training and development ch8

7/31/2019 Training and Development Ch8

1/37

Training and Developing Employees

81


2/37

82

After studying this chapter, you should be able to:

1. Describe the basic training process.

2. Describe and illustrate how you would go aboutidentifying training requirements.

3. Explain how to distinguish between problems you can

fix with training and those you cant.

4. Explain how to use five training techniques.


3/37

83

Purpose of Orientation

FeelWelcome

and At Ease

Begin theSocialization

Process

Understandthe

Organization

Know WhatIs Expected

in Work andBehavior

Orientation HelpsNew Employees


4/37

84

The Orientation Process

CompanyOrganization and

Operations

Safety Measuresand Regulations

Facilities

Tour

EmployeeOrientation

Employee BenefitInformation

PersonnelPolicies

Daily

Routine


5/37

85

FIGURE 81New EmployeeDepartmentalOrientation

Checklist


6/37

86

The Training Process

Training

The process of teaching new employees the basicskills they need to perform their jobs.

Trainings Strategic Context

The firms training programs must make sense interms of the companys strategic goals.

Performance Management

Taking an integrated, goal-oriented approach to

assigning, training, assessing, and rewardingemployees performance.


7/3787

The Training Process (contd)

1

2

3

4

5

The Five-Step Training and Development Process

Instructional design

Needs analysis

Validation

Implement the program

Evaluation


8/37

Need Analysis -Identifies the specific job performanceskills needed, assesses the prospective trainees skills and

develops specific ,measurable knowledge and performanceobjectives based on any deficiencies

Instruction Design - Decide on compile and producethe training program content, including workbook exerciseand activities

Validation Step training program by presenting it to asmall representative audience

Implementby actually training the targeted employeegroup

Evaluation Stepin which management assesses theprograms successes or failure.

88


9/37

89

Training, Learning, and Motivation

Make the Learning Meaningful

1. At the start of training, provide a birds-eye view ofthe material to be presented to facilitate learning.

2. Use a variety of familiar examples.

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

4. Use terms and concepts that are already familiar

to trainees.5. Use as many visual aids as possible.


10/37

810

Training, Learning, and Motivation (contd)

Make Skills Transfer Easy

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

2. Provide adequate practice.

3. Label or identify each feature of the machine and/orstep 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.


11/37

811

Motivation Principles for Trainers

Trainees learn best when the trainersimmediately reinforce correct responses.

Trainees learn best at their own pace.

Create a perceived training need in thetrainees minds.

The schedule is importantthe learning curvegoes down late in the day; less than full day

training is most effective.


12/37

812

Analyzing Training Needs

Task Analysis:Assessing New Employees

Training Needs

Performance Analysis:Assessing Current Employees

Training Needs

Training NeedsAnalysis


13/37

813

TABLE 81TaskAnalysisRecord

Form

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


14/37

814

Assessing Current Employees Training Needs

Performance Appraisals

Job-RelatedPerformance Data

Observations

Interviews

Assessment CenterResults

Individual Diaries

Attitude Surveys

Tests

Methods forIdentifying

TrainingNeeds


15/37

815

Training Methods

On-the-Job Training

Informal Learning

Job Instruction Training

Lectures

Programmed Learning Audiovisual Training

Simulated Training

Computer-Based Training (CBT)

Electronic Performance Support Systems (EPSS)

Distance and Internet-Based Training


16/37

816

Training Methods (contd)

On-the-Job Training (OJT)

Having a person learn a jobby actually doing the job.

Types of On-the-Job Training

Coaching or understudy Job rotation

Special assignments

Advantages

Inexpensive

Learn by doing

Immediate feedback


17/37

817

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


18/37

818 2009 Dorling Kindersley (I) Pvt. Ltd. All rights reserved.

FIGURE 82 The 25 Most Popular Apprenticeships*

According to the U.S. Department of Labor apprenticeship database, theoccupations listed below had the highest numbers of apprentices in 2001. These

findings are approximate because the database includes only about 70% ofregistered apprenticeship programsand 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 alphabetically

Source:Olivia Crosby, Apprenticeships, Occupational Outlook Quarterly, 46, no. 2 (Summer 2002), p. 5.


19/37

819

Training Methods (contd)

Effective Lectures

Dont start out on the wrong foot.

Eg: I really dont know why I was asked to speak here today

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.


20/37

820

Programmed Learning systematic method forteaching job skills involving are :-

Advantages

Reduced training time

Self-paced learning Immediate feedback

Reduced risk of error for learner

Presentingquestions, facts,or problems to

the learner

Allowing theperson torespond

Providingfeedback on the

accuracy ofanswers


21/37

821

TABLE 82 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


22/37

822

Computer-Based Training (CBT)

Advantages

Reduced learning time

Cost-effectiveness

Instructional consistency

Types of CBT

Interactive multimedia training

Virtual reality training


23/37

823

Distance and Internet-Based Training

Teletraining

Videoconferencing

Internet-Based Training

E-Learning andLearning Portals

Distance LearningMethods


24/37

824

Management Development

Assessing the

companysstrategicneeds

Developing the

managers andfuturemanagers

Long-Term Focusof ManagementDevelopment

Appraising

managerscurrentperformance


25/37

825

Succession Planning

1

Begin management development

Review firms management skills inventory

Steps in the Succession Planning Process

Anticipate management needs

Create replacement charts

2

3

4


26/37

826

Management Development (contd)

JobRotation

ActionLearning

ManagerialOn-the-Job

Training

Coaching/UnderstudyApproach


27/37

827

Management Development (contd)

University-Related Programs

Management Games

Off-the-Job Management Trainingand Development Techniques

The Case Study Method

Outside Seminars

Executive Coaches

Behavior Modeling

Role Playing

Corporate Universities


28/37

828

Managing Organizational Changeand Development

Strategy TechnologiesCulture

What to Change

Structure Employees


29/37

829

Managing Organizational Changeand Development (contd)

Overcomingresistance to

change

Effectivelyusing

organizationaldevelopment

practices

The HumanResource Managers

Role

Organizing

and leadingorganizational

change


30/37

830

Managing Organizational Changeand Development (contd)

1

Moving

Overcoming Resistance to Change:Lewins Change Process

Unfreezing

Refreezing

2

3


31/37

831

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.


32/37

832

Using Organizational Development

1

Applies behavioral science knowledge.

Organizational Development (OD)

Usually involves action research.

Changes the organization in a particular direction.

2

3


33/37

833

TABLE 83 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 unionmanagementprojects

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


35/37

835

Evaluating the Training Effort

Designing the Study

Time series design

Controlled experimentation

Training Effects to Measure Reactionof trainees to the program

Learningthat actually took place

Behaviorthat changed on the job

Resultsachieved as a result of the training


36/37

836

FIGURE 85Using a TimeSeries Graphto Assess aTrainingProgramsEffects


37/37

FIGURE 86A Sample TrainingEvaluation Form

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

training and development ch8

Documents