Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-1 Human Resource Management Chapter Eight Training and Development

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-2 Purpose of Training and Development To ensure workers recruited and selected are able to do their jobs well To prepare workers for future jobs in the company To increase employee satisfaction and help them perform at a higher level To improve likelihood the company will achieve its goals

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-3 Employee Orientation Ensures new employees know and understand company policies and procedures Helps employees understand how their jobs fit in with goals of the organization

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-4 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 © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-5 The Orientation Process Company Organization and Operations Safety Measures and Regulations Facilities Tour Employee Orientation Employee Benefit Information Personnel Policies Daily Routine

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-6 Training Defined A systematic process of providing employees with competencies (KSAs) required to do their current jobs May include classroom, online, role play, simulations or some combination Development is future focused and aims to prepare employees to take on responsibilities in different jobs Companies that invest the most in training and development yield higher returns to shareholders

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-7 Designing an Effective Training Process

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-8 PART 1: Needs Assessment Identifies the gaps between what employees should be doing and what they are actually doing Organizational Analysis Task analysis Person Analysis

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-9 Part 1:Organizational Analysis Looks at environment for opportunities and threats, strengths and weaknesses to identify performance gaps Determines external and internal factors that affect what a company is trying to do and how it can do it External may include technology, skill sets in labor market, new laws or new initiatives by the business Internal may include absenteeism, turnover, accidents or grievances

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-10 Part 1: Task Analysis Identify gaps between KSAs needed to perform the work required to support organization’s goals and its employees’ current KSAs Problems in:  meeting production requirements,  low levels of performance,  increase in accidents,  increase in customer complaints Gaps due to:  new employees hired without skill sets,  change in direction for organization,  jobs being restructured

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-11 Part 1: Person Analysis Deciding which employees actually need to participate in training Comes from observation, performance appraisals, supervisor recommendations, and employee skills inventories Identify employee motivation problems

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 © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-13 Part II. Design Instructional objectives describe the purpose of the training program and what it will accomplish Should be linked to the organization’s goals and conveyed to employees so they understand what they should learn and how to use it on the job Lesson Plans map out what topics will be covered

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-14 Part II: Learning Styles How people prefer to absorb and process new information:  Auditory learners hear information and process and remember it (lectures, discussions)  Visual learners need to see information (charts, pictures)  Tactile learners need to interact with the material they are learning (writing activities, take notes)  Kinesthetic learners need to be doing something rather than hear or see the materials (roles plays, simulations)

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-15 Part II: Where Training Is Done Centralized training centers (corporate universities) On-the-job training (hard to regulate consistency) Costs will impact this decision Hamburger University McDonald’s Center of Training Excellence

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-16 Part III: Training Methods/Implementation On-the-Job Training Lectures/Classroom training Audiovisual Training Simulated Training E-Learning College and University Programs Blended Learning

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-17 On-the-Job Training Occurs when a manager or coworker teaches an employee how to perform some aspect of a job in the actual job location Cost effective Employees learn while being productive Trainer needs to be selected carefully Could result in loss of productivity, customers and/or property

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-18 Specialized OJT Programs Apprenticeships—method to teach skilled trades under tutelage of master tradesperson Internships—students work at an organization for a period of time to learn what the job and organization are like Cooperative education programs — students work for one semester while still in school (or work part of the day)

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-19 Part III: Training Methods Classroom training—include role plays, discussions, and other experiential activities E-learning–involves using computers or other electronic tools (more efficient, faster, less costly, 24/7) Outdoor training

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-20 Part III: Audiovisual Training Can be viewed in individual or group setting Facilitated by expert on the topic Economical way to ensure all employees receive same information

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-21 Part III: Simulations Goal is to replicate the work the employees will be doing Experience is engaging, fun and challenging Developing a simulation that mirrors the work environment is complex and costly

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-22 Part III: College and University Programs Tuition reimbursement encourages employees to take courses and complete degrees Usually there are restrictions on amounts paid, grades needed to qualify, and types of degrees

Part III: Implementation: Coaching and Mentoring Both viewed as a form of one to one employee development relationship Mentoring Personal developmental relationship in which a more experienced or more knowledgeable person (Mentor) helps or guides a less experienced or less knowledgeable person (Mentee or Protégé) in acquiring competencies for professional development Coaching Developmental relationship in which a coach helps an employee in acquiring spesific competencies or improving his/her performance or overcoming spesific issues or problems Coaching is usually short term, focuses on a specific skill or subject result oriented Mentoring is a longer-term relationship (at least a year) development process informal relation voluntary

Functions of Mentoring Career Funtions Lobbying for the protege to get challenging assignments Coaching to develop skills Introducing the protégé to influential people Protecting from risks Nominate for potential advances Psychosocial Functions Counseling about anxiety and uncertainty to boost self confidence Share relevant personal experiences Provide friendship and acceptance Act as a role model

Benefits of Mentoring Employee motivation =>improve performance Supports succession planning Retention of the potentials Transfer the spesific company knowledge Transmission of the organization’s culture Company Develop his/her competencies Career guidance Build network Learn without making mistakes Mentee Satisfaction Build network Learn new technologies from new generations Mentor

Some General Examples of Mentoring Women executives assist other women to break the "glass ceiling" Business managers take new employees "under their wings" People managing life challenges provide support and wisdom to others Older students help younger students cope with peer pressure University alumni provide guidance to students seeking business careers Experienced faculty members assist their newer colleagues Successful business people help new entrepreneurs starting out

Coaching Purpose: Develop a particular skill Achieve a particular ambition Complete a spesific action plan Provides opportunity for leaders to share their wisdom and knowledge Motivate learners by inspiring, exciting, and developing through coaches Recogntion, praise and feedback given by the coaches are excellent motivators

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-28 Part VI: Evaluation of Training Level 1: Reaction - How employees feel about the course, the instructor, etc. (measured through survey) Level 2: Learning - What learning has occurred (measured with pre-training/post-training assessment Level 3: Behavior - Performance should improve (transfer of learning should occur on the job) Level 4 and 5: Results and Return on Investment - What business results can be attributed to training (savings generated, revenue, error rate, etc.)

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-29 FIGURE 8–6 A Sample Training Evaluation Form Source:

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-30 Checklist for Designing a Training Program

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-31 Investment in Training Firms with low-cost strategy will focus on minimizing the cost of training—often train employees quickly and cost effectively Firms with differentiation strategy will extensively train employees in areas relevant to their competitive advantage All firms need to prioritize who gets training (frontline vs. support staff) All firms must deliver some training, for example: safety, regulations, legal or compliance training

8–32 Managing Organizational Change Programs StrategyTechnologiesCulture What to Change StructureEmployees

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–33 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 Hall 8–34 Managing Organizational Change and Development (cont’d) 1 Moving Overcoming Resistance to Change: Lewin’s Change Process Unfreezing Refreezing 23

8–35 How to Lead the Change Unfreezing Stage 1.Establish need for change 2.Mobilize commitment to solving problems. Moving Stage 3.Create a guiding coalition (group). 4.Develop and communicate a shared vision. 5.Help employees to make the change. 6.Consolidate gains and produce more change. Refreezing Stage 7.Reinforce new ways of doing things. 8.Monitor and assess progress.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–36 Using Organizational Development 1 Applies behavioral science knowledge Organizational Development (OD) Usually involves action research Changes the organization in a particular direction 23 OD is a change process through which employees formulate the change that’s required and implement it, often with the assistance of trained consultants

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-37 How Training Is Provided Large companies have training departments that offer training in-house and focus on employee development In smaller companies managers may provide training or send employees to outside programs, spending less money for formal development of employees

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-38 Ethics and Training Include orientation to company’s values and beliefs Incorporate discussion about ethical issues in all types of training Best training is illustrated by each manager’s behavior (“Actions speak louder than words”)