Human Resource Management Training & Development PDF

Chapter 8 Training and Developing Employees Part Three | Training and Development Copyright © 2011 Pearson Education, Inc....

Chapter 8 Training and Developing Employees Part Three | Training and Development Copyright © 2011 Pearson Education, Inc. PowerPoint Presentation by Charlie Cook publishing as Prentice Hall The University of West Alabama WHERE WE ARE NOW… Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–2 Training and developing employees The purpose of this chapter is to increase your effectiveness in training employees. The main topics we’ll cover include orienting employees, the training process, analyzing training needs, implementing training and development programs, and evaluating the training effort.  Employee orientation (often called “on boarding” 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 Orientation Helps New Employees Know what is Begin the Feel welcome Understand the expected in socialization and at ease organization work and process behavior Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–4  The Orientation Process Employee benefit Company organization information and operations Personnel Employee Safety measures policies Orientation and regulations Daily Facilities routine tour Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–5 The Training Process Training Ø Is the process of teaching new employees the basic skills they need to perform their jobs Ø Is a hallmark of good management Ø Reduces an employer’s exposure to negligent training liability Training’s Strategic Context Ø The aims of firm’s training programs must make sense in terms of the company’s strategic goals. Ø Training fosters employee learning, which results in enhanced organizational performance. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–7 Steps in the Training Process The Four-Step Training Process 1 Needs analysis 2 Instructional design 3 Program implementation 4 Evaluation Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–8  Training programs consist of four steps: 1-In the needs analysis step, identify the specific knowledge and skills the job requires, and compare these with the prospective trainees’ knowledge and skills. 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). Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–9  Analyzing Training Needs 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). Training Needs Analysis Task Analysis: Performance Analysis: Assessing new employees’ Assessing current employees’ training needs training needs Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–10  TABLE 8–1 Sample Task Analysis Record Form Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–11  FIGURE 8–2 Example of Competency Model for Human Resource Manager Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–12 The competency model The competency model consolidates, usually in one diagram, a precise overview of the competencies (knowledge, skills, and behaviors) someone would need to do a job well. As an example, Figure 8-2 shows an illustrative competency model for a human resource manager. In this case, the model shows three things: At the top of the pyramid, it shows four roles we would expect the human resource manager to fill—line, staff, coordinative, and strategic. Beneath that, it shows the areas of expertise in which he or she must be expert to fill these roles, such as an expertise in HR practices and strategic planning. Next step down are basic competencies one would need to exhibit the required expertise and to fill the HR manager’s roles.  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? Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–14 Training Methods On-the-Job Training Computer-Based Training (CBT) Apprenticeship Training Informal Learning Simulated Learning Job Instruction Training Internet-Based Training Lectures Learning Portals Programmed Learning Audiovisual-Based Training Vestibule Training Tele-training and Videoconferencing Electronic Performance Support Systems (EPSS) Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–15 The OJT Training Method On-the-Job Training (OJT) Ø Having a person learn a job by actually doing the job. Types of On-the-Job Training Ø Coaching or understudy Ø Job rotation Ø Special assignments Advantages Ø Inexpensive Ø Learn by doing Ø Immediate feedback Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–16  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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–17  FIGURE 8–4 Job Instruction Training at UPS Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–19 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. 8–20  Internet-Based Training Learning management systems (LMS) play an important role in Internet training. They are special software packages that support Internet training by helping employers identify training needs, and in scheduling, delivering, assessing, and managing the online training itself. Tele-training and Videoconferencing Electronic Performance Support Distance Systems (EPSS) Learning Methods Computer-Based Training E-learning and learning portals 8–24 FIGURE 8–5 Partial List of E-Learning Vendors 8–25  Lifelong Learning and Literacy Training Techniques Lifelong learning means providing employees with continuing learning experiences over their tenure with the firm, with the aims of ensuring they have the opportunity to learn the skills they need to do their jobs and to expand their horizons. Many employees have learning disabilities that make it challenging to read, write, or do arithmetic. The current emphasis on teamwork and quality requires that employees read, write, and understand numbers. Employers use both public and private sources to provide literacy training for their workers. Employer Responses to Employee Learning Needs Provide employees with Instituting basic skills lifelong educational and and literacy programs learning opportunities  Managing Organizational Change Programs What to Change Strategy Culture Structure Technologies Employees Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–34 Evaluating the Training Effort Designing the Evaluation Study Ø Time series design Ø Controlled experimentation Choosing Which Training Effects to Measure Ø Reaction of trainees to the program Ø Learning that actually took place Ø Behavior that changed on the job Ø Results achieved as a result of the training Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–35  FIGURE 8–8 A Sample Training Evaluation Form Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–36 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–37