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![Page 1: Training and Developing Employees 8 Chapter 8-1. 8–2 1.Summarize the purpose and process of employee orientation. 2.List and briefly explain each of the.](https://reader035.fdocuments.us/reader035/viewer/2022062314/56649dff5503460f94ae7528/html5/thumbnails/1.jpg)
Training and DevelopingTraining and Developing
EmployeesEmployees8
Chapter 8-1
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8–2
1.1. Summarize the purpose and process of employee Summarize the purpose and process of employee orientation.orientation.
2.2. List and briefly explain each of the four steps in the List and briefly explain each of the four steps in the training process.training process.
3.3. Describe and illustrate how you would identify training Describe and illustrate how you would identify training requirements.requirements.
4.4. Explain how to distinguish between problems you can Explain how to distinguish between problems you can fix with training and those you can’t.fix with training and those you can’t.
5.5. Discuss how you would motivate trainees.Discuss how you would motivate trainees.
6.6. Explain how to use five training techniques.Explain how to use five training techniques.
LEARNING OUTCOMESLEARNING OUTCOMES
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8–3
7.7. List and briefly discuss four management List and briefly discuss four management development programs.development programs.
8.8. List and briefly discuss the importance of the eight List and briefly discuss the importance of the eight steps in leading organizational change.steps in leading organizational change.
9.9. Answer the question, “What is organizational Answer the question, “What is organizational development and how does it differ from traditional development and how does it differ from traditional approaches to organizational change?”approaches to organizational change?”
LEARNING OUTCOMES (cont’d)LEARNING OUTCOMES (cont’d)
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8–4
Purpose of OrientationPurpose of Orientation
Feel welcome
and at ease
Begin the socialization
process
Basic information
Understand the
organization
Orientation Helps New Employees
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8–5
The Orientation ProcessThe Orientation Process
Company organization and
operations
Safety measuresand regulations
Facilities tour
Employee Orientation
Employee benefit information
Personnel policies
Daily routine
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8–6
The Orientation ProcessThe Orientation Process
• Employee Employee handbookhandbook
• Orientation Orientation technologytechnology
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8–7
FIGURE 8–1
New EmployeeDepartmental Orientation Checklist
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Overview of the Training Overview of the Training
ProcessProcess
• Aligning strategy Aligning strategy and trainingand training
• Training and Training and performanceperformance
Copyright © 2013 Pearson Education Chapter 8-8
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8–9
The ADDIE Five-Step The ADDIE Five-Step Training ProcessTraining Process
1
2
3
5
The Five-Step Training Process
Design the overall training program
Analyze the training need
Develop the course
Evaluate the course’s effectiveness
4 Implement training
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Conducting the Training Conducting the Training
Needs AnalysisNeeds Analysis• Strategic training needs analysis
• Current training needs analysis
- Task analysis (Analyzing new employees’ training needs)
- Performance analysis (Assessing current employees’ training needs)
• Can’t Do/Won’t Do
Copyright © 2013 Pearson Education Chapter 8-10
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Task AnalysisTask Analysis
• Detailed study
• Job descriptions
• Job specifications
• Performance standard
• Performing the job
• Task analysis record
Copyright © 2013 Pearson Education Chapter 8-11
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8–12
TABLE 8–1 Sample Task Analysis Record Form
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Talent ManagementTalent Management
• What it is
• What’s involved
• Competencies
• Job training needs
Copyright © 2013 Pearson Education Chapter 8-13
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8–14
FIGURE 8–2 Example of Competency Model for Human Resource Manager
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Performance Analysis: Performance Analysis: Current Employees’ Training Current Employees’ Training
NeedsNeeds
• Definition
• Current training needs analysis
• Task analysis
• Performance analysis
• Can’t do/won’t do
Copyright © 2013 Pearson Education Chapter 8-15
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Performance Analysis:Performance Analysis: Assessing Current Employees’ Assessing Current Employees’
Training NeedsTraining Needs
Performance Appraisals
Job-Related Performance Data
Observations
Interviews
Assessment Center Results
Individual Diaries
Attitude Surveys
Tests
Methods for Identifying Training Needs
Specialized Software
Can’t-do or Won’t-do?
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8–17
Designing the Designing the TrainingTraining ProgramProgram• Setting learning objectivesSetting learning objectives
• Creating a motivational learning environmentCreating a motivational learning environment
• Make the Learning MeaningfulMake the Learning Meaningful
• Making Skills Transfer Obvious and EasyMaking Skills Transfer Obvious and Easy
• Reinforce the LearningReinforce the Learning
• Ensuring Transfer of Learning to the Job Ensuring Transfer of Learning to the Job
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8–18
Designing the Designing the TrainingTraining ProgramProgramMake the Learning MeaningfulMake the Learning Meaningful
1.1. At the start of training, provide a bird’s-eye view At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning.of the material to be presented to facilitate learning.
2.2. Use a variety of familiar examples.Use a variety of familiar examples.
3.3. Organize the information so you can present it Organize the information so you can present it logically, and in meaningful units.logically, and in meaningful units.
4.4. Use terms and concepts that are already familiar Use terms and concepts that are already familiar to trainees.to trainees.
5.5. Use as many visual aids as possible.Use as many visual aids as possible.
6.6. Create a perceived training need in trainees’ mindsCreate a perceived training need in trainees’ minds..
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8–19
Designing the Training Designing the Training ProgramProgramMake Skills TransferMake Skills Transfer Obvious and Obvious and EasyEasy
1.1. Maximize the similarity between the training situation and Maximize the similarity between the training situation and the work situation.the work situation.
2.2. Provide adequate practice.Provide adequate practice.
3.3. Label or identify each feature of the machine Label or identify each feature of the machine and/or step in the process.and/or step in the process.
4.4. Direct the trainees’ attention to important aspects Direct the trainees’ attention to important aspects of the job.of the job.
5.5. Provide “heads-up,” preparatory information that lets Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job.trainees know what might happen back on the job.
6.6. Trainees learn best at their own pace. If possible, let Trainees learn best at their own pace. If possible, let them pace themselves.them pace themselves.
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8–20
Designing the Training Designing the Training ProgramProgramReinforce the LearningReinforce the Learning
1.1. Trainees learn best when the trainers immediately Trainees learn best when the trainers immediately reinforce correct responses, perhaps with a quick reinforce correct responses, perhaps with a quick “well done.”“well done.”
2.2. The schedule is important. The learning curve goes The schedule is important. The learning curve goes down late in the day, so that “full day training is not down late in the day, so that “full day training is not as effective as half the day or three-fourths of the as effective as half the day or three-fourths of the day.”day.”
3.3. Provide follow-up assignments at the close of Provide follow-up assignments at the close of training, so trainees are reinforced by having to training, so trainees are reinforced by having to apply back on the job what they’ve learned.apply back on the job what they’ve learned.
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8–21
Designing the Training Designing the Training ProgramProgramEnsuring Transfer of Learning to the Job Ensuring Transfer of Learning to the Job
•Prior to training, get trainee and supervisor input in Prior to training, get trainee and supervisor input in designing the program, institute a training attendance designing the program, institute a training attendance policy, and encourage employees to participate. policy, and encourage employees to participate.
•During training, provide trainees with training During training, provide trainees with training experiences and conditions (surroundings, experiences and conditions (surroundings, equipment) that resemble the actual work equipment) that resemble the actual work environment. environment.
•After training, reinforce what trainees learned.After training, reinforce what trainees learned.
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Developing the programDeveloping the program• Assembling/creating and preparing trainingAssembling/creating and preparing training
Choosing the actual content the program will Choosing the actual content the program will present, as well as designing/choosing the present, as well as designing/choosing the specific instructional methods (lectures, cases, specific instructional methods (lectures, cases, Web-based, etc.) you will useWeb-based, etc.) you will use
• Materials content of the courseMaterials content of the course..Training equipment and materials Training equipment and materials include include iPads, iPads, workbooks, lectures, Power Point slides, Web- and workbooks, lectures, Power Point slides, Web- and computer based activities, course activities, trainer computer based activities, course activities, trainer resources and support materialsresources and support materials.
8–22
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8–23
Training MethodsTraining Methods• On-the-Job TrainingOn-the-Job Training
• Apprenticeship TrainingApprenticeship Training
• Informal LearningInformal Learning
• Job Instruction TrainingJob Instruction Training
• LecturesLectures
• Programmed LearningProgrammed Learning
• Audiovisual-Based TrainingAudiovisual-Based Training
• Vestibule TrainingVestibule Training
• Electronic Performance Electronic Performance Support Systems (EPSS)Support Systems (EPSS)
• Teletraining and Teletraining and VideoconferencingVideoconferencing
• Computer-Based Training (CBT)Computer-Based Training (CBT)
• Simulated LearningSimulated Learning
• Internet-Based TrainingInternet-Based Training
• Improving Productivity Through Improving Productivity Through HRISHRIS
• Mobile LearningMobile Learning
• Virtual ClassroomVirtual Classroom
• Lifelong and literacy training Lifelong and literacy training techniquestechniques
• Team trainingTeam training
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8–24
The OJT Training MethodThe OJT Training Method• On-the-Job Training (OJT)On-the-Job Training (OJT)
Having a person learn a jobHaving a person learn a jobby actually doing the job.by actually doing the job.
• Types of On-the-Job TrainingTypes of On-the-Job Training Coaching or understudyCoaching or understudy Job rotationJob rotation Special assignmentsSpecial assignments
• AdvantagesAdvantages InexpensiveInexpensive Learn by doingLearn by doing Immediate feedbackImmediate feedback
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8–25
On-the-Job TrainingOn-the-Job Training
1
Follow up
Present the operation
Steps to Help Ensure OJT Success
Prepare the learner
Do a tryout
2
3
4
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8–26
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
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8–27
FIGURE 8–4 Job Instruction Training at UPS
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Delivering Effective LecturesDelivering Effective Lectures• Don’t start out on the wrong foot.Don’t start out on the wrong foot.
• Speak only about what you know well.Speak only about what you know well.
• Give your listeners signals.Give your listeners signals.
• Use anecdotes and stories to show rather than tell.Use anecdotes and stories to show rather than tell.
• Be alert to your audience.Be alert to your audience.
• Maintain eye contact with audience.Maintain eye contact with audience.
• Make sure everyone in the room can hear. Make sure everyone in the room can hear.
• Control your hands. Control your hands.
• Talk from notes rather than from a script.Talk from notes rather than from a script.
• Break a long talk into a series of five-minute talks.Break a long talk into a series of five-minute talks.
• Practice and rehearse your presentation.Practice and rehearse your presentation.
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Programmed LearningProgrammed Learning
• AdvantagesAdvantages Reduced training timeReduced training time Self-paced learningSelf-paced learning Immediate feedbackImmediate feedback Reduced risk of error for learnerReduced risk of error for learner
Presenting questions, facts, or
problems to the learner
Allowing the person to respond
Providing feedback on the accuracy
of answers
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8–30
Audiovisual Based Training Audiovisual Based Training – Audiovisual-– Audiovisual-
based training techniques like DVD’s, films, PowerPoint based training techniques like DVD’s, films, PowerPoint
presentations, audiotapes are widely used. Audiovisuals presentations, audiotapes are widely used. Audiovisuals
are more expensive than lectures but offer advantages. are more expensive than lectures but offer advantages.
Vestibule Training Vestibule Training – is a method in which – is a method in which
trainees learn on the actual or simulated equipment they trainees learn on the actual or simulated equipment they
will use on the job, but are trained off the job.will use on the job, but are trained off the job.
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TeletrainingTeletraining –– where a trainer in a central location where a trainer in a central location
teaches groups of employees at remote locations via teaches groups of employees at remote locations via
television hookups. television hookups.
VideoconferencingVideoconferencing – allows people in one – allows people in one
location to communicate live via a combination of audio location to communicate live via a combination of audio
and visual equipment with people in different locations – and visual equipment with people in different locations –
another city or country or with groups in several cities.another city or country or with groups in several cities.
8–31
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8–32
Electronic Performance Support Systems Electronic Performance Support Systems
(EPSS) (EPSS) – – are sets of computerized tools and displays are sets of computerized tools and displays
that effectively automate and integrate training, that effectively automate and integrate training,
documentation, and phone support, thus enabling individuals documentation, and phone support, thus enabling individuals
to provide support that’s faster, cheaper, and more effective to provide support that’s faster, cheaper, and more effective
than the traditional methods.than the traditional methods.
Simulated LearningSimulated Learning – is a variety of different – is a variety of different
activities including but not limited to virtual reality-type activities including but not limited to virtual reality-type
games, step-by-step animated guides, role playing and games, step-by-step animated guides, role playing and
software training.software training.
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Computer-Based Training (CBT)Computer-Based Training (CBT)
• AdvantagesAdvantages Reduced learning timeReduced learning time
Cost-effectivenessCost-effectiveness
Instructional consistencyInstructional consistency
• Types of CBTTypes of CBT Interactive multimedia trainingInteractive multimedia training
Virtual reality trainingVirtual reality training
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Interactive Interactive LLearning earning – Employers also are – Employers also are moving from textbook and classroom-based learning to moving from textbook and classroom-based learning to interactive learning. interactive learning.
Internet-Based Training Internet-Based Training – Trainers Trainers increasingly employ Internet-based learning to deliver increasingly employ Internet-based learning to deliver programs. There are two basic waysprograms. There are two basic ways::•First, First, the employer can arrange for its employees take the employer can arrange for its employees take relevant online courses from either its own online offerings or relevant online courses from either its own online offerings or from online training vendors on the Web. from online training vendors on the Web. •The second approach is to arrange with an online training The second approach is to arrange with an online training vendor to make its courses available via the employer’s vendor to make its courses available via the employer’s intranet-based learning portal. intranet-based learning portal.
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Improving Productivity Through HRIS Improving Productivity Through HRIS – through special software packages that support Internet training by helping employees identify training needs.
Mobile learning Mobile learning – Mobile learning (or “on-demand learning”) means delivering learning content on demand via mobile devices like cell phones, laptops, and iPads.
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The Virtual Classroom The Virtual Classroom – uses special collaboration software to enable multiple remote learners to use their PCs or laptops to participate in live discussions.
Using Internet-Based Learning Using Internet-Based Learning – E-learning permits the teaching of large numbers of students remotely. It also allows students to study at their leisure making the overall process quite efficient.
Team training Team training – Teamwork is not something that always comes naturally. Companies therefore devote many hours to training new employees to listen to each other and cooperate.
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Lifelong Learning and Lifelong Learning and Literacy Training TechniquesLiteracy Training Techniques
Provide employees with lifelong educational and learning opportunities
Instituting basic skills and literacy programs
Employer Responses to Employee Learning Needs
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Implementing Management Implementing Management Development ProgramsDevelopment Programs
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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Management Development Management Development TechniquesTechniques
Job rotation
Coaching and understudy
Managerial On-the-Job Training
Action learning
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University-related programs
Management games
Off-the-Job Management Training and Development Techniques
The case study method
Outside seminars
Executive coaches
Behavior modeling
Role playing
Corporate universities
Other Management Training Other Management Training TechniquesTechniques
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Behavior ModelingBehavior Modeling
1
Encourage transfer of training to job
Have trainees role play using behaviors
Behavior Modeling Training
Model the effective behaviors
Provide social reinforcement and feedback
2
3
4
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8–42
University-related programs
Management games
Off-the-Job Management Training and Development Techniques
The case study method
Outside seminars
Executive coaches
Behavior modeling
Role playing
Corporate universities
Other Management Training Other Management Training TechniquesTechniques
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Managing Organizational Managing Organizational Change ProgramsChange Programs
StrategyTechnologi
esCulture
What to Change
Structure Employees
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Managing Organizational Managing Organizational Change and Development Change and Development
(cont’d)(cont’d)
1
Moving
Overcoming Resistance to Change: Lewin’s Change Process
Unfreezing
Refreezing
2
3
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How to Lead the ChangeHow to Lead the Change• Unfreezing StageUnfreezing Stage
1.1. Establish a sense of urgency (need for change).Establish a sense of urgency (need for change).
2.2. Mobilize commitment to solving problems.Mobilize commitment to solving problems.
• Moving StageMoving Stage3.3. Create a guiding coalition.Create a guiding coalition.
4.4. Develop and communicate a shared vision.Develop and communicate a shared vision.
5.5. Help employees to make the change.Help employees to make the change.
6.6. Consolidate gains and produce more change.Consolidate gains and produce more change.
• Refreezing StageRefreezing Stage7.7. Reinforce new ways of doing things.Reinforce new ways of doing things.
8.8. Monitor and assess progress.Monitor and assess progress.
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Using Organizational DevelopmentUsing Organizational Development
1
Applies behavioral science knowledge
Organizational Development (OD)
Usually involves action research
Changes the organization in a particular direction
2
3
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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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Evaluating the Training EffortEvaluating the Training Effort
• Designing the Evaluation StudyDesigning the Evaluation Study
Time series designTime series design
Controlled experimentation Controlled experimentation
• Choosing Which Training Effects to MeasureChoosing Which Training Effects to Measure
ReactionReaction of trainees to the program of trainees to the program
LearningLearning that actually took place that actually took place
BehaviorBehavior that changed on the job that changed on the job
ResultsResults achieved as a result of the training achieved as a result of the training
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FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects
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FIGURE 8–8
A Sample TrainingEvaluation Form
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K E Y T E R M S
employee orientation
training
negligent training
task analysis
competency model
performance analysis
on-the-job training (OJT)
apprenticeship training
job instruction training (JIT)
programmed learning
electronic performance support systems (EPSS)
job aid
virtual classroom
lifelong learning
management development
job rotation
action learning
case study method
management game
role playing
behavior modeling
in-house development center
executive coach
organizational development
controlled experimentation
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