chapter 8(training & development of employees) hrm garry desslar
DESCRIPTION
LAhore Business STRANSCRIPT
Human Resource Management
TWELFTH EDITION
G A R Y D E S S L E R
B I J U V A R K K E Y
Copyright © 2011 Dorling Kindersley (India) Pvt. LtdAuthorized adaptation from the United States edition of Human Resource Management, 12/e
Training and Developing Employees
Chapter 8
Part 3 | Training and Development
Copyright © 2011 Dorling Kindersley (India) Pvt. LtdAuthorized adaptation from the United States edition of Human Resource Management, 12/e
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
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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
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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.
• Performance ManagementPerformance Management 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.
Copyright © 2011 Dorling Kindersley (India) Pvt. LtdAuthorized adaptation from the United States edition of Human Resource Management, 12/e
8–5
The Training Process (continued)The Training Process (continued)
1
2
3
4
5
The Five-Step Training and Development Process
Instructional design
Needs analysis
Validation
Implement the program
Evaluation
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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 units.logically, and in meaningful units.
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.
6.6. Create a perceived need for training in the minds of Create a perceived need for training in the minds of the trainees.the trainees.
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8–7
Training, Learning, and Motivation Training, Learning, and Motivation (continued)(continued)
Make Skills Transfer EasyMake Skills Transfer Easy
1.1. Maximize the similarity between the training situation and the Maximize the similarity between the training situation and the work situation.work situation.
2.2. Provide adequate practice.Provide adequate practice.
3.3. Label or identify each feature of the machine and/or step in the Label or identify each feature of the machine and/or step in the process.process.
4.4. Direct the trainees’ attention to important aspects of the job.Direct the trainees’ attention to important aspects of the job.
5.5. Provide “heads-up,” preparatory information that lets trainees Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job.know what might happen back on the job.
6.6. Trainees learn best at their own pace. If possible, let them Trainees learn best at their own pace. If possible, let them pace themselves.pace themselves.
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8–8
Training, Learning, and MotivationTraining, Learning, and Motivation
• Trainees learn best when the trainers Trainees learn best when the trainers immediately reinforce correct responses.immediately reinforce correct responses.
• Trainees learn best at their own pace.Trainees learn best at their own pace.
• The schedule is importantThe schedule is important——the learning curve the learning curve goes down late in the day; less than full day goes down late in the day; less than full day training is most effective.training is most effective.
Copyright © 2011 Dorling Kindersley (India) Pvt. LtdAuthorized adaptation from the United States edition of Human Resource Management, 12/e
8–9
Analyzing Training NeedsAnalyzing Training Needs
Task Analysis: Assessing New Employees’
Training Needs
Performance Analysis: Assessing Current Employees’
Training Needs
Training Needs Analysis
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8–10
TABLE 8–1Task Analysis Record Form
Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.
Copyright © 2011 Dorling Kindersley (India) Pvt. LtdAuthorized adaptation from the United States edition of Human Resource Management, 12/e
8–11
Assessing Current Employees’ Training NeedsAssessing Current Employees’ Training Needs
Performance Appraisals
Job-Related Performance Data
Observations
Interviews
Assessment Center Results
Individual Diaries
Attitude Surveys
Tests
Methods for Identifying
Training Needs
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8–12
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
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8–13
Training Methods (continued)Training Methods (continued)
• 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
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8–14
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
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8–15
Training Methods (continued)Training Methods (continued)
• 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.
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8–16
Programmed LearningProgrammed Learning
• 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
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8–17
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
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8–18
Distance and Internet-Based TrainingDistance and Internet-Based Training
Teletraining
Videoconferencing
Internet-Based Training
E-Learning and Learning Portals
Distance Learning Methods
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8–19
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
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8–20
Management Development (continued)Management Development (continued)
Job Rotation
Action Learning
Managerial On-the-Job
Training
Coaching/Understudy Approach
Copyright © 2011 Dorling Kindersley (India) Pvt. LtdAuthorized adaptation from the United States edition of Human Resource Management, 12/e
8–21
Management Development (continued)Management Development (continued)
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
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8–22
Managing Organizational Change Managing Organizational Change and Developmentand Development
Strategy TechnologiesCulture
What to Change
Structure Employees
Copyright © 2011 Dorling Kindersley (India) Pvt. LtdAuthorized adaptation from the United States edition of Human Resource Management, 12/e
8–23
Managing Organizational Change Managing Organizational Change and Development (continued)and Development (continued)
Overcoming resistance to
change
Effectively using
organizational development
practices
The Human Resource Manager’s
Role
Organizing and leading
organizational change
Copyright © 2011 Dorling Kindersley (India) Pvt. LtdAuthorized adaptation from the United States edition of Human Resource Management, 12/e
8–24
Managing Organizational Change Managing Organizational Change and Development (continued)and Development (continued)
1
Moving
Overcoming Resistance to Change: Lewin’s Change Process
Unfreezing
Refreezing
2
3
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8–25
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.
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8–26
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
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8–27
TABLE 8–3 Examples of OD Interventions
Human Process Applications
T-groups (Sensitivity Training)
Process consultation
Third-party intervention
Team building
Organizational confrontation meeting
Survey research
Technostructural Interventions
Formal structural change
Differentiation and integration
Cooperative union–management projects
Quality circles
Total quality management
Work design
HRM Applications
Goal setting
Performance appraisal
Reward systems
Career planning and development
Managing workforce diversity
Employee wellness
Strategic OD Applications
Integrated strategic management
Culture change
Strategic change
Self-designing organizations
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8–28
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
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8–29
FIGURE 8–6Using a Time Series Graph to Assess aTraining Program’sEffects
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8–30
FIGURE 8–7A Sample Training Evaluation Form
Source: www.opm.gov/employment_and_benefits/worklife/.