CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Management Chapter 4: Job Analysis and Training and Development

2 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Job Analysis  Detailed study of a job to determine the nature of the work, the quantity and quality of output, working conditions, and personal qualities required for success Nature of the job identifies tasks, conditions, and technology required to do the job Basis of the job description and specifications for hiring and evaluation  Job description must be in writing and describe the job duties and activities as specifically as possible

3 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Job Specifications  Outlines the education, experience, training, and personal attributes required for success on the job  Used to select employees, measure training needs and promotional opportunities, and for setting wage scales Tendency to exaggerate basic specifications Job specifications susceptible to review for EEOC and affirmative action The more accurate the job specification, the more successful the organization will be in hiring

4 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Task Analysis  Process of breaking work down into its consistent elements, integral part of job analysis process  Conducted under direction of trained person Methods include interviewing employees and employers, using a questionnaire, observing performance, and using computer measures  Usually involves two or more of the methods; the more sources of data, the more accurate the end product

5 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Job Evaluation  Another way of setting fair compensation rates  Carefully designed program for appraising the value of jobs and obtaining an equitable pay relationship between them  Effectiveness measures are difficult, include the following factors Know-how involved in a job Physical and mental effort Working conditions

6 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Training  The process of providing the opportunity for individuals to acquire knowledge, skills, and attitudes required in their present job  Should be systematic, continuous, and ongoing  When training is important to an organization, the entire organization benefits Increased performance on the job Additional training is offered to cope with change

7 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Assessing Training Needs and Objectives  First step in designing a training program  Needs analysis should include a human resources inventory and development plan as well as an accurate, quantifiable assessment of the present and projected needs for human resources  Study present and future job needs  Conduct an employee needs analysis including a review of current job performance and a comparison of current job skills with those required to perform jobs

8 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Designing a Training Program Program design will be based on responses to the following What types of skills need to be taught and reinforced? Who will provide the training? Where and when will the training sessions occur? Which specific training techniques will be used to help increase skills, knowledge, and abilities?

9 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Purposes of Training  Most training focuses on upgrading technical skills for both blue- and white-collar positions  Interpersonal skills are important because of the need for employees to interact with others  Problem solving and responsive thinking have become necessary skills for success on the job  Basic literacy skills are necessary in all jobs  New employee orientation allows for success in a new job  Professional certification leads to a need for training and preparation

10 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Instructional Staff  Some are from within the organization, while others come from outside Depends on the size of the group, training topics, and cost  Interactive technology allows for networked meetings, conferences, and seminars New opportunities

11 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Training Programs  On-the-job training is the most common type; includes apprenticeships, internships, and job rotation programs Provide opportunity to learn more about their job in relation to others  On-site/off-job training may be voluntary, some opportunities available because of technology Can make for heavy workload  Off-the-job site programs may be in the form of formal classroom instruction, seminars, simulations, and conferences Numerous benefits can be gained from this

12 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Development  Focuses on improving general knowledge and abilities rather than job-specific skills  Development is broader in nature than training  Development process is the same as that for training... begins with needs analysis and ends with evaluation of program results  Purpose of management development is to develop competence for the future  Program geared to specific goals and objectives identified by the organization

13 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Programs for Managerial Levels  First-line managers need to develop skills in the areas of interpersonal skills, communication, problem-solving, time management, supervision, and leadership  Middle managers require training in areas such as assertiveness, dealing with conflict, interpersonal and communication skills, balancing demands, delegation, and empowerment  Top-level managers need training in leadership, interpersonal skills, planning and organizing, crisis handling, and stress management

14 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Development Methods On-the-job Understudy assignments Coaching and mentoring Job rotation On-site, off-the-job techniques Other approaches Assessment centers Organizational development exercises Decision making exercises Leadership matches Behavior modification

15 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Evaluating for Effectiveness  Training must be evaluated systematically, process involves documenting end results Compare behavior before and after training Determine relevance of training for accomplishment of objectives  Training evaluation process requires a determination of whether or not a program has fulfilled its objectives, and to what extent

16 CPS ® and CAP ® Examination Review MANAGEMENT, Fifth Edition By Haney and Mazzola ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Kirkpatrick’s Method  Reaction to the training program is the first criterion of effectiveness  Learning the content is the second level, to what extent  Behavior, performance, and attitude changes in the worker are the third level  The results (improvement) are the ultimate measurement