2. Increase employee satisfaction Increase the performance Help to achieve organizational goals Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall9-2

3. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-3 Ensures new employees know and understand company policies and procedures Helps employees understand how their jobs fit in with goals of the organization

4. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-4 Feel Welcome and At Ease Begin the Socialization Process Understand the Organization Know What Is Expected in Work and Behavior Orientation Helps New Employees

5. Process of “helping new employees (especially for mid and upper level managers) become fully integrated, productive and contributing members of the organization”»

6. 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)

7. 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

8. Recruitment and selection process Interviews “Welcome packages” Documents Training programs Buddy assignments Social development programs Regular controls

9. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-9 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

10. 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

11. Training and Development Business 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.

12. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-12

13. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-13 Identifies the gaps between what employees should be doing and what they are actually doing Organizational Analysis Task Analysis Person Analysis

14. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-14 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

15. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-15 Identify gaps between competencies needed to perform the work required to support organization’s goals and its employees’ current competencies Problems 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,

16. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-16 Deciding which employees actually need to participate in training. Comes from: observation, performance appraisals, succession planning, career planning, supervisor recommendations, employee motivation problems

17. 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

18. 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)

19. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-19 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

20. 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

21. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-21 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

22.  Projects: New special projects can be assigned while employees do their regular work to enable employees to develop expertise for future assignments  Classroom training  Familiar method  Less expensive  Include role plays, discussions, and other experiential activities

23. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-23 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

24. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-24 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

25. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-25 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

26. 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 Mentoring Personal 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

27. 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

28. 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

29. 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

30. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall8-30 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