HUMAN RESOURCE

MANAGEMENT
Instructor: Sameia Farhat
Lecture No. 7
 TRAINING & DEVELOPING
EMPLOYEES
Chapter No. 8 – Page No. 270
Dessler, G. (2017). Fundamentals of human resource management.
1. Summarize the purpose and process of employee
orientation.
2. List and briefly explain each of the steps in the training
process.
3. Explain how to use five training techniques.
4. List and briefly discuss four management development
methods.
5. List and briefly discuss the importance of the steps in
leading organizational change.
 HRM In Action: Executive Onboarding For
External Hires

■ Up to 40% of externally hired executives fail within first 18

months
■ Others recruited from outside the firm leave within five
years
■ Companies often do a poor job of onboarding
■ Provides a guide to new corporate culture and its people
and personalities
Employee Orientation

■ Employee orientation (or “onboarding”) provides new employees

with the information they need to function
– Such as computer passwords and company rules.
■ Help new employees start getting emotionally attached to the
firm.
 Purpose of Orientation
Orientation Helps New
Employees

Know What Is
Understand Begin the
Feel Welcome Expected in
the Socialization
and at Ease Work and
Organization Process
Behavior
The Orientation Process
Company
Employee Benefit
Organization and
Information
Operations

Personnel Employee Safety Measures

Policies Orientation and Regulations

Daily Facilities
Routine Tour
EMPLOYEE TRAINING
Overview of the Training Process
■ Training means giving new or current employees the skills that
they need to perform their jobs.
■ The task is to identify the employee behaviors the firm will
require to execute its strategy, and from that deduce what
competencies employees will need.
■ Training begins after orientation
■ Ask what competencies employees will need
■ If even high-potential employees don’t know what to do and how
to do it, they will improvise or do nothing useful at all.
The Training Process
■ Training
- This is the process of teaching new employees the basic skills
they need to perform their jobs, and is a hallmark of good
management.
■ Strategic Context of Training
- The firm’s training programs must make sense in terms of the
company’s strategic goals, and can be geared to give recruits
more confidence and proficiency before they start real work.
■ Performance Management
- Taking an integrated, goal-oriented approach to assigning,
training, assessing, and rewarding employees’ performance.
The Training Process ADDIE
The ADDIE Five-Step Training and Development Process

1 Analyze the training needs

2 Design the overall training program

3 Developing the course/validation

4 Implementing training by actually training

5 Evaluating the effectiveness of the course

Training, Learning, and Motivation
Make the Learning Meaningful
1. At the start of training, provide an overview of the material to
be presented, to facilitate learning.
2. Use a variety of familiar examples.
3. Organize the information so you can present it logically, and
in meaningful units.
4. Use terms and concepts that are already familiar to trainees.
5. Use as many visual aids as possible.
Training, Learning, and Motivation (Cont’d)
Make Skills Transfer Easy
1. Maximize the similarity between the training situation and the
work situation.
2. Provide adequate practice.
3. Label or identify each feature of the machine and/or step in the
process.
4. Direct the trainees’ attention to important aspects of the job.
5. Provide ‘heads-up’, preparatory information that lets trainees
know what might happen on the job.
1. Analyzing Training Needs

Training Needs Analysis

Task Analysis: Performance Analysis:

Assessing New Employees’ Assessing Current Employees’
Training Needs Training Needs
Conducting the Training Needs Analysis

■ The training needs analysis should address the employer’s

strategic/longer term training needs and/or its current
training needs.
– Strategic goals (perhaps to enter newlines of business
or go abroad) usually mean the firm will have to fill new
jobs.
– Strategic training needs analysis focuses on identifying
the training that employees will need to fill these new
future jobs.
Performance Analysis: Current Employees’
Training Needs
 Performance analysis is the process of verifying that there is a
performance deficiency and determining whether the employer
should correct such deficiencies.
– Comparing the person’s actual performance to what it should
be
 Current training needs analysis
– Analyzing current employee needs is more complex than the
new employee needs
 Task analysis
– Used to determine the training needs of new employees
Performance Analysis: Current Employees’
Training Needs (Cont’d)
 Talent management (Competency Model)
 Summarizing the job’s required human competencies (required
skills, knowledge, and behaviors such as leadership) in a
competency model.
 Performance analysis (Next Slide)
 Can’t do/won’t do
 Can’t do: The employees don’t know what to do or what your
standards are; there are obstacles in the system.
 Won’t-do: Employees could do a good job if they wanted to,
instead of training the better solution might be to change the
incentives.
Performance Analysis

Assessment Center Performance

Results Appraisals

Methods for Job-Related

Individual Diaries Identifying Performance Data
Training
Needs Observations by
Attitude Surveys
Superiors

Tests Interviews
2. Designing The Training Program
■ Design means planning the overall training program including
training objectives, delivery methods, and program evaluation.
■ Sub-steps include:
– Setting performance objectives
– Creating a detailed training outline (all training program
steps from start to finish)
– Choosing a program delivery method (such as lectures or
web)
– Verifying the overall program design with management
Designing The Training Program (Cont’d)
■ Setting learning objectives
– specify in measurable terms what the trainee should be able
to do after successfully completing the training program.
■ Creating a motivational learning environment
– Address several trainee-ability issues.
• How will our program accommodate differences in trainee
abilities?
– Second, the learner must also be motivated.
Designing the Training Program
 Make the Learning Meaningful
 Bird’s-eye view
 Familiar examples
 Organize
 Familiar terms
 Perceived need
Making Skills Transfer Obvious and 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” information about what could happen.
■ Trainees learn best at their own pace. Adjust your pace and
rhythm to connect with the group.
Reinforce The Learning

■ Trainees learn best when the trainers immediately reinforce correct responses.
– A quick “well done” or head nod.
■ The schedule is important. The learning curve goes down late in the day so plan
accordingly
■ Provide follow-up assignments at the close of training
■ Review relevant alternative training methodologies (lectures, web-based, and so on)
and choose the best methods for their program.
■ Incentivize
Developing the Program
 Assemble training content and materials
 Training Methods
 iPads
 Workbooks
 Lectures
 PowerPoint slides
 Web- and computer-based activities course activities
 Trainer resources and manuals
 Support materials
4. Implementing The Training Program
1. On-the-Job Training (OJT)
2. Apprenticeship Training
3. Informal Learning
4. Job Instruction Training
(JIT)
5. Lectures
6. Programmed Learning
7. Audiovisual-Based
Training
8. Simulated Training (also
Vestibule Training)
9. Computer-Based
Training (CBT)
10.Electronic Performance
Support Systems (EPSS)
11.Distance and Internet-
Based Training
1. On-the-Job Training (OJT)
- Having a person learn a job by actually doing it
 Types of On-the-Job Training
- Coaching or understudy
- Job rotation
- Special assignments
 Advantages of On-the-Job Training
- Inexpensive
- Learn by doing facilitates learning
- Immediate feedback
2. Apprenticeship training
Process by which people become skilled workers, usually
through a combination of formal learning and long-term on-
the-job training.

3. Informal learning
Surveys estimate that as much as 80% of what employees
learn on the job they learn through informal means, including
performing their jobs on a daily basis with their colleagues.
Other types of informal training occurs between people in the
lunch or break room.
4. Many jobs (or parts of jobs) consist of a sequence of steps that
one best learns step-by-step. Such step-by-step training is called
job instruction training.
5. Lecturing is a quick and simple way to present knowledge to large
groups of trainees
6. Whether the medium is a textbook, PC, or the Internet,
programmed learning is a step-by-step, self-learning method. It
consists of three parts:
1. Presenting 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
7. Behavior modeling - A training technique in which trainees are first
shown good management techniques in a film, are asked to play roles
in a simulated situation, and are then given feedback and praise by
their supervisor.
i. Modeling
ii. Role-playing
iii. Social reinforcement
iv. Transfer of training
8. Although increasingly replaced by Web-based methods, audio-visual-
based training techniques like DVDs, films, PowerPoint, and audiotapes
are still popular.
9. Stimulated or Vestibule Training, trainees learn on the actual or
simulated equipment they will use on the job, but are trained off the job
(perhaps in a separate room or vestibule).
10.Electronic performance support systems (EPSS) are
computerized tools and displays that automate training,
documentation, and phone support.
-Call centers
11.Video-conferencing is popular for training geographically
dispersed employees.
12.Computer-based training refers to training methods that use
interactive computer-based systems to increase knowledge or
skills.
 Other Types of Learning
 Lifelong and Literacy Training Techniques
 Team training
 Internet-based training
 Learning Management Systems (LMS)
 Virtual classrooms
 Mobile Learning
 MANAGEMENT
DEVELOPMENT METHODS
 Implementing Management Development
Programs

Management development is any attempt to improve managerial

performance by imparting knowledge, changing attitudes, or
increasing skills.
Management Development

Long-Term Focus
of Management
Development

Assessing the Appraising Developing current

company’s strategic managers’ current and future
needs performance managers
 Managerial
On-the-Job
Training

Coaching/
Job Action
Understudy
Rotation Learning
Approach
Off-the-Job Management Training
and Development Techniques

The Case Study Method Role Playing

Management Games Behavior Modeling

Outside Seminars Corporate Universities

University-Related
Executive Coaches
Programs
ORGANIZATIONAL
CHANGE
 What to Change

Strategy Culture Structure Technologies Employees

 The Human Resource
Manager’s Role

Organizing and Effectively using

Overcoming leading organizational
resistance to change organizational development
change techniques
Overcoming Resistance to Change: Lewin’s Change Process

1 Unfreezing

2 Moving

3 Refreezing
How to Lead the Change
■ Unfreezing Phase
- Establish a sense of urgency regarding the need for change.
- Mobilize commitment to jointly diagnose the problems.
■ Moving Phase
- Create a guiding coalition of influential people.
- 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 with systemic changes.
- Monitor and assess progress using measurable milestones.
For details of the contents, please read chapter # 8
(pg. # 270) of the given book.

Dessler, G. (2017). Fundamentals of human resource

management.