GARY DESSLER HUMAN RESOURCE MANAGEMENT Global Edition 12e Chapter 8 Training and Developing...
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Transcript of GARY DESSLER HUMAN RESOURCE MANAGEMENT Global Edition 12e Chapter 8 Training and Developing...
GARY DESSLER
HUMAN RESOURCE MANAGEMENT Global Edition 12e
Chapter 8
Training and Developing Employees
PowerPoint Presentation by Charlie CookThe University of West AlabamaCopyright © 2011 Pearson Education
Part 3 Training and Development
Copyright © 2011 Pearson Education 8–2
WHERE WE ARE NOW…WHERE WE ARE NOW…
Copyright © 2011 Pearson Education 8–3
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
Copyright © 2011 Pearson Education 8–4
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)
Copyright © 2011 Pearson Education 8–5
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
Copyright © 2011 Pearson Education 8–6
The Orientation ProcessThe Orientation Process
Company organization and
operations
Safety measuresand regulations
Facilities tour
Employee Orientation
Employee benefit information
Personnel policies
Daily routine
Copyright © 2011 Pearson Education 8–7
FIGURE 8–1
New EmployeeDepartmental Orientation Checklist
Copyright © 2011 Pearson Education 8–8
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.
Copyright © 2011 Pearson Education 8–9
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
Copyright © 2011 Pearson Education 8–10
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.
Copyright © 2011 Pearson Education 8–11
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.
Copyright © 2011 Pearson Education 8–12
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.”
Copyright © 2011 Pearson Education 8–13
Analyzing Training NeedsAnalyzing Training Needs
Task Analysis: Assessing new
employees’ training needs
Performance Analysis: Assessing current
employees’ training needs
Training Needs Analysis
Copyright © 2011 Pearson Education 8–14
TABLE 8–1 Sample Task Analysis Record Form
Copyright © 2011 Pearson Education 8–15
FIGURE 8–2 Example of Competency Model for Human Resource Manager
Copyright © 2011 Pearson Education 8–16
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?
Copyright © 2011 Pearson Education 8–17
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
Copyright © 2011 Pearson Education 8–18
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
Copyright © 2011 Pearson Education 8–19
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
Copyright © 2011 Pearson Education 8–20
FIGURE 8–3 Some Popular Apprenticeships
The U.S. Department of Labor’s 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
Copyright © 2011 Pearson Education 8–21
FIGURE 8–4 Job Instruction Training at UPS
Copyright © 2011 Pearson Education 8–22
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.
Copyright © 2011 Pearson Education 8–23
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
Copyright © 2011 Pearson Education 8–24
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
Copyright © 2011 Pearson Education 8–25
TABLE 8–2 Names of Various Computer-Based Training Techniques
PI Computer-based programmed instruction
CBT Computer-based training
CMI Computer-managed instruction
ICAI Intelligent computer-assisted instruction
ITS Intelligent tutoring systems
Simulation Computer simulation
Virtual Reality Advanced form of computer simulation
Copyright © 2011 Pearson Education 8–26
Internet-Based TrainingInternet-Based Training
Teletraining and Videoconferencing
Electronic Performance Support
Systems (EPSS)
Computer-Based Training
E-learning and learning portals
Distance Learning Methods
Copyright © 2011 Pearson Education 8–27
FIGURE 8–5 Partial List of E-Learning Vendors
Copyright © 2011 Pearson Education 8–28
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
Copyright © 2011 Pearson Education 8–29
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
Copyright © 2011 Pearson Education 8–30
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
Copyright © 2011 Pearson Education 8–31
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
Copyright © 2011 Pearson Education 8–32
Management Development Management Development TechniquesTechniques
Job rotation
Coaching and understudy
Managerial On-the-Job Training
Action learning
Copyright © 2011 Pearson Education 8–33
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
Copyright © 2011 Pearson Education 8–34
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.
Copyright © 2011 Pearson Education 8–35
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
Copyright © 2011 Pearson Education 8–36
Managing Organizational Managing Organizational Change ProgramsChange Programs
StrategyTechnologi
esCulture
What to Change
Structure Employees
Copyright © 2011 Pearson Education 8–37
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
Copyright © 2011 Pearson Education 8–38
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
Copyright © 2011 Pearson Education 8–39
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.
Copyright © 2011 Pearson Education 8–40
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
Copyright © 2011 Pearson Education 8–41
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
Copyright © 2011 Pearson Education 8–42
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
Copyright © 2011 Pearson Education 8–43
FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects
Copyright © 2011 Pearson Education 8–44
FIGURE 8–8
A Sample TrainingEvaluation Form
Copyright © 2011 Pearson Education 8–45
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
Copyright © 2011 Pearson Education 8–46
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