Dessler_HRM12e_PPT_08.ppt

(1)

Chapter 8

Training and

Developing

Employees

Chapter 8

Training and

Developing

Employees

Part Three | Training and Development

(2)

Purpose of Orientation

Feel welcome and at ease

Begin the socialization

process Understand

the

organization

Know what is expected in work and

behavior

(3)

The Orientation Process

Company organization and

operations

Safety measures and regulations

Facilities tour Employee

Orientation Employee benefit

information

Personnel policies

(4)

The Training Process

• Training_Training

 _{Is the process of teaching new employees}_{Is the process of teaching new employees}

the basic skills they need to perform their jobs

 _{Is a hallmark of good management}_{Is a hallmark of good management}

 _{Reduces an employer’s exposure to negligent}_{Reduces an employer’s exposure to negligent}

training liability

• Training’s Strategic Context_{Training’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

goals.

 _{Training fosters employee learning, which}_{Training fosters employee learning, which}

results in enhanced organizational

(5)

Steps in the Training Process

1

2

3

4

The Four-Step Training Process

Instructional design Needs analysis

Program implementation

(6)

Training, Learning, and Motivation

• Make the Learning Meaningful

_{Make 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.

4.

4. Use terms and concepts that are already familiar _{Use terms and concepts that are already familiar}

to trainees.

5.

5. Use as many visual aids as possible._{Use as many visual aids as possible.}

6.

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Training, Learning, and Motivation

(cont’d)

_•

_{Make 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.

4.

4. Direct the trainees’ attention to important aspects _{Direct the trainees’ attention to important aspects}

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

the job.

(8)

Training, Learning, and Motivation

(cont’d)

_•

_{Reinforce 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.”

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

is not as effective as half the day or three-fourths

of the day.”

(9)

Analyzing Training Needs

Task Analysis: Assessing new employees’ training

needs

Performance Analysis: Assessing current employees’ training

needs

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Performance Analysis:

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 Specialized Software

(11)

Training Methods

• On-the-Job Training_{On-the-Job Training}

• Apprenticeship Training_{Apprenticeship Training}

• Informal Learning_{Informal Learning}

• Job Instruction Training_{Job Instruction Training}

• Lectures_Lectures

• Programmed Learning_{Programmed Learning}

• Audiovisual-Based Training_{Audiovisual-Based Training}

• Vestibule Training_{Vestibule Training}

• Teletraining and _{Teletraining and} Videoconferencing Videoconferencing

• Electronic Performance _{Electronic Performance} Support Systems (EPSS) Support Systems (EPSS)

• Computer-Based Training _{Computer-Based Training} (CBT)

(CBT)

• Simulated Learning_{Simulated Learning}

• Internet-Based Training_{Internet-Based Training}

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The OJT Training Method

• On-the-Job Training (OJT)_{On-the-Job Training (OJT)}  _{Having a person learn a job}_{Having a person learn a job}

by actually doing the job.

• Types of On-the-Job Training_{Types of On-the-Job Training}  _{Coaching or understudy}_{Coaching or understudy}

 _{Job rotation}_{Job rotation}

 _{Special assignments}_{Special assignments}

• Advantages_Advantages  _Inexpensive_Inexpensive  _{Learn by doing}_{Learn by doing}

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On-the-Job Training

1

Follow up

Present the operation

Steps to Help Ensure OJT Success

Prepare the learner

Do a tryout

2

3

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Delivering 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.}

(15)

Programmed Learning

• Advantages_Advantages

 _{Reduced training time}_{Reduced training time}  _{Self-paced learning}_{Self-paced learning}  _{Immediate feedback}_{Immediate feedback}

 _{Reduced risk of error for learner}_{Reduced risk of error for learner}

Presenting questions,

facts, or problems to

the learner

Allowing the person to

respond

Providing feedback on the accuracy

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Intelligent Tutoring Systems

• Advantages_Advantages

 _{Reduced learning time}_{Reduced learning time}  _{Cost effectiveness}_{Cost effectiveness}

 _{Instructional consistency}_{Instructional consistency}

• Types of Programmed Learning_{Types of Programmed Learning}  _{Interactive multimedia training}_{Interactive multimedia training}

(17)

Internet-Based Training

Teletraining and Videoconferencing

Electronic Performance Support

Systems (EPSS)

Computer-Based Training

E-learning and learning portals

Distance Learning

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Lifelong Learning and

Literacy Training Techniques

Provide employees with lifelong

educational and learning opportunities

Instituting basic skills and literacy programs

Employer Responses to Employee Learning

(19)

Creating 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

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Implementing Management

Development Programs

Assessing the company’s strategic needs

Developing the managers and future managers

Long-Term Focus of Management

Development

Appraising managers’

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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

(22)

Management Development

Techniques

Job rotation

Coaching and understudy

Managerial On-the-Job Training

(23)

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

Techniques

(24)

Behavior 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

(25)

Managing Organizational

Change Programs

Strategy Technologi

es Culture

What to Change

(26)

Managing Organizational

Change and Development

Overcoming resistance to

change

Effectively using organizational

development practices

The Human Resource Manager’s Role

Organizing and leading organizational

(27)

Managing Organizational

Change and Development

(cont’d)

1

Moving

Overcoming Resistance to Change:

Lewin’s Change Process

Unfreezing

Refreezing

2

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How to Lead the Change

• Unfreezing Stage_{Unfreezing 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 Stage_{Moving Stage}

3.

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 Stage_{Refreezing Stage}

7.

7. Reinforce new ways of doing things.Reinforce new ways of doing things.

8.

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Using Organizational Development

1

Applies behavioral science knowledge

Organizational Development (OD)

Usually involves action research

Changes the organization in a particular direction

2

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Evaluating the Training Effort

• Designing the Evaluation Study

_{Designing the Evaluation Study}

 _{Time series design}_{Time series design}

 _{Controlled experimentation}_{Controlled experimentation}

• Choosing Which Training Effects to Measure

_{Choosing Which Training Effects to Measure}

 _Reaction_Reaction_{of trainees to the program}_{of trainees to the program}

 _Learning_Learning_{that actually took place}_{that actually took place}

 _Behavior_Behavior_{that changed on the job}_{that changed on the job}