Training and Developing Employees

Name: Training and Developing Employees
Uploaded: 2017-06-28T16:10:39+00:00
Duration: PTM25S55
Channel: Egbert Dennis
Description: Training and Developing Employees

Training and Developing Employees
8 Training and Developing Employees

Human Resources Management 12e Gary Dessler
LEARNING OUTCOMES Summarize the purpose and process of employee orientation. List and briefly explain each of the four steps in the training process. Describe and illustrate how you would identify training requirements. Explain how to distinguish between problems you can fix with training and those you can’t. Discuss how you would motivate trainees. Explain how to use five training techniques. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

LEARNING OUTCOMES (cont’d) List and briefly discuss four management development programs. List and briefly discuss the importance of the eight steps in leading organizational change. Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?” Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Purpose of Orientation
Human Resources Management 12e Gary Dessler Purpose of Orientation Feel welcome and at ease Begin the socialization process Basic information Understand the organization Orientation Helps New Employees Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

The Orientation Process
Human Resources Management 12e Gary Dessler The Orientation Process Company organization and operations Safety measures and regulations Facilities tour Employee Orientation Employee benefit information Personnel policies Daily routine Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

The Orientation Process
Employee handbook Orientation technology

Overview of the Training Process
Aligning strategy and training Training and performance Copyright © 2013 Pearson Education

The ADDIE Five-Step Training Process
Human Resources Management 12e Gary Dessler The ADDIE Five-Step Training Process The Five-Step Training Process 1 3 2 Analyze the training need 5 Design the overall training program 4 Develop the course Implement training Evaluate the course’s effectiveness Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Conducting the Training Needs 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

Task Analysis Detailed study Job descriptions Job specifications
Performance standard Performing the job Task analysis record Copyright © 2013 Pearson Education

Talent Management What it is What’s involved Competencies
Job training needs Copyright © 2013 Pearson Education

Performance Analysis: Current Employees’ Training Needs
Definition Current training needs analysis Task analysis Performance analysis Can’t do/won’t do Copyright © 2013 Pearson Education

Performance Analysis: Assessing Current Employees’ Training Needs
Human Resources Management 12e Gary Dessler Performance Analysis: 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 Specialized Software Can’t-do or Won’t-do? Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Designing the Training Program
Human Resources Management 12e Gary Dessler Designing the Training Program Setting learning objectives Creating a motivational learning environment Make the Learning Meaningful Making Skills Transfer Obvious and Easy Reinforce the Learning Ensuring Transfer of Learning to the Job Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Human Resources Management 12e Gary Dessler Designing the Training Program 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. Create a perceived training need in trainees’ minds. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Human Resources Management 12e Gary Dessler Designing the Training Program Make Skills Transfer Obvious and 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. Trainees learn best at their own pace. If possible, let them pace themselves. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Human Resources Management 12e Gary Dessler Designing the Training Program Reinforce the Learning Trainees learn best when the trainers immediately reinforce correct responses, perhaps with a quick “well done.” 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.” Provide follow-up assignments at the close of training, so trainees are reinforced by having to apply back on the job what they’ve learned. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Human Resources Management 12e Gary Dessler Designing the Training Program Ensuring Transfer of Learning to the Job Prior to training, get trainee and supervisor input in designing the program, institute a training attendance policy, and encourage employees to participate. During training, provide trainees with training experiences and conditions (surroundings, equipment) that resemble the actual work environment. After training, reinforce what trainees learned. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Developing the program
Assembling/creating and preparing training Choosing the actual content the program will present, as well as designing/choosing the specific instructional methods (lectures, cases, Web-based, etc.) you will use Materials content of the course. Training equipment and materials include iPads, workbooks, lectures, Power Point slides, Web- and computer based activities, course activities, trainer resources and support materials.

Training Methods On-the-Job Training Apprenticeship Training Informal Learning Job Instruction Training Lectures Programmed Learning Audiovisual-Based Training Vestibule Training Electronic Performance Support Systems (EPSS) Teletraining and Videoconferencing Computer-Based Training (CBT) Simulated Learning Internet-Based Training Improving Productivity Through HRIS Mobile Learning Virtual Classroom Lifelong and literacy training techniques Team training Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

The OJT Training Method
Human Resources Management 12e Gary Dessler 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Delivering Effective Lectures
Human Resources Management 12e Gary Dessler Delivering Effective Lectures Don’t start out on the wrong foot. Speak only about what you know well. Give your listeners signals. Use anecdotes and stories to show rather than tell. 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. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Programmed Learning 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Audiovisual Based Training – Audiovisual- based training techniques like DVD’s, films, PowerPoint presentations, audiotapes are widely used. Audiovisuals are more expensive than lectures but offer advantages. Vestibule Training – is a method in which trainees learn on the actual or simulated equipment they will use on the job, but are trained off the job.

Teletraining – where a trainer in a central location teaches groups of employees at remote locations via television hookups. Videoconferencing – allows people in one location to communicate live via a combination of audio and visual equipment with people in different locations – another city or country or with groups in several cities.

Electronic Performance Support Systems (EPSS) – are sets of computerized tools and displays that effectively automate and integrate training, documentation, and phone support, thus enabling individuals to provide support that’s faster, cheaper, and more effective than the traditional methods. Simulated Learning – is a variety of different activities including but not limited to virtual reality-type games, step-by-step animated guides, role playing and software training.

Computer-Based Training (CBT)
Advantages Reduced learning time Cost-effectiveness Instructional consistency Types of CBT Interactive multimedia training Virtual reality training

Interactive Learning – Employers also are moving from textbook and classroom-based learning to interactive learning. Internet-Based Training – Trainers increasingly employ Internet-based learning to deliver programs. There are two basic ways: First, the employer can arrange for its employees take relevant online courses from either its own online offerings or from online training vendors on the Web. The second approach is to arrange with an online training vendor to make its courses available via the employer’s intranet-based learning portal. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Improving Productivity Through HRIS – through special software packages that support Internet training by helping employees identify training needs. Mobile learning – Mobile learning (or “on-demand learning”) means delivering learning content on demand via mobile devices like cell phones, laptops, and iPads.

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 – 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 – Teamwork is not something that always comes naturally. Companies therefore devote many hours to training new employees to listen to each other and cooperate.

Lifelong Learning and Literacy Training Techniques
Human Resources Management 12e Gary Dessler Lifelong Learning and Literacy Training Techniques Provide employees with lifelong educational and learning opportunities Instituting basic skills and literacy programs Employer Responses to Employee Learning Needs Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Implementing Management Development Programs
Human Resources Management 12e Gary Dessler Implementing Management Development Programs Assessing the company’s strategic needs Developing the managers and future managers Long-Term Focus of Management Development Appraising managers’ current performance Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Management Development Techniques
Human Resources Management 12e Gary Dessler Management Development Techniques Job rotation Coaching and understudy Managerial On-the-Job Training Action learning Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Other Management Training Techniques
Human Resources Management 12e Gary Dessler 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Behavior Modeling Behavior Modeling Training 1 2 Model the effective behaviors 3 Have trainees role play using behaviors 4 Provide social reinforcement and feedback Encourage transfer of training to job Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Other Management Training Techniques
Human Resources Management 12e Gary Dessler 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Managing Organizational Change Programs
Human Resources Management 12e Gary Dessler Managing Organizational Change Programs What to Change Strategy Culture Structure Technologies Employees Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Managing Organizational Change and Development (cont’d)
Human Resources Management 12e Gary Dessler Managing Organizational Change and Development (cont’d) Overcoming Resistance to Change: Lewin’s Change Process 1 2 Unfreezing 3 Moving Refreezing Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

How to Lead the Change Unfreezing Stage Establish a sense of urgency (need for change). Mobilize commitment to solving problems. Moving Stage Create a guiding coalition. Develop and communicate a shared vision. Help employees to make the change. Consolidate gains and produce more change. Refreezing Stage Reinforce new ways of doing things. Monitor and assess progress. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Using Organizational Development
Human Resources Management 12e Gary Dessler Using Organizational Development Organizational Development (OD) 1 2 Usually involves action research 3 Applies behavioral science knowledge Changes the organization in a particular direction Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Evaluating the Training Effort
Human Resources Management 12e Gary Dessler 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

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. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

Training and Developing Employees

Similar presentations

Presentation on theme: "Training and Developing Employees"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Training and Developing Employees

Similar presentations

Presentation on theme: "Training and Developing Employees"— Presentation transcript:

Similar presentations

About project

Feedback