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training and development -HRM
1.
GARY DESSLER HUMAN RESOURCE
MANAGEMENT Global Edition 12e Chapter 8 Training and Developing Employees PowerPoint Presentation by Charlie Cook The University of West AlabamaCopyright © 2011 Pearson Education Part 3 Training and Development
2.
Copyright © 2011
Pearson Education 8–2 WHERE WE ARE NOW…
3.
Copyright © 2011
Pearson Education 8–3 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. LEARNING OUTCOMES
4.
Copyright © 2011
Pearson Education 8–4 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?” LEARNING OUTCOMES (cont’d)
5.
Copyright © 2011
Pearson Education 8–5 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
6.
Copyright © 2011
Pearson Education 8–6 The Orientation Process Company organization and operations Safety measures and regulations Facilities tour Employee Orientation Employee benefit information Personnel policies Daily routine
7.
• Research by
the Aberdeen Group found 86% of new employees decide whether to stay or quit a new job within their first 6 months Copyright © 2011 Pearson Education 8–7
8.
Google’s Just-in-time Approach
Gets New Hires Up to Speed 25 Percent Faster • Google found that a simple reminder alert email sent to the hiring manager the Sunday before the new hire starts can reduce new hire time to productivity by a full month, a whopping 25 percent faster. • The five critical tasks that are listed in the email alert are: • Have a role and responsibilities discussion. • Match your new hire with a peer buddy. • Help your new hire build a social network. • Set up onboarding check-ins once a month for your new hire’s first six months. • Encourage open dialogue Copyright © 2011 Pearson Education 8–8
9.
Copyright © 2011
Pearson Education 8–9 FIGURE 8–1 New Employee Departmental Orientation Checklist
10.
Copyright © 2011
Pearson Education 8–10 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.
11.
Copyright © 2011
Pearson Education 8–11 Steps in the Training Process 1 2 3 4 The Four-Step Training Process Instructional design Needs analysis Program implementation Evaluation
12.
© 2002 Southwestern
College Publishing. All rights reserved. 9–12 Performance Consulting Figure 9–1
13.
Copyright © 2011
Pearson Education 8–13 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.
14.
Copyright © 2011
Pearson Education 8–14 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.
15.
Copyright © 2011
Pearson Education 8–15 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.”
16.
Copyright © 2011
Pearson Education 8–16 Analyzing Training Needs Task Analysis: Assessing new employees’ training needs Performance Analysis: Assessing current employees’ training needs Training Needs Analysis
17.
© 2002 Southwestern
College Publishing. All rights reserved. 9–17 Sources of Training Needs Assessment Figure 9–5
18.
© 2002 Southwestern
College Publishing. All rights reserved. 9–18 Elements of Training Design Figure 9–6
19.
© 2002 Southwestern
College Publishing. All rights reserved. 9–19 Learning: The Focus of Training • Learner Readiness Ability to learn Learners must possess basic skills (3Rs) Motivation to learn Learners must desire and value training Self-efficacy Learners must believe that they can successfully learn the training content
20.
© 2002 Southwestern
College Publishing. All rights reserved. 9–20 Learning: Types of Training Developmental and Innovative Training Required and Regular Training Job/Technical Training Interpersonal and Problem-Solving Training Types of Training
21.
Copyright © 2011
Pearson Education 8–21 TABLE 8–1 Sample Task Analysis Record Form
22.
Copyright © 2011
Pearson Education 8–22 FIGURE 8–2 Example of Competency Model for Human Resource Manager
23.
Copyright © 2011
Pearson Education 8–23 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?
24.
• Develop a
training programme for sales executive • Use detailed job description • Develop a task analysis record form • Tasks, performance standards, Trainable skills, aptitude required • Develop job instruction sheet • Compile training program Copyright © 2011 Pearson Education 8–24
25.
Copyright © 2011
Pearson Education 8–25
26.
Copyright © 2011
Pearson Education 8–26 Training Methods • On-the-Job Training • Apprenticeship Training • Informal Learning • Job Instruction Training • Lectures • Programmed Learning • Audiovisual-Based Training • Vestibule Training • Teletraining and Videoconferencing • Electronic Performance Support Systems (EPSS) • Computer-Based Training (CBT) • Simulated Learning • Internet-Based Training • Learning Portals
27.
Copyright © 2011
Pearson Education 8–27 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
28.
Copyright © 2011
Pearson Education 8–28 On-the-Job Training 1 Follow up Present the operation Steps to Help Ensure OJT Success Prepare the learner Do a tryout 2 3 4
29.
Copyright © 2011
Pearson Education 8–29 FIGURE 8–3 Some Popular Apprenticeships The U.S. Department of Labor’s Registered Apprenticeship program offers access to 1,000 career areas, including the following top occupations: • Able seaman • Carpenter • Chef • Child care development specialist • Construction craft laborer • Dental assistant • Electrician • Elevator constructor • Fire medic • Law enforcement agent • Over-the-road truck driver • Pipefitter
30.
Copyright © 2011
Pearson Education 8–30 FIGURE 8–4 Job Instruction Training at UPS
31.
Copyright © 2011
Pearson Education 8–31 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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Pearson Education 8–32 Programmed Learning • Advantages Reduced training time Self-paced learning Immediate feedback Reduced risk of error for learner Presenting questions, facts, or problems to the learner Allowing the person to respond Providing feedback on the accuracy of answers
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Pearson Education 8–33 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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Pearson Education 8–34 TABLE 8–2 Names of Various Computer-Based Training Techniques PI Computer-based programmed instruction CBT Computer-based training CMI Computer-managed instruction ICAI Intelligent computer-assisted instruction ITS Intelligent tutoring systems Simulation Computer simulation Virtual Reality Advanced form of computer simulation
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Pearson Education 8–35 Internet-Based Training Teletraining and Videoconferencing Electronic Performance Support Systems (EPSS) Computer-Based Training E-learning and learning portals Distance Learning Methods
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Pearson Education 8–36 FIGURE 8–5 Partial List of E-Learning Vendors
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Health care, Lighting
and Consumer lifestyle products Yashwant Mahadik in 2015 – Senior VP Global head HR Business Transformation, IT & Operations To ensure the company’s new focus on entrepreneurism and customer-centricity prevailed, - revamp Philips’ learning technology platform- media-enabled platform. Copyright © 2011 Pearson Education 1–37
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• sales reps
told him they preferred to learn via short videos and podcasts that gave tips on how to make an effective sales call or close a sale. • “That’s about the time they typically have while waiting in a client’s lobby before meeting with them,” he said • MOOC • Because the learning function serves roughly 114,000 people in more than 100 countries, Mahadik said the key to success is to focus on building “a standardized global approach with local relevance.” • India and China- employees prefer to learn via one-on- one coaching Copyright © 2011 Pearson Education 1–38
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Pearson Education 8–39 Lifelong Learning and Literacy Training Techniques Provide employees with lifelong educational and learning opportunities Instituting basic skills and literacy programs Employer Responses to Employee Learning Needs
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Pearson Education 8–40 Creating Your Own Training Program 1 2 3 4 Creating a Training Program Use a detailed job description Set training objectives Develop an abbreviated task analysis record form Develop a job instruction sheet 5 Compile training program for the job
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Pearson Education 8–41 Succession Planning 1 Begin management development Review firm’s management skills inventory Steps in the Succession Planning Process Anticipate management needs Create replacement charts 2 3 4
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Pearson Education 8–42 Implementing Management Development Programs Assessing the company’s strategic needs Developing the managers and future managers Long-Term Focus of Management Development Appraising managers’ current performance
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Pearson Education 8–43 Management Development Techniques Job rotation Coaching and understudy Managerial On-the-Job Training Action learning
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Pearson Education 8–44
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Pearson Education 8–45 University-related programs Management games Off-the-Job Management Training and Development Techniques The case study method Outside seminars Executive coaches Behavior modeling Role playing Corporate universities Other Management Training Techniques
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Pearson Education 8–46 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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Pearson Education 8–47 Behavior Modeling 1 Encourage transfer of training to job Have trainees role play using behaviors Behavior Modeling Training Model the effective behaviors Provide social reinforcement and feedback 2 3 4
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© 2002 Southwestern
College Publishing. All rights reserved. 9–48 Balancing Costs and Benefits of Training Figure 9–12
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© 2002 Southwestern
College Publishing. All rights reserved. 9–49 Training Evaluation (cont’d) • Cost-Benefit Analyses Comparison of costs and benefits associated with training • Return on Investment • Benchmarking Training
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© 2002 Southwestern
College Publishing. All rights reserved. 9–50 Levels of Training Evaluation-Kirkpatrick’s model Figure 9–11
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Pearson Education 8–51
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© 2002 Southwestern
College Publishing. All rights reserved. 9–52 Evaluation Designs Post-Measure Pre-/Post- Measure Pre-/Post- Measure with Control Group Evaluation Design
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Pearson Education 8–53 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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Pearson Education 8–54 FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects
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Pearson Education 8–55 FIGURE 8–8 A Sample Training Evaluation Form
Notas do Editor
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