Training in Organizations

1. Training in Organizations Using the Diagnostic Model & Job Task Analyses

2. HRD Components Training: Providing knowledge, skills, and abilities used in a job Development: Preparing for future responsibilities OD: Planning interventions to enhance organizational effectiveness Career development: Planning and managing career stages

3. HRM: Formal systems that ensure the best use of employee talent HR research and information systems Union/Labor relations Employee assistance Comp and benefits Staffing HRD HRD: Subset of HRM that is concerned with developing employee skills Training and development Organizational development Career development HRM and HRD

4. Shared HRD/HRM Responsibilities • Organization/job design • Human resource planning • Performance management systems • Selection and staffing

5. Strategic goal Long-term objective Short-term objective Employee learning objective Strategic Alignment HRD becomes strategic when it: • Participates in and educates others on strategic planning. • Links the outcomes of HRD to organizational goals.

6. Learning Organizationvs.Organizational Learning Learning organization – one that can respond to external changes (lessons of experience) by altering organizational behavior Organizational learning – describes certain types of learning activities or processes that may occur at any one of several levels in an organization – individual, team, or organization

7. The Learning Organization • Encourages systems thinking. • Encourages internal and external networking. • Embraces change. • Adapts to changes in the environment.

8. The Systems Approach to Training and Development • Four Phases (Sometimes 5 – ADDIE) • Needs assessment (analysis) • Program design • Training development • Implementation • Evaluation

9. Systems Model of Training

10. 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.

11. Needs Assessment for Training • Competency assessment • Analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs. • ORGANIZATIONAL ANALYSIS TASK ANALYSIS • PERSON ANALYSIS …of environment, strategies, and resources to determine where to emphasize training …of the activities to be performed in order to determine the KSAs needed. …of performance, knowledge, and skills in order to determine who needs training.

12. Phase 2: Designing the Training Program Issues in training design Instructional objectives Trainee readiness and motivation Principles of learning Characteristics of successful trainers

13. 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.

14. Highest level of learning Lowest level of learning Bloom’s Taxonomy Cognitive Objectives

15. Understanding the Adult Learner • Pedagogy – method by which children learn in elementary/middle schools • Androgogy –discipline that studies how adults learn • Self-concept • Experience • Readiness to learn • Orientation to learning • Motivation to learn

16. Consists of factors that initiate, direct, and sustain behavior over time. Is different for everyone. Can be understood by examining theories that explain how events affect behavior. Motivation

17. Maslow’s Hierarchy of Needs

18. Herzberg’s Motivation-Hygiene Theory

19. Principles of Learning

20. Visual Auditory Kinesthetic Learning Styles • Describe the ways individuals learn and process information.

21. Retention Retention will be increased by appealing to all learning styles.

22. Classroom Retention • Students take live course of instruction: • 33 Minutes after completing l • Students retain 58% of covered information • Next day • Students retain 33% of covered information • 30 days after course • Students retain only 13% of covered information • How do you insure learned information is used on the job?

23. Learning Curves Decreasing returns Increasing returns Used when content is complex or when learner does not have background Example: Learning new software Most commonly used Example: Learning to type

24. Learning Curves S-shaped curve Plateau curve Used when learning a difficult task that requires specific insight Example: lead a team; debug software Example: learning to complete forms or programs that are used on a regular basis (SAP)

25. The ADDIE Model (5 Phases)

26. ADDIE Model – another look Analyze Implement Evaluate Design Develop

27. Assessment • Process by which an organization’s HRD needs are identified. • Identifies gaps between where the organization is and where it would like to be.

28. Needs Assessment Levels Examines competencies (KSAs) needed as organizations and jobs change. (Organizational Strategy) Organizational (Strategic) Organizational Job Tasks (Operational) Compares current job requirements with employee knowledge and skills. (Operations) Individual (Tactical) Focuses on individual employees and how they perform their jobs. (Tactics)

29. Needs Assessment Process 1. Gather data. 5. Implement. • Determine • training needs. 4. Calculate cost. 3. Propose solutions.

30. Design • Decisions are made regarding: • Goals. • Objectives. • Target audience. • Media.

31. Define purpose and intent. Answer: Who? What? Why? Provide the starting point for objectives. Define what participants will be able to do at the end of training. Assist in: Program design. Measuring participant outcomes. Measuring training effectiveness. Goals and Objectives Goals Objectives

32. SMART Objectives • S Specific • MMeasurable • AAction-oriented • RRealistic • TTimely • Basic components of an objective: • Action • Condition • Standard

33. Development • The process involves: • Selecting instructional methods. • Creating the training materials.

34. Types of Training Programs: Orientation • Explains the organization’s goals and strategies. • Reviews policies, procedures, and benefits. • Orients the employee to work rules, environment, and coworkers.

35. Types of Training Programs: Skill Development • Basic skills training • Remedial training for underskilled workers • Technical and technology training • Sales training • Interpersonal training • Quality training

36. Other Training Programs • Management/supervisory • Executive • Personal development • Work/family issues • Wellness • Harassment prevention • Diversity • Workplace violence

37. Implementation • Program is delivered to the audience. • Most visible step in the ADDIE process.

38. Training Methods for Nonmanagerial 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 • Simulation Method

39. Training Methods for Nonmanagerial Employees • 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

40. On-the-Job Training • Overcoming OJT training problems • Develop realistic goals and/or measures for each OJT area. • Plan a specific training schedule for each trainee, including set periods for evaluation and feedback. • Help managers establish a non-threatening atmosphere conducive to learning. • Conduct periodic evaluations, after training is completed, to prevent regression.

41. Training Methods for Nonmanagerial Employees • Programmed Instruction • Referred to as self-directed learning—involves the use of books, manuals, or computers to break down subject matter content into highly organized, logical sequences that demand continuous response on the part of the trainee. • Audiovisual Methods • Technologies, such as CDs and DVDs, are used to teach skills and procedures by illustrating the steps in a procedure or interpersonal relations.

42. Training Methods for Nonmanagerial Employees • E-Learning • Learning that takes place via electronic media such web and computer-based training (CBT) • Allows the firm to bring the training to employees • Allows employees to customize their own learning in their own time and space • Provides continuously updated training materials.

43. Training Methods for Nonmanagerial Employees • 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.

44. Training Methods for Nonmanagerial Employees • 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 with films, DVDs, and videotapes or computer instruction.

45. Delivery Method of Training Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 32.

46. Evaluation • Collects descriptive and judgmental information. • Involves all key stakeholders. • Helps to show ROI.

47. Reaction – how the participants felt about the program Learning – how participants increased/changed their knowledge, skills, and attitudes Behavior – how the participants changed their behavior on the job Results – how the program affected the organizational goals Kirkpatrick’s Levels of Evaluation

48. Kirkpatrick’s Evaluation Levels

49. • Checklists • Questionnaires • Interviews • Pre- and post-tests 1. Reaction 2. Learning Measuring Results (Kirkpatrick)

50. • Performance tests • Critical incidents • 360-degree feedback • Simulations • Observations • Performance appraisals • Progress toward organizational objectives • ROI analysis • Cost-benefit analysis 3. Behavior 4. Results Measuring Results (Kirkpatrick)