Chapter 8(training & development of employees) HRM GArry Desslar

Human Resource Management

TWELFTH EDITION

G A R Y D E S S L E R

B I J U V A R K K E Y

Copyright © 2011 Dorling Kindersley (India) Pvt. LtdAuthorized adaptation from the United States edition of Human Resource Management, 12/e

Training and Developing Employees

Chapter 8

Part 3 | Training and Development


8–2

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


8–3

The Orientation ProcessThe Orientation Process

Company Organization and

Operations

Safety Measures and Regulations

Facilities Tour

Employee Orientation

Employee Benefit Information

Personnel Policies

Daily Routine


8–4

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.


8–5

The Training Process (continued)The Training Process (continued)

1

2

3

4

5

The Five-Step Training and Development Process

Instructional design

Needs analysis

Validation

Implement the program

Evaluation


8–6

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.

6.6. Create a perceived need for training in the minds of Create a perceived need for training in the minds of the trainees.the trainees.


8–7

Training, Learning, and Motivation Training, Learning, and Motivation (continued)(continued)

Make Skills Transfer EasyMake Skills Transfer Easy

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

2.2. Provide adequate practice.Provide adequate practice.

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

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

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

6.6. Trainees learn best at their own pace. If possible, let them Trainees learn best at their own pace. If possible, let them pace themselves.pace themselves.


8–8

Training, Learning, and MotivationTraining, Learning, and Motivation

• 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.

• 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.


8–9

Analyzing Training NeedsAnalyzing Training Needs

Task Analysis: Assessing New Employees’

Training Needs

Performance Analysis: Assessing Current Employees’

Training Needs

Training Needs Analysis


8–10

TABLE 8–1Task Analysis Record Form

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


8–11

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


8–12

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


8–13

Training Methods (continued)Training Methods (continued)

• 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


8–14

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


8–15

Training Methods (continued)Training Methods (continued)

• 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.


8–16

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


8–17

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

• AdvantagesAdvantages Reduced learning timeReduced learning time

Cost-effectivenessCost-effectiveness

Instructional consistencyInstructional consistency

• Types of CBTTypes of CBT Interactive multimedia trainingInteractive multimedia training

Virtual reality trainingVirtual reality training


8–18

Distance and Internet-Based TrainingDistance and Internet-Based Training

Teletraining

Videoconferencing

Internet-Based Training

E-Learning and Learning Portals

Distance Learning Methods


8–19

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


8–20

Management Development (continued)Management Development (continued)

Job Rotation

Action Learning

Managerial On-the-Job

Training

Coaching/Understudy Approach


8–21

Management Development (continued)Management Development (continued)

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


8–22

Managing Organizational Change Managing Organizational Change and Developmentand Development

Strategy TechnologiesCulture

What to Change

Structure Employees


8–23

Managing Organizational Change Managing Organizational Change and Development (continued)and Development (continued)

Overcoming resistance to

change

Effectively using

organizational development

practices

The Human Resource Manager’s

Role

Organizing and leading

organizational change


8–24

Managing Organizational Change Managing Organizational Change and Development (continued)and Development (continued)

1

Moving

Overcoming Resistance to Change: Lewin’s Change Process

Unfreezing

Refreezing

2

3


8–25

How to Lead the ChangeHow to Lead the Change

• Unfreezing PhaseUnfreezing Phase Establish a sense of urgency (need for change).Establish a sense of urgency (need for change). Mobilize commitment to solving problems.Mobilize commitment to solving problems.

• Moving PhaseMoving Phase Create a guiding coalition.Create a guiding coalition. Develop and communicate a shared vision.Develop and communicate a shared vision. Help employees to make the change.Help employees to make the change. Consolidate gains and produce more change.Consolidate gains and produce more change.

• Refreezing PhaseRefreezing Phase Reinforce new ways of doing things.Reinforce new ways of doing things. Monitor and assess progress.Monitor and assess progress.


8–26

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


8–27

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


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 8–6Using a Time Series Graph to Assess aTraining Program’sEffects


8–30

FIGURE 8–7A Sample Training Evaluation Form

Source: www.opm.gov/employment_and_benefits/worklife/.

Chapter 8(training & development of employees) HRM GArry Desslar

Education

training process

step training

training situation

start of training

ltdauthorized adaptation

dorling kindersley india

onthejob training ojt

performance management