chap001

Slide 2: 

1 Chapter Introduction to Employee Training and Development

Introduction (1 of 3) : 

Introduction (1 of 3) Boston Pizza International, Bowater’s Coated and Specialty Paper Division, Americredit, and Home Depot illustrate how training can contribute to companies’ competitiveness Competitiveness – refers to a company’s ability to maintain and gain market share in an industry

Introduction (2 of 3) : 

Introduction (2 of 3) Although they are in different types of businesses, they each have training practices that have helped them gain a competitive advantage in their markets Issues affecting companies and influencing training practices: customer service employee retention and growth doing more with less quality and productivity

Introduction (3 of 3) : 

Introduction (3 of 3) The training practices have helped Boston Pizza International, Bowater’s Coated and Specialty Paper Division, Americredit, and Home Depot: grow the business, and improve customer service, by providing employees with the knowledge and skills they need to be successful

Human Resource Management : 

Human Resource Management Refers to the policies, practices, and systems that influence employees’: behavior attitudes performance HRM practices play a key role in attracting, motivating, rewarding, and retaining employees

What is training? : 

What is training? Training – refers to a planned effort by a company to facilitate employees’ learning of job-related competencies The goal of training is for employees to: master the knowledge, skill, and behaviors emphasized in training programs, and apply them to their day-to-day activities

High-Leverage Training : 

High-Leverage Training Linked to strategic goals and objectives Uses an instructional design process to ensure that training is effective Compares or benchmarks the company’s training programs against training programs in other companies Creates working conditions that encourage continuous learning

Continuous Learning (1 of 2) : 

Continuous Learning (1 of 2) Continuous Learning – requires employees to understand the entire work system including the relationships among: their jobs their work units the entire company

Continuous Learning (2 of 2) : 

Continuous Learning (2 of 2) Employees are expected to: acquire new skills and knowledge apply them on the job share this information with other employees Managers take an active role: in identifying training needs helping to ensure that employees use training in their work

Training and Performance : 

Training and Performance Emphasis on high-leverage training has been accompanied by a movement to link training to performance improvement Training is used to improve employee performance This leads to improved business results

Training and Performance: Today’s Emphasis (1 of 2) : 

Training and Performance: Today’s Emphasis (1 of 2) Providing educational opportunities for all employees An on-going process of performance improvement that is directly measurable not one-time training events The need to demonstrate the benefits of training to executives, managers, and trainees

Training and Performance: Today’s Emphasis (2 of 2) : 

Training and Performance: Today’s Emphasis (2 of 2) Learning as a lifelong event senior management, training managers, and employees have ownership Training used to help attain strategic business objectives helps companies gain a competitive advantage

Training Design Process : 

Training Design Process Conducting Needs Assessment Ensuring Employees’ Readiness for Training Creating a Learning Environment Ensuring Transfer of Training Developing an Evaluation Plan Select Training Method Monitoring and Evaluating the Program

Instructional System Design (ISD) : 

Instructional System Design (ISD) Refers to a process for designing and developing training programs There is not one universally accepted ISD model ISD process should be: systematic flexible enough to adapt to business needs

Assumptions of ISD Approaches (1 of 2) : 

Assumptions of ISD Approaches (1 of 2) Training design is effective only if it helps employees reach instructional or training goals and objectives Measurable learning objectives should be identified before training

Assumptions of ISD Approaches (2 of 2) : 

Assumptions of ISD Approaches (2 of 2) Evaluation plays an important part in: planning and choosing a training method monitoring the training program suggesting changes to the training design process

Forces Influencing the Workplaceand Training: (1 of 2) : 

Forces Influencing the Workplaceand Training: (1 of 2) Globalization Need for leadership Increased value placed on knowledge Attracting and retaining talent Customer service and quality emphasis

Forces Influencing the Workplaceand Training: (2 of 2) : 

Forces Influencing the Workplaceand Training: (2 of 2) Changing demographics and diversity of the work force New technology High-performance models of work systems Economic changes

Core Values of Total Quality Management (TQM) (1 of 2) : 

Core Values of Total Quality Management (TQM) (1 of 2) Methods and processes are designed to meet the needs of internal and external customers Every employee in the company receives training in quality Quality is designed into a product or service so that errors are prevented from occurring, rather than being detected and corrected

Core Values of TQM (2 of 2) : 

Core Values of TQM (2 of 2) The company promotes cooperation with vendors, suppliers, and customers to improve quality and hold down costs Managers measure progress with feedback based on data

Categories and Point Values for the Malcolm Baldrige National Quality Award Examination : 

Categories and Point Values for the Malcolm Baldrige National Quality Award Examination

Skills Needed to Manage a Diverse Work Force: (1 of 2) : 

Skills Needed to Manage a Diverse Work Force: (1 of 2) Communicating effectively with employees from a wide variety of backgrounds Coaching, training and developing employees of different ages, educational backgrounds, ethnicities, physical abilities, and races

Skills Needed to Manage a Diverse Work Force: (2 of 2) : 

Skills Needed to Manage a Diverse Work Force: (2 of 2) Providing performance feedback that is free of values and stereotypes based on gender, ethnicity, or physical handicap Creating a work environment that allows employees of all backgrounds to be creative and innovative

How Managing Cultural Diversity Can Provide Competitive Advantage : 

How Managing Cultural Diversity Can Provide Competitive Advantage

Use of new technology and work design needs to be supported by specific HRM practices: (1 of 2) : 

Use of new technology and work design needs to be supported by specific HRM practices: (1 of 2) Employees choose or select new employees or team members Employees receive formal performance feedback and are involved in the performance improvement process Ongoing training is emphasized and rewarded Rewards and compensation are linked to company performance

Use of new technology and work design needs to be supported by specific HRM practices: (2 of 2) : 

Use of new technology and work design needs to be supported by specific HRM practices: (2 of 2) Equipment and work processes encourage maximum flexibility and interaction between employees Employees participate in planning changes in equipment, layout, and work methods Employees understand how their jobs contribute to the finished product or service

Comparison of Training Investment Leaders and Benchmark Companies (1 of 2) : 

Comparison of Training Investment Leaders and Benchmark Companies (1 of 2)

Comparison of Training Investment Leaders and Benchmark Companies (2 of 2) : 

Comparison of Training Investment Leaders and Benchmark Companies (2 of 2)

Roles of Trainers : 

Roles of Trainers Strategic Adviser Systems Design and Developer Organization Change Agent Instructional Designer Individual Development and Career Counselor Coach / Performance Consultant Researcher

Slide 31: 

Who Provides Training? Who Is In Charge of Training?