IHRM

1. 1

2. Outline
Training & Development
Training Cycle
Step 1: Needs Analysis (Needs Assessment)
Step 2: Design & Develop Training Program
Step 3: Deliver the Training
Step 4: Training Evaluation
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3. Training & Development
What is training? What is development?
Training: enhances the capabilities of an employee to
perform his or her current job
Focuses on the current job
 Examples for a bank teller:
 Training program to correctly identify counterfeit currency
 Training program in the bank’s new computer system used by
tellers to process customer’s transactions
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4. Training & Development
Development: enhances the capabilities of an
employee to be ready to perform possible future jobs
Focuses on future jobs
 Developmental education programs
 Examples for a bank teller:
 Bank sends the teller to a day-long workshop on “Emerging
Issues in Finance & Banking”
 Bank pays for the employee to get his or her MBA degree
 Developmental job experiences
 Examples: job rotation or job enlargement
 Developmental interpersonal relationships
 Example: mentoring
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5. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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6. Step 1: Needs Analysis/Assessment
Goal of needs analysis: Identify training needs
Needs Analysis:
3 Levels of Needs Analysis:
 Organizational analysis
 Job and task analysis
 Individual analysis
Training Objectives
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7. Needs Analysis
3 Levels of Needs Analysis:
Organizational analysis: What are the training needs of the
organization?
 What training will support the organization’s strategy?
 Example: Internal growth strategy (growth from new products or
new markets) would be supported by training in:
 Creative thinking
 New product development
 Understanding & evaluating potential new markets
 Technical competence in jobs
 Example: What are the training needs for other strategies?
 Low-cost leadership, focused (niche) concentration, external
growth (mergers & acquisitions), downsizing & divesting
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8. Needs Analysis
3 Levels of Needs Analysis (more):
Organizational analysis (more)
 What training will support the organization’s culture, goals,
& priorities?
 Some organization’s emphasize training more than others
 Learning organization: use training linked to strategic goals
as a source of competitive advantage
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9. Needs Analysis
3 Levels of Needs Analysis (more):
Organizational analysis (more)
 Use benchmarks of organizational health & success to identify
training needs
 General examples:
 Headcount
 Productivity
 Costs
 Quality
 Specific examples for an airline:
 On-time rates
 Lost baggage rates
 Employee injury rates
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10. Needs Analysis
3 Levels of Needs Analysis (more):
Job and task analysis: What are the training needs of
each job in the organization?
 Examine the job descriptions:
 What tasks & duties are performed by each job?
 For each task:
 Do new hires already know how to perform the task or will
they have to be trained? (Helps to identify training needs)
 What are the consequences of performing the task
incorrectly? (Helps to set training priorities)
 Can the task be learned on the job, or should it be taught
off the job? (Helps to identify training methods)
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11. Needs Analysis
3 Levels of Needs Analysis (more):
Individual analysis: What are the training needs of each
individual employee in the organization?
 Examine each employee’s performance appraisal
 Do certain employees, or groups of employees, have job
performance that might be improved by training that is cost-
effective?
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12. Needs Analysis
Training Objectives: Use the 3 levels of needs analysis
to establish the training objectives for the training
program
Training objectives answer the question: What will
employees be able to do as a consequence of the
training?
 Make the training objectives specific, concrete, & measurable
 Example for a bank teller training program in detecting
counterfeit currency:
 Identify counterfeit currency correctly 100% of the time
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13. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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14. Step 2: Design & Develop Training
Program
3 Stages of Learning: Design the training program to
move employees up to Stage 3
Stage 1: Declarative knowledge (cognitive phase)
 Learn facts & concepts
 High demands on memory & attention
 Performance is slow & halting
 Errors are common
Stage 2: Knowledge compilation (associative phase)
 Performance begins to improve
 Reduced concentration is required
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15. Design & Develop Training
Program
3 Stages of Learning (more):
Stage 3: Procedural knowledge (autonomous phase)
 Performance becomes automatic
 Performance is fluid & correct
 Little conscious concentration is required
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16. Design & Develop Training
Program
Training Methods: decide which training method to use
On-the-job training (OJT): training is at the actual work site
using the actual work equipment
 Advantages:
 The training setting and the work setting are the same
 May reduce costs: avoid the cost of a separate training facility
 Enhances trainee motivation: job-relevancy of training is more
obvious to the trainees
 Disadvantages:
 May be disruptive to normal operations
 May have more distractions that interfere with learning
 May have safety concerns
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17. Design & Develop Training
Program
Training Methods (more):
Off-the-job training: training takes place off the job at a
training facility designed for training
 Advantages:
 Avoids disruptions to normal operations
 Minimizes distractions
 Avoids safety concerns
 Disadvantages:
 Differences between the training setting and the work setting
 Costs may be higher due to the cost of the training facility
 Trainee motivation may be reduced because the job-relevancy
of the training is not as obvious
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18. Design & Develop Training
Program
Training Methods (more):
Off-the-job training (more):
 Off-the-job training techniques:
 Lectures
 Discussions
 Cases
 Role-plays
 Simulations
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19. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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20. Step 4: Training Evaluation
4 Levels of Evaluation
(Kirkpatrick, 1983)
Level 1: Reaction: measure
the satisfaction of the
trainees with the training
program
 Satisfaction questionnaire
Level 2: Learning: measure
how much the trainees
have learned
 Written tests
 Performance tests
 Simulation tests
Source of figure: Fisher, Schoenfeldt, & Shaw
(2006), Figure 9.4, p. 405
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21. Step 4: Training Evaluation
4 Levels of Evaluation (more)
Level 3: Behavior: measure
the trainees’ job
performance back on their
jobs
 Performance appraisals
Level 4: Results: measure the
impact on the organization
 Profits
 Costs
 Productivity
 Quality
 Injury rates, etc.
Source of figure: Fisher, Schoenfeldt, & Shaw
(2006), Figure 9.4, p. 405
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22. Training Cycle
Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377
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23. Outline
Training & Development
Training Cycle
Step 1: Needs Analysis (Needs Assessment)
Step 2: Design & Develop Training Program
Step 3: Deliver the Training
Step 4: Training Evaluation
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