Gary Dessler tenth edition Chapter 8 Part 3

Gary Dessler tenth edition Chapter 8 Part 3 Training and Development Training and Developing Employees © 2005 Prentice Hall Inc. All rights reserved. Power. Point Presentation by Charlie Cook The University of West Alabama

After studying this chapter, you should be able to: 1. Describe the basic training process. 2. Describe and illustrate how you would go about identifying training requirements. 3. Explain how to distinguish between problems you can fix with training and those you can’t. 4. Explain how to use five training techniques. © 2005 Prentice Hall Inc. All rights reserved. 8– 2

Orienting Employees Ø Employee orientation – A procedure for providing new employees with basic background information about the firm. Ø Orientation content – – – Information on employee benefits Personnel policies The daily routine Company organization and operations Safety measures and regulations Facilities tour © 2005 Prentice Hall Inc. All rights reserved. 8– 3

Orienting Employees (cont’d) Ø A successful orientation should accomplish four things for new employees: – Make them feel welcome and at ease. – Help them understand the organization in a broad sense. – Make clear to them what is expected in terms of work and behavior. – Help them begin the process of becoming socialized into the firm’s ways of acting and doing things. © 2005 Prentice Hall Inc. All rights reserved. 8– 4

The Training Process Ø Training – The process of teaching new employees the basic skills they need to perform their jobs. Ø The strategic context of training – Performance management: the process employers use to make sure employees are working toward organizational goals. • • Web-based training Distance learning-based training On the job Training Off the job training etc. © 2005 Prentice Hall Inc. All rights reserved. 8– 5

The Training and Development Process Ø Needs analysis – Identify job performance skills needed, assess prospective trainees skills, and develop objectives. Ø Instructional design – Produce the training program content, including workbooks, exercises, and activities. Ø Validation – Presenting (trying out) the training to a small representative audience. Ø Implement the program – Actually training the targeted employee group. Ø Evaluation – Assesses the program’s successes or failures. © 2005 Prentice Hall Inc. All rights reserved. 8– 6

Make the Learning Meaningful Ø At the start of training, provide a bird’s-eye view of the material to be presented to facilitates learning. Ø Use a variety of familiar examples. Ø Organize the information so you can present it logically, and in meaningful units. Ø Use terms and concepts that are already familiar to trainees. Ø Use as many visual aid as possible. © 2005 Prentice Hall Inc. All rights reserved. 8– 7

EMPLOYEE TRAINING IMPORTANCE Ø Job complexity Ø Job changes Ø Employee diversity Ø Learning designed to produce a change – Employee training • Skills needed to do the job at hand – Employee development ? ? ? ? De. Cenzo and Robbins HRM 7 th Edition 8

TRAINING NEEDS Ø Organization goals Ø Tasks to complete those goals Ø Behaviors needed to perform those tasks Ø Employee deficiencies in – Skills – Knowledge – Abilities De. Cenzo and Robbins HRM 7 th Edition 9

BEFORE YOU TRAIN…. . Ø MAKE SURE PERFORMANCE DEFICIENCY IS DUE TO LACK OF TRAINING De. Cenzo and Robbins HRM 7 th Edition 10

TRAINING APPROACHES (ON-THE-JOB) Ø Strengths – Simple – Actual job Ø Weaknesses – Productivity – Mistakes Ø Types – Apprenticeship – Job instruction training De. Cenzo and Robbins HRM 7 th Edition 11

TRAINING APPROACHES (OFF-THE-JOB) Ø Classroom lectures Ø Films and videos Ø Demonstrations Ø Case studies Ø Simulations Ø Programmed instruction – Interactive video disks – Virtual reality De. Cenzo and Robbins HRM 7 th Edition 12

AND…. . Ø Computer-based training – See Exhibit 8 -5 De. Cenzo and Robbins HRM 7 th Edition 13

Exhibit 8 -5: Off-the-job Training Methods De. Ce nzo and Robbi ns HRM 7 th Editio n 14

EMPLOYEE DEVELOPMENT Ø Future oriented Ø Education, not training – Reasoning, decision making – Personal growth Ø All employees, not just managers De. Cenzo and Robbins HRM 7 th Edition 15

EMPLOYEE DEVELOPMENT METHODS Ø Job rotation Ø Assistant-to positions Ø team assignment Ø De. Cenzo and Robbins HRM 7 th Edition AND… 16

EMPLOYEE DEVELOPMENT METHODS Ø Lectures and seminars Ø AND…. De. Cenzo and Robbins HRM 7 th Edition 17

EMPLOYEE DEVELOPMENT METHODS Ø Coaching Ø Simulations Ø Outdoor training De. Cenzo and Robbins HRM 7 th Edition 18

ORGANIZATION DEVELOPMENT Ø Goal is to help organizations (people) adapt to change Ø Change affects – – Technology Systems People Processes De. Cenzo and Robbins HRM 7 th Edition 19

ORGANIZATION DEVELOPMENT GOALS – Help employees adapt to change – Build acceptance of new culture – Generate support for whatever actions need to be taken De. Cenzo and Robbins HRM 7 th Edition 20

ORGANIZATION DEVELOPMENT MODELS Ø Kurt Levin Change Stages • Unfreeze status quo • Change • Refreeze to stabilize Ø Rafting in white water – Nimble, flexible, adaptable to survive De. Cenzo and Robbins HRM 7 th Edition 21

ORGANIZATION DEVELOPMENT METHODS Ø Climate surveys Ø Team building Ø Third-party intervention Ø Change agents De. Cenzo and Robbins HRM 7 th Edition 22

OD - THE LEARNING ORGANIZATION Ø Systems thinking Ø Personal mastery Ø Mental models Ø Shared vision Ø Team learning De. Cenzo and Robbins HRM 7 th Edition 23

OD - THE LEARNING ORGANIZATION Ø ORGANIZATION DEVELOPMENT Ø BECOMES Ø ORGANIZATIONAL TRANSFORMATION De. Cenzo and Robbins HRM 7 th Edition 24

8: EVALUATING TRAINING AND DEVELOPMENT Ø NEEDS TO BE MORE THAN JUST FUN De. Cenzo and Robbins HRM 7 th Edition 25

8: EVALUATING TRAINING AND DEVELOPMENT Ø OR NOT De. Cenzo and Robbins HRM 7 th Edition 26

8: EVALUATING TRAINING AND DEVELOPMENT Ø Cost effectiveness Ø Deficiencies corrected Ø Productivity measured De. Cenzo and Robbins HRM 7 th Edition 27

8: POST-TRAINING PERFORMANCE Ø Train Ø Evaluate performance De. Cenzo and Robbins HRM 7 th Edition 28

8: PRE-POST-TRAINING PERFORMANCE Ø Establish/identify baseline Ø Train Ø Evaluate performance Ø De. Cenzo and Robbins HRM 7 th Edition 29

8: PRE-POST-TRAINING WITH CONTROL GROUP Ø Establish/identify baseline Ø Control group – Hold out some subjects – Do nothing to them Ø Train the rest Ø Evaluate performance of both groups De. Cenzo and Robbins Ø Compare results HRM 7 th Edition 30

8: INTERNATIONAL ISSUES Ø Training – Culture – Language – Techniques Ø Development – Necessary for executives – Expatriate De. Cenzo and Robbins HRM 7 th Edition 31

What Is Management Development? Ø Management development – Any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills. Ø Succession planning – A process through which senior-level openings are planned for and eventually filled. • • Anticipate management needs Review firm’s management skills inventory Create replacement charts Begin management development © 2005 Prentice Hall Inc. All rights reserved. 8– 32

Managerial on-the-Job Training Ø Job rotation – Moving a trainee from department to broaden his or her experience and identify strong and weak points. Ø Coaching/Understudy approach – The trainee works directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching. Ø Action learning – Management trainees are allowed to work full-time analyzing and solving problems in other departments. © 2005 Prentice Hall Inc. All rights reserved. 8– 33

Off-the-Job Management Training and Development Techniques Ø Case study method – Managers are presented with a description of an organizational problem to diagnose and solve. Ø Management game – Teams of managers compete by making computerized decisions regarding realistic but simulated situations. Ø Outside seminars – Many companies and universities offer Web-based and traditional management development seminars and conferences. © 2005 Prentice Hall Inc. All rights reserved. 8– 34

Off-the-Job Management Training and Development Techniques (cont’d) Ø Role playing – Creating a realistic situation in which trainees assume the roles of persons in that situation. Ø Behavior modeling – Modeling: showing trainees the right (or “model”) way of doing something. – Role playing: having trainees practice that way – Social reinforcement: giving feedback on the trainees’ performance. – Transfer of learning: Encouraging trainees apply their skills on the job. © 2005 Prentice Hall Inc. All rights reserved. 8– 35

Off-the-Job Management Training and Development Techniques (cont’d) Ø Corporate universities – Provides a means for conveniently coordinating all the company’s training efforts and delivering Webbased modules that cover topics from strategic management to mentoring. Ø In-house development centers – A company-based method for exposing prospective managers to realistic exercises to develop improved management skills. © 2005 Prentice Hall Inc. All rights reserved. 8– 36

Off-the-Job Management Training and Development Techniques (cont’d) Ø Executive coaches – An outside consultant who questions the executive’s boss, peers, subordinates, and (sometimes) family in order to identify the executive’s strengths and weaknesses. – Counsels the executive so he or she can capitalize on those strengths and overcome the weaknesses. © 2005 Prentice Hall Inc. All rights reserved. 8– 37

Managing Organizational Change and Development Ø What to change? – Strategy: mission and vision – Culture: new corporate values – Structure: departmental structure, coordination, span of control, reporting relationships, tasks, decision-making procedures – Technologies: new systems and methods – Employees: changes in employee attitudes and skills © 2005 Prentice Hall Inc. All rights reserved. 8– 38

Overcoming Resistance to Change Ø What causes resistance? – All behavior in organizations is a product of two kinds of forces—those striving to maintain the status quo and those pushing for change. Ø Lewin’s Change Process – Unfreezing: reducing the forces striving to maintain the status quo. – Moving: developing new behaviors, values, and attitudes, sometimes through structural changes. – Refreezing: reinforcing the changes. © 2005 Prentice Hall Inc. All rights reserved. 8– 39

Overcoming Resistance to Change Ø Change initiatives – Political campaign: creating a coalition strong enough to support and guide the initiative. – Marketing campaign: tapping into employees’ thoughts and feelings and also effectively communicating messages about the prospective program’s theme and benefits. – Military campaign: Deploying executives’ scarce resources of attention and time to actually carry out the change. © 2005 Prentice Hall Inc. All rights reserved. 8– 40

How to Lead the Change (in 10 Steps) 1. Establish a sense of urgency. 2. Mobilize commitment through joint diagnosis of problems. 3. Create a guiding coalition. / team 4. Develop a shared vision. 5. Communicate the vision. 6. Help employees to make the change. 7. Generate short-term wins. 8. Consolidate gains and produce more change. 9. Anchor the new ways of doing things in the company’s culture. 10. Monitor progress and adjust the vision as required. © 2005 Prentice Hall Inc. All rights reserved. 8– 41

Key Terms employee orientation management development training succession planning performance management job rotation negligent training action learning task analysis case study method performance analysis management game on-the-job training role playing apprenticeship training behavior modeling job instruction training (JIT) in-house development center programmed learning outsourced learning simulated training organizational development job aid controlled experimentation electronic performance support systems (EPSS) © 2005 Prentice Hall Inc. All rights reserved. 8– 42