Chapter Training and Developing Employees © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved Chapter Outline • 7-1 Gaining Competitive Advantage • 7-2 HRM Issues and Practices 7-3 The Managers Guide â 2010Cengage Learning.Atomic Dog is a trademark used herein under license All rights reserved 7-1a Opening Case: Gaining Competitive Advantage at Tesco • Problem: Getting new employees properly oriented to their jobs • Solution: Providing an effective employee orientation training program • How the orientation program enhanced competitive advantage   Employees understand their role in customer service, helping meet the company’s goals, and improving their motivation levels Good relationships forge between managers and staff © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-1b Linking Training and Development to Competitive Advantage • Training focuses on current jobs • Development prepares employees for future jobs • Training and development contribute to competitive advantage by:    Enhancing recruitment Increasing worker competence Reducing the likelihood of unwanted turnover © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-1b Linking Training and Development to Competitive Advantage (cont.) • Increasing the competence of new employees    Technical training: Provide technical knowledge and skills needed to perform a job Orientation training: Learn about the job, the company, and its policies and procedures Literacy training: Improve basic skills in such areas as writing, basic arithmetic, listening/following oral instructions, speaking, and understanding manuals, graphs, and schedules © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-1b Linking Training and Development to Competitive Advantage (cont.) • Increasing the competence of current workers    Remedial training: Implemented when workers are deficient in some skills Change-related training: Used to keep up-to-date with various changes including technology, laws or procedures, or the organization’s strategic plan Developmental programs: Provide employees with the appropriate skills needed for higher level positions © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-1b Linking Training and Development to Competitive Advantage (cont.) • Reducing the likelihood of unwanted turnover  Training can prevent unnecessary terminations by: -  Building employee job skills, improving job performance Improving supervisors' capabilities for managing “underperforming” workers Reeducating people whose skills have become obsolete, allowing the organization to assign them to new job responsibilities Effective training programs can reduce turnover by strengthening employee loyalty © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-1b Linking Training and Development to Competitive Advantage (cont.) • The cost efficiency of training and development practices    Most organizations spend a great deal of time and money on training and development Training and development practices in many organizations fail to result in any real benefit to employees or to the company itself Poor programs contribute to low morale and low productivity © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2a The Instructional Process • Steps in the instructional process are:      Step 1: Deciding what to teach Step 2: Deciding how to maximize participant learning Step 3: Choosing the appropriate training method Step 4: Ensuring that training is used on the job Step 5: Determining whether training programs are effective © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2a The Instructional Process (cont.) • Step 1: Deciding what to teach   Assessing training needs Determining training objectives © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved Behavior modeling Behavior modeling is based on the idea that workers should observe a task, practice it, and receive constant feedback until they are competent Trainees learn the “right way” to something the first time Behavior modeling captures the attention of the learner; provides clear, correct instruction; and monitors progress toward competency Critics of behavior modeling cite the amount of time it takes to train workers using this method CBI (computerbased instruction) Computer-based instruction uses a computer to take students through tutorials, drills, games, and simulations The high level of interactivity in CBI results in higher levels of trainees’ acquisition and retention of the materials taught, offers self-paced learning, and can be cost-saving, especially in terms of simulations CBI can be very expensive, and some workers may be frustrated by working with a computer instead of a live person Video Video training uses video to demonstrate tasks or to present material With video training, users can skip over material they already know or watch a procedure several times in order to better grasp it Some users will find the lack of personal contact in a video training session boring, leading to a lack of paying attention and thus a lack of knowledge acquisition © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved IVT (interactive video training) Interactive video training combines video and computer technology Trainees watch a video segment and respond via the computer IVT allows trainees to repeat sections until they respond to training questions correctly Learners can replay situations that end badly until they are able to succeed Learners can be at remote locations, and large numbers of workers can be trained at once IVT can be somewhat expensive and requires setup in training locations Web-based Through the web, using computer software such as WebCT or Blackboard, the instructor can provide information in a number of ways, such as audio, interactive video, typed notes, and PowerPoint slides Moreover, students can interact with the instructor and other students via the use of chat rooms Companies cite convenience and lower cost as their primary reasons for implementing webbased programs Certain subject matter, such as contract negotiations, customer service, sales, and interpersonal skills training, does not lend itself to web-based methods Moreover, web-based training makes some participants feel isolated and out of touch © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2a The Instructional Process (cont.) • Step 4: Ensuring that training is used on the job    Overlearning: Provide trainees with continued practice far beyond the point when the task has been performed successfully Matching course content to the job: Ensure a close link between the training and job settings so that the trainees will understand how the learned material can be applied to the job setting Action plans: Indicate the steps employees plan to take to apply the new skills when they return to the job © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2a The Instructional Process (cont.) • Multiphase programming: Trainees are given “homework,” that requires them to apply lessons back on the job; results are shared with others in the next session to identify better ways to apply what they have learned • Performance aids: Such as checklists, decision tables, charts, and diagrams trigger trainees’ responses when they attempt to apply their newly learned behaviors on the job © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2a The Instructional Process (cont.) • Post-training follow-up procedures: Include a hot-line number and instructor visits • Building a supportive work environment: Trainees are encouraged to apply what they have learned to their jobs, increasing retention and proficiency © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2a The Instructional Process (cont.) • Step 5: Determining whether training programs are effective through training evaluations   Measuring instruments that may be used for evaluation are trainee reactions, testing, performance appraisal, and records of organizational performance Designs used to evaluate the effects of a training program include the following features: - Pretest: Show the trainees’ base or pre-training level of knowledge, skill, or performance Post-test: Show the trainees’ post-training level of knowledge, skill, or performance Control group: Identical in makeup to the group trained, except they have not received the training © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2b Management Development • Developing a succession planning program • Designing the instructional program: timing and content • Designing the instructional program: instructional methods © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2b Management Development (cont.) • Developing a succession planning program      Tying management development to HR planning Defining managerial requirements Assessing management potential Identifying career paths Developing replacement charts to indicate the availability of candidates and their readiness to step into the various management positions © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2b Management Development (cont.) • Timing and content  Providing training before placing candidates on the job -  New managers will feel well prepared to perform their new jobs from the start Demerits include inefficiency, time lapse, and inability to relate the training to the targeted job Providing training after placing candidates on the job - - New managers have an opportunity to appreciate how the material in the instructional program apply to the problems they face Disadvantage: New managers will be unprepared when they assume their new jobs and may thus make many mistakes © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved Figure 7-1 Instructional Needs for People at Different Managerial Levels Management instruction programs should bridge gaps in what individuals already know and what they need to know for their new positions Source: Kraut, A.I., Pedigo, R.R., McKenna, D.D., and Dunnette, M.D (1989) The role of the manager: What’s really important in different management jobs Academy of Management Executive, (4), 286–293 © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2b Management Development (cont.) • Instructional methods    Classroom instruction: Takes place within the organization or outside, at seminars and universities Career resource centers: Include an in-house library with relevant reading material for interested managerial candidates Job rotation: Trainees are rotated through various departments to gain an overall perspective of the organization and learn how various parts interrelate © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-2b Management Development (cont.) • Instructional methods   Mentoring: Provides members with a common value base, and with implicit knowledge of what is expected of them and what they can expect from the organization Special projects: Includes action learning, a management development activity in which management gives candidates real problems to solve © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-3a Training and Development and the Manager’s Job • Provide employee orientation training • Assess training needs and plan developmental strategies • Provide on-the-job training • Ensure transfer of training © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-3b How the HRM Department Can Help • Provide employee orientation training • Contribute to management development programs • Provide training and development • Evaluate training © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved 7-3c HRM Skill-Building for Managers • Conducting a performance analysis     Step 1: Examine the job requirements to determine what is expected or desired of the individual Step 2: Assess the individual’s performance in relation to expectations Step 3: Analyze any discrepancy between the two and determine whether it is caused by knowledge deficiency or execution deficiency Step 4: Implement changes for improving performance © 2010 Cengage Learning. Atomic Dog is a trademark used herein under license All rights reserved ... license All rights reserved 7-2a The Instructional Process (cont.) • Practice is essential to effective learning because it strengthens the stimulus–response bond • Trainers must address two... Cases Cases ask trainees to read sample scenarios of events and situations they may encounter on the job and then analyze the circumstances Cases allow trainees to learn through guided discovery... in the next session to identify better ways to apply what they have learned • Performance aids: Such as checklists, decision tables, charts, and diagrams trigger trainees’ responses when they