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MA GLOBAL BUSINESS

CORE COURSE IN
HUMAN RESOURCE MANAGEMENT IN THE GLOBAL ENVIRONMENT
Academic year
2007 - 2008

Training and
Development
Objectives
After studying this unit, you should be able to:

1. Conduct a needs assessment. 7. Discuss the steps in the


2. Evaluate employees’ readiness for development process.
training. 8. Explain the employees’ and
3. Discuss the strengths and company's responsibilities in the
weaknesses of presentation, hands- development planning process.
on, and group training methods. 9. Explain what companies are
4. Design a training session to doing for management
maximize learning. development issues, including
5. Choose an appropriate evaluation planning, melting the glass
design ceiling, and helping
6. Develop a cross-cultural dysfunctional managers.
preparation program.
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

Training and Learning


Organization
TRADITIONAL PERSPECTIVE
„ Training refers to a planned effort by a company to facilitate
the learning of job related knowledge, skills, or behavior by
employees.

BROADER PERSPECTIVE (creation & sharing of


knowledge)
„ High-leverage training is linked to strategic business goals and
objectives, is supported by top-management, relies on an
instructional design model to ensure the quality of training and
to contain costs, and is compared or benchmarked to programs
in other organizations.
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1
Designing Effective Training
Systems

1.1. Assessing needs


Assessing needs

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The Needs Assessment Process


Training
Pressure Points

Person Analysis Organizational Analysis


- Who needs training? - Support for training?
- Is training the solution for - Sufficient resources?
the observed performance - Fit with strategic
deficiency? objectives?

Task Analysis
-Select the job to be analyzed
-Develop a list of tasks
-Verify the importance of tasks
-Identify knowledge, skills,
abilities needed to perform
Irwin/McGraw-Hill each task

Designing Effective Training


Systems

1.1. Assessing needs


Assessing needs
2.2. Ensuring employee readiness for
Ensuring employee readiness for training
training

Irwin/McGraw-Hill

2
Ensuring Employees’ Readiness
for Training
Motivation to learn can be increased by
ensuring that employees …
believethey
„„ believe they can
canlearn
learn training
training content
content
understand the
„„ understand thebenefits
benefits ofoftraining
training
areaware
„„ are aware of
of their
their career
career interests,
interests, training
training needs
needs and
and
goals
goals
understand the
„„ understand theeffects
effectsofofwork
work environment
environment
situationalconstraints
zz situational constraints(are
(arethere
thereproper
propertools,
tools,equipment,
equipment,materials,
materials,
budgetarysupport,…?)
budgetary support,…?)
socialsupport
zz social support(are
(aremanagers/peers
managers/peerswilling
willingtotoprovide
providefeedback
feedbackand
and
reinforcement?)
reinforcement?)
possess basic
„„ possess basic (literacy)
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(literacy) skills
skills

Designing Effective Training


Systems

1.1. Assessing needs


Assessing needs
2.2. Ensuring employee
Ensuring employeereadiness
readiness for
for training
training
3.3. Creating aa learning
Creating learning environment
environment

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Creating a Learning
Environment

Needs of employees to enhance learning


Know
„„ Know training objectives
training objectives
Link
„„ Link own experiences
own experiences toto training
training
Opportunities to
„„ Opportunities to practice
practice
Feedback
„„ Feedback
„ Learn by
„ Learn by observing
observingothers
others
Coordinated training
„„ Coordinated training programs
programs

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3
Designing Effective Training
Systems

1.1. Assessing needs


Assessing needs
2.2. Ensuring employee readiness for
Ensuring employee readiness for training
training
3.3. Creating aa learning
Creating learning environment
environment
4.4. Ensuring transfer
Ensuring transfer of
of training
training

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Ensure Transfer of Training

Climate for
„„Climate for transfer
transfer
Make self-management
„„Make self-management aa part
part of
of
training
training
Opportunities to
„„Opportunities to use
use training
training
Peer and
„„Peer and manager
manager support
support
„ Technological support
„ Technological support

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Designing Effective Training


Systems

1.1. Assessing needs


Assessing needs
2.2. Ensuring employee readiness for
Ensuring employee readiness for training
training
3.3. Creating a learning environment
Creating a learning environment
4.4. Ensuring transfer
Ensuring transfer of
of training
training
5.5. Selecting training
Selecting training methods
methods

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4
Training Methods
11 PresentationTechniques
Presentation Techniques
classroominstruction
99 classroom instruction
distancelearning,
99 distance learning,and
andaudio
audiovisual
visual
22 Hands-onTechniques
Hands-on Techniques
on-the-jobtraining
99 on-the-job training(OJT)
(OJT)
self-directedlearning
99 self-directed learning
apprenticeship
99 apprenticeship
simulations
99 simulations
businessgames,
99 business games,case
casestudies
studies
behaviormodeling
99 behavior modeling
interactivevideo
99 interactive video
33 Group-buildingmethods
Group-building methods
adventure(wilderness)
99 adventure (wilderness)learning
learning
Irwin/McGraw-Hill teamtraining,
99 team training,and
andaction
actionlearning
learning

Designing Effective Training


Systems

1.1. Assessing needs


Assessing needs
2.2. Ensuring employee
Ensuring employeereadiness
readiness for
for training
training
3.3. Creating aa learning
Creating learning environment
environment
4.4. Ensuring transfer
Ensuring transfer of
of training
training
5.5. Selecting training methods
Selecting training methods
6.6. Evaluating training
Evaluating training program
program

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Evaluating Training Programs


Four levels of evaluation include:
Level 1: Reaction Were the participants pleased?
What do they plan to do with what they learned?

Level 2: Learning What skills, knowledge, or attitudes have


changed? By how much?

Level 3: Behavior Did the participants change their behavior based


on what was learned in the program?

Level 4: Results Did the change in behavior positively affect the


organization?
Kirkpatrick, D. L. (1959). “Techniques for evaluation training programs”. Journal of American Society for Training
Directors, Vol. 13, pp. 28-32; (1960) Vol. 14, pp. 13-32.
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5
Evaluating Training Programs
Four levels of evaluation include:
Level 1: Reaction Evaluating the satisfaction of the participants with contents,
teaching staff, methodologies, equipment,…

Level 2: Learning Evaluating how many and which kind of knowledge, abilities
and attitudes have been transferred to participants (traditional
“exams” to check participants’ knowledge)

Level 3: Behavior Evaluating the way of working and behaviours of participants


after the training program. Pay attention to the fact that maybe it
is necessary to add more actions to allow behavioural change.

Level 4: Results Evaluating if training has been accompanied by improvements


in productivity, sales figures, quality, customer satisfaction,
labour climate,…
Kirkpatrick, D. L. (1959, 1960). “Techniques for evaluation training programs”. Journal of American Society for
Training Directors, 13, pp. 28-32.
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Reasons for Evaluating Training

Determine ifif program


„„ Determine program met
metobjectives
objectives
Determine trainee’s
„„ Determine trainee’s reaction
reaction to
toprogram
program
contentand
content and administration
administration
Determine benefits
„„ Determine benefits // costs
costsof
of program
program
Help select
„„ Help select the
thebest
best program
program

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Factors in Choosing an
Evaluation Design

Size of
„„Size of program
program
Purpose
„„Purpose
Implications ifif program
„„Implications program fails
fails
Company norms
„„Company norms
Costs of
„„Costs of conducting
conducting evaluation
evaluation
Speed needed
„„Speed needed in
in obtaining
obtaining data
data on
on
program effectiveness
program effectiveness

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6
Three Phases of Socialization

•Anticipatory socialization: development of


expectations about the company, job, working
conditions, and interpersonal relationships (realistic job
preview)

•Encounter: individuals beginning new jobs will


always experience shock and surprise

•Settling in: employees begin to feel comfortable


with their job demands and social relationships
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Cross-Cultural Preparation
Educating employees (expatriates) and their
families who are to be sent to a foreign country

PHASES
•Predeparture Phase: language training, info
about new country’s culture & customs

•On-site training: continued orientation


•Repatriation: preparing expatriates for return to
parent company and country
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Comparison between Training


and Development
ƒ Training - Designed to provide the
knowledge and skills needed for a
particular job.

ƒ Development - Involves learning that


goes beyond today's job. It has a more
long-term focus

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7
Comparison between Training
and Development

Training Development

Focus Current Future


Use of work
experience Low High

Goal Preparation for Preparation


current job for changes
Participation Required Voluntary

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Career Management Process


Action
Plans

Goal
Setting
Reality - devise short-
Check and long-term
Self- developmental
- feedback on plans
Assessment
skills, knowledge
- determine
career interests,
values, aptitudes

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Employee Development
Experiences
Promotion Vertical assignments
Lateral moves
- job rotation - delegation of more
- lateral transfers significant tasks

Enlargement
Job
of current job Transfers
Rotation
experiences

Temporary
Downward move assignment
with another
organization

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8
Special Issues

Melting the
„„Melting the Glass
Glass Ceiling
Ceiling

Succession Planning
„„Succession Planning

Dysfunctional Managers
„„Dysfunctional Managers

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