1 Training and Developing Employees` Purpose of Orientation Orientation Helps New Employees Feel Welcome and At Ease Understand the Organization Know What Is Expected in Work and Behavior Begin the Socialization Process 8–2 The Orientation Process Company Organization and Operations Employee Benefit Information Personnel Policies Daily Routine Employee Orientation Safety Measures and Regulations Facilities Tour 8–3 The Training Process • Training The process of teaching new employees the basic skills they need to perform their jobs • Training’s Strategic Context The firm’s training programs must make sense in terms of the company’s strategic goals • Work place learning and performance Taking an integrated, goal-oriented approach to assigning, training, assessing, and rewarding employees’ performance 8–4 The Training Process (cont’d) The Five-Step Training and Development Process Needs analysis Instructional design Validation Implement the program Evaluation 8–5 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 way Use terms and concepts that are already familiar to trainees Use as many visual aids as possible 8–6 Training, Learning, and Motivation (cont’d) • Make Skills Transfer Easy Maximize the similarity between the training situation and the work situation Provide adequate practice Label or identify each feature of the machine and/or step in the process Direct the trainees’ attention to important aspects of the job Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job Let them pace themselves 8–7 Training, Learning, and Motivation (cont’d) • Reinforce the learning People learn best by doing—provide as much realistic practice as possible Immediately reinforce correct responses The schedule is important—the learning curve goes down late in the day; less than full day training is most effective 8–8 Analyzing Training Needs Training Needs Analysis Task Analysis: Assessing New Employees’ Training Needs Performance Analysis: Assessing Current Employees’ Training Needs 8–9 Task analysis • Detailed study of the job to determine what specific skills the job requires Competency model Includes, usually in a diagram ,a precise overview of the competencies someone would need to a job well 8–10 Lifelong and Literacy Training Techniques • Literacy Training Teaching employees basic skills by giving them writing and speaking exercises • Lifelong learning Providing employees with continuing learning experiences over their tenure with the firm, with the aims of ensuring that they have the opportunity to learn the skills they need to their jobs and to expand their occupational horizons 8–27 Lifelong and Literacy Training Techniques cont Employer Responses to Functional Illiteracy Testing job candidates for basic skills Instituting basic skills and literacy programs 8–28 Management Development Long-Term Focus of Management Development Assessing the company’s strategic needs Appraising managers’ current performance Developing the managers and future managers 8–29 Succession Planning Steps in the Succession Planning Process Anticipate management needs Review firm’s management skills inventory Create replacement charts Begin management development 8–30 Management Development (cont’d) Managerial On-the-Job Training Job Rotation Coaching/ Understudy Approach Action Learning 8–31 Management Development (cont’d) 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 8–32 Managing Organizational Change and Development What to Change Strategy Culture Structure Technologies Employees 8–33 Managing Organizational Change and Development (cont’d) The Human Resource Manager’s Role Overcoming resistance to change Organizing and leading organizational change Effectively using organizational development practices 8–34 Managing Organizational Change and Development (cont’d) Overcoming Resistance to Change: Lewin’s Change Process Unfreezing Moving Refreezing 8–35 How to Lead the Change • Unfreezing Phase Establish a sense of urgency (need for change) Mobilize commitment to solving problems • Moving Phase Create a guiding coalition Develop and communicate a shared vision Help employees to make the change Consolidate gains and produce more change • Refreezing Phase Reinforce new ways of doing things Monitor and assess progress 8–36 FIGURE 8–4 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, a Chevrolet, 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 Source: Normal R F Maier and Gertrude Casselman Verser, Psychology in Industrial Organizations, 5th ed., p 190 © 1982 by Houghton Mifflin Company Used by permission of the publishers 8–37 Using Organizational Development Organizational Development (OD) Usually involves action research Applies behavioral science knowledge Changes the organization in a particular direction 8–38 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 8–39 Evaluating the Training Effort • Designing the Study Time series design Controlled experimentation • 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 8–40 FIGURE 8–5 Using a Time Series Graph to Assess a Training Program’s Effects 8–41 ... Succession Planning Process Anticipate management needs Review firm’s management skills inventory Create replacement charts Begin management development 8–30 Management Development (cont’d) Managerial... Instituting basic skills and literacy programs 8–28 Management Development Long-Term Focus of Management Development Assessing the company’s strategic needs Appraising managers’ current performance... skills they need to perform their jobs • Training’s Strategic Context The firm’s training programs must make sense in terms of the company’s strategic goals • Work place learning and performance