,education ,technology ,business intelligence ,job

1. © 2005 Prentice Hall Inc.
All rights reserved.
PowerPoint Presentation by Charlie Cook
The University of West Alabama
t e n t h e d i t i o n
Gary Dessler
Chapter 8 Part 3 Training and Development
Training and Developing Employees

2. © 2005 Prentice Hall Inc. All rights reserved. 8–2
Orienting Employees
 Employee orientation
– A procedure for providing new employees with
basic background information about the firm.
 Orientation content
– Information on employee benefits
– Personnel policies
– The daily routine
– Company organization and operations
– Safety measures and regulations
– Facilities tour

3. © 2005 Prentice Hall Inc. All rights reserved. 8–3
Orienting Employees (cont’d)
 A successful orientation should accomplish
four things for new employees:
– Make them feel welcome and at ease.
– Help them understand the organization in a broad
sense.
– Make clear to them what is expected in terms of
work and behavior.
– Help them begin the process of becoming
socialized into the firm’s ways of acting and doing
things.

4. © 2005 Prentice Hall Inc. All rights reserved. 8–4
The Training Process
 Training
– The process of teaching new employees the basic
skills they need to perform their jobs.
 The strategic context of training
– Performance management: the process employers
use to make sure employees are working toward
organizational goals.
• Web-based training
• Distance learning-based training
• Cross-cultural diversity training

5. 5
Nine Steps in the Training Process
1. Assessing training needs
2. Preparing training plan
3. Specifying training objectives
4. Designing the training program(s)
5. Selecting the instructional methods
6. Completing the training plan
7. Implementing the training program
8. Evaluating the training
9. Planning future training

6. 6
1) Assessing Training Needs
Conduct a training needs analysis by either one, or
both, of the following
 External approach (company, guests, society)
 Internal approach – using a staff opinion survey.

7. 7
2) Preparing Training Plan
Consider whether to design a long (5-10 years),
medium (3-5 years) or short (1 year) term
plan.
 Ask your self “What are we going to achieve
in the time period?”
 Use a comprehension approach by using a
calendar for inputting your training activities.

8. 8
3) Specifying Training Objectives
Training Objectives must be specific &
measurable. Why? Very difficult to measure
effectiveness after course is finished.
– What should trainees be able to accomplish after
participating in the training program?
– What is the desired level of such accomplishment,
according to industry or organizational standards?
– Do you want to develop attitudes, skills,
knowledge or some combination of these three?

9. 9
4) Designing the Training Program(s)
1. Program duration
2. Program structure
3. Instruction
methods
4. Trainers
qualification
5. Nature of trainees
6. Support resources
– materials,
classroom
7. Training location &
environment
8. Criteria & methods
for assessing
participant learning
and achievement
9. Criteria & methods
for evaluating the
program

10. 10
5) Selecting Instructional Methods
Note: This is the most important step
On-the job-training (OJT)
– learn while you’re working
Off -the job-training
– In house, training or classroom
– External, consultancies or attending external classes
– Distance learning, from books or notes
– Computer-assisted learning
– Interactive-video training
– Video conferencing, same as classroom except
teachers and students are in different locations.

11. 11
6) Completing the Training Plan
 Target group – assess your audience
 Topic – task, skill or attitude ingredient
 Method – direct (one way communication) or
indirect (discussion, games, experimental
exercises…).
 Time – length, period, breaks important to
consider
 Location – away from the office?

12. 12
7) Implementing the Training
Program
Besides trainers qualifications and experience:
 Participant selection
 Trainer enthusiasm & skills
 Effective communication
 Feedback mechanism
 The need to learn new training skills
 Preparation by trainers

13. 13
8) Evaluating the Training
Three Levels of Evaluation
1. Immediate Feedback
 Survey or interview directly after training
2. Post-Training Test
 Trainee applying learned tasks in workplace?
3. Post-Training Appraisals
 Conducted by immediate supervisors of trainees

14. 14
9) Planning Future Training
Last step in the training process
 After taking all evaluated comments, trainers
should modify the programs to keep good
things and make suggested improvements
– Remember, even with the same topic for different
trainees, trainers should address many parts of
the training process again and consider new
approaches.

15. © 2005 Prentice Hall Inc. All rights reserved. 8–15
The Training and Development Process
 Needs analysis
– Identify job performance skills needed, assess prospective
trainees skills, and develop objectives.
 Instructional design
– Produce the training program content, including workbooks,
exercises, and activities.
 Validation
– Presenting (trying out) the training to a small representative
audience.
 Implement the program
– Actually training the targeted employee group.
 Evaluation
– Assesses the program’s successes or failures.

16. Traditional Training Methods
 Presentation Methods
 Hands-On Methods
 Group Building Methods
© 2005 Prentice Hall Inc. All rights reserved. 8–16

17. Presentation Methods
Presentation methods - methods in which
trainees are passive recipients of
information
Presentation methods include:
–Lectures
–Audio-visual techniques

18. Presentation Methods: Lecture (1 of 2)
Lecture involves the trainer communicating
through spoken words what she wants the
trainees to learn
The communication of learned capabilities is
primarily one-way – from the trainer to the
audience

19. Presentation Methods:
Audio-Visual Techniques
Audio-visual
instruction includes:
– Slides
– Video
It has been used for
improving:
– Communication skills
– Interviewing skills
– Customer-service
skills
– Illustrating how
procedures should be
followed

20. Hands-on Methods
Training methods that
require the trainee to
be actively involved
in learning
These methods
include:
– On-the-job training
(OJT)
– Simulations
– Case studies
– Business games
– Role plays
– Behavior modeling

21. Group Building Methods (1 of 2)
Group building methods - training methods
designed to improve team or group
effectiveness
Training directed at improving trainees’ skills
as well as team effectiveness
Group building methods involve trainees:
– sharing ideas and experiences
– building group identity
– understanding interpersonal dynamics
– learning their strengths and weaknesses and of
their co-workers

22. © 2005 Prentice Hall Inc. All rights reserved. 8–22
Computer-based Training (CBT)
 It is a form of education in which a student
learns by using special training programs
while on a computer
 Advantage
– Reduced learning time
– Cost-effectiveness
– Instructional consistency
 Types of CBT
– Intelligent Tutoring systems
– Interactive multimedia training
– Virtual reality training

23. © 2005 Prentice Hall Inc. All rights reserved. 8–23
Distance and Internet-Based Training
 Tele training
– A trainer in a central location teaches groups of
employees at remote locations via TV
hookups.(vu, YouTube tutorials)
 Videoconferencing
– Interactively training employees who are
geographically separated from each other—or
from the trainer—via a combination of audio and
visual equipment.(Skype)
 Training via the Internet
– Using the Internet or proprietary internal intranets
to facilitate computer-based training.

24. © 2005 Prentice Hall Inc. All rights reserved. 8–24
What Is Management Development?
 Management development
– Any attempt to improve current or future
management performance by imparting
knowledge, changing attitudes, or increasing skills.

25. © 2005 Prentice Hall Inc. All rights reserved. 8–25
Managerial on-the-Job Training
 Job rotation
– Moving a trainee from department to department
to broaden his or her experience and identify
strong and weak points.
 Coaching/Understudy approach
– The trainee works directly with a senior manager
or with the person he or she is to replace; the
latter is responsible for the trainee’s coaching.
 Action learning
– Management trainees are allowed to work full-
time analyzing and solving problems in other
departments.

26. © 2005 Prentice Hall Inc. All rights reserved. 8–26
Off-the-Job Management Training and
Development Techniques
 Case study method
– Managers are presented with a description of an
organizational problem to diagnose and solve.
 Management game
– Teams of managers compete by making
computerized decisions regarding realistic but
simulated situations.
 Outside seminars
– Many companies and universities offer Web-based
and traditional management development
seminars and conferences.

27. © 2005 Prentice Hall Inc. All rights reserved. 8–27
Off-the-Job Management Training and
Development Techniques (cont’d)
 Role playing
– Creating a realistic situation in which trainees
assume the roles of persons in that situation.
 Behavior modeling
– Modeling: showing trainees the right (or “model”)
way of doing something.
– Social reinforcement: giving feedback on the
trainees’ performance.
– Transfer of learning: Encouraging trainees apply
their skills on the job.

28. © 2005 Prentice Hall Inc. All rights reserved. 8–28
Off-the-Job Management Training and
Development Techniques (cont’d)
 Executive coaches
– An outside consultant who questions the
executive’s boss, peers, subordinates, and
(sometimes) family in order to identify the
executive’s strengths and weaknesses.
– Counsels the executive so he or she can capitalize
on those strengths and overcome the weaknesses.

29. © 2005 Prentice Hall Inc. All rights reserved. 8–29
Off-the-Job Management Training and
Development Techniques (cont’d)
 Corporate universities
– Provides a means for conveniently coordinating all
the company’s training efforts and delivering Web-
based modules that cover topics from strategic
management to mentoring.
 In-house development centers
– A company-based method for exposing
prospective managers to realistic exercises to
develop improved management skills.

30. © 2005 Prentice Hall Inc. All rights reserved. 8–30
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 that were achieved as a result of the
training

31. © 2005 Prentice Hall Inc. All rights reserved. 8–31
Kirkpatrick's Four-Level Training Evaluation
Model
The four levels are:
 Reaction.
 Learning.
 Behavior.
 Results.
– .