1. 1 Training and Developing Employees`

2. 8–2 Purpose of Orientation Feel Welcome and At Ease Begin the Socialization Process Understand the Organization Know What Is Expected in Work and Behavior Orientation Helps New Employees

3. 8–3 The Orientation Process Company Organization and Operations Safety Measures and Regulations Facilities Tour Employee Orientation Employee Benefit Information Personnel Policies Daily Routine

4. 8–4 The Training Process TrainingTraining  The process of teaching new employees the basic skills they need to perform their jobs. Training’s Strategic ContextTraining’s Strategic Context  The firm’s training programs must make sense in terms of the company’s strategic goals. Work place learning and performanceWork place learning and performance  Taking an integrated, goal-oriented approach to assigning, training, assessing, and rewarding employees’ performance.

5. 8–5 The Training Process (cont’d) 12 345 The Five-Step Training and Development Process Instructional design Needs analysis Validation Implement the program Evaluation

6. 8–6 Training, Learning, and Motivation Make the Learning MeaningfulMake the Learning Meaningful 1. At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning. 2. Use a variety of familiar examples. 3. Organize the information so you can present it logically, and in meaningful way. 4. Use terms and concepts that are already familiar to trainees. 5. Use as many visual aids as possible.

7. 8–7 Training, Learning, and Motivation (cont’d) Make Skills Transfer EasyMake Skills Transfer Easy 1. Maximize the similarity between the training situation and the work situation. 2. Provide adequate practice. 3. Label or identify each feature of the machine and/or step in the process. 4. Direct the trainees’ attention to important aspects of the job. 5. Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job. 6. Let them pace themselves.

8. Training, Learning, and Motivation (cont’d) Reinforce the learningReinforce the learning  People learn best by doing—provide as much realistic practice as possible.  Immediately reinforce correct responses.  The schedule is important—the learning curve goes down late in the day; less than full day training is most effective. 8–8

9. 8–9 Analyzing Training Needs Task Analysis: Assessing New Employees’ Training Needs Performance Analysis: Assessing Current Employees’ Training Needs Training Needs Analysis

10. Task analysis Detailed study of the job to determine what specific skills the job requires.Detailed study of the job to determine what specific skills the job requires.  Competency model  Includes, usually in a diagram,a precise overview of the competencies someone would need to do a job well. 8–10

11. 8–11 TABLE 8–1 Task Analysis Record Form Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.

12. 8–12 Performance analysis: Assessing Current Employees’ Training Needs Performance Appraisals Job-Related Performance Data Observations Interviews Assessment Center Results Individual Diaries Attitude Surveys Tests Methods for Identifying Training Needs

13. Designing the training program Setting training objectivesSetting training objectives Working out a training budgetWorking out a training budget Deciding training design or actual contentDeciding training design or actual content Deciding training methodDeciding training method 8–13

14. 8–14 Implementing training programs: Training Methods On-the-Job TrainingOn-the-Job Training Apprenticeship TrainingApprenticeship Training Informal LearningInformal Learning Job Instruction TrainingJob Instruction Training LecturesLectures Programmed LearningProgrammed Learning Audiovisual TrainingAudiovisual Training Simulated Training (also Vestibule Training)Simulated Training (also Vestibule Training) Computer-Based Training (CBT)Computer-Based Training (CBT) Electronic Performance Support Systems (EPSS)Electronic Performance Support Systems (EPSS) Distance and Internet-Based TrainingDistance and Internet-Based Training

15. 8–15 Training Methods (cont’d) On-the-Job Training (OJT)On-the-Job Training (OJT)  Having a person learn a job by actually doing the job. Types of On-the-Job TrainingTypes of On-the-Job Training  Coaching or understudy  Job rotation  Special assignments AdvantagesAdvantages  Inexpensive  Learn by doing  Immediate feedback

16. 8–16 On-the-Job Training 1 Follow Up Present the Operation Steps to Help Ensure OJT Success Prepare the Learner Do a Tryout 234

17. 8–17 Training Methods (cont’d) Apprenticeship Training A structured process by which people become skilled workers through a combination of classroom instruction and long time on-the-job training. Informal Learning Performing the job on a daily basis in collaboration with the colleagues. Job Instruction Training Listening each job’s basic tasks, along with key points, in order to provide step-by-step training for employees.

18. 8–18 FIGURE 8–2The 25 Most Popular Apprenticeships* According to the U.S. Department of Labor apprenticeship database, the occupations listed below had the highest numbers of apprentices in 2001. These findings are approximate because the database includes only about 70% of registered apprenticeship programs—and none of the unregistered ones. Boilermaker Bricklayer (construction) Carpenter Construction craft laborer Cook (any industry) Cook (hotel and restaurant) Correction officer Electrician Electrician (aircraft) Electrician (maintenance) Electronics mechanic Firefighter Machinist Maintenance mechanic (any industry) Millwright Operating engineer Painter (construction) Pipefitter (construction) Plumber Power plant operator Roofer Sheet-metal worker Structural-steel worker Telecommunications technician Tool and die maker * Listed alphabetically Source: Olivia Crosby, “Apprenticeships,” Occupational Outlook Quarterly, 46, no. 2 (Summer 2002), p. 5.

19. 8–19 Training Methods (cont’d) Effective LecturesEffective Lectures  Don’t start out on the wrong foot.  Give listeners signals.  Be alert to your audience.  Maintain eye contact with audience.  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.  Practice and rehearse your presentation.

20. 8–20 Training Methods (cont’d) Programmed Learning Step by step self learning process AdvantagesAdvantages  Reduced training time  Self-paced learning  Immediate feedback  Reduced risk of error for learner Presenting questions, facts, or problems to the learner Allowing the person to respond Providing feedback on the accuracy of answers

21. 8–21 Computer-Based Training (CBT) AdvantagesAdvantages  Reduced learning time  Cost-effectiveness  Instructional consistency Types of CBTTypes of CBT  Interactive multimedia training  Virtual reality training

22. Training Methods (cont’d) Audio visual based trainingAudio visual based training Based on techniques like DVDs, films, Power Point and audiotapes.Based on techniques like DVDs, films, Power Point and audiotapes.  When there's a need to follow a certain sequence. The stop action, instant replay, and fast or slow motion capabilities of audiovisuals can be useful.  Need to expose trainees to the events not easily demonstrable e.g. open heart surgery etc  When organization wide training is needed and its too costly to move the trainers from place to place. 8–22

23. Training Methods (cont’d) Simulated learningSimulated learning  Putting trainee in an artificial environment offering events and situations that might be experienced on the job.  Interactive technologies reduce learning time by 50%  Computers unlike humans don’t have good or bad days.  Mastery of learning, if one doesn't learn one cant move further.  Increased retention 8–23

24. Training Methods (cont’d) Vestibule trainingVestibule training  Training takes place off the job with actual equipment. Electronic Performance and Support System(EPSS)Electronic Performance and Support System(EPSS)  Computerized tools and displays that automate training, documentation and phone support. 8–24

25. Training Methods (cont’d) The virtual classroomThe virtual classroom  Method that uses special collaboration software to enable multiple remote learners, using their PCs and laptops, to participate in live audio and visual discussions, communicate via written text, and learn via content such as power point slides. 8–25

26. 8–26 Distance and Internet-Based Training Teletraining Videoconferencing Internet-Based Training E-Learning and Learning Portals Distance Learning Methods

27. Lifelong and Literacy Training Techniques Literacy TrainingLiteracy Training  Teaching employees basic skills by giving them writing and speaking exercises. Lifelong learningLifelong learning  Providing employees with continuing learning experiences over their tenure with the firm, with the aims of ensuring that they have the opportunity to learn the skills they need to do their jobs and to expand their occupational horizons. 8–27

28. 8–28 Lifelong and Literacy Training Techniques cont. Testing job candidates for basic skills Instituting basic skills and literacy programs Employer Responses to Functional Illiteracy

29. 8–29 Management Development Assessing the company’s strategic needs Developing the managers and future managers Long-Term Focus of Management Development Appraising managers’ current performance

30. 8–30 Succession Planning 1 Begin management development Review firm’s management skills inventory Steps in the Succession Planning Process Anticipate management needs Create replacement charts 234

31. 8–31 Management Development (cont’d) Job Rotation Action Learning Managerial On-the-Job Training Coaching/ Understudy Approach

32. 8–32 Management Development (cont’d) University-Related Programs Management Games Off-the-Job Management Training and Development Techniques The Case Study Method Outside Seminars Executive Coaches Behavior Modeling Role Playing Corporate Universities

33. 8–33 Managing Organizational Change and Development StrategyTechnologiesCulture What to Change StructureEmployees

34. 8–34 Managing Organizational Change and Development (cont’d) Overcoming resistance to change Effectively using organizational development practices The Human Resource Manager’s Role Organizing and leading organizational change

35. 8–35 Managing Organizational Change and Development (cont’d) 1 Moving Overcoming Resistance to Change: Lewin’s Change Process Unfreezing Refreezing 23

36. 8–36 How to Lead the Change Unfreezing PhaseUnfreezing Phase  Establish a sense of urgency (need for change).  Mobilize commitment to solving problems. Moving PhaseMoving Phase  Create a guiding coalition.  Develop and communicate a shared vision.  Help employees to make the change.  Consolidate gains and produce more change. Refreezing PhaseRefreezing Phase  Reinforce new ways of doing things.  Monitor and assess progress.

37. 8–37 FIGURE 8–4Typical Role in a Role-Playing Exercise Source: Normal R. F. Maier and Gertrude Casselman Verser, Psychology in Industrial Organizations, 5 th ed., p. 190. © 1982 by Houghton Mifflin Company. Used by permission of the publishers. Walt Marshall—Supervisor of Repair Crew You are the head of a crew of telephone maintenance workers, each of whom drives a small service truck to and from the various jobs. Every so often you get a new truck to exchange for an old one, and you have the problem of deciding which of your crew members you should give the new truck. Often there are hard feelings, since each seems to feel entitled to the new truck, so you have a tough time being fair. As a matter of fact, it usually turns out that whatever you decide is considered wrong by most of the crew. You now have to face the issue again because a new truck, a Chevrolet, has just been allocated to you for assignment. In order to handle this problem you have decided to put the decision up to the crew. You will tell them about the new truck and will put the problem in terms of what would be the fairest way to assign the truck. Do not take a position yourself, because you want to do what they think is most fair.

38. 8–38 Using Organizational Development 1 Applies behavioral science knowledge. Organizational Development (OD) Usually involves action research. Changes the organization in a particular direction. 23

39. 8–39 TABLE 8–3Examples of OD Interventions Human Process Applications T-groups (Sensitivity Training) Process consultation Third-party intervention Team building Organizational confrontation meeting Survey research Technostructural Interventions Formal structural change Differentiation and integration Cooperative union–management projects Quality circles Total quality management Work design HRM Applications Goal setting Performance appraisal Reward systems Career planning and development Managing workforce diversity Employee wellness Strategic OD Applications Integrated strategic management Culture change Strategic change Self-designing organizations

40. 8–40 Evaluating the Training Effort Designing the StudyDesigning the Study  Time series design  Controlled experimentation Training Effects to MeasureTraining Effects to Measure  Reaction of trainees to the program  Learning that actually took place  Behavior that changed on the job  Results achieved as a result of the training

41. 8–41 FIGURE 8–5 Using a Time Series Graph to Assess a Training Program’s Effects