training and developing employees 8 copyright © 2013 pearson education chapter 8-1

Training and DevelopingTraining and Developing

EmployeesEmployees8

Copyright © 2013 Pearson Education Chapter 8-1

Learning ObjectivesLearning Objectives

• Summarize the purpose and process of Summarize the purpose and process of employee orientation.employee orientation.

• List and briefly explain each of the steps in the List and briefly explain each of the steps in the training process.training process.

• Describe and illustrate how you would identify Describe and illustrate how you would identify training requirements.training requirements.

• Discuss how you would motivate trainees.Discuss how you would motivate trainees.


Learning ObjectivesLearning Objectives• Explain how to use training techniques.Explain how to use training techniques.• List and briefly discuss four management List and briefly discuss four management

development programs.development programs.• List and briefly discuss the importance of List and briefly discuss the importance of

leading organizational change.leading organizational change.• Answer the question, “What is organizational Answer the question, “What is organizational

development and how does it differ from development and how does it differ from traditional approaches to organizational traditional approaches to organizational change?”change?”


Summarize the purpose and Summarize the purpose and process of employee process of employee

orientationorientation


The Purposes of Employee The Purposes of Employee Orientation/OnboardingOrientation/Onboarding

• The purposes for an effective orientation program is to:

1. Make the new employee feel welcome and at home and part of the team.2. Make sure the new employee has the basic information to function

effectively, such as e-mail access, personnel policies and the like.3. Help the new employee understand the organization in a broad sense.4. Start the process of a person becoming socialized into the firm’s

culture, values, and ways of doing things.


Employee orientation (or “onboarding”) 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. The length of orientation varies, but it usually includes time with HR to review benefits, vacations, and other policies. It also includes time with the supervisor to learn the organization and culture of the department.

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The Orientation ProcessThe Orientation Process

Company Organization

and Operations

Safety Measures

and Regulations

Facilities Tour

Employee Orientation

Employee Benefit

Information

Personnel Policies

Daily Routine

Briefly explain the Briefly explain the Training process Training process

and each of its four stepsand each of its four steps


Overview of the Training ProcessOverview of the Training Process

• Aligning strategy and training

Directly after orientation, training should begin.

Training means giving new or current employees the skills that they need to perform their jobs.

The task is to identify the employee behaviors the firm will require to execute its strategic goals, and strategy, that assume what competencies employees will need.


• Training and performance - Performance Management

- Taking an integrated, goal-oriented approach to assigning, training, assessing, and rewarding employees’ performance.

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1

2

3

4

The Four-Step Training and Development Process

Instructional Design

Needs Analysis

Implementation

Evaluation

The ADIE Four-Step Training ProcessThe ADIE Four-Step Training Process

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Analyzing Training NeedsAnalyzing Training Needs

Task Analysis :

Assessing New Employees’ Training Needs

Performance Analysis :

Assessing Current Employees’ Training Needs

Training Needs Analysis

Conducting the Training Needs AnalysisConducting the Training Needs Analysis

Chapter 8-11

Strategic needs - Strategic training needs analysis

Strategic goals usually mean the firm will have to fill new jobs. Strategic training needs analysis focuses on identifying the employer’s strategic/longer term training needs that employees will need to fill new future jobs and/or its current training needs.

Many employers use competency models to help compile and summarize a job’s training needs. The model’s aim is to identify and compile the crucial competencies for executing the job well.

Task AnalysisTask Analysis

It includes : • Detailed study• Job descriptions• Job specifications• Performance standard• Performing the job• Task analysis record Chapter 8-12

Particularly with lower-level workers, it’s common to hire inexperienced personnel and train them. Your aim here is to give these new employees the skills and knowledge they need to do the job.

Task analysis is a detailed study of the job to determine what specific skills the job requires. For task analysis, job descriptions and job specifications are essential. Some supervisors may create performance standards, try out the job themselves, or keep a detailed record of the tasks.

Performance Analysis: Performance Analysis:

Current Employees’ Training NeedsCurrent Employees’ Training Needs

• Performance analysis is the process of verifying that there is a performance deficiency and determining whether the employer should correct such deficiencies. This can be done by comparing the person’s actual performance to what it should be.

• Most training is focused on improving current performance. Analyzing current employee needs is more complex than the new employee needs. You also must decide whether training is the solution to the underlying problem that the biggest issue is to figure out what is causing reduced performance. Can the person perform or are they unwilling to do so? If the problem is employee motivation then training is unlikely to fix this.

• There are several methods that can be used to identify an employee’s training needs, including supervisor, peer, self, and 360-degree performance reviews.



Design means planning the overall training program including training objectives, delivery methods, and program evaluation.

Sub-steps include setting performance objectives, creating a detailed training outline, choosing a program delivery method, and verifying the overall program design with management

Designing the Training ProgramDesigning the Training Program

Designing the Training ProgramDesigning the Training Program

Setting learning objectives & Creating a motivational learning environment

Requests for training often start with line managers presenting concerns, such as “we’re getting too many complaints from call center callers.”

The learning objectives you choose should address the performance deficiencies that you identified with needs analysis.

• Start the training not with a lecture but by making the material meaningful. Describe or frame the problem and ask for ideas about what could be done to address the issue. Develop interest in the topics to be covered.

• Learning requires both ability and motivation, and the training program’s learning environment should take both into account.

In terms of ability, the learner–trainee needs the required reading, writing, and mathematics skills. In addition to the required educational level, intelligence, and knowledge base. As every student knows, the learner also must be motivated to learn the material.


Motivating TraineesMotivating Trainees


Making the Learning Meaningful

•Importance•Familiar examples•Organize logically•Familiar terms•Perceived need

At the start of training, show why it’s important, and provide an overview. Use a variety of familiar examples. Organize the information so you can present it logically, and in meaningful units. Use terms and concepts that are already familiar to trainees. Use as many visual aids as possible. Finally, create a perceived training need in trainees’ minds.

Making skills transfer obvious & easy

•Similarity•Practice•Label•Attention•Pace

Maximize the similarity between the training situation and the work situation. Provide adequate practice. Label or identify each step in the process. Direct the trainees’ attention to important aspects of the job. Provide information about what could happen. Adjust your pace and rhythm to connect with the group.

LearningLearning

• Reinforce correct responsesTrainees learn best when the trainers immediately reinforce correct

responses, perhaps with a quick “well done”.

• ScheduleSet the schedule and start and end on time.

• Follow-up assignments

• Transfer of training to the jobDuring training, provide trainees with training experiences and conditions

(surroundings, equipment) that resemble the actual work environment. After training, reinforce what trainees learned, for example, by appraising and rewarding employees for using new skills.

Developing the program involves actually creating and preparing training materials and the content of the course, and verify the whole program.


Cont.

Explain how to use Explain how to use training techniquestraining techniques

Turning to implementing the training program


Implementing Training ProgramsImplementing Training Programs• On the job, Off the job , Computerized &

Web – based techniques

On-the-job training (OJT) : • means having a person learn a job by actually doing it.

• The most familiar on-the-job training is the coaching or

understudy method. Here, an experienced worker or the trainee’s

supervisor trains the employee. This may involve acquiring skills

by observing the supervisor, or having the supervisor show the

new employee the ropes.



On-the-job training – includes : •The coaching/understudy approach occurs when a trainee works directly with a senior manager or with the person he/she is to replace, and the latter is responsible for coaching the trainee.

• Special assignments - similarly give lower-level executives first-hand experience in working.

Cont.

21

On-the-Job TrainingOn-the-Job Training

1

Follow Up- and designate to whom the learner should go for help. Gradually decrease supervision.

Present the Operation- Explain quantity and quality requirements and go through the job at a normal pace

Steps to Help Ensure OJT Success

Prepare the Learner- by putting the learner at ease and explaining why he or she is being taught.

Do a Tryout- and have the learner go through the job several times at

a reduced, then normal, pace.

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3

4

Cont.

Off the job types of LearningOff the job types of Learning

• Lectures- Lecturing is a quick and simple way to present knowledge to large groups of trainees, as when the sales force needs to learn a new product’s features.

• Case Study Method - presents a trainee with a written description of an organizational problem.

• Role playing - is aimed at creating a realistic situation and then having the trainees assume the parts (roles) of specific persons in that situation.

Chapter 8-22

Other Types of LearningOther Types of Learning

• Informal learningSurveys estimate that as much as 80% of what employees learn on

the job they learn through informal means, including performing their jobs on a daily basis with their colleagues. Other types of informal training occurs between people in the lunch or break room.

• Apprenticeship TrainingA structured process by which people become skilled workers

through a combination of classroom instruction and on-the-job training.


Computerized & Web-based Computerized & Web-based Learning TypesLearning Types

• Videoconferencing- is popular for training geographically dispersed employees.

• Computer and Internet -based training (CBT)- refers to training methods that use interactive computer-based systems and / or online courses to increase knowledge or skills.


Evaluating The Training EffortEvaluating The Training Effort

• Designing the study- How to design the evaluation study; How can we be sure that the training caused the results?

• Controlled experimentation - may use a pre-test, post-test control group design to measure change. Everyone receives the pre- and post-tests but the control group does not receive training.

• Measuremento Reactions to the programo Learning- what (if anything) was learnedo Behavior- to what extent on-the-job behavior or

results change


List and briefly discuss List and briefly discuss management development management development

programsprograms


Implementing Management Implementing Management

Development ProgramsDevelopment Programs

• Strategy and developmentManagement development is any attempt to improve

managerial performance by imparting knowledge, changing attitudes, or increasing skills. The management development process consists of (1) assessing the company’s strategic needs (2) appraising managers’ current performance, then (3) developing the managers.

• Usually use similar learning techniques as training process


List and briefly discuss List and briefly discuss the importance of leading the importance of leading

organizational changeorganizational change


Managing Organizational ChangeManaging Organizational Change

• What to change :

Structure.. Culture.. people & Technology

Perhaps the hardest part of leading a change is knowing what to change and overcoming resistance to it. However, Professor George Wynn claims, “People don’t resist change; they resist being changed.” OD can help in the management of the entire change process.

Strategy and technology are two of many changes that could be made. Of course, strategic, cultural, structural, and technological changes, no matter how logical, will fail without employees’ active support.



Lewin’s change processUnfreezingMovingRefreezing

Managing Organizational ChangeManaging Organizational Change Cont .

Leading Organizational Leading Organizational ChangeChange

• Refreezing stageoReinforcementoMonitor


• Unfreezing stageoUrgency. oCommitment

• Moving stageoCoalitionoVisionoAcceptanceoGains

training and developing employees 8 copyright © 2013 pearson education chapter 8-1

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pearson education chapter

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