1. Training and Developing Employees8
Training and Developing Employees
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

2. Learning Objectives
Summarize the purpose and process of employee orientation.
List and briefly explain each of the five 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.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

3. Learning Objectives Explain how to use five training techniques.
List and briefly discuss four management development programs.
List and briefly discuss the importance of the eight steps in leading organizational change.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

4. Orienting Employees Employee orientation Orientation content
A procedure for providing new employees with basic background information about the firm.
Orientation content
Information on employee benefits
Personnel policies
The daily routine
Company organization and operations
Safety measures and regulations
Facilities tour

5. Orienting Employees
A successful orientation should accomplish four things for new employees:
Make them feel welcome and at ease.
Help them understand the organization in a broad sense.
Make clear to them what is expected in terms of work and behavior.
Help them begin the process of becoming socialized into the firm’s ways of acting and doing things.

6. Overview of the Training Process
Directly after orientation, training should begin.
Training means giving new or current employees the skills that they need to perform their jobs.
The task is to identify the employee behaviors the firm will require to execute its strategy, and from that deduce what competencies employees will need.

7. List and briefly explain each of the five steps in the training process
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

8. The Training Process Training The strategic context of training
The process of teaching new employees the basic skills they need to perform their jobs.
The strategic context of training
Performance management: the process employers use to make sure employees are working toward organizational goals.
Web-based training
Distance learning-based training
Cross-cultural diversity training

9. The Training and Development Process
Needs analysis
Identify job performance skills needed, assess prospective trainees skills, and develop objectives.
Instructional design
Produce the training program content, including workbooks, exercises, and activities.
Validation
Presenting (trying out) the training to a small representative audience.
Implement the program
Actually training the targeted employee group.
Evaluation
Assesses the program’s successes or failures.

10. Analyzing Training Needs
Task analysis
A detailed study of a job to identify the specific skills required, especially for new employees.
Performance analysis
Verifying that there is a performance deficiency and determining whether that deficiency should be corrected through training or through some other means (such as transferring the employee).

11. Conducting the Training Needs Analysis
The training needs analysis should address the employer’s strategic/longer term training needs and/or its current training needs.
Strategic goals (perhaps to enter new lines of business or go abroad) usually mean the firm will have to fill new jobs.
Strategic training needs analysis focuses on identifying the training that employees will need to fill these new future jobs.

12. Explain how to distinguish between problems you can fix with training and those you can’t
Many books have been written about how to motivate employees. Key elements of motivation include making sure the trainee’s peers and supervisor support the training effort. Ideally, particularly for larger programs, top management should visibly support the program.
Theories of motivation tell us, for example, that positive reinforcement is important. In addition, trainees must know they can succeed and that the value of the program to them is high. Self-efficacy is crucial—trainees must believe they have the capacity to succeed.
Let’s talk about what can work and what can’t.

13. Performance Analysis: Current Employees’ Training Needs
Performance analysis is the process of verifying that there is a performance deficiency and determining whether the employer should correct such deficiencies. This can be done by comparing the person’s actual performance to what it should be.
Most training is focused on improving current performance. Analyzing current employee needs is more complex than the new employee needs. You also must decide whether training is the solution to the underlying problem or is it just convenient to refer the employee to a program.
A task analysis can be used to determine the training needs of new employees. A task analysis record form also can be used for tracking purposes.
There are several methods that can be used to identify an employee’s training needs, including supervisor, peer, self, and 360-degree performance reviews.
The biggest issue is to figure out what is causing reduced performance. Can the person perform or are they unwilling to do so? If the problem is employee motivation then training is unlikely to fix this.

14. Performance Analysis: Current Employees’ Training Needs
A task analysis can be used to determine the training needs of new employees. A task analysis record form also can be used for tracking purposes.
There are several methods that can be used to identify an employee’s training needs, including supervisor, peer, self, and 360-degree performance reviews.
The biggest issue is to figure out what is causing reduced performance. Can the person perform or are they unwilling to do so? If the problem is employee motivation then training is unlikely to fix this.

15. Designing the Training Program
Setting learning objectives
Creating a motivational learning environment
Armed with the needs analysis results, the manager next designs the overall training program.
Design means planning the overall training program including training objectives, delivery methods, and program evaluation. Requests for training often start with line managers presenting concerns, such as “we’re getting too many complaints from call center callers.” The learning objectives you choose should address rectifying the performance deficiencies that you identified with needs analysis.
Start the training not with a lecture but by making the material meaningful. Describe or frame the problem and ask for ideas about what could be done to address the issue. Develop buy-in and interest in the topics to be covered.
Learning requires both ability and motivation, and the training program’s learning environment should take both into account.
In terms of ability, the learner–trainee needs the required reading, writing, and mathematics skills. In addition, he or she must posses the required educational level, intelligence, and knowledge base. As every student knows, the learner also must be motivated to learn the material.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

16. Discuss how you would motivate trainees
As we discussed, the learner also must be motivated to learn the material. Let’s discuss what you can do to help that happen.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

17. Making the Learning Meaningful
Bird’s-eye view
Familiar examples
Organize
Familiar terms
Perceived need
At the start of training, provide a bird’s-eye view of the material that you are going to present. For example, show why it’s important, and provide an overview. 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. Finally, create a perceived training need in trainees’ minds.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

18. Learning Reinforce correct responses Schedule Follow-up assignments
Transfer of training
Other issues
Trainees learn best when the trainers immediately reinforce correct responses, perhaps with a quick “well done” or head nod.
The schedule is important. The learning curve goes down late in the day so plan accordingly. Also, start and end on time or “re-negotiate” the learning contract should unforeseen circumstances arise.
Provide follow-up assignments at the close of training. Ensure transfer of learning to the job. During training, provide trainees with training experiences and conditions (surroundings, equipment) that resemble the actual work environment. After training, reinforce what trainees learned, for instance, by appraising and rewarding
employees for using new skills.
Finally, review relevant alternative training methodologies (lectures, web-based, and so on) and choose the best methods for their program.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

19. Implementing Training Programs
On-the-job training
Job rotation, in which an employee moves from job to job at planned intervals
Special assignments similarly give lower-level executives firsthand experience in working on actual problems.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

20. The OJT Process
Prepare the learner by putting the learner at ease and explaining why he or she is being taught.
Present the operation. Explain quantity and quality requirements and go through the job at a normal pace.
Do a tryout and have the learner go through the job several times at a reduced, then normal, pace.
Follow-up and designate to whom the learner should go for help. Gradually decrease supervision.
The following steps will assist in creating an effective On-the-Job (OJT) program.

21. Other Types of Learning
Apprenticeship training is a process by which people become skilled workers, usually through a combination of formal learning and long-term on-the-job training. Traditionally, a master craftsperson will serve as a role model and guide.
Informal learning occurs between people in the lunch or break room. Surveys estimate that as much as 80% of what employees learn on the job they learn through informal means, including performing their jobs on a daily basis with their colleagues.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

22. Training Methods (cont’d)
Apprenticeship training
A structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training.
Informal learning
The majority of what employees learn on the job they learn through informal means of performing their jobs on a daily basis.
Job instruction training (JIT)
Listing each job’s basic tasks, along with key points, in order to provide step-by-step training for employees.

23. Training Methods (cont’d)
Effective lectures
Use signals to help listeners follow your ideas.
Don’t start out on the wrong foot.
Keep your conclusions short.
Be alert to your audience.
Maintain eye contact with the trainees.
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.

24. Programmed Learning Programmed instruction (PI) Advantages
A systematic method for teaching job skills involving:
Presenting questions or facts
Allowing the person to respond
Giving the learner immediate feedback on the accuracy of his or her answers
Advantages
Reduced training time
Self-paced learning
Immediate feedback
Reduced risk of error for learner

25. Training Methods (cont’d)
Literacy training techniques
Responses to functional illiteracy
Testing job candidates’ basic skills.
Setting up basic skills and literacy programs.
Audiovisual-based training
To illustrate following a sequence over time.
To expose trainees to events not easily demonstrable in live lectures.
To meet the need for organizationwide training and it is too costly to move the trainers from place to place.

26. Training Methods (cont’d)
Simulated training (occasionally called vestibule training)
Training employees on special off-the-job equipment so training costs and hazards can be reduced.
Computer-based training (CBT)
Electronic performance support systems (EPSS)
Learning portals

27. Distance and Internet-Based Training
Teletraining
A trainer in a central location teaches groups of employees at remote locations via TV hookups.
Videoconferencing
Interactively training employees who are geographically separated from each other—or from the trainer—via a combination of audio and visual equipment.
Training via the Internet
Using the Internet or proprietary internal intranets to facilitate computer-based training.

28. What Is Management Development?
Any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills.
Succession planning
A process through which senior-level openings are planned for and eventually filled.
Anticipate management needs
Review firm’s management skills inventory
Create replacement charts
Begin management development

29. What Is Management Development?
Any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills.
Succession planning
A process through which senior-level openings are planned for and eventually filled.
Anticipate management needs
Review firm’s management skills inventory
Create replacement charts
Begin management development

30. Managerial on-the-Job Training
Job rotation
Moving a trainee from department to department to broaden his or her experience and identify strong and weak points.
Coaching/Understudy approach
The trainee works directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching.
Action learning
Management trainees are allowed to work full-time analyzing and solving problems in other departments.

31. Off-the-Job Management Training
Case study method
Managers are presented with a description of an organizational problem to diagnose and solve.
Management game
Teams of managers compete by making computerized decisions regarding realistic but simulated situations.
Outside seminars
Many companies and universities offer Web-based and traditional management development seminars and conferences.

32. Off-the-Job Management Training
Role playing
Creating a realistic situation in which trainees assume the roles of persons in that situation.
Behavior modeling
Modeling: showing trainees the right (or “model”) way of doing something.
Role playing: having trainees practice that way
Social reinforcement: giving feedback on the trainees’ performance.
Transfer of learning: Encouraging trainees apply their skills on the job.

33. Off-the-Job Management Training
Corporate universities
Provides a means for conveniently coordinating all the company’s training efforts and delivering Web-based modules that cover topics from strategic management to mentoring.
In-house development centers
A company-based method for exposing prospective managers to realistic exercises to develop improved management skills.

34. Off-the-Job Management Training
Executive coaches
An outside consultant who questions the executive’s boss, peers, subordinates, and (sometimes) family in order to identify the executive’s strengths and weaknesses.
Counsels the executive so he or she can capitalize on those strengths and overcome the weaknesses.

35. Managing Organizational Change and Development
What to change?
Strategy: mission and vision
Culture: new corporate values
Structure: departmental structure, coordination, span of control, reporting relationships, tasks, decision-making procedures
Technologies: new systems and methods
Employees: changes in employee attitudes and skills

36. Overcoming Resistance to Change
What causes resistance?
All behavior in organizations is a product of two kinds of forces—those striving to maintain the status quo and those pushing for change.
Lewin’s Change Process
Unfreezing: reducing the forces striving to maintain the status quo.
Moving: developing new behaviors, values, and attitudes, sometimes through structural changes.
Refreezing: reinforcing the changes.

37. How to Lead the Change (in 10 Steps)
Establish a sense of urgency.
Mobilize commitment through joint diagnosis of problems.
Create a guiding coalition.
Develop a shared vision.
Communicate the vision.
Help employees to make the change.
Generate short-term wins.
Consolidate gains and produce more change.
Anchor the new ways of doing things in the company’s culture.
Monitor progress and adjust the vision as required.