CH 7 Training
CH 7 Training
CH 7 Training
HUMAN RESOURCE
MANAGEMENT
Dr Rick Cotton
February 8, 2024
Ch. 7 - Training
© McGraw Hill, LLC 1
Delivery Chapters that Can Be Utilized Deliverable Type Group?
Thur, Feb 1 Chapter 1: HRM: Gaining a Competitive Advantage, Chapter 2: Seminar Kaikoa Team
Strategic Human Resource Management, Chapter 3: The Legal Presentation 1
Environment: EEO and Safety
Thur, Feb 1 Chapter 1: HRM: Gaining a Competitive Advantage, Chapter 2: Mini Conference and PetSMart/
Strategic Human Resource Management, Chapter 3: The Legal Plenary Discussion 1 PETCO Case
Environment: EEO and Safety
Mon, Feb 5 Chapter 4: The Analysis and Design of Work Seminar Burt’s Bees
Presentation 2 Case
Mon, Feb 5 Chapter 4: The Analysis and Design of Work Mini Conference and Team
Plenary Discussion 2 Fe’amokaki
Thur, Feb 8 Chapter 5: Human Resource Planning and Recruitment, Seminar Kuini Team
Chapter 6: Selection and Placement Presentation 3
Thur, Feb 8 Chapter 5: Human Resource Planning and Recruitment, Mini Conference and Kaikoa Team
Chapter 6: Selection and Placement Plenary Discussion 3
Wed, Feb 14 Chapter 7: Training, Chapter 9: Employee Development Seminar Pascall Team
Presentation 4
Wed, Feb14 Chapter 7: Training, Chapter 9: Employee Development Mini Conference and Kuini Team
Plenary Discussion 4
Thur, Feb 15 Chapter 8: Performance Management, Chapter 10: Employee Seminar The Fishers
Separation and Retention Presentation 5
Thur, Feb 15 Chapter 8: Performance Management, Chapter 10: Employee Mini Conference and The Fishers
Separation and Retention Plenary Discussion 5
Wed, Feb 21 Chapter 11: Pay Structure Decisions, Chapter 12: Recognizing Seminar Team Fe’amokaki
Employee Contributions with Pay Presentation 6
Wed, Feb 21 Chapter 11: Pay Structure Decisions, Chapter 12: Recognizing Mini Conference and Hindustan Unilever
Employee Contributions with Pay Plenary Discussion 6 Case
Mon, Feb 26 Chapter 13: Employee Benefits, Chapter 14: Collective Seminar Ruffian Apparel
Bargaining and Labour Relations Presentation 7 Case
Mon, Feb 26 Chapter 13: Employee Benefits, Chapter 14: Collective Mini Conference and Pascall Team
© McGraw Hill, LLC
Bargaining and Labour Relations Plenary Discussion 7 2
Product/Service Leadership Alignment at
People who stayed in their same job less than two years.
People who stayed in their same job more than four years.
Time
Source: Hall & Mirvis, 1995.
Training
Needs, Goals,
Content
Formal Informal
Learning Learning
11
Knowledge
Sharing/
Discussion
Lower Integration
Personal Board of
Advisors (a.k.a.
Developmental Network,
Success Network)
Lower Higher
Retention Retention
Chapter 7
Training
© 2023 McGraw Hill, LLC. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw Hill, LLC.
Learning Objectives 1
Continuous Learning:
• Requires employees to understand entire work process,
acquire and apply new skills, and share what they learn.
• Training one part of larger emphasis on continuous
learning.
Training:
• Formal training.
• Informal learning:
• Explicit knowledge
• Tacit knowledge
• Knowledge management
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Designing Effective Formal Training
Activities 1
• ADDIE model
LO 7-2
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Figure 7.2
The Training
Process
(Stages 1 – 3)
• Involves:
• Organizational analysis
• Person analysis
• Task analysis
LO 7-3
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Figure 7.3 The Needs Assessment Process
• Company strategy
• Training resources
SOURCE: Based on S. Tannenbaum, “A Strategic View of Organizational Training and Learning,” in Creating, Implementing and Managing Effective Training and Development, ed. K.
Kraiger (San Francisco: Jossey-Bass, 2002), pp. 10–52.
SOURCE: Based on S. Tannenbaum, “A Strategic View of Organizational Training and Learning,” in Creating, Implementing and Managing Effective Training and Development, ed. K.
Kraiger (San Francisco: Jossey-Bass, 2002), pp. 10–52.
• Poor performance
• If job changes
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Table 7.3 Factors That Influence Motivation to Learn
FACTOR DESCRIPTION
Self-efficacy Employee belief that they can successfully learn the
content of the training program.
Benefits or consequences of Job-related, personal, career benefits that can result
training from attending training.
Awareness of Knowledge of skill strengths and weaknesses.
training needs
Work environment Proper tools and equipment, materials, supplies, budget
time; managers’ and peers’ willingness to provide
feedback and reinforce use of training content.
Basic skills Cognitive ability, reading and writing skills.
Goal orientation Goals held by employees in a learning situation.
Conscientiousness Tendency to be reliable, hardworking, self-disciplined,
and persistent.
SOURCES: Based on J. Colquitt, J. LePine, and R. Noe, “Toward an Integrative Theory of Training Motivation: A Meta-Analytic Path Analysis of 20 Years of Research,” Journal of
Applied Psychology 85 (2000), pp. 678–707; R. Noe and J. Colquitt, “Planning for Impact Training: Principles of Training Effectiveness,” in K. Kraiger (ed.), Creating, Implementing, and
Managing Effective Training and Development (San Francisco: Jossey-Bass, 2002), pp. 53–79.
SOURCES: K. Kraiger and J. Ford, “The Science of Workplace Instruction: Learning and Development Applied to Work,” Annual Review of Organizational Psychology and
Organizational Behavior 8 (2021), pp. 45–72; R. M. Gagne, “Learning Processes and Instruction,” Training Research Journal 1 (1995/1996), pp. 17–28; M. Knowles, The Adult Learner,
4th ed. (Houston: Gulf, 1990); A. Bandura, Social Foundations of Thought and Action (Englewood Cliffs, N J: Prentice Hall, 1986); E. A. Locke and G. D. Latham, A Theory of Goal
Setting and Task Performance (Englewood Cliffs, N J: Prentice Hall, 1990); B. Mager, Preparing Instructional Objectives, 2nd ed. (Belmont, C A: Lake, 1984); B. J. Smith and B. L.
Delahaye, How to Be an Effective Trainer, 2nd ed. (New York: Wiley, 1987); K. A. Smith-Jentsch, F. G. Jentsch, S. C. Payne, and E. Salas, “Can Pretraining Experience Explain
Individual Differences in Learning?” Journal of Applied Psychology 81 (1996), pp. 110–16; H. Nuriddin, “Building the Right Interaction,” T + D, March 2011, pp. 32–35; R. Feloni, “This
Simple Daily Exercise Boosts Employee Performance,” Business Insider India, www.businessinsider.in.com; G. Di Stefano, F. Gino, G. Pisano, and B. Staats, “Learning by Thinking:
How Reflection Aids Performance,” Harvard Business School Working Paper 14-093 (March 25, 2014); M. Plater, “Three Trends Shaping Learning,” Chief Learning Officer, June 2014,
pp. 44–47; A. Kohn, “Use It or Lose It,” T + D, February 2015, pp. 56–61; J. Karpicke and Henry Roediger III, “The Critical Importance of Retrieval for Learning,” Science, February
2008, pp. 966–68; A. Paul, “Microlearning 101,” HR Magazine, May 2016, pp.6–42; M. Cole, “Microlearning: Delivering Bite-Sized Knowledge” (Alexandria, V A: Association for Talent
Development, 2017).
• Manager support:
• Facilitate transfer through action plans.
• Peer support:
• Support network
• Work environment.
• Trainee motivation.
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Figure 7.5 Overview of Use of Training Methods
• Distance learning:
• Virtual classroom
• Audiovisual training
• E-learning:
• Massive open online courses (MOOCs).
• Mobile learning
• Blended learning
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Designing Effective Formal Training
Activities 16
• Team training
• Cross-training
• Coordination training
• Team leader training
• Action learning
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Evaluating Training Programs 1
Training Outcomes:
• A way to evaluate effectiveness of training program based
on:
• Cognitive outcomes
• Skill-based outcomes
• Affective outcomes
• Results
• Return on investment
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Table 7.7 Outcomes Used in Evaluating
Training Programs
OUTCOME WHAT IS MEASURED HOW MEASURED EXAMPLE
Cognitive outcomes • Acquisition of • Pencil-and-paper tests • Safety rules
knowledge • Work sample • Electrical principles
• Steps in appraisal
interview
Skill-based • Behavior • Observation • Jigsaw use
outcomes • Skills • Work sample • Listening skills
• Ratings • Coaching skills
• Airplane landings
Affective outcomes • Motivation • Interviews • Satisfaction with
• Reaction to program • Focus groups training
• Attitudes • Attitude surveys • Beliefs regarding
other cultures
Results • Company payoff • Observation • Absenteeism
• Data from information • Accidents
system or • Patents
performance records
Return on • Economic value of • Identification and • Dollars
investment training comparison of costs
and benefits of the
program
Evaluation Designs:
• Post-test only
• Pre-test/Post-test
• Post-test only with comparison group
• Pre-test/Post-test with comparison group
• Time series
Cross-Cultural Preparation:
• Expatriates work in a country other than his/her country of
origin.
• Steps in cross-cultural preparation:
• Competent in area of expertise.
• Able to communicate in host country.
• Culturally sensitive.
• Motivated to succeed.
• Supported by family.
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Special Training Issues 2
LO 7-10
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Table 7.9 Key Components of Effective Diversity
Management Programs 1
SOURCES: F. Dobbins and A. Kalev, “Why Diversity Programs Fail,” Harvard Business Review, July/August 2016, pp. 52–60; B. Groysberg and K. Connolly, “Great Leaders Who
Make the Mix Work,” Harvard Business Review, September 2013, pp. 68–76; K. Bezrvkova, K. Jehn, and C. Spell, “Reviewing Diversity Training: Where Have We Been and Where
Should We Go?” Academy of Management Learning & Education 11 (2012), pp. 207–27; R. Anand and M. Winters, “A Retrospective View of Corporate Diversity Training from 1964 to
the Present,” Academy of Management Learning & Education 7 (2008), pp. 356–72; C. Chavez and J. Weisinger, “Beyond Diversity Training: A Social Infusion for Cultural Inclusion,”
Human Resource Management 47 (2008), pp. 331–50.
SOURCES: F. Dobbins and A. Kalev, “Why Diversity Programs Fail,” Harvard Business Review, July/August 2016, pp. 52–60; B. Groysberg and K. Connolly, “Great Leaders Who
Make the Mix Work,” Harvard Business Review, September 2013, pp. 68–76; K. Bezrvkova, K. Jehn, and C. Spell, “Reviewing Diversity Training: Where Have We Been and Where
Should We Go?” Academy of Management Learning & Education 11 (2012), pp. 207–27; R. Anand and M. Winters, “A Retrospective View of Corporate Diversity Training from 1964 to
the Present,” Academy of Management Learning & Education 7 (2008), pp. 356–72; C. Chavez and J. Weisinger, “Beyond Diversity Training: A Social Infusion for Cultural Inclusion,”
Human Resource Management 47 (2008), pp. 331–50.
Employee Support:
• Form resource groups or employee network groups, including employees with common
interests, and use them to help the company develop business goals and understand the
issues they are concerned with (for example, Asian Pacific employees, women, gays,
lesbians, transgender employees, Americans Indians, veterans, Hispanics).
• Celebrate cultural traditions, festivities, and holidays.
• Make work–life balance initiatives (such as flextime, telecommuting, and eldercare)
available to all employees.
Fair Treatment:
• Conduct extensive diversity, unconscious bias, and ally training.
• Implement an alternative dispute resolution process.
• Include women and minority ethnic and racial groups on all human resources
committees throughout the company.
SOURCES: F. Dobbins and A. Kalev, “Why Diversity Programs Fail,” Harvard Business Review, July/August 2016, pp. 52–60; B. Groysberg and K. Connolly, “Great Leaders Who
Make the Mix Work,” Harvard Business Review, September 2013, pp. 68–76; K. Bezrvkova, K. Jehn, and C. Spell, “Reviewing Diversity Training: Where Have We Been and Where
Should We Go?” Academy of Management Learning & Education 11 (2012), pp. 207–27; R. Anand and M. Winters, “A Retrospective View of Corporate Diversity Training from 1964 to
the Present,” Academy of Management Learning & Education 7 (2008), pp. 356–72; C. Chavez and J. Weisinger, “Beyond Diversity Training: A Social Infusion for Cultural Inclusion,”
Human Resource Management 47 (2008), pp. 331–50.
Manager Accountability:
• Link managers’ compensation to their success in meeting diversity goals and creating
openness and inclusion in the workplace.
• Use employee attitude or engagement surveys to track employees’ attitudes on
inclusion, fairness, opportunities for development, work–life balance, and perceptions of
the company culture.
• Implement 360-degree feedback for all managers and supervisors.
Onboarding or Socialization:
• Onboarding:
• Establish relationships to increase satisfaction.
• Clarify goals and expectations to improve performance.
• Provide feedback, coaching, and follow-up activities to reduce
turnover.
• Socialization:
• Enhance new hires’ self-confidence and feelings of acceptance.
• Ensure new hires understand role and job expectations.
• Help them “fit in” and understand company culture.
SOURCE: Based on T. Allen, L. Eby, G. Chao, and T. Bauer, “Taking Stock of Two Relational Aspects of Organizational Life: Tracing the History and Shaping the Future of
Socialization and Mentoring Research,” Journal of Applied Psychology 102 (2017), pp. 324–37; T. Bauer, Onboarding New Employees: Maximizing Success (Alexandria, V A: S HRM
Foundation, 2010); G. Chao, A. O’Leary-Kelly, S. Wolf, H. Klein, and P. Gardner, “Organizational Socialization: Its Content and Consequences,” Journal of Applied Psychology 79
(1994), pp. 730–43.
GE – Product/Service https://www.youtube.com/watch?v=sk4OhmAUojg
Leadership
https://www.youtube.com/watch?v=dq8AF_lnfo0
Subway – Operational
Excellence