Human Resource

Development

Chapter Nine
 Chapter Outline

• Human Resource Development: An

Introduction
• The Needs Assessment Phase
• The Design and Development Phase
• The Evaluation Phase
• Human Resoruce Development in the
Future

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 Human Resource
Development: An Introduction

• U.S. firms spend more than $50 billion

on employee training annually
• Training is offered to:
– new hires and current employees
– promoted employees
– managers
– customers

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 Training and Strategy

• Training enhances individual and

organizational performance
• Training facilitates employee retention
and progression
• Training enables strategy
implementation
• Training may be needed for new
technologies
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 Figure 9.1 The Instructional
Systems Design Model

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Methods of Needs Assessment

• Gathering Data
– Search of existing records
– Individual interviews
– Group interviews
– Questionnaires
– Performance tests
– Written tests
– Assessment centers
– Observation
– Collection of critical incidents
– Job analysis
– Task Analysis

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 Organizational Analysis Level
of Needs Assessment

• Is the training consistent with the

organization’s goals, strategy, and
culture?
• Will employees be able to transfer
trained skills to their jobs?
• How will training impact other units?
• Which training program has priority?

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Job and Task Analysis Level of
Needs Assessment

• What tasks must be performed?

• What knowledge, skills, and abilities are
required to do these tasks?
• Which tasks must be trained, when, and
where?

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 Individual Analysis Level of
Needs Assessment

• Who needs to be trained?

• What do these people already know
about job tasks?
• What is their level of basic skills?
• How varied are the trainees?
• How motivated are the trainees?

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 Specifying Behavioral
Objectives

• What will the trainee be able to do at

the end of training?
• Under what conditions?
• How well?
• “Type a correctly formatted one page
business letter using Word 2000, with
one or fewer errors, in 30 minutes.”
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 Preconditions for Learning

• Trainee Readiness
– prerequisite experience or background
– required basic skills
• Trainee Motivation
– choice to attend
– training is relevant to career goals
– self-set goals for training performance
– enhanced self-efficacy expectations
• persuasion, modelling, enactive mastery

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 Transfer of Training to the Job

• Maximize similarity of training and job settings

• Teach principles underlying the behavior
• Lots of practice in many scenarios
• Enhance end-of-training self-efficacy
• Action planning, relapse prevention
• Provide opportunities to perform trained behaviors on
the job
• Job aids and reminders
• Supervisor support for training

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 On-The-Job Training

• May be haphazard or carefully structured

• Relevance and trainee motivation are usually high
• Trainers should be trained and use checklists to
assure nothing is missed
• Trainees should be assessed and certified when
competent
• Apprenticeship programs combine on and off the
job training

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 Selecting Training Methods

• Consider:
– Cost
– Size of group
– Facilities (space, AV)
– Need for variety and active involvement
– Trainee expectations
– Trainer skills and preferences
– Match of method with training content

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 Some Training Methods

• Role play
• Case study
• Game or simulation
• Lecture
• Group discussion
• Reading, self-study manual
• Videotape
• Teleconferencing
• Computer-based training

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 High Tech Training

• Computer delivered training via CD-Rom,

Company intranet, Internet
• May be delivered with or without a live trainer
available to assist
• Learning may be faster on average than for
classroom training
• Not well suited for teaching “soft” skills
• Logistical advantages in training delivery,
evaluation, and record keeping

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 Figure 9.5 Management
Development: How Managers Learn
 Management Development
Systems

• Should feature on the job challenges

and mentoring as well as classroom
programs
• Commonly include an Action Learning
Project
• Should be closely tied to business
needs
• Are often based on competency models
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 Table 9.13 New Employee
Orientation

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Figure 9.6
Four
Levels of
Traning
Evaluation

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 Evaluation Designs

• One-Shot Posttest-Only Design

– train---measure
• One-Group Pretest-Posttest Design
– measure---train---measure
• Multiple-Baseline Design
– measure---measure---train---measure---measure
• Pretest-Posttest Control-Group Design
– measure---train---measure
– measure------------measure

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 Utility of Training Programs

• Assess total dollar value of benefits from

training:
– How much better are trained employees
than they were before training?
– What is the dollar value of this
improvement per person, per year?
– What is the life of the trained skills?
– How many people were trained?
• Subtract costs of delivering training

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 Review

• Human Resource
Development: An Introduction
• The Needs Assessment Phase
• The Design and Development Phase
• The Evaluation Phase
• Human Resource Development in the
Future

Copyright © Houghton Mifflin Company. All rights reserved. 9–23