![6- Managing Human Resources , 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning Managing Human Resources Bohlander Snell Sherman ,[object Object],[object Object]](https://image.slidesharecdn.com/trainingndev-120111022203-phpapp02/85/Training-n-dev-1-320.jpg)
![6- Managing Human Resources , 12e, by Bohlander/Snell/Sherman © 2001 South-Western/Thomson Learning Chapter 6 Learning Objectives ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Andere mochten auch
Andere mochten auch (13)
Ähnlich wie Training n dev
Ähnlich wie Training n dev (20)
Mehr von jyoti Singh
Mehr von jyoti Singh (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Training n dev
- 4. Presentation Slide 6-1 Training and Development and other HRM Functions
- 5. Presentation Slide 6-2 Systems Model of Training Needs Assess-ment Design Implemen-tation Evaluation Phase One: Phase Two: Phase Three: Phase Four:
- 8. Presentation Slide 6-3 Needs Assessment Organizational Analysis Task Analysis Person Analysis
- 12. Designing Training Programs Issues in Training Design Instructional Objectives Trainee Readiness and Motivation Characteristics of Successful Trainers Principles of Learning
- 14. Goal setting Modeling Individual differences Active practice Whole vs. part learning Distributed learning Feedback Meaning- fulness Principles of Learning Presentation Slide 6-4 Principles of Learning
- 16. PERFORMANCE TIME (weeks) Low High Presentation Slide 6-5 A Typical Learning Curve Plateau
- 18. Training for Nonmanagers Simulation Apprentice Audiovisual Materials Classroom Programmed On-the-Job Computer-Based Cooperative, Internship, and Government
- 28. Characteristics of Successful Trainers Interest Enthusiasm Clear Instructions Individual Assistance Knowledge of Subject Sense of Humor Adaptability Sincerity
- 29. REACTION LEARNING BEHAVIOR RESULTS Presentation Slide 6-6 Criteria for Evaluating Training
- 32. Presentation Slide 6-7 Special Training Programs
Hinweis der Redaktion
- Notes
- Training can be defined as any procedure initiated by an organization to foster learning among its members. The primary purpose of a training program is to help the organization to achieve its overall objectives. U.S. businesses spend over $52 billion a year on training. To make sure that such an investment in training and development fulfill their maximum potential, a systems approach to training should be used. The systems approach involves four phases: Needs Assessment . Managers and HR staffs must identify the kinds of training that are needed to develop the necessary knowledge, skills, and abilities (KSAs) their employees need to succeed. Note: Components of needs assessment are covered in greater detail on the following slide. Program Design . Program design involves conceptualizing and creating the type of learning environment necessary to enhance learning. Training programs need to address four related issues: (1) Instructional Objectives; (2) Trainee Readiness and Motivation; (3) Principles of Learning; (4) Characteristics of Instructors. Note: These topics are covered in greater detail on subsequent slides. Implementation . Implementation issues address how and where to deliver training (on-site versus off-site) and the special needs of management development. Evaluation . Determining the success of training typically involves four basic criteria: (1) Reactions, (2) Learning, (3) Behavior, and, (4) Results. Note: The discussion below briefly outlines the components of the systems model of training. Elements of each component are discussed in greater detail on subsequent slides.
- To make certain that training is timely and focused, managers should approach needs assessment systematical in three key areas: Organization Analysis . Organization analysis is an examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. Task Analysis . Task analysis involves reviewing the job description and specification to identify the activities performed in a particular job and the KSAs needed to perform them in order to determine the exact content of the training program. Task analysis lists all the duties included in the job and the type of performance required. As with job analysis, the trend in HRM on task analysis is toward a more flexible approach to allow contingencies for responding to the needs of how tasks fit together to meet the needs of the organization over a traditional emphasis on a fixed sequence of tasks always done the same way. This competency assessment focuses on the sets of skills and knowledge employees need to be successful, particularly for decision-oriented and knowledge-intensive jobs. Person Analysis . Person analysis involves determining which employees require training -- and which do not. This is particularly important so that the organization can focus resources where they are needed and not pull employees off line who are not in need of training. Teaching Tip: Remind students of the two-sided costs to training. First, the cost of designing and administering the training program itself. Second, the opportunity costs and overhead associated with the time the employee is not doing her or his regular job. Because of this “double cost” time on a given employee, training must be “spent” carefully and training should address value-added improvements in employee performance.
- The success of training programs depends on more than the organization’s ability to identify training needs. Accordingly, training design should focus on four related issues: Instructional Objectives . Instructional objectives describe the skills or knowledge to be acquired or the attitudes that will be changed as a result of the training. Performance-centered objectives are popular because they tend to lead to an unbiased evaluation of results. Trainee Readiness and Motivation . Two preconditions for learning affect the success of the training experience: Trainee Readiness. This refers to both maturity and experience factors in the trainee’s background. Motivation. The individual needs of the participants in the training program should be incorporated into the design as well. For example, new hires may seek advancement whereas older employees may be more motivated by job-enrichment training. Principles of Learning . A thorough knowledge of the psychological principles that affect learning is needed by those who design training programs. The following slide discusses principles of learning in more detail. Characteristics of Successful Trainers . Similarly, the person or persons who actually implement the training design -- the trainers themselves -- should demonstrate important characteristics that can enhance the learning environment. These characteristics are covered in more detail on a subsequent slide. Teaching Tip: You may want to distinguish between characteristics and style. It is important to realize that there are many different ways a person can demonstrate the same characteristic. To take advantage of the diversity of styles among individual trainers, program designers should recognize more than one way of demonstrating desired characteristics.
- Training Methods for Nonmanagement Employees. It is useful to break down training methods by primary groups: On-the-Job Training (OTJ) . This provides experience under normal working conditions but lacks structured training, quality instructors, and well-defined training goals. Apprenticeship Training . This pairs new employees with a master craftsman. Cooperative, Internships, and Governmental Training . This combines OTJ experience with formal classes. Government sponsorship of such programs is now being used to recruit new employers to targeted areas. Classroom Instruction . This allows a maximum number of trainees per instructor and is useful when content can be presented via lectures or mass media. Programmed Instruction . This uses books, manuals, or computers to break down the subject matter in highly organized, logical sequences that demand continuous responses on the part of trainees. Audiovisual Methods . These provide multimedia sensory input. Computer-Based Training . This uses a computer to mediate instructor-trainee interaction. Forms include computer-assisted instruction (CAI) and computer-managed instruction (CMI). Simulation Method . These machines create artificial or virtual work experiences where highly technical and expensive equipment prohibits actual hands-on learning. Examples include aircraft simulators and space craft simulators.
- The success of any training effort depends in large part on the teaching skills and personal characteristics of those responsible for conducting the training. Key characteristics of successful trainers include: Knowledge of Subject . Trainers must know their subject matter thoroughly and be able to draw on and demonstrate that knowledge in real time. Adaptability . Because of individual differences in learning, excellent trainers are capable of adapting instruction to the needs of the trainee. Sincerity . Sincerity is demonstrated by patience, a willingness to demonstrate, showing of tact in addressing trainee's concerns. Sense of Humor . Learning can be fun. Teaching Tip: A sense of humor is also more than making jokes. It is an appreciation for the fact that all of us are always learning -- and always need to. Even the trainer. Interest . Good trainers have a keen interest in the subject they are teaching. Clear Instructions . Clear instructions come from avoiding using intuitive leaps. Good trainers remember what it is to not know any shortcuts and provide instructions that don’t leave out steps or assume a higher level of knowledge. Individual Assistance . Successful trainers always provide individual assistance. Enthusiasm . A dynamic presentation and a vibrant personality show trainees that the trainer enjoys training. Those characteristics are contagious. Teaching Tip: Enthusiasm more subtly emphasizes and suggests the importance of the content.