Talent Acquisition in the Digital Age Strategies for Success 01.ppt

Talent Acquisition in the Digital Age Strategies for Success

1. GARY DESSLER
HUMAN RESOURCE MANAGEMENT
Global Edition 12e
Chapter 8
Training and
Developing
Employees
PowerPoint Presentation by Charlie Cook
The University of West AlabamaCopyright © 2011 Pearson Education
Part 3 Training and Development

2. Copyright © 2011 Pearson Education 8–2
Purpose of OrientationPurpose 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

3. Copyright © 2011 Pearson Education 8–3
The Orientation ProcessThe Orientation Process
Company
organization and
operations
Safety measures
and regulations
Facilities
tour
Employee
Orientation
Employee benefit
information
Personnel
policies
Daily
routine

4. Copyright © 2011 Pearson Education 8–4
The Training ProcessThe Training Process
•TrainingTraining
Is the process of teaching new employees Is the process of teaching new employees
the basic skills they need to perform their jobsthe basic skills they need to perform their jobs
•Training’s Strategic ContextTraining’s Strategic Context
The aims of firm’s training programs must make sense in The aims of firm’s training programs must make sense in
terms of the company’s strategic goals.terms of the company’s strategic goals.
Training fosters employee learning, which results in Training fosters employee learning, which results in
enhanced organizational performance.enhanced organizational performance.

5. Copyright © 2011 Pearson Education 8–5
Steps in the Training ProcessSteps in the Training Process
1
2
3
4
The Four-Step Training Process
Instructional design
Needs analysis
Program implementation
Evaluation

6. Copyright © 2011 Pearson Education 8–6
Training, Learning, and MotivationTraining, Learning, and Motivation
•Make the Learning MeaningfulMake the Learning Meaningful
1.1.At the start of training, provide a bird’s-eye view At the start of training, provide a bird’s-eye view
of the material to be presented to facilitate learning.of the material to be presented to facilitate learning.
2.2.Use a variety of familiar examples.Use a variety of familiar examples.
3.3.Organize the information so you can present it Organize the information so you can present it
logically, and in meaningful units.logically, and in meaningful units.
4.4.Use terms and concepts that are already familiar Use terms and concepts that are already familiar
to trainees.to trainees.
5.5.Use as many visual aids as possible.Use as many visual aids as possible.

7. Copyright © 2011 Pearson Education 8–7
Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)
•Make Skills Transfer EasyMake Skills Transfer Easy
1.1.Maximize the similarity between the training Maximize the similarity between the training
situation and the work situation.situation and the work situation.
2.2.Provide adequate practice.Provide adequate practice.
3.3.Label or identify each feature of the machine Label or identify each feature of the machine
and/or step in the process.and/or step in the process.
4.4.Direct the trainees’ attention to important aspects Direct the trainees’ attention to important aspects
of the job.of the job.

8. Copyright © 2011 Pearson Education 8–8
Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)
•Reinforce the LearningReinforce the Learning
1.1.Trainees learn best when the trainers immediately Trainees learn best when the trainers immediately
reinforce correct responses, perhaps with a quick reinforce correct responses, perhaps with a quick
“well done.”“well done.”
2.2.The schedule is important. The learning curve The schedule is important. The learning curve
goes down late in the day, so that “full day training goes down late in the day, so that “full day training
is not as effective as half the day or three-fourths is not as effective as half the day or three-fourths
of the day.”of the day.”

9. Copyright © 2011 Pearson Education 8–9
Analyzing Training NeedsAnalyzing Training Needs
Task Analysis:
Assessing new employees’
training needs
Performance Analysis:
Assessing current
employees’ training needs
Training Needs
Analysis

10. Copyright © 2011 Pearson Education 8–10
Performance Analysis:Performance Analysis:
Assessing Current Employees’ Training NeedsAssessing 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
Specialized Software
Can’t-do or Won’t-do?

11. Copyright © 2011 Pearson Education 8–11
Training MethodsTraining Methods
•On-the-Job TrainingOn-the-Job Training
•Apprenticeship TrainingApprenticeship Training
•Informal LearningInformal Learning
•Job Instruction TrainingJob Instruction Training
•LecturesLectures
•Programmed LearningProgrammed Learning
•Audiovisual-Based TrainingAudiovisual-Based Training
•Vestibule TrainingVestibule Training
•Teletraining and Teletraining and
VideoconferencingVideoconferencing
•Computer-Based Training Computer-Based Training
(CBT)(CBT)
•Simulated LearningSimulated Learning
•Internet-Based TrainingInternet-Based Training
•Learning PortalsLearning Portals

12. Copyright © 2011 Pearson Education 8–12
The OJT Training MethodThe OJT Training Method
•On-the-Job Training (OJT)On-the-Job Training (OJT)
Having a person learn a jobHaving a person learn a job
by actually doing the job.by actually doing the job.
•Types of On-the-Job TrainingTypes of On-the-Job Training
CoachingCoaching
Job rotationJob rotation
Special assignmentsSpecial assignments
•AdvantagesAdvantages
InexpensiveInexpensive
Learn by doingLearn by doing
Immediate feedbackImmediate feedback

13. Copyright © 2011 Pearson Education 8–13
On-the-Job TrainingOn-the-Job Training
1
Follow up
Present the operation
Steps to Help Ensure OJT Success
Prepare the learner
Do a tryout
2
3
4

14. Copyright © 2011 Pearson Education 8–14
Delivering Effective LecturesDelivering Effective Lectures
•Don’t start out on the wrong foot.Don’t start out on the wrong foot.
•Give your listeners signals.Give your listeners signals.
•Be alert to your audience.Be alert to your audience.
•Maintain eye contact with audience.Maintain eye contact with audience.
•Make sure everyone in the room can hear. Make sure everyone in the room can hear.
•Control your hands. Control your hands.
•Talk from notes rather than from a script.Talk from notes rather than from a script.
•Break a long talk into a series of five-minute talks.Break a long talk into a series of five-minute talks.
•Practice and rehearse your presentation.Practice and rehearse your presentation.

15. Copyright © 2011 Pearson Education 8–15
Programmed LearningProgrammed Learning
•AdvantagesAdvantages
Reduced training timeReduced training time
Self-paced learningSelf-paced learning
Immediate feedbackImmediate feedback
Reduced risk of error for learnerReduced 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

16. Copyright © 2011 Pearson Education 8–16
Succession PlanningSuccession 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

17. Copyright © 2011 Pearson Education 8–17
Management Development TechniquesManagement Development Techniques
Job
rotation
Coaching
Managerial On-the-Job Training
Action
learning

18. Copyright © 2011 Pearson Education 8–18
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
Other Management Training TechniquesOther Management Training Techniques

19. Copyright © 2011 Pearson Education 8–19
Managing Organizational Managing Organizational
Change ProgramsChange Programs
Strategy
Technologie
s
Culture
What to
Change
Structure Employees

20. Copyright © 2011 Pearson Education 8–20
Managing Organizational Change Managing Organizational Change
and Developmentand Development
Overcoming
resistance to
change
Effectively using
organizational
development
practices
The Human Resource
Manager’s Role
Organizing
and leading
organizational
change

21. Copyright © 2011 Pearson Education 8–21
Managing Organizational Change Managing Organizational Change
and Development (cont’d)and Development (cont’d)
1
Moving
Overcoming Resistance to Change:
Lewin’s Change Process
Unfreezing
Refreezing
2
3

22. Copyright © 2011 Pearson Education 8–22
How to Lead the ChangeHow to Lead the Change
•Unfreezing StageUnfreezing Stage
1.1.Establish a sense of urgency (need for change).Establish a sense of urgency (need for change).
2.2.Mobilize commitment to solving problems.Mobilize commitment to solving problems.
•Moving StageMoving Stage
3.3.Create a guiding coalition.Create a guiding coalition.
4.4.Develop and communicate a shared vision.Develop and communicate a shared vision.
5.5.Help employees to make the change.Help employees to make the change.
6.6.Consolidate gains and produce more change.Consolidate gains and produce more change.
•Refreezing StageRefreezing Stage
7.7.Reinforce new ways of doing things.Reinforce new ways of doing things.
8.8.Monitor and assess progress.Monitor and assess progress.