Gary Dessler

tenth edition

Chapter 8 Part 3 Training and Development

Training and Developing Employees

© 2005 Prentice Hall Inc. PowerPoint Presentation by Charlie Cook

All rights reserved. The University of West Alabama
After
After studying
studying this
this chapter,
chapter,
you
you should
should be
be able
able to:
to:
1. Describe the basic training process.
2. Describe and illustrate how you would go about
identifying training requirements.
3. Explain how to distinguish between problems you
can fix with training and those you can’t.
4. Explain how to use five training techniques.

©
© 2005
2005 Prentice
Prentice Hall
Hall Inc.
Inc. All
All rights
rights reserved.
reserved. 8–2
8–2
8–2
Orienting Employees
 Employee orientation
– A procedure for providing new employees with
basic background information about the firm.
 Orientation content
– Information on employee benefits
– Personnel policies
– The daily routine
– Company organization and operations
– Safety measures and regulations
– Facilities tour

© 2005 Prentice Hall Inc. All rights reserved. 8–3

Orienting Employees (cont’d)
 A successful orientation should accomplish
four things for new employees:
– Make them feel welcome and at ease.
– Help them understand the organization in a broad
sense.
– Make clear to them what is expected in terms of
work and behavior.
– Help them begin the process of becoming
socialized into the firm’s ways of acting and doing
things.

© 2005 Prentice Hall Inc. All rights reserved. 8–4

The Training Process
 Training
– The process of teaching new employees the basic
skills they need to perform their jobs.
 The strategic context of training
– Performance management: the process employers
use to make sure employees are working toward
organizational goals.
• Web-based training
• Distance learning-based training
• On the job Training
• Off the job training etc.

© 2005 Prentice Hall Inc. All rights reserved. 8–5

The Training and Development Process
 Needs analysis
– Identify job performance skills needed, assess prospective
trainees skills, and develop objectives.
 Instructional design
– Produce the training program content, including workbooks,
exercises, and activities.
 Validation
– Presenting (trying out) the training to a small representative
audience.
 Implement the program
– Actually training the targeted employee group.
 Evaluation
– Assesses the program’s successes or failures.

© 2005 Prentice Hall Inc. All rights reserved. 8–6

Make the Learning Meaningful
 At the start of training, provide a bird’s-eye view of
the material to be presented to facilitates learning.
 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 aid as possible.

© 2005 Prentice Hall Inc. All rights reserved. 8–7

EMPLOYEE TRAINING IMPORTANCE

 Job complexity
 Job changes
 Employee diversity
 Learning designed to
produce a change
– Employee training
• Skills needed to do the
job at hand
– Employee
development ????????

DeCenzo and Robbins HRM 7th Edition 8

TRAINING NEEDS

 Organization goals
 Tasks to complete those
goals
 Behaviors needed to
perform those tasks
 Employee deficiencies in
– Skills
– Knowledge
– Abilities

DeCenzo and Robbins HRM 7th Edition 9

BEFORE YOU TRAIN…..

 MAKE SURE
PERFORMANCE
DEFICIENCY IS DUE
TO LACK OF
TRAINING

DeCenzo and Robbins HRM 7th Edition 10

TRAINING APPROACHES (ON-THE-JOB)

 Strengths
– Simple
– Actual job
 Weaknesses
– Productivity
– Mistakes
 Types
– Apprenticeship
– Job instruction training

DeCenzo and Robbins HRM 7th Edition 11

TRAINING APPROACHES (OFF-THE-JOB)

 Classroom lectures
 Films and videos
 Demonstrations
 Case studies
 Simulations
 Programmed
instruction
– Interactive video disks
– Virtual reality

DeCenzo and Robbins HRM 7th Edition 12

AND…..

 Computer-based
training

– See Exhibit 8-5

DeCenzo and Robbins HRM 7th Edition 13

Exhibit 8-5: Off-the-job Training Methods

DeCenzo
and
Robbins
HRM 7th
Edition 14
EMPLOYEE DEVELOPMENT

 Future oriented
 Education, not
training
– Reasoning, decision
making
– Personal growth
 All employees, not
just managers

DeCenzo and Robbins HRM 7th Edition 15

EMPLOYEE DEVELOPMENT METHODS

 Job rotation

 Assistant-to positions

 team assignment

 AND…

DeCenzo and Robbins HRM 7th Edition 16

EMPLOYEE DEVELOPMENT METHODS

 Lectures and
seminars

 AND….

DeCenzo and Robbins HRM 7th Edition 17

EMPLOYEE DEVELOPMENT METHODS

 Coaching

 Simulations

 Outdoor training

DeCenzo and Robbins HRM 7th Edition 18

ORGANIZATION DEVELOPMENT

 Goal is to help
organizations
(people) adapt to
change
 Change affects
– Technology
– Systems
– People
– Processes

DeCenzo and Robbins HRM 7th Edition 19

ORGANIZATION DEVELOPMENT GOALS

– Help employees adapt

to change
– Build acceptance of
new culture
– Generate support for
whatever actions need
to be taken

DeCenzo and Robbins HRM 7th Edition 20

ORGANIZATION DEVELOPMENT
MODELS

 Kurt Levin Change

Stages
• Unfreeze status quo
• Change
• Refreeze to stabilize
 Rafting in white water
– Nimble, flexible, adaptable
to survive

DeCenzo and Robbins HRM 7th Edition 21

ORGANIZATION DEVELOPMENT
METHODS

 Climate surveys
 Team building
 Third-party
intervention
 Change agents

DeCenzo and Robbins HRM 7th Edition 22

OD - THE LEARNING ORGANIZATION

 Systems thinking
 Personal mastery
 Mental models
 Shared vision
 Team learning

DeCenzo and Robbins HRM 7th Edition 23

OD - THE LEARNING ORGANIZATION

 ORGANIZATION
DEVELOPMENT

 BECOMES

 ORGANIZATIONAL
TRANSFORMATION

DeCenzo and Robbins HRM 7th Edition 24

8: EVALUATING TRAINING AND
DEVELOPMENT

 NEEDS TO BE
MORE THAN JUST
FUN

DeCenzo and Robbins HRM 7th Edition 25

8: EVALUATING TRAINING AND
DEVELOPMENT

 OR NOT

DeCenzo and Robbins HRM 7th Edition 26

8: EVALUATING TRAINING AND
DEVELOPMENT

 Cost effectiveness

 Deficiencies
corrected

 Productivity
measured

DeCenzo and Robbins HRM 7th Edition 27

8: POST-TRAINING PERFORMANCE

 Train

 Evaluate performance

DeCenzo and Robbins HRM 7th Edition 28

8: PRE-POST-TRAINING PERFORMANCE

 Establish/identify
baseline

 Train

 Evaluate performance


DeCenzo and Robbins HRM 7th Edition 29

8: PRE-POST-TRAINING WITH
CONTROL GROUP

 Establish/identify
baseline
 Control group
– Hold out some subjects
– Do nothing to them
 Train the rest
 Evaluate performance
of both groups
 Compare results

DeCenzo and Robbins HRM 7th Edition 30

8: INTERNATIONAL ISSUES

 Training
– Culture
– Language
– Techniques
 Development
– Necessary for
executives
– Expatriate

DeCenzo and Robbins HRM 7th Edition 31

What Is Management Development?
 Management development
– Any attempt to improve current or future
management performance by imparting
knowledge, changing attitudes, or increasing
skills.
 Succession planning
– A process through which senior-level openings are
planned for and eventually filled.
• Anticipate management needs
• Review firm’s management skills inventory
• Create replacement charts
• Begin management development

© 2005 Prentice Hall Inc. All rights reserved. 8–32

Managerial on-the-Job Training
 Job rotation
– Moving a trainee from department to department
to broaden his or her experience and identify
strong and weak points.
 Coaching/Understudy approach
– The trainee works directly with a senior manager
or with the person he or she is to replace; the
latter is responsible for the trainee’s coaching.
 Action learning
– Management trainees are allowed to work full-
time analyzing and solving problems in other
departments.
© 2005 Prentice Hall Inc. All rights reserved. 8–33
Off-the-Job Management Training and
Development Techniques
 Case study method
– Managers are presented with a description of an
organizational problem to diagnose and solve.
 Management game
– Teams of managers compete by making
computerized decisions regarding realistic but
simulated situations.
 Outside seminars
– Many companies and universities offer Web-based
and traditional management development
seminars and conferences.
© 2005 Prentice Hall Inc. All rights reserved. 8–34
Off-the-Job Management Training and
Development Techniques (cont’d)
 Role playing
– Creating a realistic situation in which trainees
assume the roles of persons in that situation.
 Behavior modeling
– Modeling: showing trainees the right (or “model”)
way of doing something.
– Role playing: having trainees practice that way
– Social reinforcement: giving feedback on the
trainees’ performance.
– Transfer of learning: Encouraging trainees apply
their skills on the job.
© 2005 Prentice Hall Inc. All rights reserved. 8–35
Off-the-Job Management Training and
Development Techniques (cont’d)
 Corporate universities
– Provides a means for conveniently coordinating all
the company’s training efforts and delivering Web-
based modules that cover topics from strategic
management to mentoring.
 In-house development centers
– A company-based method for exposing
prospective managers to realistic exercises to
develop improved management skills.

© 2005 Prentice Hall Inc. All rights reserved. 8–36

Off-the-Job Management Training and
Development Techniques (cont’d)
 Executive coaches
– An outside consultant who questions the
executive’s boss, peers, subordinates, and
(sometimes) family in order to identify the
executive’s strengths and weaknesses.
– Counsels the executive so he or she can capitalize
on those strengths and overcome the weaknesses.

© 2005 Prentice Hall Inc. All rights reserved. 8–37

Managing Organizational Change and
Development
 What to change?
– Strategy: mission and vision
– Culture: new corporate values
– Structure: departmental structure, coordination,
span of control, reporting relationships, tasks,
decision-making procedures
– Technologies: new systems and methods
– Employees: changes in employee attitudes and
skills

© 2005 Prentice Hall Inc. All rights reserved. 8–38

Overcoming Resistance to Change
 What causes resistance?
– All behavior in organizations is a product of two
kinds of forces—those striving to maintain the
status quo and those pushing for change.
 Lewin’s Change Process
– Unfreezing: reducing the forces striving to
maintain the status quo.
– Moving: developing new behaviors, values, and
attitudes, sometimes through structural changes.
– Refreezing: reinforcing the changes.

© 2005 Prentice Hall Inc. All rights reserved. 8–39

Overcoming Resistance to Change
 Change initiatives
– Political campaign: creating a coalition strong
enough to support and guide the initiative.
– Marketing campaign: tapping into employees’
thoughts and feelings and also effectively
communicating messages about the prospective
program’s theme and benefits.
– Military campaign: Deploying executives’ scarce
resources of attention and time to actually carry
out the change.

© 2005 Prentice Hall Inc. All rights reserved. 8–40

How to Lead the Change (in 10 Steps)
1. Establish a sense of urgency.
2. Mobilize commitment through joint diagnosis of problems.
3. Create a guiding coalition. / team
4. Develop a shared vision.
5. Communicate the vision.
6. Help employees to make the change.
7. Generate short-term wins.
8. Consolidate gains and produce more change.
9. Anchor the new ways of doing things in the company’s culture.
10. Monitor progress and adjust the vision as required.

© 2005 Prentice Hall Inc. All rights reserved. 8–41

Key Terms

employee orientation management development

training succession planning
performance management job rotation
negligent training action learning
task analysis case study method
performance analysis management game
on-the-job training role playing
apprenticeship training behavior modeling
job instruction training (JIT) in-house development center
programmed learning outsourced learning
simulated training organizational development
job aid controlled experimentation
electronic performance support
systems (EPSS)

© 2005 Prentice Hall Inc. All rights reserved. 8–42