hrm dessler 08 training and development
DESCRIPTION
Chapter 8: Training and DevelopmentTRANSCRIPT
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Dessler 2013
Chapter 8 : Training and Developing Employees
Human Resource Management
Lecture 6
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LEARNING OBJECTIVES
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-2
1. Summarize the purpose and process of employee orientation.
2. List and briefly explain each of the five steps in the training process.
3. Describe and illustrate how you would identify training requirements.
4. Explain how to distinguish between problems you can fix with training and those you can’t.
5. Discuss how you would motivate trainees.
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LEARNING OBJECTIVES
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-3
6. Explain how to use five training techniques.
7. List and briefly discuss four management development programs.
8. List and briefly discuss the importance of the eight steps in leading organizational change.
9. Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?”
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COPYRIGHT © 2013 PEARSON EDUCATION, INC. PUBLISHING AS PRENTICE HALL
Summarize the purpose and process of employee
orientation
Chapter 8-4
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THE PURPOSES OF EMPLOYEE ORIENTATION/ONBOARDING
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-5
• Welcome• Basic information• Understanding the
organization• Socialization
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THE ORIENTATION PROCESS
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
8–6
Company organization and
operations
Safety measuresand regulations
Facilities tour
Employee Orientation
Employee benefit information
Personnel policies
Daily routine
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THE ORIENTATION PROCESS
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-7
• Employee handbook
• Orientation technology
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THE TRAINING PROCESS
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–8
Training• Process of teaching new employees basic skills to perform jobs
• Is a hallmark of good management
• Reduces an employer’s exposure to negligent training liability
Training’s Strategic Context• The aims of firm’s training programs must make sense in terms
of the company’s strategic goals.
• Training fosters employee learning, which results in enhanced organizational performance.
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COPYRIGHT © 2013 PEARSON EDUCATION, INC. PUBLISHING AS PRENTICE HALL
List and briefly explain each of the five steps in the
training process
Chapter 8-9
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COPYRIGHT © 2013 PEARSON EDUCATION, INC. PUBLISHING AS PRENTICE HALL
THE ADDIE FIVE-STEP TRAINING PROCESS
Chapter 8-10
• Analyze needs
• Design overall training
• Develop course materials
• Implement training
• Evaluate effectiveness
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COPYRIGHT © 2013 PEARSON EDUCATION, INC. PUBLISHING AS PRENTICE HALL
CONDUCTING THE TRAINING NEEDS ANALYSIS
Chapter 8-11
• Strategic needs
• Strategic training needs analysis
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COPYRIGHT © 2013 PEARSON EDUCATION, INC. PUBLISHING AS PRENTICE HALL
Describe and illustrate how you would identify training
requirements
Chapter 8-12
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STEP 1: ANALYZING TRAINING NEEDS
COPYRIGHT © 2011 PEARSON EDUCATION, INC. PUBLISHING AS PRENTICE HALL8–13
Task Analysis Performance Analysis
Training Needs Analysis
Talent Management
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TASK ANALYSIS
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
Chapter 8-14
• Detailed study
• Job descriptions
• Job specifications
• Performance standard
• Performing the job
• Task analysis record
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COPYRIGHT © 2011 PEARSON EDUCATION, INC. PUBLISHING AS PRENTICE HALL 8–15
TABLE 8–1 Sample Task Analysis Record Form
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TALENT MANAGEMENT
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-16
• What it is
• What’s involved
• Competencies
• Job training needs
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C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
8–17
FIGURE 4–10 Example of Competency Model for a Human Resource Manager
Competency Model • Consolidates a precise overview (graphically) of the
competencies – the knowledge, skills and behaviors ) someone would need to do a job well.
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COPYRIGHT © 2011 PEARSON EDUCATION, INC. PUBLISHING AS PRENTICE HALL 8–18
FIGURE 8–2 Example of Competency Model for Human Resource Manager
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C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L 8–19
FIGURE 8–2 Example of Competency Model for Human Resource ManagerFIGURE 8–2 Example of Competency Model for Human Resource Manager (cont.)
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Explain how to distinguish between problems you can fix with training and those
you can’t
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-20
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PERFORMANCE ANALYSIS:ASSESSING CURRENT EMPLOYEES’ TRAINING NEEDS
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
8–21
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?
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STEP 2: DESIGNING THE TRAINING PROGRAM
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-22
• Setting learning objectives
• Creating a motivational learning environment
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Discuss how you would motivate trainees
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-23
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MAKING THE LEARNING MEANINGFUL
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-24
• Bird’s-eye view
• Familiar examples
• Organize
• Familiar terms
• Perceived need
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MAKING SKILLS TRANSFER OBVIOUS AND EASY
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-25
• Similarity
• Practice
• Label
• Attention
• “Heads-up”
• Pace
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LEARNING
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-26
• Reinforce correct responses
• Schedule
• Follow-up assignments
• Transfer of training
• Other issues
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STEP 3: DEVELOPING PROGRAMS
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-27
• Create program’s training content and materials
• Use specific instructional method
• Lectures
• Ccases
• Training equiptment
• Powerpoint slides
• Workbooks
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Explain how to use five training techniques
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-28
STEP 4: IMPLEMENTING
TRAINING PROGRAMS
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• Videoconferencing
• Computer-Based Training (CBT)
• Simulated Learning
• Interactive Learning
• Internet-Based Training
• On-the-Job Training
• Apprenticeship Training
• Informal Learning
• Job Instruction Training
• Lectures
• Programmed Learning
• Audiovisual-Based Training
• Vestibule Training
• Electronic Performance Support Systems (EPSS)
TRAINING METHODS
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
8–29
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THE OJT TRAINING METHOD
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–30
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
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C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–31
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
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C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
8–32
Job Instruction Training at UPS
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PROGRAMMED LEARNING
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L 8–33
• 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
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OTHER TYPES OF TRAINING
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–34
Electronic Performance Support
Systems (EPSS)
Videoconferencing
Computer-Based Training (CBT)
E-learning and learning portals
Distance Learning Methods
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OTHER TYPES OF LEARNING
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-35
• Mobile learning
• Virtual classrooms
• Lifelong and literacy training techniques
• Team training
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List and briefly discuss four management development
programs
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-36
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IMPLEMENTING MANAGEMENT DEVELOPMENT PROGRAMS
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–37
Assessing the company’s
strategic needs
Developing the managers and
future managers
Long-Term Focus of Management Development
Appraising managers’
current performance
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MANAGEMENT DEVELOPMENT TECHNIQUES
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–38
Job rotation
Coaching and understudy
Managerial On-the-Job Training
Action learning
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OTHER MANAGEMENT TRAINING TECHNIQUES
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–39
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
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C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–40
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.
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BEHAVIOR MODELING
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–41
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
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List and briefly discuss the importance of the eight steps in leading organizational change
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-42
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MANAGING ORGANIZATIONAL CHANGE PROGRAMS
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–43
StrategyTechnologie
sCulture
What to Change
StructureAttitudes/Skills of
Employees
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MANAGING ORGANIZATIONAL CHANGE AND DEVELOPMENT
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L8–44
Overcoming resistance to
change
Effectively using organizational development
practices
The Human Resource Manager’s Role
Organizing and leading
organizational change
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MANAGING ORGANIZATIONAL CHANGE AND DEVELOPMENT
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
1
Moving
Overcoming Resistance to Change: Lewin’s Change Process
Unfreezing
Refreezing
2
3
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HOW TO LEAD THE CHANGE
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
Unfreezing Stage1. Establish a sense of urgency (need for change).2. Mobilize commitment to solving problems.
Moving Stage3. Create a guiding coalition.4. Develop and communicate a shared vision.5. Help employees to make the change.6. Consolidate gains and produce more change.
Refreezing Stage7. Reinforce new ways of doing things.8. Monitor and assess progress.
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What is organizational development and how
does it differ from traditional approaches to organizational change?
C O P Y R I G H T © 2 0 1 3 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L Chapter 8-47
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USING ORGANIZATIONAL DEVELOPMENT
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
1
Applies behavioral science knowledge
Organizational Development (OD)
Usually involves action research
Changes the organization in a particular direction
2
3
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C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
TABLE 8–2 Examples of OD Interventions
Human Process ApplicationsT-groups (Sensitivity Training)Process consultationThird-party interventionTeam buildingOrganizational confrontation meetingSurvey research
Technostructural InterventionsFormal structural changeDifferentiation and integrationCooperative union–management projectsQuality circlesTotal quality managementWork design
HRM ApplicationsGoal settingPerformance appraisalReward systemsCareer planning and developmentManaging workforce diversityEmployee wellness
Strategic OD ApplicationsIntegrated strategic managementCulture changeStrategic changeSelf-designing organizations
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STEP 5: EVALUATING THE TRAINING EFFORT
C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
• Designing the Evaluation Study• Time series design
• Controlled experimentation
• Choosing Which 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
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C O P Y R I G H T © 2 0 11 P E A R S O N E D U C AT I O N , I N C . P U B L I S H I N G A S P R E N T I C E H A L L
FIGURE 8–4
A Sample TrainingEvaluation Form
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TUTORIAL
3–52
• Discussion Questions (p. 302)
• Question 4 & 7
• Hotel Paris Case (p. 304)
• Question 1 & 2