Training-and-development-培训与发展chapter1

Chapter1TraininginOrganizationsTrainingprovidesemployeeswiththeknowledgeandskillstoperformmoreeffectively.Thisallowsthemtomeetcurrentjobrequirementorpreparesthemtomeettheinevitablechangesthatoccurintheirjobs.However,trainingisonlyanopportunityforlearning.Whatislearneddependsonmanyfactors,suchasthedesignandimplementationoftraining,themotivationandlearningstyleofthetrainees,andthelearningclimateoftheorganization.TraininggoalsandrolesTrainingisalsopartofanintegratedsysteminwhichperformanceismeasuredagainstcriteria(bestpracticesbenchmarks)thataretiedtostrategicobjectives.Trainingisusedextensivelytohelpemployeeunderstandhowtheycanassistinmeetingcooperativeobjectives.TraininggoalsandrolesAbusinessmustinteractwithitsenvironmentandthusitisanopensystem.Opensystemshavedynamicrelationshipwiththeirenvironment,butclosedsystemdonotinteractwiththeirenvironment.Inputsfromtheenvironmentkeepsthesystemactive.Theenvironmentalinputsaretransformedintooutputsbythesystem’sprocesses.TrainingasanopensystemInputProcessOutputOpenSystemSystem’sExternalEnvironmentTrainingasanopensystemTrainingisasubsystemwithinthelargerHumanResourceUnit,whichisitselfasubsystemofthecompany.InputProcessOutputTraining’sOrganizationalEnvironmentMissionStrategyStructurePoliciesProceduresFinanceResourcesPeopleProductsTechnologyTrainingSubsystemOrgNeedsEmployeeNeedsBudgetEquipmentStaffAnalysisDesignDevelopmentImplementationEvaluationKnowledgeSkillAttitudeMotivationJobPerformanceAtrainingprocessmodelTrainingshouldbeviewedasasetofintegratedprocessesinwhichorganizationalandemployeeneedsareanalyzedandrespondedtoinarational,logicalandstrategicmanner.Whentrainingisconductedinthismanner,theorganizationwillimprove,thevalueoftrainingwillincreaseandfurtherinvestmentintrainingislikelytooccur.AtrainingprocessmodelThetrainingprocessbeginswithsometypeoftriggeringevent.AtriggeringeventoccurswhenapersonwithauthoritytotakeactionrecognizesthatActualOrganizationalPerformance(AOP)islessthantheExpectedOrganizationalPerformance(EOP).TriggeringEvent=AOPEOPAnalysisPhaseInaTNA,bothtrainingandnontrainingneedsareidentified.Aneffectivetrainingsystembeginswiththeidentificationoftheorganization’strainingneeds.Theseneedwillcreateaperformancegap(AOPislessthanEOP).Performancegapcanbecurrentorfutureoriented.Thingssuchasprofitabilityshortfalls,lowlevelofcustomersatisfactionorexcessivescrapareallexamplesofcurrentperformancegap.Anothertypeofperformancegapisfutureoriented.Here,thecompanyisseenaslikelytoperformpoorlyinthefutureunlesschangesaremade.Onceaperformancegapexists,thecausemustthenbedetermined.AnalysisPhaseInadequateKSAresultsintrainingneeds.Otherreasonsforperformancegapssuchasmotivationalissuesetcarenontrainingneedsandrequiresadifferentsolution.Intheanalysisphase,thecauseofperformancegapisidentified,seperatingKSAfromnonKSAcauses.ThoseperformancegapscausedbyKSAdeficienciesareidentifiedas“Trainingneeds”becausetrainingisthesolution.Analysisphaseattachesprioritiestothetrainingneedsthatareidentified.Notallneedswillhavesamelevelofimportanceforthecompany.Thisprocessofdatagatheringandcausalanalysistodeterminewhichperformanceproblemsshouldbeaddressedbytrainingistheanalysisphaseofthetrainingphases.DesignPhaseTrainingneedsidentifiedintheanalysisphaseinadditiontoareasofconstraintsandsupportisinputstodesignphase.Animportantoutputfromthedesignphaseisthedevelopmentoftrainingobjectivesthatprovidespecificdirectionforwhatwillbetrainedandhow.Theseobjectivesspecifytheemployeeandorganizationaloutcomesthatshouldbeachievedasaresultoftrainingandbecomeinputstotheevaluationphase.Anotherpartinthedesignprocessisidentifyingthefactorsneededinthetrainingprogramtofacilitatelearninganditstransferbacktothejob,includingidentifyingalternativemethodsofinstruction.DevelopmentPhaseProgramdevelopmentistheprocessofformulatinganinstructionalstrategytomeetasetoftrainingobjectives.Theinstructionalstrategyconsistsoftheorder,timing,andcombinationofmethodsandelementsusedinthetrainingprogram.Inputstothisphaseareprovidedbydesignphaseandoutputsarespecificcontent,instructionalmethods,materials,equipment'sandmedia,manuals,andfacilitiesintegratedintoatrainingplandesignedtoachievethetrainingobjectives.Theseoutputsofthedevelopmentphaseserveasinputstotheimplementationphase.ImplementationPhaseAllaspectsofthetrainingprogramcometogetherduringtheimplementationphase.However,itisamistaketoassumethateverythingwillhappenasplanned.Therefore,itisusefultoconductadryrunandevenapilotoftheprogram.EvaluationPhaseEvaluationobjectivesaretheoutcomesofdesignphaseandbecomeinputstotheevaluationphase.Anotherinputisorganizationalconstraints.Time,moneyandstaffallaffecthowtrainingisevaluated.Twotypesofevaluationareuseful.Processevaluation–Howwellaparticularprocessachieveditsobjectives.Outcomeevaluation–Evaluationconductedattheendoftrainingtodeterminetheeffectsoftrainingonthetrainee,jobandorganization.Thiskindofevaluationusesthetrainingobjectivesasstandard.Challengesandopportunitiesfortraining•Aligningtrainingwithbusinessstrategy.•Changingdemographics.•Knowledgeworkers