1

Training and Developing Employees`Training and Developing Employees`

8–2

Purpose of OrientationPurpose 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

8–3

The Orientation ProcessThe Orientation Process

Company Organization and

Operations

Safety Measures and Regulations

Facilities Tour

Employee Orientation

Employee Benefit Information

Personnel Policies

Daily Routine

8–4

The Training ProcessThe Training Process• TrainingTraining

The process of teaching new employees the basic The process of teaching new employees the basic skills they need to perform their jobs.skills they need to perform their jobs.

• Training’s Strategic ContextTraining’s Strategic Context The firm’s training programs must make sense in The firm’s training programs must make sense in

terms of the company’s strategic goals.terms of the company’s strategic goals.• Work place learning and performanceWork place learning and performance

Taking an integrated, goal-oriented approach to Taking an integrated, goal-oriented approach to assigning, training, assessing, and rewarding assigning, training, assessing, and rewarding employees’ performance.employees’ performance.

8–5

The Training Process (cont’d)The Training Process (cont’d)

1

2

3

4

5

The Five-Step Training and Development Process

Instructional design

Needs analysis

Validation

Implement the program

Evaluation

8–6

Training, Learning, and MotivationTraining, Learning, and Motivation• Make the Learning MeaningfulMake the Learning Meaningful

1.1. At the start of training, provide a bird’s-eye view of At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning.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 way.logically, and in meaningful way.

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.

8–7

Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)• Make Skills Transfer EasyMake Skills Transfer Easy

1.1. Maximize the similarity between the training situation Maximize the similarity between the training situation and the work situation.and the work situation.

2.2. Provide adequate practice.Provide adequate practice.

3.3. Label or identify each feature of the machine and/or Label or identify each feature of the machine and/or step in the process.step in the process.

4.4. Direct the trainees’ attention to important aspects of Direct the trainees’ attention to important aspects of the job.the job.

5.5. Provide “heads-up,” preparatory information that lets Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job.trainees know what might happen back on the job.

6.6. Let them pace themselves.Let them pace themselves.

Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)• Reinforce the learningReinforce the learning

People learn best by doingPeople learn best by doing——provide as much provide as much realistic practice as possible.realistic practice as possible.

Immediately reinforce correct responses.Immediately reinforce correct responses. The schedule is importantThe schedule is important——the learning curve goes the learning curve goes

down late in the day; less than full day training is down late in the day; less than full day training is most effective.most effective.

8–8

8–9

Analyzing Training NeedsAnalyzing Training Needs

Task Analysis: Assessing New Employees’

Training Needs

Performance Analysis: Assessing Current Employees’

Training Needs

Training Needs Analysis

Task analysisTask analysis• Detailed study of the job to determine what Detailed study of the job to determine what

specific skills the job requires.specific skills the job requires. Competency modelCompetency model

Includes, usually in a diagram ,a precise overview of the Includes, usually in a diagram ,a precise overview of the competencies someone would need to do a job well. competencies someone would need to do a job well.

8–10

8–11

TABLE 8–1Task Analysis Record Form

Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.

8–12

Performance analysis: Assessing Current Performance analysis: Assessing Current Employees’ Training NeedsEmployees’ Training Needs

Performance Appraisals

Job-Related Performance Data

Observations

Interviews

Assessment Center Results

Individual Diaries

Attitude Surveys

Tests

Methods for Identifying

Training Needs

Designing the training programDesigning the training program• Setting training objectivesSetting training objectives• Working out a training budgetWorking out a training budget• Deciding training design or actual contentDeciding training design or actual content• Deciding training methodDeciding training method

8–13

8–14

Implementing training programs:Implementing training programs:Training MethodsTraining Methods• On-the-Job TrainingOn-the-Job Training• Apprenticeship TrainingApprenticeship Training• Informal LearningInformal Learning• Job Instruction TrainingJob Instruction Training• LecturesLectures• Programmed LearningProgrammed Learning• Audiovisual TrainingAudiovisual Training• Simulated Training (also Vestibule Training)Simulated Training (also Vestibule Training)• Computer-Based Training (CBT)Computer-Based Training (CBT)• Electronic Performance Support Systems (EPSS)Electronic Performance Support Systems (EPSS)• Distance and Internet-Based TrainingDistance and Internet-Based Training

8–15

Training Methods (cont’d)Training Methods (cont’d)• 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 TrainingTypes of On-the-Job Training Coaching or understudyCoaching or understudy Job rotationJob rotation Special assignmentsSpecial assignments

• AdvantagesAdvantages InexpensiveInexpensive Learn by doingLearn by doing Immediate feedbackImmediate feedback

8–16

On-the-Job TrainingOn-the-Job Training

1

Follow Up

Present the Operation

Steps to Help Ensure OJT Success

Prepare the Learner

Do a Tryout

2

3

4

8–17

Training Methods (cont’d)Training Methods (cont’d)Apprenticeship TrainingApprenticeship TrainingA structured process by which people become skilled workers A structured process by which people become skilled workers through a combination of classroom instruction and long time through a combination of classroom instruction and long time on-the-job training.on-the-job training.

Informal LearningInformal LearningPerforming the job on a daily basis in collaboration with the Performing the job on a daily basis in collaboration with the colleagues.colleagues.

Job Instruction TrainingJob Instruction TrainingListening each job’s basic tasks, along with key points, in order Listening each job’s basic tasks, along with key points, in order to provide step-by-step training for employees.to provide step-by-step training for employees.

8–18

FIGURE 8–2 The 25 Most Popular Apprenticeships*

According to the U.S. Department of Labor apprenticeship database, the occupations listed below had the highest numbers of apprentices in 2001. These findings are approximate because the database includes only about 70% of registered apprenticeship programs—and none of the unregistered ones.

• Boilermaker• Bricklayer (construction)• Carpenter• Construction craft laborer• Cook (any industry)• Cook (hotel and restaurant)• Correction officer• Electrician• Electrician (aircraft) • Electrician (maintenance)• Electronics mechanic• Firefighter• Machinist

• Maintenance mechanic (any industry)• Millwright• Operating engineer• Painter (construction)• Pipefitter (construction)• Plumber• Power plant operator• Roofer• Sheet-metal worker• Structural-steel worker• Telecommunications technician• Tool and die maker

* Listed alphabeticallySource: Olivia Crosby, “Apprenticeships,” Occupational Outlook Quarterly, 46, no. 2 (Summer 2002), p. 5.

8–19

Training Methods (cont’d)Training Methods (cont’d)• Effective LecturesEffective Lectures

Don’t start out on the wrong foot.Don’t start out on the wrong foot. Give listeners signals.Give 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.

8–20

Training Methods (cont’d)Training Methods (cont’d)Programmed LearningProgrammed LearningStep by step self learning processStep by step self learning process

• AdvantagesAdvantages Reduced training timeReduced training time Self-paced learningSelf-paced learning Immediate feedbackImmediate feedback Reduced risk of error for learnerReduced 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

8–21

Computer-Based Training (CBT)Computer-Based Training (CBT)• AdvantagesAdvantages

Reduced learning timeReduced learning time Cost-effectivenessCost-effectiveness Instructional consistencyInstructional consistency

• Types of CBTTypes of CBT Interactive multimedia trainingInteractive multimedia training Virtual reality trainingVirtual reality training

Training Methods (cont’d)Training Methods (cont’d)• Audio visual based trainingAudio visual based training• Based on techniques like DVDs, films, Power Point and Based on techniques like DVDs, films, Power Point and

audiotapes.audiotapes. When there's a need to follow a certain sequence. When there's a need to follow a certain sequence.

The stop action, instant replay, and fast or slow The stop action, instant replay, and fast or slow motion capabilities of audiovisuals can be useful.motion capabilities of audiovisuals can be useful.

Need to expose trainees to the events not easily Need to expose trainees to the events not easily demonstrable e.g. open heart surgery etcdemonstrable e.g. open heart surgery etc

When organization wide training is needed and its When organization wide training is needed and its too costly to move the trainers from place to place. too costly to move the trainers from place to place.

8–22

Training Methods (cont’d)Training Methods (cont’d)• Simulated learningSimulated learning

Putting trainee in an artificial environment offering Putting trainee in an artificial environment offering events and situations that might be experienced on events and situations that might be experienced on the job. the job. Interactive technologies reduce learning time by 50%Interactive technologies reduce learning time by 50% Computers unlike humans don’t have good or bad days.Computers unlike humans don’t have good or bad days. Mastery of learning, if one doesn't learn one cant move Mastery of learning, if one doesn't learn one cant move

further.further. Increased retentionIncreased retention

8–23

Training Methods (cont’d)Training Methods (cont’d)• Vestibule trainingVestibule training

Training takes place off the job with actual Training takes place off the job with actual equipment.equipment.

• Electronic Performance and Support Electronic Performance and Support System(EPSS)System(EPSS) Computerized tools and displays that automate Computerized tools and displays that automate

training, documentation and phone support.training, documentation and phone support.

8–24

Training Methods (cont’d)Training Methods (cont’d)• The virtual classroomThe virtual classroom

Method that uses special collaboration software to Method that uses special collaboration software to enable multiple remote learners, using their PCs and enable multiple remote learners, using their PCs and laptops, to participate in live audio and visual laptops, to participate in live audio and visual discussions, communicate via written text, and learn discussions, communicate via written text, and learn via content such as power point slides.via content such as power point slides.

8–25

8–26

Distance and Internet-Based TrainingDistance and Internet-Based Training

Teletraining

Videoconferencing

Internet-Based Training

E-Learning and Learning Portals

Distance Learning Methods

Lifelong and Literacy Training TechniquesLifelong and Literacy Training Techniques• Literacy Training Literacy Training

Teaching employees basic skills by giving them Teaching employees basic skills by giving them writing and speaking exercises.writing and speaking exercises.

• Lifelong learningLifelong learning Providing employees with continuing learning Providing employees with continuing learning

experiences over their tenure with the firm, with the experiences over their tenure with the firm, with the aims of ensuring that they have the opportunity to aims of ensuring that they have the opportunity to learn the skills they need to do their jobs and to learn the skills they need to do their jobs and to expand their occupational horizons.expand their occupational horizons.

8–27

8–28

Lifelong and Literacy Training Lifelong and Literacy Training Techniques cont.Techniques cont.

Testing job candidates for

basic skills

Instituting basic skills and literacy

programs

Employer Responses to Functional Illiteracy

8–29

Management DevelopmentManagement Development

Assessing the company’s strategic

needs

Developing the managers and

future managers

Long-Term Focus of Management Development

Appraising managers’

current performance

8–30

Succession PlanningSuccession 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

8–31

Management Development (cont’d)Management Development (cont’d)

Job Rotation

Action Learning

Managerial On-the-Job

Training

Coaching/Understudy Approach

8–32

Management Development (cont’d)Management Development (cont’d)

University-Related Programs

Management Games

Off-the-Job Management Training Off-the-Job Management Training and Development Techniquesand Development Techniques

The Case Study Method

Outside Seminars

Executive Coaches

Behavior Modeling

Role Playing

Corporate Universities

8–33

Managing Organizational Change Managing Organizational Change and Developmentand Development

Strategy TechnologiesCulture

What to Change

Structure Employees

8–34

Managing Organizational Change Managing Organizational Change and Development (cont’d)and Development (cont’d)

Overcoming resistance to

change

Effectively using

organizational development

practices

The Human Resource Manager’s

Role

Organizing and leading

organizational change

8–35

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

8–36

How to Lead the ChangeHow to Lead the Change• Unfreezing PhaseUnfreezing Phase

Establish a sense of urgency (need for change).Establish a sense of urgency (need for change). Mobilize commitment to solving problems.Mobilize commitment to solving problems.

• Moving PhaseMoving Phase Create a guiding coalition.Create a guiding coalition. Develop and communicate a shared vision.Develop and communicate a shared vision. Help employees to make the change.Help employees to make the change. Consolidate gains and produce more change.Consolidate gains and produce more change.

• Refreezing PhaseRefreezing Phase Reinforce new ways of doing things.Reinforce new ways of doing things. Monitor and assess progress.Monitor and assess progress.

8–37

FIGURE 8–4 Typical Role in a Role-Playing Exercise

Source: Normal R. F. Maier and Gertrude Casselman Verser, Psychology in Industrial Organizations, 5th ed., p. 190. © 1982 by Houghton Mifflin Company. Used by permission of the publishers.

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, a Chevrolet, 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.

8–38

Using Organizational DevelopmentUsing Organizational Development

1

Applies behavioral science knowledge.

Organizational Development (OD)

Usually involves action research.

Changes the organization in a particular direction.

2

3

8–39

TABLE 8–3 Examples of OD Interventions

Human Process ApplicationsT-groups (Sensitivity Training)Process consultationThird-party interventionTeam buildingOrganizational confrontation meetingSurvey research

Technostructural InterventionsFormal structural changeDifferentiation and integrationCooperative union–management projectsQuality circlesTotal quality managementWork design

HRM ApplicationsGoal settingPerformance appraisalReward systemsCareer planning and developmentManaging workforce diversityEmployee wellness

Strategic OD ApplicationsIntegrated strategic managementCulture changeStrategic changeSelf-designing organizations

8–40

Evaluating the Training EffortEvaluating the Training Effort• Designing the StudyDesigning the Study

Time series designTime series design

Controlled experimentation Controlled experimentation

• Training Effects to MeasureTraining Effects to Measure ReactionReaction of trainees to the program of trainees to the program

LearningLearning that actually took place that actually took place

BehaviorBehavior that changed on the job that changed on the job

ResultsResults achieved as a result of the training achieved as a result of the training

8–41

FIGURE 8–5Using a Time Series Graph to Assess aTraining Program’sEffects