Training and Developing Employees: Global Edition 12e

HUMAN RESOURCE MANAGEMENT
Global Edition 12e
Chapter 8
Training and
Developing
Employees
Part 3 Training and Development
PowerPoint Presentation by Charlie Cook

Copyright © 2011 Pearson Education GARY DESSLER The University of West Alabama
WHERE WE ARE NOW…
Copyright © 2011 Pearson Education 8–2

LEARNING OUTCOMES
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 (cont’d)
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?”

Purpose of Orientation
Orientation Helps New

Employees
Know what is
Begin the
Feel welcome Understand the expected in
socialization
and at ease organization work and
process
behavior

The Orientation Process
Employee benefit Company organization

information and operations
Personnel Employee Safety measures

policies Orientation and regulations
Daily Facilities
routine tour

FIGURE 8–1
New Employee
Departmental
Orientation Checklist

The Training Process
• Training
 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 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.

Steps in the Training Process
The Four-Step Training Process
1 Needs analysis
2 Instructional design
3 Program implementation
4 Evaluation

Training, Learning, and Motivation
• Make 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.

Training, Learning, and Motivation (cont’d)
• Make 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.
Training, Learning, and Motivation (cont’d)
• Reinforce 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.”

Analyzing Training Needs
Training Needs
Analysis
Task Analysis: Performance Analysis:

Assessing new employees’ Assessing current employees’
training needs training needs

TABLE 8–1 Sample Task Analysis Record Form

FIGURE 8–2 Example of Competency Model for Human Resource Manager

Performance Analysis:
Assessing Current Employees’ Training Needs
Specialized Software
Assessment Center
Results Performance Appraisals
Individual Diaries Methods Job-Related Performance

for Identifying Data
Training Needs
Attitude Surveys Observations
Tests Interviews
Can’t-do or Won’t-do?

Training Methods
• On-the-Job Training • Computer-Based Training
• Apprenticeship Training (CBT)
• Simulated Learning
• Informal Learning
• Internet-Based Training
• Job Instruction Training
• Lectures • Learning Portals
• Programmed Learning
• Audiovisual-Based Training
• Vestibule Training
• Teletraining and
Videoconferencing
• Electronic Performance
Support Systems (EPSS)

The OJT Training Method
• 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

On-the-Job Training
Steps to Help Ensure OJT Success
1 Prepare the learner
2 Present the operation
3 Do a tryout
4 Follow up

FIGURE 8–3 Some 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
FIGURE 8–4 Job Instruction Training at UPS

Delivering Effective Lectures
• Don’t start out on the wrong foot.
• Give your 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.

Programmed Learning
Presenting Providing
Allowing the
questions, facts, feedback on
person to
or problems to the accuracy
respond
the learner of answers
• Advantages
 Reduced training time
 Self-paced learning
 Immediate feedback
 Reduced risk of error for learner

Intelligent Tutoring Systems
• Advantages
 Reduced learning time
 Cost effectiveness
 Instructional consistency
• Types of Programmed Learning

 Interactive multimedia training
 Virtual reality training
 Virtual classroom

TABLE 8–2 Names of Various Computer-Based Training Techniques
Computer-based programmed instruction

Computer-based training
Computer-managed instruction
Intelligent computer-assisted instruction
Intelligent tutoring systems
Computer simulation
ality Advanced form of computer simulation

Internet-Based Training
Teletraining and Videoconferencing
Electronic Performance Support

Distance Systems (EPSS)
Learning
Methods Computer-Based Training
E-learning and learning portals

FIGURE 8–5 Partial List of E-Learning Vendors

Lifelong Learning and
Literacy Training Techniques
Employer Responses to
Employee Learning Needs
Provide employees with

Instituting basic skills
lifelong educational and
and literacy programs
learning opportunities

Creating Your Own Training Program
Creating a Training Program
1 Set training objectives

2 Use a detailed job description
3
Develop an abbreviated task
analysis record form
4 Develop a job instruction sheet
5 Compile training program for the job

Implementing Management
Development Programs
Long-Term Focus of
Management Development
Assessing the Appraising Developing the

company’s strategic managers’ current managers and
needs performance future managers

Succession Planning
Steps in the Succession Planning Process
1 Anticipate management needs
2 Review firm’s management skills inventory
3 Create replacement charts
4 Begin management development

Management Development Techniques
Managerial On-the-Job Training
Job Coaching and Action

rotation understudy learning

Other Management Training Techniques
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

FIGURE 8–6 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 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.

Behavior Modeling
Behavior Modeling Training
1 Model the effective behaviors
2 Have trainees role play using behaviors
3 Provide social reinforcement and feedback
4 Encourage transfer of training to job

Managing Organizational
Change Programs
What to Change
Strategy Culture Structure Technologies Employees

Managing Organizational Change
and Development
The Human Resource

Manager’s Role
Organizing Effectively using

Overcoming
and leading organizational
resistance to
organizational development
change
change practices

Managing Organizational Change
and Development (cont’d)
Overcoming Resistance to Change:

Lewin’s Change Process
1 Unfreezing
2 Moving
3 Refreezing

How to Lead the Change
• Unfreezing Stage
1. Establish a sense of urgency (need for change).
2. Mobilize commitment to solving problems.
• Moving 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 Stage
7. Reinforce new ways of doing things.
8. Monitor and assess progress.

Using Organizational Development
Organizational Development (OD)
1 Usually involves action research
2 Applies behavioral science knowledge
3 Changes the organization in a particular direction

TABLE 8–3 Examples of OD Interventions
Human Process Applications HRM Applications

T-groups (Sensitivity Training) Goal setting
Process consultation Performance appraisal
Third-party intervention Reward systems
Team building Career planning and development
Organizational confrontation meeting Managing workforce diversity
Survey research Employee wellness
Technostructural Interventions Strategic OD Applications
Formal structural change Integrated strategic management
Differentiation and integration Culture change
Cooperative union–management Strategic change
projects Self-designing organizations
Quality circles
Total quality management
Work design

Evaluating the Training Effort
• Designing the Evaluation Study
 Time series design
 Controlled experimentation
• Choosing 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

FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects

FIGURE 8–8
A Sample Training
Evaluation Form

KEY TERMS
employee orientation virtual classroom

training lifelong learning
negligent training management development
task analysis job rotation
competency model action learning
performance analysis case study method
on-the-job training (OJT) management game
apprenticeship training role playing
job instruction training (JIT) behavior modeling
programmed learning in-house development center
electronic performance support executive coach
systems (EPSS) organizational development
job aid controlled experimentation

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.

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HUMAN RESOURCE MANAGEMENT

Global Edition 12e

Part 3 Training and Development

PowerPoint Presentation by Charlie Cook

Copyright © 2011 Pearson Education 8–2

1. Summarize the purpose and process

Copyright © 2011 Pearson Education 8–3

7. List and briefly discuss four management

Copyright © 2011 Pearson Education 8–4

Orientation Helps New

Copyright © 2011 Pearson Education 8–5

Employee benefit Company organization

Personnel Employee Safety measures

Copyright © 2011 Pearson Education 8–6

Copyright © 2011 Pearson Education 8–7

• Training’s Strategic Context

Copyright © 2011 Pearson Education 8–8

The Four-Step Training Process

Copyright © 2011 Pearson Education 8–9

3. Organize the information so you can present it

6. Create a perceived training need in trainees’ minds.

Copyright © 2011 Pearson Education 8–10

3. Label or identify each feature of the machine

Copyright © 2011 Pearson Education 8–12

Task Analysis: Performance Analysis:

Copyright © 2011 Pearson Education 8–13

Copyright © 2011 Pearson Education 8–14

Copyright © 2011 Pearson Education 8–15

Individual Diaries Methods Job-Related Performance

Copyright © 2011 Pearson Education 8–16

Copyright © 2011 Pearson Education 8–17

Copyright © 2011 Pearson Education 8–18

Steps to Help Ensure OJT Success

1 Prepare the learner

2 Present the operation

Copyright © 2011 Pearson Education 8–19

The U.S. Department of Labor’s Registered Apprenticeship program

Copyright © 2011 Pearson Education 8–21

Copyright © 2011 Pearson Education 8–22

Copyright © 2011 Pearson Education 8–23

• Types of Programmed Learning

Copyright © 2011 Pearson Education 8–24

Computer-based programmed instruction

Copyright © 2011 Pearson Education 8–25

Teletraining and Videoconferencing

Electronic Performance Support

E-learning and learning portals

Copyright © 2011 Pearson Education 8–26

Copyright © 2011 Pearson Education 8–27

Provide employees with

Copyright © 2011 Pearson Education 8–28

Creating a Training Program

1 Set training objectives

Copyright © 2011 Pearson Education 8–29

Assessing the Appraising Developing the

Copyright © 2011 Pearson Education 8–30

Steps in the Succession Planning Process

1 Anticipate management needs

2 Review firm’s management skills inventory