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Comm 4BI3 Week 1 - Intro, T&D Process, and Org Learning Handout

McMaster University
Uploaded: 5 years ago
Contributor: candy101
Category: Human Resources
Type: Lecture Notes
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Filename:   Comm 4BI3 Week 1 - Intro, T&D Process, and Org Learning Handout.ppt (716 kB)
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Commerce 4BI3 Training & Development Week 1 Introduction: The Training & Development Process Organizational Learning Dr. W. H. Wiesner DeGroote School of Business McMaster University RJC-233/DSB-410 © Dr. W.H. Wiesner, 2018 Contact Information Professor Dr. W. H. Wiesner Office: RJC-233/DSB-410 wiesner@mcmaster.ca Tel.: 905-525-9140, Ext. 20692 (RJC) 23985 (DSB) Office Hours: Wednesdays 10:00-11:20 a.m. or by appointment Teaching Assistant Farnaz Ghaedipour, MBA ghaedipf@mcmaster.ca Tel.: 905-525-9140, Ext. 27493 © Dr. W.H. Wiesner, 2018 Announcements: Text Text: Saks, A.M. & Haccoun, R.R. (2016). Managing Performance Through Training and Development (7th ed.). Scarborough, ON: Nelson Canada. The text has a companion website accessible to those who purchase new editions of the text (info with text) Students who have an older version can access the website at: http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0176507337&template=NELSON Includes: Quizzes for each chapter Other materials © Dr. W.H. Wiesner, 2018 Announcements: Avenue to Learn Log on to “Avenue to Learn” for course content, lecture notes, and other materials and information (you will need a MAC ID): http://avenue.mcmaster.ca. © Dr. W.H. Wiesner, 2018 Announcements: Lecture Notes Abbreviated lecture notes will be made available on-line on Avenue to Learn. Not all the slides covered in class will be made available on-line and not all the material covered in class will be on slides. Therefore, if you miss a class it’s important to get notes from someone else. © Dr. W.H. Wiesner, 2018 Course Components Midterm Exam: Oct. 15 (in-class) 30% Final exam (scheduled by Registrar) 35% Group Paper (Dec. 3) 20% Class Presentation (TBD) 10% Class Participation/Attendance 5% © Dr. W.H. Wiesner, 2018 Exams Multiple-Choice Exam material will be taken from both lectures and the text. Not everything in the text will be covered in the lectures and not everything in the lectures is covered in the text. However, you will be responsible for everything in both the lectures and the text. © Dr. W.H. Wiesner, 2018 Exams: Content Not all the slides covered in class will be made available on-line (although most will be). The lecture slides will normally contain bullet points. However, exam questions will usually ask for information about the bullet points as discussed in class, not for the bullet points themselves. Thus, just reviewing the lecture slides will be inadequate preparation for the exams (i.e., you need to take notes). © Dr. W.H. Wiesner, 2018 Group Assignment You will be asked to form groups of about 5 – 6 students each in the next few weeks. Please exchange contact information with your group so you can contact each other. Each group is to: submit a group paper (15 – 20 pages) by December 5 and make a class presentation (usually on the same topic as paper) All group members will receive the same mark, so choose your group members wisely. © Dr. W.H. Wiesner, 2018 Group Assignment (Cont’d) Select a topic within the domain of Training & Development and research the relevant literature and information on the topic. Topics can broad, involving a training technique (e.g., use of simulators), training of a specific group (e.g., firefighters), or specific training content (e.g., safety training) OR they can be specifically focussed on a narrow topic (e.g., the use of simulators to provide safety training to firefighters). © Dr. W.H. Wiesner, 2018 Possible Topics for Group Assignment: (a) Training Procedures Orientation/On-Boarding Behaviour Modelling Programmed Instruction and/or Computer-Assisted Instruction, etc. Simmulations and/or Games Coaching and/or Mentoring Job Rotation Lab/T-Group/Sensitivity Training Lectures and/or Demonstrations Action Learning Job Instruction Training Apprenticeships Use of Learning Principles Individual Differences Sequencing Feedback Overlearning Practice/Repetition Encoding/Retention Etc. © Dr. W.H. Wiesner, 2018 Possible Topics for Group Assignment (b) Specific Groups Managers/Supervisors Raters (e.g. Performance) Trainers Salespersons Police/Firefighters Military Plumbers/Electricians Labourers/Construction Assembly Line Workers Etc. (c) Training Topics/Content Safety Training Cross-Cultural/International Behavioural Self-Modelling Goal Setting Leadership Socialization/Orientation Interpersonal Skills Teamwork Skills Decision-Making/Problem-Solving Etc. © Dr. W.H. Wiesner, 2018 Assignment/Presentation Topics Training Techniques/Methods/Procedures E.g., Simulations Training Specific (Occupational) Groups E.g., Firefighters Training Topics/Content E.g., Safety Training Combination of Two or Three of the Above E.g., Using Simulators to provide Safety Training for Firefighters © Dr. W.H. Wiesner, 2018 Group Presentation Purpose: develop presentation skills and provide hands-on experience with various training techniques. Evaluated on the basis of structure and clarity of the presentation, eye contact and audibility, effective use of presentation aids, and interaction with and involvement of the class (not content) Ideally, each group will present a different topic (i.e., I may have to allocate topics on a first-come, first-served basis if two different groups wish to present on the same topic) © Dr. W.H. Wiesner, 2018 Group Presentations: Evaluation Clarity of Presentation (Logical, Easy to Follow and Understand) Audibility & Eye Contact (minimize reading) Effective Use of Presentation Aids (legible font size and contrast) Structure (Integration of Presentation/ Exercises/Demonstrations - Flow, Balance Transitions Make Sense, Overview) Class Interaction/Involvement © Dr. W.H. Wiesner, 2018 Group Presentation: Content The presentations will not be graded on content but I will provide feedback on the content to be used in improving your written paper. The content of your presentation need not be exactly the same as the content of your paper. You might find it beneficial to focus on particular aspects of your topic in the presentation (e.g., the most interesting or controversial parts), rather than trying cram everything into about 30 minutes of presentation time. Your group will have 50 minutes in total, including presentation, activities/exercises, and Q&A © Dr. W.H. Wiesner, 2018 Group Presentations (Cont’d) Each group will have 50 minutes for its presentation. Plan to present for 30 to 40 minutes so that you have some time for questions and answers at the end You might wish to integrate activities, exercises, video clips, etc. I have slotted 3 weeks (9 class periods) for the presentations, so there will be a maximum of 9 group presentations. © Dr. W.H. Wiesner, 2018 Paper Content Described in detail in course outline Make sure you draw on research (found in research journals – see course outline) to discuss the relative effectiveness of the training methods used (i.e., compared to other possible methods) Practitioner Journals, on-line articles (non-academic), case studies, or interviews should be used to supplement or illustrate – they should not be the main content of your paper (and certainly not the only content) © Dr. W.H. Wiesner, 2018 Group (Individual) Paper You may submit a group or an individual paper (15-20 pages) – on Avenue (Turnitin.com scan) The paper may be based on the group presentation (I will provide feedback on the presentation content) Your paper may draw on interviews, newspaper, magazine, or non-academic online sources but a significant component should come from academic research journals (electronic search resources are available through McMaster Library) – see details in course outline © Dr. W.H. Wiesner, 2018 Class Participation/Attendance 5% is allotted for participation/attendance to encourage class attendance: 0.5 % per class over 10 lecture classes – not counting the day of the midterm exam (i.e., you may miss one class – including today) without losing attendance marks. Class attendance is strongly encouraged because the material covered in class will substantially augment what is available in the text. © Dr. W.H. Wiesner, 2018 Class Participation/Attendance (Continued) Moreover, based on the results of numerous studies (and my own experience), class attendance is strongly related to grades, regardless of students’ feelings concerning the merits of class attendance. Therefore, by not attending classes, you are hurting your own academic performance. Beware the post-midterm overconfidence effect! © Dr. W.H. Wiesner, 2018 Class Schedule WEEK DATE ASSIGNMENT 1 Sept. 10 Introduction & Organization: Training & Development Function (Ch. 1 & 2) 2 Sept. 17 Learning & Motivation (Ch. 3) 3 Sept. 24 Training Needs Analysis & Training Design (Ch. 4 & 5) 4 Oct. 1 Training Implementation, Delivery, & Transfer (Ch. 9 & 10) 5 Oct. 8 Midterm Recess – No Classes 6 Oct. 15 Midterm Exam (in class) – No lecture (Chapters 1-5 and 9 & 10) 7 Oct. 22 Training Methods I (Ch. 6 & 7) 8 Oct. 29 Training Methods II (Chapters 8 & 14) 9 Nov. 5 Training Program Evaluation & Cost-Benefits Analysis (Ch. 11 & 12)  10 Nov. 12 Training Programs – Special Topics & Training Trends/Best Practices (Ch. 13 & 15) 11 Nov. 19 Group Presentations of Special Topics 12 Nov. 26 Group Presentations of Special Topics 13 Dec. 3 Group Presentations of Special Topics (& Wrap-up) © Dr. W.H. Wiesner, 2018 Notetakers needed in Comm. 4BI3 Visit: https://sas.mcmaster.ca/notetaking/#notetaking-for-others What’s the difference between education and training? University vs. College University Knowledge: universal truth, broad knowledge, deeper understanding Innovation: thinking, integrating knowledge, creativity, problem solving, innovation College Focus on the “how to” rather than the “why” Knowledge: job-or-task specific knowledge (applied) Skills: specific job skills What’s the difference between training and development? Development looks at the future (long term) Short term vs. long term Specific vs. general © Dr. W.H. Wiesner, 2018 Training TRAINING IS A PLANNED (i.e., intentional, systematic) ACTIVITY CONDUCTED BY AN ORGANIZATION TO FACILITATE THE ACQUISITION (i.e., learning) AND TRANSFER TO THE JOB OF RELEVANT BEHAVIOURS (i.e., Knowledge, Skills, Attitudes, etc.) BY MEMBERS OF THE ORGANIZATION (i.e., trainees) IN ORDER TO HELP ACHIEVE ORGANIZATIONAL GOALS. © Dr. W.H. Wiesner, 2018 What asset has the strongest impact on organizational performance? What ppl produce and what ppl do (human capital) © Dr. W.H. Wiesner, 2018 Human Capital Human Capital is the value of Human Resources – people who work for an organization. The value comes from the knowledge, skills, and abilities (KSAs) that people possess. Some of the KSAs are brought into the organization at time of selection. However, many of these KSAs are developed through training and development. Human capital is vital for organizational performance. © Dr. W.H. Wiesner, 2018 Increase skill set of org by hiring ppl with those skills Average Annual Expenditure for Employee Training Canada ranks 20th out of 60 countries in ranking of employee training as a high priority (down from 12th place in 2002) © Dr. W.H. Wiesner, 2018 T&D in Canada Just over half of workers (56 percent) have access to employer-sponsored training; 44 percent have no access Part-time, temporary workers and those less educated and older are less likely to receive training; as well as those employed in small- and medium-sized organizations © Dr. W.H. Wiesner, 2018 Less time spent training older workers b/c assumption that they will not be around as long Training Investment per Employee by Industry © Dr. W.H. Wiesner, 2018 - Sectors that don’t require a lot of skill (manufacturing, transportation, etc.) don’t get a lot of training - Health and education have assumption that educational system has trained ppl in these fields, so employer not req’d to provide much additional training - Non-profit provides most training to employees Tertiary (Post-Secondary) Education by Country for Selected OECD/G20 Countries (Percent) © Dr. W.H. Wiesner, 2018 More than 50% Cdns have college diploma or university degree Expectation is that the gov’t provides much of the training/education Canadians on avg have higher level of training than other countries Why are Cdn companies not spending the resources that companies in other developed countries are spending on training and development? Canada has more ppl working in primary industries Cdn orgs rely more on gov’t funded training and education systems Cdn orgs see training as a cost rather than an investment Cdn orgs fail to think in terms of SYSTEMS © Dr. W.H. Wiesner, 2018 Training as Part of a System Recruitment & Selection Training Performance & Reward Systems Management & Supervisory Practices Procedures & Practices Financing & Finances Material Resources Marketing, Sales & Service Organizational Performance Training affects organizational performance INDIRECTLY rather than directly You can’t just train someone and then expect their performance to be diff Indirect relationship through org activities Model of a Simple (Heating) System Input Transformation Output © Dr. W.H. Wiesner, 2018 - Bottom box in diagram is feedback mechanism that indicates if this process is working. Is the training system doing what it is supposed to do? - Ex. When temp drops below a certain level, the furnace turns on - Input is employees to be trained, transformation is training process, and output is effective, well-performing employees that contribute to org productivity Training Systems Model Organization Analysis Task Analysis Person Analysis NEEDS ANALYSIS TRAINING DESIGN AND DELIVERY Training Objectives Training Content Training Methods Learning Principles TRAINING EVALUATION Evaluation Criteria Evaluation Design © Dr. W.H. Wiesner, 2018 Who Gets Trained? New Employees Experienced Employees Who are Promoted Experienced Employees Whose Jobs Change Due to: New Technology New Procedures Restructuring/Reengineering Employees Experiencing Problems with Performance © Dr. W.H. Wiesner, 2018 - Poor performance not always resolved by training - Behavioural/motivational problem better solved by job dismissal than training The Context of Training & Development Demographic Changes – ex. Aging pop’n (ppl are staying in the workplace longer than they used to) Diffs b/w generations in terms of learning ability Older ppl take longer to learn how to use technologies, difficulty learning causes problems w/ training Some companies don’t train older workers and just wait for them to retire High Technology and Job Complexity Shift from Manufacturing to Service & Information Industries Global Markets & Competition – moving ppl to other locations around the world, need to train on languages, how to integrate into diff cultures Training Technology Accountability – make sure that training serves the needs of the org Strategy – training is no longer just an activity, it now helps the org become more productive/effective and achieve its strategies The Learning Organization Acquiring Experiences Observing and Reflecting on Experiences Forming Understanding and Generalizing from Experiences – know what works with one company and not others Testing New Ideas and Generating More Experiences A Learning Organization is one that facilitates learning by its members and continuously transforms itself by: - When ppl leave a company, with them goes their knowledge and connections/relationships they had - When someone leaves, it is best to have a transition period - Have ppl constantly work together so that more than one person knows everything - Ensure that information is written down so that replacement employee gets knowledge transfer The Learning Organization (cont'd) Learning results in continual Improvements in: Work systems Products Services Teamwork Management practices A more successful organization © Dr. W.H. Wiesner, 2018 Components of a Learning Organization Personal Mastery (Individual Learning) Building a Shared Vision of the Future Mental Models (correct images & assumptions) – what are we, who are we, ppl need to have same company vision Team Learning Systems Thinking Systematic Problem Solving – work together as a group to do what we do better Experimentation & Learning From Experience – reward for trying instead of punishment for not doing well Transferring Explicit and Tacit Knowledge (Documentation & Dissemination) © Dr. W.H. Wiesner, 2018

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