dessler hrm12e chp_08

GARY DESSLER

HUMAN RESOURCE MANAGEMENT Global Edition 12e

Chapter 8

Training and Developing Employees

PowerPoint Presentation by Charlie CookThe University of West AlabamaCopyright © 2011 Pearson Education

Part 3 Training and Development

Copyright © 2011 Pearson Education 8–2

WHERE WE ARE NOW…


1.1. Summarize the purpose and process Summarize the purpose and process of employee orientation.of employee orientation.

2.2. List and briefly explain each of the four steps List and briefly explain each of the four steps in the training process.in the training process.

3.3. Discuss how you would motivate trainees.Discuss how you would motivate trainees.

4.4. Describe and illustrate how you would identify Describe and illustrate how you would identify training requirements.training requirements.

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

6.6. Explain how to use five training techniques.Explain how to use five training techniques.

LEARNING OUTCOMESLEARNING OUTCOMES


7.7. List and briefly discuss four management List and briefly discuss four management development programs.development programs.

8.8. List and briefly discuss the importance of the eight List and briefly discuss the importance of the eight steps in leading organizational change.steps in leading organizational change.

9.9. Answer the question, “What is organizational Answer the question, “What is organizational development and how does it differ from traditional development and how does it differ from traditional approaches to organizational change?”approaches to organizational change?”

LEARNING OUTCOMES (cont’d)LEARNING OUTCOMES (cont’d)


Purpose of OrientationPurpose 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 ProcessThe Orientation Process

Company organization and operations

Safety measuresand regulations

Facilities tour

Employee Orientation

Employee benefit information

Personnel policies

Daily routine


FIGURE 8–1

New EmployeeDepartmental Orientation Checklist


The Training ProcessThe Training Process• TrainingTraining

Is the process of teaching new employees Is the process of teaching new employees the basic skills they need to perform their jobsthe basic skills they need to perform their jobs

Is a hallmark of good managementIs a hallmark of good management

Reduces an employer’s exposure to negligent Reduces an employer’s exposure to negligent training liabilitytraining liability

• Training’s Strategic ContextTraining’s Strategic Context The aims of firm’s training programs must make The aims of firm’s training programs must make

sense in terms of the company’s strategic sense in terms of the company’s strategic goals.goals.

Training fosters employee learning, which Training fosters employee learning, which results in enhanced organizational results in enhanced organizational performance.performance.


Steps in the Training ProcessSteps in the Training Process

1

2

3

4

The Four-Step Training Process

Instructional design

Needs analysis

Program implementation

Evaluation


Training, Learning, and MotivationTraining, Learning, and Motivation

• Make the Learning MeaningfulMake the Learning Meaningful

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

2.2. Use a variety of familiar examples.Use a variety of familiar examples.

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

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

5.5. Use as many visual aids as possible.Use as many visual aids as possible.

6.6. Create a perceived training need in trainees’ minds.Create a perceived training need in trainees’ minds.


Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)

• Make Skills Transfer EasyMake Skills Transfer Easy

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

2.2. Provide adequate practice.Provide adequate practice.

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

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

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


Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)

• Reinforce the LearningReinforce the Learning

1.1. Trainees learn best when the trainers immediately Trainees learn best when the trainers immediately reinforce correct responses, perhaps with a quick reinforce correct responses, perhaps with a quick “well done.”“well done.”

2.2. The schedule is important. The learning curve The schedule is important. The learning curve goes down late in the day, so that “full day training goes down late in the day, so that “full day training is not as effective as half the day or three-fourths is not as effective as half the day or three-fourths of the day.”of the day.”


Analyzing Training NeedsAnalyzing Training Needs

Task Analysis: Assessing new employees’

training needs

Performance Analysis: Assessing current employees’

training needs

Training Needs Analysis


TABLE 8–1 Sample Task Analysis Record Form


FIGURE 8–2 Example of Competency Model for Human Resource Manager


Performance Analysis:Performance Analysis:Assessing Current Employees’ Training NeedsAssessing 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

Specialized Software

Can’t-do or Won’t-do?


Training MethodsTraining Methods• On-the-Job TrainingOn-the-Job Training

• Apprenticeship TrainingApprenticeship Training

• Informal LearningInformal Learning

• Job Instruction TrainingJob Instruction Training

• LecturesLectures

• Programmed LearningProgrammed Learning

• Audiovisual-Based TrainingAudiovisual-Based Training

• Vestibule TrainingVestibule Training

• Teletraining and Teletraining and VideoconferencingVideoconferencing

• Electronic Performance Electronic Performance Support Systems (EPSS)Support Systems (EPSS)

• Computer-Based Training Computer-Based Training (CBT)(CBT)

• Simulated LearningSimulated Learning

• Internet-Based TrainingInternet-Based Training

• Learning PortalsLearning Portals


The OJT Training MethodThe OJT Training Method• On-the-Job Training (OJT)On-the-Job Training (OJT)

Having a person learn a jobHaving a person learn a jobby actually doing the job.by actually doing the job.

• Types of On-the-Job TrainingTypes of On-the-Job Training Coaching or understudyCoaching or understudy Job rotationJob rotation Special assignmentsSpecial assignments

• AdvantagesAdvantages InexpensiveInexpensive Learn by doingLearn by doing Immediate feedbackImmediate feedback


On-the-Job TrainingOn-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 8–3 Some Popular Apprenticeships

The U.S. Department of Labor’s Registered Apprenticeship program offers access to 1,000 career areas, including the following top occupations:

• Able seaman

• Carpenter

• Chef

• Child care development specialist

• Construction craft laborer

• Dental assistant

• Electrician

• Elevator constructor

• Fire medic

• Law enforcement agent

• Over-the-road truck driver

• Pipefitter


FIGURE 8–4 Job Instruction Training at UPS


Delivering Effective LecturesDelivering Effective Lectures• Don’t start out on the wrong foot.Don’t start out on the wrong foot.

• Give your listeners signals.Give your listeners signals.

• Be alert to your audience.Be alert to your audience.

• Maintain eye contact with audience.Maintain eye contact with audience.

• Make sure everyone in the room can hear. Make sure everyone in the room can hear.

• Control your hands. Control your hands.

• Talk from notes rather than from a script.Talk from notes rather than from a script.

• Break a long talk into a series of five-minute talks.Break a long talk into a series of five-minute talks.

• Practice and rehearse your presentation.Practice and rehearse your presentation.


Programmed LearningProgrammed Learning

• AdvantagesAdvantages Reduced training timeReduced training time Self-paced learningSelf-paced learning Immediate feedbackImmediate feedback Reduced risk of error for learnerReduced 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


Intelligent Tutoring SystemsIntelligent Tutoring Systems• AdvantagesAdvantages

Reduced learning timeReduced learning time

Cost effectivenessCost effectiveness

Instructional consistencyInstructional consistency

• Types of Programmed LearningTypes of Programmed Learning Interactive multimedia trainingInteractive multimedia training

Virtual reality trainingVirtual reality training

Virtual classroomVirtual classroom


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


Internet-Based TrainingInternet-Based Training

Teletraining and Videoconferencing

Electronic Performance Support Systems (EPSS)

Computer-Based Training

E-learning and learning portals

Distance Learning Methods


FIGURE 8–5 Partial List of E-Learning Vendors


Lifelong Learning and Lifelong Learning and Literacy Training TechniquesLiteracy Training Techniques

Provide employees with lifelong educational and learning opportunities

Instituting basic skills and literacy programs

Employer Responses to Employee Learning Needs


Creating Your Own Training ProgramCreating Your Own Training Program

1

2

3

4

Creating a Training Program

Use a detailed job description

Set training objectives

Develop an abbreviated task analysis record form

Develop a job instruction sheet

5 Compile training program for the job


Implementing Management Implementing Management Development ProgramsDevelopment Programs

Assessing the company’s strategic

needs

Developing the managers and

future managers

Long-Term Focus of Management Development

Appraising managers’ current

performance


Succession PlanningSuccession 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 TechniquesManagement Development Techniques

Job rotation

Coaching and understudy

Managerial On-the-Job Training

Action learning


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

Other Management Training TechniquesOther Management Training Techniques


FIGURE 8–6 Typical Role in a Role-Playing Exercise

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 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.


Behavior ModelingBehavior Modeling

1

Encourage transfer of training to job

Have trainees role play using behaviors

Behavior Modeling Training

Model the effective behaviors

Provide social reinforcement and feedback

2

3

4


Managing Organizational Managing Organizational Change ProgramsChange Programs

Strategy TechnologiesCulture

What to Change

Structure Employees


Managing Organizational Change Managing Organizational Change and Developmentand Development

Overcoming resistance to

change

Effectively using organizational development

practices

The Human Resource Manager’s Role

Organizing and leading

organizational change


Managing Organizational Change Managing Organizational Change and Development (cont’d)and Development (cont’d)

1

Moving

Overcoming Resistance to Change: Lewin’s Change Process

Unfreezing

Refreezing

2

3


How to Lead the ChangeHow to Lead the Change• Unfreezing StageUnfreezing Stage

1.1. Establish a sense of urgency (need for change).Establish a sense of urgency (need for change).

2.2. Mobilize commitment to solving problems.Mobilize commitment to solving problems.

• Moving StageMoving Stage3.3. Create a guiding coalition.Create a guiding coalition.

4.4. Develop and communicate a shared vision.Develop and communicate a shared vision.

5.5. Help employees to make the change.Help employees to make the change.

6.6. Consolidate gains and produce more change.Consolidate gains and produce more change.

• Refreezing StageRefreezing Stage7.7. Reinforce new ways of doing things.Reinforce new ways of doing things.

8.8. Monitor and assess progress.Monitor and assess progress.


Using Organizational DevelopmentUsing 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 Applications

T-groups (Sensitivity Training)

Process consultation

Third-party intervention

Team building

Organizational confrontation meeting

Survey research

Technostructural Interventions

Formal structural change

Differentiation and integration

Cooperative union–management projects

Quality circles

Total quality management

Work design

HRM Applications

Goal setting

Performance appraisal

Reward systems

Career planning and development

Managing workforce diversity

Employee wellness

Strategic OD Applications

Integrated strategic management

Culture change

Strategic change

Self-designing organizations


Evaluating the Training EffortEvaluating the Training Effort

• Designing the Evaluation StudyDesigning the Evaluation Study

Time series designTime series design

Controlled experimentation Controlled experimentation

• Choosing Which Training Effects to MeasureChoosing Which Training Effects to Measure

ReactionReaction of trainees to the program of trainees to the program

LearningLearning that actually took place that actually took place

BehaviorBehavior that changed on the job that changed on the job

ResultsResults achieved as a result of the training achieved as a result of the training


FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects


FIGURE 8–8

A Sample TrainingEvaluation Form


K E Y T E R M S

employee orientation

training

negligent training

task analysis

competency model

performance analysis

on-the-job training (OJT)

apprenticeship training

job instruction training (JIT)

programmed learning

electronic performance support systems (EPSS)

job aid

virtual classroom

lifelong learning

management development

job rotation

action learning

case study method

management game

role playing

behavior modeling

in-house development center

executive coach

organizational development

controlled experimentation


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