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GARY DESSLER HUMAN RESOURCE MANAGEMENT Global Edition 12e Chapter 8 Training and Developing Employees PowerPoint Presentation by Charlie Cook The University of West Alabama Copyright © 2011 Pearson Education Part 3 Training and Development

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  1. 1. GARY DESSLER HUMAN RESOURCE MANAGEMENT Global Edition 12e Chapter 8 Training and Developing Employees PowerPoint Presentation by Charlie Cook The University of West AlabamaCopyright 2011 Pearson Education Part 3 Training and Development
  2. 2. Copyright 2011 Pearson Education 82 WHERE WE ARE NOW
  3. 3. Copyright 2011 Pearson Education 83 1.1. Summarize the purpose and processSummarize the purpose and process of employee orientation.of employee orientation. 2.2. List and briefly explain each of the four stepsList 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 identifyDescribe and illustrate how you would identify training requirements.training requirements. 5.5. Explain how to distinguish between problemsExplain how to distinguish between problems you can fix with training and those you cant.you can fix with training and those you cant. 6.6. Explain how to use five training techniques.Explain how to use five training techniques. LEARNING OUTCOMESLEARNING OUTCOMES
  4. 4. Copyright 2011 Pearson Education 84 7.7. List and briefly discuss four managementList and briefly discuss four management development programs.development programs. 8.8. List and briefly discuss the importance of the eightList 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 organizationalAnswer the question, What is organizational development and how does it differ from traditionaldevelopment and how does it differ from traditional approaches to organizational change?approaches to organizational change? LEARNING OUTCOMES (contd)LEARNING OUTCOMES (contd)
  5. 5. Copyright 2011 Pearson Education 85 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
  6. 6. Copyright 2011 Pearson Education 86 The Orientation ProcessThe Orientation Process Company organization and operations Safety measures and regulations Facilities tour Employee Orientation Employee benefit information Personnel policies Daily routine
  7. 7. Copyright 2011 Pearson Education 87 FIGURE 81 New Employee Departmental Orientation Checklist
  8. 8. Copyright 2011 Pearson Education 88 The Training ProcessThe Training Process TrainingTraining Is the process of teaching new employeesIs 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 employers exposure to negligentReduces an employers exposure to negligent training liabilitytraining liability Trainings Strategic ContextTrainings Strategic Context The aims of firms training programs must makeThe aims of firms training programs must make sense in terms of the companys strategicsense in terms of the companys strategic goals.goals. Training fosters employee learning, whichTraining fosters employee learning, which results in enhanced organizationalresults in enhanced organizational performance.performance.
  9. 9. Copyright 2011 Pearson Education 89 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
  10. 10. Copyright 2011 Pearson Education 810 Training, Learning, and MotivationTraining, Learning, and Motivation Make the Learning MeaningfulMake the Learning Meaningful 1.1. At the start of training, provide a birds-eye viewAt the start of training, provide a birds-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 itOrganize 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 familiarUse 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.
  11. 11. Copyright 2011 Pearson Education 811 Training, Learning, and Motivation (contd)Training, Learning, and Motivation (contd) Make Skills Transfer EasyMake Skills Transfer Easy 1.1. Maximize the similarity between the trainingMaximize 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 machineLabel 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 aspectsDirect the trainees attention to important aspects of the job.of the job. 5.5. Provide heads-up, preparatory information thatProvide heads-up, preparatory information that lets trainees know what might happen back onlets trainees know what might happen back on the job.the job.
  12. 12. Copyright 2011 Pearson Education 812 Training, Learning, and Motivation (contd)Training, Learning, and Motivation (contd) Reinforce the LearningReinforce the Learning 1.1. Trainees learn best when the trainers immediatelyTrainees learn best when the trainers immediately reinforce correct responses, perhaps with a quickreinforce correct responses, perhaps with a quick well done.well done. 2.2. The schedule is important. The learning curveThe schedule is important. The learning curve goes down late in the day, so that full day traininggoes down late in the day, so that full day training is not as effective as half the day or three-fourthsis not as effective as half the day or three-fourths of the day.of the day.
  13. 13. Copyright 2011 Pearson Education 813 Analyzing Training NeedsAnalyzing Training Needs Task Analysis: Assessing new employees training needs Performance Analysis: Assessing current employees training needs Training Needs Analysis
  14. 14. Copyright 2011 Pearson Education 814 TABLE 81 Sample Task Analysis Record Form
  15. 15. Copyright 2011 Pearson Education 815 FIGURE 82 Example of Competency Model for Human Resource Manager
  16. 16. Copyright 2011 Pearson Education 816 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 Cant-do or Wont-do?
  17. 17. Copyright 2011 Pearson Education 817 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 andTeletraining and VideoconferencingVideoconferencing Electronic PerformanceElectronic Performance Support Systems (EPSS)Support Systems (EPSS) Computer-Based TrainingComputer-Based Training (CBT)(CBT) Simulated LearningSimulated Learning Internet-Based TrainingInternet-Based Training Learning PortalsLearning Portals
  18. 18. Copyright 2011 Pearson Education 818 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 job by 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
  19. 19. Copyright 2011 Pearson Education 819 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
  20. 20. Copyright 2011 Pearson Education 820 FIGURE 83 Some Popular Apprenticeships The U.S. Department of Labors 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
  21. 21. Copyright 2011 Pearson Education 821 FIGURE 84 Job Instruction Training at UPS
  22. 22. Copyright 2011 Pearson Education 822 Delivering Effective LecturesDelivering Effective Lectures Dont start out on the wrong foot.Dont 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.
  23. 23. Copyright 2011 Pearson Education 823 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
  24. 24. Copyright 2011 Pearson Education 824 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
  25. 25. Copyright 2011 Pearson Education 825 TABLE 82 Names of Various Computer-Based Training Techniques Computer-based programmed instruction Computer-based training Computer-managed instruction Intelligent computer-assisted instruction Intelligent tutoring systems Computer simulation ality Advanced form of computer simulation
  26. 26. Copyright 2011 Pearson Education 826 Internet-Based TrainingInternet-Based Training Teletraining and Videoconferencing Electronic Performance Support Systems (EPSS) Computer-Based Training E-learning and learning portals Distance Learning Methods
  27. 27. Copyright 2011 Pearson Education 827 FIGURE 85 Partial List of E-Learning Vendors
  28. 28. Copyright 2011 Pearson Education 828 Lifelong Learning andLifelong 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
  29. 29. Copyright 2011 Pearson Education 829 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
  30. 30. Copyright 2011 Pearson Education 830 Implementing ManagementImplementing Management Development ProgramsDevelopment Programs Assessing the companys strategic needs Developing the managers and future managers Long-Term Focus of Management Development Appraising managers current performance
  31. 31. Copyright 2011 Pearson Education 831 Succession PlanningSuccession 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
  32. 32. Copyright 2011 Pearson Education 832 Management Development TechniquesManagement Development Techniques Job rotation Coaching and understudy Managerial On-the-Job Training Action learning
  33. 33. Copyright 2011 Pearson Education 833 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
  34. 34. Copyright 2011 Pearson Education 834 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.
  35. 35. Copyright 2011 Pearson Education 835 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
  36. 36. Copyright 2011 Pearson Education 836 Managing OrganizationalManaging Organizational Change ProgramsChange Programs Strategy TechnologiesCulture What to Change Structure Employees
  37. 37. Copyright 2011 Pearson Education 837 Managing Organizational ChangeManaging Organizational Change and Developmentand Development Overcoming resistance to change Effectively using organizational development practices The Human Resource Managers Role Organizing and leading organizational change
  38. 38. Copyright 2011 Pearson Education 838 Managing Organizational ChangeManaging Organizational Change and Development (contd)and Development (contd) 1 Moving Overcoming Resistance to Change: Lewins Change Process Unfreezing Refreezing 2 3
  39. 39. Copyright 2011 Pearson Education 839 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 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 StageRefreezing Stage 7.7. Reinforce new ways of doing things.Reinforce new ways of doing things. 8.8. Monitor and assess progress.Monitor and assess progress.
  40. 40. Copyright 2011 Pearson Education 840 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
  41. 41. Copyright 2011 Pearson Education 841 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 unionmanagement 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
  42. 42. Copyright 2011 Pearson Education 842 Evaluating the Training EffortEvaluating the Training Effort Designing the Evaluation StudyDesigning the Evaluation Study Time series designTime series design Controlled experimentationControlled experimentation Choosing Which Training Effects to MeasureChoosing Which Training Effects to Measure ReactionReaction of trainees to the programof trainees to the program LearningLearning that actually took placethat actually took place BehaviorBehavior that changed on the jobthat changed on the job ResultsResults achieved as a result of the trainingachieved as a result of the training
  43. 43. Copyright 2011 Pearson Education 843 FIGURE 87 Using a Time Series Graph to Assess a Training Programs Effects
  44. 44. Copyright 2011 Pearson Education 844 FIGURE 88 A Sample Training Evaluation Form
  45. 45. Copyright 2011 Pearson Education 845 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
  46. 46. Copyright 2011 Pearson Education 846 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.