Chapter 8

Training and
Developing
Employees

Part Three | Training and Development

Copyright
Copyright ©© 2011
2011 Pearson
Pearson Education,
Education, Inc.
Inc. PowerPoint
PowerPoint Presentation
Presentation by
by Charlie
Charlie Cook
Cook
publishing
publishing as
as Prentice
Prentice Hall
Hall The
The University
University of
of West
West Alabama
Alabama
WHERE WE ARE NOW…

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LEARNING OUTCOMES

1. Summarize the purpose and process

of employee orientation.
2. List and briefly explain each of the four steps
in the training process.
3. Discuss how you would motivate trainees.
4. Describe and illustrate how you would identify
training requirements.
5. Explain how to distinguish between problems
you can fix with training and those you can’t.
6. Explain how to use five training techniques.

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LEARNING OUTCOMES (cont’d)

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?”

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Basic Definitions
• In the field of human resource management, training and
development is the field concerned with organizational
activity aimed at bettering the performance of individuals
and groups in organizational settings
•  It has been known by several names,
including employee development, human resource
development, and learning and development.

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 • Training: This activity is both focused upon, and evaluated
against, the job that an individual currently holds.
• Education: This activity focuses upon the jobs that an
individual may potentially hold in the future, and is
evaluated against those jobs.
• Development: This activity focuses upon the activities that
the organization employing the individual, or that the
individual is part of, may partake in the future, and is
almost impossible to evaluate.
• Learning: is acquiring new or modifying
existing knowledge, behaviors, skills, values,
or preferences and may involve synthesizing different types
of information.

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 Purpose of Orientation
Orientation Helps New
Employees

Know what is
Begin the
Feel welcome Understand the expected in
socialization
and at ease organization work and
process
behavior

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.
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 The Orientation Process

Employee benefit Company organization

information and operations

Personnel Employee Safety measures

policies Orientation and regulations

Daily Facilities
routine tour

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The Training Process
• Training
 Is the process of teaching new employees
the basic skills they need to perform their jobs
 Is a hallmark of good management
 Reduces an employer’s exposure to negligent
training liability

• 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.

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Steps in the Training Process

The Four-Step Training Process

1
Needs analysis or
Training Need Analysis
2 Instructional design
3 Program implementation
4 Evaluation

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Training Programs
• Training programs consist of four steps.
1.In the training need analysis step, identify the specific
knowledge and skills the job requires, and compare these
with the prospective trainees’ knowledge and skills (TNA).
2.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.
3.Implement the program, by actually training the targeted
employee group using methods such as on-the-job or online
training.
4. In the evaluation step, assess the program’s success (or
failures).
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Training, Learning, and Motivation
• Make 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 units.
4. Use terms and concepts that are already familiar
to trainees.
5. Use as many visual aids as possible.

6. Create a perceived training need in trainees’ minds.

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Training, Learning, and Motivation (cont’d)
• Make 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.
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Training, Learning, and Motivation (cont’d)
• Reinforce the Learning
1. Trainees learn best when the trainers immediately
reinforce correct responses, perhaps with a quick
“well done.”
2. The schedule is important. The learning curve
goes down late in the day, so that “full day training
is not as effective as half the day or three-fourths
of the day.”

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 Analyzing Training Needs

Training Needs
Analysis

Task Analysis: Performance Analysis:

Assessing new employees’ Assessing current employees’
training needs training needs

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 FIGURE 8–2 Example of Competency Model for Human Resource Manager

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 Performance Analysis:
Assessing Current Employees’ Training Needs

Specialized Software

Assessment Center
Results Performance Appraisals

Individual Diaries Methods Job-Related Performance

for Identifying Data
Training Needs
Attitude Surveys Observations

Tests Interviews

Can’t-do or Won’t-do?

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Training Methods
• On-the-Job Training • Computer-Based Training
• Apprenticeship Training (CBT)

• Informal Learning • Simulated Learning

• Internet-Based Training
• Job Instruction Training
• Lectures • Learning Portals

• Programmed Learning
• Audiovisual-Based Training
• Vestibule Training
• Teletraining and
Videoconferencing
• Electronic Performance
Support Systems (EPSS)

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The OJT Training Method
• On-the-Job Training (OJT)
 Having a person learn a job
by actually doing the job.
• Types of On-the-Job Training
 Coaching or understudy
 Job rotation
 Special assignments
• Advantages
 Inexpensive
 Learn by doing
 Immediate feedback

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 On-the-Job Training

Steps to Help Ensure OJT Success

1 Prepare the learner

2 Present the operation

3 Do a tryout

4 Follow up

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 FIGURE 8–4 Job Instruction Training at UPS

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Delivering Effective Lectures
• Don’t start out on the wrong foot.
• Give your 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.

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 Programmed Learning

Presenting Providing
Allowing the
questions, facts, feedback on
person to
or problems to the accuracy
respond
the learner of answers

• Advantages
 Reduced training time
 Self-paced learning
 Immediate feedback
 Reduced risk of error for learner

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Intelligent Tutoring Systems
• Advantages
 Reduced learning time
 Cost effectiveness
 Instructional consistency

• Types of Programmed Learning

 Interactive multimedia training
 Virtual reality training
 Virtual classroom

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 Internet-Based Training

Teletraining and Videoconferencing

Electronic Performance Support

Distance Systems (EPSS)
Learning
Methods Computer-Based Training

E-learning and learning portals

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 Lifelong Learning and
Literacy Training Techniques

Employer Responses to
Employee Learning Needs

Provide employees with

Instituting basic skills
lifelong educational and
and literacy programs
learning opportunities

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Creating Your Own Training Program

Creating a Training Program

1 Set training objectives

2 Use a detailed job description

3
Develop an abbreviated task
analysis record form
4 Develop a job instruction sheet
5 Compile training program for the job

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 Implementing Management
Development Programs

Long-Term Focus of
Management Development

Assessing the Appraising Developing the

company’s strategic managers’ current managers and
needs performance future managers

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 Succession Planning

Steps in the Succession Planning Process

1 Anticipate management needs

2 Review firm’s management skills inventory

3 Create replacement charts

4 Begin management development

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 Management Development Techniques

Managerial On-the-Job Training

Job Coaching and Action

rotation understudy learning

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Other Management Training Techniques

Off-the-Job Management Training

and Development Techniques

The case study method Role playing

Management games Behavior modeling

Outside seminars Corporate universities

University-related programs Executive coaches

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 FIGURE 8–6 Typical Role in a Role-Playing Exercise

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 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.

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Behavior Modeling

Behavior Modeling Training

1 Model the effective behaviors

2 Have trainees role play using behaviors

3 Provide social reinforcement and feedback

4 Encourage transfer of training to job

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 Managing Organizational
Change Programs

What to Change

Strategy Culture Structure Technologies Employees

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 Managing Organizational Change
and Development

The Human Resource

Manager’s Role

Organizing Effectively using

Overcoming
and leading organizational
resistance to
organizational development
change
change practices

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 Managing Organizational Change
and Development (cont’d)

Overcoming Resistance to Change:

Lewin’s Change Process

1 Unfreezing
2 Moving
3 Refreezing

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How to Lead the Change
• Unfreezing Stage
1. Establish a sense of urgency (need for change).
2. Mobilize commitment to solving problems.
• Moving Stage
3. Create a guiding coalition.
4. Develop and communicate a shared vision.
5. Help employees to make the change.
6. Consolidate gains and produce more change.
• Refreezing Stage
7. Reinforce new ways of doing things.
8. Monitor and assess progress.

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 Using Organizational Development

Organizational Development (OD)

1 Usually involves action research

2 Applies behavioral science knowledge

3 Changes the organization in a particular direction

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 TABLE 8–3 Examples of OD Interventions

Human Process Applications HRM Applications

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

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Evaluating the Training Effort
• Designing the Evaluation Study
 Time series design

 Controlled experimentation

• Choosing Which Training 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

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 FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects

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 FIGURE 8–8
A Sample Training
Evaluation Form

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What is Personal Development?
• Transcending our Negative Qualities
• Controlling Our Thoughts
• Self-Transcendence.
• Intuition
• Minimise Desires.
• To Live in the Heart.
• Gratitude.
• Enlarging our Sense of Self.
• Who am I?

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Transcending our Negative Qualities.
• We all have negative qualities such as pride, anger and
doubt. Personal development is a conscious effort to
reduce and minimize these qualities by focusing on the
positive aspects of life.

Controlling Our Thoughts.

• Control of our thoughts is essential for our own
development. If we allow ourselves to be at the mercy of
our own thoughts, we cannot hope to minimise our
negative qualities and bring our good qualities to the
fore. Meditation is the best way to cultivate a silent mind.

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Personal Development

Self-Transcendence. Intuition.
• Self-Transcendence is the • Personal development
art of going beyond our means we learn to listen to
own self-imposed the inner voice – our inner
limitations. This means we pilot. The messages of our
aspire to reach new goals inner voice can only be
and not to be satisfied with heard with a silent mind.
what we were in the past. This inner inspiration
comes not from our ego,
but our Soul.

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Personal Development

Minimize Desires. To Live in the Heart.

• When we live in the world • If we can live in the heart
of desires there is no end many of our problems will
to our desires. However, be solved. When we live in
spiritual growth means we the heart, we can
learn to reduce our desires. spontaneously feel our
By reducing our desires we oneness with others.
discover that the source of
abiding happiness is to be
found in a life of simplicity
and not outer success.

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Personal Development

Gratitude. Enlarging our Sense of Self.

• Gratitude is to make a • Self-improvement
Is
conscious appreciation of A continuous self-offering.
the Source of all things. • Our personal development is not
Without gratitude personal just about ourselves. It is about
development is very being aware of a deeper and
limited more meaningful connection with
other people and the wider world.
When we can extend our sense of
identity, we cannot help but
implement the golden rule – “Do
unto others, as you would have
done to you.”

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Who Am I?
• The ultimate question of personal development is who
am I? Through personal development we learn that we
are not the body, we are not our thoughts; in fact, our
inner reality is far beyond the comprehension of the mind

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KEY TERMS

employee orientation virtual classroom

training lifelong learning
negligent training management development
task analysis job rotation
competency model action learning
performance analysis case study method
on-the-job training (OJT) management game
apprenticeship training role playing
job instruction training (JIT) behavior modeling
programmed learning in-house development center
electronic performance support executive coach
systems (EPSS) organizational development
job aid controlled experimentation

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