MGT351 Human Resource Management Chapter8 Training and Development

MGT-351 Human Resource Management Chapter-8 Training and Development 1– 1

The Training Process • Training Ø The process of teaching employees the skills they need to perform their jobs. • Training’s Strategic Context Ø The firm’s training programs must make sense in terms of the company’s strategic goals. 8– 2

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. 8– 3

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– 4

Motivation Principles for Trainers • People learn best by doing—provide as much realistic practice as possible. • Trainees learn best when the trainers immediately reinforce correct responses. • Trainees learn best at their own pace. • Create a perceived training need in the trainees’ minds. • The schedule is important—the learning curve goes down late in the day; less than full day training is most effective. 8– 5

The Training Process (cont’d) The Five-Step Training and Development Process 1 Needs analysis 2 Instructional design 3 Validation 4 Implement the program 5 Evaluation 8– 6

Analyzing Training Needs Analysis Task Analysis: Performance Analysis: Assessing New Employees’ Training Needs Assessing Current Employees’ Training Needs 8– 7

Assessing New Employees’ Training Needs: Orientation Helps New Employees Feel Welcome and At Ease Understand the Organization Know What Is Expected in Work and Behavior Begin the Socialization Process 8– 8

The Orientation Process Company Organization and Operations Employee Benefit Information Personnel Policies Daily Routine Employee Orientation Safety Measures and Regulations Facilities Tour 8– 9

Assessing Current Employees’ Training Needs Assessment Center Results Individual Diaries Attitude Surveys Tests Performance Appraisals Methods for Identifying Training Needs Job-Related Performance Data Observations Interviews 8– 10

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

Training Methods (cont’d) • 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 8– 12

Training Methods (cont’d) • Effective Lectures Ø Don’t start out on the wrong foot. Ø Give listeners signals. Ø Be alert to your audience. Ø Maintain eye contact with audience. Ø Make sure everyone in the room can hear. Ø Control your hands. Ø Talk from notes rather than from a script. Ø Break a long talk into a series of five-minute talks. Ø Practice and rehearse your presentation. 8– 13

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 8– 14

Computer-Based Training (CBT) • Advantages Ø Reduced learning time Ø Cost-effectiveness Ø Instructional consistency • Types of CBT Ø Interactive multimedia training Ø Virtual reality training 8– 15

Distance and Internet-Based Training Teletraining Videoconferencing Distance Learning Methods Internet-Based Training E-Learning and Learning Portals 8– 16

Literacy Training Techniques Employer Responses to Functional Illiteracy Testing job candidates for basic skills Instituting basic skills and literacy programs 8– 17

Management Development Long-Term Focus of Management Development Assessing the company’s strategic needs Appraising managers’ current performance Developing the managers and future managers 8– 18

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 8– 19

Management Development (cont’d) Managerial On-the-Job Training Job Rotation Coaching/ Understudy Approach Action Learning 8– 20

Management Development (cont’d) 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 What to Change Strategy Culture Structure Technologies Employees 8– 22

Managing Organizational Change and Development (cont’d) The Human Resource Manager’s Role Overcoming resistance to change Organizing and leading organizational change Effectively using organizational development practices 8– 23

Managing Organizational Change and Development (cont’d) Overcoming Resistance to Change: Lewin’s Change Process 1 Unfreezing 2 Moving 3 Refreezing 8– 24

How to Lead the Change • Unfreezing Phase Ø Establish a sense of urgency (need for change). Ø Mobilize commitment to solving problems. • Moving Phase Ø Create a guiding coalition. Ø Develop and communicate a shared vision. Ø Help employees to make the change. Ø Consolidate gains and produce more change. • Refreezing Phase Ø Reinforce new ways of doing things. Ø Monitor and assess progress. 8– 25

Evaluating the Training Effort • Designing the Study Ø Time series design Ø Controlled experimentation • 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 8– 26

FIGURE 8– 5 Using a Time Series Graph to Assess a Training Program’s Effects 8– 27

FIGURE 8– 6 A Sample Training Evaluation Form Source: www. opm. gov/employment_and_benefits/worklife/. 8– 28