MGT-351

Human Resource Management

Chapter-8

Training and Development

1–
1
The Training Process

• Training
 The process of teaching employees the skills they
need to perform their jobs.

• Training’s Strategic Context

 The firm’s training programs must make sense in
terms of the company’s strategic goals.

8–2
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.

8–3
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.

8–4
Motivation Principles for Trainers
• People learn best by doing—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—the learning curve
goes down late in the day; less than full day
training is most effective.
8–5
The Training Process (cont’d)

The Five-Step Training and Development Process

1 Needs analysis

2 Instructional design

3 Validation

4 Implement the program

5 Evaluation

8–6
 Analyzing Training Needs

Training Needs
Analysis

Task Analysis: Performance Analysis:

Assessing New Employees’ Assessing Current Employees’
Training Needs Training Needs

8–7
 Assessing New Employees’ Training
Needs: Orientation

Orientation Helps
New Employees

Know What
Feel Understand Begin the
Is Expected
Welcome the Socialization
in Work and
and At Ease Organization Process
Behavior

8–8
 The Orientation Process

Company
Employee Benefit
Organization and
Information
Operations

Personnel Employee Safety Measures

Policies Orientation and Regulations

Daily Facilities
Routine Tour

8–9
Assessing Current Employees’ Training Needs

Assessment Center
Results Performance Appraisals

Methods for Job-Related

Individual Diaries
Identifying Performance Data
Training
Needs
Attitude Surveys Observations

Tests Interviews

8–10
Training Methods
• On-the-Job Training
• Apprenticeship Training
• Informal Learning
• Job Instruction Training
• Lectures
• Programmed Learning
• Audiovisual Training
• Simulated Training (also Vestibule Training)
• Computer-Based Training (CBT)
• Electronic Performance Support Systems (EPSS)
• Distance and Internet-Based Training

8–11
Training Methods (cont’d)
• 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

8–12
Training Methods (cont’d)
• Effective 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.

8–13
 Programmed Learning

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

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

8–14
Computer-Based Training (CBT)
• Advantages
 Reduced learning time
 Cost-effectiveness
 Instructional consistency

• Types of CBT
 Interactive multimedia training
 Virtual reality training

8–15
Distance and Internet-Based Training

Teletraining

Videoconferencing
Distance Learning
Methods
Internet-Based
Training

E-Learning and
Learning Portals

8–16
Literacy Training Techniques

Employer Responses
to Functional Illiteracy

Testing job Instituting basic

candidates for skills and literacy
basic skills programs

8–17
 Management Development

Long-Term Focus
of Management
Development

Assessing the Appraising Developing the

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

8–18
 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

8–19
Management Development (cont’d)

Managerial
On-the-Job
Training

Coaching/
Job Action
Understudy
Rotation Learning
Approach

8–20
Management Development (cont’d)

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

8–21
 Managing Organizational Change
and Development

What to Change

Strategy Culture Structure Technologies Employees

8–22
Managing Organizational Change
and Development (cont’d)

The Human Resource

Manager’s Role

Effectively
Organizing
Overcoming using
and leading
resistance to organizational
organizational
change development
change
practices

8–23
Managing Organizational Change
and Development (cont’d)

Overcoming Resistance to Change: Lewin’s

Change Process

1 Unfreezing

2 Moving

3 Refreezing

8–24
How to Lead the Change
• Unfreezing Phase
 Establish a sense of urgency (need for change).
 Mobilize commitment to solving problems.
• Moving Phase
 Create a guiding coalition.
 Develop and communicate a shared vision.
 Help employees to make the change.
 Consolidate gains and produce more change.
• Refreezing Phase
 Reinforce new ways of doing things.
 Monitor and assess progress.

8–25
Evaluating the Training Effort
• Designing the Study
 Time series design

 Controlled experimentation

• 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

8–26
FIGURE 8–5
Using a Time
Series Graph
to Assess a
Training
Program’s
Effects

8–27
FIGURE 8–6
A Sample Training
Evaluation Form

Source: www.opm.gov/employment_and_benefits/worklife/.
8–28