Training and Developing Employees Chapter 8 Copyright 2009

Training and Developing Employees Chapter 8 Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 1

Orienting Employees • Employee orientation provides new employees with basic background information needed to perform their jobs satisfactorily • Socialization is the continuing process of instilling in all employees the attitudes, standards, values and behavior patterns expected by the company Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 2

Types of Orientation Programs • Can be brief, informal introductions or lengthy, formal programs of a half-day or more • New hires usually receive printed or web-based handbooks, employee benefits, personnel policies, daily routine, company organization/operations and safety measures/regulations Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 3

Purposes of Orientation • The employee should feel welcome • He or she should understand the organization in a broad sense (past, present, culture and vision) as well as key policies and procedures • The employee should be clear about company expectations • The employee should begin the socialization process Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 4

The Orientation Process • Is performed by a HR specialist • Orientation can utilize technology like personal digital assistants (PDAs); computer disks containing discussions of corporate culture, facilities videos and welcome messages; or orientation websites filled with info on the company’s take on hiring, ethics and policies • Employers may use Virtual Orientation for employees off-site Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 5

Training’s Purpose and Process • Training refers to methods employers use to give new or present employees the knowledge and skills needed to perform their jobs • Training today is characterized by three things: 1. Increasingly technology-based 2. Trainers focus more explicitly on improving organizational performance Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6

Training’s Purpose and Process, cont. 3. Training includes more than technical skills and usually includes teambuilding, decisionmaking and communication skills training Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 7

The Training and Development Process Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 8

Training Needs and Analysis • What training (if any) does the employee require – often called “skills gapping” • Two traditional needs approaches 1. Task analysis is a detailed study of the job to determine what specific skills the job requires 2. Performance analysis means verifying that there is a performance deficiency and determine what will rectify the deficiency Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 9

Competency Models • Generic models or set of guidelines for jobs or closely related groups of jobs • Competency means knowledge, skills and behaviors that enable employees to effectively perform their jobs Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 10

Setting Training Objectives • After discovering needs trainers set concrete, measurable instructional objectives that specify what outcomes should be achieved • Provide focus for efforts and a benchmark for evaluation Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 11

Traditional Training Techniques • On-the-job training • Informal learning • Apprentice training • Behavior modeling • Videoconferencing distance learning Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 12

Computer and Internet-Based Training • DVD based training • Simulated learning • Internet-based training • Learning portals • Virtual classrooms • Mobile learning • Instant messaging Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 13

Training for Special Purposes • Providing lifelong learning • Diversity training • Training for teamwork and empowerment • Global HR issues Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 14

Managerial Development and Training • Managerial development is any attempt to improve managerial performance by through training efforts including: – In-house programs such as courses, coaching and rotational assignments – Professional programs such as SHRM seminars – University programs such as executive MBAs Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 15

Trends in Management Development • Program should be aligned with company strategy and goals • Emphasis on supplementing traditional methods with realistic methods • Trainee assessment precedes manager development programs Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 16

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 17

Managerial On-the-Job Training • Job rotation • Coaching/ understudy method • Action learning Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 18

Action Learning Methods • Case-study method which is useful if the trainer: – Guides trainees without stating his/her opinions in examining possible alternatives and consequences – Keeps in mind his/her own analysis of the case situation is irrelevant and may hinder the group – Keeps the aim of training in mind and facilitates the group discussion Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 19

• Management games • Improvisation • Outside seminars • University-related programs • In-house learning and development centers • Learning portals and accounts • Executive coaches Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 20

Organizational Development • Organizational development (OD) aims to change attitudes, values and beliefs of employees so that employees can identify and implement changes usually with the aid of a consultant – Survey feedback – Sensitivity training – Team-building Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 21

Organizational Change • Difficult to achieve but necessary due to international competition • Individuals, groups and even entire organizations may resist change because they are used to the usual way of doing things or fear of power loss Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 22

Lewin’s Process for Overcoming Resistance • Unfreezing forces striving to maintain status quo • Moving new behaviors, values and attitudes through organizational changes or other management techniques • Refreezing and reinforcing new behaviors to prevent relapse into old way of doing things Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 23

Evaluating Training and Development Efforts • Basic issues include how to design the evaluation study and what training effect to measure • Controlled experimentation uses both a training group and a control group in order to determine the effects of training Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 24

Training Effects to Measure • Reactions to training program • Determine whether trainees learned the principles, skills and facts they were supposed to learn • Determine if the trainee’s behavior on the job changed due to training • Evaluate results achieved in terms of training objectives Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 25

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 26