Increase employee satisfaction Increase the performance Help to achieve organizational goals...
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Transcript of Increase employee satisfaction Increase the performance Help to achieve organizational goals...
• Increase employee satisfaction• Increase the performance• Help to achieve organizational goals
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 9-2
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-3
• 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 Hall 8-4
Feel Welcome
and At Ease
Begin the Socialization
Process
Understand the
Organization
Know What Is Expected in Work and
Behavior
Orientation Helps New Employees
Process of “helping new employees (especially for mid and upper level managers) become fully integrated, productive and contributing members of the organization”»
• It includes the initial orientation process plus 3 – 12 months to help the new employee work productively
• Consciously creating experiences that lead to positive emotions and perceptions
• Onboarding isn’t just HR’s responsibility. Everybody who comes into contact with new hires has an impact on their experience
(David Lee, 2011)
• Shortens the time for new employees to become productive and revenue generating
• Minimize the cost of poorly trained new hires• Reduces turnover• Increases engagement• Establishes leadership credibility
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-9
• A systematic process of providing employees with competencies-knowledge,skills and abilities-required to do their current jobs
• Training is a company’s investment in its people in order to achieve its goals
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
• 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 and stay in the organization
• Contribute to the personal and career development of employees
Training and Developmen
tBusiness Strategy
Selection
Succession and Career Planning
Performance
Evaluation
Competency Development
In integrated HR systems training and development is closely linked to business strategy and built on data from other HR functions.
Competencies are used to create a framework for training and developing individuals.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-12
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-13
• 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 Hall 8-14
Looks at environment for opportunities and threats, strengths and weaknesses to identify performance gaps (SWOT)• 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 Hall 8-15
Identify gaps between competencies needed to perform the work required to support organization’s goals and its employees’ current competenciesProblems 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,
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-16
Deciding which employees actually need to participate in training. Comes from:
•observation, •performance appraisals, •succession planning, •career planning, •supervisor recommendations, •employee motivation problems
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
• Curriculum development should not be owned by HR people only but by business partners who have a deep knowledge about the subject
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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 Hall 8-19
• 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
8-20
• On-the-Job Training• Projects• Lectures/Classroom training• Audiovisual Training• Simulated Training • E-Learning• College and University Programs• Rotational Job Assignments• Coaching and Mentoring
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-21
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• Could result in loss of productivity,
customers and/or property
Projects:New special projects can be assigned while
employees do their regular work to enable employees to develop expertise for future assignmentsClassroom training
Familiar method Less expensive Include role plays, discussions, and other
experiential activities
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-23
• 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• E-learning
Involves using computers or other electronic tools (more efficient, faster, less costly, 24/7)
• Outdoor training Mostly experiential learning
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-24
• 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 can be complex and costly
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-25
• 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
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
**usually short term, focuses
on a specific skill or subject and result oriented
MentoringPersonal 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
• a longer-term relationship (at least a year)
• development process• informal relation • voluntary
• Women executives assist other women to break the "glass ceiling"
• Business managers take new employees "under their wings"
• 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
• 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
• Recognition, praise and feedback given by the coaches are excellent motivators
Level 1: Reaction - How employees feel about the course, the instructor, etc. (measured through survey)
Level 2: Learning - What learning (new skills and knowledge) has occurred (measured with pre-training/post-training assessment
Level 3: Behavior – Measuring the change in behavior. Performance should improve (transfer of learning should occur on the job)
Level 4 : Business Results - What business results can be attributed to training (savings generated, revenue, error rate, etc.)
Level 5: Return on Investment – Monetary benefits are compared by the cost of the program
Intangible Measures – results that are not converted to monetary value but are important. Customer satisfaction, employee engagement, job satisfaction
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 8-30
• 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