Effective Training : Systems, Strategies and Practices

by Blanchard, P. Nick; Thacker, James W

• ISBN13: 9780130327390
• ISBN10: 0130327395
• Edition: 2ND
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Prentice Hall

Summary

For undergraduate and graduate courses in Human Resources Development, Human Resources Management, and Organizational Training. This text, both academic and practical, discusses theory and principles of training as they relate to organizational objectives and strategies. This new edition emphasizes the value of developing training programs, with examples provided for both large and small organizations, relating training to the overall strategy of a firm.

Table of Contents

Preface	xv
CHAPTER 1 Overview of Training in Organizations	1	(27)
Overview of Training	4	(7)
Opportunities and Challenges in the New Millennium	4	(2)
Important Concepts and Meanings	6	(5)
The Role of Training in Organizations	11	(4)
Training, Budgets, and Management Responsibilities	12	(2)
Strategy, Training, and Organizational Development	14	(1)
Structure of Training Organizations	15	(4)
Training as Part of the HR Function	15	(1)
The Training Organization	16	(2)
Training in Large and Small Businesses	18	(1)
A Training Process Model	19	(9)
Open Systems	19	(2)
Training as an Open System	21	(1)
Training: A Process	21	(4)
Training as Continuous Improvement	25	(3)
CHAPTER 2 Strategic Planning, Training, and OD	28	(43)
Overview	31	(2)
Strategic Planning Process	33	(15)
Organizational Mission	34	(1)
Strategy	34	(1)
Strategic Contingencies	35	(3)
Proactive and Reactive Strategy	38	(1)
Matching Internal to External Strategy	39	(1)
HR and HRD Influences on Competitive Strategy	40	(6)
What About Small Business?	46	(2)
HRD's Role in Supporting Strategy	48	(8)
Developing an HRD Strategy	49	(3)
The Training Environment and Amount of Centralization	52	(1)
Some Strategic Training Alternatives	53	(3)
OD, Strategy, and Training	56	(11)
OD and Strategy	57	(3)
Levels of Internal Change and Resistance	60	(2)
Training and OD	62	(5)
Case Analysis	67	(4)
CHAPTER 3 Learning Motivation and Performance	71	(43)
A Few Words About Theory	74	(1)
Understanding Motivation and Performance	75	(9)
Motivation: Why Do They Act Like That?	76	(8)
Self-Efficacy and Motivation	84	(1)
Understanding Learning	85	(3)
What Is Learning?	85	(3)
Two Integrative Theories of Learning	88	(12)
Gagné's Learning Types	88	(9)
Social Learning Theory	97	(3)
Relating Instruction to Learning	100	(3)
Why Are They Resisting and What Can I Do About It?	103	(3)
Motivation to Learn	103	(2)
Group Dynamics	105	(1)
Training That Motivates Adults to Learn	106	(1)
Training Relevance, Value, and Readiness to Learn	106	(1)
Allowing Trainees Control over Their Learning	106	(1)
Involving Trainees in the Process	107	(1)
Individual Differences Related to Learning	107	(3)
Case Analysis	110	(4)
CHAPTER 4 Needs Analysis	114	(65)
Why Conduct a Training Needs Analysis?	115	(2)
When to Conduct a Training Needs Analysis	117	(2)
Where to Look for Performance Discrepancies	119	(2)
The Framework for Conducting a TNA	121	(28)
Organizational Analysis	122	(4)
Operational Analysis	126	(15)
Person Analysis	141	(7)
Gathering TNA Data: Final Thoughts	148	(1)
Outcomes of TNA	149	(3)
Nontraining Needs	149	(3)
Training Needs	152	(1)
Approaches to TNA	152	(6)
Proactive TNA	152	(3)
Reactive TNA	155	(3)
Reactive Versus Proactive	158	(1)
The Small Business	158	(3)
Assistance for Small Businesses	160	(1)
TNA and Design	161	(9)
Case Analyses	170	(4)
Appendix 4.1	174	(5)
CHAPTER 5 Training Design	179	(53)
Organizational Constraints	181	(6)
Organizational/Environmental Constraints	181	(6)
Developing Objectives	187	(5)
Identifying Objectives	188	(1)
Writing a Good Learning Objective	189	(3)
Why Use Training Objectives	192	(2)
The Trainee	193	(1)
The Training Designer	193	(1)
The Trainer	193	(1)
Training Evaluator	193	(1)
Facilitation of Learning: Focus on the Trainee	194	(7)
KSAs (Individual Differences)	194	(2)
Motivation of Trainee	196	(5)
Facilitation of Learning: Focus on Training Design	201	(4)
Social Learning Theory	201	(3)
Strategic Knowledge	204	(1)
Facilitation of Transfer: Focus on Training	205	(7)
Conditions of Practice	206	(2)
Maximize Similarity	208	(1)
Vary the Situation	208	(1)
Other Considerations to Facilitate Transfer	209	(3)
Facilitation of Transfer: Focus on Organizational Intervention	212	(4)
Supervisor Support	213	(1)
Peer Support	213	(1)
Trainer Support	213	(1)
Reward Systems	214	(1)
Climate and Culture	214	(2)
Design Theory	216	(5)
Elaboration Theory	216	(2)
Gagné-Briggs Theory	218	(3)
The Small Business	221	(2)
Outcomes of Design	223	(7)
Case Analyses	230	(2)
CHAPTER 6 Training Methods	232	(53)
Overview of the Chapter	234	(1)
Matching Methods with Outcomes	234	(1)
Lectures and Demonstrations	235	(8)
Straight Lecture/Lecturette	235	(1)
Discussion Method	236	(1)
Demonstrations	236	(1)
Strengths and Limitations of Lectures and Demonstration	237	(6)
Computer-Based Training	243	(12)
Programmed Instruction	243	(3)
Intelligent Tutoring Systems	246	(1)
Interactive Multimedia	247	(1)
Virtual Reality	248	(1)
Strengths and Limitations of CBT	249	(6)
Games and Simulations	255	(10)
Equipment Simulators	255	(1)
Business Games	255	(3)
In-Basket Technique	258	(1)
Case Studies	258	(1)
Role Play	259	(1)
Behavior Modeling	260	(1)
Strengths and Limitations of Games and Simulations	260	(5)
On-the-Job Training	265	(5)
Job Instruction Technique (JIT)	266	(1)
Apprenticeship Training	267	(1)
Coaching	268	(1)
Training the Trainer for OJT	268	(1)
Strengths and Limitations of OJT	269	(1)
Audiovisual Enhancements to Training	270	(11)
Static Media	271	(1)
DynamicAudiovisual Methods	272	(2)
Strengths and Limitations of Audiovisuals	274	(7)
Case Analysis	281	(4)
CHAPTER 7 Development and Implementation of Training	285	(59)
Instructional Methods	287	(28)
Lecture/Discussion	287	(6)
Demonstration	293	(2)
Computer-Based Training	295	(6)
Games and Simulations	301	(1)
Business Games, In-Basket, and Case Studies	302	(3)
Role Play and Behavior Modeling	305	(4)
On-the-Job Training	309	(6)
Audiovisual Enhancements	315	(8)
Static Media	316	(2)
Dynamic Media	318	(5)
Facilities	323	(3)
The Training Room	323	(3)
Off-Site Training Facilities	326	(1)
The Trainer	326	(2)
Trainer KSAs	326	(1)
Trainer Credibility	327	(1)
Integrated Instructional Strategy	328	(6)
Content: Learning Points	328	(1)
Method of Instruction	328	(1)
Facilities, Material and Equipment, and Trainers	329	(1)
The Strategy	330	(1)
The Alternative to Development	331	(3)
Implementation	334	(8)
Dry Run	335	(1)
Pilot Program	336	(1)
Tips for Trainers	336	(6)
Case Analysis	342	(2)
CHAPTER 8 Evaluation of Training	344	(56)
Rationale for Evaluation	345	(1)
Resistance to Training Evaluation	346	(1)
Nothing to Evaluate	346	(1)
No One Really Cares About Evaluating Training	346	(1)
Evaluation Is a Threat to My Job	347	(1)
So We Must Evaluate	347	(1)
Types of Evaluation Data Collected	348	(34)
Process Data	349	(2)
Outcome Data	351	(31)
Evaluation Design Issues	382	(8)
Basic Designs	382	(1)
More Complex Designs	383	(2)
What Design to Use	385	(1)
What About Small Business?	386	(4)
Case Analyses	390	(2)
Appendix 8.1	392	(8)
CHAPTER 9 Key Areas of Organizational Training	400	(42)
Orientation Training	402	(15)
Why It Is Important	402	(1)
What Organizations Are Doing	403	(9)
Training Points	412	(5)
Diversity Training	417	(5)
Why It Is Important	418	(2)
What Organizations Are Doing	420	(1)
Training Points	420	(2)
Sexual Harassment Training	422	(5)
Why It Is Important	423	(1)
What Organizations Are Doing	424	(1)
Training Points	424	(3)
Team Training	427	(6)
Why It Is Important	428	(1)
What Organizations Are Doing	429	(1)
Training Points	429	(4)
Other Training Programs and Issues	433	(7)
Training and Equity	433	(1)
The Glass Ceiling	433	(2)
Disabled	435	(1)
Basic Skills Training	436	(1)
Safety Training	437	(3)
Case Analysis	440	(2)
CHAPTER 10 Management Development	442	(34)
Why Focus on Management Development?	443	(2)
Managers Get a Lot of Training	443	(1)
Managers Are Accountable for Success	444	(1)
Managers' Jobs Are Complex	444	(1)
Our Approach to Management Development	445	(1)
General Overview of the Managerial Job	445	(3)
Managerial Roles	445	(2)
Organizational Factors	447	(1)
Integrating Strategy, Structure, and Technology	447	(1)
General Characteristics of Managers	448	(4)
Management Styles	448	(1)
Categories of Management Characteristics	449	(2)
Integrating Managerial Roles and Characteristics	451	(1)
Roles, KSAs, and Management Level	452	(1)
Integration: Strategies and Management Characteristics	452	(3)
Technical Competence and Context	452	(1)
Interpersonal Competence and Context	453	(1)
Conceptual Competence and Context	453	(1)
Personal Traits and Context	454	(1)
Management Style and Context	454	(1)
Management Development Implications	455	(3)
Understanding Context	455	(1)
Self-Awareness and Diagnostic Skills	456	(1)
Managerial Person Analysis	456	(2)
Sources of Knowledge/Skill Acquisition	458	(5)
Externally Based Training	458	(1)
Corporate Universities	459	(1)
Types of Management Development Programs	460	(3)
The Special Needs of the Technical Manager	463	(1)
History and Experience	463	(1)
Skills	463	(1)
Traits	463	(1)
Leadership Style	464	(1)
Strategies for Development of Technical Managers	464	(1)
Training for Executive-Level Management	464	(9)
Skills, Traits, and Leadership Style	465	(1)
Strategies for Development of Executives and Future
Executives (Managers)	466	(3)
Succession Planning	469	(3)
What About Small Business?	472	(1)
Case Analysis	473	(3)
Endnotes	476	(25)
Index	501

Excerpts

We created the idea for the first edition of this book while fishing on a beautiful lake in northern Manitoba. Both of us were teaching a human resource development course and were unsatisfied with the texts available at the time. Our main concern was that we really needed two texts for the course, one providing the theory and scholarship surrounding the learning-teaching experience and one providing the application and "how to" part of the experience. In this second edition we continue to focus on these dual objectives. We added an example of a training program for a small company called Fabrics Inc. and spread it across the appropriate chapters as an illustration of how the concepts can be applied. The case is developed step-by-step from needs analysis through design and evaluation. For example, in Chapter 4, the needs analysis process used in Fabrics Inc. is detailed so the student sees what is actually done. Then it is picked up again at the end of the design chapter and again the student is brought through the process to the end of design. This approach gives the student a real understanding of the things that need to be done and how they are actually done. We continue to differ from other training books in that we place training activities in the context of organizational strategy. Whether you are a student or a practitioner, this book will be of both conceptual and practical value for developing training programs that meet strategic and tactical needs. At the same time, an overarching model of the training process will guide you step-by-step through the training procedures, from initial needs analysis through the evaluation of training's effectiveness. As human resource competencies become a significant competitive advantage, the pace and intensity of organizational training increases dramatically. Human resource development or "performance improvement" departments must demonstrate that their programs enhance competencies that are of strategic value. As a company's strategies change, the types of management competencies and styles need to change as well, and human resource development is responsible for this alignment. We address these and related issues because we believe that effective training practices are determined by the organizational context in which they occur. Unique Characteristics of This Book This book differs from others on the same topic in a number of ways. Those in italics are new to this edition. For example, we: Integrate training into the strategic planning process. Show the important relationship between organizational development practitioners and trainers. Provide an overarching model of the training process, with a more detailed model of each phase of the process, making it easy to see how each phase connects in reaching the training objectives. Provide an understanding of training and its implementation as it relates to the small business. Integrate learning anddesign theoriesinto the development of training so the reader understands how theory helps design effective training. Describe the step-by-step process of developing an actual training package as we move through each of the training process stages from needs analysis through the evaluation. Provide numerous examples of actual training situations in companies to highlight aspects of the training process. Provide a step-by-step process for developing learning objectives with many examples of good and bad objectives. Include appendixes in some chapters for advanced learning opportunities. Use a contingency approach, identifying alternative approaches to the training process and the associated strengths and limitations, rather than a "one best way." Incorporate a macro and micro theory of design into the design of training. Provide a comprehensive case in Chapter 2 that is applicable throughout