INDUSTRIAL ORGANIZATION DESIGN AND HRM

TRAINING

Mathis, R.L., Jackson, J. H. (2008),”Human Resource Management, Thomson South-

Western, 12th Ed.

Prepared by: Mohamad Toha

 MAJOR TOPICS OF ORGANIZATIONAL DESIGN AND HRM

1. INTRODUCTION TO INDUSTRIAL 6. HUMAN RESOURCE ENVIRONMENT

ORGANIZATION DESIGN AND HRM
7. PLANNING AND RECRUITMENT
2. EFFECTIVE ORGANIZATION
8. SELECTION AND PLACEMENT
3. BASIC FORMS OF ORGANIZATION STRUCTURE
9. TRAINING
4. SPAN OF CONTROL AND HYRARCHY
10. ASSESSMENT AND DEVELOPMENT
5. THE INFLUENCES STRATEGY AND
ENVIRONMENT 11. COMPENSATION

6. ORGANIZATION AND BUSINESS PROCESS 12. SPECIAL TOPICS

AGENDA

WHAT IS TRAINING AND STRATEGIC APPROACH TO TRAINING

THE FOUR PHASES OF THE TRAINING PROCESS

THREE TYPES OF ANALYSES USED TO DETERMINE TRAINING NEEDS

DIFFERENT MEANS OF INTERNAL AND EXTERNAL TRAINING DELIVERY

THE IMPORTANCE OF E-LEARNING AS PART OF CURRENT TRAINING

EFFORTS

FOUR LEVELS OF TRAINING EVALUATION

3
WHAT IS TRAINING AND STRATEGIC APPROACH
TO TRAINING
WHAT IS TRAINING?
• PROCESS WHEREBY PEOPLE ACQUIRE CAPABILITIES TO
PERFORM JOBS
• TRAINING PROVIDES EMPLOYEES WITH SPECIFIC,
IDENTIFIABLE KNOWLEDGE AND SKILLS FOR USE IN THEIR
PRESENT JOBS.
• TRAINING MAY INCLUDE:

HARD SKILL: SOFT SKILL:

SALES REPRESENTATIVES HOW TO INCLUDE COMMUNICATING,
USE INTRANET RESOURCES, A MENTORING, MANAGING A
BRANCH MANAGER HOW TO MEETING, AND WORKING AS PART
REVIEW AN INCOME STATEMENT, OF A TEAM
OR A MACHINIST APPRENTICE HOW
TO SET UP A DRILL PRESS
TRAINING CATEGORIES
REQUIRED AND REGULAR • COMPLIES WITH VARIOUS MANDATED LEGAL REQUIREMENTS AND IS GIVEN TO
TRAINING: ALL EMPLOYEES (E.G., NEW EMPLOYEE ORIENTATION)

JOB/TECHNICAL • ENABLES EMPLOYEES TO PERFORM THEIR JOBS WELL (E.G., PRODUCT

TRAINING: KNOWLEDGE, TECHNICAL PROCESSES AND PROCEDURES)

INTERPERSONAL AND
• ADDRESSES BOTH OPERATIONAL AND INTERPERSONAL PROBLEMS AND SEEKS TO
PROBLEM-SOLVING IMPROVE ORGANIZATIONAL WORKING RELATIONSHIPS
TRAINING:

DEVELOPMENTAL AND • PROVIDES LONGER-TERM FOCUS TO ENHANCE INDIVIDUAL AND

ORGANIZATIONAL CAPABILITIES FOR THE FUTURE (E.G., BUSINESS PRACTICES,
CAREER TRAINING: EXECUTIVE DEVELOPMENT, ORGANIZATIONAL CHANGE, LEADERSHIP).
TYPES OF TRAINING

INTERPERSONAL AND REQUIRED AND

DEVELOPMENTAL
JOB AND TECHNICAL REGULAR SAFETY
AND CAREER PROBLEM SOLVING COMPLIANCE

BUSINESS TRENDS
CUSTOMER SERVICE DRIVING PROVISIONS
STRATEGIC THINKING COMMUNICATIONS
EQUIPMENT OPERATIONS WAGE AND HOUR RULES
LEADERSHIP WRITING SKILLS
RECORD-KEEPING NEEDS EMPLOYEE ORIENTATION
CHANGE MANAGEMENT TEAM RELATIONSHIPS
TELECOMMUNICATIONS BENEFITS ENROLLMENT
CAREER PLANNING COACHING SKILLS
IT SYSTEMS SEXUAL HARASSMENT
PERFORMANCE PROBLEM ANALYSES
PRODUCT DETAILS PREVENTION
MANAGEMENT CONFLICT RESOLUTION
TRAINING AND ORGANIZATIONAL STRATEGY
• TRAINING REPRESENTS A SIGNIFICANT HR EXPENDITURE BUT TOO
OFTEN VIEWED TACTICALLY RATHER THAN STRATEGICALLY
• STRATEGIC TRAINING IS LINKED TO HOW THE ORGANIZATION
ACCOMPLISHES ITS ORGANIZATIONAL GOALS.
• THE BENEFIT OF STRATEGIC TRAINING:
1. FIRST, ENABLES HR AND TRAINING PROFESSIONALS AND OPERATING
MANAGERS TO HELP SOLVE THEIR PROBLEMS, AND MAKE SIGNIFICANT
CONTRIBUTIONS TO ORGANIZATIONAL RESULTS.
2. A STRATEGIC TRAINING MIND-SET REDUCES THE LIKELIHOOD OF
THINKING THAT TRAINING ALONE CAN SOLVE MOST EMPLOYEE OR
ORGANIZATIONAL PROBLEMS.
LINKING ORGANIZATION STRATEGIES AND TRAINING
ORGANIZATION COMPETITIVENESS AND
TRAINING
• TRAINING AND HR DEVELOPMENT EFFORTS ARE INTEGRAL TO
BUSINESS SUCCESS.
• IN A SENSE, FOR THESE COMPANIES, TRAINING IS SIMILAR TO THE
“CONTINUOUS IMPROVEMENT” PRACTICED BY SOME
MANUFACTURING FIRMS
STRATEGIC TRAINING
• COMPETITIVE ADVANTAGE
• KNOWLEDGE MANAGEMENT
• TRAINING AS REVENUE SOURCE
• PERFORMANCE CONSULTING, TRAINING SOULD BE BUNDLE IN
• FOCUSING ON IDENTIFYING AND ADDRESSING ROOT CAUSES OF
PERFORMANCE PROBLEMS
• RECOGNIZING THAT THE INTERACTION OF INDIVIDUAL AND
ORGANIZATIONAL FACTORS INFL UENCES EMPLOYEE PERFORMANCE
• DOCUMENTING THE ACTIONS AND ACCOMPLISHMENTS OF HIGH
PERFORMERS AND COMPARING THEM WITH ACTIONS OF MORE TYPICAL
PERFORMER
TRAINING COMPONENTS

• 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?
CASE-1
THE FOUR PHASES OF THE TRAINING PROCESS
FOUR PHASES OF TRAINING PROCESS
1. TRAINING NEED ASSESSMENT
2. TRAINING DESIGN
3. TRAINING DELIVERY
4. EVALUATION
THREE TYPES OF ANALYSES USED TO DETERMINE
TRAINING NEEDS
TRAINING NEED ASSESSMENT
ESTABLISH TRAINING OBJECTIVE PRIORITY
• WHAT SHOULD BE TRAIN
• KNOWLEDGE: IMPART COGNITIVE INFORMATION AND DETAILS TO TRAINEES.
• SKILL: DEVELOP BEHAVIOR CHANGES IN HOW JOBS AND VARIOUS TASK
REQUIREMENTS ARE PERFORMED.
• ATTITUDE: CREATE INTEREST IN AND AWARENESS OF THE IMPORTANCE OF
TRAINING.
• PRIORITY: MANAGEMENT LOOKS AT TRAINING NEEDS IN RELATION
TO STRATEGIC ORGANIZATIONAL PLANS AND AS PART OF THE
ORGANIZATIONAL CHANGE PROCESS
TRAINING DESIGN
THREE PRIMARY CONSIDERATIONS IN
DESIGNING TRAINING

• LEARNING READINESS
• LEARNING STYLE
• LEARNING TRANSFER
LEARNING READINESS

1. ABILITY TO LEARN MUST POSSESS BASIC SKILLS

AND SUFFICIENT COGNITIVE ABILITIES,
2. MOTIVATION TO LEARN,
3. SELF-EFFICACY, PERSON’S BELIEF THAT HE OR
SHE CAN LEARN
LEARNING STYLES
1. ADULT LEARNING,
a. ACTIVE PRACTICE OCCURS WHEN TRAINEES PERFORM JOB-RELATED TASKS AND DUTIES
DURING TRAINING
b. SPACED PRACTICE IS PRACTICE PERFORMED IN SEVERAL SESSIONS SPACED OVER A PERIOD
OF HOURS OR DAYS
c. MASSED PRACTICE IS PRACTICE PERFORMED ALL AT ONCE
2. BEHAVIOR MODELING, COPYING SOMEONE ELSE’S BEHAVIOR
3. REINFORCEMENT AND IMMEDIATE CONFIRMATION,
a. REINFORCEMENT, BASED ON THE IDEA THAT PEOPLE TEND TO REPEAT RESPONSES THAT
GIVE THEM SOME TYPE OF POSITIVE REWARD AND AVOID ACTIONS ASSOCIATED WITH
NEGATIVE CONSEQUENCES.
b. IMMEDIATE CONFIRMATION, BASED ON THE IDEA THAT PEOPLE LEARN BEST IF
REINFORCEMENT AND FEEDBACK ARE GIVEN AS SOON AS POSSIBLE AFTER TRAINING
DESIGNING TRAINING FOR TRANSFER

TRANSFER OCCURS WHEN TRAINEES ACTUALLY USE ON THE

JOB WHAT KNOWLEDGE AND INFORMATION THEY
LEARNED IN TRAINING.
DIFFERENT MEANS OF INTERNAL AND EXTERNAL
TRAINING DELIVERY
TRAINING DELIVERY
INTERNAL TRAINING

• INFORMAL TRAINING: TRAINING THAT OCCURS THROUGH

INTERACTIONS AND FEEDBACK AMONG EMPLOYEES
• ON-THE-JOB TRAINING: TRAINING ON THE JOB
• CROSS TRAINING: TRAINING PEOPLE TO DO MORE THAN
ONE JOB.
STAGE FOR ON THE JOB TRAINING
EXTERNAL TRAINING
• TRAINING THAT TAKES PLACE OUTSIDE THE EMPLOYING
ORGANIZATION
• WHY ?:
• LESS EXPENSIVE
• NO INSUFFICIENT FOR INTERNAL TRAINING
• THE HR STAFF MAY NOT HAVE THE NECESSARY LEVEL OF EXPERTISE
• HAVING EMPLOYEES INTERACT WITH MANAGERS AND PEERS
• TYPE:
• OUTSOURCING OF TRAINING
• GOVERNMENT-SUPPORTED JOB TRAINING
• EDUCATIONAL ASSISTANCE PROGRAMS
COMBINATION TRAINING APPROACHES

• COOPERATIVE TRAINING COOPERATIVE TRAINING

APPROACHES MIX CLASSROOM TRAINING AND ON-THE-
JOB EXPERIENCES
• APPRENTICE TRAINING
• INTERNSHIP
• INSTRUCTOR-LED CLASSROOM AND CONFERENCE
TRAINING
Case
• Select an Organization
• Design a training program
THE IMPORTANCE OF E-LEARNING AS PART OF
CURRENT TRAINING EFFORTS
E-LEARNING

• E-LEARNING USE OF THE INTERNET OR AN ORGANIZATIONAL

INTRANET TO CONDUCT TRAINING ON-LINE
• DISTANCE TRAINING/LEARNING
• SIMULATIONS AND TRAINING
• BLENDED LEARNING, INTERACTIVE COMPUTER-BASED LESSONS
AND TELECONFERENCING WITH TRADITIONAL CLASSROOM
INSTRUCTION AND SIMULATION
ADVANTAGE AND DISADVANTAGE
FOUR LEVELS OF TRAINING EVALUATION
FOUR LEVEL OF TRAINING EVALUATION

• REACTION
• LEARNING
• BEHAVIOR
• RESULT
TRAINING-EVALUATION METRIX

• COST-BENEFIT ANALYSIS, COMPARISON OF COSTS AND

BENEFITS ASSOCIATED WITH TRAINING.
• RETURN ON INVESTMENT ANALYSIS
• BENCHMARKING
TRAINING EVALUATION DESIGN

• POST MEASURE

• PRE/POST MEASURE

• PRE/POST MEASURE WITH CONTROL GROUP

CASE-2
• BASED ON YOUR TRAINING PROGRAM, PLEASE DESIGN YOUR
TRAINING EVALUATION.
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