Formação e Desenvolvimento

Retirado/Adaptado de: 2 © 2007 Thomson/South-Western. All rights reserved. PowerPoint Presentation by Charlie Cook The University of West Alabama Managing Human Resources Bohlander Snell 14 th edition

3 Training may permit hiring less-qualified applicants Effective selection may reduce training needs Training aids in the achievement of performance A basis for assessing training needs and results Training and development may lead to higher pay A basis for determining employee’s rate of pay Availability of training can aid in recruitment Provide an additional source of trainees Training may include a role for the union Union cooperation can facilitate training efforts

 Formação  Esforço levado a cabo por uma organização para promover a aprendizagem dos seus trabalhadores  Tipicamente focada em objetivos de performance a curto-prazo.  Desenvolvimento  Esforço levado a cabo para o desenvolvimento de competências no sentido de apoiar os indivíduos em futuras responsabilidades.

FIGURE 7–1 TRAINING DOLLARS SPENT BY EMPLOYEE TYPE Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 28.

 4 fases  Diagnóstico de Necessidades de Formação  Criação de programas  Implementação  Avaliação

FIGURE 7–2 SYSTEMS MODEL OF TRAINING

 Análise da Organização  An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed.  Análise das tarefas  The process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job.  Análise das pessoas  A determination of the specific individuals who need training.

 Análise (assessment) de competências  Analysis of the sets of skills and knowledge needed for decision- oriented and knowledge-intensive jobs. ORGANIZATIONAL ANALYSIS TASK ANALYSIS ORGANIZATIONAL ANALYSIS TASK ANALYSIS PERSON ANALYSIS PERSON ANALYSIS ORGANIZATIONAL ANALYSIS TASK ANALYSIS ORGANIZATIONAL ANALYSIS TASK ANALYSIS PERSON ANALYSIS PERSON ANALYSIS …of environment, strategies, and resources to determine where to emphasize training …of the activities to be performed in order to determine the KSAs needed. …of performance, knowledge, and skills in order to determine who needs training.

FIGURE 7–3 NEEDS ASSESSMENT FOR TRAINING

Notes on Rapid Needs Assessment NOTE 1: Look at the problem scope. NOTE 2: Do organizational scanning. NOTE 3: Play “give and take.” NOTE 4: Check “lost and found.” NOTE 5: Use plain talk. NOTE 6: Use the Web. NOTE 7: Use rapid prototyping. NOTE 8: Seek out exemplars. Source: Condensed from Ron Zemke, “How to Do a Needs Assessment When You Think You Don’t Have Time,” Training 35, no. 3 (March 1998): 38–44. Reprinted with permission from the March 1998 issue of Training Magazine. Copyright Bill Communications, Inc., Minneapolis, MN. All rights reserved. Not for resale.

Characteristics of successful trainers Trainee readiness and motivation Issues in training design Instructional objectives Principles of learning

 Objetivos Instrucionais  Represent the desired outcomes of a training program  Performance-centered objectives  Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.

 Strategies for Creating a Motivated Training Environment:  Use positive reinforcement.  Eliminate threats and punishment.  Be flexible.  Have participants set personal goals.  Design interesting instruction.  Break down physical and psychological obstacles to learning.

FIGURE 7–4 PRINCIPLES OF LEARNING

Recognition of individual learning differences Meaningfulness of presentation Focus on learning and transfer Goal setting - What’s the value? Behavioral modeling

Feedback and reinforcement Whole versus-part learning Focus on method and process Active practice and repetition Massed-vs-distributed learning

FIGURE 7–5 A TYPICAL LEARNING CURVE

 Behavior Modification  The technique that operates on the principle that behavior that is rewarded, or positively reinforced, is repeated more frequently, whereas behavior that is penalized or unrewarded will decrease in frequency.

 Knowledge of the subject  Adaptability  Sincerity  Sense of humor  Interest  Clear instructions  Individual assistance  Enthusiasm

Importance of training outcomes Type of trainees Choosing the instructional method Nature of training Organizational extent of training

 On-the-Job Training (OJT)  Apprenticeship Training  Cooperative Training, Internships, and Governmental Training  Classroom Instruction  Programmed Instruction  Audiovisual Methods  Computer-based Training and E- Learning  Simulation Method

 On-the-job training (OJT)  Method by which employees are given hands-on experience with instructions from their supervisor or other trainer.  Desvantagens  The lack of a well-structured training environment  Poor training skills of managers  The absence of well-defined job performance criteria

 Como lidar com as desvantagens do OJT 1. Develop realistic goals and/or measures for each OJT area. 2. Plan a specific training schedule for each trainee, including set periods for evaluation and feedback. 3. Help managers establish a nonthreatening atmosphere conducive to learning. 4. Conduct periodic evaluations, after training is completed, to prevent regression.

The PROPER Way to Do On-the-Job Training Source: Scott Snell, Cornell University.

 Estágio (Apprenticeship)  A system of training in which a worker entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.  Formação cooperativa  A training program that combines practical on- the-job experience with formal educational classes. © 2007 Thomson/South-Western. All rights reserved. 7–26

 Estágio Curricular  Are jointly sponsored by colleges, universities, and other organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations.  Formação em sala de aula  Enables the maximum number of trainees to be handled by the minimum number of instructors.  “Blended” learning—lectures and demonstrations are combined with films, DVDs, and videotapes or computer instruction. © 2007 Thomson/South-Western. All rights reserved. 7–27

© 2007 Thomson/South-Western. All rights reserved. 7–28 How to Increase the Value of Interns To increase the internal value of your internship programs, take the following steps: Making the Most of Internships 1.Assign the intern to projects that are accomplishable and provide training as required. 2.Involve the intern in the project-planning process. 3.Appoint a mentor or supervisor to guide the intern. 4.Invite project suggestions from other staff members. 5.Ask interns to keep a journal of their work activities. 6.Rotate interns throughout the organization. 7.Explain the rationale behind work assignments. 8.Hold interns accountable for projects and deadlines. 9.Treat interns as part of the organizational staff and invite them to staff meetings. 10.Establish a process for considering interns for permanent hire. Source: Condensed from John Byrd and Rob Poole, “Highly Motivated Employees at No Cost? It’s Not an Impossible Dream,” Nonprofit World 19, no. 6 (November/December 2001): 312–32. Reprinted by permission of Nonprofit World, telephone:

FIGURE 7–6 DELIVERY METHOD OF TRAINING Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 32.

 Formação autorregulada  Referred to as self-directed learning—involves the use of books, manuals, or computers to break down subject matter content into highly organized, logical sequences that demand continuous response on the part of the trainee.  Métodos audiovisuais  Technologies, such as CDs and DVDs, are used to teach skills and procedures by illustrating the steps in a procedure or interpersonal relations.

 E-Learning  Learning that takes place via electronic media such web and computer-based training (CBT)  Allows the firm to bring the training to employees  Allows employees to customize their own learning in their own time and space  Provides continuously updated training materials.

Learning is self-paced. The training comes to the employee. The training is interactive. Employees do not have to wait for a scheduled training session. The training can focus on specific needs as revealed by built-in tests. Trainees can be referred to online help or written material.

It is easier to change a web site than to retype, photocopy, and distribute new classroom- training materials. Record keeping is facilitated. The training can be cost-effective if used for both large and small numbers of employees.

Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 34.

 Simulation  The simulation method emphasizes realism in equipment and its operation at minimum cost and maximum safety.  Used when it is either impractical or unwise to train employees on the actual equipment used on the job.

 On-the-Job Experiences  Seminars and Conferences  Case Studies  Management Games  Role Playing  Behavior Modeling

 Coaching  Understudy Assignment  Job Rotation  Lateral Transfer  Special Projects  Action Learning  Staff Meetings  Planned Career Progressions

FIGURE 7–7 THE LEADERSHIP GRID Source: Robert R. Blake and Anne Adams McCanse, Leadership Dilemmas—Grid Solutions (Houston: Gulf Publishing, 1991), 29. (First published as The Managerial Grid Figure by Robert R. Blake and Jane S. Mouton.) Courtesy of Grid International, Austin, TX. All rights reserved.

 Behavior Modeling  An approach that demonstrates desired behavior and gives trainees the chance to practice and role- play those behaviors and receive feedback.  Involves four basic components:  Learning points  Model  Practice and role play  Feedback and reinforcement © 2007 Thomson/South-Western. All rights reserved. 7–39

© 2007 Thomson/South-Western. All rights reserved. 7–40 Criterion 4: Results assessment Criterion 2: Extent of learning Measuring program effectiveness Criterion 1: Trainee reactions Criterion 3: Learning transfer to job

FIGURE 7–9 CRITERIA FOR EVALUATING TRAINING © 2007 Thomson/South-Western. All rights reserved. 7–41

 Participant Reactions.  The simplest and most common approach to training evaluation is assessing trainees.  Potential questions might include the following: What were your learning goals for this program? Did you achieve them? Did you like this program? Would you recommend it to others who have similar learning goals? What suggestions do you have for improving the program? Should the organization continue to offer it? © 2007 Thomson/South-Western. All rights reserved. 7–42

 Checking to see whether they actually learned anything.  Testing knowledge and skills before beginning a training program gives a baseline standard on trainees that can be measured again after training to determine improvement.  However, in addition to testing trainees, test employees who did not attend the training to estimate the differential effect of the training. © 2007 Thomson/South-Western. All rights reserved. 7–43

 Transfer of Training  Effective application of principles learned to what is required on the job.  Maximizing the Transfer of Training 1. Feature identical elements 2. Focus on general principles 3. Establish a climate for transfer. 4. Give employees transfer strategies © 2007 Thomson/South-Western. All rights reserved. 7–44

 Utility of Training Programs.  Calculating the benefits derived from training: How much did quality improve because of the training program? How much has it contributed to profits? What reduction in turnover and wasted materials did the company get after training? How much has productivity increased and by how much have costs been reduced? © 2007 Thomson/South-Western. All rights reserved. 7–45

 Return on Investment  Viewing training in terms of the extent to which it provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change.  ROI = Results/Training Costs  If the ROI ratio is >1, the benefits of the training exceed the cost of the program  If the ROI ratio is <1, the costs of the training exceed the benefits. © 2007 Thomson/South-Western. All rights reserved. 7–46

© 2007 Thomson/South-Western. All rights reserved. 7–47 Source: Richard J. Wagner and Robert J. Weigand, “Can the Value of Training Be Measured? A Simplified Approach to Evaluating Training,” The Health Care Manager 23, no.1 (January–March 2004): 71–78.

 Benchmarking  The process of measuring one’s own services and practices against the recognized leaders in order to identify areas for improvement. 1.Training activity: How much training is occurring? 2.Training results: Do training and development achieve their goals? 3.Training efficiency: Are resources utilized in the pursuit of this mission? © 2007 Thomson/South-Western. All rights reserved. 7–48

 Deming’s Benchmarking Model 1. Plan: conduct a self-audit to identify areas for benchmarking. 2. Do: collect data about activities. 3. Check: Analyze data. 4. Act: Establish goals, implement changes, monitor progress, and redefine benchmarks. © 2007 Thomson/South-Western. All rights reserved. 7–49

© 2007 Thomson/South-Western. All rights reserved. 7–50

© 2007 Thomson/South-Western. All rights reserved. 7–51 Basic skills training Organization-wide training programs Orientation training Team and cross-training Diversity training

 Orientation  A formal process of familiarizing new employees with the organization, their jobs, and their work units.  Benefits: 1.Lower turnover 2.Increased productivity 3.Improved employee morale 4.Lower recruiting and training costs 5.Facilitation of learning 6.Reduction of the new employee’s anxiety © 2007 Thomson/South-Western. All rights reserved. 7–52

 Basic Skills Training  Basic skills have become essential occupational qualifications, having profound implications for product quality, customer service, internal efficiency, and workplace and environmental safety.  Typical basic skills:  Reading, writing, computing, speaking, listening, problem solving, managing oneself, knowing how to learn, working as part of a team, leading others. © 2007 Thomson/South-Western. All rights reserved. 7–53

 To implement a successful program in basic and remedial skills: 1. Explain to employees why and how the training will help them in their jobs. 2. Relate the training to the employees’ goals. 3. Respect and consider participant experiences, and use these as a resource. 4. Use a task-centered or problem-centered approach so that participants “learn by doing.” 5. Give feedback on progress toward meeting learning objectives. © 2007 Thomson/South-Western. All rights reserved. 7–54

 Team Training Issues 1. Team building is a difficult and comprehensive process. 2. Team development is not always a linear sequence of “forming, storming, norming, and performing.” 3. Additional training is required to assimilate new members. 4. Behavioral and process skills need to be acquired through participative exercises. © 2007 Thomson/South-Western. All rights reserved. 7–55

FIGURE 7–10 TEAM TRAINING SKILLS © 2007 Thomson/South-Western. All rights reserved. 7–56 Source: George Bohlander and Kathy McCarthy, “How to Get the Most from Team Training,” National Productivity Review (Autumn 1996): 25–35.

 Cross-Training  The process of training employees to do multiple jobs within an organization  Gives firms flexible capacity.  Cuts turnover  Increase productivity  Pares down labor costs  Lays the foundation for careers rather than dead- end jobs. © 2007 Thomson/South-Western. All rights reserved. 7–57

© 2007 Thomson/South-Western. All rights reserved. 7–58 Steering committee represents all levels of the organization and a mix of races, ages, and gender. Workshops include the following: Top executives demonstrate their commitment by early participation. Each participant is given a workbook with support materials. Participants are made aware of key topics and company policies. Participants are asked to describe specific steps they would take to support diversity. Participants create a list of diversity ground rules or behavioral norms. Managers discuss and revise rules for their areas. Participants link diversity training to other HR initiatives such as recruitment and selection, career management, and compensation. Managers are accountable for achieving goals of diversity training. Characteristics of Effective Diversity Training Programs

 To avoid the pitfalls of substandard diversity training, managers will want to do the following:  Forge a strategic link.  Check out consultant qualifications.  Don’t settle for “off the shelf” programs.  Choose training methods carefully.  Document individual and organizational benefits. © 2007 Thomson/South-Western. All rights reserved. 7–59

 apprenticeship training  behavior modeling  behavior modification  benchmarking  competency assessment  cooperative training  cross-training  e-learning  instructional objectives  internship programs  on-the-job training (OJT)  organization analysis  orientation  person analysis  task analysis  transfer of training © 2007 Thomson/South-Western. All rights reserved. 7–60