Strategic human resource management ch08

• Training’s Strategic Context The firm’s training programs must make sense in terms of the company’s strategic goals.. • Work place learning and performance  Taking an integrated, goa

Training and Developing Employees`

Understand

the Organization

Know What

Is Expected

in Work and Behavior

Orientation Helps New Employees

The Orientation Process

Company Organization and Operations

Safety Measures and Regulations

Facilities Tour

Employee Orientation

• Training’s Strategic Context

 The firm’s training programs must make sense in

terms of the company’s strategic goals

• Work place learning and performance

 Taking an integrated, goal-oriented approach to

assigning, training, assessing, and rewarding

employees’ performance

The Training Process (cont’d)

1 2 3 4 5

The Five-Step Training and Development Process

Instructional designNeeds analysis

ValidationImplement the programEvaluation

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 way

4. Use terms and concepts that are already familiar

to trainees

5. Use as many visual aids as possible

Training, Learning, and Motivation (cont’d)

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.

6 Let them pace themselves.

Training, Learning, and Motivation (cont’d)

• Reinforce the learning

 People learn best by doing—provide as much

realistic practice as possible

 Immediately reinforce correct responses

 The schedule is important—the learning curve goes down late in the day; less than full day training is

most effective

8–8

Analyzing Training Needs

Task analysis

• Detailed study of the job to determine what

specific skills the job requires.

 Competency model

 Includes, usually in a diagram ,a precise overview of the competencies someone would need to do a job well

8–10

Performance analysis: Assessing Current

Employees’ Training Needs

Performance Appraisals

Job-Related Performance Data

Designing the training program

• Setting training objectives

• Working out a training budget

• Deciding training design or actual content

• Deciding training method

8–13

Implementing training programs:

• Electronic Performance Support Systems (EPSS)

• Distance and Internet-Based Training

Training Methods (cont’d)

• 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

Informal Learning

Performing the job on a daily basis in collaboration with the colleagues.

Job Instruction Training

Listening each job’s basic tasks, along with key points, in order

to provide step-by-step training for employees.

FIGURE 8–2 The 25 Most Popular Apprenticeships*

According to the U.S Department of Labor apprenticeship database, the

occupations listed below had the highest numbers of apprentices in 2001 These findings are approximate because the database includes only about 70% of

registered apprenticeship programs—and none of the unregistered ones.

• Boilermaker

• Bricklayer (construction)

• Carpenter

• Construction craft laborer

• Cook (any industry)

• Cook (hotel and restaurant)

Training Methods (cont’d)

• Effective Lectures

 Don’t start out on the wrong foot

 Give 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

Providing feedback on the accuracy of answers

 Interactive multimedia training

 Virtual reality training

Training Methods (cont’d)

• Audio visual based training

audiotapes

 When there's a need to follow a certain sequence The stop action, instant replay, and fast or slow

motion capabilities of audiovisuals can be useful

 Need to expose trainees to the events not easily

demonstrable e.g open heart surgery etc

 When organization wide training is needed and its

too costly to move the trainers from place to place

8–22

Training Methods (cont’d)

• Simulated learning

 Putting trainee in an artificial environment offering

events and situations that might be experienced on the job

 Interactive technologies reduce learning time by 50%

 Computers unlike humans don’t have good or bad days.

 Mastery of learning, if one doesn't learn one cant move further.

 Increased retention

8–23

Training Methods (cont’d)

 Computerized tools and displays that automate

training, documentation and phone support

8–24

Training Methods (cont’d)

• The virtual classroom

 Method that uses special collaboration software to enable multiple remote learners, using their PCs and laptops, to participate in live audio and visual

discussions, communicate via written text, and learn via content such as power point slides

8–25

Distance and Internet-Based Training

Teletraining

Videoconferencing

Internet-Based Training

E-Learning and Learning Portals Distance Learning

Methods

Lifelong and Literacy Training Techniques

• Literacy Training

 Teaching employees basic skills by giving them

writing and speaking exercises

• Lifelong learning

 Providing employees with continuing learning

experiences over their tenure with the firm, with the aims of ensuring that they have the opportunity to

learn the skills they need to do their jobs and to

expand their occupational horizons

8–27

Lifelong and Literacy Training

Employer Responses

to Functional Illiteracy

future managers

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

Managerial On-the-Job Training

Coaching/

Understudy Approach

Management Development (cont’d)

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

Managing Organizational Change

and Development (cont’d)

Overcoming

resistance to

change

Effectively using organizational development practices

The Human Resource Manager’s

Role

Organizing and leading organizational change

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 Phase

 Establish a sense of urgency (need for change)

 Mobilize commitment to solving problems

 Create a guiding coalition

 Develop and communicate a shared vision

 Help employees to make the change

 Consolidate gains and produce more change

• Refreezing Phase

 Reinforce new ways of doing things

 Monitor and assess progress

FIGURE 8–4 Typical Role in a Role-Playing Exercise

Source: Normal R F Maier and Gertrude Casselman Verser,

Psychology in Industrial Organizations, 5th ed., p 190 © 1982 by

Houghton Mifflin Company Used by permission of the publishers.

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, a Chevrolet,

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.

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

Evaluating the Training Effort

• Designing the Study

 Time series design

 Controlled experimentation

• Training Effects to Measure