HUMAN RESOURCE MANAGEMENT

Global Edition 12e

Chapter 8
Training and
Developing
Employees

Part 3 Training and Development

PowerPoint Presentation by Charlie Cook

Copyright © 2011 Pearson Education GARY DESSLER 8–1
The University of West Alabama
 Purpose of Orientation
Employee orientation provides new employees with the
information they need to function.

Orientation Helps New

Employees

Know what is
Begin the
Feel welcome Understand the expected in
socialization
and at ease organization work and
process
behavior

8–2
 The Orientation Process

Employee benefit Company organization

information and operations

Personnel Employee Safety measures

policies Orientation and regulations

Daily Facilities
routine tour

8–3
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

• Training’s Strategic Context

 The aims of firm’s training programs must make
sense in terms of the company’s strategic goals.
 Training fosters employee learning, which results
in enhanced organizational performance.

8–4
Steps in the Training Process

The Four-Step Training Process

1 Needs analysis

2 Instructional design
3 Program implementation
4 Evaluation

8–5
Steps in Training Process
• Need Analysis
 Identify the specific knowledge and skills the job requires, and
compare these with the prospective trainees’ knowledge and
skills.
• Instructional Design
 Formulate specific, measurable knowledge and performance
training objectives, review possible training program content
(including workbooks, exercises, and activities), and estimate a
budget for the training program.
• Program Implementation
 Training the targeted employee group using methods such as
on-the-job or online training.
• Evaluation
 Assess the program’s success (or failures)

8–6
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.
6. Create a perceived training need in trainees’ minds.

8–7
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.

8–8
Training, Learning, and Motivation (cont’d)
• 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.”

8–9
 Analyzing Training Needs

Training Needs
Analysis

Task Analysis: Performance Analysis:

Assessing new employees’ Assessing current employees’
training needs training needs

8–10
• Task analysis is a detailed study of the job to
determine what specific skills the job requires.

• Performance analysis is the process of

verifying that there is a performance deficiency
and determining whether the employer should
correct such deficiencies through training or
some other means (like transferring the
employee).

8–11
Training Methods
• On-the-Job
Computer-Based
Training
Training (CBT)
• Simulated
Apprenticeship
Learning
Training
• Informal
Internet-Based
Learning
Training
• Learning
Job Instruction
Portals
Training
• Lectures
• Programmed Learning
• Audiovisual-Based Training
• Vestibule Training
• Teletraining and Videoconferencing
• Electronic Performance Support Systems (EPSS)

8–12
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

8–13
 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

8–14
FIGURE 8–4 Job Instruction Training at UPS

8–15
Delivering Effective Lectures
• Don’t 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.

8–16
 Programmed Learning

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

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

8–17
Intelligent Tutoring Systems
• Advantages
 Reduced learning time
 Cost effectiveness
 Instructional consistency

• Types of Programmed Learning

 Interactive multimedia training
 Virtual reality training
 Virtual classroom

8–18
 Internet-Based Training

Teletraining and Videoconferencing

Electronic Performance Support

Distance Systems (EPSS)
Learning
Methods Computer-Based Training

E-learning and learning portals

8–19
Management Development Techniques

Managerial On-the-Job Training

Job Coaching and Action

rotation understudy learning

8–20
Other Management Training Techniques

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

8–21
Managing Organizational Change
and Development (cont’d)

Overcoming Resistance to Change:

Lewin’s Change Process

1 Unfreezing
2 Moving
3 Refreezing

8–22
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.

8–23