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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