Chapter 8 Training Human Resources

1. Chapter 8Training Human Resources Training is the process whereby people acquire capabilities to perform jobs. Specific, identifiable knowledge and skills for use in their present jobs.

2. Training and HR Required and regular: legal, OSHA, EEO and given to all employees Job/technical: to perform jobs well, such as product knowledge, technical knowledge, customer relations Developmental and career training: enhance individual and organizational capabilities for the future ( business practices, executive development, organizational change, leadership Interpersonal and problem-solving training: addresses both operational and interpersonal problems and seeks to improve organizational working relationships (communication, management skills, conflict resolution) Note: training and development are NOT the same thing

3. Legal issues and training • Who do you select for training • Don’t restrict the participation of protected category members, disabilities • Signing a training contract: you stay or you pay • Outside normal work hours training: must compensate employee- Fair Labor Standards Act

4. Organizational strategy and training: long term NOT short term benefits • Strategic training – to help organization accomplish its goals. • Training cannot fix all the problems • Training has a purpose and folks need to understand why they are attending a training

5. Organizational competitiveness and training – continuous improvement, to not fall behind, enhance retention • Knowledge management – the way an organization identifies and leverages knowledge in order to be competitive (intellectual capital) • Training as a revenue source – bundle training with product • Performance consulting – process in which a trainer and an organization work together to decide how to improve organizational and individual results: identify root cause of performance problems, interaction of individual and organizational factors influence employee performance, document actions and accomplishments of high performers and compare to typical performers) • Integration of performance with training – job performance, training, and employee learning must be integrated • Chief learning officer – leader who designs knowledge through training for individual employees and the organization.

6. Training for global strategies – jobs are moving overseas • Global assignment training – expatriate training before they leave the states to learn culture, etc. • Intercultural competence training – • Cognitive – what does the person know about the culture? • Emotional – how does the person view other cultures, and how sensitive is the person to cultural customs and issues? • Behavioral – how does the person act in intercultural situations?

7. Planning for training • Orientation: planning for new employees: planned introduction of new employees to their jobs, coworkers, and the organization, “ONBOARDING”(don’t do it all at once, etc.). Electronic orientation resources • Evaluating orientation and metrics • Tenure turnover rate: left before 6 months? • New hires failure factor: % of total annual turnover were new hires? • Employee upgrade rate: % with higher performance? • Development program participation rate: % that moved onto training and promotion?

8. Training needs assessment • Training needs? Identify needs, objectives, and criteria • Training design? Pretest, select methods, plan content • Training delivery? Schedule, conduct, monitor • Evaluation of training-measure outcomes, compare outcomes to training objectives and criteria • IT IS A CIRCLE, 8-4

9. Sources of information for training needs assessment • Organization wide sources: grievances, accidents, waste/scrap, training observations, observations, customer complaints, exit interviews, equipment use, attitude surveys • Job/Task sources: employee KSAs, benchmarks, effectiveness, job specifications, efficiency data, employees surveys • Individual employee sources: tests, records, assessment centers, questionnaires, surveys, job knowledge tools, performance appraisals

10. Establishing training objectives and priorities • Attitude: creating interest in and awareness of the importance of something (sexual harassment) • Knowledge: imparting cognitive information and details to trainees (understand how the product works) • Skill: developing behavioral changes in how jobs and various task requirements are performed (improving speed on an installation) • “internalization” did the person really learn the training content and ARE ABLE to USE IT!

11. Training design • Learner characteristics: • Ability to learn: work with schools, remediate • Motivation to learn • Self-efficacy: people’s belief that they can successfully learn the training program content • Perceived utility/value: useful? Link between training and things they want for it to be successful • Learning styles: people learn differently, auditory, tactile, visual, etc…adult learning: ways adults learn differently than young people (experiences, technology) • Malcolm Knowles on adult learning: why are they learning something, need to be self directed, need work related experiences into process, problem centered approach to learning, extrinsic and intrinsic motivation to learn ---OF PLEASE, AND WHAT IS THIS DIFFERENT THAN A YOUNG PERSON?

12. INSTUCTIONAL STRATEGIES • Practice/feedback: ACTIVE practice: performance of job related tasks and duties by trainees during training; SPACED practice: practice performed in several sessions spaced over a period of hours or days; massed practice: practice performed all at once • Overlearning: repeated practice even after a learner has mastered the performance. Muscle memory for physical activity, improves learner retention • Behavioral modeling: copying someone else’s behavior • Error-based examples: sharing what can go wrong, a firefighter • Reinforcement: based on the idea that people tend to repeat responses that give them some type of positive reward and to avoid actions associated with negative consequences • Immediate confirmation: based on the idea that people learn best if reinforcement and feedback are given as soon as possible after training

13. Transfer of training • Training is designed for highest transfer of learning to the job • Off overview of training content • Training mirrors the job • Support from supervisors on the job • Opportunity to use it • Accountability

14. Internal Training Delivery – technology, needs of company, and legal • Informal training: occurs through interactions and feedback among employees • On the job(OJT): 8-8 in stages, prepare trainees, present information, provide practice, follow up. • Cross training: people are trained to do more than one job

15. External training deliver • Outsourcing of training • Government supported job training: Workforce Investment Act gives tax credits to employers that hire folks that are under this umbrella • Educational assistance programs: pay to go to school

16. Combination training approaches • Cooperative training: classroom and OJT, school to work, apprentice, internships

17. E-Learning: online training: use of internet or an intranet to conduct training online • Distance training/learning: blackboard and WebCT, two way TV, SKYPE • Simulations and training • Blended learning: learning approach that combines methods, such as short, fast-paced, interactive computer-based lessons and teleconferencing with traditional classroom instruction and simulation • Advantages and disadvantages of E-Learning

18. Training evaluation • Levels of Evaluation: Reaction (interviews and questionnaires), learning (how well they learned the facts, behavior(effect on job performance through observing), and results (the effect of training on the achievement of organizational objectives) • Training Evaluation Metrics: Cost-Benefit Analysis-comparison of costs and benefits associated with training AND return on investment analysis(ROI) or cost to results and benchmarking(compare training to other organizations)

19. Training evaluation designs • Post measure: can the person trained, perform as expected? • Pre/post measure: pre/post test • Pre/post measure with a control group, test the group NOT trained to see if there is a difference in skills