MGTO 231 Human Resources Management

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MGTO 231Human Resources Management

• Training Development I
• Dr. Kin Fai Ellick WONG

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Prologue

• Nature (??) vs. Nurture (??) debate
• Nature
• Ability and performance are inborn
  characteristics
• Effort and learning do not have significant
  effects on ability and performance
• Nurture
• Ability and performance are the results of effort
  and learning

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• The nature view suggests
• Recruitment and Selection is the key to make an
  organization successful
• More resources should be allocated to Recruitment
  and Selection
• The nurture view suggests
• Training and Development is the key to make an
  organization successful
• More resources should be allocated to Training
  and Development

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Strengthening human resources

• To increase person-job and person-organization
  fit, two elements can be introduced after
  selection
• Socialization (one of the components in the
  recruitment processes)
• Training and development

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• Socialization
• to shape the employees values to be consistent
  with the organizations
• Increases person-organization fit
• Training development
• to shape the employees skills and abilities for
  the desired jobs
• Increases person-job fit

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Training vs. development

• Training
• The process of providing employees with specific
  skills or helping them correct deficiencies in
  their performance
• Machine operations, understanding and executing
  the work processes, computer programming, and use
  of software, etc.

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• Development
• An effort to provide employees with the abilities
  the organization will need in the future

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Training versus Development
Training
Development
Focus Scope Time Frame Goal
Current job Individual employees Immediate Fix
current skill deficit
Current and future jobs Work group or
organization Long term Prepare for future work
demands
Source Managing Human Resources, 4th Edition,
p.260
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The training process

• General goals of training
• To increase job performance, improve morale, and
  increase an organizations potential
• Usually it involves three phases
• Needs assessment
• Development and conducting of training
• Evaluation

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The Training Process

• Needs Assessment Phase
• Organization needs
• Task needs
• Person needs

• Development and
• Conduct of Training
• Location
• Presentation
• Type

Evaluation
Source Managing Human Resources, 4th Edition,
p.265
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Needs assessment

• Managers determine the problems or needs that the
  training must address
• That is, to determine if training is needed, and
  if so, to provide the information required to
  design the training program
• Usually involves three levels of analysis
• Organizational, task, and person

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Levels of assessment

• Organizational analysis
• To identify both overall organizational needs and
  levels of support for training
• Examines broad factors such as the organizations
  culture, mission, business climate, and structure
• Plays a major role to determine whether training
  is needed, if so, which types of training will be
  offered

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• Task analysis
• Purpose is to determine which jobs require
  training
• Examination of the job to be performed
• Focuses are on duties and task of jobs in the
  organization (information from job analysis is
  appropriate for this purpose)

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• Person analysis
• Determines which employees need training by
  examining how well employees are carrying out the
  tasks that make up their jobs
• Particularly, when there is employee with
  performance that does not meet the standard
• This information can be obtained after
  performance evaluations

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• The output of the assessment phase
• Clear and specific training objectives
• They should be challenging, precise, achievable
  and understood by all
• Stated in behavioral terms, and evaluations are
  based on observable and measurable behaviors

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The training and conducting phase

• Executing the training programs
• Training can be varied in the following
  dimensions
• Location of training
• Types of training
• Media of training

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Location of training

• On the job vs. off the job
• On-the-job training
• The trainee works in the actual work setting
• Under the guidance of experienced workers,
  supervisors, or trainers
• Off-the-job training
• Training is conducted through other media
• Problems in skill transfer

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Types of training

• Skills training
• Train particular skills that are important for
  good job performance
• see the textbook for an excellent example about
  IBM telephone service
• Retraining
• A subset of skill training
• It focuses on the skills employees need to keep
  pace with their jobs changing requirements
• E.g., new software or programming languages

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• Cross-functional training
• Training employees to perform operations in areas
  other than their assigned job
• E.g., job rotation
• Team training
• Creativity training
• To improve workers innovative potential, assuming
  that creativity can be learned

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• Literacy training
• The mastery of basic skills such as reading,
  writing, arithmetic, and their uses in problem
  solving
• Diversity training
• Teach employees about specific cultural and sex
  differences
• Crisis training
• Designed to deal with potential accidents
• Firemen in Hong Kong

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Media of training

• Slides and videotapes
• Teletraining
• Computers
• Computer-aided-instruction
• Classroom instructions and role plays

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• Simulations
• A device or situation that replicates job demands
  at an off-the-job site
• Virtual reality
• A kind of simulation
• Replicate the entire real-life working
  environment in real time

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• See the exercise