tenth edition

Chapter 8

Gary
Dessler

Part 3 Training and Development

Training and Developing Employees

2005 Prentice Hall Inc.
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PowerPoint Presentation by Charlie Cook

The University of West Alabama

After studying this chapter,

you should be able 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 cant.

4.

Explain how to use five training techniques.

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82

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
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83

Orienting Employees (contd)

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 firms ways of acting and
doing things.
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84

New Employee
Departmental
Orientation
Checklist

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Source: UCSD Healthcare.

Used with permission.

Figure 81

85

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
Cross-cultural diversity training

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86

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
theHall
programs
successes or failures.
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Make the Learning Meaningful

At the start of training, provide a birds-eye view of
the material to be presented to facilitate 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 aids as possible.

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Make Skills Transfer Easy

Maximize the similarity between the training situation
and the work situation.
Provide adequate practice.
Label or identify each feature of the machine and/or
step in the process.
Direct the trainees attention to important aspects of
the job.
Provide heads-up preparatory information that lets
trainees know they might happen back on the job.
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89

Motivate the Learner

People learn best by doing so provide as much
realistic practice as possible.
Trainees learn best when the trainers immediately
reinforce correct responses
Trainees learn best at their own pace.
Create a perceived training need in the trainees
minds.
The schedule is important too: The learning curve
goes down late in the day, less than full day training
is most effective.
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Analyzing Training Needs

Task analysis
A detailed study of a job to identify the
specific skills required, especially for new
employees.

Performance analysis
Verifying that there is a performance
deficiency and determining whether that
deficiency should be corrected through
training or through some other means (such
as transferring the employee).
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811

Task
Analysi
s
Record
Form

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Table 81

Training Methods
On-the-job training (OJT)
Having a person learn a job by actually
doing the job.

OJT methods
Coaching or understudy
Job rotation
Special assignments

Advantages
Inexpensive
Immediate feedback
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Steps in OJT
Step 1: Prepare the learner
Put the learner at easerelieve the tension.
Explain why he or she is being taught.
Create interest, encourage questions, find
out what the learner already knows about
this or other jobs.
Explain the whole job and relate it to some
job the worker already knows.
Place the learner as close to the normal
working position as possible.
Familiarize the worker with equipment,
materials,
tools,
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Steps in OJT (contd)

Step 2: Present the operation
Explain quantity and quality requirements.
Go through the job at the normal work pace.
Go through the job at a slow pace several
times, explaining each step. Between
operations, explain the difficult parts, or
those in which errors are likely to be made.
Again go through the job at a slow pace
several times; explain the key points.
Have the learner explain the steps as you
go through the job at a slow pace.
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Steps in OJT (contd)

Step 3: Do a tryout
Have the learner go through the job several
times, slowly, explaining each step to you.
Correct mistakes and, if necessary, do some
of the complicated steps the first few times.
Run the job at the normal pace.
Have the learner do the job, gradually
building up skill and speed.
As soon as the learner demonstrates ability
to do the job, let the work begin, but dont
abandon him or her.
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Steps in OJT (contd)

Step 4: Follow up
Designate to whom the learner should go for
help.
Gradually decrease supervision, checking
work from time to time against quality and
quantity standards.
Correct faulty work patterns before they
become a habit. Show why the learned
method is superior.
Compliment good work; encourage the
worker until he or she is able to meet the
quality
andHall
quantity
standards.
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Training Methods (contd)

Apprenticeship training
A structured process by which people become
skilled workers through a combination of
classroom instruction and on-the-job training.

Informal learning
The majority of what employees learn on the
job they learn through informal means of
performing their jobs on a daily basis.

Job instruction training (JIT)

Listing each jobs basic tasks, along with key
points, in order to provide step-by-step
training for employees.
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Training Methods (contd)

Effective lectures
Use signals to help listeners follow your ideas.
Dont start out on the wrong foot.
Keep your conclusions short.
Be alert to your audience.
Maintain eye contact with the trainees.
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.
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Programmed Learning
Programmed instruction (PI)
A systematic method for teaching
job skills involving:
Presenting questions or facts
Allowing the person to respond
Giving the learner immediate feedback on
the accuracy of his or her answers

Advantages
Reduced training time
Self-paced learning
Immediate feedback
Reduced
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Training Methods (contd)

Literacy training techniques
Responses to functional illiteracy
Testing job candidates basic skills.
Setting up basic skills and literacy programs.

Audiovisual-based training
To illustrate following a sequence over time.
To expose trainees to events not easily
demonstrable in live lectures.
To meet the need for organizationwide
training and it is too costly to move the
trainers from place to place.
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Training Methods (contd)

Simulated training (occasionally called
vestibule training)
Training employees on special off-the-job
equipment so training costs and hazards
can be reduced.
Computer-based training (CBT)
Electronic performance support systems
(EPSS)
Learning portals

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Computer-based Training (CBT)

Advantages
Reduced learning time
Cost-effectiveness
Instructional consistency

Types of CBT
Intelligent Tutoring systems
Interactive multimedia training
Virtual reality training

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Distance and Internet-Based

Training

Teletraining

A trainer in a central location teaches groups of

employees at remote locations via TV hookups.

Videoconferencing
Interactively training employees who are
geographically separated from each otheror
from the trainervia a combination of audio
and visual equipment.

Training via the Internet

Using the Internet or proprietary internal
intranets to facilitate computer-based training.

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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 firms management skills inventory
Create replacement charts
Begin
management
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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
trainees coaching.

Action learning
Management trainees are allowed to work fulltime analyzing and solving problems in other
departments.
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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.
Actual business decisions i.e. how much product to produce,
how much $ to spend on marketing, how much inventory to
maintain, etc.

Outside seminars
Many companies and universities offer Webbased
and traditional
management
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Off-the-Job Management Training

and Development Techniques
Role playing
(contd)

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.

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Off-the-Job Management Training

and Development Techniques

Corporate universities
(contd)
Provides a means for conveniently
coordinating all the companys 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.
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Off-the-Job Management Training

and Development Techniques

Executive coaches
(contd)

An outside consultant who questions the

executives boss, peers, subordinates, and
(sometimes) family in order to identify the
executives strengths and weaknesses.
Counsels the executive so he or she can
capitalize on those strengths and overcome
the weaknesses.

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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
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Overcoming Resistance to Change

What causes resistance?
All behavior in organizations is a product of
two kinds of forcesthose striving to maintain
the status quo and those pushing for change.

Lewins 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.
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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 programs theme and
benefits.
Military campaign: Deploying executives
scarce resources of attention and time to
actually
carry
out the change.
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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.

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 companys culture.

10. Monitor progress and adjust the vision as required.

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Using Organizational Development

Organizational development (OD)
A special approach to organizational change
in which employees themselves formulate
and implement the change thats required.
Usually involves action research.
Applies behavioral science knowledge.
Changes the attitudes, values, and beliefs of employees.
Changes the organization in a particular direction.

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Examples of OD Interventions
Human Process
T-groups

Human Resource
Management

Process consultation

Goal setting

Third-party intervention

Performance appraisal

Team building

Reward systems

Organizational
confrontation meeting

Career planning and

development

Intergroup relations

Managing workforce
diversity

Technostructural
Formal structural change
Differentiation and
integration
Cooperative union
management projects
Quality circles
Total
quality
management

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Work
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Employee wellness

Strategic
Integrated strategic
management
Culture change
Strategic change
Self-designing
organizations

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Table 83

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 that were achieved as a result of the
training
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Time Series Training Evaluation Design

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Figure 85

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)

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