Dessler HRM12e PPT 08 (1)

PowerPoint Presentation by Charlie CookThe University of West Alabama

PowerPoint Presentation by Charlie CookThe University of West Alabama

Chapter 8

Training and Developing Employees

Chapter 8

Training and Developing Employees

Part Three | Training and DevelopmentPart Three | Training and Development

Copyright © 2011 Pearson Education, Inc. publishing as Prentice HallCopyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–2

WHERE WE ARE NOW…WHERE WE ARE NOW…


1.1. Summarize the purpose and process Summarize the purpose and process of employee orientation.of employee orientation.

2.2. List and briefly explain each of the four steps List 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 identify Describe and illustrate how you would identify training requirements.training requirements.

5.5. Explain how to distinguish between problems Explain how to distinguish between problems you can fix with training and those you can’t.you can fix with training and those you can’t.

6.6. Explain how to use five training techniques.Explain how to use five training techniques.

LEARNING OUTCOMESLEARNING OUTCOMES


7.7. List and briefly discuss four management List and briefly discuss four management development programs.development programs.

8.8. List and briefly discuss the importance of the eight List 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 organizational Answer the question, “What is organizational development and how does it differ from traditional development and how does it differ from traditional approaches to organizational change?”approaches to organizational change?”

LEARNING OUTCOMES (cont’d)LEARNING OUTCOMES (cont’d)

Basic DefinitionsBasic Definitions• In the field of human resource management,In the field of human resource management, training and training and

developmentdevelopment is the field concerned with organizational is the field concerned with organizational activity aimed at bettering the performance of individuals activity aimed at bettering the performance of individuals and groups in organizational settingsand groups in organizational settings

• It has been known by several names, It has been known by several names, including including employee developmentemployee development, , human resource human resource developmentdevelopment, and , and learning and developmentlearning and development..


• Training: Training: This activity is both focused upon, and This activity is both focused upon, and evaluated against, the job that an individual currently evaluated against, the job that an individual currently holds. holds.

• Education: Education: This activity focuses upon the jobs that an This activity focuses upon the jobs that an individual may potentially hold in the future, and is individual may potentially hold in the future, and is evaluated against those jobs.evaluated against those jobs.

• Development: Development: This activity focuses upon the activities This activity focuses upon the activities that the organization employing the individual, or that the that the organization employing the individual, or that the individual is part of, may partake in the future, and is individual is part of, may partake in the future, and is almost impossible to evaluate.almost impossible to evaluate.

• LearningLearning: is acquiring new or modifying : is acquiring new or modifying existing knowledge, behaviors, skills, values, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different or preferences and may involve synthesizing different types of information.types of information.



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

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 ProcessThe Orientation Process

Company organization and

operations

Safety measuresand regulations

Facilities tour

Employee Orientation

Employee benefit information

Personnel policies

Daily routine


The Training ProcessThe Training Process• TrainingTraining

Is the process of teaching new employees Is 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 employer’s exposure to negligent Reduces an employer’s exposure to negligent training liabilitytraining liability

• Training’s Strategic ContextTraining’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 sense in terms of the company’s strategic goals.goals.

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


Steps in the Training ProcessSteps in the Training Process

1

2

3

4

The Four-Step Training Process

Instructional design

Needs analysis or Training Need Analysis

Program implementation

Evaluation

Training ProgramsTraining Programs• Training programs consist of four steps.Training programs consist of four steps.

1.1.In the training need analysis step, identify the specific In the training need analysis step, identify the specific knowledge and skills the job requires, and compare these knowledge and skills the job requires, and compare these with the prospective trainees’ knowledge and skills (TNA).with the prospective trainees’ knowledge and skills (TNA).

2.2.In the instructional design step, formulate specific, In the instructional design step, formulate specific, measurable knowledge and performance training objectives, measurable knowledge and performance training objectives, review possible training program content (including review possible training program content (including workbooks, exercises, and activities), and estimate a budget workbooks, exercises, and activities), and estimate a budget for the training program.for the training program.

3.3.Implement the program, by actually training the targeted Implement the program, by actually training the targeted employee group using methods such as on-the-job or online employee group using methods such as on-the-job or online training.training.

4.4. In the evaluation step, assess the program’s success (or In the evaluation step, assess the program’s success (or failures).failures).



Training, Learning, and MotivationTraining, Learning, and Motivation

• Make the Learning MeaningfulMake 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.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.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.


Training, Learning, and Motivation Training, Learning, and Motivation (cont’d)(cont’d)• Make Skills Transfer EasyMake 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.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.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 lets trainees know what might happen back on the job.the job.


Training, Learning, and Motivation Training, Learning, and Motivation (cont’d)(cont’d)• Reinforce the LearningReinforce 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.”“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 goes down late in the day, so that “full day training is not as effective as half the day or three-fourths is not as effective as half the day or three-fourths of the day.”of the day.”


Analyzing Training NeedsAnalyzing Training Needs

Task Analysis: Assessing new

employees’ training needs

Performance Analysis: Assessing current

employees’ training needs

Training Needs Analysis


FIGURE 8–2 Example of Competency Model for Human Resource Manager


Performance Analysis:Performance Analysis:Assessing Current Employees’ Assessing Current Employees’

Training NeedsTraining Needs

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?


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 and Teletraining and VideoconferencingVideoconferencing

• Electronic Performance Electronic Performance Support Systems (EPSS)Support Systems (EPSS)

• Computer-Based Training Computer-Based Training (CBT)(CBT)

• Simulated LearningSimulated Learning

• Internet-Based TrainingInternet-Based Training

• Learning PortalsLearning Portals


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 jobby 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


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


FIGURE 8–4 Job Instruction Training at UPS


Delivering Effective LecturesDelivering 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.

• Practice and rehearse your presentation.Practice and rehearse your presentation.


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


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


Internet-Based TrainingInternet-Based Training

Teletraining and Videoconferencing

Electronic Performance Support

Systems (EPSS)

Computer-Based Training

E-learning and learning portals

Distance Learning Methods


Lifelong Learning and Lifelong 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


Creating Your Own Training Creating Your Own Training ProgramProgram

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


Implementing Management Implementing Management Development ProgramsDevelopment Programs

Assessing the company’s

strategic needs

Developing the managers and

future managers

Long-Term Focus of Management Development

Appraising managers’

current performance


Succession PlanningSuccession 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

4


Management Development Management Development TechniquesTechniques

Job rotation

Coaching and understudy

Managerial On-the-Job Training

Action learning


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 Other Management Training TechniquesTechniques


FIGURE 8–6 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.


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


Managing Organizational Managing Organizational Change ProgramsChange Programs

StrategyTechnologi

esCulture

What to Change

Structure Employees


Managing Organizational Managing Organizational Change and DevelopmentChange and Development

Overcoming resistance to

change

Effectively using organizational development

practices

The Human Resource Manager’s Role

Organizing and leading

organizational change


Managing Organizational Managing Organizational Change and Development Change and Development

(cont’d)(cont’d)

1

Moving

Overcoming Resistance to Change: Lewin’s Change Process

Unfreezing

Refreezing

2

3


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 Stage3.3. 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 Stage7.7. Reinforce new ways of doing things.Reinforce new ways of doing things.

8.8. Monitor and assess progress.Monitor and assess progress.


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


TABLE 8–3 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 union–management 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


Evaluating the Training EffortEvaluating the Training Effort

• Designing the Evaluation StudyDesigning the Evaluation Study

Time series designTime series design

Controlled experimentation Controlled experimentation

• Choosing Which Training Effects to MeasureChoosing Which Training Effects to Measure

ReactionReaction of trainees to the program of trainees to the program

LearningLearning that actually took place that actually took place

BehaviorBehavior that changed on the job that changed on the job

ResultsResults achieved as a result of the training achieved as a result of the training


FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects


FIGURE 8–8

A Sample TrainingEvaluation Form

What is Personal Development?What is Personal Development?• Transcending our Negative QualitiesTranscending our Negative Qualities• Controlling Our ThoughtsControlling Our Thoughts• Self-Transcendence.Self-Transcendence.• IntuitionIntuition• Minimise Desires.Minimise Desires.• To Live in the Heart.To Live in the Heart.• Gratitude.Gratitude.• Enlarging our Sense of Self.Enlarging our Sense of Self.• Who am I?Who am I?


Transcending our Negative Qualities.Transcending our Negative Qualities.

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

Personal DevelopmentPersonal Development

Self-Transcendence.Self-Transcendence.

• Self-Transcendence is the Self-Transcendence is the art of going beyond our art of going beyond our own self-imposed own self-imposed limitations. This means we limitations. This means we aspire to reach new goals aspire to reach new goals and not to be satisfied with and not to be satisfied with what we were in the past.what we were in the past.

Intuition.Intuition.

• Personal development Personal development means we learn to listen to means we learn to listen to the inner voice – our inner the inner voice – our inner pilot. The messages of our pilot. The messages of our inner voice can only be inner voice can only be heard with a silent mind. heard with a silent mind. This inner inspiration This inner inspiration comes not from our ego, comes not from our ego, but our Soul.but our Soul.



Minimize Desires.Minimize Desires.

• When we live in the world When we live in the world of desires there is no end of desires there is no end to our desires. However, to our desires. However, spiritual growth means we spiritual growth means we learn to reduce our desires. learn to reduce our desires. By reducing our desires we By reducing our desires we discover that the source of discover that the source of abiding happiness is to be abiding happiness is to be found in a life of simplicity found in a life of simplicity and not outer success.and not outer success.

To Live in the Heart.To Live in the Heart.

• If we can live in the heart If we can live in the heart many of our problems will many of our problems will be solved. When we live in be solved. When we live in the heart, we can the heart, we can spontaneously feel our spontaneously feel our oneness with others.oneness with others.



Gratitude.Gratitude.

• Gratitude is to make a Gratitude is to make a conscious appreciation of conscious appreciation of the Source of all things. the Source of all things. Without gratitude personal Without gratitude personal development is very development is very limitedlimited

Enlarging our Sense of Self.Enlarging our Sense of Self.

• Self-improvementSelf-improvementIsIsA continuous self-offering.A continuous self-offering.

• Our personal development is not Our personal development is not just about ourselves. It is about just about ourselves. It is about being aware of a deeper and being aware of a deeper and more meaningful connection with more meaningful connection with other people and the wider world. other people and the wider world. When we can extend our sense When we can extend our sense of identity, we cannot help but of identity, we cannot help but implement the golden rule – “implement the golden rule – “Do Do unto others, as you would have unto others, as you would have done to you.done to you.””


Who Am I?Who Am I?• The ultimate question of personal development is who The ultimate question of personal development is who

am I? Through personal development we learn that we am I? Through personal development we learn that we are not the body, we are not our thoughts; in fact, our are not the body, we are not our thoughts; in fact, our inner reality is far beyond the comprehension of the mindinner reality is far beyond the comprehension of the mind



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

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