Global HRM Strategies Unit 7 Training and Development

1. Global HRM Strategies Unit 7 Training and Development

2. Trip reminder • Please meet in Reception on Thursday at 9.55 a.m. • We are visiting a Recruitment Consultancy (Angela Mortimer) • Wear something smart! • The visit is from 11-12 • We will be back on campus before 1 p.m.

3. Learning Outcomes After this knowledgecast you should be able to • Explain how employee training practices can be aligned with an organisation’s competitive strategy. • Describe how partnering and using a systematic process for developing training can help assure that an organisation benefits from training. • Discuss the different ways in which training needs are determined. • Describe the variety of training methods available, and explain how to make those methods more effective. • Explain why the purpose of a training evaluation should be used as a guide in designing the evaluation process

4. The Changing World of Work and Organisations • 20th C ‘End of work’ and workplaces without jobs • Factors; • Technology • Globalisation • 21st C • Key Issues • Measurement of management of human capital • Reconfiguration of the HR function • Outsourcing • The Strategic Importance of Learning and Development • The need for higher order skills • The need for a learning society

5. Learning and Development • Defining Learning and Development: • “A process within the organisation which results in the capacity for changed performance which can be related to experience rather than maturation.” (Ribeaux and Poppleton, 1978:38)

6. Barriers to Learning • Internal • Poor learning skills • Habitual learning styles that constrain • Poor communication skills • Unwillingness to take risks • Fear • Insecurity • External • Lack of learning opportunities • Lack of support for learning • Inappropriate time or space

7. The Outcomes and Process of Learning • Skill • Competence • Knowhow and tacit knowledge • Employability • Knowledge

8. Improving Organisational Effectiveness • Training, when designed and delivered properly, can improve the overall effectiveness of an organisation in three ways: 1. It can boost employees’ commitment and motivation. 2. Training helps employees perform their work more effectively and efficiently. 3. Training benefits organisations is by helping them to meet their strategic objectives

9. HOW CAN STRATEGIC EMPLOYEE TRAINING IMPROVE AN ORGANISATION? • By Training • It is a planned effort by a company to help employees learn job-related knowledge, skills, and attitudes. • Most organisations offer some time of training. Various formats are used. Such as • Large group lectures given by an expert • On-the-job training delivered by a supervisor • Simulations guided by a computer program • Small group projects coordinated by an executive or • On-line discussions with colleagues from around the country

10. The Training Model ASK k S A Transfer of training – application on the job of knowledge, skills, or attitudes learned in training

11. The Training Process 3 3 • Evaluate the Programme 5

12. HOW ARE TRAINING NEEDS DETERMINED? • Through Needs Assessment. • Two Types: • Proactive needs assessment is a systematic process for determining and prioritising the training programs to be developed and delivered by an organisation. It has three steps—organisation analysis, task analysis, and person analysis. • Reactive needs assessment is a problem-solving process used to determine whether training is necessary to fix a specific performance problem and, if training is necessary, what training should be delivered.

13. How to Determine Training Needs? • Person analysis is a process used to identify who needs training and what characteristics of those individuals will influence the effectiveness of training. • Involves answering three questions: • Is training necessary to ensure that employees can perform tasks effectively? • If training is needed, who needs the training? • Are potential trainees ready for training?

14. Methods used in Training • The various ways of organising content and encouraging trainees to learn are referred to as training methods. • Training methods vary in terms of how active the learner is during training. • Methods should be selected primarily based on their usefulness in helping achieve the training program’s objectives

15. Training Methods • Presentation is the primary passive method of instruction. A presentation involves providing content directly to learners in a non-interactive fashion. • The most common type of presentation is a lecture given by an instructor. • Discussions represent a more active training method. • Discussions allows for two-way communication between trainer and trainees and between trainees. Discussion can help trainees to accomplish several things: • Recognise what they do not know but should know. • Get their questions answered. • Get advice on matters of concern to them. • Share ideas and develop a common perspective. • Learn about one another as people

16. Training Methods • Case Study is an active training method in which trainees discuss, analyse, and solve problems based on real or hypothetical situations. • Discovery is an active method that involves presenting trainees with a task that offers rich opportunities to learn new skills through research. • Role Playing - When trainees engage in role playing, each participant acts out a part in a simulated situation. This active method offers an opportunity for trainees to practice new skills in the training environment.

17. Training Methods • Simulation - Simulations are active methods that reproduce events, processes, and circumstances that occur in the trainee’s job. A simulation gives trainees the opportunity to experience at least some aspects of their job in a safe and controlled environment and build skills relevant to those aspects of the job. • Behaviour Modelling – draws together principles of learning from many different areas. The basic process is simple: • Trainer explains key learning points • Trainer or model performs a task while trainees observe • Trainees practice performance while trainer observes • Trainer provides feedback to trainees • On-the-Job Methods

18. HOW DO ORGANISATIONS DETERMINE WHETHER TRAINING IS EFFECTIVE? • Training effectiveness refers to the extent to which trainees benefited from training. • The training evaluation process consists of involves four steps: • determining the purpose of the evaluation • deciding on relevant outcomes • choosing an evaluation design • collecting and analysing the data and reporting the results

19. Evaluating the Training Program • The first step in evaluation is to determine the purpose of the evaluation. • Most of the reasons to evaluate training fit into three primary categories: • provide feedback to designers and trainers that helps improve the training; • provide input for decisions about whether to continue providing or discontinue providing the training; • and provide information that can be used to market the training program.

20. Evaluating the Training Program (Kirkpatrick Model) • Training outcomes can be divided into four categories—reactions, learning, transfer, and organizational results. • Reaction - Evaluates how the trainees felt about training: Did they like it? Did they think it was interesting and useful? • Learning - Involve knowledge, skills, or attitudes, and each of these can be assessed. • Knowledge can be assessed with traditional tests, such as multiple-choice, fill-in-the-blank, or open-ended tests. • Skillscan be measured by scoring role-plays, simulations, and behavior-modeling exercises for the use of the desired skills. • Attitudes can be assessed by asking trainees about their beliefs and their motivation, as well as by watching trainees’ behavior for evidence of the desired attitude

21. Evaluating the Training Program • Transfer - refers to applying learning acquired in training to behavior on the job. To assess transfer, evaluators can ask employees about their own post-training behavior or they can ask trainees’ peers and managers about the trainees’ behavior. • Organisational Results - Organizational results are, of course, outcomes that accrue to a group or the organization as a whole. • To assess organisational results, we can use basic measures of effectiveness, such as an increase in sales for the whole company or a decrease in turnover, or we can use efficiency measures, which balance benefits with costs.

22. Implications of limited/ no training? • Not cost effective as the employees are learning on the job, as a result the jobs will take longer to complete. • Costs of wasted materials, drop in sales and customers due to mistake made by untrained employees. • Accident-related costs; as evidence shows that untrained workers tend to have more accidents • Higher turnover leading to recruitment costs because employees feel they have no prospects of further development

23. The Importance of Training • Training opportunities attract and help talented workers • Training increases worker productivity • Training increases workers’ job satisfaction • Training keeps workers up-to-date • Training helps to motivate workers

24. Training uses today • Employee Development • Managerial Development • Self Development • Organisation Development • Continuing Professional Development (CPD)

25. Summary • Training (learning) and development strategies are developed to achieve any or all of the goals stated. Efficacy is driven by the accuracy of the Training Needs Analysis (TNA) and suitability of approach adopted.

26. Seminar

27. Starting a training session • You will now practice your training techniques by demonstrating popular activities commonly used in as “icebreakers” • 1. “Honey I love you!” • 2. “Chinese whispers” • 3. “Blind pictionary” • 4. “No hands ball” • 5. “Yes/No game”

28. Training practice To be an effective trainer, excellent communication skills are essential: • As individuals teach 5 important phrases from your language to the class. • Then test your audience to ascertain if they remembered your training session!

29. CW2 CW2 Individual portfolio (2500 words) (60% weighting) Assessment instructions: Your client is the HR Director of a global MNC in the manufacturing industry based in the case study country (Romania). You have been asked to create a new Performance Management and Reward Management system for this organisation as a matter of urgency. Portfolio Structure and Content Your Portfolio will be made up of: 1. Business Report that responds to your client brief 2. Appendix with supporting evidence of your professional practice

30. Group Activity