Human Resource
Management

ESSENTIAL PERSPECTIVES
© 2005 Southwestern College Publishing. All rights reserved.
PowerPoint Presentation
by Truong Thi Lan Anh
Human Resource Training and
Development
Section 4
Robert L. Mathis  John H. Jackson
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–2
Learning Objectives
After you have studied this section, you should be
able to:
– Define training and discuss why a strategic approach is
important.
– Discuss the four phases of the training process.
– Identify three types of training need analyze (TNA).
– Describe internal, external, and e-learning as training
delivery approaches.
– Discuss several career issues that organizations and
employees face.
– Define
human resource development
, and describe the
development process.
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–3
Nature of Training
 Training
– A process whereby people acquire capabilities to

aid in the achievement of organizational goals.
• Includes both hard and soft skills
– Poorly trained employees may perform poorly and
make costly mistakes.
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–4
Training and Organizational Strategy
 Benefits of Strategic Training
– HR and trainers partner with operating managers to solve
problems, and to make contributions to organizational results.
– Managers are less likely to think that training alone can solve
performance problems.
– Training as a Revenue Source: Marketing training with or alongside
products can contribute significantly to a firm’s revenues.
 Organization Competitiveness and Training
– Training makes organizations more competitive.
– Training helps retain valuable employees.
– Training helps accomplish organizational strategies.
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh
9–5
FIGURE 9-2 Linking Organizational Strategies and Training
Source: Based on ideas from Lisa A. Burke and Joseph V. Wilson III.
Training and Organizational Strategy
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–6
Types of
Training
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–7
Typical Division of HR Responsibilities: Training
Figure 9–2
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–8
Developing Strategic Training Plans

 Effective training efforts consider the following
questions:
– Is there really a need for the training?
– Who needs to be trained?
– Who will do the training?
– What form will the training take?
– How will knowledge be transferred to the job?
– How will the training be evaluated?
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–9
Training Process
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–10
Sources of Training Needs Assessment
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–11
Establishing Training Objectives
 Gap Analysis
– The distance between where an organization is with
its employee capabilities and where it needs to be.
 Types of Training Objectives
– Knowledge: Impart cognitive information and
details to trainees.
– Skill: Develop behavior changes in how job and
tasks are performed.
– Attitude: Create interest and awareness of the
training importance.
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–12
Elements of Training Design
Figure 9–6
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–13
Learning: The Focus of Training
 Learner Readiness

– Ability to learn
• Learners must possess basic skills (3Rs)
– Motivation to learn
• Learners must desire and value training
– Self-efficacy
• Learners must believe that
they can successfully learn
the training content

© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–14
Learning Styles
Adult Learning Principles
Have need to know why they are learning something.
Have need to be self-directed.
Bring more work-related experiences into the process.
Employ a problem-solving approach in the experience.
Are motivated by both extrinsic and intrinsic factors.
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–15
Learning Practices
 Active Practice
– The performance of job-related tasks and duties by
trainees during training
 Spaced Practice
– Several practice sessions spaced over a period of
hours or days
 Massed practice
– Performance of all the practice at once.
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–16
Learning: Behaviors
 Behavior Modeling

– Copying someone else’s behavior by observing how
another person deals with a problem.
 Reinforcement
– Law of effect states that people tend to repeat
behaviors that are rewarded and avoid behaviors
that are punished.
 Immediate Confirmation
– Reinforcement and feedback are most effective
when given as soon as possible after training.
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–17
Course Types and Training Expenditures
Figure 9–7
Source: Mark E. Van Buren, ASTD State of the Industry Report,
2001 (Alexandria, VA: ASTD, 2001), 13. Used with permission.
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–18
Training Delivery: Considerations
 Nature of training
 Subject matter
 Number of trainees
 Individual vs. team
 Self-paced vs. guided
 Training resources/costs
 E-learning vs. traditional learning
 Geographic locations
 Time allotted
 Completion timeline
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–19
FIGURE 9-7

Methods

Companies Use
to Deliver
Training
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–20
Internal Training
 Informal Training
– Training that occurs through interactions and
feedback among employees.
 On-the-Job Training (OJT)
– Based on a guided form of training known as
job
instruction training (JIT)
– Problems with OJT
• Poorly-qualified or indifferent trainers
• Disruption of regular work
• Bad or incorrect habits passed on
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–21
Stages of On-the-Job Training
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–22
Internal Training
 Cross-Training
– Is training people to do more than one job.
– Increases flexibility and development
 Challenges of Cross-Training
– Is not favored by employees
– Threatens unions with loss of job jurisdiction and
broadening of jobs
– Requires different scheduling during training
– Causes loss of productivity as people learn
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–23

External Training
 Reasons for External Training
– Less expensive to outsource training
– Insufficient time to develop training
– Lack of expertise
– Advantages of interacting with outsiders
 Outsourcing of Training
– Cost and greater emphasis on internal linking of
training to organizational strategies, and other issues.
– Increasing popularity of vendor training/certification
– Government-supported job training
– Educational assistance programs
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–24
Combination Training Approaches
Forms of Cooperative Training
School-to-Work
Transition
Apprentice
Training
Internship
© 2008 Southwestern College Publishing. All rights reserved. Lan Anh 9–25
Combination Training Approaches (cont’d)
Instructor-Led Training
Classroom
Training
Conference
Training
Corporate
“Universities”