TrainingTraining

MANA 3320 MANA 3320

Dr. Jeanne MichalskiDr. Jeanne Michalski

MarchMarch 11 Training & DevelopmentTraining & Development

ReadRead: Chapter 7: Chapter 7 MarchMarch 33 Training & DevelopmentTraining & Development MarchMarch 55 Performance Appraisals Performance Appraisals

Read:Read: Chapter 8 Chapter 8 MarchMarch 88 Performance AppraisalsPerformance Appraisals MarchMarch 1010 Employee Separation/ReviewEmployee Separation/Review   MarchMarch 1212 Exam 2Exam 2

Chapters 5 - 8Chapters 5 - 8

  

Syllabus UpdateSyllabus Update

Training and Development Training and Development and and

Other HRM FunctionsOther HRM Functions

Training may permit hiring less-qualified

applicants

Training may permit hiring less-qualified

applicantsSelectionSelection

Effective selection may reduce training

needs

Effective selection may reduce training

needs

Training aids in the achievement of

performance

Training aids in the achievement of

performancePerformance

Appraisal

Performance Appraisal

A basis for assessing training needs and

results

A basis for assessing training needs and

results

Training and development may lead to higher pay

Training and development may lead to higher pay

Compensation

Management

Compensation

Management

A basis for determining

employee’s rate of pay

A basis for determining

employee’s rate of pay

Availability of training can aid in recruitment

Availability of training can aid in recruitment RecruitmentRecruitment Provide an additional

source of trainees

Provide an additional source of trainees

Training may include a role for the union

Training may include a role for the union

Labor Relations

Labor Relations

Union cooperation can facilitate training

efforts

Union cooperation can facilitate training

efforts

T&D in the U.S.T&D in the U.S. Estimated $16 billion to $55 billion annually. Estimated $16 billion to $55 billion annually.

1% of payroll are best estimates for large companies. 1% of payroll are best estimates for large companies.

93% of establishments have formal training programs93% of establishments have formal training programs

50% of all employees experience some kind of 50% of all employees experience some kind of company-sponsored training program in last 12 mos. company-sponsored training program in last 12 mos.

Steady increase technical training and the % of Steady increase technical training and the % of employees trained over last 10 years.employees trained over last 10 years.

Most common types of training are new employee Most common types of training are new employee orientation and supervisory / managerial training. orientation and supervisory / managerial training.

Training vs. DevelopmentTraining vs. Development

Adult Learning TheoryAdult Learning Theory

Adults need to know why they are learning Adults need to know why they are learning something.something.

Adults desire to be self-directed.Adults desire to be self-directed. Adults bring more work-related experiences to Adults bring more work-related experiences to

the learning situation.the learning situation. Adults enter into a learning experience with a Adults enter into a learning experience with a

problem-solving orientation.problem-solving orientation. Adults are motivated by both extrinsic and Adults are motivated by both extrinsic and

intrinsic motivators.intrinsic motivators.

A Typical Learning CurveA Typical Learning Curve

PlateauPlateauPlateauPlateau

Performance

Low

High

Time (weeks)

Training DesignTraining Design Implications of Adult Learning TheoryImplications of Adult Learning Theory

Mutual planning and collaboration in instruction.Mutual planning and collaboration in instruction. Use learner experience as a basis for examples and Use learner experience as a basis for examples and

applications.applications. Develop instruction based on learner’s interests and Develop instruction based on learner’s interests and

competencies.competencies. Immediate application of content.Immediate application of content. Problem-centered rather than subject centered learning.Problem-centered rather than subject centered learning.

Formal vs. Informal TrainingFormal vs. Informal Training Most powerful learning experiences come on-the-jobMost powerful learning experiences come on-the-job Informal training difficult to manage.Informal training difficult to manage.

Training ProcessTraining Process

Needs Assessment

Evaluation

Training Implementati

on

Program Design

Phase 1: Conducting the Phase 1: Conducting the Needs AssessmentNeeds Assessment

Organization AnalysisOrganization Analysis An examination of the environment, strategies, and An examination of the environment, strategies, and

resources of the organization to determine where resources of the organization to determine where training emphasis should be placed.training emphasis should be placed.

Task AnalysisTask Analysis The process of determining what the content of a The process of determining what the content of a

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

Person AnalysisPerson Analysis A determination of the specific individuals who need A determination of the specific individuals who need

training.training.

Needs AnalysisNeeds Analysis

Skills RequirementsSkills Requirements•Current jobsCurrent jobs•Future initiativesFuture initiatives

Employee SkillsEmployee Skills•Current Current Employees Employees •New HiresNew Hires

Organizational Analysis:Organizational Analysis:Strategic Direction / Managerial Support / Strategic Direction / Managerial Support /

ResourcesResources

Phase 2: Designing the Phase 2: Designing the Training ProgramTraining Program

Trainee readiness and motivationTrainee readiness and motivation

Issues in training designIssues in training design

Instructional objectivesInstructional objectives

Principles of learningPrinciples of learning

Phase 2: Designing the Phase 2: Designing the Training ProgramTraining Program

Instructional ObjectivesInstructional Objectives Represent the desired outcomes of a training Represent the desired outcomes of a training

programprogram Performance-centered objectivesPerformance-centered objectives

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

Principles of LearningPrinciples of Learning

Recognition of individual learning differencesRecognition of individual learning differences

Meaningfulness of presentationMeaningfulness of presentation

Focus on learning and transferFocus on learning and transfer

Goal setting - What’s the value?Goal setting - What’s the value?

Behavioral modelingBehavioral modeling

Principles of Learning Principles of Learning (cont’d)(cont’d)

Feedback and reinforcementFeedback and reinforcement

Whole versus-part learningWhole versus-part learning

Active practice and repetitionActive practice and repetition

Massed-vs-distributed learningMassed-vs-distributed learning

Focus on method and processFocus on method and process

Training BasicsTraining Basics Break into groups Break into groups Discuss training that group members have Discuss training that group members have

experienced (other than college classes)experienced (other than college classes) Generate a list that captures different:Generate a list that captures different:

ways in which training was deliveredways in which training was delivered topics that were coveredtopics that were covered

Phase 3: Implementing the Phase 3: Implementing the Training Program Training Program

Importance of training outcomesImportance of training outcomes

Type of trainees Type of trainees

Choosing the instructional methodChoosing the instructional method

Nature of trainingNature of training

Organizational extent of trainingOrganizational extent of training