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training and development -HRM
- 1. GARY DESSLER
HUMAN RESOURCE MANAGEMENT
Global Edition 12e
Chapter 8
Training and
Developing
Employees
PowerPoint Presentation by Charlie Cook
The University of West AlabamaCopyright © 2011 Pearson Education
Part 3 Training and Development
- 3. Copyright © 2011 Pearson Education 8–3
1. Summarize the purpose and process
of employee orientation.
2. List and briefly explain each of the four steps
in the training process.
3. Discuss how you would motivate trainees.
4. Describe and illustrate how you would identify
training requirements.
5. Explain how to distinguish between problems
you can fix with training and those you can’t.
6. Explain how to use five training techniques.
LEARNING OUTCOMES
- 4. Copyright © 2011 Pearson Education 8–4
7. List and briefly discuss four management
development programs.
8. List and briefly discuss the importance of the eight
steps in leading organizational change.
9. Answer the question, “What is organizational
development and how does it differ from traditional
approaches to organizational change?”
LEARNING OUTCOMES (cont’d)
- 5. Copyright © 2011 Pearson Education 8–5
Purpose 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
- 6. Copyright © 2011 Pearson Education 8–6
The Orientation Process
Company organization
and operations
Safety measures
and regulations
Facilities
tour
Employee
Orientation
Employee benefit
information
Personnel
policies
Daily
routine
- 7. • Research by the Aberdeen Group found 86% of new
employees decide whether to stay or quit a new job
within their first 6 months
Copyright © 2011 Pearson Education 8–7
- 8. Google’s Just-in-time Approach Gets New
Hires Up to Speed 25 Percent Faster
• Google found that a simple reminder alert email sent to
the hiring manager the Sunday before the new hire starts
can reduce new hire time to productivity by a full month,
a whopping 25 percent faster.
• The five critical tasks that are listed in the email alert are:
• Have a role and responsibilities discussion.
• Match your new hire with a peer buddy.
• Help your new hire build a social network.
• Set up onboarding check-ins once a month for your new
hire’s first six months.
• Encourage open dialogue
Copyright © 2011 Pearson Education 8–8
- 9. Copyright © 2011 Pearson Education 8–9
FIGURE 8–1
New Employee
Departmental
Orientation Checklist
- 10. Copyright © 2011 Pearson Education 8–10
The Training Process
• Training
Is the process of teaching new employees
the basic skills they need to perform their jobs
Is a hallmark of good management
Reduces an employer’s exposure to negligent
training liability
• Training’s Strategic Context
The aims of firm’s training programs must make
sense in terms of the company’s strategic goals.
Training fosters employee learning, which
results in enhanced organizational performance.
- 11. Copyright © 2011 Pearson Education 8–11
Steps in the Training Process
1
2
3
4
The Four-Step Training Process
Instructional design
Needs analysis
Program implementation
Evaluation
- 12. © 2002 Southwestern College Publishing. All rights reserved. 9–12
Performance Consulting
Figure 9–1
- 13. Copyright © 2011 Pearson Education 8–13
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.
6. Create a perceived training need in trainees’ minds.
- 14. Copyright © 2011 Pearson Education 8–14
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.
- 15. Copyright © 2011 Pearson Education 8–15
Training, Learning, and Motivation (cont’d)
• Reinforce the Learning
1. Trainees learn best when the trainers immediately
reinforce correct responses, perhaps with a quick
“well done.”
2. The schedule is important. The learning curve
goes down late in the day, so that “full day training
is not as effective as half the day or three-fourths
of the day.”
- 16. Copyright © 2011 Pearson Education 8–16
Analyzing Training Needs
Task Analysis:
Assessing new employees’
training needs
Performance Analysis:
Assessing current employees’
training needs
Training Needs
Analysis
- 17. © 2002 Southwestern College Publishing. All rights reserved. 9–17
Sources of Training
Needs Assessment
Figure 9–5
- 18. © 2002 Southwestern College Publishing. All rights reserved. 9–18
Elements of Training Design
Figure 9–6
- 19. © 2002 Southwestern College Publishing. All rights reserved. 9–19
Learning: The Focus of Training
• Learner Readiness
Ability to learn
Learners must possess basic skills (3Rs)
Motivation to learn
Learners must desire and value training
Self-efficacy
Learners must believe that
they can successfully learn
the training content
- 20. © 2002 Southwestern College Publishing. All rights reserved. 9–20
Learning: Types of Training
Developmental and
Innovative Training
Required and
Regular Training
Job/Technical
Training
Interpersonal and
Problem-Solving
Training
Types of
Training
- 21. Copyright © 2011 Pearson Education 8–21
TABLE 8–1 Sample Task Analysis Record Form
- 22. Copyright © 2011 Pearson Education 8–22
FIGURE 8–2 Example of Competency Model for Human Resource Manager
- 23. Copyright © 2011 Pearson Education 8–23
Performance Analysis:
Assessing 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
Specialized Software
Can’t-do or Won’t-do?
- 24. • Develop a training programme for sales executive
• Use detailed job description
• Develop a task analysis record form
• Tasks, performance standards, Trainable skills, aptitude
required
• Develop job instruction sheet
• Compile training program
Copyright © 2011 Pearson Education 8–24
- 26. Copyright © 2011 Pearson Education 8–26
Training Methods
• On-the-Job Training
• Apprenticeship Training
• Informal Learning
• Job Instruction Training
• Lectures
• Programmed Learning
• Audiovisual-Based Training
• Vestibule Training
• Teletraining and
Videoconferencing
• Electronic Performance
Support Systems (EPSS)
• Computer-Based Training
(CBT)
• Simulated Learning
• Internet-Based Training
• Learning Portals
- 27. Copyright © 2011 Pearson Education 8–27
The OJT Training Method
• On-the-Job Training (OJT)
Having a person learn a job
by actually doing the job.
• Types of On-the-Job Training
Coaching or understudy
Job rotation
Special assignments
• Advantages
Inexpensive
Learn by doing
Immediate feedback
- 28. Copyright © 2011 Pearson Education 8–28
On-the-Job Training
1
Follow up
Present the operation
Steps to Help Ensure OJT Success
Prepare the learner
Do a tryout
2
3
4
- 29. Copyright © 2011 Pearson Education 8–29
FIGURE 8–3 Some Popular Apprenticeships
The U.S. Department of Labor’s Registered Apprenticeship program
offers access to 1,000 career areas, including the following top
occupations:
• Able seaman
• Carpenter
• Chef
• Child care development specialist
• Construction craft laborer
• Dental assistant
• Electrician
• Elevator constructor
• Fire medic
• Law enforcement agent
• Over-the-road truck driver
• Pipefitter
- 30. Copyright © 2011 Pearson Education 8–30
FIGURE 8–4 Job Instruction Training at UPS
- 31. Copyright © 2011 Pearson Education 8–31
Delivering Effective Lectures
• Don’t start out on the wrong foot.
• Give your listeners signals.
• Be alert to your audience.
• Maintain eye contact with audience.
• Make sure everyone in the room can hear.
• Control your hands.
• Talk from notes rather than from a script.
• Break a long talk into a series of five-minute talks.
• Practice and rehearse your presentation.
- 32. Copyright © 2011 Pearson Education 8–32
Programmed Learning
• Advantages
Reduced training time
Self-paced learning
Immediate feedback
Reduced 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
- 33. Copyright © 2011 Pearson Education 8–33
Intelligent Tutoring Systems
• Advantages
Reduced learning time
Cost effectiveness
Instructional consistency
• Types of Programmed Learning
Interactive multimedia training
Virtual reality training
Virtual classroom
- 34. Copyright © 2011 Pearson Education 8–34
TABLE 8–2 Names of Various Computer-Based Training Techniques
PI Computer-based programmed instruction
CBT Computer-based training
CMI Computer-managed instruction
ICAI Intelligent computer-assisted instruction
ITS Intelligent tutoring systems
Simulation Computer simulation
Virtual Reality Advanced form of computer simulation
- 35. Copyright © 2011 Pearson Education 8–35
Internet-Based Training
Teletraining and Videoconferencing
Electronic Performance Support
Systems (EPSS)
Computer-Based Training
E-learning and learning portals
Distance
Learning
Methods
- 36. Copyright © 2011 Pearson Education 8–36
FIGURE 8–5 Partial List of E-Learning Vendors
- 37. Health care, Lighting and
Consumer lifestyle products
Yashwant Mahadik in 2015 –
Senior VP Global head HR Business Transformation, IT &
Operations
To ensure the company’s new focus on entrepreneurism
and customer-centricity prevailed, - revamp Philips’
learning technology platform- media-enabled platform.
Copyright © 2011 Pearson Education 1–37
- 38. • sales reps told him they preferred to learn via short
videos and podcasts that gave tips on how to make an
effective sales call or close a sale.
• “That’s about the time they typically have while waiting in
a client’s lobby before meeting with them,” he said
• MOOC
• Because the learning function serves roughly 114,000
people in more than 100 countries, Mahadik said the key
to success is to focus on building “a standardized global
approach with local relevance.”
• India and China- employees prefer to learn via one-on-
one coaching
Copyright © 2011 Pearson Education 1–38
- 39. Copyright © 2011 Pearson Education 8–39
Lifelong Learning and
Literacy Training Techniques
Provide employees with
lifelong educational and
learning opportunities
Instituting basic skills
and literacy programs
Employer Responses to
Employee Learning Needs
- 40. Copyright © 2011 Pearson Education 8–40
Creating Your Own Training Program
1
2
3
4
Creating a Training Program
Use a detailed job description
Set training objectives
Develop an abbreviated
task analysis record form
Develop a job instruction sheet
5 Compile training program for the job
- 41. Copyright © 2011 Pearson Education 8–41
Succession 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
- 42. Copyright © 2011 Pearson Education 8–42
Implementing Management
Development Programs
Assessing the
company’s strategic
needs
Developing the
managers and
future managers
Long-Term Focus of
Management Development
Appraising
managers’ current
performance
- 43. Copyright © 2011 Pearson Education 8–43
Management Development Techniques
Job
rotation
Coaching and
understudy
Managerial On-the-Job Training
Action
learning
- 45. Copyright © 2011 Pearson Education 8–45
University-related programs
Management games
Off-the-Job Management Training
and Development Techniques
The case study method
Outside seminars
Executive coaches
Behavior modeling
Role playing
Corporate universities
Other Management Training Techniques
- 46. Copyright © 2011 Pearson Education 8–46
FIGURE 8–6 Typical Role in a Role-Playing Exercise
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 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.
- 47. Copyright © 2011 Pearson Education 8–47
Behavior Modeling
1
Encourage transfer of training to job
Have trainees role play using behaviors
Behavior Modeling Training
Model the effective behaviors
Provide social reinforcement and feedback
2
3
4
- 48. © 2002 Southwestern College Publishing. All rights reserved. 9–48
Balancing Costs and Benefits of Training
Figure 9–12
- 49. © 2002 Southwestern College Publishing. All rights reserved. 9–49
Training Evaluation (cont’d)
• Cost-Benefit Analyses
Comparison of costs and benefits associated with training
• Return on Investment
• Benchmarking Training
- 50. © 2002 Southwestern College Publishing. All rights reserved. 9–50
Levels of Training Evaluation-Kirkpatrick’s model
Figure 9–11
- 52. © 2002 Southwestern College Publishing. All rights reserved. 9–52
Evaluation Designs
Post-Measure
Pre-/Post-
Measure
Pre-/Post-
Measure with
Control Group
Evaluation
Design
- 53. Copyright © 2011 Pearson Education 8–53
Evaluating the Training Effort
• Designing the Evaluation Study
Time series design
Controlled experimentation
• Choosing Which Training Effects to Measure
Reaction of trainees to the program
Learning that actually took place
Behavior that changed on the job
Results achieved as a result of the training
- 54. Copyright © 2011 Pearson Education 8–54
FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects
- 55. Copyright © 2011 Pearson Education 8–55
FIGURE 8–8
A Sample Training
Evaluation Form
Hinweis der Redaktion
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