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135 Cards in this Set
- Front
- Back
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The training practices have helped Boston Pizza International, Bowater’s Coated and Specialty Paper Division, Americredit, and Home Depot:
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Grow the business,
Improve customer service, providing employees knowledge / skills they need to be successful |
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Issues affecting companies and influencing training practices:
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customer service
employee retention / growth more with less quality / productivity |
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Policies, practices, and systems that influence employees’:
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behavior
attitudes performance |
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HRM practices play a key role in
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attracting, motivating, rewarding, and retaining employees
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Training
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Planned effort by a company to facilitate employees’ learning of job-related competencies.
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Competencies
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knowledge / skills / behavior critical
for successful job performance |
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Goal of training
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master the
knowledge / skill / behaviors emphasized in training programs / apply them to their day-to-day activities |
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High-Leverage Training
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- Linked - strategic goals / objectives
- Use instructional design process - ensure that training is effective |
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Continuous Learning
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Requires ee's - understand entire work system including relationships among:
jobs, work units, entire company |
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Continuous Learning
Employees are expected to: |
acquire new skills / knowledge
apply to job share information |
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Continuous Learning
Managers take an active role: |
- identifying training needs
- ensure ee's use training at work |
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Training and Performance (one)
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Emphasis - high-leverage training has been accompanied by a movement to link training to performance improvement
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Training and Performance (Two)
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Providing educational opportunities for employees
On-going process of performance improvement - directly measurable not one-time training events Need to demonstrate benefits of training to executives, managers, and trainees |
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Training and Performance (Three)
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Learning lifelong event
senior mgmt, training managers, employees have ownership |
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Instructional System Design (ISD)
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Process for designing / developing training programs
Not one universally accepted ISD model |
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Instructional System Design (ISD)
process should: |
-Systematic
-Flexible enough to adapt to business needs |
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Skills Needed to Manage a Diverse Work Force: (2 of 2)
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Providing performance feedback that is free of values, stereotypes based - gender, ethnicity, or physical handicap
-Creating a work environment that allows employees of all backgrounds to be creative and innovative |
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Advantages of technology (One)
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-reduced travel costs
-greater accessibility to training -consistent delivery -ability to access experts |
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Assumptions of ISD Approaches
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Training design is effective only if it helps employees reach instructional or training goals and objectives
Measurable learning objectives should be identified before training |
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Assumptions of ISD Approaches
Evaluation plays an important part in: |
Planning / choosing a training method
Monitoring training program Suggesting changes to training design process |
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Forces Influencing the Workplace and Training:
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-Increased value placed on intangible assets / human capital
-Focus on link to business strategy -Attracting / retaining talent -Customer service / quality emphasis |
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Forces Influencing the Workplace and Training: (2 of 2)
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Changing demographics and diversity of the work force
-New technology -High-performance models of work systems -Economic changes |
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Intangible Assets
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Cannot be touched and are non monetary, however equally as valuable as financial / physical assets
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Intangible Assets
include: |
-human capital
-customer capital -social capital -intellectual capital |
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Increasing Intangible Assets
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-Increase human capital focusing -on attracting / developing / retaining knowledge workers
-Mngmt style of developing / empowering ee's |
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Increasing Intangible Assets
Capability to adapt to change Learning organization |
Embraces culture of lifelong learning, enabling all ee's to continually acquire / share knowledge
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Focus on Link to Business Strategy
Leadership / Management |
classroom instruction
e-learning |
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Focus on Link to Business Strategy
Design / development of learning activities that helps companies: |
Successfully implement strategy
Reach business goals |
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Core Values of Total Quality Management (TQM) (1 of 2)
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Methods / processes designed to meet needs internal / external customers
Every ee's in the company receives training in quality Quality designed into a product / service so errors are prevented from occurring, rather than being detected and corrected |
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Core Values of TQM (2 of 2)
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Company promotes cooperation - vendors / suppliers / customers to improve quality / hold down costs
Managers measure progress with feedback based on data |
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ISO 9000:2000 quality standards
The ISO 9000:2000 standards were developed by |
the International Organization for Standardization (ISO) in Geneva, Switzerland
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ISO 9000 is the name of a family of standards
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ISO 9001
ISO 9004 |
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Six Sigma process
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-measuring processes
-analyzing processes -improving processes -controlling processes |
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Skills Needed to Manage a Diverse Work Force: (1 of 2)
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Communicating effectively with employees from wide variety of backgrounds
Coaching / training / developing employees of different ages, educational backgrounds, ethnicities, physical abilities, and races |
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High-Performance Models of Work Systems
Work teams |
Involve employees with various skills who interact to assemble a product or provide a service
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High-Performance Models of Work Systems
Cross training |
Training ee's in wide range of skills so they can fill any of roles needed to be performed on the team
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High-Performance Models of Work Systems
Virtual Teams |
Separated teams relying almost exclusively on technology to interact and complete their projects
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Use of New Technology and Work Design
Needs to be Supported by Specific HRM Practices (1 of 2) |
Ee's choose / select new team members
EE's receive formal performance feedback |
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Effective training practices involve the use of an
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Instructional systems design process
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The instructional systems design process begins by
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Conducting a needs assessment
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Process used to determine whether training is necessary. Needs assessment involves:
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Person analysis
Organizational analysis Task analysis |
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Organizational analysis - involves
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-Determining appropriateness of training, given the business strategy
-Determining resources available for training -Determining support by managers/ peers for training |
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Person analysis – involves:
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-Determining whether performance deficiencies result from lack of knowledge / skill / ability (a training issue) or
motivational / work design problem |
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Task analysis – involves:
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Identifying the important tasks and
knowledge, skill, and behaviors that need to be emphasized in training for employees to complete their tasks |
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Needs Assessment - the First Step in the Instructional Design Process (1 of 2)
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Training incorrectly used as a solution to a performance problem
Training programs have wrong content / objectives / methods Trainees sent to training programs for which they do not have the basic skills, prerequisite skills / confidence needed to learn |
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Needs Assessment - the first step in the instructional design process (2 of 2)
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Training will not deliver the expected learning, behavior change, or financial results that the company expects
Money will be spent on training programs that are unnecessary because they are unrelated to the company’s business strategy |
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Causes and Outcomes of Needs Assessment
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Who Receives Training
Type of Training Frequency of Training Buy Versus Build Training Decision |
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Organizational Analysis Involves identifying:
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-Whether training supports the company’s strategic direction
whether managers, peers, and employees support training activity what training resources are available |
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Questions to Ask in an Organizational Analysis (1 of 3)
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-How might the training content affect our employees’ relationship with our customers?
-What might suppliers, customers, or partners need to know about the training program? How does this program align with the strategic needs of the business? -Should organizational resources be devoted to this program? |
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Questions to Ask in an Organizational Analysis (2 of 3)
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-What do we need from managers and peers for this training to succeed?
-What features of the work environment might interfere with training? -Do we have experts who can help us develop the program content and ensure that we understand the needs of the business as we develop the program? |
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Questions to Ask in an Organizational Analysis (3 of 3)
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Will employees perceive the training program as:
opportunity? reward? punishment? waste of time? |
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Factors that influence employee performance and learning: (1 of 3)
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- Person characteristics
-Input -Output -Consequences -Feedback |
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Person characteristics that affect employee performance and learning:
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- Cognitive ability
- Reading ability - Self-efficacy - Awareness-training needs, career interests / goals |
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For a work-environment that enhances trainees’ motivation to learn, managers need to:
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Provide materials, time, job-related information, work aids required for ee's to use new skills
Speak positively about company’s training programs to ee's |
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Output
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Standard to judge successful performers
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Consequences
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Positive consequences/incentives to perform few negative consequences to perform
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Feedback
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Frequent and specific feedback about how the job is performed
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Person Analysis: Self-Efficacy
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EE's believe they can successfully perform job / learn content of training program
Job environment - threatening to many employees who may not have been successful in the past Training environment can be threatening to people who have not received training / formal education for some length of time |
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Increasing Employees’ Self-Efficacy Level (1 of 2)
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Letting EE's know purpose of training is to try to improve performance rather than to identify areas in which employees are incompetent
Providing as much information as possible about training program / purpose of training prior to actual training |
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Increasing Employees’ Self-Efficacy Level (2 of 2)
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Showing employees training success of their peers who are now in similar jobs
Providing EE's with feedback that learning is under their control and they have the ability and the responsibility to overcome any learning difficulties they experience in the program |
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Determining if Training is the Best Solution (1 of 3)
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Performance problem is important
Potential to cost the company significant amount of money from lost productivity / customers EE's do not know how to perform effectively Perhaps they received little or no previous training or the training was ineffective Problem is a characteristic of the person |
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Employees do not know how to perform effectively
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Perhaps they received little or no previous training or the training was ineffective
(This problem is a characteristic of the person) |
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Determining if Training is the Best Solution (2 of 3)
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Employees cannot demonstrate the correct knowledge or behavior
Employees were trained but they infrequently or never used the training content on the job (This is an input problem) Performance expectations are clear (input) and there are no obstacles to performance such as faulty tools or equipment |
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Determining if Training is the Best Solution (3 of 3)
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There are positive consequences for good performance,
while poor performance is not rewarded Employees receive timely, relevant, accurate, constructive, and specific feedback about their performance (a feedback issue) Other solutions such as job redesign or transferring employees to other jobs are too expensive or unrealistic |
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Task Analysis
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results in a description of work activities, including tasks performed by the employee and the knowledge, skills, and abilities required to complete the tasks
Should only be undertaken after you have determined from the organizational analysis that the company wants to devote time and money for training |
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Steps in a Task Analysis
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- Select the job(s) to be analyzed
- Develop a preliminary list of tasks performed by the job - Validate or confirm the preliminary list of tasks - Identify the knowledge, skills, or abilities necessary to successfully perform each task |
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Key Points to Remember When Conducting a Task Analysis (1 of 3)
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Task analysis should identify both what employees are actually doing and what they should be doing on the job
Task analysis begins by breaking the job into duties and tasks Use more than two methods for collecting task information to increase the validity of the analysis |
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Key Points to Remember When Conducting a Task Analysis (2 of 3)
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For task analysis to be useful, information needs to be collected from subject matter experts (SMEs)
SMEs include: job incumbents managers employees familiar with the job |
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Key Points to Remember
When Conducting a Task Analysis (3 of 3) |
In deciding how to evaluate tasks, the focus should be on
- tasks necessary to accomplish the company’s goals and objectives These may not be the tasks that are the most difficult or take the most time |
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Competency
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Areas of personal capability that enable employees to successfully perform their jobs by achieving outcomes or successfully performing tasks
A competency can be: knowledge skills attitudes values personal characteristics |
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Competency Model
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Identifies:
competencies necessary for each job knowledge, skills, behavior, and personality characteristics underlying each competency |
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Use of Competency Models for Training and Development (1 of 2)
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They identify behaviors needed for effective job performance
They provide a tool for determining what skills are needed to meet today’s needs as well as the company’s future skill needs They help determine what skills are needed at different career points |
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Use of Competency Models for Training and Development (2 of 2)
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They provide a framework for ongoing coaching and feedback to develop employees for current and future roles
They create a “roadmap” for identifying and developing employees who may be candidates for managerial positions |
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Scope of Needs Assessment
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Time constraints can limit the length / detail obtained from needs assessment
Depends on the size of the potential “pressure point” Anticipate training needs if you are attuned to the: business problems technological developments other issues facing the organization |
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You will be able to anticipate training needs if you are attuned to the:
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business problems
technological developments other issues facing the organization |
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Conditions necessary for learning to occur 1 of 3
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-Opportunities for trainees to practice and receive feedback
-Meaningful training content |
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Conditions necessary for learning to occur 2 of 3
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-Prerequisites trainees need to successfully complete the program
-Allowing trainees to learn through observation and experience. |
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Conditions necessary for learning to occur 3 or 3
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-For learning to occur it is important to identify what is to be learned
i.e., to identify learning outcomes -Understanding learning outcomes is crucial they influence characteristics of the training environment necessary for learning to occur -The design of the training program is also important for learning to occur |
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What Is Learning?
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-Learning is a relatively permanent change in human capabilities that is not a result of growth processes.
-These capabilities are related to specific learning outcomes. |
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Learning Outcomes (1 of 3)
Verbal information |
Includes
names or labels, facts, and bodies of knowledge includes specialized knowledge employees need in their jobs |
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Learning Outcomes
Intellectual skills |
include
concepts and rules critical to solve problems, serve customers, and create products |
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Learning Outcomes
Motor skills |
include coordination of physical movements
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Learning Outcomes
Attitudes |
combination of
beliefs and feeling that pre-dispose a person to behave a certain way important work-related attitudes include job satisfaction, commitment to the organization, and job involvement |
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Learning Outcomes
Cognitive strategies |
regulate the process of
learning they relate to the learner’s decision regarding: what information to attend to (i.e., pay attention to) how to remember how to solve problems |
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Reinforcement Theory (1 of 2)
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Emphasizes that people are
motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors positive reinforcement negative reinforcement extinction punishment |
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Reinforcement Theory
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From a training perspective, it suggests that the trainer needs to
identify what outcomes the learner finds most positive (and negative) for learners to: -acquire knowledge -change behavior -modify skills |
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Reinforcement Theory
Trainers then need to |
-link these outcomes to learners
acquiring knowledge, skills, or changing behaviors |
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Social Learning Theory (1 of 3)
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-Emphasizes that people learn by observing other persons (models) whom they believe are credible and knowledgeable
-Recognizes that behavior that is reinforced or rewarded tends to be repeated -The models’ behavior or skill that is rewarded is adopted by the observer |
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Social Learning theory 2 of 3
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Learning new skills or behavior comes from:
-directly experiencing the consequences of using behavior or skills, or the process of observing others and seeing the consequences of their behavior -Learning is also influenced by a person’s self-efficacy -Self-efficacy – a person’s judgment about whether he or she can successfully learn knowledge and skills |
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Self-Efficacy
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a person’s judgment about whether he or she can successfully learn knowledge and skills
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Self-efficacy can be increased using:
verbal persuasion |
– offering words of encouragement to convince others they can learn
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Self-efficacy can be increased using:
logical verification |
– perceiving a relationship between a new task and a task already mastered
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Self-efficacy can be increased using:
observation of others (modeling) |
– having employees who already have mastered the learning outcomes demonstrate them for trainees
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Self-efficacy can be increased using:
past accomplishments |
– allowing employees to build a history of successful accomplishments
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Goal Setting Theory (1 of 3)
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Assumes behavior results from a person’s conscious goals and intentions
Goals influence behavior by: -directing energy and attention sustaining effort over time -motivating the person to develop strategies for goal attainment |
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Goal Setting Theory (2 of 3)
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-Specific challenging goals result in better performance than vague, unchallenging goals
-Goals lead to high performance only if people are committed to the goal -Employees are less likely to be committed to a goal if they believe it is too difficult |
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Goal Setting Theory (3 of 3)
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-Goal setting theory is used in training program design
-It suggests that learning can be facilitated by providing trainees with specific challenging goals and objectives -The influence of goal setting theory can be seen in the development of training lesson plans |
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Goal Orientation
Learning Orientation |
– relates to trying to increase ability or competence in a task
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Goal Orientation
Performance Orientation |
– refers to a focus of learners on task performance and how they compare to others
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Goal Orientation
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It affects the amount of effort a trainee will expend in learning
(motivation to learn) Learners with a high learning orientation: direct greater attention to the task learn for the sake of learning |
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Goal Orientation
Learners with a high performance orientation: |
- Direct more attention to performing well
- Devote less effort to learning - Trainees with a learning orientation: -Exert greater effort to learn and use more complex learning strategies - than trainees with a performance orientation |
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Needs Theory
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Help explain the value that a person places on certain outcomes
need – a deficiency that a person is experiencing at any point in time. Suggest that to motivate learning: -Trainers should identify trainees’ needs, and communicate how training program content relates to fulfilling these needs |
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Needs Theory
If the basic needs of trainees are not met, |
- They are unlikely to be motivated to learn
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Expectancy Theory
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Suggests that a person’s behavior is based on three factors:
- Expectancy - Instrumentality - Valance |
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Expectancy Theory
Suggests that learning is most likely to occur when employees believe: |
they can learn the content of the program (expectancy)
learning is linked to outcomes such as better job performance, a salary increase, or peer recognition (instrumentality) employees value these outcomes |
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Adult Learning Theory
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It is based on several assumptions:
- adults have the need to know why they are learning something - adults have a need to be self-directed adults bring more work-related experiences into the learning situation - adults enter into a learning experience with a problem-centered approach to learning - adults are motivated to learn by both extrinsic and intrinsic motivators |
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Information Processing Theory (1 of 3)
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- Give more emphasis to the internal processes that occur when training content is learned and retained
- Highlights how external events influence learning |
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Information Processing Theory
It highlights how external events influence learning, which include: |
- changes in the intensity or frequency of the stimulus that affect attention informing the learner of the objectives to establish an expectation
enhancing perceptual features of - the material (stimulus), drawing the attention of the learner to certain features |
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Information Processing Theory
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- Verbal instructions, pictures, diagrams, and maps suggesting ways to code the training content so that it can be stored in memory
- Meaningful learning context (examples, problems) creating cues that facilitate coding - Demonstration or verbal instructions helping to organize the learner’s response as well as facilitating the selection of the correct response |
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The Learning Process
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This material asks three questions:
What are the physical and mental processes involved in learning? How does learning occur? Do trainees have different learning styles? |
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Age Influences on Learning (1 of 2)
There is biological evidence that Age Learning Process certain mental capacities decrease from age |
20 to age 70
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Some trainers believe that there are
Age Learning Process Four generations of employees with distinct attitudes toward work and preferred ways to learn: |
- Millenniums (or nexters)
- Gen Xers - Baby boomers - Traditionalists |
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Trainers should consider generational differences in
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- Designing learning environments but keep in mind that definite conclusions regarding generational differences cannot be made
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Implications of the Learning Process for Instruction: (1 of 2)
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- Employees need to know why they should learn
- Employees need meaningful training content - Employees need opportunities to practice - Employees need to commit training content to memory - Employees need feedback |
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Implications of the Learning Process for Instruction: (2 of 2)
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- Employees learn through:
observation experience interacting with others - Employees need the training program to be properly coordinated and arranged |
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Training Objectives
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- Employees learn best when they understand the objective of the training program
- The objective refers to to the purpose and expected outcome of training activities - Training objectives based on the training needs analysis help employees understand why they need the training - Objectives are useful for identifying the types of training outcomes that should be measured to evaluate a training program’s effectiveness |
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A training objective has three components 1 of 3:
A statement of what employee |
- is expected to do (performance or outcome)
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A training objective has three components 2 of 3:
A statement of the quality |
- or level of performance that is acceptable (criterion)
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A training objective has three components 3 of 3:
A statement of the conditions |
- Under which the trainee is expected to perform the desired outcome (conditions)
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Training Administration Involves: (1 of 4)
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- Communicating courses and programs to employees
- Enrolling employees in courses and programs - Preparing and processing any pre-training materials such as readings or tests |
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Training Administration Involves: (2 of 4)
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Preparing materials that will be used in instruction
- Arranging for the training facility and room - Testing equipment that will be used in instruction |
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Training Administration Involves: (3 of 4)
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- Having backup equipment should equipment fail
- Providing support during instruction - Distributing evaluation materials |
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Training Administration Involves: (4 of 4)
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- Facilitating communications between trainer and trainees during and after training
- Recording course completion in the trainees’ records or personnel files |
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Considerations in Designing Effective Training Programs:
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Selecting and preparing the training site
- Selecting trainers - Making the training site and instruction conducive to learning - Program design |
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High Leverage Training 2
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- Compares / benchmarks the company’s training programs against training programs in other companies
- Creates working conditions that encourage continuous learning |
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Training and Performance
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Used to improve employee performance
Leads to improved business results |
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Advantages of Technologies (Two)
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Share learning
Creating learning environment Greater use of contingent work force |
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Forces Influence Work and Training
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Globalization
Offshoring Need for leadership |
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Training and Performance (4)
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Training used to help attain strategic business objectives
helps companies gain a competitive advantage |
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Forces Influence Work and Training
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Globalization
Offshoring Need for leadership |
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Core Values of Total Quality Management (TQM) 2 of 3
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-Ongoing training emphasized / rewarded
-Rewards / compensation are linked to company performance |
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Use of New Technology and Work Design
Needs to be Supported by Specific HRM Practices (1 of 2) |
Involved in the performance improvement process
Ongoing training emphasized / rewarded Rewards / compensation linked to company performance |
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Causes and Outcomes of Needs Assessment (2)
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- Training Versus other HR options
- Selection / Job Redesign |
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For a work-environment that enhances trainees’ motivation to learn, managers need to:
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-Let employees know they are doing a good job when they are using training content in their work
-Encourage work-group members to involve each other in trying to use new skills on the job -Provide employees with time and opportunities to practice and apply new skills or behaviors to their work |
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*
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What trainees need to learn
How training should be evaluated |
