ADM 2337 HUMAN RESOURCE
MANAGEMENT FINAL EXAM NOTES
LATEST UPDATED AND
SUMMARISED FOR CHAPTER 7-15
RATED A UNIVERSITY OF OTTAWA.
,CHAPTER 7:
Strategic model for training and development:
1. Phase one: needs assessment (organization, task analysis, person analysis)
2. Phase two: design (objectives, trainee readiness, principles of learning)
3. Phase three: implementation (methods, learning outcomes)
4. Phase four: evaluation (reactions, learning, behavior, results)
To ensure that a firm's training and development investment has the maximum impact
possible, a strategic and systematic approach should be used that involves four phases:
PHASE 1: conducting the needs assessment:
A process to determine the needs between a current situation and a desired outcome for
employee training and development.
Organization analysis: an examination of the environment, strategies, and resources the firm
faces to determine what training it should emphasize.
Conducting an organization analysis also involves examining a firms
resources-technological, financial, and human-available to conduct the training.
Task analysis: reviewing the job description and specifications to identify the activities
performed in a particular job and the knowledge, skills, abilities, and other attributes needed
to perform them.
A competency assessment focuses on the sets of skills and knowledge employees need to
be successful, particularly for decision-oriented and knowledge intensive jobs. It also
captures elements of how those traits should be used within an organization’s context and
culture.
Person analysis: determining which employees require training and which do not. This helps
organisations avoid the mistake of sending all employees into training when some do not
need it.
PHASE 2: designing the training program
Focus on four issues:
1. The training’s instructional objectives
2. Readiness of trainees and their motivation
3. Principles of learning
4. Characteristics of instructors
Instructional objectives: describe the skills and knowledge to be acquired and/or the attitudes
to be changed.
, Trainee readiness: whether or not the experience and knowledge of trainees have made
them ready to absorb the training.
Trainee motivation: the organization needs to help employees understand the link between
the effort they put into training and the payoff.
The principles of learning:
- Goal setting
- Meaningfulness of presentation
- Modelling
- Individual learning differences
- Active practice and repetition
- Experiential learning
- Whole-versus-part learning
- Massed, distribution, and continuous learning
- Feedback and reinforcement
PHASE 3: implementing the training program
On the job training: hands on experience under normal working conditions and an
opportunity to build good relationships with employees.
Special assignments: assigning trainees to different jobs in different areas of a firm, often in
different regions and countries.
Cooperative training: combine practical on the job experience with formal classes.
Simulations: emphasizes realism in equipment and its operation at minimum cost and
maximum safety.
E-learning: covers a wide variety of applications, such as web and computer based training,
and social networks.
Learning management system: combines a company’s e-learning, employee assessment
tools, and other training functions into one electronic tool.
Just-in-time training: e-learning allows companies to offer individual training components to
employees when and where they need them.
Behaviour modelling: combines several different training methods, and multiple principles of
learning.
- Learning points
- Modelling
- Practice
- Feedback and reinforcement
Role-playing: playing the roles of others, trainees interact with animated employees. The
trainees are then given feedback as to how they applied their skills to each situation.
MANAGEMENT FINAL EXAM NOTES
LATEST UPDATED AND
SUMMARISED FOR CHAPTER 7-15
RATED A UNIVERSITY OF OTTAWA.
,CHAPTER 7:
Strategic model for training and development:
1. Phase one: needs assessment (organization, task analysis, person analysis)
2. Phase two: design (objectives, trainee readiness, principles of learning)
3. Phase three: implementation (methods, learning outcomes)
4. Phase four: evaluation (reactions, learning, behavior, results)
To ensure that a firm's training and development investment has the maximum impact
possible, a strategic and systematic approach should be used that involves four phases:
PHASE 1: conducting the needs assessment:
A process to determine the needs between a current situation and a desired outcome for
employee training and development.
Organization analysis: an examination of the environment, strategies, and resources the firm
faces to determine what training it should emphasize.
Conducting an organization analysis also involves examining a firms
resources-technological, financial, and human-available to conduct the training.
Task analysis: reviewing the job description and specifications to identify the activities
performed in a particular job and the knowledge, skills, abilities, and other attributes needed
to perform them.
A competency assessment focuses on the sets of skills and knowledge employees need to
be successful, particularly for decision-oriented and knowledge intensive jobs. It also
captures elements of how those traits should be used within an organization’s context and
culture.
Person analysis: determining which employees require training and which do not. This helps
organisations avoid the mistake of sending all employees into training when some do not
need it.
PHASE 2: designing the training program
Focus on four issues:
1. The training’s instructional objectives
2. Readiness of trainees and their motivation
3. Principles of learning
4. Characteristics of instructors
Instructional objectives: describe the skills and knowledge to be acquired and/or the attitudes
to be changed.
, Trainee readiness: whether or not the experience and knowledge of trainees have made
them ready to absorb the training.
Trainee motivation: the organization needs to help employees understand the link between
the effort they put into training and the payoff.
The principles of learning:
- Goal setting
- Meaningfulness of presentation
- Modelling
- Individual learning differences
- Active practice and repetition
- Experiential learning
- Whole-versus-part learning
- Massed, distribution, and continuous learning
- Feedback and reinforcement
PHASE 3: implementing the training program
On the job training: hands on experience under normal working conditions and an
opportunity to build good relationships with employees.
Special assignments: assigning trainees to different jobs in different areas of a firm, often in
different regions and countries.
Cooperative training: combine practical on the job experience with formal classes.
Simulations: emphasizes realism in equipment and its operation at minimum cost and
maximum safety.
E-learning: covers a wide variety of applications, such as web and computer based training,
and social networks.
Learning management system: combines a company’s e-learning, employee assessment
tools, and other training functions into one electronic tool.
Just-in-time training: e-learning allows companies to offer individual training components to
employees when and where they need them.
Behaviour modelling: combines several different training methods, and multiple principles of
learning.
- Learning points
- Modelling
- Practice
- Feedback and reinforcement
Role-playing: playing the roles of others, trainees interact with animated employees. The
trainees are then given feedback as to how they applied their skills to each situation.
