Human Resource

Management
ELEVENTH EDITION
1
GARY DESSLER

Part 3 | Training and Development

Chapter 8

Training and Developing Employees

© 2008 Prentice Hall, Inc. PowerPoint Presentation by Charlie Cook

All rights reserved. The University of West Alabama
 Purpose of Orientation

Orientation Helps
New Employees

Know What
Feel Understand Begin the
Is Expected
Welcome the Socialization
in Work and
and At Ease Organization Process
Behavior

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 The Orientation Process

Company
Employee Benefit
Organization and
Information
Operations

Personnel Employee Safety Measures

Policies Orientation and Regulations

Daily Facilities
Routine Tour

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The Training Process
• Training
 The process of teaching new employees the basic
skills they need to perform their jobs.
• Training’s Strategic Context
 The firm’s training programs must make sense in
terms of the company’s strategic goals.
• Performance Management
 Taking an integrated, goal-oriented approach to
assigning, training, assessing, and rewarding
employees’ performance.

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The Training Process (cont’d)

The Five-Step Training and Development Process

1 Needs analysis

2 Instructional design
3 Validation
4 Implement the program
5 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.

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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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Motivation Principles for Trainers
• People learn best by doing—provide as much
realistic practice as possible.
• Trainees learn best when the trainers
immediately reinforce correct responses.
• Trainees learn best at their own pace.
• Create a perceived training need in the
trainees’ minds.
• The schedule is important—the learning curve
goes down late in the day; less than full day
training is most effective.
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 Analyzing Training Needs

Training Needs
Analysis

Task Analysis: Performance Analysis:

Assessing New Employees’ Assessing Current Employees’
Training Needs Training Needs

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TABLE 8–1
Task
Analysis
Record
Form

Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.
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 Assessing Current Employees’ Training Needs

Assessment Center
Results Performance Appraisals

Methods for Job-Related

Individual Diaries
Identifying Performance Data
Training
Needs
Attitude Surveys Observations

Tests Interviews

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Training Methods
• On-the-Job Training
• Apprenticeship Training
• Informal Learning
• Job Instruction Training
• Lectures
• Programmed Learning
• Audiovisual Training
• Simulated Training (also Vestibule Training)
• Computer-Based Training (CBT)
• Electronic Performance Support Systems (EPSS)
• Distance and Internet-Based Training

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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
 Coaching or understudy
 Job rotation
 Special assignments
• Advantages
 Inexpensive
 Learn by doing
 Immediate feedback

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 On-the-Job Training

Steps to Help Ensure OJT Success

1 Prepare the Learner

2 Present the Operation

3 Do a Tryout

4 Follow Up

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 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 • Maintenance mechanic (any industry)

• Bricklayer (construction) • Millwright
• Carpenter • Operating engineer
• Construction craft laborer • Painter (construction)
• Cook (any industry) • Pipefitter (construction)
• Cook (hotel and restaurant) • Plumber
• Correction officer • Power plant operator
• Electrician • Roofer
• Electrician (aircraft) • Sheet-metal worker
• Electrician (maintenance) • Structural-steel worker
• Electronics mechanic • Telecommunications technician
• Firefighter • Tool and die maker
• Machinist

* Listed alphabetically
Source: Olivia Crosby, “Apprenticeships,” Occupational Outlook Quarterly, 46, no. 2 (Summer 2002), p.
5.
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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.

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 Programmed Learning

Presenting Providing
Allowing the
questions, facts, feedback on the
person to
or problems to accuracy of
respond
the learner answers

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

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 TABLE 8–2 Names of Various Computer-Based Training Techniques

Computer-based programmed instruction

Computer-based training
Computer-managed instruction
Intelligent computer-assisted instruction
Intelligent tutoring systems
Computer simulation
ality Advanced form of computer simulation

Source: P. Nick Blanchard and James Thacker, Effective Training: Systems,

Strategies, and Practices (Upper Saddle River, NJ: Pearson, 2003), p. 144.
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Computer-Based Training (CBT)
• Advantages
 Reduced learning time
 Cost-effectiveness
 Instructional consistency

• Types of CBT
 Interactive multimedia training
 Virtual reality training

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 Distance and Internet-Based Training

Teletraining

Videoconferencing
Distance Learning
Methods
Internet-Based
Training

E-Learning and
Learning Portals

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FIGURE 8–3 IM Learning Incident

Source: Joshua Bronstein and Amy Newman, “IM 4 Learning,”

Training and Development, February 2006, p. 48.
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 Literacy Training Techniques

Employer Responses
to Functional Illiteracy

Testing job Instituting basic

candidates for skills and literacy
basic skills programs

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 Management Development

Long-Term Focus
of Management
Development

Assessing the Appraising Developing the

company’s managers’ managers and
strategic current future
needs performance managers

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 Succession Planning

Steps in the Succession Planning Process

1 Anticipate management needs

2 Review firm’s management skills inventory

3 Create replacement charts

4 Begin management development

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 Management Development (cont’d)

Managerial
On-the-Job
Training

Coaching/
Job Action
Understudy
Rotation Learning
Approach

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Management Development (cont’d)

Off-the-Job Management Training

and Development Techniques

The Case Study Method Role Playing

Management Games Behavior Modeling

Outside Seminars Corporate Universities

University-Related Programs Executive Coaches

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 Managing Organizational Change
and Development

What to Change

Strategy Culture Structure Technologies Employees

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 Managing Organizational Change
and Development (cont’d)

The Human
Resource Manager’s
Role

Effectively
Organizing
Overcoming using
and leading
resistance to organizational
organizational
change development
change
practices

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 Managing Organizational Change
and Development (cont’d)

Overcoming Resistance to Change:

Lewin’s Change Process

1 Unfreezing
2 Moving
3 Refreezing

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How to Lead the Change
• Unfreezing Phase
 Establish a sense of urgency (need for change).
 Mobilize commitment to solving problems.
• Moving Phase
 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.

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FIGURE 8–4 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, 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.

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.
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 Using Organizational Development

Organizational Development (OD)

1 Usually involves action research.

2 Applies behavioral science knowledge.

3 Changes the organization in a particular direction.

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TABLE 8–3 Examples of OD Interventions

Human Process Applications HRM Applications

T-groups (Sensitivity Training) Goal setting
Process consultation Performance appraisal
Third-party intervention Reward systems
Team building Career planning and development
Organizational confrontation meeting Managing workforce diversity
Survey research Employee wellness
Technostructural Interventions Strategic OD Applications
Formal structural change Integrated strategic management
Differentiation and integration Culture change
Cooperative union–management Strategic change
projects Self-designing organizations
Quality circles
Total quality management
Work design

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Evaluating the Training Effort
• Designing the Study
 Time series design

 Controlled experimentation

• 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

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FIGURE 8–5
Using a Time
Series Graph
to Assess a
Training
Program’s
Effects

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FIGURE 8–6
A Sample Training
Evaluation Form

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

employee orientation job aid

training management development
performance management succession planning
negligent training job rotation
task analysis action learning
performance analysis case study method
on-the-job training management game
apprenticeship training role playing
outsourced learning
job instruction training (JIT)
behavior modeling
programmed learning
in-house development center
simulated training
organizational development
electronic performance support
controlled experimentation
systems (EPSS)

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