Training
MANA 3320
Dr. Jeanne Michalski
Training and Development and
Other HRM Functions
T&D in the U.S.
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Estimated $16 billion to $55 billion annually.
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1% of payroll are best estimates for large companies.
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93% of establishments have formal training programs
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50% of all employees experience some kind of
company-sponsored training program in last 12 mos.
Steady increase technical training and the % of
employees trained over last 10 years.
Most common types of training are new employee
orientation and supervisory / managerial training.
Training vs. Development
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Training is a planned effort by companies to facilitate the
learning of job-related competencies.
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Focus on current job
Mainly required on company time
Development is the formal education, job experiences,
and background that prepares employees for future jobs.
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Focus on future jobs and preparation for change
More generally applicable skills
May be on company time or voluntary on employee’s own time.
Adult Learning Theory
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Adults need to know why they are learning something.
Adults desire to be self-directed.
Adults bring more work-related experiences to the
learning situation.
Adults enter into a learning experience with a problemsolving orientation.
Adults are motivated by both extrinsic and intrinsic
motivators.
Training Design
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Implications of Adult Learning Theory
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Mutual planning and collaboration in instruction.
Use learner experience as a basis for examples and applications.
Develop instruction based on learner’s interests and
competencies.
Immediate application of content.
Problem-centered rather than subject centered learning.
Formal vs. Informal Training
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Most powerful learning experiences come on-the-job
Informal training difficult to manage.
Training Process
Program
Design
Needs
Assessment
Training
Implementation
Evaluation
Phase 1 Needs Analysis
Organizational Analysis:
Strategic Direction / Managerial Support / Resources
Skills Requirements
•Current jobs
•Future initiatives
Employee Skills
•Current Employees
•New Hires
Phase 2: Designing the Training
Program
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Instructional Objectives
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Represent the desired outcomes of a training program
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Performance-centered objectives
Provide a basis for choosing methods
and materials and for selecting
the means for assessing
whether the instruction
will be successful.
Principles of Learning
Focus on learning and transfer
Goal setting - What’s the value?
Meaningfulness of presentation
Behavioral modeling
Recognition of individual
learning differences
Principles of Learning (cont’d)
Focus on method and process
Active practice and repetition
Whole versus-part learning
Massed-vs-distributed
learning
Feedback and reinforcement
Training Delivery
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Classroom instruction
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Videotapes
On-the-job training
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Formal – job shadowing / apprenticeships
Informal – job rotation
CBT – Computer-Based Training
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By far the most common means of instruction
Technical skills
Business simulation
EPSS – Electronic Performance Support – Job Aid
Simulations
Virtual Reality Prepares Soldiers for Real War
"There's been a huge change in the way we prepare for war” says retired Rear
Adm. Fred Lewis. "Live training on the field is still done, of course," but, he
adds, "using simulations to train them is not only natural, it's necessary.“
In the mid-1990s, David Bartlett, the former chief of operations at the Defense
Modeling and Simulation Office, created "Marine Doom," the military version
of the original "Doom." The simulation was conducted in a lab with six PCs
networked together. It served as a precursor for more expensive, highly
immersive, state-of-the-art military simulation centers and PC labs.
Some, like “Asymmetric Warfare” largely train soldiers how to coordinate
complicated missions. Think of it as a sort of military "EverQuest" that can be
played by multiple people in multiple places at the same time. With the
Indoor Simulated Marksmanship Trainer, soldiers train to shoot their weapons
by holding a rifle that looks like an M16, except it fires a laser and the target
is a giant screen.
Washington Post 2.14.06
Topics of Training Programs
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Technical Training
Customer Service
Sales/Negotiation
Leadership
Professional Skills
Business Writing
Time Management
Company Processes
Performance Appraisal
Systems
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… and many more
Training Methods for
Nonmanagerial Employees
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On-the-Job Training (OJT)
Apprenticeship Training
Cooperative Training,
Internships, and
Governmental Training
Classroom Instruction
Programmed Instruction
Audiovisual Methods
Computer-based Training
and E-Learning
Simulation Method
On-the-Job Training
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Overcoming OJT training problems
1.
2.
3.
4.
Develop realistic goals and/or measures for each OJT
area.
Plan a specific training schedule for each trainee,
including set periods for evaluation and feedback.
Help managers establish a nonthreatening
atmosphere conducive to learning.
Conduct periodic evaluations, after training is
completed, to prevent regression.
Training Methods for Employees
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E-Learning
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Learning that takes place via such web and
computer-based training (CBT)
Allows the firm to bring the training to employees
Allows employees to customize their own learning in
their own time and space (just-in-time learning)
Provides continuously updated
training materials
Electronic Training Methods for
Employees
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Learning Management Systems (LMS)
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are “virtual learning environments”
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Can assess the skills of employees
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Can register them for courses
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Can deliver interactive learning modules directly to
their desktops when they need or want them
Can evaluate and track their progress, and determine
when they are ready to be promoted
Training Methods for
Nonmanagerial Employees
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Simulation
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The simulation method emphasizes realism in
equipment and its operation at minimum cost and
maximum safety.
Used when it is either impractical or unwise to train
employees on the actual equipment used on the job.
For example: One of the more common ways to train
pilots
Methods for Management Development
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On-the-Job Experiences
Seminars and Conferences
Case Studies
Management Games
Role Playing
Behavior Modeling
On-the-Job Experiences
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Coaching
Understudy Assignment
Job Rotation
Lateral Transfer
Special Projects
Action Learning
Staff Meetings
Planned Career
Progressions
Case Studies
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The use of case studies is most appropriate
when:
1.
2.
3.
4.
5.
Analytic, problem-solving, and critical thinking skills
are most important.
The KSAs are complex and participants need time
to master them.
Active participation is desired.
The process of learning (questioning, interpreting,
and so on) is as important as the content.
Team problem solving and interaction are possible.
Behavior Modeling
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Behavior Modeling
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An approach that demonstrates desired behavior and
gives trainees the chance to practice and role-play
those behaviors and receive feedback.
Involves four basic components:
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Learning points
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Model
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Practice and role play
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Feedback and reinforcement
Corporate University
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Over 1000 companies have corporate
universities.
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GE’s Crotonville
Hamburger University
Vary from traditional training programs to
offering all types of degrees.
Combination of designed instruction and
partnering with universities.
Phase 4: Evaluating the Training
Program
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Level 1 – did they enjoy the training
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Level 2 – did they learn anything
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Pre and post tests
Follow-up evaluations
Level 3 – did they transfer new skills to the job
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“Smile sheets”
Depends on the work environment
Needs support of boss and co-workers
Level 4 – did the training impact the business
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Detailed ROI study
Seldom straightforward
Level 1: Reactions
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Participant Reactions
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The simplest and most common approach to training
evaluation is assessing trainees.
Potential questions might include the following:
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What were your learning goals for this program?
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Did you achieve them?
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Did you like this program?
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Would you recommend it to others who have similar learning
goals?
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What suggestions do you have for improving the program?
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Should the organization continue to offer it?
Level 2: Learning
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Checking to see whether they actually learned
anything.
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Pre and Post Testing -Testing knowledge and skills
before beginning a training program gives a baseline
standard on trainees that can be measured again
after training to determine improvement.
However, in addition to testing trainees, test
employees who did not attend the training to
estimate the differential effect of the training.
Level 3: Behavior
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Transfer of Training
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Effective application of principles learned to what is
required on the job.
Maximizing the Transfer of Training
1.
2.
3.
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Feature identical elements
Focus on general principles
Establish a climate for transfer.
Give employees transfer strategies
Level 4: Results, or Return on
Investment (ROI)
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Measuring the Utility of Training Programs
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Calculating the benefits derived from training:
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How much did quality improve because of the training
program?
How much has it contributed to profits?
What reduction in turnover and wasted materials did the
company get after training?
How much has productivity increased and by how much
have costs been reduced?
Level 4: Results or Return on
Investment (ROI)
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Return on Investment
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Viewing training in terms of the extent to which it
provides knowledge and skills that create a
competitive advantage and a culture that is ready for
continuous change.
ROI = Results/Training Costs
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If the ROI ratio is >1, the benefits of the training exceed
the cost of the program
If the ROI ratio is <1, the costs of the training exceed the
benefits.
Calculating Training ROI: Examples
If the ROI ratio is >1, the benefits of the training exceed the cost of the
program, and if the ratio is <1, the costs of the training program outweigh the
benefits.
Example 1: A program to train new machine operators costs $15,000 to develop
and implement. After completing the training program, the average number of
parts produced each year increased by 3,000, and the profit on each new part is
$10, producing a net result of $30,000.
ROI = $30,000/$15,000 = 2
Example 2: A safety program costs the company $25,000 to develop and
implement. One year later, there had been a small decrease in accidents, saving
the company a total of $10,000.
ROI = $10,000/$25,000 = 0.4
In Example 1, the program resulted in a ROI of 2, indicating that the benefits of
the program outweigh its cost. However, in Example 2, the ROI was only 0.4,
indicating that the costs of the program outweigh the benefits.
ROI Impact Study
Program Title: Preventing Sexual Harassment at Healthcare, Inc.
Target Audience: All employees through group meetings (6,844)
Fully-loaded Program Costs: $277,987
Level 1:
Level 2:
Level 3:
Level 4:
Overall Rating 4.11 out of 5
65% Increase in post-test versus pre-test
Skill practice demonstration
96% conducted meetings
4.1 out of 5 on behavior change survey
68% complete all action items 92% complete some
Turnover reduction $2,840,632
Complaint reduction $360,276
Total improvement $3,200,908 / Program Cost $277,987
ROI 1,051%