人力資源管理英文課件：Chapter 08 Training and Developing Employees

1、 2009 Pearson Education South Asia Pte Ltd. All rights reserved. (Second Edition) Training and Developing Employees 2009 Pearson Education South Asia. All rights reserved.82 1. Describe the basic training process 2. Describe how you identify training requirements 3. Distinguish between problems you

2、can fix with training and those you cannot 4. Explain how to use five training techniques 5. Discuss how companies in Asia train their employees 2009 Pearson Education South Asia. All rights reserved.83 Increasing Effectiveness as a Trainer 1.Employee Orientation 2.Training Process 3.Training Method

3、s 4.Management Development 5.Evaluating Training Programme 2009 Pearson Education South Asia. All rights reserved.84 Orienting Employees Employee orientation A procedure that provides new employees with basic background information about the company Orientation content Information on employee benefi

4、ts Personnel policies The daily routine Company organization and operations Safety measures and regulations Facilities tour 2009 Pearson Education South Asia. All rights reserved.85 Orienting Employees A successful orientation should achieve these objectives for new employees: Make them feel welcome

5、 and at ease Help them understand the organization in a broad sense Make clear to them what is expected in terms of work and behavior Help them begin the process of becoming socialized into the firms ways of acting and doing things 2009 Pearson Education South Asia. All rights reserved.86 The Traini

6、ng Process Training Teaching new employees skills they need to perform their jobs Focus mostly on technical skills Other skills including skills in team-building, decision-making and communication 2009 Pearson Education South Asia. All rights reserved.87 The Five-Step Training Process Step 1: Needs

7、Analysis Identify the specific job skills Analyze the needs of trainers Develop specific, measurable knowledge and performance objectives Step 2: Instructional Design Compile and produce the training program content, including workbooks, exercises and activities Use techniques such as on-the-job tra

8、ining and computer-assisted learning Step 3: Validation Validate the training program by presenting it to a small representative audience Step 4: Implementation Train the targeted employee group Step 5: Evaluation and follow-up Assess the programs success or failure 2009 Pearson Education South Asia

9、. All rights reserved.88 The Training Process Training is more effective if trainers understand how people learn Suggestions: Make learning meaningful Make skills transfer easy Motivate the learner 2009 Pearson Education South Asia. All rights reserved.89 The Training Process Make the Learning Meani

10、ngful At the start of training, provide a birds-eye view of the material to be presented to facilitates learning. Use a variety of familiar examples. Organize the information so you can present it logically, and in meaningful units. Use terms and concepts that are already familiar to trainees. Use a

11、s many visual aids as possible. 2009 Pearson Education South Asia. All rights reserved.810 The Training Process Make Skills Transfer Easy Maximize the similarity between the training situation and the work situation. Provide adequate practice. Direct the trainees attention to important aspects of th

12、e job. 2009 Pearson Education South Asia. All rights reserved.811 The Training Process Motivate the Learner People learn best by doing so provide as much realistic practice as possible. Trainees learn best when the trainers immediately reinforce correct responses Trainees learn best at their own pac

13、e. 2009 Pearson Education South Asia. All rights reserved.812 Analyzing Training Needs Task analysis A detailed study of a job to identify the specific skills required, especially for new employees Used to determine training needs of new employees to give them the skills and knowledge needed to do t

14、he job Supplement job description and specification with a task analysis form 2009 Pearson Education South Asia. All rights reserved.813 Task Analysis Record Form 2009 Pearson Education South Asia. All rights reserved.814 Analyzing Training Needs Performance analysis Verifying that there is a perfor

15、mance deficiency and determining whether that deficiency should be corrected through training or through some other means (such as transferring the employee) “Cant do” vs “Wont do” problem Setting training objectives 2009 Pearson Education South Asia. All rights reserved.815 Training Methods On-the-

16、job training Apprenticeship training Lecture Programmed learning Audiovisual-based learning Simulated training Computer-based training Teletraining Internet-based training 2009 Pearson Education South Asia. All rights reserved.816 On-the-Job Training (OJT) Having a person learn a job by actually doi

17、ng the job. OJT methods: Coaching by supervisor or experience worker Observing the supervisor Job rotation: move from job to job Points to note: Trainers should be trained and given proper training materials. 2009 Pearson Education South Asia. All rights reserved.817 On-the-Job Training (OJT) Advant

18、ages of OJT: Relatively inexpensive Trainees learn while producing No need for expensive off-site quick facilities like a classroom Trainees learn by doing and get feedback on their performance 2009 Pearson Education South Asia. All rights reserved.818 Steps in On-the-Job Training 1: Prepare the lea

19、rner Put the learner at easerelieve the tension. Explain why he or she is being taught. Create interest, encourage questions, find out what the learner already knows about this or other jobs. Explain the whole job and relate it to some job the worker already knows. Place the learner as close to the

20、normal working position as possible. Familiarize the worker with equipment, materials, tools, and trade terms. 2009 Pearson Education South Asia. All rights reserved.819 Steps in On-the-Job Training 2: Present the operation Explain quantity and quality requirements. Go through the job at the normal

21、work pace. Go through the job at a slow pace several times, explaining each step. Between operations, explain the difficult parts, or those in which errors are likely to be made. Again go through the job at a slow pace several times; explain the key points. Have the learner explain the steps as you

22、go through the job at a slow pace. 2009 Pearson Education South Asia. All rights reserved.820 Steps in On-the-Job Training 3: Do a tryout Have the learner go through the job several times, slowly, explaining each step to you. Correct mistakes and, if necessary, do some of the complicated steps the f

23、irst few times. Run the job at the normal pace. Have the learner do the job, gradually building up skill and speed. As soon as the learner demonstrates ability to do the job, let the work begin, but dont abandon him or her. 2009 Pearson Education South Asia. All rights reserved.821 Steps in On-the-J

24、ob Training 4: Follow up Designate to whom the learner should go for help. Gradually decrease supervision, checking work from time to time against quality and quantity standards. Correct faulty work patterns before they become a habit. Show why the learned method is superior. Compliment good work; e

25、ncourage the worker until he or she is able to meet the quality and quantity standards. 2009 Pearson Education South Asia. All rights reserved.822 Training Methods Apprenticeship training A structured process by which people become skilled workers through a combination of classroom instruction and o

26、n-the-job training. Audiovisual-based training To illustrate following a sequence over time. To expose trainees to events not easily demonstrable in live lectures. To meet the need for organizationwide training and it is too costly to move the trainers from place to place. 2009 Pearson Education Sou

27、th Asia. All rights reserved.823 Training Methods Effective lectures Present materials point by point Explain importance of the lecture Ensure audibility in the room Summarize main points at the end of the lecture Be alert to audience Maintain eye contact with listeners Avoid making unnecessary gest

28、ures Speak from notes rather than read from script Practise before the actual presentation 2009 Pearson Education South Asia. All rights reserved.824 Training Methods Programmed Learning A systematic method for teaching job skills involving: Presenting questions or facts Allowing the person to respo

29、nd Giving the learner immediate feedback on the accuracy of his or her answers Advantages Self-paced learning Immediate feedback Reduced risk of error for learner 2009 Pearson Education South Asia. All rights reserved.825 Training Methods Simulated training (vestibule training) Training employees on

30、 special off-the-job equipment so training costs and hazards can be reduced Too costly or dangerous for OJT Example: Pilot training 2009 Pearson Education South Asia. All rights reserved.826 Training Methods Computer-Based Training (CBT) Advantages Reduced learning time Cost-effectiveness Instructio

31、nal consistency Types of CBT Intelligent Tutoring systems Interactive multimedia training Virtual reality training 2009 Pearson Education South Asia. All rights reserved.827 Training Methods Distance and Internet-Based Training: 1. Teletraining A trainer in a central location teaches groups of emplo

32、yees at remote locations via TV hookups. 2. Videoconferencing Interactively training employees who are geographically separated from each otheror from the trainervia a combination of audio and visual equipment. 3. Training via the Internet Using the Internet or proprietary internal intranets to faci

33、litate computer-based training. 2009 Pearson Education South Asia. All rights reserved.828 Management Development Management development Any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills. Consists of: Assess companys stra

34、tegic needs Appraise managers performance Develop managers (and future managers) 2009 Pearson Education South Asia. All rights reserved.829 Management Development Succession planning A process through which senior-level openings are planned for and eventually filled. Anticipate management needs Revi

35、ew firms management skills inventory Create replacement charts Begin management development 2009 Pearson Education South Asia. All rights reserved.830 Management Development Step 1: Anticipate management needs based on strategic factors like planned expansion. Step 2: Review the companys management

36、skills inventory (data on things like education and work experience, career preferences, and performance appraisals) to assess current talent. Step 3: Create replacement charts that summarize potential candidates and each persons development needs.Figure 8.4 The Typical Success Planning Process 2009

37、 Pearson Education South Asia. All rights reserved.831 Managerial on-the-Job Training Job rotation Moving a trainee from department to department to broaden his or her experience and identify strong and weak points. Mentoring/Understudy approach The trainee works directly with a senior manager or wi

38、th the person he or she is to replace; the latter is responsible for the trainees coaching. Action learning Management trainees are allowed to work full-time analyzing and solving problems in other departments. 2009 Pearson Education South Asia. All rights reserved.832 Off-the-Job Management Trainin

39、g 2009 Pearson Education South Asia. All rights reserved.833 Off-the-Job Management Training Case study method Managers are presented with a description of an organizational problem to diagnose and solve. Management game Teams of managers compete by making computerized decisions regarding realistic

40、but simulated situations. Seminar and conference Many companies and universities offer Web-based and traditional management development seminars and conferences. 2009 Pearson Education South Asia. All rights reserved.834 Off-the-Job Management Training Role playing Creating a realistic situation in

41、which trainees assume the roles of persons in that situation. Behavior modeling Modeling: showing trainees the right (or “model”) way of doing something. Role playing: having trainees practice that way Social reinforcement: giving feedback on the trainees performance. Transfer of learning: Encouragi

42、ng trainees apply their skills on the job. 2009 Pearson Education South Asia. All rights reserved.835 Off-the-Job Management Training Corporate universities Provides a means for conveniently coordinating all the companys training efforts and delivering Web-based modules that cover topics from strate

43、gic management to mentoring. In-house training center A company-based method for exposing prospective managers to realistic exercises to develop improved management skills. 2009 Pearson Education South Asia. All rights reserved.836 Off-the-Job Management Training Executive coach Outside consultant w

44、ho questions the executives boss, peers, subordinates, and (sometimes) family in order to identify the executives strengths and weaknesses Counsels executives so that they can capitalize on those strengths and overcome the weaknesses 2009 Pearson Education South Asia. All rights reserved.837 Organiz

45、ational Development A special approach to organizational change in which employees themselves formulate and implement the change that is required. Usually involves action research. Applies behavioral science knowledge. Changes the attitudes, values, and beliefs of employees. Changes the organization

46、 in a particular direction. 2009 Pearson Education South Asia. All rights reserved.838 4 basic types of OD applications: 1. Human process 2. Techno-structural 3. Human resource management 4. Strategic applications Organizational Development 2009 Pearson Education South Asia. All rights reserved.839

47、Organizational Development Human process T-groups: insight into behavior of oneself and others Process consultation Third-party intervention Team building: interviewing group members to establish themes and agenda for the meeting, which the group then discusses the issues and finds solutions Organiz

48、ational confrontation meeting Survey research: use survey results to analyze problems and plan actions 2009 Pearson Education South Asia. All rights reserved.840 Organizational Development Techno-structural Formal structural change Differentiation and integration Cooperative union-management project

49、s Quality circles Total quality management Work design 2009 Pearson Education South Asia. All rights reserved.841 Organizational Development Human resource management Goal setting Performance appraisal Reward systems Career planning and development Managing workforce diversity Employee wellness 2009

50、 Pearson Education South Asia. All rights reserved.842 Organizational Development Strategic applications Integrated strategic management Culture change Strategic change Self-designing organizations 2009 Pearson Education South Asia. All rights reserved.843 Evaluating Training Programs Designing the

51、study Time series design using Time Series Graph Controlled experimentation using evaluation form Measuring training outcome Reaction of trainees to the program Learning that actually took place Behavior that changed on the job Results that were achieved as a result of the training 2009 Pearson Educ

52、ation South Asia. All rights reserved.844 A Time Series Graph to Evaluate Training 2009 Pearson Education South Asia. All rights reserved.845 A Sample Training Evaluation Form Source: /wrkfam/. 2009 Pearson Education South Asia. All rights reserved.846 Training & Development (T&D) in Asia

53、 Government Provides pre-employment training in vocational schools, technical institutes Companies OJT for employees Off the job training courses Individuals Attend diploma or degree courses Foreign universities Offer degree courses in major Asian cities 2009 Pearson Education South Asia. All rights

54、 reserved.847 Training & Development in China Government Pre-employment vocational training SOEs, MNCs and other enterprises In-house training Universities Management development Offer MBA degrees (some jointly with foreign universities) 2009 Pearson Education South Asia. All rights reserved.848 Tra

55、ining & Development in Hong Kong Vocational Training Council Provides training for specific industries Employee Re-training Board Provide re-employment training New skills needed after company restructuring Universities Offer management degree courses E.g. CUHK, HKU, HKUST, Baptist, City, Lingnan 20

56、09 Pearson Education South Asia. All rights reserved.849 Training & Development in India Government ministries and departments Technical training and vocation education Companies Provide in-house training Universities Numerous degree courses Challenge Create conditions to retain talents in India 200

57、9 Pearson Education South Asia. All rights reserved.850 Training & Development in Indonesia Universities and management institutes Offer management courses Great demand for graduates of management and computer science Joint MBA degree with foreign universities 2009 Pearson Education South Asia. All

58、rights reserved.851 Training & Development in Japan Features emphasis on In-house training Internal career development After recruitment and induction, employees go through systematic training and job rotation under supervisors and line managers Foster cooperation, teamwork, loyalty 2009 Pearson Edu

59、cation South Asia. All rights reserved.852 Training & Development in Malaysia Features Economic success supported by skills development Shortage of bumiputra professionals Private sector Numerous institutes with twinning programs with foreign universities Public sector INTAN (train public sector man

60、agers) IAB (train educators) IKRAM (train engineers, technicians) 2009 Pearson Education South Asia. All rights reserved.853 Training & Development in Malaysia PHEI Act Encourage private sector to set up universities 300 approved instituions Foreign universities (Monash, Sydney) SDF Support pre-empl