HRM 5th chapter 7 employee selection

Training and
Development

Managing Human Resources
Belcourt * Bohlander * Snell

5th Canadian edition

PowerPoint Presentation by
Copyright © 2008 by Nelson, a division of Thomson
Canada Limited. All rights reserved.

Monica Belcourt, York University and
Charlie Cook, The University of West Alabama


Objectives

After studying this chapter, you should be able to:
1. Discuss the systems approach to training and
development.
2. Describe the components of training-needs
assessment.
3. Identify the principles of learning and describe how
they facilitate training.
4. Identify the types of training methods used for
managers and non-managers.
5. Discuss the advantages and disadvantages of
various evaluation criteria.
Copyright
© 2008

byspecial
Nelson,training
a
6. Describe
the
programs that are
division
of Thomson
Canada
currently
popular.
Ltd.
7–2


Training and Development and
Other HRM Functions
Availability
Availabilityof
oftraining
trainingcan
canaid
aid
in
recruitment
in recruitment

Recruitment
Recruitment

Provide
Providean
anadditional
additional
source
of
trainees
source of trainees

Training
Trainingmay
maypermit
permithiring
hiring
less-qualified
applicants
less-qualified applicants

Selection
Selection

Effective
Effectiveselection
selectionmay
may
reduce
training
needs
reduce training needs

Training
Trainingaids
aidsin
inthe
the
achievement
of
performance
achievement of performance

Performance
Performance
Appraisal
Appraisal

AAbasis
basisfor
forassessing
assessing
training
needs
training needsand
andresults
results

Training
Compensation
Trainingand
anddevelopment
developmentmay

may Compensation
lead
Management
leadto
tohigher
higherpay
pay
Management

AAbasis
basisfor
fordetermining
determining
employee’s
employee’srate
rateof
ofpay
pay

Training
Trainingmay
mayinclude
includeaarole
rolefor
for Labor Relations
Labor Relations
the
union
the union

Union
Unioncooperation
cooperationcan
can
facilitate
training
efforts
facilitate training efforts

Management

Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

7–3


The Scope of Training
• Training
 Effort initiated by an organization to foster learning
among its members.
 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.

Copyright © 2008 by Nelson, a

division of Thomson Canada
Ltd.

7–4


The Systems Approach to Training and
Development
• Four Phases
 Needs assessment
 Program design
 Implementation
 Evaluation

Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

7–5


Systems Model of Training

Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

Figure 7.2

7–6

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.
Copyright
© 2008 by Nelson, a
division of Thomson Canada
Ltd.
7–7


Needs Assessment for Training
• Competency assessment
 Analysis of the sets of skills and knowledge needed for decisionoriented and knowledge-intensive jobs.

• •ORGANIZATIONAL
ORGANIZATIONAL
ANALYSIS

ANALYSIS

…
…of
ofenvironment,
environment,strategies,
strategies,and
andresources
resources
to
todetermine
determinewhere
whereto
toemphasize
emphasizetraining
training

TASK
TASKANALYSIS
ANALYSIS

…
…of
ofthe
theactivities
activitiesto
tobe
beperformed
performedin
inorder

orderto
to
determine
the
KSAs
needed.
determine the KSAs needed.

• •PERSON
PERSONANALYSIS
ANALYSIS

…
…of
ofperformance,
performance,knowledge,
knowledge,and
andskills
skillsin
in
order
orderto
todetermine
determinewho
whoneeds
needstraining.
training.

Copyright © 2008 by Nelson, a
division of Thomson Canada

Ltd.

Figure 7.3

7–8


Highlights in HRM

Notes 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.
Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

Source: Condensed from Ron Zemke, “How to Do a Needs Assessment When You Think You Don’t Have Time,”
Training 35, no. 3 (March 1998): 38–44. Reprinted with permission from the March 1998 issue of Training Magazine.
Copyright 1998. Bill Communications, Inc., Minneapolis, MN. All rights reserved. Not for resale.

7–9

Highlights 7.1

Phase 2: Designing the Training Program

Issues
Issues in
in training
training design
design
Instructional
Instructionalobjectives
objectives
Trainee
Traineereadiness
readinessand
and motivation
motivation
Principles
Principlesof
oflearning
learning
Characteristics
Characteristicsof
ofsuccessful
successful trainers
trainers
Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

7–10

Phase 2: Designing the Training Program
• Instructional Objectives
 Represent 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.

Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

7–11


Trainee Readiness and Motivation
• Strategies for Creating a Motivated Training
Environment:
 Use positive reinforcement.
 Eliminate threats and punishment.
 Be flexible.
 Have participants set personal goals.

 Design interesting instruction.
 Break down physical and psychological obstacles to
learning.
Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

7–12


Principles of Learning

Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

Figure 7.4

7–13


Principles of Learning
Focus
Focus on
on learning
learning and
and transfer
transfer
Goal
Goalsetting

setting--What’s
What’sthe
thevalue?
value?
Meaningfulness
Meaningfulnessof
ofpresentation
presentation
Behavioural
Behaviouralmodelling
modelling
Recognition
Recognitionof
ofindividual
individuallearning
learning
differences
differences
Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.
7–14


Principles of Learning (cont’d)
Focus
Focus on
on method
method and
and process

process
Active
Active practice
practiceand
andrepetition
repetition
Whole
Whole versus-part
versus-partlearning
learning
Massed-vs-distributed
Massed-vs-distributedlearning
learning
Feedback
Feedbackand
and reinforcement
reinforcement
Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

7–15


A Typical Learning Curve

Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

Figure 7.5

7–16


Feedback and Reinforcement
• Behaviour Modification
 The technique that operates on the principle that
behaviour that is rewarded, or positively reinforced, is
repeated more frequently, whereas behaviour that is
penalized or unrewarded will decrease in frequency.

Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

7–17


Characteristics of Successful Instructors
• Knowledge of the subject
• Adaptability
• Sincerity
• Sense of humour
• Interest
• Clear instructions
• Individual assistance
• Enthusiasm
Copyright © 2008 by Nelson, a
division of Thomson Canada

Ltd.

7–18


Phase 3: Implementing the Training
Program
Choosing
Choosing the
the instructional
instructional method
method
Nature
Natureof
oftraining
training
Type
Typeof
oftrainees
trainees
Organizational
Organizationalextent
extent of
oftraining
training
Importance
Importanceof
oftraining
trainingoutcomes
outcomes

Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.
7–19


Training Methods for Non-managerial
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
Copyright
© 2008 by Nelson, a
• Simulation
Method
division
of Thomson
Canada
Ltd.

7–20

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.

• Drawbacks
 The lack of a well-structured training environment.
 Poor training skills of managers.
 The absence of well-defined job performance criteria.
Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.

7–21


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 non-threatening
atmosphere conducive to learning.
4. Conduct periodic evaluations, after training is
completed, to prevent regression.
Copyright © 2008 by Nelson, a
division of Thomson Canada

Ltd.

7–22


Highlights in HRM
The PROPER Way to Do On-the-Job Training

Copyright © 2008 by Nelson, a
division of Thomson Canada
Ltd.
Source: Scott Snell, Cornell University.

Highlights 7.3

7–23


Training Methods for Non-managerial
Employees (cont’d)
• Apprenticeship training
 A 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 Training
 A training program that combines practical on-the-job
experience with formal educational classes.
Copyright © 2008 by Nelson, a

division of Thomson Canada
Ltd.

7–24


Training Methods for Non-managerial
Employees (cont’d)
• Internship Programs
 Are 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 Instruction
 Enables the maximum number of trainees to be
handled by the minimum number of instructors.
 “Blended” learning—lectures and demonstrations are
combined
films, DVDs,
and videotapes or
Copyright
© 2008with
by Nelson,
a
computer
instruction.
division
of Thomson
Canada

Ltd.
7–25