Human Resource Development: Chapter Nine

Human Resource Development

Chapter Nine

Chapter Outline • Human Resource Development: An Introduction • The Needs Assessment Phase • The Design and Development Phase • The Evaluation Phase • Human Resoruce Development in the Future

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Human Resource Development: An Introduction • U.S. firms spend more than $50 billion on employee training annually • Training is offered to: – new hires and current employees – promoted employees – managers – customers

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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 Copyright © Houghton Mifflin Company. All rights reserved.

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Figure 9.1 The Instructional Systems Design Model

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Methods of Needs Assessment • 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

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Organizational Analysis Level of Needs Assessment • 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 program has priority? Copyright © Houghton Mifflin Company. All rights reserved.

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

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Individual Analysis Level of Needs Assessment • 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? Copyright © Houghton Mifflin Company. All rights reserved.

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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 2000, with one or fewer errors, in 30 minutes.” Copyright © Houghton Mifflin Company. All rights reserved.

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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 Copyright © Houghton Mifflin Company. All rights reserved.

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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 Copyright © Houghton Mifflin Company. All rights reserved.

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On-The-Job Training • May be haphazard or carefully 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

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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 Copyright © Houghton Mifflin Company. All rights reserved.

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Some Training Methods • Role play • Case study • Game or simulation • Lecture • Group discussion • Reading, self-study manual • Videotape • Teleconferencing • Computer-based training Copyright © Houghton Mifflin Company. All rights reserved.

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High Tech Training • Computer delivered training via CD-Rom, Company intranet, Internet • May be delivered with or without a live trainer available to assist • Learning may be faster on average than for classroom training • Not well suited for teaching “soft” skills • Logistical advantages in training delivery, evaluation, and record keeping Copyright © Houghton Mifflin Company. All rights reserved.

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Figure 9.5 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 Copyright © Houghton Mifflin Company. All rights reserved.

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Table 9.13 New Employee Orientation

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Figure 9.6 Four Levels of Traning Evaluation

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Evaluation Designs • One-Shot Posttest-Only Design – train---measure • One-Group Pretest-Posttest Design – measure---train---measure • Multiple-Baseline Design – measure---measure---train---measure---measure • Pretest-Posttest Control-Group Design – measure---train---measure – measure------------measure Copyright © Houghton Mifflin Company. All rights reserved.

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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 per person, per year? – What is the life of the trained skills? – How many people were trained? • Subtract costs of delivering training Copyright © Houghton Mifflin Company. All rights reserved.

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Review • Human Resource Development: An Introduction • The Needs Assessment Phase • The Design and Development Phase • The Evaluation Phase • Human Resource Development in the Future Copyright © Houghton Mifflin Company. All rights reserved.

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