Fundamentals of Human Resource
Management
Module 3
Unit 1
Lecture
Training and
Developing
Employees
Today we will:
• Review Unit 2-2 content
• Cover Training and Developing Employees (3-1)
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Revision
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Define basic testing concepts, including
validity and reliability.
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Explain the factors and problems that can
undermine the interview’s usefulness, and
the technique for eliminating them.
• Snap Judgments
• Negative Emphasis
• Not Knowing the Job
• Pressure to Hire
• Candidate Order (Contrast Error)
• Influence of Nonverbal Behaviors
• Attractiveness
• Research Insight
• Ingratiation
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Discuss at least four basic types of
personnel tests.
Cognitive
Motor & Physical Abilities
Personality
Achievement Tests
Computerized Online Testing
Work Samples & Simulation
Situational Judgment Tests
Management Assessment Centers
Video-Based Situational Testing
Miniature Job Training & Evaluation Approach
Computerized Multimedia Candidate Assessment Tool
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Learning Objectives (1 of 2)
E1: Summarize the purpose and process of employee orientation.
E2: Give an example of how to design onboarding to improve employee
engagement.
E3: List and briefly explain each of the five steps in the training process.
E4: Explain how to use five training techniques.
E5: List and briefly discuss four management development methods.
E6: Answer the question, “What is organizational development and how
does it differ from traditional approaches to organizational change?”
E7: Explain what to consider in evaluating the effectiveness of a training
program.
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E1: Summarize the purpose and
process of employee
orientation
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Employee Orientation (onboarding)
1. Make the new employee feel welcome
2. Make sure the new employee has the basic
information
3. Help the new employee understand the
organization in a broad sense
4. Start socializing the person into the firm’s culture
and ways of doing things
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Employment Law (1 of 2)
• The Orientation (Onboarding) Form sample 1
• The Employee Handbook sample 2
• Orientation Technology
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The Orientation Process
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E2: Give an example of how to
design onboarding to improve
employee engagement
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Employee Engagement: Onboarding
at Toyota
• Day 1: Involves welcoming the employees and
overview of the organizational structure and culture
• Day 2: Involves communication, mutual respect,
teamwork, and open communication values overview
• Day 3: Involves 2.5 to 3 hours devoted to
communication and feedback training
• Day 4: Involves teamwork training and Toyota
suggestion system
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E3: List and briefly explain each
of the five steps in the training
process
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The ADDIE Five-Step Training
Process
• Analyze the training need
• Design the overall training program
• Develop the course
• Implement training by targeting employee groups
using methods
• Evaluate the course’s effectiveness
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Employment Law (2 of 2)
• Training Decisions
• Aligning Strategy and Training
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Conducting the Training Needs
Analysis
• Strategic Training Needs Analysis
• Current Training Needs Analysis
• Task Analysis: Analyzing New Employees’ Training
Needs
• Talent Management: Using Competency Models
• Performance Analysis: Analyzing Current
Employees’ Training Needs
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Sample Task Analysis Record Form (1 of 2)
Task List
When and
How Often
Performed
1.
Operate paper
cutter
4 times per
day
blank
Noisy
pressroom:
distractions
1.1.
Start motor
4 times per
day
blank
blank
blank
1.2.
Set cutting
distance
± tolerance
of 0.007 in.
blank
Read gauge
blank
Lift paper
correctly
On the job
blank
Quantity and
Quality of
Performance
Conditions
under Which
Performed
Skills or
Knowledge
Required
Where Best Learned
blank
blank
On the job
On the job
1.3.
Place paper on
cutting table
blank
Must be
completely
even to
prevent
uneven cut
1.4.
Push paper up
to cutter
blank
blank
blank
Must be even
On the job
1.5.
Grasp safety
release with left
hand
blank
100% of
time, for
safety
blank
Essential for
safety
On the job but practice first
with no distractions
1.6.
Grasp cutter
release with
right hand
blank
Must keep
both hands on
releases
On the job but practice first
with no distractions
blank
blank
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Sample Task Analysis Record Form (2 of 2)
Task List
1.7.
Simultaneously
pull safety
release with left
hand and cutter
release with
right hand
When and
How Often
Performed
Quantity and
Quality of
Performance
Conditions
under Which
Performed
Skills or
Knowledge
Required
blank
Must keep
both hands on
releases
On the job but practice first
with no distractions
Where Best Learned
On the job but practice first
with no distractions
blank
blank
1.8.
Wait for cutter to
retract
blank
100% of
time, for
safety
blank
Must keep
both hands on
releases
1.9.
Retract paper
blank
blank
blank
Wait until
cutter retracts
On the job but practice first
with no distractions
blank
blank
On the job but practice first
with no distractions
1.10.
Shut off
blank
100% of
time, for
safety
2.
Operate printing
press
blank
blank
blank
blank
blank
2.1.
Start motor
blank
blank
blank
blank
blank
Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.
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Ways to Identify How Current
Employees are Doing
• Performance appraisals
• Job-related performance data
• Observations by supervisors or other specialists
• Interviews with the employee or his/her supervisor
• Tests of job knowledge, skills, and attendance
• Attitude surveys
• Individual employee daily diaries
• Assessment center results
• Special performance gap analytical software
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Designing the Training Program
• Setting Learning Objectives
• Creating a Motivating Learning Environment
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How to Motivate the Trainee
Building Your Management Skills: How to Motivate the Trainee
Beyond that, motivation theory provides useful guidance. We can summarize such motivational points as follows.
Make the Learning Meaningful Learners are more motivated to learn something that has meaning for them.
Therefore:
1. At the start of training, provide a bird’s-eye view of the material that you are going to present. For example, show
why it’s important, and provide an overview.
2. Use familiar examples.
3. Organize the information so you can present it logically, in meaningful units.
4. Use terms and concepts that are already familiar to trainees.
5. Use visual aids.
6. Create a perceived training need in trainees’ minds. In one study, pilots who experienced pretraining, accidentrelated events subsequently learned more from an accident-reduction training program than did those
experiencing fewer such events. At least, “before the training, managers need to sit down and talk with the
trainee about why they are enrolled in the class, what they are expected to learn, and how they can use it on the
job.”
Reinforce the Learning Make sure the learner gets plenty of feedback. In particular:
1. Trainees learn best when the trainers immediately reinforce correct responses, perhaps with a quick “well done.”
2. The learning curve goes down late in the day. Partial-day training is generally superior to full day training.
3. Provide follow-up assignments at the close of training, so trainees are reinforced by having to apply back on the
job what they’ve learned.
4. Incentivize. Some companies, such as Hudson Trail outfitters, an outdoor-gear retailer, offer trainees incentives
of outdoor gear for completing each training program segment.
5. Trainees learn best at their own pace. If possible, let them pace themselves.
6. Goal-setting is important. In one study, some trainees set goals at the start of the program for the skills they were
being taught. After training, they were rated more highly on these skills than were those who hadn’t set goals.
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Developing the program
• Program development
• Implementation
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E4: Explain how to use five
training techniques
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Implementing the Training Program
• On-the-Job Training
• Types of On-the-Job Training
• Apprenticeship Training
• Informal Learning
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Some Popular Apprenticeships
The U.S. Department of Labor’s Registered Apprenticeship program offers
access to more than 1,000 occupations, such as the following:
• Able seaman
• Carpenter
• Chef
• Child care development specialist
• Construction craft laborer
• Dental assistant
• Electrician
• Elevator constructor
• Fire medic
• Law enforcement agent
• Over-the-road truck driver
• Pipefitter
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Types of Training (1 of 4)
• Job Instruction Training
• Lectures
• Programmed Learning
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Types of Training (2 of 4)
• Behavior Modeling
• Audiovisual-Based Training
• Vestibule Training
• Electronic Performance Support Systems (EPSS)
• Job Aid
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Types of Training (3 of 4)
• Videoconferencing
• Computer-based Training (CBT)
• Simulated learning
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Improving Performance Through
HRIS
• Internet-based Learning
• Learning Portals
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Types of Training (4 of 4)
• The Virtual Classroom
• Mobile Learning
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Training
• Web 2.0 Learning
• Lifelong Learning
• Literacy Training
• Diversity Training
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Team Training
• Cross Training
• Technical Training
• Interpersonal Skills Training
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E5: List and briefly discuss four
management development
methods
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Implementing Management
Development Programs
• Strategy’s Role in Management Development
• Succession Planning
• Succession Systems
• Candidate Assessment and the 9-Box Grid
• Managerial On-the-Job Training
– Job Rotation
– Coaching/Understudy Approach
– Action Learning
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Off-the Job Management Training
• The Case Study Method
• Management Games
• Outside Seminars
• University-Related Programs
• Role Playing
• Corporate Universities
• Executive Coaches
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Leadership Development
• GE example
• Talent Management
• Differential
Development
Assignments
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E6: Answer the question, “What
is organizational development
and how does it differ from
traditional approaches to
organizational change?”
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Organizational Change
Building Your Management Skills:
How to Bring About a Change at Work
To bring about a desired organizational change at work:
1.
2.
3.
4.
5.
6.
7.
8.
Establish a sense of urgency. Create a sense of urgency. For example, present employees with a
(fictitious) analyst’s report describing the firm’s imminent demise.
Mobilize commitment through joint diagnoses of problems. Create a task force to diagnose the
problems facing the department or the company. This can help to produce a shared understanding
of what they can and must improve.
Create a guiding coalition. It’s never easy to implement big changes alone. Therefore, create a
“guiding coalition” of influential people. They’ll act as missionaries and implementers.
Develop and communicate a shared vision of what you see coming from the change. Keep the
vision simple (for example, “We will be faster than anyone at satisfying customer needs.”), and lead
by example.
Help employees make the change. Eliminate impediments. For example, do current policies or
procedures make it difficult to act? Do intransigent managers discourage employees from acting?
Aim first for attainable short-term accomplishments. Use the credibility from these to make additional
changes.
Reinforce the new ways of doing things with changes to the company’s systems and procedures.
For example, use new appraisal systems and incentives to reinforce the desired new behaviors.
Monitor and assess progress. In brief, this involves comparing where the company or department is
with where it should be.
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E7: Explain what to consider in
evaluating the effectiveness of
a training program
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Evaluating the Training Effort
• Design the Study
– Time Series
– Controlled Experimentation
• Training Effects to Measure
–
–
–
–
Reaction
Learning
Behavior
Results
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Example Training Evaluation Form
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Summary
1. New employees must be trained
2. There is more to orienting employees than introducing
them to coworkers
3. ADDIE outlines the training process
4. Specific training methods were covered
5. New managers often get on-the-job training
6. Managers must execute organizational change
programs
7. Organizational training efforts
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