Chapter 8

Training and Developing Employees

Part Three | Training and Development

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall PowerPoint Presentation by Charlie Cook The University of West Alabama

WHERE WE ARE NOW

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

82

LEARNING OUTCOMES
1. Summarize the purpose of employee orientation. and process

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 cant. 6. Explain how to use five training techniques.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall 83

LEARNING OUTCOMES (contd)

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?

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

84

Purpose of Orientation

Orientation Helps New Employees

Feel welcome and at ease

Understand the organization

Know what is expected in work and behavior

Begin the socialization process

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

85

The Orientation Process

Employee benefit information

Company organization and operations

Personnel policies

Employee Orientation

Safety measures and regulations

Daily routine

Facilities tour

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

86

FIGURE 81 New Employee Departmental Orientation Checklist

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

87

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 employers exposure to negligent training liability

Trainings Strategic Context

The aims of firms training programs must make sense in terms

of the companys strategic goals.

Training

nurtures employee learning, enhanced organizational performance.

which

results

in

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

88

Steps in the Training Process

The Four-Step Training Process
1

Needs analysis

2
3 4

Instructional design Program implementation

Evaluation

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

89

Training, Learning, and Motivation

Make the Learning Meaningful
1. At the start of training, provide a birds-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.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall 810

Training, Learning, and Motivation (contd)

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.
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall 811

Training, Learning, and Motivation (contd)

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.

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

812

Analyzing Training Needs

Training Needs Analysis

Task Analysis:
Assessing new employees training needs

Performance Analysis:
Assessing current employees training needs

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

813

TABLE 81

Sample Task Analysis Record Form

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

814

FIGURE 82

Example of Competency Model for Human Resource Manager

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

815

Performance Analysis: Assessing Current Employees Training Needs

Specialized Software Assessment Center Results Individual Diaries Performance Appraisals

Methods for Identifying Training Needs

Job-Related Performance Data

Attitude Surveys

Observations

Tests

Interviews

Cant-do or Wont-do?

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

816

Training Methods
On-the-Job Training Apprenticeship Training Informal Learning Computer-Based Training (CBT) Simulated Learning

Job Instruction Training

Lectures Programmed Learning

Internet-Based Training
Learning Portals

Audiovisual-Based Training
Vestibule Training Teletraining and Videoconferencing

Electronic Performance Support Systems (EPSS)

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

817

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

Coaching or understudy Job rotation Special assignments

Advantages
Inexpensive Learn by doing Immediate feedback

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

818

On-the-Job Training
Steps to Help Ensure OJT Success
1

Prepare the learner Present the operation Do a tryout Follow up

2 3

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

819

FIGURE 83

Some Popular Apprenticeships

The U.S. Department of Labors 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, Inc. publishing as Prentice Hall 820

FIGURE 84

Job Instruction Training at UPS

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

821

Delivering Effective Lectures

Dont 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.

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

822

Programmed Learning
Presenting questions, facts, or problems to the learner Providing feedback on the accuracy of answers

Allowing the person to respond

Advantages
Reduced training time Self-paced learning Immediate feedback Reduced risk of error for learner

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

823

Intelligent Tutoring Systems

Advantages
Reduced learning time Cost effectiveness Instructional consistency

Types of Programmed Learning

Interactive multimedia training

Virtual reality training

Virtual classroom

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

824

TABLE 82

Names of Various Computer-Based Training Techniques

PI CBT

Computer-based programmed instruction Computer-based training

CMI
ICAI ITS

Computer-managed instruction
Intelligent computer-assisted instruction Intelligent tutoring systems

Simulation

Computer simulation

Virtual Reality Advanced form of computer simulation

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

825

Internet-Based Training

Teletraining and Videoconferencing

Distance Learning Methods

Electronic Performance Support Systems (EPSS)

Computer-Based Training

E-learning and learning portals

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

826

FIGURE 85

Partial List of E-Learning Vendors

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

827

Lifelong Learning and Literacy Training Techniques

Employer Responses to Employee Learning Needs

Provide employees with lifelong educational and learning opportunities

Instituting basic skills and literacy programs

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

828

Creating Your Own Training Program

Creating a Training Program
1

Set training objectives

2
3

Use a detailed job description

Develop an abbreviated task analysis record form

4 5

Develop a job instruction sheet

Compile training program for the job

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

829

Implementing Management Development Programs

Long-Term Focus of Management Development

Assessing the companys strategic needs

Appraising managers current performance

Developing the managers and future managers

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

830

Succession Planning
Steps in the Succession Planning Process
1

Anticipate management needs Review firms management skills inventory

2
3

Create replacement charts

Begin management development

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

831

Management Development Techniques

Managerial On-the-Job Training

Job rotation

Coaching and understudy

Action learning

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

832

Other Management Training Techniques

Off-the-Job Management Training and Development Techniques
The case study method Management games Role playing Behavior modeling Corporate universities Executive coaches

Outside seminars
University-related programs

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

833

FIGURE 86

Typical Role in a Role-Playing Exercise

Walt MarshallSupervisor 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, Inc. publishing as Prentice Hall

834

Behavior Modeling
Behavior Modeling Training
1

Model the effective behaviors Have trainees role play using behaviors Provide social reinforcement and feedback Encourage transfer of training to job

2
3

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

835

Managing Organizational Change Programs

What to Change

Strategy

Culture

Structure

Technologies

Employees

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

836

Managing Organizational Change and Development

The Human Resource Managers Role

Overcoming resistance to change

Organizing and leading organizational change

Effectively using organizational development practices

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

837

Managing Organizational Change and Development (contd)

Overcoming Resistance to Change: Lewins Change Process
1

Unfreezing

2 3

Moving
Refreezing

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

838

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.

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

839

Using Organizational Development

Organizational Development (OD)
1

Usually involves action research Applies behavioral science knowledge Changes the organization in a particular direction

2
3

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

840

TABLE 83

Examples of OD Interventions

Human Process Applications

T-groups (Sensitivity Training) Process consultation Third-party intervention Team building Organizational confrontation meeting Survey research

HRM Applications
Goal setting Performance appraisal Reward systems Career planning and development Managing workforce diversity Employee wellness

Technostructural Interventions
Formal structural change

Strategic OD Applications
Integrated strategic management

Differentiation and integration

Cooperative unionmanagement projects Quality circles Total quality management Work design

Culture change
Strategic change Self-designing organizations

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

841

Evaluating the Training Effort

Designing the Evaluation Study
Time series design

Controlled experimentation

Choosing Which Training Effects to Measure

Reaction of trainees to the program Learning that actually took place Behavior that changed on the job

Results achieved as a result of the training

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

842

FIGURE 87

Using a Time Series Graph to Assess a Training Programs Effects

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

843

FIGURE 88 A Sample Training Evaluation Form

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

844

KEY TERMS
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
Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

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
845

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

846