Transcript
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