HUMAN RESOURCE

MANAGEMENT

Chapter 6

Training and
Development

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 Chapter outline
6.1 Overview
6.2 Needs assessment
6.3 Design training program
6.4 Implement training program
6.5 Evaluate training program

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 6.1 Overview
• “Training” is often used casually to describe
almost any effort initiated by an organization to
foster learning among its members.
• “Training and development” recognizes the
combination of activities organizations use to
increase the knowledge and skills of
employees.

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 6.1 Overview
• Training: more narrowly focused and oriented
toward short-term performance concerns
• Development: oriented more toward
broadening an individual’s skills for future
responsibilities.
• → Organization’s revenues and profitability are
positively correlated to the amount of training
and development it gives its employees.
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 6.1 Overview
• Managers should focus on their firm’s goals and
strategies and orient their training accordingly.
• Managers should realize that:
• Not all of a firm’s strategic initiatives are
accomplished with training.
• Not all training programs are a strategic imperative
for the firm.

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 6.1 Overview
• Chief learning officers – A high-ranking
executive responsible for fostering employee
learning and development within the firm

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 6.1 Overview
Strategic Model of Training and Development

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 6.2 Needs assessment
• “Hard skills” – The tangible and teachable skills
needed to do a job
• On-the-job training for new hires
• Basic skills training
• Budgeting and accounting training
• Machinery operating training
• IT/computer training
• Customer service training
• Compliance training
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 6.2 Needs assessment
• “Soft skills” – Subjective skills that are harder to
measure, requires more discretion or judgment
• Ethics training
• Diversity training
• Leadership training
• Communications training
• Team training
• Time management training
• Interpersonal skills training
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 6.2 Needs assessment

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 6.2 Needs assessment
• Organization analysis
• An examination of an organization’s environment,
goals, strategies, performance, and resources to
determine what training is needed.
• Quality of goods or services
• Absenteeism, turnover
• Number of accidents.
• Availability of potential replacements
• Time required to train

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 6.2 Needs assessment
• Organization analysis
• Other issues include:
• Technological change
• Innovation
• Globalization
• Quality and process improvement
• Mergers and acquisition
• Restructuring
• Economic issues
• Public policy issues

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 6.2 Needs assessment
• Organization analysis
• Involves examining a firm’s resources—technological,
financial, and human—available to conduct the
training.

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 6.2 Needs assessment
• Task analysis
• The process of determining a training program’s
content by studying the tasks and duties a job
involves
• Competency assessment – An analysis of the set of
skills and knowledge needed for decision-oriented
and knowledge-intensive jobs

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 6.2 Needs assessment
• Person analysis
• The process of determining the specific individuals
who need training
• Avoid providing employees training when some do
not need it.
• Determine what prospective trainees are able to do
currently to provide training that will benefit them.

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 6.3 Design training program
• The training’s instructional objectives: the
desired outcomes of a training program
• Readiness of trainees and their motivation
• Principles of learning
• Characteristics of instructors

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 6.3 Design training program
• Instructional objectives:
• State what employees should do
• Describe the skills or knowledge to be acquired
and/or the attitudes to be changed
• Should be performance centered.

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 6.3 Design training program
• Readiness of trainees and motivation:
• whether the prerequisite experience and knowledge
of trainees have made them ready to absorb training
• Whether employees understand the link between
the effort they put into training and the payoff.

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 6.3 Design training program
• Principle of learning:

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 6.3 Design training program
• Characteristics of instructors:
• knowledge of the subject
• enthusiasm and sincerity
• teaching skills
• personal characteristics
• interest in trainees
• sense of humor

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 6.4 Implement training program
• Choosing the right training method depends on
the KSAOs to be learned.

• Multiple training methods are often used in

conjunction with different types of learners.

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 6.4 Implement training program

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 6.4 Implement training program

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 6.4 Implement training program
• Training methods
• On-the-job training (OJT)
• A method by which employees are given hands-on
experience from their supervisor or trainer
• OJT is the most common informal method used.

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 6.4 Implement training program
• Training methods
• Apprenticeship training
• A worker entering the skilled trades is given instruction and
experience, on and off the job, in the practical and
theoretical aspects of the work

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 6.4 Implement training program
• Training methods
• Cooperative Training, Internships
• Cooperative training: combines on-the-job experience with
formal educational classes
• Internships: offer real world experience while showing how
students perform

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 6.4 Implement training program
• Training methods
• Simulations
• are used when it is either impractical or unwise to train
employees on the actual equipment used on the job.
• For example: to operate aircraft, spacecraft, and other
highly technical and expensive equipment

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 6.4 Implement training program
• Training methods
• Games
• Trainers find that people want to engage in games and
remember what they learned

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 6.4 Implement training program
• Training methods
• E-learning
• E-learning – Learning that takes place via electronic media
• Learning management system (LMS) – Online system for
assessment, communication, teaching, and learning

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 6.4 Implement training program
• Training methods
• Behavior Modeling
• Work behaviors are demonstrated, and trainees mimic
them

• Role-Playing
• playing the roles of others, often a supervisor and a
subordinate who have a problem, such as a disagreement or
a performance problem.

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 6.4 Implement training program
• Training methods
• Coaching
•a continuing flow of instructions, comments, and
suggestions from the manager to a subordinate

• Case Studies
• used in classroom learning situations

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 6.4 Implement training program
• Training methods
• Seminars and Conferences
• raise points of debate and discuss issues with no set
answers or resolutions.
• used when change is an organization’s goal.

• Blended learning
• Blended learning – The use of both in-person classroom
learning and online learning

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 6.4 Implement training program
• Additional Training and Development Programs
• Orientation – familiarizing new employees with the
organization, jobs, and work units
• Onboarding – socializing new employees to help
them get “on board”

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 6.4 Implement training program
• Additional Training and Development Programs
• Team training
• focused on team roles, group dynamics, and problem-
solving provides skills needed to function effectively as a
team.
• Adventure-based learning – The use of adventures, such as
games, trust activities, and problem-solving initiatives, for
the personal and social development of participants

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 6.4 Implement training program
• Additional Training and Development Programs
• Diversity and Inclusion training
• respond to increased globalization, varied demographics,
affirmative action, stereotyping, changing values, and
competitive payoffs from bringing different people together.

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 6.4 Implement training program
• Additional Training and Development Programs
• Diversity and Inclusion training
• Types of diversity training:
• Awareness building
• Training to prevent discrimination, harassment, and lawsuits
• Skill building

• Companies are increasingly focusing on inclusion.

• An inclusive workplace: people are treated fairly and with respect,
and are supported and encouraged to participate in all aspects of
the organization.

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 6.5 Evaluate training program
• Training effectiveness can be evaluated on:
• Participants’ reactions
• The amount of learning acquired
• Their behavioral changes
• The program’s return on investment

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 6.5 Evaluate training program
• Some criteria are easier to measure, but each
provides different information training success

• These criteria can give a total picture of training

to help managers pinpoint problems, needed
changes, and whether to continue it.

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