Training and Development

Learning and Motivation

MGT 351: Human Resource Management

North South University
School of Business
Fall 2005

Farah Haq Quazi

Room STR 1007
 Why do we do HRD?
Why do firms perform Training?

• To orient new recruits

• To improve the performance of the current employees
• To prepare the employees for future positions
• To cope with competitiveness
• To introduce technological innovations to the firm
• To restructure and downsize
• The recent trend of the aging employees: to keep them
effective and competitive with regards to the new age
employees
 Training
Training is a learning experience in that it seeks a relatively permanent change
in an individual that will improve his/ her ability to perform on the job.
(Decenzo/ Robbins)

Training and Development is a planned, continuous effort by management to

improve employee competency levels and organizational performance.

Training vs. Development:

Training is designed to provide learners with the knowledge and skills needed
for their present jobs.

On the other hand, Development has a more long-term focus; it involves

learning that looks beyond today’s job.
(Mondy, Noe, Premeaux)
 Training vs. Development
What affects what…

Training Development

• Focus Current job Current & future jobs

• Scope Only the employee group or organization

• Time frame immediate Long-term

• Goal fix current skill deficit prepare for future

work demands
 Trends in Training and Development

• More firms are thriving to become learning organizations.

• Firms are increasingly responding to rapid technological changes.
• Modern workforce are better educated and more motivated to learn
than their previous generations.
• As outsourcing of training increases, training departments are
shrinking and popularity of independent consultants is growing.
• The growing trend of Leaner and Meaner organizations is asking
firms to introduce training and development.
• The increasing importance of HRM is pushing the idea that people are
a firm’s most valuable assets.
 Relationship of Training with
Other HRM functions

1. HR Planning
Amount and level of training
2. Recruitment & needed for new employees
Selection

3. High selection Reduce need for formal training

standard
1. Performance discrepancies signal need for
4. Performance training
Evaluation 2. P.E. can be used as a criteria for evaluating
training effectiveness

5. Compensation Relates to training in organizations that use pay

–for-skills system
 The Training Process
• Factors Influencing Training
Factors Influencing Training Purposes of Training

Top mgt. Support

Training & Development

Commitment & motivation Improved productivity at all
organizational levels
Technological advances Prevention of obsolescence

Organizational structural support Preparation for higher level

tasks
Behavioral science knowledge
The learning principles

Performance of other HR functions

(Mondy, Noe, Premeaux)

 Training and a few Learning Principles

• Learning begins rapidly, then plateaus (Learning curves)

• Learning is enhanced when the learner is motivated

• Learning requires feedback

• Practice increases a learner’s performance

• Learning must be transferable to the job --- positive/ negative?

 Training and Motivation
• During performance analysis you must determine whether the deficiency can be
rectified through training or some other means (such as transfer, or a change in
the compensation structure)

• Distinguish between “can’t do” and “won’t do” cases

• If it’s a “won’t do” case, motivational improvement may help

• Motivation is the willingness to do something to satisfy some need. Motivated

people exert a greater effort to perform a task.

• Note, an unsatisfied need creates tension; which stimulates people to search for
a particular goal which, if achieved, will satisfy the need and reduce tension.

• Motivation also plays an important role during training

– Learning is enhanced when the learner is motivated
 Training and Motivation

A few Motivation Theories in practice:

• Maslow’s Hierarchy of Needs

• Herzberg’s Two factor Theory

 Abraham Maslow’s Hierarchy of Needs

Within every human being there is a hierarchy of five needs. As each of these needs is satisfied, the
next need becomes dominant until the person moves up the hierarchy. Note, lower order needs are
satisfied externally (wages etc.)

Search for growth and self

Self- fulfillment

Actualization
Search for self-respect, autonomy,
status, recognition and attention

Esteem
Search for affection, acceptance,
friendship
Social

Search for security and protection

from physical and emotional harm
Safety

Search for hunger, thirst, shelter,

Physiological and other bodily needs
 Herzberg’s Two – Factor Theory

The question is: What do people want from their jobs?

Herzberg concluded that certain characteristics relate to job satisfaction and others to job
dissatisfaction. But note, they are significantly different from each other. Herzberg here
indicated the existence of a dual continuum: that the opposite of “Satisfaction” is “No
Satisfaction”, and the opposite of “Dissatisfaction” is “No Dissatisfaction”.

Hygiene factors affect job dissatisfaction Motivator factors affect job satisfaction
(Extrinsic factors) (Intrinsically rewarding factors)
•Quality of supervision •Promotional opportunities
•Pay •Opportunities for personal growth
•Company policies •Recognition
•Physical working conditions •Responsibility

•Relations with others •Achievement

•Job security
 Other Contemporary Theories of Motivation:
David McClelland’s Theory of Needs

The need for Achievement (nAch)

The need for Power (nPow)

The need for Affiliation (nAff)

 Other Contemporary Theories of Motivation
Goal Setting Theory

The goal setting theory suggests that goals can be a major source of
work motivation.

Characteristics of Effective Goals:

Difficult but achievable
Specific rather than ‘do your best’
Must be accepted by employee
 Other Contemporary Theories of Motivation
Reinforcement Theory

Behavior that is rewarded will continue:

Positive reinforcement is better than negative reinforcement

Reinforcement works most effectively when the reward is

given intermittently

Rewarding positive behavior is more effective than is

punishing negative behavior.
The Training Process
External Environment
Internal Environment

Recognize the Need for Change

Determine Training Needs

Establish Specific Objectives

Select Training Method(s)

Implement Training Programs

Evaluate Training Programs

(Mondy, Noe, Premeaux)

 The Training Process

• Step 1: Recognizing the need for change

– The process begins by recognizing corporate change caused by

internal/ external environment

– The most prominent changes:

• Changes in org. structure caused by M&A, rapid growth, and
downsizing
• Changes in technology and the way people work
• Changes in human resources

– Reducing resistances to change is crucial to success

• Requires trust and respect of employees
• Requires shifts in people’s attitudes
 The Training Process
• Step 2: Determine Training Needs

– 3 types of analysis are often performed to determine training needs:

• Organization Analysis
 Study organization’s strategy, goals, culture, future plan,
financial resources

• Task Analysis
 Duties & Responsibilities of the job
 Knowledge, skills & abilities needed for the job
 Importance of the task

• Individual Analysis
 Compare employee performance with established standards
 Methods and Sources of Information
for Needs Assessment

Methods of Gathering Data Sources of Info

•Search of Existing Records •Existing Records

•Interviews •Incumbents
•Questionnaire •Superiors
•Performance Review (360o) •Subordinates
•Assessment Centers •Clients
•Observation
 The Training Process
• Step 3: Establish Specific Objectives

– Meaning ‘translate the needs into measurable, clear, and concise

objectives

– Without proper objectives designing meaningful T&D programs

would not be possible

– A good objectives specifies a goal contrary to an inadequate

objective

– Objectives also help in the evaluation of the training program’s

effectiveness
 The Training Process
•Step 4: Select T&D Method (s)
•With the training objectives defined, the trainer must choose an appropriate
training method from the following:

– On the Job Training – Apprenticeship Training

– Coaching and Mentoring
– Job Rotation – Cyber learning
– Internship – High-tech training methods
 Internet, Intranets
– Off the Job Training  Virtual Reality
– Class room lectures  Distance Learning &
– Case Study Videoconferencing
– Videotapes
– Computer Modeling
– Simulated Training
– Business Games
– Role Playing
 OJT

• Conducted at the work site, in the context of the actual job

• Majority of all industrial training is OJT

• Transfer of training is maximized in OJT

• Costs of a separate training facility and full-time trainers are avoided

• Trainee motivation generally remains high

• Disadvantages include low productivity while the employees develop

their skills and multiple errors.
 The Training Process

• Step 5: Implementing T&D programs

– Implementing T&D programs is often difficult

• Participants have to be convinced

• Qualified trainers must be available
• Scheduling the program
• Record keeping
• Review trainings conducted outside the organization
 The Training Process

• Step 6: Evaluating T&D

Measuring training effectiveness

 Participants’ reaction during the training period

 Participants’ learning of the content of the training

 Participants’ use of their new skills and knowledge back on the job

 Company’s return on training investment (ROI)

 Management Development
 Management Development attempts to instill sound reasoning processes
to enhance individual’s ability to understand and interpret knowledge
rather than imparting a body of serial facts or teaching a specific set of
motor skills.

 Development therefore focuses more on the employee’s personal growth.

 Focuses more on improving analytical, human, conceptual, and

specialized skills

 Therefore, management development predominantly is an education

process rather than a training process

 Development of Supervisors and junior managers generally done by in-

house trainers and consultants (OJT)

 Development of senior managers often takes place at universities.

 Popular Methods
in Management Development

Coaching
Job Rotation
Committee Assignments

Executive Courses
Simulation exercises
Case Studies
Corporate Universities
 Measuring training effectiveness

• Participants’ reaction during the training period

• Participants’ learning of the content of the training
• Participants’ use of their new skills and knowledge back on the job
• Company’s return on training investment (ROI)

Few approaches to measure change in performance levels:

 Test-retest Method
 Pre-post performance evaluation method
 Experimental-control-group method