HRM CH 8

Human Resource
Management
TWELFTH EDITION
GARY DESSLER
BIJU VARKKEY
Part 3 | Training and Development
Chapter 8
Training and Developing Employees

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd
Authorized adaptation from the United States edition of Human
Resource Management, 12/e
Purpose of Orientation
Orientation Helps
New Employees
Feel
Welcome and
At Ease
Understand
the
Organization

Know What
Is Expected
in Work and
Behavior
Begin the
Socialization
Process
82
The Orientation Process

Company
Organization and
Operations
Employee Benefit
Information
Personnel
Policies
Daily
Routine

Employee
Orientation
Safety Measures
and Regulations
Facilities
Tour
83
The Training Process

Training
The process of teaching new employees the basic
skills they need to perform their jobs.
Trainings Strategic Context

The firms training programs must make sense in
terms of the companys strategic goals.
Performance Management
Taking an integrated, goal-oriented approach to
assigning, training, assessing, and rewarding

employees performance.
84
The Training Process (continued)

The Five-Step Training and Development Process
1
Needs analysis
Instructional design
Validation
Implement the program
Evaluation

85
Training, Learning, and Motivation

Make the Learning Meaningful
1. At the start of training, provide a birds-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 need for training in the minds of
the trainees.

86

(continued)
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.

6. Trainees learn best at their own pace. If possible, let them
pace themselves.
87

Trainees learn best when the trainers
immediately reinforce correct responses.
Trainees learn best at their own pace.
The schedule is importantthe learning curve
goes down late in the day; less than full day
training is most effective.

88
Analyzing Training Needs

Training Needs
Analysis
Task Analysis:
Assessing New Employees
Training Needs

Performance Analysis:
Assessing Current Employees
Training Needs
89
TABLE 81
Task
Analysis
Record
Form
Note: Task analysis record

form showing some of the
tasks and subtasks
performed by a printing
press operator.

810
Assessing Current Employees Training Needs
Assessment Center
Results
Individual Diaries
Attitude Surveys
Tests

Performance Appraisals
Methods for
Identifying
Training
Needs
Job-Related
Performance Data
Observations
Interviews
811
Training Methods
On-the-Job Training
Apprenticeship Training
Informal Learning
Job Instruction Training
Lectures
Programmed Learning
Audiovisual Training
Simulated Training (also Vestibule Training)
Computer-Based Training (CBT)
Electronic Performance Support Systems (EPSS)
Distance and Internet-Based Training

812
Training Methods (continued)

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
813
On-the-Job Training
Steps to Help Ensure OJT Success
1
Prepare the Learner
Present the Operation
Do a Tryout
Follow Up

814
Training Methods (continued)

Effective Lectures
Dont start out on the wrong foot.
Give 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.
815
Programmed Learning
Presenting
questions, facts,
or problems to
the learner
Allowing the
person to
respond
Providing
feedback on the
accuracy of
answers
Advantages
Reduced training time
Self-paced learning
Immediate feedback
Reduced risk of error for learner
816
Computer-Based Training (CBT)

Advantages
Reduced learning time
Cost-effectiveness
Instructional consistency
Types of CBT
Interactive multimedia training
Virtual reality training

817
Distance and Internet-Based Training
Teletraining
Videoconferencing
Distance Learning
Methods
Internet-Based Training
E-Learning and
Learning Portals

818
Management Development
Long-Term Focus
of Management
Development
Assessing the
companys
strategic
needs

Appraising
managers
current
performance
Developing the
managers and
future
managers
819
Management Development (continued)

Managerial
On-the-Job
Training
Job
Rotation

Coaching/
Understudy
Approach
Action
Learning
820
Management Development (continued)

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

821
Managing Organizational Change

and Development
What to Change
Strategy
Culture

Structure
Technologies
Employees
822

and Development (continued)
The Human
Resource Managers
Role
Overcoming
resistance to
change

Organizing
and leading
organizational
change
Effectively
using
organizational
development
practices
823

and Development (continued)
Overcoming Resistance to Change:
Lewins Change Process
1
Unfreezing
Moving
Refreezing

824
How to Lead the Change

Unfreezing Phase
Establish a sense of urgency (need for change).
Mobilize commitment to solving problems.
Moving Phase
Create a guiding coalition.
Develop and communicate a shared vision.
Help employees to make the change.
Consolidate gains and produce more change.
Refreezing Phase
Reinforce new ways of doing things.
Monitor and assess progress.

825
Using Organizational Development

Organizational Development (OD)
1
Usually involves action research.
Applies behavioral science knowledge.
Changes the organization in a particular direction.

826
TABLE 83
Examples of OD Interventions
Human Process Applications
HRM Applications
T-groups (Sensitivity Training)
Goal setting
Process consultation
Performance appraisal
Third-party intervention
Reward systems
Team building
Career planning and development
Organizational confrontation meeting
Managing workforce diversity
Survey research
Employee wellness
Technostructural Interventions
Strategic OD Applications
Formal structural change
Integrated strategic management
Differentiation and integration
Culture change
Cooperative unionmanagement
projects
Strategic change
Self-designing organizations
Quality circles
Total quality management
Work design
827
Evaluating the Training Effort

Designing the Study
Time series design
Controlled experimentation
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
828
FIGURE 86
Using a Time
Series Graph
to Assess a
Training
Programs
Effects

829
FIGURE 87
A Sample Training
Evaluation Form
Source:
www.opm.gov/employment_and_benefits/worklife/.

830

HRM CH 8

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Human Resource

Training and Developing Employees

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

The Orientation Process

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

The Training Process

skills they need to perform their jobs.

Trainings Strategic Context

terms of the companys strategic goals.

assigning, training, assessing, and rewarding

The Training Process (continued)

Implement the program

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Training, Learning, and Motivation

the material to be presented to facilitate learning.

2. Use a variety of familiar examples.

logically, and in meaningful units.

4. Use terms and concepts that are already familiar

5. Use as many visual aids as possible.

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Training, Learning, and Motivation

know what might happen back on the job.

Training, Learning, and Motivation

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Analyzing Training Needs

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Note: Task analysis record

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Assessing Current Employees Training Needs

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Training Methods (continued)

by actually doing the job.

Types of On-the-Job Training

Prepare the Learner

Present the Operation

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Training Methods (continued)

Computer-Based Training (CBT)

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Distance and Internet-Based Training

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Management Development (continued)

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Management Development (continued)

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Managing Organizational Change

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Managing Organizational Change

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Managing Organizational Change

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

How to Lead the Change

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Using Organizational Development

Usually involves action research.

Applies behavioral science knowledge.

Changes the organization in a particular direction.

Copyright 2011 Dorling Kindersley (India) Pvt. Ltd

Human Process Applications

T-groups (Sensitivity Training)