Dessler HUMAN RESOURCE MANAGEMENT 12e_PPT_08.ppt
- 1. GARY DESSLER HUMAN RESOURCE MANAGEMENT Global Edition 12e Chapter 8 Training and Developing Employees PowerPoint Presentation by Charlie Cook The University of West Alabama Copyright © 2011 Pearson Education Part 3 Training and Development
- 2. Copyright © 2011 Pearson Education 8–2 WHERE WE ARE NOW…
- 3. Copyright © 2011 Pearson Education 8–3 1. 1. Summarize the purpose and process Summarize the purpose and process of employee orientation. of employee orientation. 2. 2. List and briefly explain each of the four steps List 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 identify Describe and illustrate how you would identify training requirements. training requirements. 5. 5. Explain how to distinguish between problems Explain 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 OUTCOMES LEARNING OUTCOMES
- 4. Copyright © 2011 Pearson Education 8–4 7. 7. List and briefly discuss four management List and briefly discuss four management development programs. development programs. 8. 8. List and briefly discuss the importance of the eight List 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 organizational Answer the question, “What is organizational development and how does it differ from traditional development and how does it differ from traditional approaches to organizational change?” approaches to organizational change?” LEARNING OUTCOMES (cont’d) LEARNING OUTCOMES (cont’d)
- 5. Copyright © 2011 Pearson Education 8–5 Purpose of Orientation Purpose 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
- 6. Copyright © 2011 Pearson Education 8–6 The Orientation Process The Orientation Process Company organization and operations Safety measures and regulations Facilities tour Employee Orientation Employee benefit information Personnel policies Daily routine
- 7. Copyright © 2011 Pearson Education 8–7 FIGURE 8–1 New Employee Departmental Orientation Checklist
- 8. Copyright © 2011 Pearson Education 8–8 The Training Process The Training Process • Training Training Is the process of teaching new employees Is the process of teaching new employees the basic skills they need to perform their jobs the basic skills they need to perform their jobs Is a hallmark of good management Is a hallmark of good management Reduces an employer’s exposure to negligent Reduces an employer’s exposure to negligent training liability training liability • Training’s Strategic Context Training’s Strategic Context The aims of firm’s training programs must make The aims of firm’s training programs must make sense in terms of the company’s strategic sense in terms of the company’s strategic goals. goals. Training fosters employee learning, which Training fosters employee learning, which results in enhanced organizational results in enhanced organizational performance. performance.
- 9. Copyright © 2011 Pearson Education 8–9 Steps in the Training Process Steps in the Training Process 1 2 3 4 The Four-Step Training Process Instructional design Needs analysis Program implementation Evaluation
- 10. Copyright © 2011 Pearson Education 8–10 Training, Learning, and Motivation Training, Learning, and Motivation • Make the Learning Meaningful Make the Learning Meaningful 1. 1. At the start of training, provide a bird’s-eye view At 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 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 training need in trainees’ minds. Create a perceived training need in trainees’ minds.
- 11. Copyright © 2011 Pearson Education 8–11 Training, Learning, and Motivation (cont’d) Training, Learning, and Motivation (cont’d) • Make Skills Transfer Easy Make Skills Transfer Easy 1. 1. Maximize the similarity between the training Maximize 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 machine Label 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 aspects Direct the trainees’ attention to important aspects of the job. of the job. 5. 5. Provide “heads-up,” preparatory information that Provide “heads-up,” preparatory information that lets trainees know what might happen back on lets trainees know what might happen back on the job. the job.
- 12. Copyright © 2011 Pearson Education 8–12 Training, Learning, and Motivation (cont’d) Training, Learning, and Motivation (cont’d) • Reinforce the Learning Reinforce the Learning 1. 1. Trainees learn best when the trainers immediately Trainees learn best when the trainers immediately reinforce correct responses, perhaps with a quick reinforce correct responses, perhaps with a quick “well done.” “well done.” 2. 2. The schedule is important. The learning curve The schedule is important. The learning curve goes down late in the day, so that “full day training goes down late in the day, so that “full day training is not as effective as half the day or three-fourths is not as effective as half the day or three-fourths of the day.” of the day.”
- 13. Copyright © 2011 Pearson Education 8–13 Analyzing Training Needs Analyzing Training Needs Task Analysis: Assessing new employees’ training needs Performance Analysis: Assessing current employees’ training needs Training Needs Analysis
- 14. Copyright © 2011 Pearson Education 8–14 TABLE 8–1 Sample Task Analysis Record Form
- 15. Copyright © 2011 Pearson Education 8–15 FIGURE 8–2 Example of Competency Model for Human Resource Manager
- 16. Copyright © 2011 Pearson Education 8–16 Performance Analysis: Performance Analysis: Assessing Current Employees’ Training Needs Assessing 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?
- 17. Copyright © 2011 Pearson Education 8–17 Training Methods Training Methods • On-the-Job Training On-the-Job Training • Apprenticeship Training Apprenticeship Training • Informal Learning Informal Learning • Job Instruction Training Job Instruction Training • Lectures Lectures • Programmed Learning Programmed Learning • Audiovisual-Based Training Audiovisual-Based Training • Vestibule Training Vestibule Training • Teletraining and Teletraining and Videoconferencing Videoconferencing • Electronic Performance Electronic Performance Support Systems (EPSS) Support Systems (EPSS) • Computer-Based Training Computer-Based Training (CBT) (CBT) • Simulated Learning Simulated Learning • Internet-Based Training Internet-Based Training • Learning Portals Learning Portals
- 18. Copyright © 2011 Pearson Education 8–18 The OJT Training Method The OJT Training Method • 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 Training Types of On-the-Job Training Coaching or understudy Coaching or understudy Job rotation Job rotation Special assignments Special assignments • Advantages Advantages Inexpensive Inexpensive Learn by doing Learn by doing Immediate feedback Immediate feedback
- 19. Copyright © 2011 Pearson Education 8–19 On-the-Job Training On-the-Job Training 1 Follow up Present the operation Steps to Help Ensure OJT Success Prepare the learner Do a tryout 2 3 4
- 20. Copyright © 2011 Pearson Education 8–20 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
- 21. Copyright © 2011 Pearson Education 8–21 FIGURE 8–4 Job Instruction Training at UPS
- 22. Copyright © 2011 Pearson Education 8–22 Delivering Effective Lectures Delivering 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.
- 23. Copyright © 2011 Pearson Education 8–23 Programmed Learning Programmed Learning • Advantages Advantages Reduced training time Reduced training time Self-paced learning Self-paced learning Immediate feedback Immediate feedback Reduced risk of error for learner Reduced 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
- 24. Copyright © 2011 Pearson Education 8–24 Intelligent Tutoring Systems Intelligent Tutoring Systems • Advantages Advantages Reduced learning time Reduced learning time Cost effectiveness Cost effectiveness Instructional consistency Instructional consistency • Types of Programmed Learning Types of Programmed Learning Interactive multimedia training Interactive multimedia training Virtual reality training Virtual reality training Virtual classroom Virtual classroom
- 25. Copyright © 2011 Pearson Education 8–25 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
- 26. Copyright © 2011 Pearson Education 8–26 Internet-Based Training Internet-Based Training Teletraining and Videoconferencing Electronic Performance Support Systems (EPSS) Computer-Based Training E-learning and learning portals Distance Learning Methods
- 27. Copyright © 2011 Pearson Education 8–27 FIGURE 8–5 Partial List of E-Learning Vendors
- 28. Copyright © 2011 Pearson Education 8–28 Lifelong Learning and Lifelong Learning and Literacy Training Techniques Literacy Training Techniques Provide employees with lifelong educational and learning opportunities Instituting basic skills and literacy programs Employer Responses to Employee Learning Needs
- 29. Copyright © 2011 Pearson Education 8–29 Creating Your Own Training Program Creating 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
- 30. Copyright © 2011 Pearson Education 8–30 Implementing Management Implementing Management Development Programs Development Programs Assessing the company’s strategic needs Developing the managers and future managers Long-Term Focus of Management Development Appraising managers’ current performance
- 31. Copyright © 2011 Pearson Education 8–31 Succession Planning Succession 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
- 32. Copyright © 2011 Pearson Education 8–32 Management Development Techniques Management Development Techniques Job rotation Coaching and understudy Managerial On-the-Job Training Action learning
- 33. Copyright © 2011 Pearson Education 8–33 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 Techniques Other Management Training Techniques
- 34. Copyright © 2011 Pearson Education 8–34 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.
- 35. Copyright © 2011 Pearson Education 8–35 Behavior Modeling Behavior 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
- 36. Copyright © 2011 Pearson Education 8–36 Managing Organizational Managing Organizational Change Programs Change Programs Strategy Technologie s Culture What to Change Structure Employees
- 37. Copyright © 2011 Pearson Education 8–37 Managing Organizational Change Managing Organizational Change and Development and Development Overcoming resistance to change Effectively using organizational development practices The Human Resource Manager’s Role Organizing and leading organizational change
- 38. Copyright © 2011 Pearson Education 8–38 Managing Organizational Change Managing Organizational Change and Development (cont’d) and Development (cont’d) 1 Moving Overcoming Resistance to Change: Lewin’s Change Process Unfreezing Refreezing 2 3
- 39. Copyright © 2011 Pearson Education 8–39 How to Lead the Change How to Lead the Change • Unfreezing Stage Unfreezing 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 Stage Moving 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 Stage Refreezing 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.
- 40. Copyright © 2011 Pearson Education 8–40 Using Organizational Development Using Organizational Development 1 Applies behavioral science knowledge Organizational Development (OD) Usually involves action research Changes the organization in a particular direction 2 3
- 41. Copyright © 2011 Pearson Education 8–41 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
- 42. Copyright © 2011 Pearson Education 8–42 Evaluating the Training Effort Evaluating the Training Effort • Designing the Evaluation Study Designing the Evaluation Study Time series design Time series design Controlled experimentation Controlled experimentation • Choosing Which Training Effects to Measure Choosing Which Training Effects to Measure Reaction Reaction of trainees to the program of trainees to the program Learning Learning that actually took place that actually took place Behavior Behavior that changed on the job that changed on the job Results Results achieved as a result of the training achieved as a result of the training
- 43. Copyright © 2011 Pearson Education 8–43 FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects
- 44. Copyright © 2011 Pearson Education 8–44 FIGURE 8–8 A Sample Training Evaluation Form
- 45. Copyright © 2011 Pearson Education 8–45 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
- 46. Copyright © 2011 Pearson Education 8–46 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.
Editor's Notes
- #2: The purpose of this chapter is to increase your effectiveness in training employees. The main topics we’ll cover include orienting employees, the training process, analyzing training needs, implementing training and development programs, and evaluating the training effort.
- #5: Employee orientation (often called “onboarding” today) provides new employees with the information they need to function; ideally, though, it should also help new employees start getting emotionally attached to the firm.
- #6: An orientation typically includes information on employee benefits, personnel policies, the daily routine, company organization and operations, safety measures and regulations, and a facilities tour.
- #7: A supervisor could use an orientation checklist such as Figure 8-1 to explain to a new employee the organization and workings of the department.
- #8: Training means giving new or current employees the skills they need to perform their jobs. Training is a hallmark of good management. Employers today must make sure that their training programs are supporting their firms’ strategic goals.
- #9: Training programs consist of four steps. In the needs analysis step, identify the specific knowledge and skills the job requires, and compare these with the prospective trainees’ knowledge and skills. In the instructional design step, 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. Implement the program, by actually training the targeted employee group using methods such as on-the-job or online training. In the evaluation step, assess the program’s success (or failures).
- #13: 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).
- #14: As Table 8-1 illustrates, the task analysis record form consolidates six types of information regarding required tasks and skills that is helpful for determining training requirements.
- #15: The competency model consolidates, usually in one diagram, a precise overview of the competencies (knowledge, skills, and behaviors) someone would need to do a job well. As an example, Figure 8-2 shows an illustrative competency model for a human resource manager. In this case, the model shows three things: At the top of the pyramid, it shows four roles we would expect the human resource manager to fill—line, staff, coordinative, and strategic. Beneath that, it shows the areas of expertise in which he or she must be expert to fill these roles, such as an expertise in HR practices and strategic planning. Next step down are basic competencies one would need to exhibit the required expertise and to fill the HR manager’s roles.
- #16: 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 other means (motivation). The heart of performance analysis is determining why performance is down. It is futile to train an employee whose work actually is deficient because of insufficient motivation. Distinguishing between can’t-do and won’t-do problems is therefore crucial.
- #17: With the program designed and budgeted and objectives set, you can turn to implementing the training program. This means actually doing the training, choosing and using one or more of the simpler, low-tech methods and, then perhaps, proceeding on to computer-based ones.
- #18: On-the-job training (OJT) means having a person learn a job by actually doing it. Every employee, from mailroom clerk to CEO, gets on-the-job training when he or she joins a firm. In many firms, OJT is the only training available.
- #19: Don’t take the success of an on-the-job training effort for granted. Train the trainers themselves (often the employees’ supervisors), and provide the training materials. Trainers should know, for instance, the principles of motivating learners. Because low expectations on the trainer’s part may translate into poor trainee performance, supervisors/trainers should emphasize the high expectations they have for their trainees’ success.
- #20: Figure 8-3 lists popular recent apprenticeships. Apprenticeship training is a process by which people become skilled workers, usually through a combination of formal learning and long-term on-the-job training. It traditionally involves having the learner/apprentice study under the tutelage of a master craftsperson.
- #21: Many jobs (or parts of jobs) consist of a logical sequence of steps that one best learns step-by-step. This step-by-step training is called job instruction training (JIT). Figure 8-4 shows the step-by-step graphical instructions UPS uses to train new drivers in how to park their trucks and disembark.
- #22: Lecturing is a quick and simple way to present knowledge to large groups of trainees, as when the sales force needs to learn a new product’s features. Here are some guidelines for presenting a lecture.
- #23: Programmed learning (or programmed instruction) is a step-by-step, self-learning method that consists of three parts.
- #24: Intelligent tutoring systems are computerized, supercharged, programmed instruction programs. In addition to the usual programmed learning, intelligent tutoring systems learn what questions and approaches worked and did not work for the learner, and therefore adjust the suggested instructional sequence to the trainee’s unique needs.
- #25: Table 8-2 summarizes the main terminology of computer-based training.
- #26: Learning management systems (LMS) play an important role in Internet training. They are special software packages that support Internet training by helping employers identify training needs, and in scheduling, delivering, assessing, and managing the online training itself.
- #27: When an employer contracts with applications service providers (ASP) like those listed in Figure 8-5, employees can go to their firm’s learning portal to access a menu of training courses that the ASP company contracted with the employer to offer.
- #28: Lifelong learning means providing employees with continuing learning experiences over their tenure with the firm, with the aims of ensuring they have the opportunity to learn the skills they need to do their jobs and to expand their horizons. Many employees have learning disabilities that make it challenging to read, write, or do arithmetic. The current emphasis on teamwork and quality requires that employees read, write, and understand numbers. Employers use both public and private sources to provide literacy training for their workers.
- #29: Training programs consist of four steps. In the needs analysis step, identify the specific knowledge and skills the job requires, and compare these with the prospective trainees’ knowledge and skills. In the instructional design step, 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. Implement the program, by actually training the targeted employee group using methods such as on-the-job or online training. In the evaluation step, assess the program’s success (or failures).
- #30: Management development is any attempt to improve managerial performance by imparting knowledge, changing attitudes, or increasing skills. The management development process consists of (1) assessing the company’s strategic needs (for instance, to fill future executive openings or to boost competitiveness), (2) appraising managers’ current performance, and then (3) developing the managers (and future managers).
- #31: Development is usually part of the employer’s succession planning. Succession planning refers to the process through which a company plans for and fills senior-level openings.
- #32: Managerial on-the-job training methods include job rotation, the coaching/understudy approach, and action learning.
- #33: There are also many other off-the-job techniques for training and developing managers.
- #34: The aim of role playing is to create a realistic situation and then have the trainees assume the parts (or roles) of specific persons in that situation. Figure 8-6 presents a role from a classic role-playing exercise called the New Truck Dilemma.
- #35: Behavior modeling involves (1) showing trainees the right (or “model”) way of doing something, (2) letting trainees practice that way, and then (3) giving feedback on the trainees’ performance.
- #36: Faced with the need to change, managers can change one or more of five aspects of their companies—their strategy, culture, structure, technologies, or the attitudes and skills of the employees.
- #37: Knowing how to deal with resistance to change is the heart of implementing an organizational change program. Implementing change can mean either reducing the forces for the status quo or building up the forces for change.
- #38: Psychologist Kurt Lewin formulated a model of change to summarize what he believed was a three-step process for implementing a change with minimal resistance.
- #39: This slide details Lewin’s three-step change process.
- #40: Organizational development (OD) is a change process through which employees formulate the change that’s required and implement it, often with the assistance of trained consultants.
- #41: Table 8-3 lists the four basic categories of OD applications: human process, technostructural, human resource management, and strategic applications. Action research—getting the employees themselves to review the required data and to design and implement the solutions—is the basis of all four.
- #42: There are two basic issues to address when evaluating training programs. The first is the design of the evaluation study and, in particular, whether to use controlled experimentation. The second issue is of “What should we measure?” and involves choosing which training outcomes to assess.
- #43: Figure 8-7 illustrates the assessment of a training program’s effects by a series of measures taken before and after the training program.
- #44: Figure 8-8 presents one page from a sample evaluation questionnaire for assessing trainees’ reactions to training.