Bài giảng Human resource managemen - Chapter 5: Training Employee - Ngô Quý Nhâm

that will help 
the organization 
hi it l
developing training to 
meet specified needs.
ac eve  s goa s.
• HR professionals 
approach training   
through instructional 
design.
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Figure 7.1:
St fages o  
Instructional 
Design
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Learning Management System
• Learning management system (LMS): a         
computer application that automates the 
administration development and delivery of,  ,       
training programs.
• LMS is being used by organizations to carry 
out the instructional design process more 
efficiently and effectively.
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Needs Assessment
• Needs assessment: the process of evaluating 
the organization, individual employees, and 
employees’ tasks to determine what kinds of 
i i iftra n ng,   any, are necessary.
• Needs assessment answers three questions:
1. Organization –What is the context in which training 
will occur?
2 Person – Who needs training?.
3. Task – What subjects should the training cover?
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Needs Assessment: Organization Analysis
• Organization analysis: a process for       
determining the appropriateness of training 
by evaluating the characteristics of the           
organization.
• The organization analysis looks at training           
needs in the light of:
th i ti ’ t t– e organ za on s s ra egy,
– resources available for training, and
’ f
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– management s support  or training activities.
Needs Assessment: Person Analysis
• Person analysis: a process of determining           
individuals’ needs and readiness for training.
• It involves answering three questions:       
1. Do performance deficiencies result from a lack 
of knowledge skill or ability?  ,  ,   
2. Who needs training?
3 A th l d f t i i ?. re  ese emp oyees rea y  or  ra n ng
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Needs Assessment: Task Analysis
• Task analysis: the process of identifying and             
analyzing tasks to be trained for.
• To carry out the task analysis the conditions          ,     
in which tasks are performed are looked at.
Th i t d i t f th j b– e equ pmen  an  env ronmen  o   e  o
– Time constraints
f d– Sa ety consi erations
– Performance standards
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Table 7.1: Sample Items from a Task 
Analysis Questionnaire
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Test Your Knowledge 
• An examination of the causes of performance             
deficiencies in a group or individual is called:
A Organizational analysis.  
B. Task analysis
C Person analysis.  
D. Needs analysis
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Test Your Knowledge 
• Training most effectively addresses:     
A. Motivation problems
B Skill and ability deficiencies.      
C. Lack of performance feedback
D L k f t d j b. ac  o  resources  o  o  o
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Readiness for Training
• Readiness for training: a combination of           
employee characteristics and positive work 
environment that permit training.
• The necessary employee characteristics:
– Ability to learn the subject matter
– Favorable attitudes toward the training
–Motivation to learn
• A positive work environment encourages 
learning and avoids interfering with training.
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Table 7.2: What Managers Should Do to 
Support Training
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Planning the Training Program
• Planning begins with establishing objectives for         
the training program.
• Based on those objectives the planner decides:      ,     
– Who will provide the training
What topics the training will cover–          
– What training methods to use
How to evaluate the training–        
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Characteristics of Effective
Training Objectives
• They include a statement of:
–What the employee is expected to do
– The quality or level of acceptable performance
– The conditions under which the employee is to 
apply what he or she learned
h i l d bl f• T ey  nc u e measura e per ormance 
standards.
Th id tif th d d t• ey  en y  e resources nee e   o carry 
out the desired performance or outcome.
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Your Experience
• What types of training have you taken?           
A. Classroom/Presentation
B Hands on. ‐
C. Team training
D C bi ti. om na on
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Table 7.3: Categories of Training Methods
Method Techniques Applications
Presentation methods:
trainees receive 
information provided by 
th
Lectures, workbooks, CD‐
ROMs, DVDs, podcasts, 
Web sites
Conveying facts or 
comparing alternatives
o ers
Hands‐on‐methods:
trainees actively involved 
in trying pot skills
On‐the‐job learning, 
simulations, role‐plays, 
computer games
Teaching specific skills: 
showing how skills are 
related to job or how to                   
handle interpersonal issues
Group‐building methods:
trainees share ideas and 
Group discussions, 
experiential programs, 
Establishing teams or work 
groups; managing 
experiences, build group 
identities, learn about 
interpersonal relationships 
and the group
team training performance of teams or 
workgroups
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Training Methods
Classroom 
Instruction
Audiovisual 
Training
Action 
Learning
Training
Computer‐
Based 
Training
Team 
Training
Methods
On‐the‐Job 
Training
Experiential 
Programs
Simulations
Business 
Games &
Behavior 
Modeling
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Case 
Studies
Figure 7.2: Use of Instructional Methods
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Table 7.4: Typical Jobs for Apprentices and 
Interns
APPRENTICESHIP INTERNSHIP
Bricklayer Accountant
Carpenter Doctor
Electrician Journalist
Plumber Lawyer
Printer Nurse
Welder
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Implementing the Training Program: 
Principles of Learning
• Employees are most likely to learn when training is 
linked to their current job experiences and tasks.
• Employees need a chance to demonstrate and 
h h h l dpractice w at t ey  ave  earne .
• Trainees need to understand whether or not they are 
succeeding.
• Well‐designed training helps people remember the 
content.
• Written materials should have an appropriate 
reading level.
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Table 7.5: Ways That Training Helps 
Employees Learn
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Figure 7.3: Measures of Training Success
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Test Your Knowledge 
• The most effective way to measure employee             
satisfaction with training is _______ and 
learning acquired is     _______.
A. Survey; pre‐post test with control group
B Post test; survey. ‐  
C. Cost‐benefit analysis; pre‐post test
D Inter ie managers cost benefit anal sis. v w  ;  ‐   y
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Applications of Training
Orientation of New Employees
Di it T i ivers y  ra n ng
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Orientation of New Employees
• Orientation: training • The objectives of 
designed to prepare 
employees
orientation programs 
include making new 
– to perform their jobs 
effectively,
l b t th i
employees familiar with 
the organization’s rules, 
li i d– earn a ou   e r 
organization, and
– establish work 
po c es, an  
procedures.
relationships.
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Table 7.6: 
Content of a     
Typical 
Orientation 
Program
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Diversity Training
• Diversity training: training designed to change           
employee attitudes about diversity and/or 
develop skills needed to work in a diverse               
workforce.
• These programs generally emphasize either       
– attitude awareness and change, or
b h i h– e av or c ange
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Your Experience
• Have you ever participated in Diversity           
Training?
A=Yes B=No   
• What was it like?
• Why did the organization offer it?
• What were the goals of the program?
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Test Your Knowledge 
• What type of diversity training tends to bring               
about better business results?
A Training focused on awareness and changing.            
attitudes
B Training focused on behaviors and skills.          
C. It doesn’t matter, research shows all diversity 
training is good for the organization         
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Summary
• Organizations need to establish training programs           
that are effective.
– They teach what they are designed to teach.
– They teach skills and behaviors that will help the 
organization achieve its goals.
O i i h h h i i l– rgan zat ons create suc  programs t roug   nstruct ona  
design.
• This process begins with a needs assessment            .
• The organization then ensures readiness for training.
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Summary (continued)
• Next the organization plans a training program,             
implements the program, and evaluates the results.
• Needs assessment consists of an organization 
analysis, person analysis, and task analysis.
• Readiness for training is a combination of employee 
characteristics and positive work environment that 
permit training.
• Planning begins with establishing objectives for the 
program.
7‐37
Summary (continued)
• Based on the objectives, the planner decides:
– Who will provide the training
– What topics the training will cover
– What training methods to use
– How to evaluate the training
Th i i h d l d h ld b l d• e tra n ng met o s se ecte  s ou   e re ate  to 
the objectives and content of the training program.
• Training methods may include presentation methods          , 
hands‐on methods, or group‐building methods.
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Summary (continued)
• Implementation should apply principles of learning.
• Effective training communicates learning objectives, 
presents information in distinctive and memorable 
d h l l k h bways, an   e ps trainees  in  t e su ject matter to 
their jobs.
• Evaluation of training should look for transfer of               
training by measuring whether employees are 
performing the tasks taught in the training program.
• Assessment of training also should evaluate training 
outcomes.
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Summary (continued)
• Organizations should provide for orientation because           
no matter how realistic the information provided 
during employment interviews and site visits, people 
feel shock and surprise when they start a new job, 
and they need to learn the details of how to perform 
th j be  o .
• Diversity training is designed to change employee 
attitudes about diversity and/or develop skills           
needed to work with a diverse workforce.
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