Dessler_ch 8 Final
Transcript of Dessler_ch 8 Final
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Human Resource Human Resource ManagementManagement
ELEVENTH EDITIONELEVENTH EDITION
G A R Y D E S S L E RG A R Y D E S S L E R
Training and Developing EmployeesTraining and Developing Employees
Chapter Chapter 88
Part 3 | Training and DevelopmentPart 3 | Training and Development
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After studying this chapter, you should be able to:After studying this chapter, you should be able to:
• Describe the basic training processDescribe the basic training process• Effectively train an employeeEffectively train an employee• Develop and implement a training programDevelop and implement a training program• Explain how to distinguish between problems Explain how to distinguish between problems
you can fix with training and those you can’tyou can fix with training and those you can’t• Explain how to use five training techniques.Explain how to use five training techniques.• Describe and illustrate how you would go Describe and illustrate how you would go
about identifying training requirements.about identifying training requirements.
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Purpose of OrientationPurpose 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
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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
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Learning the RopesLearning the Ropes
• Realistic Orientation Programs for Realistic Orientation Programs for new Employees’ Stress (ROPES)new Employees’ Stress (ROPES)
• Warn about disappointments Warn about disappointments
• How to cope is keyHow to cope is key
• Supervisors should monitor Supervisors should monitor newcomersnewcomers
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FIGURE 8–1New Employee Departmental Orientation Checklist
Source: UCSDHealthcare. Used with permission.
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The Training ProcessThe Training Process
• TrainingTraining The process of teaching new employees the basic The process of teaching new employees the basic
skills they need to perform their jobs.skills they need to perform their jobs.
• Training’s Strategic ContextTraining’s Strategic Context The firm’s training programs must make sense in The firm’s training programs must make sense in
terms of the company’s strategic goals.terms of the company’s strategic goals.
• Performance ManagementPerformance Management Taking an integrated, goal-oriented approach to Taking an integrated, goal-oriented approach to
assigning, training, assessing, and rewarding assigning, training, assessing, and rewarding employees’ performance.employees’ performance.
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5 Step Training and Development Process5 Step Training and Development Process
Needs analysis
Instructionaldesign
Validation
Implement
Evaluation &follow-up
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Training, Learning, and MotivationTraining, Learning, and Motivation
• Make the Learning MeaningfulMake the Learning Meaningful
1.1. At the start of training, provide a bird’s-eye view of At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning.the material to be presented to facilitate learning.
2.2. Use a variety of familiar examples.Use a variety of familiar examples.
3.3. Organize the information so you can present it Organize the information so you can present it logically, and in meaningful units.logically, and in meaningful units.
4.4. Use terms and concepts that are already familiar Use terms and concepts that are already familiar to trainees.to trainees.
5.5. Use as many visual aids as possible.Use as many visual aids as possible.
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Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)
• Make Skills Transfer EasyMake Skills Transfer Easy
1.1. Maximize the similarity between the training situation Maximize the similarity between the training situation and the work situation.and the work situation.
2.2. Provide adequate practice.Provide adequate practice.
3.3. Label or identify each feature of the machine and/or Label or identify each feature of the machine and/or step in the process.step in the process.
4.4. Direct the trainees’ attention to important aspects of Direct the trainees’ attention to important aspects of the job.the job.
5.5. Provide “heads-up,” preparatory information that lets Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job.trainees know what might happen back on the job.
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Motivation Principles for TrainersMotivation Principles for Trainers
• People learn best by doingPeople learn best by doing——provide as much provide as much realistic practice as possible.realistic practice as possible.
• Trainees learn best when the trainers Trainees learn best when the trainers immediately reinforce correct responses.immediately reinforce correct responses.
• Trainees learn best at their own pace.Trainees learn best at their own pace.
• Create a perceived training need in the Create a perceived training need in the trainees’ minds.trainees’ minds.
• The schedule is importantThe schedule is important——the learning curve the learning curve goes down late in the day; less than full day goes down late in the day; less than full day training is most effective.training is most effective.
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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
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TABLE 8–1Task Analysis Record Form
Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.
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Assessing Current Employees’ Training NeedsAssessing 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
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Training MethodsTraining Methods
• On-the-Job TrainingOn-the-Job Training
• Apprenticeship TrainingApprenticeship Training
• Informal LearningInformal Learning
• Job Instruction TrainingJob Instruction Training
• LecturesLectures
• Programmed LearningProgrammed Learning
• Audiovisual TrainingAudiovisual Training
• Simulated Training (also Vestibule Training)Simulated Training (also Vestibule Training)
• Computer-Based Training (CBT)Computer-Based Training (CBT)
• Electronic Performance Support Systems (EPSS)Electronic Performance Support Systems (EPSS)
• Distance and Internet-Based TrainingDistance and Internet-Based Training
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Training Methods (cont’d)Training Methods (cont’d)
• On-the-Job Training (OJT)On-the-Job Training (OJT) Having a person learn a job Having a person learn a job
by actually doing the job.by actually doing the job.
• Types of On-the-Job TrainingTypes of On-the-Job Training Coaching or understudyCoaching or understudy Job rotationJob rotation Special assignmentsSpecial assignments
• AdvantagesAdvantages InexpensiveInexpensive Learn by doingLearn by doing Immediate feedbackImmediate feedback
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On-the-job TrainingOn-the-job Training
Learn by doing – 4 steps to successLearn by doing – 4 steps to success
Step 1 Prepare1. Put the learner at ease—relieve the tension.2. Explain why he or she is being taught.3. Create interest, find out what the learner knows.4. Explain the whole job and relate it to a known job.5. Place close to the normal working positions.6. Familiarize with equipment, materials, & tools.
Step 2 Present1. Explain quantity and quality requirements.2. Go through the job at the normal work pace.3. Go through the job several times, giving each step.4. Repeat slowly again.5. Have the learner explain the steps as you go through.
Step 3 Tryout1. Have the learner go through the job several times. 2. Run the job at the normal pace.3. Learner does the job, building up skill and speed.4. Let the work begin – stick around for a while.
Step 4 Follow-up1. Designate to whom the learner should go for help.2. Gradually decrease supervision, monitor quality.3. Correct faulty work before it becomes a habit.4. Compliment good work; goal is to achieve quality.
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Job Instruction TrainingJob Instruction Training
List each step in order with key stepsList each step in order with key steps
Start motor
Set cutdistanceRead scale
carefullyPlace paper
on cutting tableVerify paper
is evenPush paper
to cutterVerify paper
is tight
Grasp releasewith left hand
Don’t releaseto prevent
injury
Grasp releasewith right hand
Don’t releaseto prevent
injury
Pull cutter &safety releases
Keep bothhands in place
Wait for cutTo finishMaintain
gripRetractpaper
Verifycutter
is done
Shut off motor
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Training Methods (cont’d)Training Methods (cont’d)
• Effective LecturesEffective Lectures Don’t start out on the wrong foot.Don’t start out on the wrong foot. Give listeners signals.Give listeners signals. Be alert to your audience.Be alert to your audience. Maintain eye contact with audience.Maintain eye contact with audience. Make sure everyone in the room can hear. Make sure everyone in the room can hear. Control your hands. Control your hands. Talk from notes rather than from a script.Talk from notes rather than from a script. Break a long talk into a series of five-minute talks.Break a long talk into a series of five-minute talks. Practice and rehearse your presentation.Practice and rehearse your presentation.
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Programmed LearningProgrammed Learning
• AdvantagesAdvantages Reduced training timeReduced training time Self-paced learningSelf-paced learning Immediate feedbackImmediate feedback Reduced risk of error for learnerReduced 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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Electronic TrainingElectronic Training
• Computers and the Internet have Computers and the Internet have revolutionized trainingrevolutionized training
• CBT or CD-ROMCBT or CD-ROM• Distance and Internet basedDistance and Internet based• Job AidsJob Aids• Electronic performance support system Electronic performance support system
(EPSS)(EPSS)
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Distance and Internet-Based TrainingDistance and Internet-Based Training
Teletraining
Videoconferencing
Internet-Based Training
E-Learning and Learning Portals
Distance Learning Methods
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Tele-training & VideoconferencingTele-training & Videoconferencing
• Tele-training:Tele-training: A trainer in a central location A trainer in a central location teaches groups of employees at remote teaches groups of employees at remote locations via television hookupslocations via television hookups..
• VideoconferencingVideoconferencing• Videoconferencing allows for distance teaching
or training• Many PC’s currently can participate in remote
training. • Instructors might need to change some teaching
habits.
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Management DevelopmentManagement Development
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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Succession PlanningSuccession Planning
1
Begin management development
Review firm’s management skills inventory
Steps in the Succession Planning Process
Anticipate management needs
Create replacement charts
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3
4
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Management Development (cont’d)Management Development (cont’d)
Job Rotation
Action Learning
Managerial On-the-Job
Training
Coaching/Understudy Approach
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Management Development (cont’d)Management Development (cont’d)
University-Related Programs
Management Games
Off-the-Job Management Training Off-the-Job Management Training and Development Techniquesand Development Techniques
The Case Study Method
Outside Seminars
Executive Coaches
Behavior Modeling
Role Playing
Corporate Universities
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Evaluating the Training EffortEvaluating the Training Effort
• Designing the StudyDesigning the Study
Time series designTime series design
Controlled experimentation Controlled experimentation
• Training Effects to MeasureTraining Effects to Measure
ReactionReaction of trainees to the program of trainees to the program
LearningLearning that actually took place that actually took place
BehaviorBehavior that changed on the job that changed on the job
ResultsResults achieved as a result of the training achieved as a result of the training
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FIGURE 8–5Using a Time Series Graph to Assess aTraining Program’sEffects
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K E Y T E R M SK E Y T E R M S
employee orientationemployee orientation
trainingtraining
performance managementperformance management
negligent trainingnegligent training
task analysistask analysis
performance analysisperformance analysis
on-the-job trainingon-the-job training
apprenticeship trainingapprenticeship training
job instruction training (JIT)job instruction training (JIT)
programmed learningprogrammed learning
simulated trainingsimulated training
electronic performance support electronic performance support systems (EPSS)systems (EPSS)
job aidjob aid
management developmentmanagement development
succession planningsuccession planning
job rotationjob rotation
action learningaction learning
case study methodcase study method
management gamemanagement game
role playingrole playing
behavior modelingbehavior modeling
in-house development centerin-house development center
controlled experimentationcontrolled experimentation