Đang tải... (xem toàn văn)
Part I: Introduction Managing Human Resources Today Managing Equal Opportunity and Diversity Mergers, Acquisitions, and Strategic Human Resource ManagementPart II: Staffing the OrganizationPersonnel Planning and Recruiting Selecting Employees Training and Developing EmployeesPart III: Appraising and Compensating EmployeesPerformance Management and Appraisal Compensating EmployeesPart IV: Employee and Labor RelationsEthics, Employee Rights, and Fair Treatment at Work Working with Unions and Resolving Disputes Improving Occupational Safety, Health, and SecurityPart V: Special Issues in Human Resource Management Managing Human Resources in Entrepreneurial Firms Managing HR Globally Measuring and Improving HR Management’s Results
Chapter Training and Developing Employees Part Three | Training and Development Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall PowerPoint Presentation by Charlie Cook The University of West Alabama WHERE WE ARE NOW… Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–2 LEARNING OUTCOMES Summarize the purpose and process of employee orientation List and briefly explain each of the four steps in the training process Discuss how you would motivate trainees Describe and illustrate how you would identify training requirements Explain how to distinguish between problems you can fix with training and those you can’t Explain how to use five training techniques Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–3 LEARNING OUTCOMES (cont’d) List and briefly discuss four management development programs List and briefly discuss the importance of the eight steps in leading organizational change Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?” Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–4 Purpose of Orientation Orientation Helps New Employees Feel welcome and at ease Understand the organization Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall Know what is expected in work and behavior Begin the socialization process 8–5 The Orientation Process Company organization and operations Employee benefit information Personnel policies Employee Orientation Daily routine Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall Safety measures and regulations Facilities tour 8–6 FIGURE 8–1 New Employee Departmental Orientation Checklist Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–7 The Training Process • Training Is the process of teaching new employees the basic skills they need to perform their jobs Is a hallmark of good management Reduces an employer’s exposure to negligent training liability • Training’s Strategic Context The aims of firm’s training programs must make sense in terms of the company’s strategic goals Training fosters employee learning, which results in enhanced organizational performance Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–8 Steps in the Training Process The Four-Step Training Process Needs analysis Instructional design Program implementation Evaluation Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–9 Training, Learning, and Motivation • Make the Learning Meaningful At the start of training, provide a bird’s-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 Create a perceived training need in trainees’ minds Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–10 Management Development Techniques Managerial On-the-Job Training Job rotation Coaching and understudy Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall Action learning 8–32 Other Management Training Techniques 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 Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–33 FIGURE 8–6 Typical Role in a Role-Playing Exercise Walt Marshall—Supervisor of Repair Crew You are the head of a crew of telephone maintenance workers, each of whom drives a small service truck to and from the various jobs Every so often you get a new truck to exchange for an old one, and you have the problem of deciding which of your crew members you should give the new truck Often there are hard feelings, since each seems to feel entitled to the new truck, so you have a tough time being fair As a matter of fact, it usually turns out that whatever you decide is considered wrong by most of the crew You now have to face the issue again because a new truck has just been allocated to you for assignment In order to handle this problem you have decided to put the decision up to the crew You will tell them about the new truck and will put the problem in terms of what would be the fairest way to assign the truck Do not take a position yourself, because you want to what they think is most fair Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–34 Behavior Modeling Behavior Modeling Training Model the effective behaviors Have trainees role play using behaviors Provide social reinforcement and feedback Encourage transfer of training to job Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–35 Managing Organizational Change Programs What to Change Strategy Culture Structure Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall Technologies Employees 8–36 Managing Organizational Change and Development The Human Resource Manager’s Role Overcoming resistance to change Organizing and leading organizational change Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall Effectively using organizational development practices 8–37 Managing Organizational Change and Development (cont’d) Overcoming Resistance to Change: Lewin’s Change Process Unfreezing Moving Refreezing Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–38 How to Lead the Change • Unfreezing Stage Establish a sense of urgency (need for change) Mobilize commitment to solving problems • Moving Stage Create a guiding coalition Develop and communicate a shared vision Help employees to make the change Consolidate gains and produce more change • Refreezing Stage Reinforce new ways of doing things Monitor and assess progress Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–39 Using Organizational Development Organizational Development (OD) Usually involves action research Applies behavioral science knowledge Changes the organization in a particular direction Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–40 TABLE 8–3 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 union–management projects Strategic change Self-designing organizations Quality circles Total quality management Work design Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–41 Evaluating the Training Effort • Designing the Evaluation Study Time series design Controlled experimentation • Choosing Which 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 Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–42 FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–43 FIGURE 8–8 A Sample Training Evaluation Form Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–44 KEY TERMS employee orientation training negligent training task analysis competency model performance analysis on-the-job training (OJT) apprenticeship training job instruction training (JIT) programmed learning electronic performance support systems (EPSS) job aid Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall virtual classroom lifelong learning management development job rotation action learning case study method management game role playing behavior modeling in-house development center executive coach organizational development controlled experimentation 8–45 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher Printed in the United States of America Copyright © 2011 Pearson Education, Inc publishing as Prentice Hall 8–46