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274 PART 3 TRAINING AND DEVELOPMENT FIGURE 8-4 (Continued) RATING OF INSTRUCTOR 1. Presentation, organization, delivery 2. Knowledge and command of the subject 3. Use of audio-visuals or other training aids 4. Stimulation of an open exchange of ideas, participation, & group interaction STRONG POINTS OF THE COURSE WEAK POINTS OF THE COURSE ADDITIONAL DATA YOU WOULD LIKE TO HAVE COVERED IN COURSE ADDITIONAL COMMENTS/OR RECOMMENDATIONS HR AS A PROFIT CENTER Judging Training s Impact A careful comparison of the training program s costs and benefits can enable the human resource team to compute the program s return on investment. Online calculators such as the one shown below are available to facilitate such analyses. Source: www.training.com.au (Department of Education, Employment and Workplace Relations, Australian Government), accessed September 2011.
CHAPTER 8 TRAINING AND DEVELOPING EMPLOYEES 275 R E V I E W MyManagementLab Now that you have finished this chapter, go back to www.mymanagementlab.com to continue practicing and applying the concepts you ve learned. CHAPTER SECTION SUMMARIES 1. Getting your new employee on board and up to speed begins with orienting and training him or her. Employee orientation means providing new employees with the information they need to function, and helping them start being emotionally attached to the firm. This may simply involve providing them with brief written orientation materials and an employee handbook, but sometimes involves a formal process aimed at instilling in the employee the company s cherished values. The four-step training process includes needs analysis, instructional design, implementation, and evaluation. Trainees need to be motivated to learn. Ensuring that they are motivated involves making the learning meaningful, making skills transfers easy, and reinforcing the learning. 2. We can use the acronym ADDIE to outline the training process: analyze, develop, design, implement, and evaluate. Before training employees, it s necessary to analyze their training needs and design the training program. In training new employees, employers use task analysis basically, a detailed study of the job to determine what skills the job requires. For current employees, performance analysis is required, specifically to verify that there is performance efficiency and to determine if training is the solution. Distinguishing between can t do and won t do problems is the main issue here. Once you understand the issues, you can design a training program, which means identifying specific training objectives, clarifying a training budget, and then actually designing the program in terms of the actual content. 3. With this in place, you can turn to implementing the training program. Specific training methods include on-the-job training, apprenticeship training, informal learning, job instruction training, lectures, programmed learning, audiovisual-based training, vestibule training, videoconferencing, electronic performance support systems, and computer-based training. Computerized training is increasingly popular, with many packaged programs available. Frequently, programs today are Internet-based, with employees accessing packaged online programs, backed up by learning management systems, through their company s learning portals. Employers also increasingly use mobile learning, for instance, delivering short courses and explanations to employees iPods. With increasing demands for technologically literate employees, lifelong learning can help ensure employees have the basic educational backgrounds they need to succeed on their jobs. Diversity training aims to create better cross-cultural sensitivity with the goal of fostering more harmonious working relationships. 4. Most training methods are useful for all employees, but some are particularly appropriate for management development programs. Like all employees, new managers often get on-the-job training, for instance, via job rotation and coaching. In addition, it s usual to supply various offthe-job training and development opportunities for instance, using the case study method, management games, outside seminars, university-related programs, corporate universities, executive coaches, and (for human resource managers) the S<strong>HRM</strong> learning system. 5. When facing economic, competitive, or other challenges, managers have to execute organizational change programs. These may aim at changing the company s strategy, culture, structure, technologies, or the attitudes and skills of the employees. Often, the trickiest part of organizational change is overcoming employees resistance to it. With that in mind, steps in an effective organizational change program include establishing a sense of urgency, mobilizing commitment, creating a guiding coalition, developing and communicating a shared vision, helping employees make the change, consolidating gains, reinforcing new ways of doing things, and monitoring and assessing progress. Organizational development is a special approach to organizational change, one that involves action research, which means collecting data about a group and feeding the information back to the employees so they can analyze it and develop hypotheses about what the problems might be. 6. Whatever the training program, it s important to evaluate the training effort. You can measure reaction, learning, behavior, or results, ideally using a control group that is not exposed to training, in parallel with the group that you re training. DISCUSSION QUESTIONS 1. A well-thought-out orientation program is essential for all new employees, whether they have experience or not. Explain why you agree or disagree with this statement. 2. Explain how you would apply our motivation points (page 256) in developing a lecture, say, on orientation and training. 3. John Santos is an undergraduate business student majoring in accounting. He just failed the first accounting course, Accounting 101. He is understandably upset. How would you use performance analysis to identify what, if any, are John s training needs?
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HUMAN THIRTEENTH EDITION RESOURCE M
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DEDICATED TO SAMANTHA AND TAYLOR
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C O N T E N T S Preface xxiii Ackno
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CONTENTS IX Departmental Managers S
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CONTENTS XI Recruiting Source Use a
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CONTENTS XIII PART THREE TRAINING A
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CONTENTS XV Talent Management and E
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CONTENTS XVII INCENTIVES FOR SALESP
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CONTENTS XIX HR AS A PROFIT CENTER:
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CONTENTS XXI INDIVIDUAL AND GROUP A
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P R E F A C E Human Resource Manage
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PREFACE XXV This edition again cont
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A C K N O W L E D G M E N T S Every
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LEARNING OBJECTIVES 1. Explain what
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CHAPTER 1 INTRODUCTION TO HUMAN RES
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LEARNING OBJECTIVES 1. Explain the
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CHAPTER 2 EQUAL OPPORTUNITY AND THE
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LEARNING OBJECTIVES 1. Explain why
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CHAPTER 3 HUMAN RESOURCE MANAGEMENT
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CHAPTER 4 JOB ANALYSIS AND THE TALE
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LEARNING OBJECTIVES 1. List the ste
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CHAPTER 5 PERSONNEL PLANNING AND RE
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CHAPTER 6 EMPLOYEE TESTING AND SELE
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LEARNING OBJECTIVES 1. List the mai
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CHAPTER 7 INTERVIEWING CANDIDATES 2
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CHAPTER 10 EMPLOYEE RETENTION, ENGA
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LEARNING OBJECTIVES 1. Name and def
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CHAPTER 13 BENEFITS AND SERVICES 42
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CHAPTER 14 ETHICS AND EMPLOYEE RIGH
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CHAPTER 15 LABOR RELATIONS AND COLL
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CHAPTER 16 EMPLOYEE SAFETY AND HEAL
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GLOSSARY 659 It usually also involv
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NAME/ORGANIZATION INDEX 671 London,
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