Developing and Training Human Resources in Organizations (Prenticee Hall Series in Human Resources)

by Wexley, Kenneth N.; Latham, Gary P.

• ISBN13: 9780130894977
• ISBN10: 0130894974
• Edition: 3rd
• Format: Paperback
• Copyright: 2001-09-25
• Publisher: Pearson

Summary

A member of the AWL Series on Managing Human Resources! Using real-world examples to close the gap between theory and practice, the authors focus on a systematic process of identifying training needs, building programs based on job information, and evaluating training in terms of objectives. Look for thorough but concise treatment of today's key training issues, such as goal-setting theory, new legal thinking, and the training of minorities.Organizational factors affecting training and development, identifying training needs, maximizing the trainee's learning, evaluating training programs, on- and off-site training methods, developing and training leaders, theoretical approaches, management and executive development, societal concerns.For human resource generalists and specialists in the private and public business sectors.

Table of Contents

Preface	xi
Introduction	1	(14)
Purposes of Training and Development	2	(3)
Popularity of Training and Development	5	(4)
The Relationship of Training and Development to Other Human Resource Functions	9	(1)
Overview of the Book	10	(2)
Final Comments	12	(3)
The Organizational Role of the Training Specialist	15	(26)
Considerations in Organizing the Training Department	16	(3)
The Organization's Corporate Strategy	16	(1)
Organization Structure	17	(1)
Technology	18	(1)
Attitude Toward Training	18	(1)
A Financial Approach to Training	19	(2)
Selecting the Training Staff	21	(3)
Training the Trainer	24	(4)
Maintaining Ongoing Managerial Support	28	(2)
Legal Aspects of Training and Development	30	(7)
Americans with Disabilities Act	37	(1)
Final Comments	38	(3)
Identifying Training Needs	41	(35)
Organization Analysis	42	(8)
Task Analysis	50	(14)
Job Description	50	(2)
Task Identification	52	(9)
KSA Identification	61	(1)
Course Objectives	61	(2)
Design of Program	63	(1)
Content Validity	63	(1)
Individual Analysis	64	(8)
Step 1	65	(4)
Step 2	69	(3)
The Final Product: A Training Plan	72	(1)
Final Comments	73	(3)
Maximizing the Trainee's Learning	76	(51)
Trainability	76	(5)
Arrangement of the Training Environment	81	(26)
Conditions of Practice	82	(5)
Feedback: Knowledge of Results	87	(3)
Meaningfulness of the Material	90	(1)
Individual Differences	91	(8)
Behavior Modeling	99	(2)
Maintaining Motivation	101	(6)
Retention and Transfer of Learning	107	(6)
Before	108	(1)
During	109	(2)
After	111	(2)
Organizational Factors Affecting Transfer of Training	113	(6)
Pay and Promotion	113	(1)
Environmental Constraints	114	(1)
Social Variables Affecting Transfer of Training	115	(1)
Supervisory Support	116	(1)
Transfer Climate, Continuous-Learning Culture, and the Learning Organization	117	(2)
Final Comments	119	(8)
Evaluating Training Programs	127	(40)
Measures of Training Effectiveness	127	(21)
Reactions	128	(7)
Learning	135	(2)
Behavior on the Job	137	(3)
Results Criteria and Utility Analysis	140	(6)
Summary	146	(2)
How Should a Training Evaluation Study Be Designed?	148	(12)
More Sophisticated Evaluation Designs	154	(6)
How Should Evaluation Designs Be Analyzed Statistically?	160	(1)
Final Comments	161	(6)
On-Site Training Methods	167	(43)
Orientation Training and the Socialization of New Employees	168	(7)
On-the-Job Training	175	(5)
Apprenticeship Training	180	(2)
Job Aids	182	(2)
Coaching	184	(4)
Mentoring	188	(2)
Technology-Based Training	190	(7)
Floppy Disks	191	(1)
CD-ROM	192	(1)
DVD-ROM	192	(1)
Electronic Performance Support Systems	192	(1)
Internet and Intranet	193	(1)
Multimedia	194	(1)
Virtual Reality	194	(1)
TBT Best Practice	194	(2)
TBT and the Older Employee	196	(1)
Cross-Training or Job Rotation	197	(2)
Career Development	199	(7)
Final Comments	206	(4)
Off-Site Training Methods	210	(13)
Instructor-Led Classrooms	211	(3)
Audiovisual Techniques	214	(1)
Video Teleconferencing	215	(2)
Corporate Universities and Institutes	217	(1)
Equipment and Virtual Reality Simulators	218	(3)
Final Comments	221	(2)
Developing and Training Leaders: Theoretical Approaches	223	(45)
Self-Awareness	223	(10)
Managerial Role Theory	224	(3)
Henry Mintzberg
Double-Loop Learning	227	(2)
Chris Argyris
The Leader Match Concept	229	(4)
Fred E. Fiedler
Managerial Skills	233	(11)
Vroom-Yetton Model	234	(4)
Grid Seminars	238	(3)
Robert R. Blake
Jane S. Mouton
Leader-Member Exchange	241	(3)
George B. Graen
Motivation	244	(17)
Role Motivation Theory	244	(2)
John Miner
Achievement Motivation Theory	246	(3)
David McClelland
Survey Feedback	249	(2)
Rensis Likert
Behavior Modification	251	(4)
B. F. Skinner
Social Learning Theory	255	(6)
Albert Bandura
Final Comments	261	(7)
Management and Executive Development	268	(29)
Self-Awareness	269	(8)
T-Group Training	269	(2)
Self-Directed Management Development	271	(2)
360° Feedback	273	(4)
Job Skills	277	(14)
Seminars, Workshops and Conferences	277	(2)
Case Study	279	(1)
Managerial and Executive Mentoring	280	(1)
Rational Manager Training	281	(2)
Outdoor Experiential Training	283	(1)
Developmental Assessment Centers	284	(2)
Role Playing	286	(3)
Management Computer Simulations	289	(1)
Action Learning	290	(1)
Motivation	291	(2)
Special Job Assignments	291	(1)
Real-Time Coaching	292	(1)
Final Comments	293	(4)
Societal Concerns	297	(46)
Special Issues and Groups	297	(11)
Telecommuting Training	308	(2)
The Manager and Professional	310	(13)
Training to Improve Rating Accuracy	310	(1)
Cross-Cultural Training	311	(3)
Professional Obsolescence	314	(2)
Employee Assistance Programs	316	(1)
Stress Management	317	(5)
Time Management	322	(1)
Into the Twenty-First Century	323	(14)
Training for the Prevention of Sexual and Racial Harassment	323	(2)
Diversity Training	325	(2)
Wellness Training	327	(2)
Safety Training	329	(3)
Customer Service Training	332	(2)
Team Skills Training	334	(3)
Final Comments	337	(6)
Author Index	343	(2)
Subject Index	345

Excerpts

PrefaceSince we published the second edition ofDeveloping Human Resources in Organizationsin 1991, we've seen two major trends in training and development activities in both the private and public sectors in North America. First, more organizations are providing training and development for their employees at all levels. Second, training expenditures are increasing steadily. Today, a typical organization devotes as much as 1.8 percent of their total payroll toward training employees.There are many societal changes responsible for increasing the popularity of training and development activities. First, with the low unemployment rate pausing a very tight labor market, organizations are competing with one another to attract and retain talented people. One important way of doing this is by providing better training and career development opportunities than one's competitors. Second, as the workforce becomes more diverse demographically, organizations have a great deal of pressure on them to hire, promote, and train women, minorities, individuals over 40, and people with disabilities. Third, as a result of the rapid changes in technology, employees need to be retrained on new equipment, so that they do not become technically obsolescent. Fourth, this new era of globalization and the increase of multinational organizations put pressure on companies to provide training to employees who will have overseas assignments or who work in the United States or Canada but have to interact with individuals from other countries. Finally, through numerous mergers and acquisitions, North American employees are finding that their jobs are changing and, consequently, they have to learn new things.With all of this in mind, the third edition ofDeveloping and Training Human Resources in Organizationsis intended for teachers and students as well as for human resource generalists and specialists in the private and public business sectors. Thus, we tried to make our language and writing style as straightforward as possible. We also tried to provide our readers with real-world examples, while, at the same time, making certain that we are-not falling into the trap of advertising a particular consulting firm's products or services. References are provided throughout the book to substantiate key findings and to provide an exhaustive resource base for those readers who want to study a topic in greater detail. CONTENT CHANGES IN THE THIRD EDITIONSince the second edition, we continue to work in this field as practitioners, researchers, and teachers. If we had to choose the major development that has impacted human resources in the past 10 years, it would definitely be the impact of computer technology on the delivery of training and development programs. The onset of technology-based training (i.e., Internet, intranet, CD-ROMs, DVD-ROMs) has revolutionized this field!We organized this third edition similar to the second edition. We continue to use our nine-cell scheme (i.e., three goalsxthree strategies) for categorizing the training and development methods that are currently being used by organizations. Although there are times when this model is frustrating because a particular training or development method could be placed in more than one category, it is still the best method for conceptualizing and differentiating various employee training and management development approaches.Chapter 1 provides an overview of training and development. We revised and updated the statistics to reflect their current increase in popularity. We feel that it's important for readers to appreciate the fact that training and development can't be implemented successfully without taking into consideration their relationship with other human resource management activities such as staffing, performance appraisal, and organization development. The title of Chapter 2 has upgraded from "Organizational Factor