HRM 210 Intro to HR (Chapter 6: Training) PDF

HRMN 210 Intro to HR Instructor : Bilal Fakih Chapter 6: Training Semester: Fall 2024/25  LEARNING OUTCOMES 1. Summarize the purpose and process of employee orientation. 2. List an...

HRMN 210 Intro to HR Instructor : Bilal Fakih Chapter 6: Training Semester: Fall 2024/25  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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–2 techniques.  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?” Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–3  Purpose of 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–4  The Orientation Process Company Employee benefit organization and information 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  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. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–6 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. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–7 6. Create a perceived training need in trainees’ 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–8 that lets trainees know what might happen 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.” Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–9 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 8–10 ADDIE Model Desig n Analy Devel sis op Evaluat Implem e ent  Training Process Needs assessment Ensure readiness Create learning environment Ensure transfer Select methods Feedback Evaluate programs  3 Factors to Choose Training Company’s Strategic Direction Available Training Resources Support- Manager and Peers 7-13  Analyzing Training Needs Training Needs Analysis Task Analysis: Performance Analysis: Assessing new Assessing current employees’ training employees’ training needs needs Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–14  Needs Assessment Process What is the content? Organization Analysis Who needs training? Person Analysis In what do they need training? Task Analysis 7-15 Task Analysis Develop Identify task jobs list Identify knowledge, Validate skills and tasks abilities  Performance Analysis: Assessing Current Employees’ Training Needs Specialized Software Assessment Center Performance Results Appraisals Individual Diaries Methods Job-Related for Identifying Performance Data Training Needs Attitude Surveys Observations Tests Interviews Can’t-do or Won’t-do? Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–17  Work Environment Characteristics Influencing Transfer of Training Climate for transfer (EPSS) Opportunity Technological to support perform Transfer of training Self-management Manager skills support Peer support 7-18  How Managers Can Support Training Table 7.5 Understand the content. Know how training relates. Evaluate employees on how they apply training. Support employees’ use of training on the job. Ensure they have equipment and technology to apply training. Prior to training, discuss how to use content. Explain why they have been asked to attend. Give feedback and recognize those who use content. Be a trainer. Give release time.  Selecting Training Methods Presentation Methods  Instructor-led classroom instruction  Distance learning, teleconferencing & webcasting  Audiovisual techniques  Mobile technology Hands-on Methods  On-the-job training, apprenticeships and internships  Self-directed learning  Simulations, avatars  Business games and case studies  Behavior modeling  E-learning  Social media  Blended learning  Learning management system (LMS) Group or Team Building  Experiential programs  Cross, coordination and team training  Action and adventure learning 7-20 Training Methods  On-the-Job Training  Computer-Based Training  Apprenticeship Training (CBT)  Informal Learning  Simulated Learning  Job Instruction Training  Internet-Based Training  Lectures  Learning Portals  Programmed Learning  Audiovisual-Based Training  Vestibule Training  Teletraining and Videoconferencing  Electronic Performance Support Systems (EPSS) Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–21 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–22  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 8–23  Programmed Learning Presenting Providing questions, Allowing the feedback on facts, or person to the accuracy problems to respond of answers the learner  Advantages  Reduced training time  Self-paced learning  Immediate feedback  Reduced risk of error for learner Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–24 Intelligent Tutoring Systems  Advantages  Reduced learning time  Cost effectiveness  Instructional consistency  Types of Programmed Learning  Interactive multimedia training  Virtual reality training  Virtual classroom Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–25  Internet-Based Training Teletraining and Videoconferencing Electronic Performance Support Distance Systems (EPSS) Learning Methods Computer-Based Training E-learning and learning portals Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–26  Lifelong Learning and Literacy Training Techniques Employer Responses to Employee Learning Needs Provide employees with lifelong Instituting basic skills educational and and literacy programs learning opportunities Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–27 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–28  Implementing Management Development Programs Long-Term Focus of Management Development Appraising Assessing the Developing the managers’ company’s managers and current strategic needs future managers performance Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–29  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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–30  Management Development Techniques Managerial On-the-Job Training Job Coaching and Action rotation understudy learning Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–31 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–32 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–33  Managing Organizational Change Programs What to Change Technologie Strategy Culture Structure Employees s Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–34  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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–35  Managing Organizational Change and Development (cont’d) Overcoming Resistance to Change: Lewin’s Change Process 1 Unfreezing 2 Moving 3 Refreezing Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–36 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. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–37  Using Organizational Development Organizational Development (OD) 1 Usually involves action research 2 Applies behavioral science knowledge 3 Changes the organization in a particular direction Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–38 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 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–39  End of chapter