dessler ch 08-employee testing and selection

PowerPoint Presentation by Charlie CookThe University of West Alabama

1

Human Resource Management

ELEVENTH EDITION

G A R Y D E S S L E R

www.ahmedtiger.weebly.com© 2008 Prentice Hall, Inc. All rights reserved.

Training and Developing Employees

Chapter 8

Part 3 | Training and Development

www.ahmedtiger.weebly.com© 2008 Prentice Hall, Inc. All rights reserved. 8–2

After studying this chapter, you should be able to:After studying this chapter, you should be able to:

1. Describe the basic training process.

2. Describe and illustrate how you would go about identifying training requirements.

3. Explain how to distinguish between problems you can fix with training and those you can’t.

4. Explain how to use five training techniques.


Purpose of Orientation

Feel Welcome and

At Ease

Begin the Socialization

Process

Understand the

Organization

Know What Is Expected in Work and

Behavior

Orientation Helps New Employees


The Orientation Process

Company Organization and

Operations

Safety Measures and Regulations

Facilities Tour

Employee Orientation

Employee Benefit Information

Personnel Policies

Daily Routine


FIGURE 8–1New Employee Departmental Orientation Checklist

Source: UCSDHealthcare. Used with permission.


The Training Process

• Training The process of teaching new employees the basic

skills they need to perform their jobs.

• Training’s Strategic Context The firm’s training programs must make sense in

terms of the company’s strategic goals.

• Performance Management Taking an integrated, goal-oriented approach to

assigning, training, assessing, and rewarding employees’ performance.


The Training Process (cont’d)

1

2

3

4

5

The Five-Step Training and Development Process

Instructional design

Needs analysis

Validation

Implement the program

Evaluation


Training, Learning, and Motivation

• Make the Learning Meaningful

1. At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning.

2. Use a variety of familiar examples.

3. Organize the information so you can present it logically, and in meaningful units.

4. Use terms and concepts that are already familiar to trainees.

5. Use as many visual aids as possible.


Training, Learning, and Motivation (cont’d)

• Make Skills Transfer Easy

1. Maximize the similarity between the training situation and the work situation.

2. Provide adequate practice.

3. Label or identify each feature of the machine and/or step in the process.

4. Direct the trainees’ attention to important aspects of the job.

5. Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job.


Motivation Principles for Trainers

• People learn best by doing—provide as much realistic practice as possible.

• Trainees learn best when the trainers immediately reinforce correct responses.

• Trainees learn best at their own pace.

• Create a perceived training need in the trainees’ minds.

• The schedule is important—the learning curve goes down late in the day; less than full day training is most effective.


Analyzing Training Needs

Task Analysis: Assessing New Employees’

Training Needs

Performance Analysis: Assessing Current Employees’

Training Needs

Training Needs Analysis


TABLE 8–1Task Analysis Record Form

Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.


Assessing Current Employees’ Training Needs

Performance Appraisals

Job-Related Performance Data

Observations

Interviews

Assessment Center Results

Individual Diaries

Attitude Surveys

Tests

Methods for Identifying

Training Needs


Training Methods• On-the-Job Training• Apprenticeship Training• Informal Learning• Job Instruction Training• Lectures• Programmed Learning• Audiovisual Training• Simulated Training (also Vestibule Training)• Computer-Based Training (CBT)• Electronic Performance Support Systems (EPSS)• Distance and Internet-Based Training


Training Methods (cont’d)

• On-the-Job Training (OJT) Having a person learn a job

by actually doing the job.

• Types of On-the-Job Training Coaching or understudy Job rotation Special assignments

• Advantages Inexpensive Learn by doing Immediate feedback


On-the-Job Training

1

Follow Up

Present the Operation

Steps to Help Ensure OJT Success

Prepare the Learner

Do a Tryout

2

3

4


FIGURE 8–2 The 25 Most Popular Apprenticeships*

According to the U.S. Department of Labor apprenticeship database, the occupations listed below had the highest numbers of apprentices in 2001. These findings are approximate because the database includes only about 70% of registered apprenticeship programs—and none of the unregistered ones.

• Boilermaker• Bricklayer (construction)• Carpenter• Construction craft laborer• Cook (any industry)• Cook (hotel and restaurant)• Correction officer• Electrician• Electrician (aircraft) • Electrician (maintenance)• Electronics mechanic• Firefighter• Machinist

• Maintenance mechanic (any industry)• Millwright• Operating engineer• Painter (construction)• Pipefitter (construction)• Plumber• Power plant operator• Roofer• Sheet-metal worker• Structural-steel worker• Telecommunications technician• Tool and die maker

* Listed alphabeticallySource: Olivia Crosby, “Apprenticeships,” Occupational Outlook Quarterly, 46, no. 2 (Summer 2002), p. 5.


Training Methods (cont’d)

• Effective Lectures Don’t start out on the wrong foot. Give listeners signals. Be alert to your audience. Maintain eye contact with audience. Make sure everyone in the room can hear. Control your hands. Talk from notes rather than from a script. Break a long talk into a series of five-minute talks. Practice and rehearse your presentation.


Programmed Learning

• Advantages Reduced training time Self-paced learning Immediate feedback Reduced risk of error for learner

Presenting questions, facts, or problems to

the learner

Allowing the person to respond

Providing feedback on the

accuracy of answers


TABLE 8–2 Names of Various Computer-Based Training Techniques

PI Computer-based programmed instruction

CBT Computer-based training

CMI Computer-managed instruction

ICAI Intelligent computer-assisted instruction

ITS Intelligent tutoring systems

Simulation Computer simulation

Virtual Reality Advanced form of computer simulation

Source: P. Nick Blanchard and James Thacker, Effective Training: Systems, Strategies, and Practices (Upper Saddle River, NJ: Pearson, 2003), p. 144.


Computer-Based Training (CBT)

• Advantages Reduced learning time

Cost-effectiveness

Instructional consistency

• Types of CBT Interactive multimedia training

Virtual reality training


Distance and Internet-Based Training

Teletraining

Videoconferencing

Internet-Based Training

E-Learning and Learning Portals

Distance Learning Methods


FIGURE 8–3 IM Learning Incident

Source: Joshua Bronstein and Amy Newman, “IM 4 Learning,” Training and Development, February 2006, p. 48.


Literacy Training Techniques

Testing job candidates for

basic skills

Instituting basic skills and literacy

programs

Employer Responses to Functional Illiteracy


Management Development

Assessing the company’s strategic

needs

Developing the managers and

future managers

Long-Term Focus of Management Development

Appraising managers’

current performance


Succession Planning

1

Begin management development

Review firm’s management skills inventory

Steps in the Succession Planning Process

Anticipate management needs

Create replacement charts

2

3

4


Management Development (cont’d)

Job Rotation

Action Learning

Managerial On-the-Job

Training

Coaching/Understudy Approach


Management Development (cont’d)

University-Related Programs

Management Games

Off-the-Job Management Training and Development Techniques

The Case Study Method

Outside Seminars

Executive Coaches

Behavior Modeling

Role Playing

Corporate Universities


Managing Organizational Change and Development

Strategy TechnologiesCulture

What to Change

Structure Employees


Managing Organizational Change and Development (cont’d)

Overcoming resistance to

change

Effectively using

organizational development

practices

The Human Resource Manager’s

Role

Organizing and leading

organizational change


Managing Organizational Change and Development (cont’d)

1

Moving

Overcoming Resistance to Change: Lewin’s Change Process

Unfreezing

Refreezing

2

3


How to Lead the Change

• Unfreezing Phase Establish a sense of urgency (need for change). Mobilize commitment to solving problems.

• Moving Phase Create a guiding coalition. Develop and communicate a shared vision. Help employees to make the change. Consolidate gains and produce more change.

• Refreezing Phase Reinforce new ways of doing things. Monitor and assess progress.


FIGURE 8–4 Typical Role in a Role-Playing Exercise

Source: Normal R. F. Maier and Gertrude Casselman Verser, Psychology in Industrial Organizations, 5th ed., p. 190. © 1982 by Houghton Mifflin Company. Used by permission of the publishers.

Walt Marshall—Supervisor of Repair Crew

You are the head of a crew of telephone maintenance workers, each of whom drives a small service truck to and from the various jobs. Every so often you get a new truck to exchange for an old one, and you have the problem of deciding which of your crew members you should give the new truck. Often there are hard feelings, since each seems to feel entitled to the new truck, so you have a tough time being fair. As a matter of fact, it usually turns out that whatever you decide is considered wrong by most of the crew. You now have to face the issue again because a new truck, a Chevrolet, has just been allocated to you for assignment.

In order to handle this problem you have decided to put the decision up to the crew. You will tell them about the new truck and will put the problem in terms of what would be the fairest way to assign the truck. Do not take a position yourself, because you want to do what they think is most fair.


Using Organizational Development

1

Applies behavioral science knowledge.

Organizational Development (OD)

Usually involves action research.

Changes the organization in a particular direction.

2

3


TABLE 8–3 Examples of OD Interventions

Human Process ApplicationsT-groups (Sensitivity Training)

Process consultation

Third-party intervention

Team building

Organizational confrontation meeting

Survey research

Technostructural InterventionsFormal structural change

Differentiation and integration

Cooperative union–management projects

Quality circles

Total quality management

Work design

HRM ApplicationsGoal setting

Performance appraisal

Reward systems

Career planning and development

Managing workforce diversity

Employee wellness

Strategic OD ApplicationsIntegrated strategic management

Culture change

Strategic change

Self-designing organizations


Evaluating the Training Effort

• Designing the Study Time series design

Controlled experimentation

• Training Effects to Measure Reaction of trainees to the program

Learning that actually took place

Behavior that changed on the job

Results achieved as a result of the training


FIGURE 8–5Using a Time Series Graph to Assess aTraining Program’sEffects


FIGURE 8–6A Sample Training Evaluation Form

Source: www.opm.gov/employment_and_benefits/worklife/.


K E Y T E R M SK E Y T E R M S

employee orientation

training

performance management

negligent training

task analysis

performance analysis

on-the-job training

apprenticeship training

job instruction training (JIT)

programmed learning

simulated training

electronic performance support systems (EPSS)

job aid

management development

succession planning

job rotation

action learning

case study method

management game

role playing

outsourced learning

behavior modeling

in-house development center

organizational development

controlled experimentation

dessler ch 08-employee testing and selection

Education

2008 prentice hall

rights reserved

based training

trainees learn

process

job

training

development