Training

1. Training MANA 3320 Dr. Jeanne Michalski

2. Training and Development and Other HRM Functions

3. T&D in the U.S. • Estimated $16 billion to $55 billion annually. • 1% of payroll are best estimates for large companies. • 93% of establishments have formal training programs • 50% of all employees experience some kind of company-sponsored training program in last 12 mos. • Steady increase technical training and the % of employees trained over last 10 years. • Most common types of training are new employee orientation and supervisory / managerial training.

4. Training vs. Development • Training is a planned effort by companies to facilitate the learning of job-related competencies. • Focus on current job • Mainly required on company time • Development is the formal education, job experiences, and background that prepares employees for future jobs. • Focus on future jobs and preparation for change • More generally applicable skills • May be on company time or voluntary on employee’s own time.

5. Adult Learning Theory • Adults need to know why they are learning something. • Adults desire to be self-directed. • Adults bring more work-related experiences to the learning situation. • Adults enter into a learning experience with a problem-solving orientation. • Adults are motivated by both extrinsic and intrinsic motivators.

6. Training Design • Implications of Adult Learning Theory • Mutual planning and collaboration in instruction. • Use learner experience as a basis for examples and applications. • Develop instruction based on learner’s interests and competencies. • Immediate application of content. • Problem-centered rather than subject centered learning. • Formal vs. Informal Training • Most powerful learning experiences come on-the-job • Informal training difficult to manage.

7. Training Process Program Design Needs Assessment Training Implementation Evaluation

8. Phase 1 Needs Analysis Organizational Analysis: Strategic Direction / Managerial Support / Resources • Skills Requirements • Current jobs • Future initiatives • Employee Skills • Current Employees • New Hires

9. 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.

10. Principles of Learning Focus on learning and transfer Goal setting - What’s the value? Meaningfulness of presentation Behavioral modeling Recognition of individual learning differences

11. 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

12. Training Delivery • Classroom instruction • By far the most common means of instruction • Videotapes • On-the-job training • Formal – job shadowing / apprenticeships • Informal – job rotation • CBT – Computer-Based Training • Technical skills • Business simulation • EPSS – Electronic Performance Support – Job Aid • Simulations

13. Virtual Reality Prepares Soldiers for Real War "There's been a huge change in the way we prepare for war” says retired Rear Adm. Fred Lewis. "Live training on the field is still done, of course," but, he adds, "using simulations to train them is not only natural, it's necessary.“ In the mid-1990s, David Bartlett, the former chief of operations at the Defense Modeling and Simulation Office, created "Marine Doom," the military version of the original "Doom." The simulation was conducted in a lab with six PCs networked together. It served as a precursor for more expensive, highly immersive, state-of-the-art military simulation centers and PC labs. Some, like “Asymmetric Warfare” largely train soldiers how to coordinate complicated missions. Think of it as a sort of military "EverQuest" that can be played by multiple people in multiple places at the same time. With the Indoor Simulated Marksmanship Trainer, soldiers train to shoot their weapons by holding a rifle that looks like an M16, except it fires a laser and the target is a giant screen. Washington Post 2.14.06

14. Topics of Training Programs • Technical Training • Customer Service • Sales/Negotiation • Leadership • Professional Skills • Business Writing • Time Management • Company Processes • Performance Appraisal • Systems • … and many more

15. Training Methods for Nonmanagerial 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

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

17. Training Methods for Employees • E-Learning • Learning that takes place via 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 (just-in-time learning) • Provides continuously updated training materials

18. Electronic Training Methods for Employees • Learning Management Systems (LMS) • are “virtual learning environments” • Can assess the skills of employees • Can register them for courses • Can deliver interactive learning modules directly to their desktops when they need or want them • Can evaluate and track their progress, and determine when they are ready to be promoted

19. Training Methods for Nonmanagerial Employees • 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. For example: One of the more common ways to train pilots

20. Methods for Management Development • On-the-Job Experiences • Seminars and Conferences • Case Studies • Management Games • Role Playing • Behavior Modeling

21. On-the-Job Experiences • Coaching • Understudy Assignment • Job Rotation • Lateral Transfer • Special Projects • Action Learning • Staff Meetings • Planned Career Progressions

22. Case Studies • The use of case studies is most appropriate when: • Analytic, problem-solving, and critical thinking skills are most important. • The KSAs are complex and participants need time to master them. • Active participation is desired. • The process of learning (questioning, interpreting, and so on) is as important as the content. • Team problem solving and interaction are possible.

23. Behavior Modeling • Behavior Modeling • An approach that demonstrates desired behavior and gives trainees the chance to practice and role-play those behaviors and receive feedback. • Involves four basic components: • Learning points • Model • Practice and role play • Feedback and reinforcement

24. Corporate University • Over 1000 companies have corporate universities. • GE’s Crotonville • Hamburger University • Vary from traditional training programs to offering all types of degrees. • Combination of designed instruction and partnering with universities.

25. Phase 4: Evaluating the Training Program • Level 1 – did they enjoy the training • “Smile sheets” • Level 2 – did they learn anything • Pre and post tests • Follow-up evaluations • Level 3 – did they transfer new skills to the job • Depends on the work environment • Needs support of boss and co-workers • Level 4 – did the training impact the business • Detailed ROI study • Seldom straightforward

26. Level 1: Reactions • Participant Reactions • The simplest and most common approach to training evaluation is assessing trainees. • Potential questions might include the following: • What were your learning goals for this program? • Did you achieve them? • Did you like this program? • Would you recommend it to others who have similar learning goals? • What suggestions do you have for improving the program? • Should the organization continue to offer it?

27. Level 2: Learning • Checking to see whether they actually learned anything. • Pre and Post Testing -Testing knowledge and skills before beginning a training program gives a baseline standard on trainees that can be measured again after training to determine improvement. • However, in addition to testing trainees, test employees who did not attend the training to estimate the differential effect of the training.

28. Level 3: Behavior • Transfer of Training • Effective application of principles learned to what is required on the job. • Maximizing the Transfer of Training • Feature identical elements • Focus on general principles • Establish a climate for transfer. • Give employees transfer strategies

29. Level 4: Results, or Return on Investment (ROI) • Measuring the Utility of Training Programs • Calculating the benefits derived from training: • How much did quality improve because of the training program? • How much has it contributed to profits? • What reduction in turnover and wasted materials did the company get after training? • How much has productivity increased and by how much have costs been reduced?

30. Level 4: Results or Return on Investment (ROI) • Return on Investment • Viewing training in terms of the extent to which it provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change. • ROI = Results/Training Costs • If the ROI ratio is >1, the benefits of the training exceed the cost of the program • If the ROI ratio is <1, the costs of the training exceed the benefits.

31. Calculating Training ROI: Examples If the ROI ratio is >1, the benefits of the training exceed the cost of the program, and if the ratio is <1, the costs of the training program outweigh the benefits. Example 1: A program to train new machine operators costs $15,000 to develop and implement. After completing the training program, the average number of parts produced each year increased by 3,000, and the profit on each new part is $10, producing a net result of $30,000. ROI = $30,000/$15,000 = 2 Example 2: A safety program costs the company $25,000 to develop and implement. One year later, there had been a small decrease in accidents, saving the company a total of $10,000. ROI = $10,000/$25,000 = 0.4 In Example 1, the program resulted in a ROI of 2, indicating that the benefits of the program outweigh its cost. However, in Example 2, the ROI was only 0.4, indicating that the costs of the program outweigh the benefits.

32. ROI Impact Study Program Title: Preventing Sexual Harassment at Healthcare, Inc. Target Audience: All employees through group meetings (6,844) Fully-loaded Program Costs: $277,987 Level 1: Overall Rating 4.11 out of 5 Level 2: 65% Increase in post-test versus pre-test Skill practice demonstration Level 3: 96% conducted meetings 4.1 out of 5 on behavior change survey 68% complete all action items 92% complete some Level 4: Turnover reduction $2,840,632 Complaint reduction $360,276 Total improvement $3,200,908 / Program Cost $277,987 ROI 1,051%