Mondy hrm13 inppt07.ppt
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Human Resources Management
![Human Resource Management
13th
Edition
Chapter 7
Training and
Development
7-1Copyright © [2014] Pearson Education](https://image.slidesharecdn.com/mondyhrm13inppt07-150216192943-conversion-gate02/85/mondy-hrm13-inppt07ppt-1-320.jpg)
![Learning Objectives
• Describe executive onboarding for external hires, define
training and development, and explain factors influencing T&D.
• Describe the T&D process and explain the various T&D
methods.
• Explain mobile learning and describe training and development
delivery systems.
• Describe management development, mentoring, coaching, and
reverse mentoring.
• Define orientation and explain implementing training and
development programs.
7-2Copyright © [2014] Pearson Education](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Mondy hrm13 inppt07.ppt
- 1. Human Resource Management 13th Edition Chapter 7 Training and Development 7-1Copyright © [2014] Pearson Education
- 2. Learning Objectives • Describe executive onboarding for external hires, define training and development, and explain factors influencing T&D. • Describe the T&D process and explain the various T&D methods. • Explain mobile learning and describe training and development delivery systems. • Describe management development, mentoring, coaching, and reverse mentoring. • Define orientation and explain implementing training and development programs. 7-2Copyright © [2014] Pearson Education
- 3. Learning Objective (Cont.) • Explain the metrics for evaluating training and development. • Define organization development (OD) and describe various OD techniques. • Distinguish between job security and career security. • Describe career planning and explain career paths and career development. • Describe career development methods, identify various career paths, and explain global meetings through telepresence. 7-3Copyright © [2014] Pearson Education
- 4. HRM In Action: Executive Onboarding For External Hires • Up to 40% of externally hired executives fail within first 18 months • Companies often do a poor job of onboarding • Provides a guide to new corporate culture and its people and personalities 7-4Copyright © [2014] Pearson Education
- 5. Training and Development (T&D) • Heart of a continuous effort • Designed to improve employee: –Competency –Organizational performance 7-5Copyright © [2014] Pearson Education
- 6. Training • Provides workers with knowledge and skills needed for their present jobs • Examples: –Showing workers how to operate a lathe –Showing supervisor how to schedule daily production 7-6Copyright © [2014] Pearson Education
- 7. Development • Learning with a long-term focus • Goes beyond the worker’s current job • Prepares employees to keep pace with organization as it changes and grows 7-7Copyright © [2014] Pearson Education
- 8. Learning Organization • Recognizes the importance of continuous performance-related T&D and takes appropriate action • Basic characteristics: – Provides supportive learning environment – Provides specific learning processes and practices – Leadership behavior in organization supports and reinforces learning • Learning programs aligned with strategic corporate goals 7-8Copyright © [2014] Pearson Education
- 9. Factors Influencing T&D • Top management support • Shortage of skilled workers • Technological advances • World complexity • Lifetime learning • Learning styles • Other human resource functions 7-9Copyright © [2014] Pearson Education
- 10. Top Management Support • Without it, T&D program will not succeed • Most effective way to achieve success is for executives to provide needed resources to support T&D effort • Training professionals are having to do more with less 7-10Copyright © [2014] Pearson Education
- 11. Shortage of Skilled Workers • Major shortages of future skilled workers • Employers are begging for skilled workers • Training needs are changing • Executives are increasingly demanding additional skills 7-11Copyright © [2014] Pearson Education
- 12. Technological Advances • Change is occurring at an amazing speed • Knowledge doubling every year • No factor has influenced T&D more than technology 7-12Copyright © [2014] Pearson Education
- 13. World Complexity • World is getting more complex • Entire world provides opportunities and threats • How will training change in this global environment? 7-13Copyright © [2014] Pearson Education
- 14. Lifetime Learning • Learning can never stop • It is a continuous process • Employees who participate in ongoing education feel like their careers are advancing 7-14Copyright © [2014] Pearson Education
- 15. Learning Styles • No best way to learn that suits everyone • Need to use a wide range of training methods • Adults retain: 20% of what they read and hear 40% of what they see 50% of what they say 60% of what they do 90% of what they see, hear, say and do 7-15Copyright © [2014] Pearson Education
- 16. Blended Training • Also called blended learning • Firms use multiple methods to deliver T&D • Uses combination of training methods that are strategically combined to best achieve training program’s objectives 7-16Copyright © [2014] Pearson Education
- 17. Learning Generalizations • Learners progress in area of learning only as far as needed to achieve their purposes • Best time to learn is when learning can be useful • Unless there is relevance, meaning, and emotion attached to the material taught, trainees will not learn • Just-in-time training: Provided anytime, anywhere in the world, when it is needed 7-17Copyright © [2014] Pearson Education
- 18. Other Human Resource Functions • Other human resource functions can also have crucial impact on T&D • If recruitment-and-selection efforts or its compensation package attract only marginally qualified workers, firm will need extensive T&D programs • Safety and health programs also affected 7-18Copyright © [2014] Pearson Education
- 19. Training and Development (T&D) Process External Environment Internal Environment Determine Specific T&D Needs Establish Specific T&D Objectives Select T&D Method(s) and Delivery System(s) Implement T&D Programs Evaluate T&D Programs 7-19Copyright © [2014] Pearson Education
- 20. Determining Specific Training and Development Needs Must take a systematic approach to addressing bona fide needs: •Organizational analysis •Task analysis •Person analysis Companies now train for specific needs 7-20Copyright © [2014] Pearson Education
- 21. Establishing Specific Training and Development Objectives • Desired end results must be determined • Clear and concise objectives must be formulated 7-21Copyright © [2014] Pearson Education
- 22. Trends & Innovations: Mobile Learning • Any learning that takes place via mobile or portable devices such as cell phones, personal digital assistants, tablets, media players and e-readers • Can take place in setting where the learning is to be put into practice • Permits virtually instant feedback and portability 7-22Copyright © [2014] Pearson Education
- 23. T&D Methods • Instructor-led • E-learning • Case study • Behavior modeling • Role playing • Business games • In-basket training • On-the-job training • Internships • Apprenticeship training 7-23Copyright © [2014] Pearson Education
- 24. Instructor-Led • Continues to be effective for many types of employee training • Conveys great deal of information in a relatively short time • Allows for real-time discussion • Charisma or personality that the instructor brings to class 7-24Copyright © [2014] Pearson Education
- 25. E-Learning • T&D method for online instruction • Takes advantage of technology for greater flexibility of instruction • Often most convenient delivery method for adult learners • Major advantage is cost 7-25Copyright © [2014] Pearson Education
- 26. Live Virtual Classroom • Uses web-based platform to deliver live, instructor-led training to geographically dispersed learners • Training can now be provided in blocks of time • Provides both cost savings and convenience 7-26Copyright © [2014] Pearson Education
- 27. Case Study • Trainees study the information provided by the case • Make decisions based on it • Often used with instructor who serves as facilitator 7-27Copyright © [2014] Pearson Education
- 28. Behavior Modeling • Trainees learn by copying or replicating behaviors of others • Shows managers how to handle various situations 7-28Copyright © [2014] Pearson Education
- 29. Behavior Modeling and Twittering • Twittering can be a way to augment behavior modeling – A person who excels at a task sends out frequent updates about what he or she is doing – Select exemplary performers to post regularly, and pick those who should follow their posts 7-29Copyright © [2014] Pearson Education
- 30. Role Playing • Participants respond to specific problems they encounter in jobs by acting out real-world situations • Used to teach such skills as: – Interviewing – Grievance handling – Performance appraisal reviews – Conference leadership – Team problem-solving – Communication 7-30Copyright © [2014] Pearson Education
- 31. Training Games • Aid in group dynamic process • Encourage learner involvement and stimulate interest • Retain 75% of the knowledge they acquire when playing games 7-31Copyright © [2014] Pearson Education
- 32. Business Games • Permits participants to assume roles such as president, controller, or marketing vice president of two or more similar hypothetical organizations • Compete against each other by manipulating selected factors in a particular business situation 7-32Copyright © [2014] Pearson Education
- 33. In-Basket Training • Participant is asked to establish priorities for and then handle number of typical: – Business papers or e-mail messages – Memoranda – Reports – Telephone messages 7-33Copyright © [2014] Pearson Education
- 34. On-the-Job Training • Informal T&D method • Permits employee to learn job tasks by actually performing them • Most commonly used T&D method • No problem transferring what has been learned to the actual task 7-34Copyright © [2014] Pearson Education
- 35. Apprenticeship Training • Combines classroom instruction with on-the-job training • Traditionally used in skilled trade jobs • Earns less than master craftsperson who is instructor 7-35Copyright © [2014] Pearson Education
- 36. Training & Development Delivery Systems • Corporate universities • Colleges and universities • Community colleges • Online higher education • Videoconferencing • Vestibule system • Video media • Simulators 7-36Copyright © [2014] Pearson Education
- 37. Corporate Universities • Delivery system provided under umbrella of organization • Focused on creating organizational change • Proactive and strategic • Recent years has seen decline of corporate universities 7-37Copyright © [2014] Pearson Education
- 38. Colleges and Universities • Primary method for training professional, technical, and management employees • Corporate training programs often partner with colleges and universities 7-38Copyright © [2014] Pearson Education
- 39. Community Colleges • Publicly funded higher education • Deliver vocational training and associate degree programs • Rapid technological changes and corporate restructuring have created new demand 7-39Copyright © [2014] Pearson Education
- 40. Online Higher Education • Educational opportunities include degree and training programs • Delivered either entirely or partially via Internet • Allows employees to attend class at lunchtime, during day, or in evening • Reduces or eliminates commute to school 7-40Copyright © [2014] Pearson Education
- 41. Types of Online Higher Education • Hybrid programs • Online synchronized study • Asynchronous learning 7-41Copyright © [2014] Pearson Education
- 42. Vestibule System • Occurs away from production area • Uses equipment that closely resembles equipment actually used on the job • Removes employee from pressure to produce while learning • Emphasis on learning skills required for job 7-42Copyright © [2014] Pearson Education
- 43. Video Media • DVDs, videotapes, and film clips continue to be popular training delivery systems • Especially appealing to small businesses 7-43Copyright © [2014] Pearson Education
- 44. Simulators • Devices or programs that are located away from the job site • Replicate actual job demands • Example: Flight simulators used to train pilots 7-44Copyright © [2014] Pearson Education
- 45. Informal Training through Social Networking • Today’s employees interact, learn, and work in much different ways and styles • Often takes place outside the corporate training departments • Constructivism: Teacher guides the learner toward multiple learning sources, rather than acting as the sole source of knowledge 7-45Copyright © [2014] Pearson Education
- 46. Management Development • Upgrading skills and knowledge needed in current and future managerial positions • Managers keep up with latest developments in their fields while managing ever-changing workforce in dynamic environment • First-line supervisors, middle managers, and executives may all participate 7-46Copyright © [2014] Pearson Education
- 47. Mentoring • Approach to advising, coaching, and nurturing • Creating practical relationship to enhance: –Individual career –Personal and professional growth and development • Mentor can be located anywhere • Relationship can be formal or informal 7-47Copyright © [2014] Pearson Education
- 48. Mentoring for Women and Minorities • Some believe that having a mentor is essential to “make it to the top” • Mentors tend to seek out mentees who resemble themselves • Women and minorities are often left without mentors 7-48Copyright © [2014] Pearson Education
- 49. Government-sponsored Mentor Organizations for Small Businesses • SCORE • Small Business Development Centers • Women’s Business Centers • Minority Business Development Center • General Services Administration 7-49Copyright © [2014] Pearson Education
- 50. Coaching • Often considered responsibility of immediate boss or supervisor • Coach provides assistance much like a mentor would • Customized employee development 7-50Copyright © [2014] Pearson Education
- 51. Reverse Mentoring Process through which older employees learn from younger employees Existence of these two diverse groups has led to reverse mentoring 7-51Copyright © [2014] Pearson Education
- 52. Orientation (Onboarding) • Initial T&D effort designed for employees • Goal is to inform them about company, job, and workgroup • Helps them decide whether or not to stay at a company within their first 6 months 7-52Copyright © [2014] Pearson Education
- 53. Purposes of Orientation • Employment situation • Company policies and rules • Compensation and benefits • Corporate culture • Team membership • Employee development • Socialization 7-53Copyright © [2014] Pearson Education
- 54. Implementing Human Resource Development Programs • Often difficult • Many managers are action-oriented and feel they are too busy to engage in T&D efforts • Qualified trainers must be available • T&D requires a high degree of creativity 7-54Copyright © [2014] Pearson Education
- 55. Metrics for Evaluating Training and Development • Participant opinion • Extent of learning • Behavioral change • Accomplishment of T&D objectives • Return-on-investment from training • Benchmarking 7-55Copyright © [2014] Pearson Education
- 56. Participant Opinion • Measures level of customer satisfaction • Overall experience could bias some reports • Good way to quickly and inexpensively obtain feedback 7-56Copyright © [2014] Pearson Education
- 57. Extent of Learning • Determines what participants have learned • Pre-test/post-test control group design • Differences are attributed to training provided • Problem: Controlling external variables 7-57Copyright © [2014] Pearson Education
- 58. Behavioral Change • Tests give little insight into whether participants will change their behavior • Best demonstration of value is when learning translates into lasting behavioral change 7-58Copyright © [2014] Pearson Education
- 59. Accomplishment of T&D Objectives • Asks whether training programs have actually impacted performance • Example: Comparing accident rates before and after training provides a useful metric of success 7-59Copyright © [2014] Pearson Education
- 60. Return-on-Investment from Training • Highest level of determining training effectiveness is return-on-investment (ROI) from training • CEOs want to see value in terms that they can appreciate, such as business impact, business alignment, and return-on-investment 7-60Copyright © [2014] Pearson Education
- 61. Benchmarking • Process of monitoring and measuring firm’s internal processes, such as operations, and then comparing data with information from companies that excel in those areas • Focus on metrics, such as training costs, ratio of training staff to employees, and whether new or more traditional delivery systems are used 7-61Copyright © [2014] Pearson Education
- 62. International ISO 9001 Quality Assurance Training Standards • One International ISO 9001 quality assurance standard states: “Employees should receive the training and have the knowledge necessary to do their jobs.” • Must maintain written records of employee training to show that employees have been properly trained 7-62Copyright © [2014] Pearson Education
- 63. Workforce Investment Act • Replaces Job Training Partnership Act • Consolidates more than 70 federal job- training programs • Meets needs of business for skilled workers and satisfies training, education, and employment needs of individuals • One-stop service centers 7-63Copyright © [2014] Pearson Education
- 64. Organization Development (OD) • Planned and systematic attempts to change the organization • Designed to develop more open, productive, and compatible workplace despite differences in personalities, cultures, or technologies • Applies to entire system, such as a company or plant • Intervention methods include survey feedback, quality circles, and team building 7-64Copyright © [2014] Pearson Education
- 65. Survey Feedback • Process of collecting data from organizational unit through use of questionnaires, interviews, and other objective data • Can be used to create working environments that lead to better working relationships, greater productivity, and increased profitability 7-65Copyright © [2014] Pearson Education
- 66. Survey Feedback Steps • Members of organization involved in planning survey • All members of organizational unit participate in survey • OD consultant usually analyzes data and tabulates results • Data feedback • Feedback meetings 7-66Copyright © [2014] Pearson Education
- 67. Quality Circles • Groups of employees who voluntarily meet regularly with supervisors to: –Discuss problems –Investigate causes –Recommend solutions 7-67Copyright © [2014] Pearson Education
- 68. Team Building • Conscious effort to develop effective workgroups • Uses self-directed teams • Small group of employees responsible for entire work process • Members work together to improve their operation 7-68Copyright © [2014] Pearson Education
- 69. Job Security • Implies security in one job, often with one company • Dependent on an employee doing a good job and keeping out of trouble • Assumption not valid for most workers 7-69Copyright © [2014] Pearson Education
- 70. Career Security • Requires developing marketable skills and expertise that help ensure employment within a range of careers • Results from the ability to perform within a broad range of requirements for multiple employers 7-70Copyright © [2014] Pearson Education
- 71. Career • General course person chooses to pursue throughout working life • Sequence of work-related positions an individual has occupied • Today there are few relatively static jobs 7-71Copyright © [2014] Pearson Education
- 72. Career Planning • Ongoing process whereby an individual: – Sets career goals – Identifies means to achieve them • Does not necessarily entail promotions • Flexible process with multiple contingencies for life’s work • Should evaluate abilities and interests 7-72Copyright © [2014] Pearson Education
- 73. Career Planning: The Self-Assessment • Process of learning about oneself • Helps avoid mistakes • Not a singular event • A continuous process • Individual responsibility 7-73Copyright © [2014] Pearson Education
- 74. Strength/Weakness Balance Sheet • Self-evaluation process developed by Benjamin Franklin • Assists people in becoming aware of strengths and weaknesses • Individual lists perceived strengths and weaknesses • Perception of weakness often becomes a self-fulfilling prophecy 7-74Copyright © [2014] Pearson Education
- 75. Likes and Dislikes Survey • Assists individuals in recognizing restrictions they place on themselves • Identifies desirable and undesirable job qualities 7-75Copyright © [2014] Pearson Education
- 76. Using the Web for Self- Assessment Assistance • Valuable information available • Some sites free; others charge modest fee 7-76Copyright © [2014] Pearson Education
- 77. Using the Web for Career Planning Assistance • Large amount of free information available • Develop and maintain a professional network • Investigate specific companies 7-77Copyright © [2014] Pearson Education
- 78. Career Paths and Career Development • Career path: Flexible line of movement through which person may travel during work life • Career development: Formal approach used by organization to ensure people with proper qualifications and experiences are available when needed 7-78Copyright © [2014] Pearson Education
- 79. Career Development Objectives • Effective development of available talent • Self-appraisal opportunities for employees considering new or nontraditional career paths • Development of career paths that cut across divisions and geographic locations • Demonstration of tangible commitment to developing diverse work environment 7-79Copyright © [2014] Pearson Education
- 80. Career Development Objectives (Cont.) • Satisfaction of employees’ specific development needs • Improvement of performance • Increased employee loyalty, motivation, and retention • Method of determining training and development needs 7-80Copyright © [2014] Pearson Education
- 81. Career Development Methods • Manager/employee self-service • Discussion with knowledgeable individuals • Company material • Performance appraisal system • Workshops 7-81Copyright © [2014] Pearson Education
- 82. Career Paths • Traditional career path • Network career path • Lateral skill path • Dual career path • Adding value to your career • Demotion • Free agents (being one’s own boss) 7-82Copyright © [2014] Pearson Education
- 83. Traditional Career Path • Employee progresses vertically in organization from one specific job to the next • Not as viable a career path option today 7-83Copyright © [2014] Pearson Education
- 84. Network Career Path • Both vertical job sequence and horizontal opportunities • Experience interchangeable at certain levels • Broad experience at one level needed before promotion to next level 7-84Copyright © [2014] Pearson Education
- 85. Lateral Skill Path • Involves lateral moves within company • Employee becomes revitalized and finds new challenges • No pay or promotion involved • Offers opportunities to develop new skills 7-85Copyright © [2014] Pearson Education
- 86. Dual Career Path Technical specialists contribute expertise without having to become managers. Often established to encourage and motivate professionals 7-86Copyright © [2014] Pearson Education
- 87. Adding Value to Retain Present Job • Workers view themselves as independent contractors who must constantly improve their skills to continually add value to organization. • Workers need to develop own plan and “toolbox” of personal skills. 7-87Copyright © [2014] Pearson Education
- 88. Demotion • More realistic option today, due to limited promotional opportunities and fast pace of technological change • Senior employee can escape unwanted stress without being a failure 7-88Copyright © [2014] Pearson Education
- 89. Free Agents Take charge of all or part of career by being own boss or working for others in ways that fit particular needs or wants 7-89
- 90. Copyright © [2014] Pearson Education, Inc. Publishing as Prentice Hall A Global Perspective : Global Meetings through Telepresence • Business travel is based on belief there is no substitute for reading body language of the person in front of you • Provides illusion of sitting across a conference table from individuals you are “meeting” and “looking them in the eye” 7-90
- 91. 7-91
Editor's Notes
- Up to 40 percent of externally hired executives fail within the first 18 months and many others that are recruited from outside the firm leave within five years. Although considerable time, effort, and money are spent recruiting top talent, companies often do a poor job of onboarding. In fact, few companies take the time to familiarize new executives about the workings of the corporate culture beyond the standard, one-size-fits-all orientation session. However, what new executives need to know in order to be effective differs significantly from the focus of most general employee orientation programs. If an executive is coming in from another company, a great deal of attention needs to be paid to explaining how things work in the new environment.
- Training and development (T&D) is the heart of a continuous effort to improve employee competency and organizational performance.
- Training provides learners with the knowledge and skills needed for their present jobs. Showing a worker how to operate a lathe or a supervisor how to schedule daily production are examples of training.
- Development involves learning beyond today’s job. It prepares employees to keep pace with the organization as it changes and grows.
- A learning organization recognizes the importance of continuous performance-related T&D that aligns with strategic corporate goals. The characteristics of a learning organization are: -a supportive learning environment, -specific learning processes and practices, and -leadership behavior that supports and reinforces learning. When aligned with strategic corporate goals, training programs strengthen customer satisfaction, contribute to partnership development, enhance research and development activities, and reinforce the bottom line.
- There are numerous factors that both impact and are impacted by T&D.
- For T&D programs to be successful, top management support is required; without it, a T&D program will not succeed. The most effective way to achieve success is for executives to provide the needed resources to support the T&D effort. The recession saw many training budgets suffer as executives looked for ways to reduce costs. By 2011 firms had started to boost the size of their training staffs. However, even as the economy improved, training professionals were having to do more with less.
- Shortage of future skilled workers was first projected in the 1980s but has recently received additional attention. There will likely be major shortages of future skilled workers; for example, 240,000 jobs for skilled workers go unfilled annually, even in a recession. Unemployment figures are misleading because they do not show employers who are begging for skilled workers even in hard times. Worldwide many companies are struggling to find skilled workers. Part of the problem in finding qualified people for manufacturing jobs is that there is a generation of young people for which manufacturing has not been an attractive job prospect because they have seen many jobs outsourced and they question the long-term future in these jobs. In addition, training needs are changing and the old skill requirements of reading, writing, and arithmetic have been expanded. Executives are increasingly demanding additional skills of their new hires such as critical thinking and problem solving, communication, collaboration, and creativity.
- Change is occurring at an amazing speed, with knowledge doubling every year. Perhaps no factor has influenced T&D more than technology. The computer, Internet, smart phones, text messaging, and e-mail have dramatically affected how training is conducted. Informal instructional delivery methods like blogs, wikis and social networks are being used. Even Facebook, LinkedIn, and Twitter can assist in training.
- The world is simply getting more complex, and this has had an impact on how an organization operates. No longer does a firm just compete against other firms in the United States. The entire world provides opportunities and threats that must be confronted. Organizations have to think of the entire workforce and how it will be staffed and trained in this global environment.
- Largely due to the work environment workers confront today, learning can never stop; it is a continuous process. The psychological value of lifelong learning cannot be overstated. Employees who participate in ongoing education will feel as if their careers are advancing and they are better able to provide for their families. Things will change faster tomorrow than they did today, and will be even faster the day after that. Employees who are not staying ahead of the curve are going to be left behind and their value to the firm diminishes.
- Although much remains unknown about the learning process, what is known affects the way firms conduct training. Because there is no one best way for all of us to learn, it is important to use a wide range of training methods because adults retain 20 percent of what they read and hear, 40 percent of what they see, 50 percent of what they say, 60 percent of what they do, and 90 percent of what they see, hear, say and do. Because of these differences, it is important to use a wide range of T&D methods. Learning style supports the concept that people have a natural preference, based upon their dominant sense, in how they choose to learn and process information. It may be visual, hearing, or touching. Some learn best from working in a group while others prefer studying on an individual basis. Still others absorb best by seeing how the material provides a practical application, while others want to know the theoretical basis. Some learners can readily absorb information by reading written words while others learn best through hearing the words spoken.
- To cope with the different learning styles, firms use multiple methods called blended training (also referred to as blended learning), to deliver T&D. This involves using a combination of training methods that are strategically combined to best achieve a training program’s objectives.
- People only learn as much as they need to, unless the material has relevance, meaning, and emotion attached to it. The best time to learn is when it can be directly applied, and research shows that the best way to learn is by doing. Research indicates that unless there is relevance, meaning, and emotion attached to the material taught, trainees will not learn. Just-in-time training, also known as on-demand training, is provided anytime and anywhere through computer technology, the Internet, and intranets. Delivering knowledge to employees as-needed, anywhere on the globe, and at a pace consistent with their learning styles, greatly enhances the value of T&D.
- Successful accomplishment of other human resource functions can also have a crucial impact on T&D. For instance, if recruitment-and-selection efforts or its compensation package attract only marginally qualified workers, a firm will need extensive T&D programs. Marginal workers will have a significant impact on the firm’s safety and health programs. Therefore, additional training will be required.
- Major adjustments in the external and internal environments necessitate corporate change. Here we see the T&D process, starting with determining specific T&D needs and ending with the implementation and evaluation of T&D programs. Exemplary organizations show a close link between the firm’s strategic mission and the objectives of the T&D program. So, reviewing and periodically updating these objectives ensures that they support the changing strategic needs of the organization. Management should continuously evaluate T&D to ensure that it’s achieving organizational objectives.
- Organizational analysis studies the firm’s strategic mission, goals, and corporate plans, along with the results of strategic human resource planning. Then tasks required to achieve the firm’s purposes are analyzed, using job descriptions. Finally, individual training needs are determined by asking, “Who needs to be trained?” and “What knowledge, skills, and abilities (KSAs) do employees need?” At this stage, performance appraisals and interviews or surveys of supervisors and job incumbents are helpful. Companies now train for specific needs and trainers are asking, “What knowledge do you want your people to have? What skills do they need? What do they need to do differently from what they’re doing today?” Trainers want to find out what job knowledge and skills the person needs to have to get the job done.
- T&D must have clear and concise objectives to achieve organizational goals and measure the effectiveness of training.
- Mobile learning (M-learning) is any learning that takes place via mobile or portable devices such as cell phones, personal digital assistants, tablets, media players and e-readers. Even the IPod has been used effectively as a learning device. Learning is also being delivered by devices a person can wear such as glasses or earpieces. Mobile learning can take place anywhere and does not require the learner to be at a fixed location. Therefore, the definition of “the office” takes on new meaning.
- Each training method seen here is evaluated and chosen for what it does best.
- The instructor-led method, where the instructor physically stands in front of students, continues to be effective for many types of training. One advantage of instructor-led training is that the instructor may convey a great deal of information in a relatively short time. The effectiveness of instructor-led programs improves when groups are small enough to permit discussion, and when the instructor is able to capture the imagination of the class and use new technology to give their classroom learning a better experience. Also, the charisma or personality that the instructor brings to class may excite the students to want to learn. The classroom setting allows for real-time discussion that is not easily replicated, even with the most advanced technology.
- The tradition of instructors physically lecturing in front of live corporate students has diminished somewhat in recent years. E-learning is the T&D method for online instruction using technology-based methods such as the Internet, intranet, and CD-ROM. The benefits of e-learning are numerous and include decreased costs, greater convenience and flexibility to improved retention rates, and a positive environmental impact.
- A takeoff on e-learning is the live virtual classroom, often referred to as virtual instructor led, that uses a web-based platform to deliver live, instructor-led training to geographically dispersed learners. Organizations can bring together entire teams for just an hour or two per week. They can also bring content specialists into the classroom for only the necessary time required from two minutes to two hours. The need to have large blocks of time which takes workers away from their jobs is thus eliminated. Training can now be provided in blocks of time as opposed to several days. For example, a two day live training session might be provided in five 75-minute modules delivered over time. These provide both cost savings and convenience.
- The case study is a T&D method where trainees study the information provided in the case and make decisions based on it. An instructor often facilitates discussion. If an actual company is involved, students research the firm to understand its financial condition and environment. Library databases, such as ebscohost, significantly enhance this research.
- Behavior modeling is a T&D method where a person learns by replicating the behaviors of others. It’s used to train supervisors to conduct performance reviews, correct unacceptable performance, delegate work, improve safety habits, handle discrimination complaints, overcome resistance to change, orient new employees, and mediate conflict.
- Social networking is used to model the best practices of a person who excels at a task by posting frequent updates about what he’s doing. The company could formalize this process by selecting exemplary performers to post regularly and by choosing who should follow the posts.
- Role-playing is a T&D method that requires participants to respond to specific problems they might encounter in their jobs by acting out real-world situations. Role playing teaches skills such as: disciplinary action, interviewing, grievance handling, conducting performance-appraisal reviews, team problem solving, effective communication, and leadership-style analysis. Some restaurant chains use role-playing to teach servers how to deal with difficult situations, such as a couple arguing at their table.
- Games are a type of learning which is quite useful to aid in the group dynamic process. Games encourage learner involvement and stimulate interest in the topic. A major benefit of games is that learners retain 75 percent of the knowledge they acquire when playing games.
- Business games is a T&D method that permits participants to assume roles such as president, controller, or marketing vice president of two or more similar hypothetical organizations and compete against each other by manipulating selected factors in a particular business situation. Participants make decisions affecting such factors as price levels, production volumes, and inventory levels. Typically, a computer program manipulates their decisions, with the results simulating those of an actual business situation. Participants are able to see how their decisions affect other groups and vice versa.
- In-basket training is a T&D method that helps participants establish priorities before handling a number of business papers, e-mails, texts, memoranda, reports, and telephone messages that typically cross a manager’s desk. Trainee assigns a priority to each situation and then responds to each task.
- On-the-job-training (OJT) is an informal T&D method where employees learn job tasks by performing them. Key to this training is to transfer knowledge from a highly skilled and experienced worker to a new employee, who is motivated to acquire information needed to perform the job.
- Apprenticeship training combines classroom instruction with on-the-job training. The National Association of Manufacturers projects that, by 2020, some 10 million skilled workers will be needed, many drawn from apprenticeships which are common in craft jobs, such as plumber, machinist, welder, press brake operator, etc. Apprentices earn less than their master craftsperson/instructor, and may be sought from partnering high schools, vocational schools, and universities. Such training is common with craft jobs, such as those of plumber, carpenter, machinist, welder, fabricator, laser operator, electrician, and press brake operator.
- In this next section, we will focus on how training can be delivered to participants.
- A T&D delivery system provided under the umbrella of the organization is referred to as a corporate university. The corporate T&D institution’s focus is on creating organizational change that involves areas such as company training, employee development, and adult learning. It aims to achieve its goals by conducting activities that foster individual and organizational learning and knowledge. It is proactive and strategic rather than reactive and tactical and can be closely aligned to corporate goals. Even though they are called universities, they are not so in the straightest sense since degrees in specific subjects are not granted. GE has its Crotonville campus and McDonald’s has its Hamburger University. Intel University in Arizona administers programs developed by training groups located worldwide. The university also teaches nontechnical skills such as dealing with conflict and harassment avoidance. Recent years has seen the decline of corporate universities as companies such as Xerox, Andersen, Ford, Pfizer, Aetna, and Merrill Lynch moved away from them.
- For decades, colleges and universities have been the primary delivery system for training professional, technical, and management employees. Now partner with colleges and other organizations, such as the American Management Association, to deliver both training and development at the college level.
- Community colleges are publicly funded institutions that deliver vocational training and associate-degree programs, sometimes more cost effectively than a company can. Rapid technological changes and corporate restructuring have created a new demand for community college training resources.
- Online higher education encompasses formal educational opportunities that deliver degree and training programs, either entirely or partially, via the Internet. Popularity of online courses results from flexible day or evening hours, elimination of a commute, increase in the range of learning opportunities for employees, and increased employee satisfaction.
- Three categories of online higher education programs include: hybrid, synchronous, and asynchronous. Hybrid programs allow students take some classes online and some in a traditional university setting. Online synchronized study lets students study online but on a real-time schedule, so they interact with a live professor and get real-time support for the learning material. With asynchronous learning, students have a series of assignments that need to be completed in a certain time frame, within a system that lets students communicate with the professor and classmates.
- The vestibule system is a T&D delivery system that allows learners to use equipment similar to what’s used on the job, but located elsewhere on- or off-site. By removing the employee from the pressure of having to produce while learning, she can focus on acquiring the job skills.
- Video media, such as DVDs, videotapes, and film clips, continues to be a popular T&D delivery system. These media are more affordable and flexible than other training programs, and can be incorporated in e-learning and instructor-led instruction. Behavior modeling is a successful training method that uses video media.
- Simulators deliver T&D with devices or programs that replicate actual job demands. These devices range from simple paper mock-ups of simulated sales counters to computerized flight simulations that train airline pilots.
- Some organizations are using social networking and collaborative tools to enable informal learning. Informal learning often takes place outside the corporate training departments. It does not necessarily follow a specified curriculum and often begins accidentally. It is experienced directly in the course of everyday life or work. By embracing informal learning, learners may be more motivated to gain knowledge. Thus, informal learning has surfaced as an important part of employee development.
- Management development refers to all the learning experiences provided by an organization that upgrade the skills and knowledge required for current and future managers. The development of managers is an extremely important investment. A recent study found that nearly 70 percent of companies believe that senior executives need to improve their leadership skills.
- Mentoring is an approach to advising, coaching, and nurturing that creates a practical relationship to enhance both personal and professional development to further an individual’s career. Mentors equip protégés to learn for themselves by asking demanding questions, challenging decision making, and expanding problem-solving skills. Organizations use mentoring to prepare a successor and transition knowledge and skills within the organization.
- While mentors tend to seek out mentees who mirror themselves, women and minorities are at a disadvantage with fewer role models available. Studies show that women who are mentored, particularly by other women, are more likely to expand career skills, advance their careers, receive higher salaries, and enjoy their work more.
- SCORE: Provides free and confidential counseling, mentoring and advice Small Business Development Centers: Provides management assistance to small business owners Women’s Business Centers: Provides business training, counseling and other resources to help women start and grow successful businesses Minority Business Development Centers: Created to foster growth of minority-owned businesses General Services Administration (GSA): The GSA offers a Mentor/Protégé Program that is specifically designed to encourage prime contractors to help small businesses be more successful in government contracting
- Often considered a responsibility of the immediate boss, who provides assistance, much like a mentor, but the primary focus is always performance. Coaching involves helping workers see why they have been selected to perform the task or why they have been selected for the team. The coach has greater experience or expertise than the protégé and is in the position to offer wise advice. It is employee development that is customized to each individual and is therefore immediately applicable and does not require stepping away from work for extended periods of time.
- Reverse mentoring is a process in which older employees learn from younger ones. There are people in organizations who are approaching retirement who do not want to retire and who have tremendous knowledge that should not go to waste. There are young people who know things others do not know and who are anxious to expand their horizons. The existence of these two diverse, but potentially mutually helpful, populations has led to reverse mentoring.
- Initial T&D effort to inform new employees about the company, the job, and the work group. It becomes a way to engage new employees and reinforce the fact that they made the proper career choice. It also familiarizes them with the corporate culture and helps them to quickly become productive. A good orientation program is quite important because first impressions are often the most lasting and need to start the minute an applicant accepts an offer of employment. New employees usually decide whether or not to stay at a company within their first six months of employment, and orientation programs give organizations an opportunity to get the relationship off to a good start. Therefore, new-hire orientation programs are particularly crucial for the rapid transition from new hires to contributing members of the organization.
- While orientation formats are unique to each firm, several common purposes are listed here: The employment situation helps new employees understand how their jobs fit into the firm’s organizational structure and goals. Company policies and rules provide guidelines and constraints regarding how every job must be performed. Compensation Corporate culture reflects “How we do things around here.” Team membership emphasizes the importance of becoming a valued company team player. Employee development helps employees deal with change by upgrading their knowledge and skills. Socialization integrates new staff into the informal organization. Some organizations assign a mentor or “buddy” to each new hire to work with them until they settle in.
- Implementing training programs presents unique challenges, such as: employee resistance to change, manager resistance to taking time from current job demands, difficulty in scheduling, and recording “before” and “after” training results to measure program effectiveness.
- Managers should develop and use T&D metrics, which later smooth the way to budget approval and executive buy-in. Most managers agree that training does not cost, it pays in the long run.
- Evaluating a T&D program by asking the participants’ opinions of it is an approach that provides a response and suggestions for improvements, essentially a level of customer satisfaction. You cannot always rely on such responses, however. The training may have taken place in an exotic location with time for golfing and other fun activities, and the overall experience may bias some reports. Nevertheless, this approach is a good way to obtain feedback and to get it quickly and inexpensively.
- Some organizations administer tests to determine what participants in a T&D program learned. The pretest–posttest control group is one evaluation design which gives the same test to two groups, before and after training. The experimental group receives the training but the control group does not. Each of the two groups has randomly assigned trainees and any differences in results are attributed to the training. A potential problem with this approach is controlling for variables other than training, which might affect the outcome.
- Tests may accurately indicate what trainees learn, but they give little insight into whether the training leads participants to change their behavior. For example, it is one thing for a manager to learn about motivational techniques but quite another matter for this person to apply the new knowledge. A manager may sit in the front row of a training session dealing with empowerment of subordinates, absorb every bit of the message, understand it totally, make a grade of 100 on a test on the material, and then return the next week to the workplace and continue behaving in the same old autocratic way. The best demonstration of value occurs when learning translates into lasting behavioral change.
- Still another approach to evaluating T&D programs involves determining the extent to which T&D objectives were accomplished. Here metrics address the business’s bottom line, such as productivity data, rather than numbers of training sessions completed or the satisfaction employees gained from a training session.
- CEOs want to see value in terms of business impact, business alignment, and return-on-investment. Although the actual ROI may be hard to quantify, only programs that clearly contribute to business success and enable the company to compete effectively will be funded.
- Benchmarking is the process of monitoring and measuring a firm’s internal processes, such as operations, and then comparing the data with information from companies that excel in those areas. Because training programs for different firms are unique, the training measures are necessarily broad. Common benchmarking questions focus on metrics such as training costs, the ratio of training staff to employees, and whether new or more traditional delivery systems are used. Information derived from these questions probably lacks the detail to permit specific improvements of the training curricula. However, a firm may recognize, for example, that another organization is able to deliver a lot of training for relatively little cost. This information could then trigger the firm to follow up with interviews or site visits to determine whether that phenomenon represents a “best practice.”
- One ISO 9001 quality assurance standard states, “Employees should receive the training and have the knowledge necessary to do their jobs.” To comply with this standard, companies must maintain written records of employee training to show that employees have been properly trained. Good documentation might supply answers to questions that a compliance auditor would ask, such as: “How does your firm assess the need for the types and amounts of training and education received by all categories of employees?” “What percent of employees receives training annually?” “What is the average number of hours of training and education per employee?” Under ISO 9001, monitoring the quality of training is important.
- The Workforce Investment Act (WIA) replaced the problem-riddled Job Training Partnership Act and consolidated more than 70 federal job-training programs. These federally funded programs allow state and local organizations to offer training and skill enhancement that benefit employers, dislocated workers, and low-income youth. A primary focus of WIA is to meet the needs of business for skilled workers while satisfying the training, education, and employment needs of individuals. One-stop service centers provide businesses with skilled workers and assist 15 million workers annually with training to qualify for work and skills for job searching.
- Most T&D benefits individuals and groups, but to move the entire organization in a different direction, organization development (OD) is needed. Organization development involves planned and systematic attempts to change the organization, typically to a more behavioral environment. OD education and training strategies help develop a more open, productive, and compatible workplace despite differences in personalities, culture, or technologies. To bring about desired changes in behavior, the whole organization must be transformed into market-driven, innovative, and adaptive systems to survive and prosper in today’s highly competitive environment.
- Survey feedback collects and measures subordinate’s attitudes through anonymous questionnaires. The resulting feedback helps management teams to create working environments that lead to better working relationships, greater productivity, and increased profitability.
- Survey feedback generally involves the following steps: Members of the organization, including top management, are involved in planning the survey. All members of the organizational unit participate in the survey. The OD consultant usually analyzes the data, tabulates results, suggests approaches to diagnosis, and trains participants in the feedback process. Data feedback usually begins at the top level of the organization and flows downward to groups reporting at successively lower levels. Feedback meetings provide an opportunity to discuss and interpret data, diagnose problem areas, and develop action plans.
- Quality circles are groups of employees who voluntarily meet regularly with their supervisors to discuss their problems, investigate causes, recommend solutions, and take corrective action when authorized. America adopted this concept from Japan several decades ago to improve quality, increase motivation, boost productivity, and add to the bottom line.
- Team building is a conscious effort to develop effective work groups and cooperative skills throughout the organization. It helps members diagnose group processes and devise solutions to problems. Effective team building can be the most efficient way to boost morale, employee retention, and company profitability. Whether it’s a lieutenant leading troops into battle or executives working with their managers, the same principles apply. An important by-product of team building is that it is one of the most effective interventions for improving employee satisfaction and work-related attitudes. Individualism has deep roots in American culture. This trait has been a virtue and will continue to be an asset in our society. However, there are work situations that make it imperative to subordinate individual autonomy in favor of cooperation with a group. It seems apparent that teams are clearly superior in performing many of the tasks required by organizations. The building of effective teams, therefore, has become a business necessity.
- The term job security implies security in one job, often with one company. Historically, this type of security depended on an employee doing a good job and keeping out of trouble. But, for most workers today, this assumption is not valid. Today, there is no such thing as job security even if you worked at your job for many years. Today’s employees will work for approximately nine companies during their careers and that on average, individuals will change careers (not merely “jobs”) three times in their life. In fact, the Department of Labor estimates that individuals will remain with a firm an average of 3.6 years before changing jobs. The old social contract between employers and employees no longer exists.
- Career security is distinctly different from job security; it requires developing marketable skills and expertise that help ensure employment within a range of careers. Career security results from the ability to perform within a broad range of careers well enough to be marketable in more than one job and to more than one organization. With career security, workers are offered opportunities to improve their skills, and thus their employability in an ever-changing work environment. Employees owe the company their commitment while employed and the company owes its workers the opportunity to learn new skills, but that is as far as the commitment goes. Loyalty in either direction is not expected. Security comes from employability rather than paternal protection.
- A career is a general course that a person chooses to pursue throughout his or her working life. Historically, a career was a sequence of work-related positions an individual occupied during a lifetime, although not always with the same company. However, today there are few relatively static jobs.
- Career planning is the ongoing process whereby an individual sets career goals and identifies the means to achieve them. Individuals in today’s job market must manage their own careers because no one else is likely to do it for them.
- Self-assessment is the process of learning about oneself, and it is one of the first things that a person should do when planning a career. A realistic self-assessment may help a person avoid mistakes that could affect his or her entire career progression.
- The strength/weakness balance sheet is a self-evaluation procedure originally developed by Benjamin Franklin that assists people in becoming aware of their strengths and weaknesses. You cannot overcome your weaknesses if you aren’t aware of them, and you can’t use your strengths to maximum advantage if you don’t know what they are!
- A likes and dislikes survey assists individuals in recognizing restrictions they place on themselves in their careers. Looking for qualities you want in a job and attributes you do not want in a job helps you be more focused in career planning and job searches.
- The web offers a wealth of valuable information to assist in career self-assessment. Some sites are free, and others charge a small fee. A few examples are: CareerMaze assesses your behaviors and the qualities you look for in a job and then provides a report of the types of jobs that are most compatible with your behavioral pattern. Career-intelligence: A by-women, for-women career resource with a philosophy of Stretch, Grow, and Achieve. Holland’s Theory of Career Choice: The Career Key is based on the theory that people like to be around others who have similar personalities. In choosing a career, it means that people choose jobs where they can be around other people who are like them.
- There is a large amount of free information available on the web that can prove helpful in the career planning process. Virtually all of the major job boards provide tips for securing the position you desire. The web is also an invaluable tool for developing and maintaining a professional network in today’s world. It is easy to keep in touch with other professionals through email, LinkedIn, Twitter, and Facebook. Finally, it goes without saying that the web should be used to investigate specific companies before seeking employment or going for an interview.
- A career path is the flexible course a person may travel during his or her work life. Sometimes this is achieved with the assistance of an employer, but it usually involves a self-directed progression of gaining knowledge and experience at different companies and in different positions. Career development, on the other hand, is a formal approach used by an organization to ensure that people with the proper qualifications and experiences are available for promotion when they are needed. Through career development, the organization typically identifies paths and activities for individual employees to meet their future needs.
- Individuals are more likely to be committed to career development that is part of a specific career plan supported by their organization. Career development is something most employees want, and providing it is often a less expensive benefit than pay raises and bonuses. Large companies typically try to expose high-potential employees to a broad spectrum of the organization in their development efforts to ensure an adequate supply of future talent. In addition, being well known as an organization that promotes career development is a great tool to attract and retain a diverse workforce.
- Individuals who see their personal development needs being met tend to be more satisfied with their jobs and the organization overall. In addition, individuals who believe that the firm is interested in their career planning are more likely to be productive and remain with the organization for a longer time period. While organizations cannot always provide everyone with opportunities for advancement, they can often provide relevant development to support many employees’ career objectives.
- Career development comes in various forms, and many firms provide a range of tools to aid employees and managers alike. Some companies provide managers with online resources to assist employees in planning their career paths and developing required competencies. Employees are also benefitting from these online career resources, and often have the ability to update performance goals online and to enroll in training courses. In addition, an organization’s performance appraisal system plays a valuable role in the process because it provides a forum to discuss an employee’s strengths and weaknesses in order to uncover developmental needs. Many organizations also conduct workshops expressly to help workers develop careers within the company.
- Career paths traditionally focused on upward mobility within a particular organization or occupation. This is much less common today, and there are a host of other career paths that include: the network path, lateral skill path, dual-career paths, adding value to your career, demotion, and free-agent. Next, we will discuss how these career paths may be used in combination with each other at various stages of a person’s career.
- The traditional career path is one in which an employee progresses vertically in the organization from one specific job to the next. The assumption is that each preceding job is essential preparation for the job at the level above it. One of the biggest advantages of the traditional career path is that it is straightforward; the employee knows the specific sequence of jobs through which he or she must progress. A major disadvantage is that there are limited spots at the top, and there are far fewer upper-level positions in organizations than there used to be.
- The network career path contains both a vertical sequence of jobs and a series of horizontal opportunities. The network career path recognizes the interchangeability of experience at certain levels, and the need to broaden experience at one level before promotion to a higher level. Today, this approach represents opportunities for employee development in an organization more realistically than the traditional career path does.
- Allows for lateral moves within the firm, taken to permit an employee to become revitalized and find new challenges. Neither pay nor promotion may be involved, but by learning a different job, an employee can increase his or her value to the organization and also become rejuvenated and reenergized. Firms that want to encourage lateral movement may choose to use a skill-based pay system that rewards individuals for the type and number of skills they possess. Another approach is job enrichment. This approach rewards (without promotion) an employee by increasing the challenge of the job, giving the job more meaning, and giving the employee a greater sense of accomplishment.
- The dual career path recognizes that technical specialists can and should be allowed to contribute their expertise to a company without having to become managers. A dual-career approach is often established to encourage and motivate professionals in fields such as engineering, sales, marketing, finance, and human resources. Individuals in these fields can increase their specialized knowledge, make contributions to their firms, and be rewarded without entering management.
- In today’s business world, the primary tie that binds a worker to the company, and vice versa, is mutual success resulting from performance that adds value to the organization. An individual’s skill set must be ever expanding, and continual personal development is a necessity. To retain any sense of job security today, workers must focus on understanding what companies need, and then develop the skills necessary to meet these needs.
- Demotion is the process of moving a worker to a lower level, which typically involves a reduction in pay. Demotions have long been associated with failure, but limited promotional opportunities and the fast pace of technological change may make demotion a legitimate career option. If the stigma of demotion can be removed, more employees, especially older workers, might choose to make such a move.
- Free agents are people who take charge of their careers by being their own bosses or by working for others in ways that fit their particular needs. Many have become free agents because of company downsizing, and have no desire for—or have difficulty reentering—the corporate environment. Free agents often have a variety of talents and are used to dealing with a wide range of audiences and changing their approach in response to the needs of the market.
- Videoconferencing has been around for decades and has been greatly improved with the development of telepresence. Telepresence systems provide the illusion of sitting across a conference table from the individuals you are “meeting” and “looking them in the eye.” Here is a description of how a telepresence videoconferencing system works. A telepresence facility generally has half a conference room with table and chairs. The other half of the table contains extra-large monitors displaying video feeds, creating the impression that participants are in the same.