned.


Behavior Modeling• Behavior Modeling

An approach that demonstrates desired behavior and gives trainees the chance to practice and role-play those behaviors and receive feedback.

Involves four basic components: Learning points Model Practice and role play Feedback and reinforcement

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Phase 4: Evaluating the Training Program

Criterion 4: Results assessment

Criterion 2: Extent of learning

Measuring program effectiveness

Criterion 1: Trainee reactions

Criterion 3: Learning transfer to job

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Criterion 1: Reactions• Participant Reactions

The simplest and most common approach to training evaluation is assessing trainees.

Potential questions might include the following: What were your learning goals for this program? Did you achieve them? Did you like this program? Would you recommend it to others who have similar

learning goals? What suggestions do you have for improving the program? Should the organization continue to offer it?


Criterion 2: Learning

• Checking to see if they actually learned anything!!!Testing knowledge and skills before beginning

a training program gives a baseline standard on trainees that can be measured again after training to determine improvement.

However, in addition to testing trainees, test employees who did not attend the training to estimate the differential effect of the training.


Criterion 3: Behavior

• Transfer of Training Effective application of principles learned to

what is required on the job. Much of what is learned never gets used on the

job!• Maximizing the Transfer of Training

1. Feature identical elements2. Focus on general principles3. Establish a climate for transfer.4. Give employees transfer strategies


Criterion 4: Results, or Return on Investment (ROI)

• Measuring the Utility of Training Programs Calculating the benefits derived from training:

How much did quality improve because of the training program? How much has it contributed to profits? What reduction in turnover and wasted materials did the

company get after training? How much has productivity increased and by how much have

costs been reduced? Very hard to calculate and attribute changes to training. Make

sure no one is fudging the numbers to justify their job.


Criterion 4: Results or Return on Investment (ROI)

• Return on Investment Viewing training in terms of the extent to which it provides

knowledge and skills that create a competitive advantage and a culture that is ready for continuous change.

ROI = Results/Training Costs If the ROI ratio is >1, the benefits of the training exceed the cost of the

program If the ROI ratio is <1, the costs of the training exceed the benefits.

Again, watch for fudging the numbers ( 窜改 , cuàn gǎi , tamper with).

Real data make take a long time to appear.


3Calculating Training ROI: Examples

If the ROI ratio is >1, the benefits of the training exceed the cost of the program, and if the ratio is <1, the costs of the training program outweigh the benefits.

Example 1: A program to train new machine operators costs $15,000 to develop and implement. After completing the training program, the average number of parts produced each year increased by 3,000, and the profit on each new part is $10, producing a net result of $30,000.

ROI = $30,000/$15,000 = 2

Example 2: A safety program costs the company $25,000 to develop and implement. One year later, there had been a small decrease in accidents, saving the company a total of $10,000.

ROI = $10,000/$25,000 = 0.4

In Example 1, the program resulted in a ROI of 2, indicating that the benefits of the program outweigh its cost. However, in Example 2, the ROI was only 0.4, indicating that the costs of the program outweigh the benefits.

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Criterion 4: Results (cont’d)• Benchmarking

The process of measuring one’s own services and practices against the recognized leaders in order to identify areas for improvement. Training activity: How much training is

occurring? Training results: Do training and development

achieve their goals? Training efficiency: Are resources utilized in

the pursuit of this mission?


Criterion 4: Results (cont’d)• Deming’s Benchmarking Model

1. Plan: conduct a self-audit to identify areas for benchmarking.

2. Do: collect data about activities.

3. Check: Analyze data.

4. Act: Establish goals, implement changes, monitor progress, and redefine benchmarks.


Organization-wide training programs

Special Training and Development Topics

Basic skills training

Orientation training

Team and cross-training

Diversity training

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4Benchmarking HR Training

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Special Topics in Training and Development (cont’d)

• Orientation A formal process of familiarizing new employees with the

organization, their jobs, and their work units. Benefits:

1. Lower turnover2. Increased productivity3. Improved employee morale4. Lower recruiting and training costs5. Facilitation of learning6. Reduction of the new employee’s anxiety


5Checklist for Orienting New Employees

Items in Orientation Packet• Welcome letter with company background• Map of facility, including parking information• IDs, keys, and parking decals• Current organization chart• Telephone numbers, e-mail addresses, and locations of key personnel• Copy of employee’s specific job goals and descriptions• List of unique terms in the industry, company, and job• Training class schedules• Safety and emergency procedures• Copy of policy handbook, including office hours and telephone and e-mail rules• List of employee benefits, including insurance plans• Holiday schedule

Follow-Up Activities• Ensure that employee has completed required paperwork, including benefit enrollment forms• Revisit performance standards• Schedule first performance appraisal meeting

Make sure this training isn’t just a bunch of boring facts! Add excitement about the new job.



• Basic Skills TrainingBasic skills have become essential occupational

qualifications, having profound implications for product quality, customer service, internal efficiency, and workplace and environmental safety.

• Typical basic skills: Reading, writing, computing, speaking, listening,

problem solving, managing oneself, knowing how to learn, working as part of a team, leading others.



• To implement a successful program in basic and remedial skills: Explain to employees why and how the training will help

them in their jobs. Relate the training to the employees’ goals. Respect and consider participant experiences, and use

these as a resource. Use a task-centered or problem-centered approach so that

participants “learn by doing.” Give feedback on progress toward meeting learning

objectives.

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Special Topics in Training and Development (cont’d)• Team Training Issues

1. Team building is a difficult and comprehensive process.

2. Team development is not always a linear sequence of “forming, storming, norming, and performing.”

3. Additional training is required to assimilate new members.

4. Behavioral and process skills need to be acquired through participative exercises.

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FIGURE

7.11Team Training Skills

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• Cross-TrainingThe process of training employees to do multiple

jobs within an organization Gives firms flexible capacity. Cuts turnover Increase productivity Pares down labor costs Lays the foundation for careers rather than dead-

end jobs.



• Ethics TrainingRequires top management supportShould be a part of new employee orientationShould be regularly available to all employees

• Chief Ethics OfficerA high-ranking manager directly responsible for

fostering the ethical climate within the firm

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Ethics

• Ethics are your moral code, your value system, your fundamental orientation in life—knowing the difference between right and wrong and doing what’s right. Always make decisions based on your value system and you will

be able to sleep at night. Do what is right, just, and fair. Will my action produce the best result for all parties? Will my actions respect the rights of all parties? Are my actions just?

• Ethics are not black and white. Don’t fall in that trap. Must be rational Your absolute rules may not be someone else's (e.g. different cultures) Ethics are based on the values (cultural, social, political, moral) you were

raised with. • Strict rule-based ethics codes don’t communicate the “why” of the rule. Create a

code that allows employees to make judgments when the “rules” don’t apply.• “I will not lie, cheat, or steal—nor tolerate among us those who do.”

Ethics• Doing the Right Thing

Ethical issues—questions of right and wrong• Kinds of Ethical Issues Leaders/Managers Will Encounter

Ethical issues in business operations Income and expense reporting (aka skimming) (income tax fraud) Truth in advertising—persuasion vs. deception Bribing customers and rigging bids Direct selling—pyramid schemes, bait-and-switch selling Accurately reporting financial information Allocating expenses to appropriate projects

Ethical Issues Employees Will Encounter To do an honest day’s work Fraudulent workers’ compensation claims Theft of company property and embezzlement of funds Violation of personal ethics to make a sale Time Card reporting

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Emphasizing Ethical Practices• Ethical practices create social capital and goodwill for

the firm.• Emphasize the HELM principle in all dealings inside and

outside the organization:

Honest ( 诚实 chéng xìn ) Ethical ( 道德 dào dé )Legal ( 合法 hé fǎ ) Moral ( 节操 jié cāo , 品行 pǐn xíng )

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Emphasizing Ethical Practices

• Actions that develop an ethical organizational culture include:Establishing and communicating specific

goals to describe the firm’s ethical standards.Continuously revising and updating the code

of conduct.Disseminating the code of conduct to all

stakeholders to inform them of the firm’s ethical standards and practices.

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Emphasizing Ethical Practices

• Actions that develop an ethical organizational culture include:Developing and implementing methods and

procedures to use in achieving the firm’s ethical standards.

Creating and using explicit reward systems that recognize acts of courage.

Creating a work environment in which all people are treated with dignity.

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Global Ethics

• International Ethical PerspectivesBribery versus customary local business practices

• Two ApproachesEthical imperialism

The belief that the ethical standards of one’s own country can be applied universally.

Ethical relativism The belief that ethical standards are subject to local

interpretation. “When in Rome, do as the Romans do” 入境随俗 (rù jìng suí sú)

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World's Top Bribe-Payers

Most Likely to Offer Bribes1.India2.China3.Russia4.Turkey5.Taiwan6.Malaysia7.South Africa8.Brazil9.Saudi Arabia10.South Korea

Least Likely to Offer Bribes1.Switzerland 2.Sweden 3.Australia 4.Austria 5.Canada 6.UK 7.Germany 8.Netherlands 9.Belgium 10.US

More than 11,000 executives were asked which nations’ businessmen are most likely to offer them bribes when making deals abroad. At left are the Top 10, and at right are the Bottom 10 most likely to offer bribes according to Transparency International for 2006.

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Creating An Ethical Organizational Culture• Characteristics of Organizations that Develop High

Ethical Standards High tolerance for risk Low to moderate in aggressiveness Focus on means as well as outcomes

• Managerial Practices Promoting an Ethical Culture Being a visible role model Communicating ethical expectations Providing ethical training Rewarding ethical acts and punishing unethical ones. Providing protective mechanisms Using a lot of specific examples of ethical situations

Building an Ethical Culture• Building an ethical culture requires

Full commitment to ethical conduct by the firm Strong, ethical managerial leadership Being a visible role model Communicating ethical expectations Providing ethics training Visibly rewarding ethical acts and punishing unethical ones Establishing a formal code of ethics

Official standards of employee behavior set by the firm Foundation for ethical conduct by employees Clarifies the rules and gives guidance to employees

– Ethics is not black or white Outlines ethical principles and gives plenty of specific examples

Disseminating the code of ethics to all stakeholders to inform them of the firm’s ethical standards and practices

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6Additional Ethics Training ResourcesThe following organizations and links are good resources relevant to ethics codes and ethics training.

Business Roundtable Institute for Corporate Ethicswww.corporate-ethics.orgThe Darden Graduate School of Business Administration100 Darden BoulevardCharlottesville, VA 22903

The Institute for Corporate Ethics was founded by the Business Roundtable as part of a larger effort to restore the market’s trust in the marketplace after the scandals of 2000 and in the years after. The organization’s Web site states that “the Institute provides a unique opportunity for leading educators, business practitioners and students alike to merge the theory and practice of business together in a seamless enterprise for the common good.”

Ethics Resource Centerwww.ethics.org1747 Pennsylvania Ave., NWSuite 400Washington, DC 20006

As the oldest nonprofit in the United States devoted to organizational ethics, the Ethics Resource Center (ERC) advances understanding of the practices that promote ethical conduct through research, measurement of ethics and compliance program effectiveness in individual organizations, and the development of white papers and educational resources based on overall findings. ERC also sponsors character development programs for educational institutions and a Fellows Program for corporate ethics officers and academics who engage in practical research that addresses emerging issues in corporations.

Ethics & Compliance Officer Associationwww.theecoa.org411 Waverley Oaks RoadSuite 324Waltham, MA 02452

Founded in 1992, the U.S.-based Ethics & Compliance Officer Association (ECOA) is a professional association for managers of ethics, compliance, and business conduct programs. The ECOA provides ethics officers with training and a variety of conferences and meetings for exchanging best practices.

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• Types of Diversity TrainingAwareness building

Helps employees appreciate the benefits of diversity

Skill building Provides employees with the KSAs necessary

for working with people who are different from them.



• Diversity TrainingTo avoid the pitfalls of substandard diversity

training, managers should do the following: Forge a strategic link. Check out consultant qualifications. Don’t settle for “off the shelf” programs. Choose training methods carefully. Document individual and organizational benefits.

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Most diversity training useless (2008 Study)• Comprehensive review of 31 years of data from 830 midsize to large U.S.

workplaces by University of Arizona professor U.S. businesses spend $200M-$300M a year on diversity training

• Mandatory programs — mainly used to avoid discrimination lawsuits — were the problem. After mandatory training: 7.5 % drop in the number of women in management; 10 % drop in black, female managers; 12% drop in black men in top positions. Similar effects were seen for Hispanics and Asians Mandatory programs created a backlash against diversity

• Voluntary programs undertaken to advance a company’s business goals increased diversity in management Work best when focused on specific organizational skills, such as

establishing mentoring relationships and giving women and minorities a chance to prove their worth in high-profile roles


apprenticeship training

behavior modeling

behavior modification

benchmarking

blended learning

chief ethics officer

chief learning officer

competency assessment

cooperative training

cross-training

e-learning

instructional objectives

internship programs

just-in-time training

learning management system (LMS)

on-the-job training (OJT)

organization analysis

orientation

person analysis

spot rewards

task analysis

transfer of training

Discussion Questions (page 348)

• #2 Why is employee orientation so important and what are the benefits of formal orientation?

• #8 How should you evaluate a training course? What is good and bad about a questionnaire?

• #9 Why is employee training more important now than in the past?


Case Study

•Page 350, #1 UPS Career Development


Team Assignment (page 349)

•Demonstrate and perform paper airplane construction.


powerpoint presentation by charlie cook the university of west alabama 7 2010 south-western, a part...

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