1

Human Resource Human Resource ManagementManagement

ELEVENTH EDITIONELEVENTH EDITION

G A R Y D E S S L E RG A R Y D E S S L E R

Training and Developing EmployeesTraining and Developing Employees

Chapter Chapter 88

Part 3 | Training and DevelopmentPart 3 | Training and Development

8–2

After studying this chapter, you should be able to:After studying this chapter, you should be able to:

• Describe the basic training processDescribe the basic training process• Effectively train an employeeEffectively train an employee• Develop and implement a training programDevelop and implement a training program• Explain how to distinguish between problems Explain how to distinguish between problems

you can fix with training and those you can’tyou can fix with training and those you can’t• Explain how to use five training techniques.Explain how to use five training techniques.• Describe and illustrate how you would go Describe and illustrate how you would go

about identifying training requirements.about identifying training requirements.

8–3

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

8–4

The Orientation ProcessThe Orientation Process

Company Organization and

Operations

Safety Measures and Regulations

Facilities Tour

Employee Orientation

Employee Benefit Information

Personnel Policies

Daily Routine

8–5

Learning the RopesLearning the Ropes

• Realistic Orientation Programs for Realistic Orientation Programs for new Employees’ Stress (ROPES)new Employees’ Stress (ROPES)

• Warn about disappointments Warn about disappointments

• How to cope is keyHow to cope is key

• Supervisors should monitor Supervisors should monitor newcomersnewcomers

8–6

FIGURE 8–1New Employee Departmental Orientation Checklist

Source: UCSDHealthcare. Used with permission.

8–7

The Training ProcessThe Training Process

• TrainingTraining The process of teaching new employees the basic The process of teaching new employees the basic

skills they need to perform their jobs.skills they need to perform their jobs.

• Training’s Strategic ContextTraining’s Strategic Context The firm’s training programs must make sense in The firm’s training programs must make sense in

terms of the company’s strategic goals.terms of the company’s strategic goals.

• Performance ManagementPerformance Management Taking an integrated, goal-oriented approach to Taking an integrated, goal-oriented approach to

assigning, training, assessing, and rewarding assigning, training, assessing, and rewarding employees’ performance.employees’ performance.

8–8

5 Step Training and Development Process5 Step Training and Development Process

Needs analysis

Instructionaldesign

Validation

Implement

Evaluation &follow-up

8–9

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 of At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning.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.

8–10

Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)

• Make Skills Transfer EasyMake Skills Transfer Easy

1.1. Maximize the similarity between the training situation Maximize the similarity between the training situation and the work situation.and the work situation.

2.2. Provide adequate practice.Provide adequate practice.

3.3. Label or identify each feature of the machine and/or Label or identify each feature of the machine and/or step in the process.step in the process.

4.4. Direct the trainees’ attention to important aspects of Direct the trainees’ attention to important aspects of the job.the job.

5.5. Provide “heads-up,” preparatory information that lets Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job.trainees know what might happen back on the job.

8–11

Motivation Principles for TrainersMotivation Principles for Trainers

• People learn best by doingPeople learn best by doing——provide as much provide as much realistic practice as possible.realistic practice as possible.

• Trainees learn best when the trainers Trainees learn best when the trainers immediately reinforce correct responses.immediately reinforce correct responses.

• Trainees learn best at their own pace.Trainees learn best at their own pace.

• Create a perceived training need in the Create a perceived training need in the trainees’ minds.trainees’ minds.

• The schedule is importantThe schedule is important——the learning curve the learning curve goes down late in the day; less than full day goes down late in the day; less than full day training is most effective.training is most effective.

8–12

Analyzing Training NeedsAnalyzing Training Needs

Task Analysis: Assessing New Employees’

Training Needs

Performance Analysis: Assessing Current Employees’

Training Needs

Training Needs Analysis

8–13

TABLE 8–1Task Analysis Record Form

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

8–14

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

8–15

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 TrainingAudiovisual Training

• Simulated Training (also Vestibule Training)Simulated Training (also Vestibule Training)

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

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

• Distance and Internet-Based TrainingDistance and Internet-Based Training

8–16

Training Methods (cont’d)Training Methods (cont’d)

• 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.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

8–17

On-the-job TrainingOn-the-job Training

Learn by doing – 4 steps to successLearn by doing – 4 steps to success

Step 1 Prepare1. Put the learner at ease—relieve the tension.2. Explain why he or she is being taught.3. Create interest, find out what the learner knows.4. Explain the whole job and relate it to a known job.5. Place close to the normal working positions.6. Familiarize with equipment, materials, & tools.

Step 2 Present1. Explain quantity and quality requirements.2. Go through the job at the normal work pace.3. Go through the job several times, giving each step.4. Repeat slowly again.5. Have the learner explain the steps as you go through.

Step 3 Tryout1. Have the learner go through the job several times. 2. Run the job at the normal pace.3. Learner does the job, building up skill and speed.4. Let the work begin – stick around for a while.

Step 4 Follow-up1. Designate to whom the learner should go for help.2. Gradually decrease supervision, monitor quality.3. Correct faulty work before it becomes a habit.4. Compliment good work; goal is to achieve quality.

8–18

Job Instruction TrainingJob Instruction Training

List each step in order with key stepsList each step in order with key steps

Start motor

Set cutdistanceRead scale

carefullyPlace paper

on cutting tableVerify paper

is evenPush paper

to cutterVerify paper

is tight

Grasp releasewith left hand

Don’t releaseto prevent

injury

Grasp releasewith right hand

Don’t releaseto prevent

injury

Pull cutter &safety releases

Keep bothhands in place

Wait for cutTo finishMaintain

gripRetractpaper

Verifycutter

is done

Shut off motor

8–19

Training Methods (cont’d)Training Methods (cont’d)

• Effective LecturesEffective Lectures Don’t start out on the wrong foot.Don’t start out on the wrong foot. Give listeners signals.Give 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.

8–20

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

8–21

Electronic TrainingElectronic Training

• Computers and the Internet have Computers and the Internet have revolutionized trainingrevolutionized training

• CBT or CD-ROMCBT or CD-ROM• Distance and Internet basedDistance and Internet based• Job AidsJob Aids• Electronic performance support system Electronic performance support system

(EPSS)(EPSS)

8–22

Distance and Internet-Based TrainingDistance and Internet-Based Training

Teletraining

Videoconferencing

Internet-Based Training

E-Learning and Learning Portals

Distance Learning Methods

8–23

Tele-training & VideoconferencingTele-training & Videoconferencing

• Tele-training:Tele-training: A trainer in a central location A trainer in a central location teaches groups of employees at remote teaches groups of employees at remote locations via television hookupslocations via television hookups..

• VideoconferencingVideoconferencing• Videoconferencing allows for distance teaching

or training• Many PC’s currently can participate in remote

training. • Instructors might need to change some teaching

habits.

8–24

Management DevelopmentManagement Development

Assessing the company’s strategic

needs

Developing the managers and

future managers

Long-Term Focus of Management Development

Appraising managers’

current performance

8–25

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

8–26

Management Development (cont’d)Management Development (cont’d)

Job Rotation

Action Learning

Managerial On-the-Job

Training

Coaching/Understudy Approach

8–27

Management Development (cont’d)Management Development (cont’d)

University-Related Programs

Management Games

Off-the-Job Management Training Off-the-Job Management Training and Development Techniquesand Development Techniques

The Case Study Method

Outside Seminars

Executive Coaches

Behavior Modeling

Role Playing

Corporate Universities

8–28

Evaluating the Training EffortEvaluating the Training Effort

• Designing the StudyDesigning the Study

Time series designTime series design

Controlled experimentation Controlled experimentation

• Training Effects to MeasureTraining 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

8–29

FIGURE 8–5Using a Time Series Graph to Assess aTraining Program’sEffects

8–30

K E Y T E R M SK E Y T E R M S

employee orientationemployee orientation

trainingtraining

performance managementperformance management

negligent trainingnegligent training

task analysistask analysis

performance analysisperformance analysis

on-the-job trainingon-the-job training

apprenticeship trainingapprenticeship training

job instruction training (JIT)job instruction training (JIT)

programmed learningprogrammed learning

simulated trainingsimulated training

electronic performance support electronic performance support systems (EPSS)systems (EPSS)

job aidjob aid

management developmentmanagement development

succession planningsuccession planning

job rotationjob rotation

action learningaction learning

case study methodcase study method

management gamemanagement game

role playingrole playing

behavior modelingbehavior modeling

in-house development centerin-house development center

controlled experimentationcontrolled experimentation