Training the Work Force
MABE- Economics of HRM
Instructor: Dr. Sununta Siengthai
s.siengthai@ait.ac.th
Objectives:
Training vs. Development
Challenges in Training:
1. Is training the solution to the problem?
2. Are the goals of training clear and realistic?
3. Is training a good investment?
4. Will the training work?
Managing the Training
Process:
The training process consists of a 3
phases:
1. Need assessment.
2. Development and conduct of training.
3. Evaluation
Fig. 1 The Training Process:
Needs Assessment Phase:
- Organization Needs
- Task Needs
- Person Needs
Development and Conduct
of Training:
- Location
- Presentation
- Type
Evaluation
Source: Luis R. Gomez-Meijia: David B. Balkin; and Robert L. Cardy (1998) Managing Human Resources.
The Assessment Phase:
It is important to keep in mind that when we talk about the
worker as the source of performance problems, we are not
referring only to deficiencies in such hard areas as knowledge,
skills, and abilities directly connected to the job. Deficiencies
can occur in such soft areas as diversity, ethics, and AIDS
awareness. These too require training to correct.
Clarifying the Objectives
of Training:
- Each objective should relate to one or more of the KSAs
identified in the task analysis, and should be challenging,
precise, achievable, and understood
by all.
- Whenever possible, objectives should be stated in behavioral
terms and the criteria for judging the training program00
effectiveness should flow directly from the behavioral
objectives.
Fig. 2 Example of Development of Behavioral
Training Objectives
Overall Objective Increase Interpersonal
Sensitivity
Specific Content Listening Skills Feedback Skills
Dimensions
Example Behavioral 1. Supervisor summarizes 1. Sup. Describes
Objectives key points of action plan the issue in concrete
at end of discussion. Terms.
2. Sup. Does not interrupt 2. Sup. Attacks the
the speech of others. Problem, not the
performer.
3. Sup. Provides an estimate 3. Sup. Provides
of how long before a request feedback in a timely
can be filled. Fashion.
The Training and Conduct
Phase:
The Training and Conduct
Phase:
Off-the-Job Training
Presentation Options:
- Slides and videotapes,
- Teletraining
- Computers,
- Simulations,
- Virtual Reality,
- Classroom Instruction and Role-Plays
Fig. 3 Potential Advantages of Computer-Based
Training
Content:
1. Job-related - for jobs that involve computer duties, the training may
match the work situation. For jobs that aren00 computer intensive, the
computer training medium can still closely match the actual work
environment.
2. Flexible - changes in procedure or equipment can be easily accommo-
dated with a computer
program.
Process:
3. Self-paced - Trainees can learn at their own pace.
4. Easily distributed - it can be easily distributed electronically over a
network or on disks.
5. Standardized - it means that material is covered in a uniform way
regardless of time, place, instructor, etc.
6. Available - Trainees can start a computerized session whenever they
want to.
7. Self-sufficient - Trainees control the learning process without direction
from supervisors, peers, or others.
Fig. 3 - Potential Advantages of Computer-Based Training
(contd.)
8. Individualized - Computerized training can be programmed so that
trainees can
skip sections that they have already mastered.
Outcomes:
9. Learning - Computer-based training has been found to result in
levels of learning that are equal to or higher than more traditional
approaches to training.
10. Costs - Computerized training costs more to develop but is much
cheaper to deliver than traditional training ( because of reduced
training time and elimination of travel).
11. Time - Time savings of 40 to 60% are commonly reported with
computerized training.
Types of Training
1. Skills Training
2. Retraining
3. Cross-functional training
4. Team training
5. Creativity training
6. Literacy training
7. Diversity Training
8. Crisis Training
9. Customer Service Training
Job Aids
- are external sources of information, such as pamphlets and
reference guides, that workers can access quickly when they
need help in making a decision
or performing a specific task.
- The use of job aids is growing rapidly for a few reasons:
1. Job aids reduce the need to memorize many details and
therefore decrease errors and bolster efficiency.
2. Although job aids can00 replace formal training programs, they
can supplement training and help ensure that the training
transfers back to the job.
3. They are relatively inexpensive and can be developed and
delivered quickly.
Fig. 4 Steps to Skill Improvement at
IBM
1. Build in commitment
- Gain support of management
2. Thoroughly analyze the problem
- Is it important?
- What is the real problem?
3. Gain line support
4. Develop training strategies
- Is there more than one group of employees that needs
training?
- Design materials appropriate to each group00 needs and
motivation levels.
5. Develop motivational strategies
- Take steps to heighten awareness of issues.
- Signal importance of issue through measurement and
recognition programs.
Team Training
Fig. 5 Techniques to Increase
Creativity
1. Analogies and metaphors
2. Free Associations
3. Personal Analogy
4. Mind Mapping
Employee Orientation
NEC
One of the largest electronics corporations in the world employing
over 115,000 people. It manufactures
15,000 different products.
In 1980, NEC created the NEC Institute for International Studies
with the sole purpose of internationalizing NEC employees. The
Institute seeks to :
1. Integrate companywide international education.
2. Develop and support overseas personnel.
3. Provide management education in Japan for NEC00
expatriate managers.
4. Accumulate and make effective use of international
management know-how
5. Integrate foreign language training with the management
training.
Today, NEC strongly supports an active, companywide learning environ-
ment. The emphasis is not so much to concentrate on core products as
on core competencies, abilities, and skills.
