HUMAN RESOURCE MANAGEMENT Human Resources Management 12e Gary Dessler

HUMAN RESOURCE MANAGEMENT Human Resources Management 12e Gary Dessler
Global Edition 14e Human Resources Management 12e Gary Dessler Chapter 8 Training and Developing Employees NADER QARYUTI Copyright © 2011 Pearson Education 1–1

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. At the conclusion of this chapter, you will be able to: Summarize the purpose and process of employee orientation List and briefly explain each of the fivesteps 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

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. Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?” Also, at the conclusion of this chapter, you will be able to: 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 Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?”

Employee orientation/Onboarding
Orienting Employees Employee orientation/Onboarding A procedure for providing new employees with basic background information about the firm to perform their jobs satisfactorily. Orientation programs today are moving away from routine discussion of company rules to emphasizing the company’s mission and the employee’s role in that mission, onboarding them early as a key member of the team.

Orientation content The Orientation Process– Employees should receive print or Internet-based employee handbooks outlining benefits, policies and safety measures Information on employee benefits Personnel policies The daily routine Company organization and operations Safety measures and regulations Facilities tour

The Orientation Process
Human Resources Management 12e Gary Dessler The Orientation Process Company organization and operations Safety measures and regulations Facilities tour Employee Orientation Employee benefit information Personnel policies Daily routine An orientation typically includes information on employee benefits, personnel policies, the daily routine, company organization and operations, safety measures and regulations, and a facilities tour. Copyright © 2011 Pearson Education

What four things should a successful orientation program accomplish?
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.

Purpose of Orientation
Human Resources Management 12e Gary Dessler 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 Employee orientation (often called “onboarding” today) provides new employees with the information they need to function; ideally, though, it should also help new employees start getting emotionally attached to the firm. Copyright © 2011 Pearson Education

Human Resources Management 12e Gary Dessler
The Training Process Training The process of teaching new or present employees the basic skills they need to perform their jobs. Reduces an employer’s exposure to negligent training liability. تعرض Is a trait of good management Training today plays a key role in the performance management process, which is a key process for employers to ensure employees are working toward organizational goals. Training’s Strategic Context The aims of firm’s training programs must make sense in terms of the company’s strategic goals. Training fosters employee learning, which results in enhanced organizational performance. يعزز Training means giving new or current employees the skills they need to perform their jobs. Training is a hallmark of good management. Employers today must make sure that their training programs are supporting their firms’ strategic goals. Copyright © 2011 Pearson Education

Revision of Definitions
Employee orientation: A procedure for providing new employees with basic background information about the firm. Training: The process of teaching new employees the basic skills they need to perform their jobs. Performance management: The process employers use to make sure employees are working toward organizational goals

Steps in the Training Process
Human Resources Management 12e Gary Dessler Steps in the Training Process The ADDIE Five-Step Training Process 1 2 3 Analyzing the training need. 4 Designing the overall training program Developing the course. Training programs consist of four steps. In the needs analysis step, identify the specific knowledge and skills the job requires, and compare these with the prospective trainees’ knowledge and skills. In the instructional design step, formulate specific, measurable knowledge and performance training objectives, review possible training program content (including workbooks, exercises, and activities), and estimate a budget for the training program. Implement the program, by actually training the targeted employee group using methods such as on-the-job or online training. In the evaluation step, assess the program’s success (or failures). Implementing training by actually training the targeted employee group. 5 Evaluating the course's effectiveness Copyright © 2011 Pearson Education

The ADDIE Five-Step Training Process
Step 1: Needs Analysis Identify job performance skills needed, assess prospective trainees skills, and develop objectives. Step 2: Designing the overall training program formulate specific, measurable knowledge and performance training objectives, review possible training program content (including workbooks, exercises, and activities), and estimate a budget for the training program. Step 3: Developing the course . actually assembling/creating the training materials Step 4: Implementation actually training the targeted employee group using methods such as on-the-job or online training. Step 5: Evaluation and follow-up Assess the program’s success or failure

Step 1: Needs Analysis Task Analysis: Assessing new employees’ training needs Performance Analysis: Assessing current employees’ training needs Training Needs Analysis Task analysis is a detailed study of the job to determine what specific skills the job requires. Performance analysis is the process of verifying that there is a performance deficiency and determining whether the employer should correct such deficiencies through training or some other means (like transferring the employee). Copyright © 2011 Pearson Education

Analyzing Training Needs
Task analysis A detailed study of a job to identify the specific skills required, especially for new employees. Supplement job description and specification with a task analysis form.

Analyzing Training Needs
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) “Can’t do” vs “Won’t do” problem Setting training objectives

Performance Analysis: Assessing Current Employees’ Training Needs
Human Resources Management 12e Gary Dessler 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 Specialized Software Can’t-do or Won’t-do? Performance analysis is the process of verifying that there is a performance deficiency and determining whether the employer should correct such deficiencies through training or other means (motivation). The heart of performance analysis is determining why performance is down. It is futile to train an employee whose work actually is deficient because of insufficient motivation. Distinguishing between can’t-do and won’t-do problems is therefore crucial. Copyright © 2011 Pearson Education

Step 2: Designing the overall training program
Suggestions:الاقتراحات: Setting Learning Objectives Creating a Motivational Learning Environment Making the Learning Meaningful Making Skills Transfer Obvious and Easy Reinforcing the Learning Ensuring Transfer of Learning to the Job

Setting Learning Objectives - Should specify in measurable terms what the trainee will be able to accomplish when the training is completed. Creating a Motivational Learning Environment - The learning environment should take into account both the trainees’ ability and motivation.

Make the Learning Meaningful
Why? Material that is meaningful is usually easier for trainees to understand and remember. At the start of training, provide a bird’s-eye view of the material to be presented to facilitates learning. . 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.

Make Skills Transfer Easy
How? Make skills and behaviors easy to transfer from the training site to the job site 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. Direct the trainees’ attention to important aspects of the job. Provide “heads-up” preparatory information that lets trainees know they might happen back on the job.

Motivate or Reinforcing the learner
People learn best by doing so provide as much realistic practice as possible. Trainees learn best when the trainers immediately reinforce correct responses Trainees learn best at their own pace. Create a perceived training need in the trainees’ minds. The schedule is important too: The learning curve goes down late in the day, less than full day training is most effective.

Ensuring Transfer of Learning to the Job
- Prior to training, get trainee and supervisor input in designing the program, institute a training attendance policy, and encourage employees to participate. During training, provide trainees with training experiences and conditions (surroundings, equipment) that resemble the actual work environment. After training, reinforce what trainees learned.

Step 4: Implementation/Training Methods
Human Resources Management 12e Gary Dessler Step 4: Implementation/Training Methods On-the-Job Training Apprenticeship Training Informal Learning Job Instruction Training Lectures Programmed Learning Behavior Modeling Audiovisual-Based Training Electronic Performance Support Systems (EPSS) Videoconferencing Simulated Learning(Vestibule Training ( Computer-Based Training (CBT) Internet-Based Training Team Training The Virtual Classroom Mobile Learning Social Media and HR With the program designed and budgeted and objectives set, you can turn to implementing the training program. This means actually doing the training, choosing and using one or more of the simpler, low-tech methods and, then perhaps, proceeding on to computer-based ones. Copyright © 2011 Pearson Education

Implement Training Programs
A- On-the-Job Training (OJT) – Having a person learn a job by actually doing the job. OJT methods: (Types of On-the-Job Training) Coaching by supervisor or experience worker Observing the supervisor Job rotation: move from job to job special assignments Advantages of OJT: Relatively inexpensive Trainees learn while producing No need for expensive off-site quick facilities like a classroom Trainees learn by doing and get feedback on their performance

On-the-Job Training Process
Human Resources Management 12e Gary Dessler On-the-Job Training Process Steps to Help Ensure OJT Success 1 2 Prepare the learner 3 Present the operation 4 Do a tryout Don’t take the success of an on-the-job training effort for granted. Train the trainers themselves (often the employees’ supervisors), and provide the training materials. Trainers should know, for instance, the principles of motivating learners. Because low expectations on the trainer’s part may translate into poor trainee performance, supervisors/trainers should emphasize the high expectations they have for their trainees’ success. Follow up Copyright © 2011 Pearson Education

Step 1: Prepare the learner
Steps in OJT Step 1: Prepare the learner Put the learner at ease—relieve the tension. Explain why he or she is being taught. Create interest, encourage questions, find out what the learner already knows about this or other jobs. Explain the whole job and relate it to some job the worker already knows. Place the learner as close to the normal working position as possible. Familiarize the worker with equipment, materials, tools, and trade terms.

Steps in OJT (cont’d) Step 2: Present the operation
Explain quantity and quality requirements. Go through the job at the normal work pace. Go through the job at a slow pace several times, explaining each step. Between operations, explain the difficult parts, or those in which errors are likely to be made. Again go through the job at a slow pace several times; explain the key points. Have the learner explain the steps as you go through the job at a slow pace.

Steps in OJT (cont’d) Step 3: Do a tryout
Have the learner go through the job several times, slowly, explaining each step to you. Correct mistakes and, if necessary, do some of the complicated steps the first few times. Run the job at the normal pace. Have the learner do the job, gradually building up skill and speed. As soon as the learner demonstrates ability to do the job, let the work begin, but don’t abandon him or her.

Step 4: Follow up Steps in OJT (cont’d)
Designate to whom the learner should go for help. Gradually decrease supervision, checking work from time to time against quality and quantity standards. Correct faulty work patterns before they become a habit. Show why the learned method is superior. Compliment good work; encourage the worker until he or she is able to meet the quality and quantity standards.

B- Apprenticeship Training – A structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training. C- Informal Learning – The majority of what employees learn on the job they learn through informal means of performing their jobs on a daily basis.

D- Job Instruction Training (JIT) Listing each job’s basic tasks, along with key points, in order to provide step-by-step training for employees. E- Lectures – Quick and simple ways to provide knowledge to large groups 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

F- Programmed Learning 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

Programmed Learning Presenting questions, facts, or problems to the learner Allowing the person to respond Providing feedback on the accuracy of answers Advantages Reduced training time Self-paced learning Immediate feedback Reduced risk of error for learner Programmed learning (or programmed instruction) is a step-by-step, self-learning method that consists of three parts. Copyright © 2011 Pearson Education

G- Literacy training techniques Responses to functional illiteracy Testing job candidates’ basic skills. Setting up basic skills and literacy programs H- 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 organization wide training and it is too costly to move the trainers from place to place

I- 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

J- Computer-Based Training – is where the trainee uses computer-based and/or DVD systems to increase his/her knowledge or skills. CBT programs have real advantages: Reducing learning time. Cost effectiveness once designed and produced. Instructional consistency. Mastery of learning. Increased retention,. Increased trainee motivation.

K- Teletraining A trainer in a central location teaches groups of employees at remote locations via TV hookups. L- Videoconferencing Interactively training employees who are geographically separated from each other—or from the trainer—via a combination of audio and visual equipment © 2005 Prentice Hall Inc. All rights reserved.

M-Electronic Performance Support Systems (EPSS) – are sets of computerized tools and displays that effectively automate and integrate training, documentation, and phone support, thus enabling individuals to provide support that’s faster, cheaper, and more effective than the traditional methods. Job Aid: is a set of instructions, diagrams, or similar methods available at the job site to guide the worker

N-Team Training –This does not always come naturally and companies devote many hours and allocate funds to training new employees to listen to each other and to be cooperative with each other.

O- Improving Performance through HRIS: Learning Management Systems – Special software designed to help employers identify training needs and manage online training. P- The Virtual Classroom – Special collaboration software enables multiple remote learners to use their PCs or laptops to participate in live discussions. Q- Mobile Learning – Learning content is delivered on demand via mobile devices whenever and wherever the learner desires. R- Social Media and HR company news – Employers use social media, such as LinkedIn, Facebook, and Second Life to communicate and messages and to provide training.

S- Training via the Internet Using the Internet or proprietary internal intranets to facilitate computer-based training.

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.

Succession Planning Steps in the Succession Planning Process 1 2 Anticipate management needs 3 Review firm’s management skills inventory 4 Create replacement charts Development is usually part of the employer’s succession planning. Succession planning refers to the process through which a company plans for and fills senior-level openings. Begin management development Copyright © 2011 Pearson Education

Implementing Management Development Programs
Human Resources Management 12e Gary Dessler Implementing Management Development Programs 1- Assessing the company’s strategic needs 3- Developing the managers and future managers The Management Development consists of 2- Appraising managers’ current performance 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 (for instance, to fill future executive openings or to boost competitiveness), (2) appraising managers’ current performance, and then (3) developing the managers (and future managers). Copyright © 2011 Pearson Education

Management Development Techniques
Human Resources Management 12e Gary Dessler Management Development Techniques Job rotation Coaching and understudy Managerial On-the-Job Training Action learning Managerial on-the-job training methods include job rotation, the coaching/understudy approach, and action learning. Copyright © 2011 Pearson Education

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.

Other Management Training Techniques
Human Resources Management 12e Gary Dessler Other Management Training Techniques Off-the-Job Management Training and Development Techniques The case study method Role playing Management games Behavior modeling There are also many other off-the-job techniques for training and developing managers. Outside seminars Corporate universities University-related programs Executive coaches In-house development centers Copyright © 2011 Pearson Education

Off-the-Job Management Training and Development Techniques
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.

Off-the-Job Management Training and Development Techniques (cont’d)
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.

Behavior Modeling Behavior Modeling Training 1 2 Model the effective behaviors 3 Have trainees role play using behaviors 4 Provide social reinforcement and feedback Behavior modeling involves (1) showing trainees the right (or “model”) way of doing something, (2) letting trainees practice that way, and then (3) giving feedback on the trainees’ performance. Encourage transfer of training to job Copyright © 2011 Pearson Education

Off-the-Job Management Training and Development Techniques (cont’d)
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. 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.

Managing Organizational Change Programs
Human Resources Management 12e Gary Dessler Managing Organizational Change Programs What to Change Strategy Culture Structure Technologies Employees Faced with the need to change, managers can change one or more of five aspects of their companies—their strategy, culture, structure, technologies, or the attitudes and skills of the employees. Copyright © 2011 Pearson Education

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

Managing Organizational Change and Development (cont’d)
Human Resources Management 12e Gary Dessler Managing Organizational Change and Development (cont’d) Overcoming Resistance to Change: Lewin’s Change Process 1 2 Unfreezing Stage 3 Moving Stage Psychologist Kurt Lewin formulated a model of change to summarize what he believed was a three-step process for implementing a change with minimal resistance. Refreezing Stage Copyright © 2011 Pearson Education

How to Lead the Change (10 Steps)
Human Resources Management 12e Gary Dessler How to Lead the Change (10 Steps) Unfreezing Stage Establish a sense of urgency (need for change). Mobilize commitment to solving problems. Moving Stage 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. Refreezing Stage. 9. Anchor the new ways of doing things in the company’s culture. 10. Monitor progress and adjust the vision as required. This slide details Lewin’s three-step change process. Copyright © 2011 Pearson Education

Using Organizational Development
Organizational development (OD) A special approach to organizational change in which employees themselves formulate and implement the change that’s required. OD has several characteristics

Organizational Development
Human Resources Management 12e Gary Dessler Organizational Development OD has several characteristics 1 2 Usually involves action research 3 Applies behavioral science knowledge Changes the organization in a particular direction Organizational development (OD) is a change process through which employees formulate the change that’s required and implement it, often with the assistance of trained consultants. 4 Changes the attitudes, values, and beliefs of employees Copyright © 2011 Pearson Education

Organizational Development
4 basic types of OD applications: Human process Techno-structural Human resource management Strategic applications

Examples of OD Interventions
Human Process T-groups Process consultation Third-party intervention Team building Organizational confrontation meeting Intergroup relations Technostructural Formal structural change Differentiation and integration Cooperative union–management projects Quality circles Total quality management Work design Human Resource Management Goal setting Performance appraisal Reward systems Career planning and development Managing workforce diversity Employee wellness Strategic Integrated strategic management Culture change Strategic change Self-designing organizations Table 8–3

Step 5: Evaluation and follow-up
Two basic issues to address when evaluating training programs: 1. Designing the Evaluation Study Controlled experimentation. The evaluation process of choice is controlled experimentation, which uses both a training group and a control group (one that receives no training) to assess before and after performance to determine the extent to which performance in the training group resulted from the training itself rather than some organization-wide change. In practice, few firms use this method, preferring to simply measure trainees’ reactions, or to measure trainee job performance before and after the training

Step 5: Evaluation and follow-up
2. Choosing Which Training Effects to Measure Four basic categories of training outcomes can be measured 1- Reaction of trainees to the program. 2- Learning that actually took place. 3- Behavior that changed on the job. 4- Results achieved as a result of the training.

Training Effects to Measure
Reaction Learning Behavior Results

Evaluating Training and Development Effectiveness
How can HR evaluate training method results when measures aren’t easy to calculate? Through Kirkpatrick’s model: Level 1 What was reaction to training? Level 2 What was learned? Level 3 Did training change behavior? Level 4 Did training benefit employer?

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