Managing Human
Resources
Eighth edition
Jackson and Schuler
Chapter 9:
Training and Developing a
Competitive Workforce
© 2003 South-Western College Publishing. All rights reserved.
Chapter Outline
 Training and Development Practices within




the Integrated HR System
The Strategic Importance of Training and
Development
The HR Triad
Determining Training and Development Needs
Setting Up a Training and Development
System
© 2003 South-Western College Publishing. All rights reserved.
9–2
Chapter Outline (cont’d)






Developing Program Content
Choosing the Program Format
Maximizing Learning
Team Training and Development
Cross-Cultural Training
Evaluating Training and Development
© 2003 South-Western College Publishing. All rights reserved.
9–3
Training and Development Practices
within the Integrated HR System
Training and Development
 Intentional efforts to improve
current and future performance
 By helping employees acquire
• Skills
• Knowledge
• Attitudes
 Required of a competitive
workforce
© 2003 South-Western College Publishing. All rights reserved.
9–4
Key Terms
 Training
 Improving employee competencies needed today
or very soon
 Typical objective is to improve employee
performance in a specific job.
 Development
 Improving employee competencies over a longer
period of time
 Typical objective is to prepare employees for future
roles.
© 2003 South-Western College Publishing. All rights reserved.
9–5
Key Terms (cont’d)
 Socialization
 Learning how things are done in the organization
• Objective is to teach new employees about the
organization’s history, culture and management
practices.
© 2003 South-Western College Publishing. All rights reserved.
9–6
Learning Organizations
 Learning recognized as a source of

competitive advantage
Use knowledge management:
 Make sure knowledge from employees, teams, and
units is captured, remembered, stored and shared
 Technologies provide software to
share knowledge electronically
 Chief Learning/Knowledge Officer
coordinates activities
© 2003 South-Western College Publishing. All rights reserved.
9–7
Training and Development within
an Integrated HR System
Other HR Activities
Needs Analysis
• Fairness/legal
• HR Planning
• Job Analysis
• Recruitment
• Selection
• Measuring
Performance
• Organization
• Job
• Person
• Demographic
Global Environment
• Focus
• Who receives?
• Who delivers?
• Where and when?
• What methods?
• Content
• Labor Market
• Technology
Organizational
Environment
Key Design
Choices
© 2003 South-Western College Publishing. All rights reserved.
Outcomes
•Attitudes
•Skills
•Behavior
•Performance
•Advancement
•Retention
Evaluation
and Revision
9–8
The Strategic Importance of Training
and Development
Socialization
Training
Development
© 2003 South-Western College Publishing. All rights reserved.
• Competencies that match
strategy
• Cohesiveness and
commitment
• Improved recruitment and
retention
• Improved performance
• Legal compliance and
protection
• Smoother mergers and
acquisitions
9–9
Improving Performance




Improving Service
Training for Customers
Productivity
New Technology
© 2003 South-Western College Publishing. All rights reserved.
9–10
Roles and Responsibilities in
Training and Development
Line Managers
HR Professionals
Employees
• Link business plans
to TandD
• Identify needs, with
line mgrs
• Participate in
delivery
• Help employees to
identify needs
• Accept
responsibility for
finding opportunities
• Help employees
identify needs
• Communicate TandD
opportunities and
consequences
• Actively participate
in TandD activities
• Support employee
participation
• Reinforce transfer of
learning
• Do OTJ training
• Develop/administer
TandD activities
• Train trainers
• Evaluate
© 2003 South-Western College Publishing. All rights reserved.
• Identify own needs
• Assist with TandD of
coworkers
• Participate in
evaluation of TandD
activities
9–11
Partnership Perspective
Managers
Identify
Accept
Participate
Cooperate
Support
Train
HR
Employees
Professionals
© 2003 South-Western College Publishing. All rights reserved.
Assist
Communicate
Train
9–12
Determining Training and
Development Needs
Organization
Needs
Job
Needs
Person
Needs
Demographic
Needs
© 2003 South-Western College Publishing. All rights reserved.
9–13
Organizational Needs Analysis
 Assess short-and longterm strategic objectives
 Analyze:




Human resource needs
Efficiency indices
Training climate
Resources and constraints
 Clearly state T and D
objectives
© 2003 South-Western College Publishing. All rights reserved.
9–14
A Supportive Training Climate
 Incentives encourage employees to





participate
Managers make it easy for employees to
attend T and D programs
Employees encourage each other
Use of new competencies is rewarded
No hidden punishments for participating
Managers who are effective trainers are
rewarded
© 2003 South-Western College Publishing. All rights reserved.
9–15
Job Needs Analysis
 Identify specific skills,
knowledge and behavior
needed in present or
future jobs
 Use job analysis with
competency modeling
© 2003 South-Western College Publishing. All rights reserved.
9–16
Person Needs Analysis
 Identify the gap between




© 2003 South-Western College Publishing. All rights reserved.
current capabilities and
those that are
necessary or desirable
using:
Output measures
Self-assessed training
needs
Career planning
discussions
Attitude surveys
9–17
Demographic Needs Analysis
 Determine needs of
specific populations of
workers
 May be used to
determine if all are
given equal access to
growth experiences and
developmental
challenges
© 2003 South-Western College Publishing. All rights reserved.
9–18
Training and Development Process
Assessment
Phase
Assess needs:
• Organizational
• Job
• Person
• Demographic
Training and
Development Phase
Evaluation
Phase
• Select training media
and learning
principles
• Conduct training
• Establish conditions
for maintenance
• Develop
criteria
• Pretest
• Monitor
training
• Evaluate
© 2003 South-Western College Publishing. All rights reserved.
9–19
Setting Up a Training and
Development System
 Creating the Right Conditions:
 Insight
 Motivation
 New skills and knowledge
 Real World Practice
 Accountability
© 2003 South-Western College Publishing. All rights reserved.
9–20
Who Provides Training
and Development?




Supervisors and other managers
Coworkers
Experts
Employee
 (e.g., self-paced instruction)
© 2003 South-Western College Publishing. All rights reserved.
9–21
Developing Program Content
Affective
Outcomes
Cognitive
Knowledge
Program
Content
Skill-Based Outcomes
© 2003 South-Western College Publishing. All rights reserved.
9–22
Cognitive Knowledge
 Includes:
 Information people have
(what they know)
 The way people organize
information
 Strategies for using
information
 Most training addresses
what people know.
© 2003 South-Western College Publishing. All rights reserved.
9–23
Topics Covered by Training Focusing on
Cognitive Knowledge
 Company Policies and Practices
 e.g., orientation programs
 Basic Knowledge and

the Three Rs
The Big Picture
 Organization structure,
products, services, business
strategies and environment
© 2003 South-Western College Publishing. All rights reserved.
9–24
Training for Skills
 Skills demonstrated by behaviors
 Learning involves practicing desired behaviors
 For example:
 Technical skills
 Motor skills
 Communication skills
 Leadership Skills
© 2003 South-Western College Publishing. All rights reserved.
9–25
Training for Affective Outcomes
 Objective Is to Change
 Motivation
 Attitudes
 Values
 Example of Objectives
 Build team spirit
 Enhance self-confidence
 Build emotional intelligence (self-awareness, selfmanagement, social awareness, relationship
management)
© 2003 South-Western College Publishing. All rights reserved.
9–26
Choosing the Program Format
 Traditional Formats
 On-the-job
 On-site, but not on-the-job
 Off the job
 E-Learning
 New technology allows integration
of multiple learning methods
 Includes teleconferencing, multimedia, computerbased learning
 Can speed communication and cut costs
© 2003 South-Western College Publishing. All rights reserved.
9–27
On the Job Training
 Job instruction training
 Apprenticeship training
 Internships and



assistantships
Job rotation and
developmental job
assignments
Supervisory assistance
and mentoring
Coaching
© 2003 South-Western College Publishing. All rights reserved.
9–28
Components of a Developmental Job
 Unfamiliar




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responsibilities
Responsibility for
creating change
High levels of
responsibility
Boundary-spanning
requirements
Dealing with diversity
9–29
On-Site, but Not On the Job Training
 Programmed instruction
on intranet or internet
 Videos and CDs
 Interactive video training:
Combines programmed
instruction with video
 Teleconferencing
 Corporate Universities
and executive education
© 2003 South-Western College Publishing. All rights reserved.
9–30
Off the Job Training
 Formal courses
 Simulation
 Vestibule method:
simulates actual job

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Assessment centers
Role-playing
Business board games
Sensitivity training
Wilderness trips and
outdoor training
© 2003 South-Western College Publishing. All rights reserved.
9–31
Program Location
Job instruction
Apprenticeship
Internships
Job rotation
On-Site, not On-the-Job
Formal courses
Simulation
Assessment centers
Role playing and sensitivity training
Wilderness trips
© 2003 South-Western College Publishing. All rights reserved.
On-the-Job
Programmed instruction
Interactive video and
web-based training
Teleconferencing
Off the Job
9–32
Maximizing Learning
Setting the Stage for Learning
Increasing Learning During Training
Maintaining Performance after Training
Following up on Training
© 2003 South-Western College Publishing. All rights reserved.
9–33
Setting the Stage for Learning
 Provide clear instructions
 Model appropriate behavior
© 2003 South-Western College Publishing. All rights reserved.
9–34
Increasing Learning During Training
 Provide active participation
 Increase self-efficacy (trainee’s beliefs about




task-specific ability)
Match techniques to trainee self-efficacy
Provide opportunities for enactive mastery
Ensure specific, timely, diagnostic and
practical feedback
Provide opportunities for practice of new
behaviors
© 2003 South-Western College Publishing. All rights reserved.
9–35
Enactive Mastery
 Processes That Increase Self-Efficacy
 Experiences that fail to validate fears
 Competencies that are developed
 Once-threatening situations that are mastered
 Methods to Achieve Enactive Mastery:
 Task segmentation
 Shaping
 Use of proximal goals
© 2003 South-Western College Publishing. All rights reserved.
9–36
Maintaining Performance After Training
 Develop learning points




to assist retention
Set specific goals
Identify reinforcers
Train significant others
to reinforce behavior
Teach trainees selfmanagement skills
© 2003 South-Western College Publishing. All rights reserved.
9–37
Following Up on Training
 Evaluate Effectiveness
 Make revisions as needed
© 2003 South-Western College Publishing. All rights reserved.
9–38
Team Training and Development
 Training to develop team cohesiveness
 Training in team procedures
 Training to develop work team leaders
 Supporting disagreement
 Managing meetings
© 2003 South-Western College Publishing. All rights reserved.
9–39
Cross-Cultural Training
 To prepare people from
several cultures to work
together
 Diversity training
 To prepare a person for
living in another culture
 Training for expatriates
and families
© 2003 South-Western College Publishing. All rights reserved.
9–40
Diversity Training in the U.S.
 Cultural Awareness Training
 How own culture (ethnic background, age,
socioeconomic status, religion, etc.) differs from
that of other workers
 Understanding impact of stereotypes
 Building Competencies
 Practice interpersonal skills
 Supplements to Diversity Training
 Considering diversity in all aspects of HR
management (recruitment, selection, rewards)
© 2003 South-Western College Publishing. All rights reserved.
9–41
Cross-Cultural Training in
International Context
 Training for Expatriates and Their Families
 Typically 3-5 day immersion course in country’s
values, customs, traditions
 Culture-general assimilator uses scenarios to teach
understanding of cultural differences
 Training for Inpatriates
• Employees from other countries
sent to work in U.S.
• Need info about culture and
help with relocation
© 2003 South-Western College Publishing. All rights reserved.
9–42
Global Leadership Training and
Development
 Managers need to
manage operations in
several countries at
once
 Training and
development may
include:
 Expatriate assignments
 Action learning projects
 Cross-cultural team
assignments
 Classroom training
© 2003 South-Western College Publishing. All rights reserved.
9–43
Evaluating Training and Development
 Short-Term Effects:
 Reactions to TandD activity
 Learning (tests)
 Changes in behavior and attitudes
 Performance on a task
 Most frequently used
© 2003 South-Western College Publishing. All rights reserved.
9–44
Evaluating Training and Development:
Long-Term Consequences
 Organizational
 Improved
productivity
 Lower cost
 Improved customer
service
 Improved retention
 Increased applicant
pool
© 2003 South-Western College Publishing. All rights reserved.
 Individual
 Reduced stress
 Increased job
satisfaction
 Career advancement
 Family satisfaction
 Employability
9–45
Evaluation Designs: Experimental Design
T1 X T2
T1 T2
This is the most sophisticated design
• Randomly assigned treatment group participates in
training
• Control group does not participate
• Both groups assessed at time 1 (T1) and time 2 (T2)
• Determine if change took place from T1 to T2 and
whether change due to training
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9–46
Evaluation Designs: Quasi Experimental
Time-series design:
T1 T2 T3 X T4 T5 T6
• Several measures taken before treatment and after
program
• Look for changes that occur after program and try to
rule out other factors that may cause change
© 2003 South-Western College Publishing. All rights reserved.
9–47
Quasi-Experimental Designs (cont’d)
Nonequivalent control group design:
(Employees not randomly assigned to groups)
T1 X T2
T1 T2
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9–48
Evaluation Designs: Nonexperimental
One-shot case study design
X T2
Take measures only after a program
One-group pretest-posttest design
T1 X T2
Measure one group before and after program
Will not know whether program caused changes
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9–49