Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-1 Training and Developing Employees Chapter 4a

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-2 Orienting Employees Employee orientation provides new employees with basic background information needed to perform their jobs satisfactorily Socialization is the continuing process of instilling in all employees the attitudes, standards, values and behavior patterns expected by the company

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-3 Types of Orientation Programs Can be brief, informal introductions or lengthy, formal programs of a half-day or more New hires usually receive printed or web-based handbooks, employee benefits, personnel policies, daily routine, company organization/operations and safety measures/regulations

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-4 Purposes of Orientation The employee should feel welcome He or she should understand the organization in a broad sense (past, present, culture and vision) as well as key policies and procedures The employee should be clear about company expectations The employee should begin the socialization process

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-5 The Orientation Process Is performed by a HR specialist Orientation can utilize technology like personal digital assistants (PDAs); computer disks containing discussions of corporate culture, facilities videos and welcome messages; or orientation websites filled with info on the company’s take on hiring, ethics and policies Employers may use Virtual Orientation for employees off-site

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-6 Training’s Purpose and Process Training refers to methods employers use to give new or present employees the knowledge and skills needed to perform their jobs Training today is characterized by three things: 1.Increasingly technology-based 2.Trainers focus more explicitly on improving organizational performance

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall Training includes more than technical skills and usually includes team- building, decision- making and communication skills training Training’s Purpose and Process, cont.

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-8 The Training and Development Process

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-9 Training Needs and Analysis What training (if any) does the employee require – often called “skills gapping” Two traditional needs approaches 1.Task analysis is a detailed study of the job to determine what specific skills the job requires 2.Performance analysis means verifying that there is a performance deficiency and determine what will rectify the deficiency

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-10 Competency Models Generic models or set of guidelines for jobs or closely related groups of jobs Competency means knowledge, skills and behaviors that enable employees to effectively perform their jobs

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-11 Setting Training Objectives After discovering needs trainers set concrete, measurable instructional objectives that specify what outcomes should be achieved Provide focus for efforts and a benchmark for evaluation

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-12 Traditional Training Techniques On-the-job training Informal learning Apprentice training Vestibule training Behavior modeling Videoconferencing distance learning

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-13 Computer and Internet-Based Training DVD based training Simulated learning Internet-based training Learning portals Virtual classrooms Mobile learning Instant messaging

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-14

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-15 Training for Special Purposes Providing lifelong learning Diversity training Training for teamwork and empowerment Global HR issues

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-16 Managerial Development and Training Managerial development is any attempt to improve managerial performance by through training efforts including: –In-house programs such as courses, coaching and rotational assignments –Professional programs such as SHRM seminars –University programs such as executive MBAs

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-17 Trends in Management Development Program should be aligned with company strategy and goals Emphasis on supplementing traditional methods with realistic methods Trainee assessment precedes manager development programs

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-18

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-19 Managerial On-the-Job Training Job rotation Coaching/ understudy method Action learning

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-20 Action Learning Methods Case-study method which is useful if the trainer: –Guides trainees without stating his/her opinions in examining possible alternatives and consequences –Keeps in mind his/her own analysis of the case situation is irrelevant and may hinder the group –Keeps the aim of training in mind and facilitates the group discussion

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-21 Management games Improvisation Outside seminars University-related programs In-house learning and development centers Learning portals and accounts Executive coaches

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-22 Organizational Development Organizational development (OD) aims to change attitudes, values and beliefs of employees so that employees can identify and implement changes usually with the aid of a consultant –Survey feedback –Sensitivity training –Team-building

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-23 Organizational Change Difficult to achieve but necessary due to international competition Individuals, groups and even entire organizations may resist change because they are used to the usual way of doing things or fear of power loss

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-24 Lewin’s Process for Overcoming Resistance Unfreezing forces striving to maintain status quo Moving new behaviors, values and attitudes through organizational changes or other management techniques Refreezing and reinforcing new behaviors to prevent relapse into old way of doing things

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-25 Evaluating Training and Development Efforts Basic issues include how to design the evaluation study and what training effect to measure Controlled experimentation uses both a training group and a control group in order to determine the effects of training

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-26 Training Effects to Measure Reactions to training program Determine whether trainees learned the principles, skills and facts they were supposed to learn Determine if the trainee’s behavior on the job changed due to training Evaluate results achieved in terms of training objectives

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-27

Copyright © 2009 Pearson Education, Inc. publishing as Prentice Hall 6-28 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.