Chapter 8 Training and Developing Employees Copyright 2011

Chapter 8 Training and Developing Employees Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Part Three | Training and Development Power. Point Presentation by Charlie Cook The University of West Alabama

WHERE WE ARE NOW… Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 2

LEARNING OUTCOMES 1. Summarize the purpose and process of employee orientation. 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 can’t. 6. Explain how to use five training techniques. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 3

LEARNING OUTCOMES (cont’d) 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 8– 4

Purpose of Orientation Helps New Employees Feel welcome and at ease Understand the organization Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Know what is expected in work and behavior Begin the socialization process 8– 5

The Orientation Process Company organization and operations Employee benefit information Personnel policies Daily routine Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Employee Orientation Safety measures and regulations Facilities tour 8– 6

FIGURE 8– 1 New Employee Departmental Orientation Checklist Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 7

The Training Process • Training Ø Is the process of teaching new employees the basic skills they need to perform their jobs Ø Is a hallmark of good management Ø Reduces an employer’s exposure to negligent training liability • Training’s Strategic Context Ø The aims of firm’s training programs must make sense in terms of the company’s strategic goals. Ø Training fosters employee learning, which results in enhanced organizational performance. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 8

Steps in the Training Process The Four-Step Training Process 1 Needs analysis 2 Instructional design 3 Program implementation 4 Evaluation Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 9

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’ Copyright © 2011 Pearson minds. Education, Inc. publishing as Prentice Hall 8– 10

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 trainees know Copyrightlets © 2011 Pearson Education, Inc. publishing as the job. Prentice Hall what might happen back on 8– 11

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. ” Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 12

Analyzing Training Needs Analysis Task Analysis: Assessing new employees’ training needs Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Performance Analysis: Assessing current employees’ training needs 8– 13

TABLE 8– 1 Sample Task Analysis Record Form Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 14

FIGURE 8– 2 Example of Competency Model for Human Resource Manager Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 15

Performance Analysis: Assessing Current Employees’ Training Needs Specialized Software Assessment Center Results Performance Appraisals Methods for Identifying Training Needs Individual Diaries Job-Related Performance Data Attitude Surveys Observations Tests Interviews Can’t-do or Won’t-do? Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 16

Training Methods • On-the-Job Training • Apprenticeship Training • Computer-Based Training (CBT) • Informal Learning • Simulated Learning • Job Instruction Training • Internet-Based Training • Lectures • Learning Portals • Programmed Learning • Audiovisual-Based Training • Vestibule Training • Teletraining and Videoconferencing • Electronic Performance Support Systems (EPSS) Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 17

The OJT Training Method • On-the-Job Training (OJT) Ø Having a person learn a job by actually doing the job. • Types of On-the-Job Training Ø Coaching or understudy Ø Job rotation Ø Special assignments • Advantages Ø Inexpensive Ø Learn by doing Ø Immediate feedback Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 18

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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 19

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 Copyright © 2011 Pearson • Pipefitter Education, Inc. publishing as Prentice Hall 8– 20

FIGURE 8– 4 Job Instruction Training at UPS Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 21

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. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 22

Programmed Learning Presenting questions, facts, or problems to the learner Allowing the person to respond Providing feedback on the accuracy of answers • Advantages Ø Reduced training time Ø Self-paced learning Ø Immediate feedback Ø Reduced risk of error for learner Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 23

Intelligent Tutoring Systems • Advantages Ø Reduced learning time Ø Cost effectiveness Ø Instructional consistency • Types of Programmed Learning Ø Interactive multimedia training Ø Virtual reality training Ø Virtual classroom Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 24

TABLE 8– 2 Names of Various Computer-Based Training Techniques PI Computer-based programmed instruction CBT Computer-based training CMI Computer-managed instruction ICAI Intelligent computer-assisted instruction ITS Intelligent tutoring systems Simulation Computer simulation Virtual Reality Advanced form of computer simulation Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 25

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 8– 26

FIGURE 8– 5 Partial List of E-Learning Vendors Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 27

Lifelong Learning and Literacy Training Techniques Employer Responses to Employee Learning Needs Provide employees with lifelong educational and learning opportunities Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Instituting basic skills and literacy programs 8– 28

Creating Your Own Training Program Creating a Training Program 1 Set training objectives 2 Use a detailed job description 3 Develop an abbreviated task analysis record form 4 Develop a job instruction sheet 5 Compile training program for the job Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 29

Implementing Management Development Programs Long-Term Focus of Management Development Assessing the company’s strategic needs Appraising managers’ current performance Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Developing the managers and future managers 8– 30

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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 31

Management Development Techniques Managerial On-the-Job Training Job rotation Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Coaching and understudy Action learning 8– 32

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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 33

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. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 34

Behavior Modeling Training 1 Model the effective behaviors 2 Have trainees role play using behaviors 3 Provide social reinforcement and feedback 4 Encourage transfer of training to job Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 35

Managing Organizational Change Programs What to Change Strategy Culture Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Structure Technologies Employees 8– 36

Managing Organizational Change and Development The Human Resource Manager’s Role Overcoming resistance to change Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Organizing and leading organizational change Effectively using organizational development practices 8– 37

Managing Organizational Change and Development (cont’d) Overcoming Resistance to Change: Lewin’s Change Process 1 Unfreezing 2 Moving 3 Refreezing Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 38

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 8– 39

Using Organizational Development (OD) 1 Usually involves action research 2 Applies behavioral science knowledge 3 Changes the organization in a particular direction Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 40

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 projects Strategic change Self-designing organizations Quality circles Total quality management Work design Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 41

Evaluating the Training Effort • Designing the Evaluation Study Ø Time series design Ø Controlled experimentation • Choosing Which Training Effects to Measure Ø Reaction of trainees to the program Ø Learning that actually took place Ø Behavior that changed on the job Ø Results achieved as a result of the training Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 42

FIGURE 8– 7 Using a Time Series Graph to Assess a Training Program’s Effects Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 43

FIGURE 8– 8 A Sample Training Evaluation Form Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8– 44

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 8– 45

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 8– 46