Dessler ch 08-employee testing and selection

PowerPoint Presentation by Charlie Cook
The University of West Alabama
1
Human Resource
Management
ELEVENTH EDITION
G A R Y D E S S L E R
www.ahmedtiger.weebly.com© 2008 Prentice Hall, Inc.
All rights reserved.
Training and Developing Employees
Chapter 8
Part 3 | Training and Development

www.ahmedtiger.weebly.com© 2008 Prentice Hall, Inc. All rights reserved. 8–2
After studying this chapter, you should be able to:
1. Describe the basic training process.
2. Describe and illustrate how you would go about
identifying training requirements.
3. Explain how to distinguish between problems you can
fix with training and those you can’t.
4. Explain how to use five training techniques.

Purpose of Orientation
Feel
Welcome
and At Ease
Begin the
Socialization
Process
Understand
the
Organization
Know What
Is Expected
in Work and
Behavior
Orientation Helps
New Employees

The Orientation Process
Company
Organization and
Operations
Safety Measures
and Regulations
Facilities
Tour
Employee
Orientation
Employee Benefit
Information
Personnel
Policies
Daily
Routine

FIGURE 8–1
New Employee
Departmental
Orientation
Checklist
Source: UCSDHealthcare. Used with permission.

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.
• Performance Management
 Taking an integrated, goal-oriented approach to
assigning, training, assessing, and rewarding
employees’ performance.

The Training Process (cont’d)
1
2
3
4
5
The Five-Step Training and Development Process
Instructional design
Needs analysis
Validation
Implement the program
Evaluation

Training, Learning, and Motivation
• Make the Learning Meaningful
1. At the start of training, provide a bird’s-eye view 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 back on the job.

Motivation Principles for Trainers
• People learn best by doing—provide as much
realistic practice as possible.
• Trainees learn best when the trainers
immediately reinforce correct responses.
• Trainees learn best at their own pace.
• Create a perceived training need in the
trainees’ minds.
• The schedule is important—the learning curve
goes down late in the day; less than full day
training is most effective.

Analyzing Training Needs
Task Analysis:
Assessing New Employees’
Training Needs
Performance Analysis:
Assessing Current Employees’
Training Needs
Training Needs
Analysis

TABLE 8–1
Task
Analysis
Record
Form
Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.

Assessing Current Employees’ Training Needs
Performance Appraisals
Job-Related
Performance Data
Observations
Interviews
Assessment Center
Results
Individual Diaries
Attitude Surveys
Tests
Methods for
Identifying
Training
Needs

Training Methods
• On-the-Job Training
• Apprenticeship Training
• Informal Learning
• Job Instruction Training
• Lectures
• Programmed Learning
• Audiovisual Training
• Simulated Training (also Vestibule Training)
• Computer-Based Training (CBT)
• Electronic Performance Support Systems (EPSS)
• Distance and Internet-Based Training

Training Methods (cont’d)
• On-the-Job Training (OJT)
 Having a person learn a job
by actually doing the job.
• Types of On-the-Job Training
 Coaching or understudy
 Job rotation
 Special assignments
• Advantages
 Inexpensive
 Learn by doing
 Immediate feedback

On-the-Job Training
1
Follow Up
Present the Operation
Steps to Help Ensure OJT Success
Prepare the Learner
Do a Tryout
2
3
4

FIGURE 8–2 The 25 Most Popular Apprenticeships*
According to the U.S. Department of Labor apprenticeship database, the
occupations listed below had the highest numbers of apprentices in 2001. These
findings are approximate because the database includes only about 70% of
registered apprenticeship programs—and none of the unregistered ones.
• Boilermaker
• Bricklayer (construction)
• Carpenter
• Construction craft laborer
• Cook (any industry)
• Cook (hotel and restaurant)
• Correction officer
• Electrician
• Electrician (aircraft)
• Electrician (maintenance)
• Electronics mechanic
• Firefighter
• Machinist
• Maintenance mechanic (any industry)
• Millwright
• Operating engineer
• Painter (construction)
• Pipefitter (construction)
• Plumber
• Power plant operator
• Roofer
• Sheet-metal worker
• Structural-steel worker
• Telecommunications technician
• Tool and die maker
* Listed alphabetically
Source: Olivia Crosby, “Apprenticeships,” Occupational Outlook Quarterly, 46, no. 2 (Summer 2002), p. 5.

Training Methods (cont’d)
• Effective Lectures
 Don’t start out on the wrong foot.
 Give listeners signals.
 Be alert to your audience.
 Maintain eye contact with audience.
 Make sure everyone in the room can hear.
 Control your hands.
 Talk from notes rather than from a script.
 Break a long talk into a series of five-minute talks.
 Practice and rehearse your presentation.

Programmed Learning
• Advantages
 Reduced training time
 Self-paced learning
 Immediate feedback
 Reduced risk of error for learner
Presenting
questions, facts,
or problems to
the learner
Allowing the
person to
respond
Providing
feedback on the
accuracy of
answers

TABLE 8–2 Names of Various Computer-Based Training Techniques
PI Computer-based programmed instruction
CBT Computer-based training
CMI Computer-managed instruction
ICAI Intelligent computer-assisted instruction
ITS Intelligent tutoring systems
Simulation Computer simulation
Virtual Reality Advanced form of computer simulation
Source: P. Nick Blanchard and James Thacker, Effective Training: Systems,
Strategies, and Practices (Upper Saddle River, NJ: Pearson, 2003), p. 144.

Computer-Based Training (CBT)
• Advantages
 Reduced learning time
 Cost-effectiveness
 Instructional consistency
• Types of CBT
 Interactive multimedia training
 Virtual reality training

Distance and Internet-Based Training
Teletraining
Videoconferencing
Internet-Based Training
E-Learning and
Learning Portals
Distance Learning
Methods

FIGURE 8–3 IM Learning Incident
Source: Joshua Bronstein and Amy Newman, “IM 4 Learning,”
Training and Development, February 2006, p. 48.

Literacy Training Techniques
Testing job
candidates for
basic skills
Instituting basic
skills and literacy
programs
Employer Responses
to Functional Illiteracy

Management Development
Assessing the
company’s
strategic
needs
Developing the
managers and
future
managers
Long-Term Focus
of Management
Development
Appraising
managers’
current
performance

Succession Planning
1
Begin management development
Review firm’s management skills inventory
Steps in the Succession Planning Process
Anticipate management needs
Create replacement charts
2
3
4

Management Development (cont’d)
Job
Rotation
Action
Learning
Managerial
On-the-Job
Training
Coaching/
Understudy
Approach

Management Development (cont’d)
University-Related Programs
Management Games
Off-the-Job Management Training
and Development Techniques
The Case Study Method
Outside Seminars
Executive Coaches
Behavior Modeling
Role Playing
Corporate Universities

Managing Organizational Change
and Development
Strategy TechnologiesCulture
What to Change
Structure Employees

and Development (cont’d)
Overcoming
resistance to
change
Effectively
using
organizational
development
practices
The Human
Resource Manager’s
Role
Organizing
and leading
organizational
change

and Development (cont’d)
1
Moving
Overcoming Resistance to Change:
Lewin’s Change Process
Unfreezing
Refreezing
2
3

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.

FIGURE 8–4 Typical Role in a Role-Playing Exercise
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.
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 do what they think is most fair.

Using Organizational Development
1
Applies behavioral science knowledge.
Organizational Development (OD)
Usually involves action research.
Changes the organization in a particular direction.
2
3

TABLE 8–3 Examples of OD Interventions
Human Process Applications
T-groups (Sensitivity Training)
Process consultation
Third-party intervention
Team building
Organizational confrontation meeting
Survey research
Technostructural Interventions
Formal structural change
Differentiation and integration
Cooperative union–management
projects
Quality circles
Total quality management
Work design
HRM Applications
Goal setting
Performance appraisal
Reward systems
Career planning and development
Managing workforce diversity
Employee wellness
Strategic OD Applications
Integrated strategic management
Culture change
Strategic change
Self-designing organizations

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

FIGURE 8–5
Using a Time
Series Graph
to Assess a
Training
Program’s
Effects

FIGURE 8–6
A Sample Training
Evaluation Form
Source: www.opm.gov/employment_and_benefits/worklife/.

K E Y T E R M S
employee orientation
training
performance management
negligent training
task analysis
performance analysis
on-the-job training
apprenticeship training
job instruction training (JIT)
programmed learning
simulated training
electronic performance support
systems (EPSS)
job aid
management development
succession planning
job rotation
action learning
case study method
management game
role playing
outsourced learning
behavior modeling
in-house development center
organizational development
controlled experimentation

Dessler ch 08-employee testing and selection

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