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Employee Development

Employee Development. Human Resource Management. Employee Training: Trends. Four economic and demographic trends Unskilled and undereducated youth Sophisticated technology increasing Currently underutilized groups International competition. Effective Training Practices.

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Employee Development

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  1. Employee Development Human Resource Management

  2. Employee Training: Trends • Four economic and demographic trends • Unskilled and undereducated youth • Sophisticated technology increasing • Currently underutilized groups • International competition

  3. Effective Training Practices • Training is tied to business strategy and the bottom line • Top management is committed • Commitment to invest resources • Time • Money • Comprehensive and systematic

  4. Legal Issues in Training • If training is necessary for job entry: • Can all groups equally pass the training course? • Training must be valid predictor of performance • Entry into training programs • Do all groups have equal access into training programs?

  5. Legal Issues in Training • Training process itself • Does design of program and/or equipment make some groups unable to perform well? • Are career decisions made on basis of measures collected during training? • Affirmative action plans can specify that protected classes be trained

  6. Trainability • May be an appropriate “KSAO” • Largest cost of training is paying employees during training • Trainable employees may be the most cost-effective people to train • Trainability may be able to be assessed • Ability to learn • Motivation to learn

  7. Three Phases in Training • Assessing training needs • Organizational • Operational • Individual • Designing and implementing training program(s) • Evaluating training

  8. Assessing Training Needs • Organization analysis • Begins by consulting strategic plan and reviewing organizational objectives • Analyze external and internal environments • Where within the organization is training needed?

  9. Assessing Training Needs • Operation analysis • What training content is needed • Heavily based on job analysis • Systematic data collection about how jobs are done • Standards of performance for jobs • How tasks should be performed to meet standards • KSAOs necessary to perform the tasks

  10. Assessing Training Needs • Individual analysis • What does an individual employee need to improve job performance? • Difference between actual and desired performance • Data can be gathered from performance appraisals, interviews, attitude surveys, tests

  11. Learning skills Goal setting Behavior modeling Practice Feedback Learning knowledge Goal setting Meaningfulness of the material Practice Feedback Training Itself

  12. Training Itself: Knowledge & Skills Acquisition • Goal Setting • Clear and specific goals at the outset of the training • Challenging and difficult but attainable • Subtests, work-sample tests, periodic quizzes should be given in order to increase trainee confidence • Expectations of trainer will affect trainer perceptions

  13. Behavior modeling Model should be similar to trainer in race, age, sex Behaviors desired should be portrayed clearly and in detail Rank the behaviors in order from least to most difficult Several models should be used Meaningfulness of the material Present the overall picture of the material at the beginning Use examples, terms and concepts that are familiar Ensure simpler concepts are mastered before moving on to harder, more complex ones Training Itself: Knowledge & Skills Acquisition

  14. Training Itself: Knowledge & Skills Acquisition • Practice • Increases length of time learning will be retained • Active practice: Trainer directly oversees trainee in order to correct behaviors • Overlearning: Task becomes “second nature” • Length of session: For most tasks, practice should be distributed rather than massed

  15. Training Itself: Knowledge & Skills Acquisition • Feedback • Information regarding when and how the behavior was desirable • Essential for learning and motivation • Leads to setting specific goals for maintaining good performance • Should be provided as soon as possible

  16. Evaluating Training Programs • Questions that should be answered in the evaluation process • Did change occur? • Is the change due to training? • Is change positively related to achieving organizational goals? • Will new participants in training experience similar changes?

  17. Four Levels of Change Measurements • Reaction • How do participants feel about the training? • Learning • Have participants learned what was taught? • Behavior • Have on-the-job changes occurred? • Results • Have bottom line outcomes resulted?

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