Hra 310 chapter 9

Chapter Nine
Human Resource
Development

Copyright © Houghton Mifflin Company. All rights reserved. 9–2
Chapter Outline
• Scope, Cost, and Purpose of Human
Resource Development
• The Needs Assessment Phase
• The Design and Development Phase
• The Evaluation Phase

Scope and Cost of Human Resource
Development
• U.S. firms spend more than $50 billion
on employee training annually
• Training may be offered to:
– new hires and current employees
– Recently promoted employees
– managers
– customers

Training and Strategy
• Training enhances individual and
organizational performance
• Training facilitates employee retention
and progression
• Training enables strategy
implementation
• Training may be needed for new
technologies and culture change efforts

Figure 9.1 The Instructional Systems
Design Model

Needs Assessment: Who needs to
know what?
• Gathering Data
– Search of existing records
– Individual interviews
– Group interviews
– Questionnaires
– Performance tests
– Written tests
– Assessment centers
– Observation
– Collection of critical incidents
– Job analysis
– Task analysis

Needs Assessment: Organizational
Analysis
• Is the training consistent with the
organization’s goals, strategy, and
culture?
• Will employees be able to transfer
trained skills to their jobs?
• How will training impact other units?
• Which training effort should have
priority?

Needs Assessment: Job and Task
Analysis
• What tasks must be performed?
• What knowledge, skills, and abilities are
required to do these tasks?
• Which tasks must be trained, when, and
where?

Needs Assessment: Individual
Analysis
• Who needs to be trained?
• What do these people already know
about job tasks?
• What is their level of basic skills?
• How varied are the trainees?
• How motivated are the trainees?

Specifying Behavioral Objectives
• What will the trainee be able to do at
the end of training?
• Under what conditions?
• How well?
• “Type a correctly formatted one page
business letter using Word 2005, with
one or fewer errors, in 20 minutes.”

Preconditions for Learning
• Trainee Readiness
– prerequisite experience or background
– required basic skills
• Trainee Motivation
– choice to attend
– training is relevant to career goals
– self-set goals for training performance
– enhanced self-efficacy expectations
• persuasion, modelling, enactive mastery

Conditions of Practice
• ACTIVE practice!
• Overlearning to enhance retention, transfer,
and performance under stress
• Whole Learning for simple tasks or highly
interdependent task sequences
• Part Learning for complex tasks with many
steps
• Distributed practice often provides better
retention and less fatigue than Massed
practice

Overcoming Interference
• Interference occurs when a familiar
stimulus must call forth a different
response.
• Example: learning to turn right when
you see a red traffic light.
• Provide lots of practice, explain why
turning right is now correct and stopping
is now incorrect

Transfer of Training to the Job
• Maximize similarity of training and job
settings
• Teach principles underlying the behavior
• Lots of practice in many scenarios
• Enhance end-of-training self-efficacy
• Action planning, relapse prevention
• Provide opportunities to perform trained
behaviors on the job
• Job aids and reminders
• Supervisor support for training

Adult Learning Principles (Andragogy)
• Adults have relevant experience that must be
drawn upon
• Adults may want to take responsibility for their
learning
• Adults are problem centered rather than
subject centered
• Therefore, training should be practical, active,
interactive, and somewhat self-directed

On-The-Job Training
• Should be carefully planned and structured
• Relevance and trainee motivation are usually
high
• Trainers should be trained and use checklists
to assure nothing is missed
• Trainees should be assessed and certified
when competent
• Apprenticeship programs combine on and off
the job training

Selecting Training Methods
• Consider:
– Cost
– Size of group
– Facilities (space, AV)
– Need for variety and active involvement
– Trainee expectations
– Trainer skills and preferences
– Match of method with training content

Some Training Methods
• Role play
• Case study
• Game or simulation
• Lecture
• Group discussion
• Reading, self-study manual
• Videotape
• Teleconferencing
• Computer-based training

E-Learning
• Computer delivered training via CD-Rom,
Company intranet, Internet
• Satellite broadcast, virtual classrooms,
webcast, discussion groups
• May be
– Synchronous (all participate at once)
– Asynchronous (learners work in their own time)
• Participation may be tracked with a “learning
management system”

Advantages of E-Learning
• Quick delivery to many trainees on different
shifts and locations.
• Lower cost per student, reduced instructor
travel, and facility expenses
• In self-paced programs, learning may be
faster on average than for classroom training
• Easy to roll out updated training products
• Available on-demand, available for refresher
training at will

Caveats on E-Learning
• Not well suited for teaching “soft” skills
• Some learners lose motivation
• Little opportunity for trainees to learn
from each other
• “Blended learning,” a combination of e-
and classroom learning or skill practice
opportunities, is often very effective

Figure 9.3 Management Development:
How Managers Learn

Management Development Systems
• Should feature on the job challenges
and mentoring as well as classroom
programs
• Commonly include an Action Learning
Project
• Should be closely tied to business
needs
• Are often based on competency models

New Employee Orientation
• Supervisor introduces the job,
departmental practices and
expectations
• HR teaches about the organization,
mission, culture, overall policies and HR
rules and procedures
• Buddy or mentor follows up with further
advice

Figure 9.4 Four Levels of Training
Evaluation
Source: Reprinted with permission form the November 1983 issue of Personnel Administrator, copyright, 1983, the Society for Human Resource Management,
Alexandria, VA.

Figure 9.6 Evaluation Designs

Figure 9.6 Evaluation Designs (cont’d)

Utility of Training Programs
• Assess total dollar value of benefits from
training:
– How much better are trained employees than they
were before training?
– What is the dollar value of this improvement in
performance per person, per year?
– What is the life of the trained skills?
– How many people were trained?
• Subtract costs of delivering training

Review
• Scope, Cost, and Purpose of Human
Resource Development
• The Needs Assessment Phase
• The Design and Development Phase
• The Evaluation Phase

Hra 310 chapter 9

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