8

Gary Dessler

Human Resource Management, 16th Edition

​

Training and

Developing

Employees

Learning Objectives

Prepared by Prof. Dr. Ireen Akhter

After studying this chapter, you should be able to:

8-1 Summarize the purpose and process of employee orientation.

8-2 Give an example of how to design onboarding to improve employee engagement.

8-3 List and briefly explain each of the steps in the training process.

8-4 Explain how to use five training techniques.

8-5 List and briefly discuss four management development methods.

8-6 List and briefly discuss the importance of the steps in leading organizational change.

8-7 Explain why a controlled study may be superior for evaluating the training program’s effects.

Employee Orientation/Onboarding

Prepared by Prof. Dr. Ireen Akhter

• Employee orientation is a procedure for providing new employees with basic background information about the firm.

​

• The manager should accomplish four things, so that new employees would:

1. feel welcome and at home and part of the team.

2. have basic information to function effectively, such as e-mail access, personnel policies and benefits, and work behavior expectations.

3. understand the organization in a broad sense (its past, present, culture, and strategies and vision of the future).

4. start socialize into the firm’s culture and ways of doing things.

Onboarding at Toyota

Prepared by Prof. Dr. Ireen Akhter

• The main aim is to engage Toyota’s new employees in the firm’s ideology of quality, personal development, open communication, teamwork, and mutual respect.
• The initial program takes about 4 days:
• Day 1: welcome early in the morning with an overview of the program by the firm’s HR vice president (1.5 hours to discuss Toyota history and culture, about 2 hours to employee benefits, and several hours discussing Toyota’s commitment to quality and teamwork).

​

• Day 2: focuses first on the importance of mutual respect, teamwork, and open communication at Toyota. The topics covers, such as safety, environmental affairs, and the Toyota production system.

Onboarding at Toyota

Prepared by Prof. Dr. Ireen Akhter

• Day 3: begins with 2 ½ to 3 hours devoted to communication training, such as “making requests and giving feedback.” The rest of the day covers matters such as Toyota’s problem-solving methods, quality assurance, hazard communications, and safety.
• Day 4: includes teamwork training and the Toyota suggestion system in the morning and fire prevention and fire extinguisher training at the afternoon.
• By the end of day 4, new employees should be well on their way to being engaged in Toyota’s ideology.
• [Toyota is a Japanese multinational[Toyota is a Japanese multinational automotive[Toyota is a Japanese multinational automotive manufacturer headquartered in Toyota City, Aichi[Toyota is a Japanese multinational automotive manufacturer headquartered in Toyota City, Aichi, Japan[Toyota is a Japanese multinational automotive manufacturer headquartered in Toyota City, Aichi, Japan, founded by Kiichiro Toyoda and incorporated on August 28, 1937.]

​

Overview of the Training Process

Prepared by Prof. Dr. Ireen Akhter

• Training refers to the methods used to give new or present employees the skills they need to perform their jobs.

​

• The ADDIE (analysis-design-develop-implement-evaluate) Five-Step training process model:
• Analyze the training need- The training needs analysis (TNA) may address -
• Strategic TNA (longer-term) – Strategic goals (to enter new lines of business or to expand abroad) often mean the firm will have to fill new jobs.
• Current Employees’ TNA - specifically training new employees, and those whose performance is deficient.

Overview of the Training Process

Prepared by Prof. Dr. Ireen Akhter

• Ways to identify a current employee’s performance:
• Performance appraisals;
• Job-related performance data (productivity, product quality, wastage, absenteeism, customer complaints);
• Observations by supervisors or other specialists;
• Interviews with the employee or supervisor;
• Tests such as job knowledge, skills, attendance;
• Attitude surveys;
• Individual employee daily diaries;
• Assessment center results.

Competency Profiles and Models

in Training and Development

Prepared by Prof. Dr. Ireen Akhter

Competency Profiles and Models

in Training and Development

Prepared by Prof. Dr. Ireen Akhter

• It consolidates a precise overview of the competencies someone would need to do the job well in one diagram,
• Training a trainer (TOT) is important here for making sure that s/he could, once training is complete, exhibit these skills and knowledge (competencies).
• It often involves starting with a list of competencies to be learned, criteria for assessing competencies mastery, and examples of the competencies (such as using a spreadsheet).
• Trainees learn through a real-world exercises, teamwork, classes, and online resources under a learning coach.

Overview of the Training Process

Prepared by Prof. Dr. Ireen Akhter

2. Designing the Training Program

• Design means planning the overall training program including training objectives, delivery methods, and program evaluation.
• Several specific design issues:
• setting learning objectives
• creating a motivational learning environment
• make the learning meaningful
• reinforce the learning
• make skills transfer obvious and easy
• Manager reviews possible training program content and estimates a training program budget.

Prepared by Prof. Dr. Ireen Akhter

3. Developing the Program

• Program development means actually assembling the program’s
• training content and materials (syllabus to cover).
• instructional methods (lectures, cases, Web-based, and so on),
• training equipment and materials include (iPads, workbooks, lectures, PowerPoint slides, Web- and computer-based activities, course Activities) , and
• trainer resources (manuals, for instance).

Overview of the Training Process

Prepared by Prof. Dr. Ireen Akhter

4. Implementing the Training Program

• Before, during, and after the actual training to improve trainees’ learning and engagement.

​

5. Evaluate the Training Program

• Evaluation after the actual training with before, during training program.

​

Overview of the Training Process

Prepared by Prof. Dr. Ireen Akhter

• On-the-Job Training (OJT)
• Apprenticeship Training -
• Informal Learning-“70/20/10” as a rule, 70% - informally on or off the job, 20%- social interactions, and only 10%-actual formal training
• Job Instruction Training
• Lectures
• Programmed Learning -is a step-by-step, self-learning method that consists of three parts:

1. present questions, facts, or problems to the learner;

2. allowing the person to respond;

3. providing feedback on the accuracy of answers, with instructions on what to do next.

Training Techniques

Prepared by Prof. Dr. Ireen Akhter

• Behavior Modeling
• (i) Modeling; (ii) Role-playing; (iii) Social reinforcement; and (iv) Transfer of training.
• Audiovisual Techniques
• Vestibule or Simulated Training- trainees learn on the actual or simulated equipment but are trained off the job
• Electronic Performance Support Systems (EPSS)
• Videoconferencing
• Computer-Based Training
• Online/Internet-Based Training

Training Techniques

Prepared by Prof. Dr. Ireen Akhter

• Management development is any attempt to improve managerial performance by imparting knowledge, increasing skills, and or changing attitudes.
• It includes in-house programs like courses, coaching, and rotational assignments; professional programs; online programs from various sources; and university programs like MBAs.
• The 9-Box Grid is one tool, which answer the question of who should be sent through an expensive development program?
• It shows Potential from low to medium to high on the vertical axis, and Performance from low to medium to high across the bottom—a total of nine possible boxes.

​

Implementing Management Development Program

Prepared by Prof. Dr. Ireen Akhter

• Managerial On-the-Job Training and Rotation
• Job rotation means moving managers from department to department to broaden their understanding of the business and to test their abilities.
• Coaching/Understudy Approach - In this on-the-job method, the trainee works directly with a senior manager or with the person he or she is to replace.
• Action Learning – In this on-the-job method, a group of managers (5 to 25) are assigned real-world business problems in departments other than their own. They learned through coaching and feedback.

Popular Development Activities

Prepared by Prof. Dr. Ireen Akhter

• Off-the-Job Management Training and Development Techniques
• Case study - Trainees solve realistic problems after studying written or video case descriptions.
• Computerized Management Games - enable trainees to learn by making realistic decisions in simulated situations. It helps them to better manage the information flow between individuals and the team, and improves planning and problem-solving skills.
• Outside Seminars –
• University-Related Programs - Many universities provide range from 1- to 4-days programs to 1 to 4 months executive education programs in leadership, supervision, and the like.
• The Advanced Management Program of Harvard’s Graduate School of Business Administration is one of many such programs.

Popular Development Activities

Prepared by Prof. Dr. Ireen Akhter

• Off-the-Job Management Training and Development Techniques
• Role-Playing - The aim of role-playing is to create a realistic situation and then have the trainees assume the parts (or roles) of specific persons in that situation. Each trainee gets a role.
• Corporate Universities - Many firms establish in-house development centers (often called corporate universities).
• Executive Coaches - Many firms retain executive coaches (an outside consultant) to help develop their top managers’ by SWOT analysis of each executive.

Popular Development Activities

Prepared by Prof. Dr. Ireen Akhter

• Lewin’s Change Process (Psychologist Kurt Lewin) - this model summarizes the basic process for implementing a change with minimal resistance.
• Lewin’s process consists of three steps:
1. Unfreezing -
2. Moving - developing new behaviors, values, and attitudes through organizational structure changes, through conventional training and development activities, and sometimes through the other organizational development techniques (team building).

3. Refreezing - make sure that the organization doesn’t slide back into its former ways of doing things—for instance, change the incentive system.

Managing Organizational Change Programs

Prepared by Prof. Dr. Ireen Akhter

• The widely used Kirkpatrick Model of training evaluation lists four training effects employers can measure:
1. Reaction: Evaluate trainees’ reactions to the program. Such as: Did they like the program? Did they think it worthwhile?
2. Learning: Test whether they learned the principles, skills, and facts they were supposed to learn.
3. Behavior: Ask whether the trainees’ on-the-job behavior changed because of the training program.
4. Results: Most important, ask, “What results did we achieve, in terms of the training objectives previously set?” For example, did the number of customer complaints diminish?
1. Example: Figure 8-4

Training Effects to Measure