PowerPoint Presentation by Charlie Cook The University of West Alabama Chapter 8 Training and Developing Employees Chapter 8 Training and Developing Employees Part Three | Training and Development Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

8–2 WHERE WE ARE NOW…

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–3 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

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–4 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)

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–5 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

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–6 The Orientation Process Company organization and operations Safety measures and regulations Facilities tour Employee Orientation Employee benefit information Personnel policies Daily routine

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–7 FIGURE 8–1 New Employee Departmental Orientation Checklist

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–8 The Training Process TrainingTraining  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 ContextTraining’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.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–9 Steps in the Training Process The Four-Step Training Process Instructional design Needs analysis Program implementation Evaluation

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–10 Training, Learning, and Motivation Make the Learning MeaningfulMake 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.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–11 Training, Learning, and Motivation (cont’d) Make Skills Transfer EasyMake 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.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–12 Training, Learning, and Motivation (cont’d) Reinforce the LearningReinforce 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.”

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–13 Analyzing Training Needs Task Analysis: Assessing new employees’ training needs Performance Analysis: Assessing current employees’ training needs Training Needs Analysis

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–14 TABLE 8–1Sample Task Analysis Record Form

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–15 FIGURE 8–2Example of Competency Model for Human Resource Manager

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–16 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?

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–17 Training Methods On-the-Job TrainingOn-the-Job Training Apprenticeship TrainingApprenticeship Training Informal LearningInformal Learning Job Instruction TrainingJob Instruction Training LecturesLectures Programmed LearningProgrammed Learning Audiovisual-Based TrainingAudiovisual-Based Training Vestibule TrainingVestibule Training Teletraining and VideoconferencingTeletraining and Videoconferencing Electronic Performance Support Systems (EPSS)Electronic Performance Support Systems (EPSS) Computer-Based Training (CBT)Computer-Based Training (CBT) Simulated LearningSimulated Learning Internet-Based TrainingInternet-Based Training Learning PortalsLearning Portals

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–18 The OJT Training Method On-the-Job Training (OJT)On-the-Job Training (OJT)  Having a person learn a job by actually doing the job. Types of On-the-Job TrainingTypes of On-the-Job Training  Coaching or understudy  Job rotation  Special assignments AdvantagesAdvantages  Inexpensive  Learn by doing  Immediate feedback

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–19 On-the-Job Training 1 Follow up Present the operation Steps to Help Ensure OJT Success Prepare the learner Do a tryout 234

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–20 FIGURE 8–3Some 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

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–21 FIGURE 8–4Job Instruction Training at UPS

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–22 Delivering Effective Lectures Don’t start out on the wrong foot.Don’t start out on the wrong foot. Give your listeners signals.Give your 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.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–23 Programmed Learning AdvantagesAdvantages  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

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–24 Intelligent Tutoring Systems AdvantagesAdvantages  Reduced learning time  Cost effectiveness  Instructional consistency Types of Programmed LearningTypes of Programmed Learning  Interactive multimedia training  Virtual reality training  Virtual classroom

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–25 TABLE 8–2 Names of Various Computer-Based Training Techniques PIComputer-based programmed instruction CBTComputer-based training CMIComputer-managed instruction ICAIIntelligent computer-assisted instruction ITSIntelligent tutoring systems SimulationComputer simulation Virtual RealityAdvanced form of computer simulation

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–26 Internet-Based Training Teletraining and Videoconferencing Electronic Performance Support Systems (EPSS) Computer-Based Training E-learning and learning portals Distance Learning Methods

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–27 FIGURE 8–5Partial List of E-Learning Vendors

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–28 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

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–29 Creating Your Own Training Program 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

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–30 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

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–31 Succession Planning 1 Begin management development Review firm’s management skills inventory Steps in the Succession Planning Process Anticipate management needs Create replacement charts 234

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–32 Management Development Techniques Job rotation Coaching and understudy Managerial On-the-Job Training Action learning

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–33 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

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–34 FIGURE 8–6Typical 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.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–35 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 234

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–36 Managing Organizational Change Programs StrategyTechnologiesCulture What to Change StructureEmployees

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–37 Managing Organizational Change and Development Overcoming resistance to change Effectively using organizational development practices The Human Resource Manager’s Role Organizing and leading organizational change

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–38 Managing Organizational Change and Development (cont’d) 1 Moving Overcoming Resistance to Change: Lewin’s Change Process Unfreezing Refreezing 23

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–39 How to Lead the Change Unfreezing StageUnfreezing Stage 1.Establish a sense of urgency (need for change). 2.Mobilize commitment to solving problems. Moving StageMoving Stage 3.Create a guiding coalition. 4.Develop and communicate a shared vision. 5.Help employees to make the change. 6.Consolidate gains and produce more change. Refreezing StageRefreezing Stage 7.Reinforce new ways of doing things. 8.Monitor and assess progress.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–40 Using Organizational Development 1 Applies behavioral science knowledge Organizational Development (OD) Usually involves action research Changes the organization in a particular direction 23

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–41 TABLE 8–3Examples 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

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–42 Evaluating the Training Effort Designing the Evaluation StudyDesigning the Evaluation Study  Time series design  Controlled experimentation Choosing Which Training Effects to MeasureChoosing 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

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–43 FIGURE 8–7Using a Time Series Graph to Assess a Training Program’s Effects

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–44 FIGURE 8–8 A Sample Training Evaluation Form

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–45 K E Y T E R M S employee orientation training negligent training task analysis competency model performance analysis on-the-job training (OJT) apprenticeship training job instruction training (JIT) programmed learning electronic performance support systems (EPSS) job aid virtual classroom lifelong learning management development job rotation action learning case study method management game role playing behavior modeling in-house development center executive coach organizational development controlled experimentation

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall8–46 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.