Transcript Managing HRM, 2/e - University of Utah

5510-8
Training the Work
Force
8-1
Challenges
 Determine when employees need training
and the best type of training given a
company’s circumstances.
 Recognize the characteristics that make
training programs successful.
 Weigh the costs and benefits of a
computer-based training program.
 Design job aids as complements or
alternatives to training.
8-2
Training
The process of providing
employees with specific skills or
helping them correct deficiencies
in their performance.
8-3
Development
An effort to provide employees
with the abilities the
organization will need in the
future.
8-4
Training versus
Development
Focus
Scope
Time Frame
Goal
Training
Development
Current job
Individual employees
Immediate
Fix current skill deficit
Current and future jobs
Work group organization
Long term
Prepare for future work
demands
8-5
Challenges in Training
 Is training the solution to the
problem?
 Are the goals of training clear and
realistic?
 Is training a good investment?
 Will the training work?
8-6
The Training Process
Needs Assessment Phase
•Organization Needs
•Task Needs
•Person Needs
Development and Conduct
of Training
•Location
•Presentation
•Type
Evaluation
8-7
Example of Development of Behavioral
Training Objectives
Overall
Objective
Specific Content
Dimensions
Example
Behavioral
Objectives
Increase Interpersonal Sensitivity
Listening Skills
1. Supervisor summarizes
by key points of action
plan at end of
discussion.
2. Supervisor does not
interrupt the speech of
others.
3. Supervisor provides an
estimate of how long
before a request can be
filled.
Feedback Skills
1. Supervisor describes
the issue in concrete
terms.
2. Supervisor attacks the
problem, not the
performer.
3. Supervisor provides
feedback in a timely
fashion.
8-8
Guidelines for Using On-the-Job
Training
Managers Should Select OJT When:
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Participatory learning is essential.
One-on-one training is necessary.
Five or fewer employees need training.
Taking employees out of the work environment for training is not
cost-effective.
Classroom instruction is not appropriate.
Equipment and safety restrictions make other training methods
ineffective.
Frequent changes in standard operation procedures allow
minimal time for retraining.
Work in progress cannot be interrupted.
The task for which the training is designed is infrequently
performed.
Immediate changes are necessary to meet new safety
requirements.
8-9
Guidelines for Using On-the-Job
Training (cont.)
Managers Should Select OJT When:
 A defined proficiency level or an individual
performance test is required for certification or
qualification.
What OJT Should Cover:
 Large or secured equipment.
 Delicate or calibrated instruments.
 Tools and equipment components of a complex
system.
 Delicate or dangerous procedures.
 Classified information retained in a secured area.
8-10
Computer-based Training Benefits
and Drawbacks
Benefits
Drawbacks
More cost-effective than
classroom training
Many programs do not
assess employees’
progress so managers
cannot measure the
employee’s skill level.
Time efficient
Targeted at crucial skills
Allows employees to
progress at their own
pace
Doesn’t hamper
productivity
Many programs lack a
feedback mechanism to
help employees determine
how much they’ve learned.
8-11
Sources of Customer Dissatisfaction
with IBM Telephone Service
Calls Not
Returned
24.1%
Voice Systems
and Message
Expectations
18.1%
Operator
Assistance
6.7%
Getting to
Knowledgeable
Person or
Backup
44%
Excessive
Rings 4.3%
Telephone
Tag
2.4%
8-12
IBM Senior Vice President’s Memo to
All Managers
INTEROFFICE MEMO
Overall, the rating of our telephone
service by customers and internal
users is poor. Together, we are
going to fix this problem, and fix
it fast.
8-13
Steps to Skill Improvement at IBM
1. Build in commitment.
• Gain support of management.
2. Thoroughly analyze the problem.
• Is it important?
• What is the real problem?
3. Gain line support.
4. Develop training strategies.
• Is there more than one group of employees that
needs training?
• Design material appropriate to each group’s needs
and motivation levels.
5. Develop motivational strategies.
• Take steps to heighten awareness of issues.
• Signal importance of issue through measurement
and recognition programs.
8-14
Techniques to Increase
Creativity
Creativity can be learned and developed. The following
techniques can be used to improve a trainee’s skill in
generating innovative ideas and solutions to problems.
1. Analogies and Metaphors —drawing comparisons or
finding similarities can improve insight into a situation
or problem.
2. Free Association —freely associating words to describe a
problem can lead to unexpected solutions.
3. Personal Analogy —trying to see oneself as the problem
can lead to fresh perspectives and, possibly, effective
solutions.
4. Mind Mapping —generating topics and drawing lines to
represent the relationships among them can help to
identify all the issues and their linkages.
8-15
Suggestions for the Successful
Implementation of a Literacy Program
 Be sensitive in your approach to skills assessment.
 Tie the curriculum as closely as possible to what workers do.
 Include both managers and employees in the development stage
of the program.
 Align the program with company objectives and job requirements.
 Be flexible about when and where training is held and provide
incentives for participation.
 Provide for self-paced learning.
 Use a variety of training tools.
 Provide ongoing feedback.
 Ensure employee confidentiality.
 Get the support of top management for the program.
8-16
Four Measurement Levels
Employed by Garrett Engine
Division
Level
Type of Measurement
1
Participants’ reaction to the training at the time of
the training.
Participants’ learning of the content of the training.
Participants’ use of their new skills and knowledge
back on the job.
Company’s return on the training investment.
2
3
4
8-17
Performance Levels of Training and
Control Groups at Garrett Engine Division
Response
Time
Completion Total Down Estimated
Time
Time
Cost
Training Group
Before training
After training
4.8 hours
4.1 hours
13.6 hours
11.7 hours
18.4 hours
15.8 hours
$1,341
$1,156
Control Group1
Before training
After training
4.4 hours
4.4 hours
11.6 hours
11.7 hours
16.0 hours
16.1 hours
$1,165
$1,211
1 The
control group was not trained. The numbers cited here for the control
group were compiled before and after the training group underwent training.
8-18
ROI After Four Average Workweeks at
Garrett Engine Division
x
x
$55 (average savings per job)
55 (jobs per week)
4 (number of weeks)
= $12,100 (benefits)
- $5,355 (cost of training)
=
$6,745 (net benefits)
6,745 = 1.26 = 126% ROI
5,355
8-19
Socialization—Do It
Yourself!
WHAT’S THE PATH TO SUCCESS?
Get to know people in the organization, especially those who can tell you
what it takes to succeed. Make it a goal to get to know four new people in
the first two weeks on the job.
GET FEEDBACK.
Have a meeting with your boss within the first month to get an informal
sense of how you are performing so far.
DO IT.
Pick a reasonable project and complete it within your first two months on
the job. Completing the project will not only show initiative, it will probably
introduce you to other parts of the organization and further immerse you in
the culture.
8-20
Socialization—Do It
Yourself! (cont.)
WHAT DO YOU DO?
Write you own job description within the first two months on the job.
Indicate what it is you really do in this job. This description can be used as a
way to check with others, including your boss, as to whether that is what
you should be doing. At the very least, people may be impressed with your
motivation and diligence.
RENEW AND GO FOR IT AGAIN.
Treat months three and four like the first two months on the job. Commit to
reenergizing yourself and renewing your enthusiasm for your new job. Get
to know even more people, pick another project, and get more feedback!
8-21