HUman resource managemenr 2e s keiman chapter7

7-2a The Instructional Process cont.• Assessing training needs - Employees’ job behavior is somehow inappropriate.. 7-2a The Instructional Process cont.• Determining training objectives

Chapter 7

Training and Developing Employees

Chapter Outline

• 7-1 Gaining Competitive Advantage

• 7-2 HRM Issues and Practices

• 7-3 The Manager’s Guide

7-1a Opening Case: Gaining Competitive Advantage at Tesco

• Problem: Getting new employees properly oriented to

helping meet the company’s goals, and improving their motivation levels

7-1b Linking Training and Development

to Competitive Advantage

• Training focuses on current jobs.

• Development prepares employees for future jobs.

• Training and development contribute to competitive

advantage by:

7-1b Linking Training and Development

to Competitive Advantage (cont.)

• Increasing the competence of new employees

skills needed to perform a job

and its policies and procedures

writing, basic arithmetic, listening/following oral instructions, speaking, and understanding manuals, graphs, and schedules

7-1b Linking Training and Development

to Competitive Advantage (cont.)

• Increasing the competence of current workers

deficient in some skills

various changes including technology, laws or procedures, or the organization’s strategic plan

appropriate skills needed for higher level positions

7-1b Linking Training and Development

to Competitive Advantage (cont.)

• Reducing the likelihood of unwanted turnover

- Building employee job skills, improving job performance.

- Improving supervisors' capabilities for managing

“underperforming” workers.

- Reeducating people whose skills have become

obsolete, allowing the organization to assign them to new job responsibilities.

strengthening employee loyalty

7-1b Linking Training and Development

to Competitive Advantage (cont.)

• The cost efficiency of training and development

practices

money on training and development

organizations fail to result in any real benefit to employees or to the company itself

productivity

7-2a The Instructional Process

• Steps in the instructional process are:

effective

7-2a The Instructional Process (cont.)

• Step 1: Deciding what to teach

7-2a The Instructional Process (cont.)

• Assessing training needs

- Employees’ job behavior is somehow inappropriate.

- Their level of knowledge or skill is less than that

required by the job.

- Such problems can be corrected through training.

- Number of employees experiencing deficiency in a skill.

- The severity of the deficiency.

- The importance of the skill for meeting organizational goals.

- The extent to which skill improvement can be achieved through training.

7-2a The Instructional Process (cont.)

• Determining training objectives

result of the training

the effectiveness of the training program

7-2a The Instructional Process (cont.)

• Step 2: Deciding how to maximize participant

learning

presented in a way that:

- Gains and maintains the trainees’ attention.

- Provides the trainees with an opportunity to practice the

skills being taught.

- Provides the trainees with feedback on their

performance.

7-2a The Instructional Process (cont.)

• Learner attention: To gain trainees’ attention, trainers

must:

their jobs

• To maintain trainees’ attention, trainers must:

learning methods

7-2a The Instructional Process (cont.)

• Practice is essential to effective learning because it

strengthens the stimulus–response bond.

• Trainers must address two practice-related issues

when designing an instructional program.

massed

or practicing one part at a time

7-2a The Instructional Process (cont.)

• Distributed practice: Dividing the practice into

segments or sessions; it is preferred because it leads

to better long-term retention.

• Massed practice: Providing all the practice in one

longer session.

• “Whole method” is used when the material is simple.

• “Part method” is used when the material is more

complex; it divides the material into parts.

7-2a The Instructional Process (cont.)

perform the task correctly; this can be very encouraging to the trainee and thus serve as a motivator

feedback regarding what the trainee is doing wrong and how this behavior can be corrected

7-2a The Instructional Process (cont.)

• Step 3: Choosing appropriate instructional methods

Exhibit 7-3 Training Methods

Usually, a short amount

of time is set aside for OJT.

OJT allows trainees to watch more experienced workers and ask them questions as they perform the job.

OJT is often conducted haphazardly, and new employees may feel unprepared to go out on their own Trainees are shown tasks but do not actually do them, impeding learning.

JIT is a good method for teaching tasks that can

be broken down into step-by-step procedures

Learners practice under the watchful eye of more experienced workers and gain confidence.

JIT is not the best method for intuitive tasks or those in which case-by-case

decisions and alterations need to be made.

Lecture A lecture is just that—

a speaker presenting material, usually to a large group of

workers.

Lectures are ideal for giving simple knowledge—the history of a company, for example, or a company’s new vacation policy.

The downside to lectures is that the communication flows in just one way, and listeners may become bored

or impatient, resulting in not paying attention and not acquiring the knowledge presented.

Cases Cases ask trainees to

read sample scenarios of events and situations they may encounter on the job and then analyze the circumstances.

Cases allow trainees to learn through guided discovery and teach them to think critically about

problems.

Because trainers who use the case method to train shy away from insisting on right and wrong answers,

trainees may not always receive the best guidance

In addition, case study does not provide direct practice.

Role-playing In role-playing, trainees act out a

situation and its resolution and receive feedback from the

Role-playing is a good method for teaching better communication and

Behavior

modeling Behavior modeling is based on the idea that

workers should observe

a task, practice it, and receive constant

feedback until they are competent Trainees learn the “right way” to

do something the first time

Behavior modeling captures the attention of the learner; provides clear, correct instruction;

and monitors progress toward competency.

Critics of behavior modeling cite the amount of time it takes to train workers using this method.

The high level of interactivity in CBI results in higher levels of trainees’ acquisition and retention of the materials taught, offers self-paced learning, and can be cost-saving, especially

in terms of simulations.

CBI can be very expensive, and some workers may be frustrated by working with a computer instead of a live person.

Video Video training uses

video to demonstrate tasks or to present material.

With video training, users can skip over material they already know or watch a procedure several times

in order to better grasp it.

Some users will find the lack of personal contact in a video training session

boring, leading to a lack of paying attention and thus a lack of knowledge

acquisition.

technology Trainees watch a video segment and respond via the computer.

IVT allows trainees to repeat sections until they respond to training

questions correctly

Learners can replay situations that end badly until they are able to succeed Learners can

be at remote locations, and large numbers of workers can be trained

at once.

IVT can be somewhat expensive and requires setup in training locations.

Web-based Through the web, using

computer software such

as WebCT or Blackboard, the instructor can provide information in a number

of ways, such as audio, interactive video, typed notes, and PowerPoint slides Moreover,

Companies cite convenience and lower cost as their primary reasons for

implementing based programs.

web-Certain subject matter, such

as contract negotiations, customer service, sales, and interpersonal skills training, does not lend itself

to web-based methods Moreover, web-based training makes some participants feel isolated and out of touch.

7-2a The Instructional Process (cont.)

• Step 4: Ensuring that training is used on the job

far beyond the point when the task has been performed successfully

between the training and job settings so that the trainees will understand how the learned material can

be applied to the job setting

take to apply the new skills when they return to the job

7-2a The Instructional Process (cont.)

• Multiphase programming: Trainees are given

“homework,” that requires them to apply lessons

back on the job; results are shared with others in the next session to identify better ways to apply what

they have learned.

• Performance aids: Such as checklists, decision

tables, charts, and diagrams trigger trainees’

responses when they attempt to apply their newly learned behaviors on the job.

7-2a The Instructional Process (cont.)

• Post-training follow-up procedures: Include a hot-line

number and instructor visits.

• Building a supportive work environment: Trainees are

encouraged to apply what they have learned to their jobs, increasing retention and proficiency.

7-2a The Instructional Process (cont.)

• Step 5: Determining whether training programs are

effective through training evaluations.

evaluation are trainee reactions, testing, performance appraisal, and records of organizational performance

program include the following features:

- Pretest: Show the trainees’ base or pre-training level of

knowledge, skill, or performance.

- Post-test: Show the trainees’ post-training level of

7-2b Management Development

• Developing a succession planning program

• Designing the instructional program: timing and

content

• Designing the instructional program: instructional

methods

7-2b Management Development (cont.)

• Developing a succession planning program

availability of candidates and their readiness to step into the various management positions

7-2b Management Development (cont.)

• Timing and content

 Providing training before placing candidates on the job

- New managers will feel well prepared to perform their new jobs from the start

- Demerits include inefficiency, time lapse, and inability to relate the training to the targeted job.

 Providing training after placing candidates on the job

- New managers have an opportunity to appreciate how

the material in the instructional program apply to the problems they face

- Disadvantage: New managers will be unprepared when

they assume their new jobs and may thus make many mistakes.

Management instruction programs should bridge gaps in what individuals already know and what they need to know for their new positions.

Figure 7-1 Instructional Needs for People

at Different Managerial Levels

7-2b Management Development (cont.)

• Instructional methods

organization or outside, at seminars and universities

with relevant reading material for interested managerial candidates

departments to gain an overall perspective of the organization and learn how various parts interrelate

7-2b Management Development (cont.)

• Instructional methods

base, and with implicit knowledge of what is expected

of them and what they can expect from the organization

management development activity in which management gives candidates real problems to solve

7-3a Training and Development

and the Manager’s Job

• Provide employee orientation training.

• Assess training needs and plan developmental

strategies.

• Provide on-the-job training.

• Ensure transfer of training.

7-3b How the HRM Department Can Help

• Provide employee orientation training.

• Contribute to management development programs.

• Provide training and development.

• Evaluate training.

7-3c HRM Skill-Building for Managers

• Conducting a performance analysis

what is expected or desired of the individual

to expectations

determine whether it is caused by knowledge deficiency or execution deficiency

performance