Mgmt 383

1. Mgmt 383 Chapter 9 Training Human Resources Spring 2009

2. Training Categories • Required Regular Training –conducted to meet mandated requirements and is given to all employees. • Sexual harassment Training. • OSHA/Safety training. • Job/Technical Training – conducted to impart KSA necessary to perform current job. • Development and Career Training - conducted to impart KSA necessary to perform a future job.

3. Training Categories • Interpersonal and Problem-Solving Training –conducted to enhance interpersonal communications, management/supervisory skills, conflict resolution, manage change, etc. • Purpose is to improve working relationships within the organization.

4. HR Training Responsibilities • Prepare skill-training materials. • Coordinates training efforts. • Arranges off-site training. • Provides inputs and expertise for organizational development.

5. Line Managers’ Training Responsibilities • Provide technical information. • Monitor training needs. • Conduct OJT. • Participate and provide inputs about organizational change efforts.

6. Systems Approach to Training • Assessment Phase – determines training needs and objectives. • Pre-Test • Implementation Phase – the planned training is conducted. • Evaluation Phase – measures how well the training accomplished its objectives.

7. Systems Approach to Training Training Needs Assessment Determine Training Needs Identify Training Objectives Implementation Select Training Delivery Methods Develop the Training Criteria Pretest Arrange for the Training Conduct the Training

8. Systems Approach to Training Evaluation (Compare training outcome with training criteria)

9. Levels of Training Needs Assessment • Organizational Analysis(indicators of a need for training) • Job/Task Analysis (consistency of job description and specifications) • Individual Employee Analysis(actual performance compared to performance standard)

10. Organizational Analysis • Customer complaints. • Accident records. • Waste/scrap data. • Grievances. • Equipment utilization data. • Manager observations. • Training committee observations. • Exit interviews.

11. Job/Task Analysis • Do job requirements match employee KSAs? • Do job description requirements match job specifications? • Heavily dependent on the accuracy of your job analysis.

12. Individual Analysis • Sources of individual analysis indicators: • Performance appraisals. • Skills testing. • Individual assessment tests. • Critical incidents. • Assessment centers. • Questionnaires and surveys. • Job knowledge tools • Internet input (web-based surveys).

13. Establishing Training Objectives • Should be observable and measurable: • Quality of work. • Quantity of work. • Timeliness of work. • Cost savings.

14. Pretest • It is not cost effective to train employees in skills which they already possess! • Focus training on skills that your employees lack, not those that they currently possess.

15. Learner Readiness • Two critical factors: • Ability to learn - not everyone can. • Motivation to learn – the desire to learn. • Self-efficacy– the belief that the individual can learn the training content.

16. Individual Learning Styles • Auditory Learners – listening to the instructor explain the training content. • Tactile Learners – must “get hands on” to learn training content. Learn by doing. • Visual Learners - think in pictures and figures and must see the purpose of the training content.

17. Learning Styles: Adult Learning • Malcolm Knowles five principles of adult learning: • Adults have the need to know why they are learning something. • Adults have a need to be self-directed. • Adults bring more work-related experiences into the learning process. • Adults enter into a learning experience with a problem-centered approach to learning. • Adults are motivated to learn by both extrinsic and intrinsic factors

18. Learning Styles: Learning Practice and Patterns • Active practice - performing actual job-related tasks & duties by trainees during training, as opposed to passive means, like lecture. • Spaced Practice – several practice sessions are spaced over a period of hours or days. During nontraining times, trainees perform tasks they already know.

19. Learning Styles: Learning Practice and Patterns • Massed Practice – the performance of all of the practice is conducted at once (best for process memorization, engine assembly e.g.)

20. Learning Styles: Behavior Modeling • Behavior Modeling – the most basic form of learning, it is merely copying another person’s actions or behaviors. • Can be used to train individuals to acquire a manager's interpersonal skills. • The premise underlying mentoring.

21. Learning Styles: Reinforcement • Reinforcement (a.k.a., Law of Effect) • Essentially rewarded behavior is repeated behavior. • Behavior with negative consequences is not repeated. • Immediate Confirmation- people learn best when the reinforcement/ reward is given as soon as possible.

22. Behavior Modification Positive Reinforcement Desired Behavior is Behavior Repeated Negative Reinforcement Stimulus Punishment Undesired Behavior is Behavior Extinguished Extinction

23. Internal Training Delivery Approaches • Informal Training –training occurring in feedback and interaction with coworkers. • On the Job Training (OJT)- The most commonly used form of training. A variant is Job Instruction Training (JIT). • Haphazardly done (not planned). • Overly dependent on the trainer’s motivation and experience at training. • Disrupts regular work. • Cross Training – a variant of OJT by which people are trained in more than one job.

24. External Training Delivery Approaches • Outsourcing Training (25%-50% of training budgets) • Consultants • Training organizations (IAML, e.g.) • Government-supported Job Training • Government subsidies or tax credits to sent employees to training. • Smart Jobs (TX) • Educational Assistance Programs • Employer reimburses employee for education expenses. • General Dynamics

25. Combination Training Delivery Approaches • Classroom/Conference Training • Lectures • Discussions • Short courses • Cooperative Training • Internships (OJT combined with classroom) • Apprenticeships • School-to-work transitions (students work at a job while still in school).

26. E-Learning Training Approaches • E-Learning uses the Internet or organization’s intra net to conduct on-line training. • Distance Training/Learning • Two-way television is used to present classes. • Permits larger classes at reduced cost. • CPE’s • Simulation • Computer supported vestibule Training • Behavioral Simulations • Computerized business games • Computerized bargaining simulations • Blended Learning combines e-learning with other forms (commonly, classroom, teleconferencing and simulations).

27. Transfer of Training • In selecting a training delivery approach insure it enhances transfer of training --transferring training skills from the class to the job. • Skills learned in training must be applied to the job for which the trainee is assigned. • The use of the skills learned must be maintained over time. (If you don’t use it, you lose it)

28. Orientation • Purposes: • Creates an initial favorable impression [or precludes a bad impression]. • To facilitate acceptance of the new employee by the work group. • To reduce turnover. • To enhance job satisfaction • Lower absenteeism • Enhances organizational commitment

29. Orientation • Information conveyed: • Pay & benefits. • Work rules (accepted procedures). • Location of equipment & materials. • Completing required forms. • Warning: Information Overload. • Presentations • Handbooks • Employee hot-lines • Pamphlets.

30. Overview History Org Chart Industries/Bus Sectors Hours Recording Hours Start/Stop Times OT Policies Pay Policies Pay periods Automatic deposits Employee Handbook Personnel Policies EEO Drug Sexual Harassment Grievances/Complaints Insurance benefits Leave benefits Sick Leve Personal leave Holidays FMLA Retirement Plans Typical HR Orientation Information

31. Overview of Work Area Tour of Dept Intro to Coworkers Company Tour Work Location Dress Code Employee Lockers Restrooms Telephones for Personal Use Parking Job Orientation Job Overview Job Description Review Job Equipment Safety Policies Safety Equipment Accident Reporting Emergencies Medical Power Failure Fire Weather Closings Typical Orientation Information by Supervisor

32. Orientation • Evaluation and Control • Survey questionnaires. • Written tests on organizational information. • Interviews.

33. Training Evaluation • Always compare the cost of the training with the benefits it produces. • Always decide how the training is to be evaluated before the the training begins. • Remember the axiom: “Nothing will improve until its measured.”

34. Benefits Increased production Error reduction Turnover reduction Reduced supervision Advancement potential New KSA (flexibility) Changed attitudes Costs Trainers’ salaries Trainees’ salaries Training materials Facilities costs Equipment Living expenses for trainers & trainees Transportation Lost production Benefits and Costs Metric

35. Four Levels of Training Evaluation • Reaction- student evaluations, e.g. • Learning - testing and demonstrated skills acquisition. • Behavior – behavior change (more difficult to measure than others). • Results - observable and measurable improvement in job performance.

36. Levels of Training Evaluation High Results Behavior Value Learning Reaction Low Easy Difficult Ease of Measurement

37. Three Evaluation Designs • Post Measure • Train Measure Performance • Pre/Post Measure • Pre Measure Train Measure Performance • Pre/Post Measure with a Control Group • Pre Measure Train Measure Performance • Pre Measure Measure Performance