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Training and
Management Developing
Human
Resources
TENTH EDITON
Chapter 9
PowerPoint
© 2003 Southwestern College Publishing. All rights reserved.
Presentation
by Charlie Cook
Learning Objectives
Training
– A process whereby people acquire
capabilities to aid in the achievement of
organizational goals.
– Employers spend $60 billion on training
annually.
The Context of Training
– Organization Competitiveness and Training
• Training make organizations more competitive
• Training helps retain valuable employees
• Training is no longer the first casualty of a business
downturn.
Figure 9–1
© 2002 Southwestern College Publishing. All rights reserved. 9–6
Typical Division of HR Responsibilities: Training
Figure 9–2
© 2002 Southwestern College Publishing. All rights reserved. 9–7
Linking Business and Training Strategies
Source: Based on ideas from Lisa A. Burke and Joseph V. Wilson III. Figure 9–3
© 2002 Southwestern College Publishing. All rights reserved. 9–8
Basic Business Strategy Concepts
Low-cost leader
– Attempting to increase market share by
focusing on the low cost of the firm’s
products or services, compared to
competitors.
Differentiation
– Trying to make the firm’s products or
services competitively different from others
in the industry in terms of quality, service,
technology, or perceived distinctiveness.
Figure 9–4
© 2002 Southwestern College Publishing. All rights reserved. 9–10
Sources of
Training Needs
Assessment
Figure 9–5
© 2002 Southwestern College Publishing. All rights reserved. 9–11
Establishing Training Objectives
Gap Analysis
– The distance between where an organization
is with its employee capabilities and where it
needs to be.
Types of Training Objectives
– Knowledge: Impart cognitive information and
details to trainees.
– Skill: Develop behavior changes in how job
and tasks are performed.
– Attitude: Create interest and awareness of
the training importance.
Figure 9–6
© 2002 Southwestern College Publishing. All rights reserved. 9–13
Learning: The Focus of Training
Learner Readiness
– Ability to learn
• Learners must possess basic skills (3Rs)
– Motivation to learn
• Learners must desire and value training
– Self-efficacy
• Learners must believe that
they can successfully learn
the training content
Active Practice
– The performance of job-related tasks and
duties by trainees during training
Spaced Practice
– Several practice sessions spaced over a
period of hours or days
Massed practice
– Performance of all the practice at once.
Behavior Modeling
– Copying someone else’s behavior by
observing how another person deals with a
problem.
Reinforcement
– Law of effect states that people tend to
repeat behaviors that are rewarded and
avoid behaviors that are punished.
Immediate Confirmation
– Reinforcement and feedback are most
effective when given as soon as possible
after training.
© 2002 Southwestern College Publishing. All rights reserved. 9–17
Learning: Types of Training
Types of
Training
Interpersonal and
Developmental and
Problem-Solving
Innovative Training
Training
Achievements of
Effective Orientation
Socialization Performance
Favorable Provides Co-Worker
and and
Impression Information Acceptance
Integration Productivity
Informal Training
– Training that occurs through interactions and
feedback among employees.
On-the-Job Training (OJT)
– Problems with OJT
• Poorly-qualified or indifferent trainers
• Disruption of regular work
• Bad or incorrect habits are passed on
Figure 9–8
© 2002 Southwestern College Publishing. All rights reserved. 9–24
External Training
Figure 9–9
© 2002 Southwestern College Publishing. All rights reserved. 9–27
Advantages and Disadvantages of E-Learning
Source: Developed by Lisa A. Burke. May not be reproduced without permission. Figure 9–10
© 2002 Southwestern College Publishing. All rights reserved. 9–28
Training Methods
Cooperative
Training
Instructor-Led
Distance Training Classroom and
Training/Learning Methods Conference
Training
Technology and
Training
Figure 9–11
© 2002 Southwestern College Publishing. All rights reserved. 9–30
Balancing Costs and Benefits of Training
Figure 9–12
© 2002 Southwestern College Publishing. All rights reserved. 9–31
Training Evaluation (cont’d)
Cost-Benefit Analyses
– Comparison of costs and benefits associated
with training
Return on Investment
Benchmarking Training
Post-Measure
Pre-/Post- Evaluation
Measure Design
Pre-/Post-
Measure with
Control Group