Training and

Development

Managing Human Resources

Belcourt * Bohlander * Snell 5th Canadian edition
PowerPoint Presentation by

Copyright © 2008 by Nelson, a division of Thomson Monica Belcourt, York University and
Canada Limited. All rights reserved. Charlie Cook, The University of West Alabama
 Objectives
After studying this chapter, you should be able to:
1. Discuss the systems approach to training and
development.
2. Describe the components of training-needs
assessment.
3. Identify the principles of learning and describe how
they facilitate training.
4. Identify the types of training methods used for
managers and non-managers.
5. Discuss the advantages and disadvantages of
various evaluation criteria.
6. Describe the special training programs that are
currently popular.
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 Training and Development and
Other HRM Functions

Availability of training can aid Provide an additional

in recruitment
Recruitment source of trainees

Training may permit hiring Effective selection may

Selection reduce training needs
less-qualified applicants

Training aids in the Performance A basis for assessing

achievement of performance Appraisal training needs and results

Training and development may Compensation A basis for determining

lead to higher pay Management employee’s rate of pay

Training may include a role for Union cooperation can

the union
Labor Relations facilitate training efforts

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 The Scope of Training
• Training
 Effort initiated by an organization to foster learning
among its members.
 Tends to be narrowly focused and oriented toward
short-term performance concerns.
• Development
 Effort that is oriented more toward broadening an
individual’s skills for the future responsibilities.

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 The Systems Approach to Training and
Development
• Four Phases
 Needs assessment
 Program design
 Implementation
 Evaluation

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 Systems Model of Training

Figure 7.2

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 Phase 1: Conducting the Needs Assessment
• Organization Analysis
 An examination of the environment, strategies, and
resources of the organization to determine where
training emphasis should be placed.
• Task Analysis
 The process of determining what the content of a
training program should be on the basis of a study of
the tasks and duties involved in the job.
• Person Analysis
 A determination of the specific individuals who need
training.

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 Needs Assessment for Training
• Competency assessment
 Analysis of the sets of skills and knowledge needed for decision-
oriented and knowledge-intensive jobs.

• ORGANIZATIONAL …of environment, strategies, and resources

ANALYSIS to determine where to emphasize training

TASK ANALYSIS …of the activities to be performed in order to

determine the KSAs needed.

…of performance, knowledge, and skills in

• PERSON ANALYSIS order to determine who needs training.

Figure 7.3

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 Phase 2: Designing the Training Program

Issues in training design

Instructional objectives

Trainee readiness and motivation

Principles of learning

Characteristics of successful trainers

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 Phase 2: Designing the Training Program
• Instructional Objectives
 Represent the desired outcomes of a training
program.
 Performance-centered objectives
 Provide a basis for choosing methods
and materials and for selecting
the means for assessing
whether the instruction
will be successful.

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 Trainee Readiness and Motivation
• Strategies for Creating a Motivated Training
Environment:
 Use positive reinforcement.
 Eliminate threats and punishment.
 Be flexible.
 Have participants set personal goals.
 Design interesting instruction.
 Break down physical and psychological obstacles to
learning.

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 Principles of Learning

Figure 7.4

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 Principles of Learning

Focus on learning and transfer

Goal setting - What’s the value?

Meaningfulness of presentation

Behavioural modelling

Recognition of individual learning

differences

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 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

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 Feedback and Reinforcement
• Behaviour Modification
 The technique that operates on the principle that
behaviour that is rewarded, or positively reinforced, is
repeated more frequently, whereas behaviour that is
penalized or unrewarded will decrease in frequency.

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 Characteristics of Successful Instructors
• Knowledge of the subject
• Adaptability
• Sincerity
• Sense of humour
• Interest
• Clear instructions
• Individual assistance
• Enthusiasm

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 Phase 3: Implementing the Training
Program

Choosing the instructional method

Nature of training

Type of trainees

Organizational extent of training

Importance of training outcomes

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 Training Methods for Non-managerial
Employees
• 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
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 Training Methods for Nonmanagerial
Employees (cont’d)
• On-the-job training (OJT)
 Method by which employees are given hands-on
experience with instructions from their supervisor or
other trainer.
• Drawbacks
 The lack of a well-structured training environment.
 Poor training skills of managers.
 The absence of well-defined job performance criteria.

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 On-the-Job Training
• Overcoming OJT training problems
1. Develop realistic goals and/or measures for each
OJT area.
2. Plan a specific training schedule for each trainee,
including set periods for evaluation and feedback.
3. Help managers establish a non-threatening
atmosphere conducive to learning.
4. Conduct periodic evaluations, after training is
completed, to prevent regression.

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 Training Methods for Non-managerial
Employees (cont’d)
• Apprenticeship training
 A system of training in which a worker entering the
skilled trades is given thorough instruction and
experience, both on and off the job, in the practical
and theoretical aspects of the work.
• Cooperative Training
 A training program that combines practical on-the-job
experience with formal educational classes.

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 Training Methods for Non-managerial
Employees (cont’d)
• Internship Programs
 Are jointly sponsored by colleges, universities, and
other organizations that offer students the opportunity
to gain real-life experience while allowing them to find
out how they will perform in work organizations.
• Classroom Instruction
 Enables the maximum number of trainees to be
handled by the minimum number of instructors.
 “Blended” learning—lectures and demonstrations are
combined with films, DVDs, and videotapes or
computer instruction.
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 Training Methods for Non-managerial
Employees (cont’d)
• Programmed Instruction
 Referred to as self-directed learning—involves the
use of books, manuals, or computers to break down
subject matter content into highly organized, logical
sequences that demand continuous response on the
part of the trainee.
• Audiovisual Methods
 Technologies, such as CDs and DVDs, are used to
teach skills and procedures by illustrating the steps in
a procedure or interpersonal relations.

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 Training Methods for Non-managerial
Employees (cont’d)
• E-Learning
 Learning that takes place via electronic media 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
 Provides continuously updated
training materials.

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 E-Learning Advantages
Learning is self-paced.
The training comes to the employee.
The training is interactive.
Employees do not have to wait for a scheduled
training session.
The training can focus on specific needs as
revealed by built-in tests.
Trainees can be referred to online help or
written material.

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 E-Learning Advantages (cont’d)
It is easier to change a web site than to retype,
photocopy, and distribute new classroom-
training materials.
Record keeping is facilitated.
The training can be cost-effective if used for
both large and small numbers of employees.

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 Training Methods for Non-managerial
Employees (cont’d)
• Simulation
 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.

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