Dessler HRM 12e ch 08 training and developling employees

Part I: Introduction Managing Human Resources Today Managing Equal Opportunity and Diversity Mergers, Acquisitions, and Strategic Human Resource ManagementPart II: Staffing the OrganizationPersonnel Planning and Recruiting Selecting Employees Training and Developing EmployeesPart III: Appraising and Compensating EmployeesPerformance Management and Appraisal Compensating EmployeesPart IV: Employee and Labor RelationsEthics, Employee Rights, and Fair Treatment at Work Working with Unions and Resolving Disputes Improving Occupational Safety, Health, and SecurityPart V: Special Issues in Human Resource Management Managing Human Resources in Entrepreneurial Firms Managing HR Globally Measuring and Improving HR Management’s Results

Chapter 8

Training and Developing Employees

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

WHERE WE ARE NOW…

1 Summarize the purpose and process

of employee orientation.

2 List and briefly explain each of the four steps

in the training process.

3 Discuss how you would motivate trainees.

4 Describe and illustrate how you would identify

training requirements.

5 Explain how to distinguish between problems

you can fix with training and those you can’t.

6 Explain how to use five training techniques.

LEARNING OUTCOMES

Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–4

7 List and briefly discuss four management

development programs.

8 List and briefly discuss the importance of the eight

steps in leading organizational change.

9 Answer the question, “What is organizational

development and how does it differ from traditional

approaches to organizational change?”

LEARNING OUTCOMES (cont’d)

Purpose 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

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The Orientation Process

Company organization and operations

Safety measures and regulations

Facilities tour

Employee Orientation

FIGURE 8–1

New Employee

Departmental

Orientation Checklist

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The Training Process

• Training

 Is the process of teaching new employees

the basic skills they need to perform their jobs

 Is a hallmark of good management

 Reduces an employer’s exposure to negligent

training liability

• Training’s Strategic Context

 The aims of firm’s training programs must make

sense in terms of the company’s strategic

goals.

 Training fosters employee learning, which

results in enhanced organizational

performance.

Steps in the Training Process

1 2 3 4

The Four-Step Training Process

Instructional design Needs analysis

Program implementation Evaluation

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Training, Learning, and Motivation

• Make the Learning Meaningful

1 At the start of training, provide a bird’s-eye view

of the material to be presented to facilitate learning.

2 Use a variety of familiar examples.

3 Organize the information so you can present it

logically, and in meaningful units.

4 Use terms and concepts that are already familiar

to trainees.

5 Use as many visual aids as possible.

6 Create a perceived training need in trainees’ minds.

Training, Learning, and Motivation (cont’d)

• Make Skills Transfer Easy

1 Maximize the similarity between the training

situation and the work situation.

2 Provide adequate practice.

3 Label or identify each feature of the machine

and/or step in the process.

4 Direct the trainees’ attention to important aspects

of the job.

5 Provide “heads-up,” preparatory information that

lets trainees know what might happen back on the job.

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Training, Learning, and Motivation (cont’d)

• Reinforce the Learning

1 Trainees learn best when the trainers immediately reinforce correct responses, perhaps with a quick

“well done.”

2 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.”

Analyzing Training Needs

Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–14

TABLE 8–1 Sample Task Analysis Record Form

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

Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–16

Interviews

Assessment Center

Results Individual Diaries

Attitude Surveys

Tests

Methods for Identifying Training Needs

Specialized Software

Can’t-do or Won’t-do?

• Simulated Learning

• Internet-Based Training

• Learning Portals

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The OJT Training Method

• On-the-Job Training (OJT)

 Having a person learn a job

by actually doing the job.

• Types of On-the-Job Training

On-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, Inc publishing as Prentice Hall 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

FIGURE 8–4 Job Instruction Training at UPS

Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–22

Delivering Effective Lectures

• Don’t start out on the wrong foot.

• Give your listeners signals.

• Be alert to your audience.

• Maintain eye contact with audience.

• Make sure everyone in the room can hear

• Control your hands

• Talk from notes rather than from a script.

• Break a long talk into a series of five-minute talks.

• Practice and rehearse your presentation.

or problems to

the learner

Allowing the person to respond

Providing feedback on the accuracy

of answers

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Intelligent Tutoring Systems

• Advantages

 Reduced learning time

 Cost effectiveness

 Instructional consistency

• Types of Programmed Learning

 Interactive multimedia training

 Virtual reality training

 Virtual classroom

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

Virtual Reality Advanced form of computer simulation

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Internet-Based Training

Teletraining and Videoconferencing

Electronic Performance Support

FIGURE 8–5 Partial List of E-Learning Vendors

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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 Needs

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

5 Compile training program for the job

Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–30

Long-Term Focus of Management Development

Appraising managers’ current performance

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 4

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Management Development Techniques

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 Techniques

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

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 4

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Managing Organizational Change

The Human Resource Manager’s Role

Organizing and leading organizational change

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Managing Organizational Change

and Development (cont’d)

1

Moving

Overcoming Resistance to Change:

Lewin’s Change Process

Unfreezing

Refreezing

2 3

How to Lead the Change

• Unfreezing Stage

1 Establish a sense of urgency (need for change).

2 Mobilize commitment to solving problems.

• Moving Stage

3 Create a guiding coalition.

4 Develop and communicate a shared vision.

5 Help employees to make the change.

6 Consolidate gains and produce more change.

• Refreezing Stage

7 Reinforce new ways of doing things.

8 Monitor and assess progress.

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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

3

TABLE 8–3 Examples of OD Interventions

Human Process Applications

T-groups (Sensitivity Training)

Formal structural change

Differentiation and integration

Career planning and development Managing workforce diversity

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Evaluating the Training Effort

• Designing the Evaluation Study

 Time series design

 Controlled experimentation

• Choosing Which Training Effects to Measure

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

Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–44

FIGURE 8–8

A Sample Training

Evaluation Form

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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