1. Training and Developing Employees
Part 3 | Training and Development
Chapter 8
Training and Developing Employees
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2. After studying this chapter, you should be able to:
Describe the basic training process.
Describe and illustrate how you would go about identifying training requirements.
Explain how to distinguish between problems you can fix with training and those you can’t.
Explain how to use five training techniques.
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3. 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
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4. The Orientation Process
Company Organization and Operations
Safety Measures and Regulations
Facilities Tour
Employee Orientation
Employee Benefit Information
Personnel Policies
Daily Routine
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5. FIGURE 8–1 New Employee Departmental Orientation Checklist
Source: UCSDHealthcare. Used with permission.
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6. The Training Process Training Training’s Strategic Context
The process of teaching new employees the basic skills they need to perform their jobs.
Training’s Strategic Context
The firm’s training programs must make sense in terms of the company’s strategic goals.
Performance Management
Taking an integrated, goal-oriented approach to assigning, training, assessing, and rewarding employees’ performance.
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7. The Training Process (cont’d)
The Five-Step Training and Development Process 1 3 2
Needs analysis 4
Instructional design 5
Validation
Implement the program
Evaluation
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8. Training, Learning, and Motivation
Make the Learning Meaningful
At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning.
Use a variety of familiar examples.
Organize the information so you can present it logically, and in meaningful units.
Use terms and concepts that are already familiar to trainees.
Use as many visual aids as possible.
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9. Training, Learning, and Motivation (cont’d)
Make Skills Transfer Easy
Maximize the similarity between the training situation and the work situation.
Provide adequate practice.
Label or identify each feature of the machine and/or step in the process.
Direct the trainees’ attention to important aspects of the job.
Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job.
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10. Motivation Principles for Trainers
People learn best by doing—provide as much realistic practice as possible.
Trainees learn best when the trainers immediately reinforce correct responses.
Trainees learn best at their own pace.
Create a perceived training need in the trainees’ minds.
The schedule is important—the learning curve goes down late in the day; less than full day training is most effective.
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11. Analyzing Training Needs
Task Analysis: Assessing New Employees’ Training Needs
Performance Analysis: Assessing Current Employees’ Training Needs
Training Needs Analysis
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12. TABLE 8–1 Task Analysis Record Form
Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.
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13. 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
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14. Training Methods On-the-Job Training Apprenticeship Training
Informal Learning
Job Instruction Training
Lectures
Programmed Learning
Audiovisual Training
Simulated Training (also Vestibule Training)
Computer-Based Training (CBT)
Electronic Performance Support Systems (EPSS)
Distance and Internet-Based Training
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15. Training Methods (cont’d)
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
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16. Steps to Help Ensure OJT Success
On-the-Job Training
Steps to Help Ensure OJT Success 1 2
Prepare the Learner 3
Present the Operation 4
Do a Tryout
Follow Up
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17. FIGURE 8–2 The 25 Most Popular Apprenticeships*
According to the U.S. Department of Labor apprenticeship database, the occupations listed below had the highest numbers of apprentices in These findings are approximate because the database includes only about 70% of registered apprenticeship programs—and none of the unregistered ones.
Boilermaker
Bricklayer (construction)
Carpenter
Construction craft laborer
Cook (any industry)
Cook (hotel and restaurant)
Correction officer
Electrician
Electrician (aircraft)
Electrician (maintenance)
Electronics mechanic
Firefighter
Machinist
Maintenance mechanic (any industry)
Millwright
Operating engineer
Painter (construction)
Pipefitter (construction)
Plumber
Power plant operator
Roofer
Sheet-metal worker
Structural-steel worker
Telecommunications technician
Tool and die maker
* Listed alphabetically
Source: Olivia Crosby, “Apprenticeships,” Occupational Outlook Quarterly, 46, no. 2 (Summer 2002), p. 5.
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18. Training Methods (cont’d)
Effective Lectures
Don’t start out on the wrong foot.
Give 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.
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19. Programmed Learning Advantages Reduced training time
Presenting questions, facts, or problems to the learner
Allowing the person to respond
Providing feedback on the accuracy of answers
Advantages
Reduced training time
Self-paced learning
Immediate feedback
Reduced risk of error for learner
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20. 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
Source: P. Nick Blanchard and James Thacker, Effective Training: Systems, Strategies, and Practices (Upper Saddle River, NJ: Pearson, 2003), p. 144.
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21. Computer-Based Training (CBT)
Advantages
Reduced learning time
Cost-effectiveness
Instructional consistency
Types of CBT
Interactive multimedia training
Virtual reality training
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22. Distance and Internet-Based Training
Teletraining
Videoconferencing
Internet-Based Training
E-Learning and Learning Portals
Distance Learning Methods
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23. FIGURE 8–3 IM Learning Incident
Source: Joshua Bronstein and Amy Newman, “IM 4 Learning,” Training and Development, February 2006, p. 48.
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24. Literacy Training Techniques
Testing job candidates for basic skills
Instituting basic skills and literacy programs
Employer Responses to Functional Illiteracy
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25. Management Development
Assessing the company’s strategic needs
Developing the managers and future managers
Long-Term Focus of Management Development
Appraising managers’ current performance
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26. Steps in the Succession Planning Process1 2
Anticipate management needs 3
Review firm’s management skills inventory 4
Create replacement charts
Begin management development
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27. Management Development (cont’d)
Job Rotation
Action Learning
Managerial On-the-Job Training
Coaching/ Understudy Approach
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28. Management Development (cont’d)
Off-the-Job Management Training and Development Techniques
The Case Study Method
Role Playing
Management Games
Behavior Modeling
Outside Seminars
Corporate Universities
University-Related Programs
Executive Coaches
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29. Managing Organizational Change and Development
Strategy
Technologies
Culture
What to Change
Structure
Employees
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30. Managing Organizational Change and Development (cont’d)
Overcoming resistance to change
Effectively using organizational development practices
The Human Resource Manager’s Role
Organizing and leading organizational change
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31. Managing Organizational Change and Development (cont’d)
Overcoming Resistance to Change: Lewin’s Change Process 1 2
Unfreezing 3
Moving
Refreezing
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32. How to Lead the Change Unfreezing Phase Moving Phase Refreezing Phase
Establish a sense of urgency (need for change).
Mobilize commitment to solving problems.
Moving Phase
Create a guiding coalition.
Develop and communicate a shared vision.
Help employees to make the change.
Consolidate gains and produce more change.
Refreezing Phase
Reinforce new ways of doing things.
Monitor and assess progress.
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33. FIGURE 8–4 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, a Chevrolet, 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.
Source: Normal R. F. Maier and Gertrude Casselman Verser, Psychology in Industrial Organizations, 5th ed., p © 1982 by Houghton Mifflin Company. Used by permission of the publishers.
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34. Using Organizational Development
Organizational Development (OD) 1 2
Usually involves action research. 3
Applies behavioral science knowledge.
Changes the organization in a particular direction.
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35. TABLE 8–3 Examples 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
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36. Evaluating the Training Effort
Designing the Study
Time series design
Controlled experimentation
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
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37. FIGURE 8–5 Using a Time Series Graph to Assess a Training Program’s Effects
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38. FIGURE 8–6 A Sample Training Evaluation Form
Source:
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39. K E Y T E R M S employee orientation training performance management
negligent training
task analysis
performance analysis
on-the-job training
apprenticeship training
job instruction training (JIT)
programmed learning
simulated training
electronic performance support systems (EPSS)
job aid
management development
succession planning
job rotation
action learning
case study method
management game
role playing
outsourced learning
behavior modeling
in-house development center
organizational development
controlled experimentation
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