Dessler hrm12e chp_08

GARY DESSLER
HUMAN RESOURCE MANAGEMENT
Global Edition 12e
Chapter 8
Training and
Developing
Employees
PowerPoint Presentation by Charlie Cook
The University of West AlabamaCopyright © 2011 Pearson Education
Part 3 Training and Development

Copyright © 2011 Pearson Education 8–2
WHERE WE ARE NOW…

1.1. Summarize the purpose and processSummarize the purpose and process
of employee orientation.of employee orientation.
2.2. List and briefly explain each of the four stepsList and briefly explain each of the four steps
in the training process.in the training process.
3.3. Discuss how you would motivate trainees.Discuss how you would motivate trainees.
4.4. Describe and illustrate how you would identifyDescribe and illustrate how you would identify
training requirements.training requirements.
5.5. Explain how to distinguish between problemsExplain how to distinguish between problems
you can fix with training and those you can’t.you can fix with training and those you can’t.
6.6. Explain how to use five training techniques.Explain how to use five training techniques.
LEARNING OUTCOMESLEARNING OUTCOMES

7.7. List and briefly discuss four managementList and briefly discuss four management
development programs.development programs.
8.8. List and briefly discuss the importance of the eightList and briefly discuss the importance of the eight
steps in leading organizational change.steps in leading organizational change.
9.9. Answer the question, “What is organizationalAnswer the question, “What is organizational
development and how does it differ from traditionaldevelopment and how does it differ from traditional
approaches to organizational change?”approaches to organizational change?”
LEARNING OUTCOMES (cont’d)LEARNING OUTCOMES (cont’d)

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

The Orientation ProcessThe Orientation Process
Company organization
and operations
Safety measures
and regulations
Facilities
tour
Employee
Orientation
Employee benefit
information
Personnel
policies
Daily
routine

FIGURE 8–1
New Employee
Departmental
Orientation Checklist

The Training ProcessThe Training Process
• TrainingTraining
 Is the process of teaching new employeesIs the process of teaching new employees
the basic skills they need to perform their jobsthe basic skills they need to perform their jobs
 Is a hallmark of good managementIs a hallmark of good management
 Reduces an employer’s exposure to negligentReduces an employer’s exposure to negligent
training liabilitytraining liability
• Training’s Strategic ContextTraining’s Strategic Context
 The aims of firm’s training programs must makeThe aims of firm’s training programs must make
sense in terms of the company’s strategicsense in terms of the company’s strategic
goals.goals.
 Training fosters employee learning, whichTraining fosters employee learning, which
results in enhanced organizationalresults in enhanced organizational
performance.performance.

Steps in the Training ProcessSteps in the Training Process
1
2
3
4
The Four-Step Training Process
Instructional design
Needs analysis
Program implementation
Evaluation

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 viewAt the start of training, provide a bird’s-eye view
of the material to be presented to facilitate learning.of 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 itOrganize 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 familiarUse 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 training need in trainees’ minds.Create a perceived training need in trainees’ minds.

Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)
• Make Skills Transfer EasyMake Skills Transfer Easy
1.1. Maximize the similarity between the trainingMaximize the similarity between the training
situation and the work situation.situation and the work situation.
2.2. Provide adequate practice.Provide adequate practice.
3.3. Label or identify each feature of the machineLabel or identify each feature of the machine
and/or step in the process.and/or step in the process.
4.4. Direct the trainees’ attention to important aspectsDirect the trainees’ attention to important aspects
of the job.of the job.
5.5. Provide “heads-up,” preparatory information thatProvide “heads-up,” preparatory information that
lets trainees know what might happen back onlets trainees know what might happen back on
the job.the job.

Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)
• Reinforce the LearningReinforce the Learning
1.1. Trainees learn best when the trainers immediatelyTrainees learn best when the trainers immediately
reinforce correct responses, perhaps with a quickreinforce correct responses, perhaps with a quick
“well done.”“well done.”
2.2. The schedule is important. The learning curveThe schedule is important. The learning curve
goes down late in the day, so that “full day traininggoes down late in the day, so that “full day training
is not as effective as half the day or three-fourthsis not as effective as half the day or three-fourths
of the day.”of the day.”

Analyzing Training NeedsAnalyzing Training Needs
Task Analysis:
Assessing new employees’
training needs
Performance Analysis:
Assessing current employees’
training needs
Training Needs
Analysis

TABLE 8–1 Sample Task Analysis Record Form

FIGURE 8–2 Example of Competency Model for Human Resource Manager

Performance Analysis:Performance Analysis:
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
Specialized Software
Can’t-do or Won’t-do?

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-Based TrainingAudiovisual-Based Training
• Vestibule TrainingVestibule Training
• Teletraining andTeletraining and
VideoconferencingVideoconferencing
• Electronic PerformanceElectronic Performance
Support Systems (EPSS)Support Systems (EPSS)
• Computer-Based TrainingComputer-Based Training
(CBT)(CBT)
• Simulated LearningSimulated Learning
• Internet-Based TrainingInternet-Based Training
• Learning PortalsLearning Portals

The OJT Training MethodThe OJT Training Method
• On-the-Job Training (OJT)On-the-Job Training (OJT)
 Having a person learn a jobHaving 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

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

FIGURE 8–3 Some Popular Apprenticeships
The U.S. Department of Labor’s 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

FIGURE 8–4 Job Instruction Training at UPS

Delivering Effective LecturesDelivering Effective Lectures
• Don’t start out on the wrong foot.Don’t start out on the wrong foot.
• Give your listeners signals.Give your 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.

Programmed LearningProgrammed Learning
 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

Intelligent Tutoring SystemsIntelligent Tutoring Systems
 Reduced learning timeReduced learning time
 Cost effectivenessCost effectiveness
 Instructional consistencyInstructional consistency
• Types of Programmed LearningTypes of Programmed Learning
 Interactive multimedia trainingInteractive multimedia training
 Virtual reality trainingVirtual reality training
 Virtual classroomVirtual classroom

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

Internet-Based TrainingInternet-Based Training
Teletraining and Videoconferencing
Electronic Performance Support
Systems (EPSS)
Computer-Based Training
E-learning and learning portals
Distance
Learning
Methods

FIGURE 8–5 Partial List of E-Learning Vendors

Lifelong Learning andLifelong Learning and
Literacy Training TechniquesLiteracy Training Techniques
Provide employees with
lifelong educational and
learning opportunities
Instituting basic skills
and literacy programs
Employer Responses to
Employee Learning Needs

Creating Your Own Training ProgramCreating Your Own Training Program
1
2
3
4
Creating a Training Program
Use a detailed job description
Set training objectives
Develop an abbreviated task
analysis record form
Develop a job instruction sheet
5 Compile training program for the job

Implementing ManagementImplementing Management
Development ProgramsDevelopment Programs
Assessing the
company’s strategic
needs
Developing the
managers and
future managers
Long-Term Focus of
Management Development
Appraising
managers’ current
performance

Succession PlanningSuccession 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

Management Development TechniquesManagement Development Techniques
Job
rotation
Coaching and
understudy
Managerial On-the-Job Training
Action
learning

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
Other Management Training TechniquesOther Management Training Techniques

FIGURE 8–6 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 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.

Behavior ModelingBehavior Modeling
1
Encourage transfer of training to job
Have trainees role play using behaviors
Behavior Modeling Training
Model the effective behaviors
Provide social reinforcement and feedback
2
3
4

Managing OrganizationalManaging Organizational
Change ProgramsChange Programs
Strategy TechnologiesCulture
What to Change
Structure Employees

Managing Organizational ChangeManaging Organizational Change
and Developmentand Development
Overcoming
resistance to
change
Effectively using
organizational
development
practices
The Human Resource
Manager’s Role
Organizing
and leading
organizational
change

Managing Organizational ChangeManaging Organizational Change
and Development (cont’d)and Development (cont’d)
1
Moving
Overcoming Resistance to Change:
Lewin’s Change Process
Unfreezing
Refreezing
2
3

How to Lead the ChangeHow to Lead the Change
• Unfreezing StageUnfreezing Stage
1.1. Establish a sense of urgency (need for change).Establish a sense of urgency (need for change).
2.2. Mobilize commitment to solving problems.Mobilize commitment to solving problems.
• Moving StageMoving Stage
3.3. Create a guiding coalition.Create a guiding coalition.
4.4. Develop and communicate a shared vision.Develop and communicate a shared vision.
5.5. Help employees to make the change.Help employees to make the change.
6.6. Consolidate gains and produce more change.Consolidate gains and produce more change.
• Refreezing StageRefreezing Stage
7.7. Reinforce new ways of doing things.Reinforce new ways of doing things.
8.8. Monitor and assess progress.Monitor and assess progress.

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

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

Evaluating the Training EffortEvaluating the Training Effort
• Designing the Evaluation StudyDesigning the Evaluation Study
 Time series designTime series design
 Controlled experimentationControlled experimentation
• Choosing Which Training Effects to MeasureChoosing Which Training Effects to Measure
 ReactionReaction of trainees to the programof trainees to the program
 LearningLearning that actually took placethat actually took place
 BehaviorBehavior that changed on the jobthat changed on the job
 ResultsResults achieved as a result of the trainingachieved as a result of the training

FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects

FIGURE 8–8
A Sample Training
Evaluation Form

K E Y T E R M S
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
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

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otherwise, without the prior written permission of the publisher.
Printed in the United States of America.

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