TrainingandDevelopmentchapter13IntroductionOrientation–orients,directs,andguidesemployeestounderstandwork,firm,colleagues,andmission(socialization)Training–helpsemployeesdotheircurrentworkDevelopment–preparesindividualsforthefutureFocusesonlearningandpersonaldevelopmentToreduceanxietyToreduceturnoverTodeveloprealisticexpectationsTosavetimeGoalsofOrientationHowOrientationWorks(1of2)OrientationshouldbeginwiththemostrelevantandimmediatekindsofinformationThemostsignificantpartoforientationisthehumansideNewemployeesshouldbe“sponsored”ordirectedintheimmediateenvironmentbyanexperiencedworkerorsupervisorHowOrientationWorks(2of2)NewemployeesshouldbegraduallyintroducedtothepeoplewithwhomtheywillworkNewemployeesshouldbeallowedsufficienttimetogettheirfeetonthegroundbeforejobdemandsonthemareincreasedTrainingThesystematicprocessofalteringthebehaviorofemployeesinadirectionthatwillachieveorganizationgoalsTrainingisrelatedtopresentjobskillsandabilitiesTraininghasacurrentorientationHelpsemployeesmasterspecificskillsandabilitiesneededtobesuccessfulGoalsofTraining(1of2)TrainingvalidityDidthetraineeslearnskillsoracquireknowledgeorabilitiesduringthetraining?TransfervalidityDidtheknowledge,skills,andabilitieslearnedintrainingleadtoimprovedperformanceonthejob?GoalsofTraining(2of2)IntraorganizationalvalidityIsthejobperformanceofanewgroupoftraineesinthesameorganizationthatdevelopedtheprogramparabletothejobperformanceoftheoriginaltraininggroups?InterorganizationalvalidityCanatrainingprogramthathasbeenvalidatedinoneorganizationbeusedsuccessfullyinanotherfirm?LearningTheoryandTraining(1of2)ThetraineemustbemotivatedtolearnThetraineemustbeabletolearnThelearningmustbereinforcedThetrainingmustprovideforpracticeofthematerialLearningTheoryandTraining(2of2)ThematerialpresentedmustbemeaningfulThematerialmustbemunicatedeffectivelyThematerialtaughtmusttransfertothejobLearningOrganizationsOrganizationsthatareproficientin:AsystematicapproachtoproblemsolvingExperimentationwithnewapproachesLearningfromtheirownexperienceandhistoryLearningfromtheexperiencesandbestpracticesofothersTransferringknowledgequicklyandefficientlythroughouttheorganizationManagingtheTrainingProgramDeterminingneedsandobjectivesChoosingtrainersandtraineesSelectingtrainingcontentandmethodstobeusedDevelopingevaluationcriteriaEvaluatingthetrainingNeedsAssessmentOrganizationalAnalysisPersonAnalysisTaskAnalysisFourWaystoDetermineEmployees’NeedsforTraining:ObserveemployeesListentoemployeesAsksupervisorsaboutemployees’needsExaminetheproblemsemployeeshaveStepstoaPerformanceAnalysisBehavioraldiscrepancyCost-valueanalysisIsita“cantdo”or“won’tdo”situation?SetstandardsRemoveobstaclesPracticeTrainingChangethejobTransferorterminateCreateamotivationalclimateTrainingandDevelopmentInstructionalMethodsOn-the-JobTrainingCaseMethodBehaviorModelingIn-BasketTechniqueManagementGamesRolePlayingOutdoor-OrientedProgramsApproachestoTrainingandDevelopmentHumanistCognitivistBehavioristOn-the-JobTrainingforManagersCoachingandcounselingTransitoryanticipatoryexperiencesTransfersandrotationOff-the-JobTrainingLecture-discussionapproachputer-assistedinstruction(CAI)InternetIntranetsMultimedia-basedtraining(MBT)Virtualreality(VR)DistancelearningDiagnosticStepsinDevelopmentProgramsOrganizationalAnalysisWorkAnalysisHumanResourceAnalysisDetermineshort-andlong-termgoalsoftheorganizationExamineworkrequirements,specifications,andchangesinworkDeterminebehaviorsneededtoperformworkandperformancestandardsDevelopbehaviorobjectivestobeaplishedthroughdevelopmentprogramsObjectivestobeusedinevaluationofsuccessofprogramDevelopment:IndividualTechniquesGoalSettingBehaviorModificationGoalSetting:KeySteps(1of2)DiagnosisPreparingtheemployeesforgoalsettingbyincreasedinterpersonalinteraction,munication,training,andactionplansEmphasizingtheattributesofgoalsthatshouldbeunderstoodbyamanagerandsubordinatesGoalSetting:KeySteps(2of2)ConductingimmediatereviewstomakenecessaryadjustmentsinestablishedgoalsPerformingafinalreviewtocheckthegoalsset,modified,andaplishedCriticismsofGoalSettingGoalsettingisplexanddifficulttosustainGoalsettingworkswellforsimplejobsbutnotforpletejobsGoalsettingencouragesgameplayingGoalsettingisusedasanothercheckonemployeesAplishmentofgoalscanbeanobsessionAppliedBehaviorModification:AManager’sStep-by-StepProcedure(1of2)ManagersmustidentifyanddefinethespecificbehaviorCanitbeseen?Canitbemeasured?ManagersmustmeasureorcounttheoccurrencesofthepinpointedbehaviorManagersconducttheABCanalysisAntecedentBehaviorConsequenceAppliedBehaviorModification:AManager’sStep-by-StepProcedure(2of2)TheactionplanandstrategiesPositivereinforcementNegativereinforcementExtinctionPunishmentEvaluationofcriticalbehaviorparingbaselineversusafteractionbehaviorsProvidingfeedbacktomakechangesBehaviorModification:QuestionsforPerformance(ABC)Analysis(1of2)AntecedentDoestheemployeeknowwhatisexpected?Arethestandardsclear?Havetheybeenmunicated?Aretheyrealistic?BehaviorCanthebehaviorbeperformed?Couldtheemployeedoitifhisorherlifedependedonit?Doessomethingpreventitsoccurrence?BehaviorModification:QuestionsforPerformance(ABC)Analysis(2of2)ConsequenceAretheconsequencesweightedinfavorofperformance?Areimprovementsbeingreinforced?Dowenoteimprovementeventhoughtheimprovementmaystillleavetheemployeebelowpanystandards?Isreinforcementspecific?Development:AGroupTechnique–TeamBuildingAdevelopmentprocessthathelpsorpreparesorganizationmemberstoworkmoreefficientlyoreffectivelyingroupsDesignedtoenhanceindividualteammembers’problem-solvingskillsmunicationsensitivitytoothersparticipationDevelopment:AnOrganization-WideTechnique–TotalQualityManagement(TQM)(1of2)TQM–aphilosophy,aprocess,andasetofprinciplesthatprovideanorganizationwithwhatisneededtocontinuouslyimproveitseffectivenessEveryoneinthefirmdevelopingandfine-tuningprocessesthatare:customer-orientedflexibleresponsiveDevelopment:AnOrganization-WideTechnique–TotalQualityManagement(TQM)(2of2)ToachievechangeandtoconverttoTQM,theremustbechangesin:attitudesmunicationemployeeinvolvementmitmentEvaluationofTrainingandDevelopment:CriteriaforEvaluation(1of2)Participants’reactionWhetherparticipantslikeordislikethetrainingordevelopmentprogramLearningExtenttowhichparticipantshaveassimilatedtheknowledgeofferedandskillspracticedinthetrainingordevelopmentprogramDoestheparticipantscorehigherontestsafterthetrainingordevelopmentthanbefore?EvaluationofTrainingandDevelopment:CriteriaforEvaluation(2of2)BehaviorExternalmeasureofchangesorlackofchangesinjobbehaviorResultsEffectoftheprogramonorganizationaldimensionssuchas:employeeturnoverproductivityvolumeofsalesqualityAnEvaluationMatrix:IssuestoConsider

(1of2)RelevantIssuestoEvaluateWhattoMeasureWhattoExamineforAnswersHowtoCollectDataAretheparticipantslearning,changingattitudes,orimprovingskills?Participants’attitudesorskillsbeforeandafter(evenduring)trainingordevelopmentsessionsmentsMethodofparticipationCo-workersSuperiorsInterviewsQuestionnairesRecordsObservationsArethetrainingordevelopmentmaterialsusedonthejob?Participants’on-the-jobperformance,behavior,andstyleSubordinates’performance,attitudes,andstyleRecordsInterviewsQuestionnairesCritical