1. Training and Developing Employees Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-1

2. Basic Skills Employers are finding that a lack of ability to handle basic reading, writing, and arithmetic tasks means that there is a very real need for basic skills and literacy training. Language training is often required as well, and not just for English. Many customers and stakeholders speak a variety of languages, resulting in the need for a multilingual workforce. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-2

3. On Boarding Once employees are on board, the employer must train them. This lecture will look at the effectiveness in training employees. The main topics covered include orienting employees, the training process, analyzing training needs, implementing training and development programs, and evaluating the training effort. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-3

4. Learning Objectives 1.Summarize the purpose and process of employee orientation. 2.List and briefly explain each of the five steps in the training process. 3.Describe and illustrate how you would identify training requirements. 4.Explain how to distinguish between problems you can fix with training and those you can’t. 5.Discuss how you would motivate trainees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-4

5. Learning Objectives 6.Explain how to use five training techniques. 7.List and briefly discuss four management development programs. 8.List and briefly discuss the importance of the eight steps in leading organizational change. 9.Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?” Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-5

6. Today's Discussion Question “What is the best method for recruitment and selection to make sure an organization gets the best employees?” Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 6-6

7. How to Design and Conduct the Effective Interview Designing the structured situational interview procedure is as follows: Step 1: Job Analysis; Step 2: Rate the Job’s Duty; Step 3: Create Interview Questions; Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 6-7

8. Effective recruitment ; Step 4: Create Benchmark Answers; and Step 5: Appoint the Interview Panel and Conduct Interviews. Web-based programs are available to help interviewers design and organize behavior-based selection interviews Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-8

9. On Boarding Employee orientation (or “on boarding”) provides new employees with the information they need to function (such as computer passwords and company rules). Ideally, though, it should also help new employees start getting emotionally attached to the firm. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-9

10. The Purposes of Employee Orientation/Onboarding Welcome Basic information Understanding the organization Socialization Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-10

11. Effective Orientation Carefully selecting employees doesn’t guarantee they’ll perform effectively. Even high potential employees can’t do their jobs if they don’t know what to do or how to do it. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-11

12. Effective Orientation The purposes for an effective orientation program is to: 1.Make the new employee feel welcome and at home and part of the team. 2.Make sure the new employee has the basic information to function effectively, such as e-mail access, personnel policies and the like. 3.Help the new employee understand the organization in a broad sense. 4.Start the process of a person becoming socialized into the firm’s culture, values, and ways of doing things Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-12

13. Length of Orientation The length of orientation varies, but it usually includes time with HR to review benefits, vacations, and other policies. It also includes time with the supervisor to learn the organization and culture of the department. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-13

14. Orientation Carefully crafted employee handbooks are helpful to the employer and employee. Under certain conditions, courts may find that the employee handbook’s contents represent legally binding employment commitments. Employers use technology to support orientation. Some employers put all or some of their orientation media on the Web. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-14

15. Training 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-15

16. The ADDIE Five-Step Training Process Analyze Design Develop Implement Evaluate Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-16

17. ADDIE The tried-and-proven ADDIE five-step training program includes: 1.Analyzing the training need. 2.Designing the overall training program. 3.Developing the course. 4.Implementing training by actually training the targeted employee group. 5.Evaluating the effectiveness of the course. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-17

18. Conducting the Training Needs Analysis Strategic needs Strategic training needs analysis Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-18

19. 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-19

20. Addie The ADDIE model of instructional development follows a logical step-by-step process. It allows trainers and HR professionals to analyze needs, design and develop a training program then implement and evaluate results. Ultimately, the evaluation step leads back to the earlier steps for possible revisions and other changes. Long-term business strategies should align closely with the training and development needs of the firm. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-20

21. Planning Design means planning the overall training program including training objectives, delivery methods, and program evaluation. Sub-steps include setting performance objectives, creating a detailed training outline, choosing a program delivery method, and verifying the overall program design with management. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-21

22. Task Analysis Detailed study Job descriptions Job specifications Performance standard Performing the job Task analysis record Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-22

23. Skills and knowledge Particularly with lower-level workers, it’s common to hire inexperienced personnel and train them. The aim here is to give these new employees the skills and knowledge they need to do the job. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-23

24. Task Analysis Task analysis is a detailed study of the job to determine what specific skills—like a computer programming language or interviewing the job requires. For task analysis, job descriptions and job specifications are essential. These list the job’s specific duties and skills. Some supervisors may create performance standards, try out the job themselves, or keep a detailed record of the tasks. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-24

25. Talent Management What it is What’s involved Competencies Job training needs Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-25

26. Task management Talent management is the goal-oriented and integrated process of planning for, recruiting, selecting, developing, and compensating employees. Talent management involves using the same competencies profile for recruiting the employee as for selecting, training, appraising, and paying him or her. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-26

27. Competency Models Many employers use competency models to help compile and summarize a job’s training needs. The model’s aim is to identify and compile the crucial competencies for executing the job well. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-27

28. Aligning goals Aligning the firm’s strategic goals with proper training will help maximize results. Managing talent implies the employer determines what needs to be done by the employee. The employer then ensures the entire process from recruiting to productive employee is aligned. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-28

29. Motivation and Training 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-29

30. Motivation 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-30

31. Performance Analysis 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-31

32. Current Performance 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-32

33. Several Methods 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-33

34. Designing the Training Program Setting learning objectives Creating a motivational learning environment Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-34

35. Designing the overall training programme 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-35

36. Starting training 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-36

37. Motivation to learn 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 HallChapter 8-37

38. Knowing Knowing the specifics of the tasks to be accomplished and the performance results expected will further contribute to a well-functioning organization and productive workforce. What remains is whether workers are unable to do a given job or are unwilling. This becomes a question of will versus skill or motivation versus abilities. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-38

39. Setting objectives Designing the training program refers to setting meaningful objectives and creating a motivational learning environment. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-39

40. Making the Learning Meaningful Bird’s-eye view Familiar examples Organize Familiar terms Perceived need Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-40

41. Birds Eye View 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-41

42. Organizing information 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 HallChapter 8-42

43. Making Skills Transfer Obvious and Easy Similarity Practice Label Attention “Heads-up” Pace Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-43

44. Similarity 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-44

45. Direction. Direct the trainees’ attention to important aspects of the job. Provide “heads-up” information about what could happen. And remember, trainees learn best at their own pace. Adjust your pace and rhythm to connect with the group. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-45

46. Learning Reinforce correct responses Schedule Follow-up assignments Transfer of training Other issues Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-46

47. Reinforcing 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-47

48. Follow up assignments 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-48

49. Finally 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 HallChapter 8-49

50. Steps The steps to be covered include providing an overview, offering familiar examples and terminology, keeping organized and showing how and why the training is important. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-50

51. Connections As you provide training, keep the connection alive between what is known and the new material being learned. Always provide practice opportunities and use familiar labels. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-51

52. Heads up. Provide a “heads-up” for what might happen on the job and keep the pace of learning aligned with what the learners need. Reinforce what you do, stay on track, provide follow-up opportunities and keep an eye out for alternative learning methods Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-52

53. Set Objectives With objectives set and the program designed and budgeted, you can turn to implementing the training program. This means actually doing the training, using one or more of the training methods we turn to now. Lets start with simpler, low-tech methods and proceed to computer-based ones. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-53

54. Implementing Training Programs On-the-job training o Types of on-the-job training o Job rotation o Special assignments Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-54

55. On the job training On-the-job training (OJT) means having a person learn a job by actually doing it. The most familiar on-the-job training is the coaching or understudy method. Here, an experienced worker or the trainee’s supervisor trains the employee.. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-55

56. Skills This may involve acquiring skills by observing the supervisor, or having the supervisor show the new employee the ropes. Job rotation, in which an employee moves from job to job at planned intervals, is another OJT technique. Special assignments similarly give lower- level executives firsthand experience in working on actual problems. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-56

57. The OJT Process Preparation Present the operation Tryout Follow-up Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-57

58. ON –THE JOB The following steps will assist in creating an effective On-the-Job (OJT) program. 1.Prepare the learner by putting the learner at ease and explaining why he or she is being taught. 2.Present the operation. Explain quantity and quality requirements and go through the job at a normal pace 3.Do a tryout and have the learner go through the job several times at a reduced, then normal, pace. 4.Follow-up and designate to whom the learner should go for help. Gradually decrease supervision. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-58

59. Other Types of Learning Apprenticeship training Informal learning Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-59

60. APPRENTICESHIP 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-60

61. SURVEYS 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. Other types of informal training occurs between people in the lunch or break room. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-61

62. Other Types of Learning Job instruction training Lectures Programmed learning Audiovisual-based training Vestibule training Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-62

63. Sequence Many jobs (or parts of jobs) consist of a sequence of steps that one best learns step-by-step. Such step-by-step training is called job instruction training. Lecturing is a quick and simple way to present knowledge to large groups of trainees, as when the sales force needs to learn a new product’s features. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-63

64. Programmed Learning Whether the medium is a textbook, PC, or the Internet, programmed learning is a step- by-step, self-learning method. It consists of three parts: 1. Presenting questions, facts, or problems to the learner 2. Allowing the person to respond 3. Providing feedback on the accuracy of answers, with instructions on what to do next. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-64

65. Web Based methods Although increasingly replaced by Web- based methods, audiovisual-based training techniques like DVDs, films, PowerPoint, and audiotapes are still popular. With vestibule training, trainees learn on the actual or simulated equipment they will use on the job, but are trained off the job (perhaps in a separate room or vestibule). Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-65

66. Other Types of Learning Electronic performance support systems (EPSS) Videoconferencing Computer-based training(CBT) Simulated learning Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-66

67. EPSS Electronic performance support systems (EPSS) are computerized tools and displays that automate training, documentation, and phone support. Performance support systems are modern job aids. Job aids are sets of instructions, diagrams, or similar methods available at the job site to guide the worker. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-67

68. Videoconferencing Videoconferencing is popular for training geographically dispersed employees. It involves delivering programs via compressed audio and video signals over cable broadband lines, the Internet, or satellite. Computer-based training refers to training methods that use interactive computer-based systems to increase knowledge or skills. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-68

69. Simulated Learning Simulated learning activities include virtual reality-type games with a step- by-step animated guide, and online role-play with photos and videos. In general, interactive and simulated technologies reduce learning time by an average of 50%. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-69

70. Other Types of Learning Interactive learning Internet-based training Learning Management Systems (LMS) Using internet-based learning Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-70

71. Changes to interactive learning Employers also are moving from textbook and classroom-based learning to interactive learning. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-71

72. Internet-Based Learning Trainers increasingly employ Internet-based learning to deliver programs. There are two basic ways to offer online courses to employees. 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 © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-72

73. LMS Learning management systems (LMS) are special software tools that support Internet training by helping employers identify training needs. An LMS also can help in scheduling, delivering, assessing, and managing the online training itself. 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. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-73

74. Other Types of Learning Mobile learning Virtual classrooms Lifelong and literacy training techniques Team training Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-74

75. Mobile learning Mobile learning (or “on-demand learning”) means delivering learning content on demand via mobile devices like cell phones, laptops, and iPads,. A virtual classroom uses special collaboration software to enable multiple remote learners to participate in live discussions, communicate via written text, and learn via content such as PowerPoint slides. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-75

76. Life long Learning Lifelong learning means providing employees with continuing learning experiences over their tenure with the firm. This helps with the aims of ensuring they have the opportunity to learn the skills they need to do their jobs and to expand their horizons. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-76

77. Teamwork Teamwork is not something that always comes naturally. Companies therefore devote many hours to training new employees to listen to each other and cooperate. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-77

78. On the job training On-the-job training simply means the new employee has an opportunity to practice work behaviors while performing the job. The process steps of OJT include preparation, presenting the operation in terms of quantity and quality issues, trying the job out and providing follow-up. Other forms of learning include becoming an apprentice to a highly experienced worker and learning informally from others. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-78

79. Training There is also job instruction training, lectures, programmed learning, audiovisual-based training, and vestibule training. Electronic Performance Support Systems (EPSS), videoconferencing, computer-based training, simulated and interactive learning, and internet-based training were among the topics we covered. Learning Management Systems (LMS), mobile learning, virtual classrooms, lifelong and literacy training techniques, and team training all address specific training and learning needs. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-79

80. Management Development The management development process consists of: (1) assessing the company’s strategic needs (2) appraising managers’ current performance, and then (3) developing the managers. Using such an approach will help support the firm’s overall strategy. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-80

81. Implementing Management Development Programs Strategy and development Managerial on-the-job training Coaching/understudy approach Action learning Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-81

82. ON THE JOB Management development is any attempt to improve managerial performance by imparting knowledge, changing attitudes, or increasing skills. The management development process consists of (1) assessing the company’s strategic needs (2) appraising managers’ current performance, then (3) developing the managers analyzing and solving problems in departments other than their own. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-82

83. Job Rotation Managerial on-the-job training methods include job rotation, the coaching/understudy approach, and action learning. Job rotation is a widely used method to help managers develop. It means moving managers from department to department broadening their understanding of the business and testing their abilities. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-83

84. Coaching In coaching, the understudy works directly with a senior manager or with the person he or she is to replace. Action learning programs give managers and others release-time to work analyzing and solving problems in departments other than their own. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-84

85. Off-the-Job Management Training and Development Case studies Computerized management games Outside seminars University programs Role-playing Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-85

86. Off-the-Job Management Training and Development Behavior modeling Corporate universities Executive coaches SHRM learning system Talent management Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-86

87. Managing Organizational Change Programs What to change Structure Technology Other Lewin’s change process o Unfreezing o Moving o Refreezing Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-87

88. Change Perhaps the hardest part of leading a change is knowing what to change and overcoming resistance to it. However, Professor George Wynn claims, “People don’t resist change; they resist being changed.” OD can help in the management of the entire change process. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-88

89. Strategy Strategy and technology are two of many changes that could be made. Of course, strategic, cultural, structural, and technological changes, no matter how logical, will fail without employees’ active support. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-89

90. Unfreezing- Moving- Refreezing Unfreezing means reducing the forces that are striving to maintain the status quo. Moving means developing new behaviors, values, and attitudes. Refreezing means building in the reinforcement to make sure the organization doesn’t slide back into its former ways of doing things. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-90

91. Unfreezing The Unfreezing Stage requires establishing a sense of urgency and mobilizing a commitment to change. You can mobilize commitment through joint diagnoses of problems. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-91

92. Moving In the Moving Stage, you create a guiding coalition. No one can really implement major organizational change alone. Most CEOs create a guiding coalition of influential people. Develop and communicate a shared vision. It is likely your organizational renewal may require a new vision. Help employees make the change. If lack of skills, pedantic policies or the organization itself stands in the way, remove the obstacles to make way for the change. Finally, consolidate gains and produce more change. Aim for attainable short-term accomplishments to encourage ongoing achievement. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-92

93. Refreezing For the Refreezing Stage, reinforce the new ways of doing things by using such things as a new appraisal or incentive system. Finally, the leader must monitor and assess progress. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-93

94. Leading Organizational Change Refreezing stage o Reinforcement o Monitor Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-94 Unfreezing stage o Urgency. o Commitment Moving stage o Coalition o Vision o Acceptance o Gains

95. What is organizational development and how does it differ from traditional approaches to organizational change? Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-95

96. Managing change There are many ways to manage change. Actions such as using rewards and sanctions and negotiating with employees are two. OD depends on asking employees to help design the change. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-96

97. Using Organizational Development Characteristics Human processes Technostructural HR management Strategic OD Evaluating Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-97

98. Organizational Development Organizational development is a change process through which employees formulate the change that’s required then implement it. OD has several distinguishing characteristics: Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-98

99. OD Organizational Development usually involves action research, which means collecting data, and feeding the information back to employees. Employees then analyze it and develop hypotheses about the problems and possible solutions. It applies behavioral science knowledge to improve the organization’s effectiveness. And, it changes the organization in a particular direction such as toward empowerment or improved problem solving,. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-99

100. Evaluating The Training Effort Designing the study Controlled experimentation Measurement o Reactions o Learning o Behavior o Results Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-100

101. Evaluating Training In evaluating the training program, the first question should be how to design the evaluation study. Your basic concern here is this: How can we be sure that the training caused the results? The controlled experiment may use a pre-test, post-test control group design to measure change. Everyone receives the pre- and post-tests but the control group does not receive training. Other experimental designs also are used. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-101

102. Measuring Results With today’s emphasis on measuring results, it is crucial that the manager evaluate the training program. There are several things you can measure: reactions to the program, what (if anything) was learned, and to what extent on-the-job behavior or results change. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-102

103. Organizational Development Organizational development is a change process through which employees formulate the change that’s required then implement it. It usually involves action research, behavioral science knowledge and changes the organization. The tools of the trade for OD include human process, techno structural, and HR interventions to help improve a company’s strategic management and results. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-103

104. Measurement Measurement of results is a key component of OD and typically involves a controlled experiment. The goal is to measure reactions, learning, behavioral change and results. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-104

105. You next Discussion “Is it best to train people on the job or off the job?” Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-105

106. Discussion Managerial On-The-Job Training methods include job rotation, coaching/ understudy approach, and action learning. 1.Job rotation involves moving management trainees from department to department to broaden their understanding of all parts of the business. 2.The coaching/understudy approach occurs when a trainee works directly with a senior manager or with the person he/she is to replace, and the latter is responsible for coaching the trainee. 3.Action learning programs give managers and others released time to work full time on projects to analyze and solve problems in departments other than their own. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-106

107. Off-the-Job Management Training and Development Techniques 1.The case study method presents a trainee with a written description of an organizational problem. 2.Management games are computerized management games allow for the trainees to be involved. 3.Outside seminars are offered by many companies and universities. 4.University-related programs provide executive education and continuing education programs in leadership, supervision, and the like. 5.Role playing is aimed at creating a realistic situation and then having the trainees assume the parts (roles) of specific persons in that situation. 6.Behavior modeling involves showing the trainee the correct way to do something, letting the trainee practice the correct way, and giving the HR. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-107

108. Off the job 6.Behavior modeling involves showing the trainee the correct way to do something, letting the trainee practice the correct way, and giving the trainee feedback on his/her performance. Behavior modeling is one of the most widely- used interventions, both for teaching supervisory-type skills and particularly for behavioral computer skills training. 7.Corporate universities are in-house development centers that have been established by many companies to expose prospective managers to realistic exercises that develop improved management skills. Executive coaches are being used by firms to improve their top managers’ effectiveness. An executive coach is an outside consultant who questions the executive’s boss, peers, subordinates, and sometimes, family, in order to identify strengths and weaknesses. The coach then counsels the executive so he or she can capitalize on those strengths and overcome the weaknesses. The SHRM Learning System encourages HR professionals to get certified by taking one of three exams: professional, senior professional and global HR. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice HallChapter 8-108