1. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 Advanced Organizational Management Chapter 4: Mentoring and Training

2. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 2 Learning A relatively permanent change in behavior occurring with practice and experience; continuous process where results last a period of time Cognitive, affective, and psychomotor domains Theories of learning The learning curve demonstrates the course of learning that most people follow Learning styles include concrete experience, reflective observation, abstract conceptualization, and active experimentation

3. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 3 Learning in the Training Context The learner must have the basic skills and knowledge to understand the training material The learner must be motivated to learn Effectiveness is also determined by definite career plans, a realistic training preview, and high expectations for learning General learning principles apply—feedback, reinforcement, practice, overcoming interference, transfer of learning, relevance of material, and conditions for learning

4. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 4 Workforce Orientation Orientation involves introduction to work, the organization (rules and goals), and other members of the organization to prepare the employee for success Orientation may be divided into segments: two types are work unit and organization orientation Relieves anxiety and stress for employee, offers realistic expectations and information, feel welcome Employers save time over the long run and reduce turnover

5. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 5 Mentoring and Coaching Mentoring  Leads to success  Builds relationships  Provides guidance Mentoring programs  Utilize upper- management as mentors to hold discussions  Offer unstructured activities for additional help Coaching  Relies on expectations, evaluation, and feedback  Is flexible  Can be spread over a long period of time  Can increase productivity over time  Is not as widely used because of time commitment

6. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 6 Employee Development Ability-based and future-oriented, aimed toward improving competence for future opportunities Differs from training because it is broader Difficult to determine needs and justify Purpose and objectives must precede planning Focus on needs of organization On-the-job development methods used often Off-the-job methods include case study and role play Other approaches available

7. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 7 Training Providing the opportunity for individuals to acquire knowledge, skills, and attitudes required in their present job  Systematic process of altering behavior  Includes activities intended to improve work skills  Provides formal activities Benefits are felt throughout the organization  Increased job performance  Assists in transition, coping with change

8. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 8 Assessing Training Needs Needs analysis to review the overall needs  Short-term and long-term objectives  Linked to the strategic plan Study of present and future job needs, including description and skills Employee needs analysis to compare the current skills with those needed Self-assessment conducted so employees can identify their deficiencies Task-person analysis follows self-assessment

9. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 9 Designing a Program Answer these questions: 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 utilized to overcome worker deficiencies?

10. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 10 Purposes of Training Programs Technical skills focus on changes in technology/ equipment and revised work methods Interpersonal skills focus on the need for interaction between diverse departments Problem-solving skills are critical for job performance Basic literacy skills focus on reading, writing, math, listening, and public speaking Professional certification is available in some areas

11. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 11 Instructional Staff Inside or outside the organization  Trainers inside the organization may be from within the same department as the trainees or from HR  Outside trainers can be consultants or represent educational institutions Use interactive educational techniques and media Efficient and effective to increase morale

12. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 12 Training Programs On-the-job training is the most common type  Apprenticeships, internships, field study  Efficient to operate, easy to observe, transfer of learning  Costly, supervisor may not have training skills On-site/off-job training  Telecommunications, computer-assisted, video  After normal work hours, access to technology Off-site training  Formal classroom training, seminars, distance education, simulations  Flexible, motivating  Requires travel, may not be specific enough

13. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 13 Assessment and Evaluation Evaluating effectiveness  Compare behaviors before and after training  Determine the relevance of training in behavior change Evaluation process should evaluate the strengths and weaknesses, cost/benefit ratio, who benefits most and least, and how it can be improved Kirkpatrick’s Method evaluates reaction, learning, behavior, and results  May not use all criteria, but doesn’t evaluate fully

14. CPS ® and CAP ® Examination Review ADVANCED ORGANIZATIONAL MANAGEMENT By Garrison and Bly Turner ©2006 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 07458 14 Designing Effective Programs Use multiple measures of effectiveness Focus on evaluating all criteria Training evaluation program designs should include  Effective program features like pretest, posttest, and control groups and measures over time  Ineffective designs feature one-shot design with only a posttest or a pretest/posttest