Dessler HRM12e PPT 08

Chapter 8
Training and Developing Employees
Part Three | Training and Development

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall PowerPoint Presentation by Charlie Cook The University of West Alabama
WHERE WE ARE NOW
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall
82
LEARNING OUTCOMES
1. Summarize the purpose and process of employee orientation.
2. List and briefly explain each of the four steps in the training process.
3. Discuss how you would motivate trainees. 4. Describe and illustrate how you would identify training requirements. 5. Explain how to distinguish between problems you can fix with training and those you cant. 6. Explain how to use five training techniques.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall 83
LEARNING OUTCOMES (contd)

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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Basic Definitions
In the field of human resource management, training and development is the field concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings It has been known by several names, including employee development, human resource development, and learning and development.
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Training: This activity is both focused upon, and evaluated against, the job that an individual currently holds. Education: This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs. Development: This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate. Learning: is acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information.
Purpose of Orientation
Orientation Helps New Employees
Feel welcome and at ease
Understand the organization
Know what is expected in work and behavior
Begin the socialization process
Employee orientation (often called onboarding today) provides new employees with the information they need to function; ideally, though, it should also help new employees start getting emotionally attached to the firm.
The Orientation Process
Employee benefit information
Company organization and operations
Personnel policies
Employee Orientation
Safety measures and regulations
Daily routine
Facilities tour
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The Training Process

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

Is a hallmark of good management
Reduces an employers exposure to negligent
training liability
Trainings Strategic Context

The aims of firms training programs must make
sense in terms of the companys strategic goals.

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

The Four-Step Training Process
1
Needs analysis or Training Need Analysis
2
3 4
Instructional design Program implementation

Evaluation
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Training Programs
Training programs consist of four steps. 1.In the training need analysis step, identify the specific knowledge and skills the job requires, and compare these with the prospective trainees knowledge and skills (TNA). 2.In the instructional design step, formulate specific, measurable knowledge and performance training objectives, review possible training program content (including workbooks, exercises, and activities), and estimate a budget for the training program. 3.Implement the program, by actually training the targeted employee group using methods such as on-the-job or online training. 4. In the evaluation step, assess the programs success (or failures).
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Training, Learning, and Motivation

Make the Learning Meaningful
1. At the start of training, provide a birds-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. 6. Create a perceived training need in trainees minds.
Training, Learning, and Motivation (contd)

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.
Training, Learning, and Motivation (contd)

Reinforce the Learning
1. Trainees learn best when the trainers immediately reinforce correct responses, perhaps with a quick well done. 2. The schedule is important. The learning curve goes down late in the day, so that full day training is not as effective as half the day or three-fourths of the day.
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Analyzing Training Needs

Training Needs Analysis
Task Analysis:
Assessing new employees training needs
Performance Analysis:
Assessing current employees training needs
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FIGURE 82
Example of Competency Model for Human Resource Manager
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Performance Analysis: Assessing Current Employees Training Needs

Specialized Software Assessment Center Results Individual Diaries Performance Appraisals
Methods for Identifying Training Needs
Job-Related Performance Data
Attitude Surveys
Observations
Tests
Interviews
Cant-do or Wont-do?
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Training Methods
On-the-Job Training Apprenticeship Training Informal Learning Computer-Based Training (CBT) Simulated Learning
Job Instruction Training

Lectures Programmed Learning
Internet-Based Training
Learning Portals
Audiovisual-Based Training
Vestibule Training Teletraining and Videoconferencing
Electronic Performance Support Systems (EPSS)
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The OJT Training Method

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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On-the-Job Training
Steps to Help Ensure OJT Success
1
Prepare the learner Present the operation Do a tryout Follow up
2 3
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FIGURE 84
Job Instruction Training at UPS
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Delivering Effective Lectures

Dont start out on the wrong foot. Give your 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.
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Programmed Learning
Presenting questions, facts, or problems to the learner Providing feedback on the accuracy of answers
Allowing the person to respond
Advantages
Reduced training time Self-paced learning Immediate feedback Reduced risk of error for learner
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Intelligent Tutoring Systems

Advantages
Reduced learning time Cost effectiveness Instructional consistency
Types of Programmed Learning

Interactive multimedia training
Virtual reality training

Virtual classroom
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Internet-Based Training
Teletraining and Videoconferencing
Distance Learning Methods
Electronic Performance Support Systems (EPSS)
Computer-Based Training
E-learning and learning portals
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Lifelong Learning and Literacy Training Techniques

Employer Responses to Employee Learning Needs
Provide employees with lifelong educational and learning opportunities
Instituting basic skills and literacy programs
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Creating Your Own Training Program

Creating a Training Program
1
Set training objectives
2
3
Use a detailed job description

Develop an abbreviated task analysis record form
4 5
Develop a job instruction sheet

Compile training program for the job
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Implementing Management Development Programs

Long-Term Focus of Management Development
Assessing the companys strategic needs
Appraising managers current performance
Developing the managers and future managers
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Succession Planning
Steps in the Succession Planning Process
1
Anticipate management needs Review firms management skills inventory
2
3
Create replacement charts

Begin management development
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Management Development Techniques
Managerial On-the-Job Training
Job rotation
Coaching and understudy
Action learning
830
Other Management Training Techniques

Off-the-Job Management Training and Development Techniques
The case study method Management games Role playing Behavior modeling Corporate universities Executive coaches
Outside seminars
University-related programs
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FIGURE 86
Typical Role in a Role-Playing Exercise
Walt MarshallSupervisor 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.
832
Behavior Modeling
Behavior Modeling Training
1
Model the effective behaviors Have trainees role play using behaviors Provide social reinforcement and feedback Encourage transfer of training to job
2
3
833
Managing Organizational Change Programs
What to Change
Strategy
Culture
Structure
Technologies
Employees
834
Managing Organizational Change and Development

The Human Resource Managers Role
Overcoming resistance to change
Organizing and leading organizational change
Effectively using organizational development practices
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Managing Organizational Change and Development (contd)

Overcoming Resistance to Change: Lewins Change Process
1
Unfreezing
2 3
Moving
Refreezing
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How to Lead the Change

Unfreezing Stage
1. Establish a sense of urgency (need for change). 2. Mobilize commitment to solving problems.
Moving Stage
3. 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 Stage
7. Reinforce new ways of doing things. 8. Monitor and assess progress.
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Using Organizational Development

Organizational Development (OD)
1
Usually involves action research Applies behavioral science knowledge Changes the organization in a particular direction
2
3
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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
HRM Applications
Goal setting Performance appraisal Reward systems Career planning and development Managing workforce diversity Employee wellness
Technostructural Interventions
Formal structural change
Strategic OD Applications
Integrated strategic management
Differentiation and integration

Cooperative unionmanagement projects Quality circles Total quality management Work design
Culture change
Strategic change Self-designing organizations
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Evaluating the Training Effort

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
840
FIGURE 87
Using a Time Series Graph to Assess a Training Programs Effects
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FIGURE 88 A Sample Training Evaluation Form
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What is Personal Development?

Transcending our Negative Qualities Controlling Our Thoughts Self-Transcendence. Intuition Minimise Desires. To Live in the Heart. Gratitude. Enlarging our Sense of Self. Who am I?
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Transcending our Negative Qualities.

We all have negative qualities such as pride, anger and doubt. Personal development is a conscious effort to reduce and minimize these qualities by focusing on the positive aspects of life.
Controlling Our Thoughts.

Control of our thoughts is essential for our own development. If we allow ourselves to be at the mercy of our own thoughts, we cannot hope to minimise our negative qualities and bring our good qualities to the fore. Meditation is the best way to cultivate a silent mind.
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Personal Development
Self-Transcendence. Self-Transcendence is the art of going beyond our own self-imposed limitations. This means we aspire to reach new goals and not to be satisfied with what we were in the past.
Intuition. Personal development means we learn to listen to the inner voice our inner pilot. The messages of our inner voice can only be heard with a silent mind. This inner inspiration comes not from our ego, but our Soul.
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Minimize Desires. When we live in the world of desires there is no end to our desires. However, spiritual growth means we learn to reduce our desires. By reducing our desires we discover that the source of abiding happiness is to be found in a life of simplicity and not outer success.
To Live in the Heart. If we can live in the heart many of our problems will be solved. When we live in the heart, we can spontaneously feel our oneness with others.
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Enlarging our Sense of Self.
Self-improvement Is A continuous self-offering. Our personal development is not just about ourselves. It is about being aware of a deeper and more meaningful connection with other people and the wider world. When we can extend our sense of identity, we cannot help but implement the golden rule Do unto others, as you would have done to you.
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Gratitude. Gratitude is to make a conscious appreciation of the Source of all things. Without gratitude personal development is very limited
Who Am I?
The ultimate question of personal development is who am I? Through personal development we learn that we are not the body, we are not our thoughts; in fact, our inner reality is far beyond the comprehension of the mind
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KEY TERMS
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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Chapter 8

Training and Developing Employees

Part Three | Training and Development

WHERE WE ARE NOW

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

LEARNING OUTCOMES (contd)

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Feel welcome and at ease

Understand the organization

Know what is expected in work and behavior

Begin the socialization process

The Orientation Process

Employee benefit information

Company organization and operations

Safety measures and regulations

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

The Training Process

the basic skills they need to perform their jobs

Trainings Strategic Context

sense in terms of the companys strategic goals.

results in enhanced organizational performance.

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Steps in the Training Process

Needs analysis or Training Need Analysis

Instructional design Program implementation

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Training, Learning, and Motivation

Training, Learning, and Motivation (contd)

Training, Learning, and Motivation (contd)

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Analyzing Training Needs

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Example of Competency Model for Human Resource Manager

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Performance Analysis: Assessing Current Employees Training Needs

Methods for Identifying Training Needs

Job-Related Performance Data

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Job Instruction Training

Electronic Performance Support Systems (EPSS)

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

The OJT Training Method

by actually doing the job.

Types of On-the-Job Training

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Prepare the learner Present the operation Do a tryout Follow up

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Job Instruction Training at UPS

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Delivering Effective Lectures

Control your hands.

Practice and rehearse your presentation.

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Allowing the person to respond

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Intelligent Tutoring Systems

Types of Programmed Learning

Virtual reality training

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

Teletraining and Videoconferencing