Formação e Desenvolvimento
FORMAÇÃO E DESENVOLVIMENTO
Retirado/Adaptado de:
Managing Human Resources
Bohlander • Snell
© 2007 Thomson/South-Western.
All rights reserved.
14th edition
PowerPoint Presentation by Charlie Cook
The University of West Alabama
2
FORMAÇÃO E DESENVOLVIMENTO E OUTROS
PROCESSOS DE GRH
Availability of training can aid
in recruitment
Provide an additional
source of trainees
Training may permit hiring
less-qualified applicants
Effective selection may
reduce training needs
Training aids in the
achievement of performance
A basis for assessing
training needs and results
Training and development may
lead to higher pay
A basis for determining
employee’s rate of pay
Training may include a role for
the union
Union cooperation can
facilitate training efforts
3
O ÂMBITO DA FORMAÇÃO

Formação
 Esforço
levado a cabo por uma organização para
promover a aprendizagem dos seus trabalhadores
 Tipicamente focada em objetivos de performance a
curto-prazo.

Desenvolvimento
 Esforço
levado a cabo para o desenvolvimento de
competências no sentido de apoiar os indivíduos
em futuras responsabilidades.
FIGURE 7–1
TRAINING DOLLARS SPENT BY EMPLOYEE TYPE
Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 28.
ABORDAGEM SISTÉMICA À FORMAÇÃO E
DESENVOLVIMENTO

4 fases
 Diagnóstico
de Necessidades de Formação
 Criação de programas
 Implementação
 Avaliação
FIGURE 7–2
SYSTEMS MODEL OF TRAINING
FASE 1: DNF

Análise da Organização


Análise das tarefas


An examination of the environment, strategies, and
resources of the organization to determine where
training emphasis should be placed.
The process of determining what the content of a
training program should be on the basis of a study of
the tasks and duties involved in the job.
Análise das pessoas

A determination of the specific individuals who need
training.
NEEDS ASSESSMENT FOR TRAINING

Análise (assessment) de competências

Analysis of the sets of skills and knowledge needed for decisionoriented and knowledge-intensive jobs.
• ORGANIZATIONAL
ANALYSIS
…of environment, strategies, and resources
to determine where to emphasize training
TASK ANALYSIS
…of the activities to be performed in order to
determine the KSAs needed.
• PERSON ANALYSIS
…of performance, knowledge, and skills in
order to determine who needs training.
FIGURE 7–3
NEEDS ASSESSMENT FOR TRAINING
HIGHLIGHTS IN HRM 1
Notes on Rapid Needs Assessment
NOTE 1: Look at the problem scope.
NOTE 2: Do organizational scanning.
NOTE 3: Play “give and take.”
NOTE 4: Check “lost and found.”
NOTE 5: Use plain talk.
NOTE 6: Use the Web.
NOTE 7: Use rapid prototyping.
NOTE 8: Seek out exemplars.
Source: Condensed from Ron Zemke, “How to Do a Needs Assessment When You Think You Don’t Have Time,”
Training 35, no. 3 (March 1998): 38–44. Reprinted with permission from the March 1998 issue of Training Magazine.
Copyright 1998. Bill Communications, Inc., Minneapolis, MN. All rights reserved. Not for resale.
PHASE 2: DESIGNING THE TRAINING PROGRAM
Issues in training design
Instructional objectives
Trainee readiness and motivation
Principles of learning
Characteristics of successful trainers
FASE 2: DESIGN DA FORMAÇÃO

Objetivos Instrucionais
 Represent
the desired outcomes of a training
program
 Performance-centered
 Provide
objectives
a basis for choosing methods
and materials and for selecting
the means for assessing
whether the instruction
will be successful.
FORMANDOS: DISPONIBILIDADE E MOTIVAÇÃO

Strategies for Creating a Motivated Training
Environment:
 Use
positive reinforcement.
 Eliminate threats and punishment.
 Be flexible.
 Have participants set personal goals.
 Design interesting instruction.
 Break down physical and psychological obstacles to
learning.
FIGURE 7–4
PRINCIPLES OF LEARNING
PRINCÍPIOS DA APRENDIZAGEM
Focus on learning and transfer
Goal setting - What’s the value?
Meaningfulness of presentation
Behavioral modeling
Recognition of individual learning
differences
PRINCÍPIOS DA APRENDIZAGEM (CONT.)
Focus on method and process
Active practice and repetition
Whole versus-part learning
Massed-vs-distributed learning
Feedback and reinforcement
FIGURE 7–5
A TYPICAL LEARNING CURVE
FEEDBACK E REFORÇO

Behavior Modification
 The
technique that operates on the principle that
behavior that is rewarded, or positively reinforced,
is repeated more frequently, whereas behavior that
is penalized or unrewarded will decrease in
frequency.
CARACTERÍSTICAS DE FORMADORES BEM
SUCEDIDOS
Knowledge of the subject
 Adaptability
 Sincerity
 Sense of humor
 Interest
 Clear instructions
 Individual assistance
 Enthusiasm

FASE 3: IMPLEMENTAÇÃO
Choosing the instructional method
Nature of training
Type of trainees
Organizational extent of training
Importance of training outcomes
METODOLOGIA DE FORMAÇÃO PARA
COLABORADORES








On-the-Job Training (OJT)
Apprenticeship Training
Cooperative Training,
Internships, and Governmental
Training
Classroom Instruction
Programmed Instruction
Audiovisual Methods
Computer-based Training and ELearning
Simulation Method
METODOLOGIA DE FORMAÇÃO PARA
COLABORADORES (CONT.)

On-the-job training (OJT)


Method by which employees are given hands-on
experience with instructions from their supervisor
or other trainer.
Desvantagens

The lack of a well-structured training environment

Poor training skills of managers

The absence of well-defined job performance
criteria
ON-THE-JOB TRAINING
Como
lidar com as desvantagens do OJT
1.
Develop realistic goals and/or measures for each
OJT area.
2.
Plan a specific training schedule for each trainee,
including set periods for evaluation and feedback.
3.
Help managers establish a nonthreatening
atmosphere conducive to learning.
4.
Conduct periodic evaluations, after training is
completed, to prevent regression.
HIGHLIGHTS IN HRM 3
The PROPER Way to Do On-the-Job Training
Source: Scott Snell, Cornell University.
METODOLOGIAS DE FORMAÇÃO PARA
COLABORAORES

Estágio (Apprenticeship)
A
system of training in which a worker entering
the skilled trades is given thorough instruction
and experience, both on and off the job, in the
practical and theoretical aspects of the work.

Formação cooperativa
A
training program that combines practical onthe-job experience with formal educational
classes.
© 2007 Thomson/South-Western. All rights reserved.
7–26
TRAINING METHODS FOR NONMANAGERIAL
EMPLOYEES (CONT’D)

Estágio Curricular


Are jointly sponsored by colleges, universities, and
other organizations that offer students the
opportunity to gain real-life experience while
allowing them to find out how they will perform in
work organizations.
Formação em sala de aula
Enables the maximum number of trainees to be
handled by the minimum number of instructors.
 “Blended” learning—lectures and demonstrations
are combined with films, DVDs, and videotapes or
computer instruction.

© 2007 Thomson/South-Western. All rights reserved.
7–27
© 2007 Thomson/South-Western. All rights reserved.
HIGHLIGHTS IN HRM 5
Making the Most of Internships
How to Increase the Value of Interns
To increase the internal value of your internship programs, take the
following steps:
1. Assign the intern to projects that are accomplishable and provide
training as required.
2. Involve the intern in the project-planning process.
3. Appoint a mentor or supervisor to guide the intern.
4. Invite project suggestions from other staff members.
5. Ask interns to keep a journal of their work activities.
6. Rotate interns throughout the organization.
7. Explain the rationale behind work assignments.
8. Hold interns accountable for projects and deadlines.
9. Treat interns as part of the organizational staff and invite them to staff
meetings.
10. Establish a process for considering interns for permanent hire.
Source: Condensed from John Byrd and Rob Poole, “Highly Motivated Employees at No Cost? It’s Not an Impossible Dream,” Nonprofit World 19,
no. 6 (November/December 2001): 312–32. Reprinted by permission of Nonprofit World, http://www.snpo.org, telephone: 734-451-3582
7–28
FIGURE 7–6
DELIVERY METHOD OF TRAINING
Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 32.
METODOLOGIAS DE FORMAÇÃO PARA
COLABORADORES (CONT.)

Formação autorregulada
 Referred
to as self-directed learning—involves
the use of books, manuals, or computers to
break down subject matter content into highly
organized, logical sequences that demand
continuous response on the part of the trainee.

Métodos audiovisuais
 Technologies,
such as CDs and DVDs, are used
to teach skills and procedures by illustrating the
steps in a procedure or interpersonal relations.
TRAINING METHODS FOR NONMANAGERIAL
EMPLOYEES (CONT’D)

E-Learning
 Learning
that takes place via electronic media
such web and computer-based training (CBT)
 Allows the firm to bring the training to
employees
 Allows employees to customize their own
learning in their own time and space
 Provides continuously updated
training materials.
E-LEARNING :: VANTAGENS
Learning is self-paced.
The training comes to the employee.
The training is interactive.
Employees do not have to wait for a scheduled
training session.
The training can focus on specific needs as
revealed by built-in tests.
Trainees can be referred to online help or written
material.
E-LEARNING :: VANTAGENS (CONT.)
It is easier to change a web site than to retype,
photocopy, and distribute new classroomtraining materials.
Record keeping is facilitated.
The training can be cost-effective if used for
both large and small numbers of employees.
HIGHLIGHTS IN HRM 6
Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 34.
METODOLOGIAS DE FORMAÇÃO PARA
COLABORADORES (CONT.)

Simulation
 The
simulation method emphasizes realism in
equipment and its operation at minimum cost
and maximum safety.
 Used when it is either impractical or unwise to
train employees on the actual equipment used
on the job.
METODOLOGIAS DE FORMAÇÃO PARA A
ÁREA DA GESTÃO
On-the-Job Experiences
 Seminars and Conferences
 Case Studies
 Management Games
 Role Playing
 Behavior Modeling

ON-THE-JOB
Coaching
 Understudy Assignment
 Job Rotation
 Lateral Transfer
 Special Projects
 Action Learning
 Staff Meetings
 Planned Career
Progressions

FIGURE 7–7
THE LEADERSHIP GRID
Source: Robert R. Blake and Anne Adams McCanse, Leadership Dilemmas—Grid Solutions (Houston: Gulf Publishing, 1991), 29. (First published
as The Managerial Grid Figure by Robert R. Blake and Jane S. Mouton.) Courtesy of Grid International, Austin, TX. All rights reserved.
MODELAÇÃO DE COMPORTAMENTO

Behavior Modeling
 An
approach that demonstrates desired behavior
and gives trainees the chance to practice and roleplay those behaviors and receive feedback.
 Involves four basic components:
 Learning
points
 Model
 Practice
and role play
 Feedback
and reinforcement
© 2007 Thomson/South-Western. All rights reserved.
7–39
© 2007 Thomson/South-Western. All rights reserved.
FASE 4: AVALIAÇÃO DA FORMAÇÃO
Measuring program effectiveness
Criterion 1: Trainee reactions
Criterion 2: Extent of learning
Criterion 3: Learning transfer to job
Criterion 4: Results assessment
7–40
© 2007 Thomson/South-Western. All rights reserved.
FIGURE 7–9
CRITERIA FOR EVALUATING TRAINING
7–41
CRITÉRIO 1: REAÇÕES DOS PARTICIPANTES

Participant Reactions.
The simplest and most common approach to training
evaluation is assessing trainees.
 Potential questions might include the following:

What were your learning goals for this program?
Did you achieve them?
Did you like this program?
Would you recommend it to others who have similar learning
goals?
What suggestions do you have for improving the program?
Should the organization continue to offer it?
© 2007 Thomson/South-Western. All rights reserved.
7–42
CRITÉRIO 2: APRENDIZAGEM

Checking to see whether they actually learned
anything.
 Testing
knowledge and skills before beginning a
training program gives a baseline standard on
trainees that can be measured again after training
to determine improvement.
 However, in addition to testing trainees, test
employees who did not attend the training to
estimate the differential effect of the training.
© 2007 Thomson/South-Western. All rights reserved.
7–43
CRITÉRIO 3: COMPORTAMENTO

Transfer of Training


Effective application of principles learned to what
is required on the job.
Maximizing the Transfer of Training
1.
2.
3.
4.
Feature identical elements
Focus on general principles
Establish a climate for transfer.
Give employees transfer strategies
© 2007 Thomson/South-Western. All rights reserved.
7–44
CRITÉRIO 4: RETURN ON INVESTMENT (ROI)

Utility of Training Programs.
 Calculating
the benefits derived from training:
How much did quality improve because of the
training program?
How much has it contributed to profits?
What reduction in turnover and wasted materials did
the company get after training?
How much has productivity increased and by how
much have costs been reduced?
© 2007 Thomson/South-Western. All rights reserved.
7–45
CRITÉRIO 4: RETURN ON INVESTMENT (ROI)

Return on Investment
 Viewing
training in terms of the extent to which
it provides knowledge and skills that create a
competitive advantage and a culture that is
ready for continuous change.
 ROI = Results/Training Costs
 If
the ROI ratio is >1, the benefits of the training
exceed the cost of the program
 If the ROI ratio is <1, the costs of the training exceed
the benefits.
© 2007 Thomson/South-Western. All rights reserved.
7–46
© 2007 Thomson/South-Western. All rights reserved.
HIGHLIGHTS IN HRM 7
Source: Richard J. Wagner and Robert J. Weigand, “Can the Value of Training Be Measured? A Simplified Approach to
Evaluating Training,” The Health Care Manager 23, no.1 (January–March 2004): 71–78.
7–47
CRITÉRIO 4: ROI

Benchmarking

The process of measuring one’s own services and
practices against the recognized leaders in order to
identify areas for improvement.
1. Training activity: How much training is occurring?
2. Training results: Do training and development achieve
their goals?
3. Training efficiency: Are resources utilized in the pursuit
of this mission?
© 2007 Thomson/South-Western. All rights reserved.
7–48
CRITÉRIO 4: ROI

Deming’s Benchmarking Model
1.
Plan: conduct a self-audit to identify areas for
benchmarking.
2.
Do: collect data about activities.
3.
Check: Analyze data.
4.
Act: Establish goals, implement changes, monitor
progress, and redefine benchmarks.
© 2007 Thomson/South-Western. All rights reserved.
7–49
© 2007 Thomson/South-Western. All rights reserved.
HIGHLIGHTS IN HRM 8
7–50
© 2007 Thomson/South-Western. All rights reserved.
SPECIAL TRAINING AND DEVELOPMENT TOPICS
Organization-wide training programs
Orientation training
Basic skills training
Team and cross-training
Diversity training
7–51
SPECIAL TOPICS IN TRAINING AND
DEVELOPMENT (CONT’D)

Orientation


A formal process of familiarizing new employees
with the organization, their jobs, and their work
units.
Benefits:
1.
2.
3.
4.
5.
6.
Lower turnover
Increased productivity
Improved employee morale
Lower recruiting and training costs
Facilitation of learning
Reduction of the new employee’s anxiety
© 2007 Thomson/South-Western. All rights reserved.
7–52
SPECIAL TOPICS IN TRAINING AND
DEVELOPMENT (CONT’D)

Basic Skills Training


Basic skills have become essential occupational
qualifications, having profound implications for
product quality, customer service, internal
efficiency, and workplace and environmental safety.
Typical basic skills:

Reading, writing, computing, speaking, listening,
problem solving, managing oneself, knowing how to
learn, working as part of a team, leading others.
© 2007 Thomson/South-Western. All rights reserved.
7–53
SPECIAL TOPICS IN TRAINING AND
DEVELOPMENT (CONT’D)

To implement a successful program in basic
and remedial skills:
1.
2.
3.
4.
5.
Explain to employees why and how the training will
help them in their jobs.
Relate the training to the employees’ goals.
Respect and consider participant experiences, and
use these as a resource.
Use a task-centered or problem-centered
approach so that participants “learn by doing.”
Give feedback on progress toward meeting
learning objectives.
© 2007 Thomson/South-Western. All rights reserved.
7–54
SPECIAL TOPICS IN TRAINING AND
DEVELOPMENT (CONT’D)

Team Training Issues
1.
2.
3.
4.
Team building is a difficult and comprehensive
process.
Team development is not always a linear
sequence of “forming, storming, norming, and
performing.”
Additional training is required to assimilate
new members.
Behavioral and process skills need to be
acquired through participative exercises.
© 2007 Thomson/South-Western. All rights reserved.
7–55
© 2007 Thomson/South-Western. All rights reserved.
FIGURE 7–10 TEAM TRAINING SKILLS
Source: George Bohlander and Kathy McCarthy, “How to Get the Most
from Team Training,” National Productivity Review (Autumn 1996): 25–35.
7–56
SPECIAL TOPICS IN TRAINING AND
DEVELOPMENT (CONT’D)

Cross-Training
 The
process of training employees to do
multiple jobs within an organization
 Gives
firms flexible capacity.
 Cuts turnover
 Increase productivity
 Pares down labor costs
 Lays the foundation for careers rather than deadend jobs.
© 2007 Thomson/South-Western. All rights reserved.
7–57
© 2007 Thomson/South-Western. All rights reserved.
HIGHLIGHTS IN HRM 10
Characteristics of Effective Diversity Training Programs
Steering committee represents all levels of the organization and a mix of
races, ages, and gender.
• Workshops include the following:
• Top executives demonstrate their commitment by early participation.
• Each participant is given a workbook with support materials.
• Participants are made aware of key topics and company policies.
• Participants are asked to describe specific steps they would take to
support diversity.
• Participants create a list of diversity ground rules or behavioral norms.
• Managers discuss and revise rules for their areas.
• Participants link diversity training to other HR initiatives such as
recruitment and selection, career management, and compensation.
• Managers are accountable for achieving goals of diversity training.
7–58
SPECIAL TOPICS IN TRAINING AND
DEVELOPMENT (CONT’D)

To avoid the pitfalls of substandard diversity
training, managers will want to do the
following:

Forge a strategic link.

Check out consultant qualifications.

Don’t settle for “off the shelf” programs.

Choose training methods carefully.

Document individual and organizational benefits.
© 2007 Thomson/South-Western. All rights reserved.
7–59
© 2007 Thomson/South-Western. All rights reserved.
KEY TERMS








apprenticeship training
behavior modeling
behavior modification
benchmarking
competency assessment
cooperative training
cross-training
e-learning








instructional objectives
internship programs
on-the-job training (OJT)
organization analysis
orientation
person analysis
task analysis
transfer of training
7–60