人力资源管理 HRM chapter8 Training and Developing Employees

TrainingandDevelopingEmployeesAfterstudyingthischapter,

youshouldbeableto:Describethebasictrainingprocess.Describeandillustratehowyouwouldgoaboutidentifyingtrainingrequirements.Explainhowtodistinguishbetweenproblemsyoucanfixwithtrainingandthoseyoucan’t.Explainhowtousefivetrainingtechniques.©2005PrenticeHallInc.Allrightsreserved.8–2TrainingandDevelopingEmployeesPart1:EmployeeorientationPart2:TheTrainingProcessPart3:TrainingMethodsPart4:EvaluatingtheTrainingEffort3©2005PrenticeHallInc.Allrightsreserved.Part1:OrientingEmployeesEmployeeorientationAprocedureforprovidingnewemployeeswithbasicbackgroundinformationaboutthefirm.OrientationcontentInformationonemployeebenefitsPersonnelpoliciesThedailyroutineCompanyorganizationandoperationsSafetymeasuresandregulationsFacilitiestour4©2005PrenticeHallInc.Allrightsreserved.NewEmployeeDepartmentalOrientationChecklistFigure8–1

Source:UCSDHealthcare.Usedwithpermission.5©2005PrenticeHallInc.Allrightsreserved.OrientingEmployees(cont’d)Asuccessfulorientationshouldaccomplishfourthingsfornewemployees:Makethemfeelwelcomeandatease.Helpthemunderstandtheorganizationinabroadsense.Makecleartothemwhatisexpectedintermsofworkandbehavior.Helpthembegintheprocessofbecomingsocializedintothefirm’swaysofactinganddoingthings.6©2005PrenticeHallInc.Allrightsreserved.Part2:TheTrainingProcessTrainingTheprocessofteachingneworpresentemployeesthebasicskillstheyneedtoperformtheirjobs.7©2005PrenticeHallInc.Allrightsreserved.5StepTrainingandDevelopmentProcessNeedsanalysis

InstructionaldesignValidationImplementation

Evaluation&follow-up8©2005PrenticeHallInc.Allrightsreserved.TheTrainingandDevelopmentProcessStep1:NeedsanalysisIdentifyjobperformanceskillsneeded,assessprospectivetraineesskills,anddevelopobjectives.Taskanalysis-newemployees

Performanceanalysis-tocurrentemployees9©2005PrenticeHallInc.Allrightsreserved.TheTrainingandDevelopmentProcessTaskanalysis-adetailedstudyofajobtoidentifythespecificskillsrequired.JobdescriptionsandjobspecificationsareusedReviewingperformancestandards,performingthejob,andquestioningcurrentjobholdersandtheirsupervisors.Ataskanalysisrecordformlists6typesofinformationusedtodeterminetrainingrequirements10©2005PrenticeHallInc.Allrightsreserved.TaskAnalysisRecordFormTable8–111©2005PrenticeHallInc.Allrightsreserved.AnalyzingTrainingNeedsPerformanceanalysis(tocurrentemployees)Verifyingthatthereisaperformancedeficiencyanddeterminingwhetherthatdeficiencyshouldbecorrectedthroughtrainingorthroughsomeothermeans(suchastransferringtheemployee).Setspecificobjectives12©2005PrenticeHallInc.Allrightsreserved.AnalyzingTrainingNeedsStep2:InstructionaldesignProducethetrainingprogramcontent,includingworkbooks,exercises,andactivities.Step3:ValidationPresenting(tryingout)thetrainingtoasmallrepresentativeaudience.Step4:ImplementtheprogramActuallytrainingthetargetedemployeegroup.Step5:EvaluationAssessestheprogram’ssuccessesorfailures.13©2005PrenticeHallInc.Allrightsreserved.Part3:TrainingMethodsOn-the-jobtraining(OJT)ApprenticeshiptrainingInformallearningJobinstructiontraining(JIT)EffectivelecturesProgrammedinstruction(PI)LiteracytrainingtechniquesAudiovisual-basedtrainingSimulatedtraining(occasionallycalledvestibuletraining)Computer-basedTraining(CBT)DistanceandInternet-BasedTraining14©2005PrenticeHallInc.Allrightsreserved.TrainingMethodsOn-the-jobtraining(OJT)Havingapersonlearnajobbyactuallydoingthejob.OJTmethodsCoachingorunderstudyJobrotationSpecialassignmentsAdvantagesInexpensiveImmediatefeedback15©2005PrenticeHallInc.Allrightsreserved.

On-the-jobTrainingLearnbydoing–4stepstosuccessStep1PreparePutthelearneratease—relievethetension.Explainwhyheorsheisbeingtaught.Createinterest,findoutwhatthelearnerknows.Explainthewholejobandrelateittoaknownjob.Placeclosetothenormalworkingpositions.Familiarizewithequipment,materials,&tools.Step2PresentExplainquantityandqualityrequirements.Gothroughthejobatthenormalworkpace.Gothroughthejobseveraltimes,givingeachstep.Repeatslowlyagain.Havethelearnerexplainthestepsasyougothrough.Step3TryoutHavethelearnergothroughthejobseveraltimes.Runthejobatthenormalpace.Learnerdoesthejob,buildingupskillandspeed.Lettheworkbegin–stickaroundforawhile.Step4Follow-upDesignatetowhomthelearnershouldgoforhelp.Graduallydecreasesupervision,monitorquality.Correctfaultyworkbeforeitbecomesahabit.Complimentgoodwork;goalistoachievequality.16©2005PrenticeHallInc.Allrightsreserved.TrainingMethods(cont’d)Apprenticeshiptraining(go)Astructuredprocessbywhichpeoplebecomeskilledworkersthroughacombinationofclassroominstructionandon-the-jobtraining.InformallearningThemajorityofwhatemployeeslearnonthejobtheylearnthroughinformalmeansofperformingtheirjobsonadailybasis.Jobinstructiontraining(JIT)Listingeachjob’sbasictasks,alongwithkeypoints,inordertoprovidestep-by-steptrainingforemployees.go17©2005PrenticeHallInc.Allrightsreserved.The25MostPopularApprenticeshipsFigure8–2

•Boilermaker•Bricklayer(construction)•Carpenter•Constructioncraftlaborer•Cook(anyindustry)•Cook(hotelandrestaurant)•Correctionofficer•Electrician•Electrician(aircraft)•Electrician(maintenance)•Electronicsmechanic•Firefighter•Machinist•Maintenancemechanic(anyindustry)•Millwright•Operatingengineer•Painter(construction)•Pipefitter(construction)•Plumber•Powerplantoperator•Roofer•Sheet-metalworker•Structural-steelworker•Telecommunicationstechnician•ToolanddiemakerAccordingtotheU.S.DepartmentofLaborapprenticeshipdatabase,theoccupationslistedbelowhadthehighestnumbersofapprenticesin2001.Thesefindingsareapproximatebecausethedatabaseincludesonlyabout70%ofregisteredapprenticeshipprograms—andnoneoftheunregisteredones.Source:OliviaCrosby,“Apprenticeships,”OccupationalOutlookQuarterly,46,no.2(Summer2002),p.5.back18©2005PrenticeHallInc.Allrightsreserved.JobInstructionTrainingListeachstepinorderwithkeystepsStartmotorReadscalecarefullyVerifypaperisevenVerifypaperistightDon’treleasetopreventinjuryDon’treleasetopreventinjuryKeepbothhandsinplaceMaintaingripVerifycutterisdoneShutoffmotor19©2005PrenticeHallInc.Allrightsreserved.TrainingMethods(cont’d)EffectivelecturesUsesignalstohelplistenersfollowyourideas.Don’tstartoutonthewrongfoot.Keepyourconclusionsshort.Bealerttoyouraudience.Maintaineyecontactwiththetrainees.Makesureeveryoneintheroomcanhear.Controlyourhands.Talkfromnotesratherthanfromascript.Breakalongtalkintoaseriesoffive-minutetalks.20©2005PrenticeHallInc.Allrightsreserved.ProgrammedLearningProgrammedinstruction(PI)Aisastep-by-stepself-learningmethodthatconsistsofthreeparts:PresentingquestionsorfactsAllowingthepersontorespondGivingthelearnerimmediatefeedbackontheaccuracyofhisorheranswersAdvantagesReducedtrainingtimeSelf-pacedlearningImmediatefeedbackReducedriskoferrorforlearner21©2005PrenticeHallInc.Allrightsreserved.TrainingMethods(cont’d)LiteracytrainingtechniquesResponsestofunctionalilliteracyTestingjobcandidates’basicskills.Settingupbasicskillsandliteracyprograms.Audiovisual-basedtrainingToillustratefollowingasequenceovertime.Toexposetraineestoeventsnoteasilydemonstrableinlivelectures.Tomeettheneedfororganizationwidetraininganditistoocostlytomovethetrainersfromplacetoplace.22©2005PrenticeHallInc.Allrightsreserved.TrainingMethods(cont’d)Simulatedtraining(occasionallycalledvestibuletraining)Trainingemployeesonspecialoff-the-jobequipmentsotrainingcostsandhazardscanbereduced.Computer-basedtraining(CBT)Electronicperformancesupportsystems(EPSS)Learningportals23©2005PrenticeHallInc.Allrightsreserved.Computer-basedTraining(CBT)AdvantagesReducedlearningtimeCost-effectivenessInstructionalconsistencyTypesofCBTIntelligentTutoringsystemsInteractivemultimediatrainingVirtualrealitytraining24©2005PrenticeHallInc.Allrightsreserved.DistanceandInternet-BasedTrainingTeletrainingAtrainerinacentrallocationteachesgroupsofemployeesatremotelocationsviaTVhookups.VideoconferencingInteractivelytrainingemployeeswhoaregeographicallyseparatedfromeachother—orfromthetrainer—viaacombinationofaudioandvisualequipment.TrainingviatheInternetUsingtheInternetorproprietaryinternalintranetstofacilitatecomputer-basedtraining.25©2005PrenticeHallInc.Allrightsreserved.ManagementDevelopmentManagementdevelopmentAnyattempttoimprovecurrentorfuturemanagementperformancebyimpartingknowledge,changingattitudes,orincreasingskills.ManagementdevelopmentprocessAssessingthecompany’sstrategicneeds.Appraisingthemanagers’currentperformance.Developingthemanagers.26©2005PrenticeHallInc.Allrightsreserved.ManagementDevelopmentSuccessionplanningAprocessthroughwhichsenior-levelopeningsareplannedforandeventuallyfilled.AnticipatemanagementneedsReviewfirm’smanagementskillsinventoryCreatereplacementchartsBeginmanagementdevelopment27©2005PrenticeHallInc.Allrightsreserved.Managerialon-the-JobTrainingJobrotationMovingatraineefromdepartmenttodepartmenttobroadenhisorherexperienceandidentifystrongandweakpoints.Coaching/UnderstudyapproachThetraineeworksdirectlywithaseniormanagerorwiththepersonheorsheistoreplace;thelatterisresponsibleforthetrainee’scoaching.ActionlearningManagementtraineesareallowedtoworkfull-timeanalyzingandsolvingproblemsinotherdepartments.28©2005PrenticeHallInc.Allrightsreserved.Off-the-JobManagementTrainingandDevelopmentTechniquesCasestudymethodManagersarepresentedwithadescriptionofanorganizationalproblemtodiagnoseandsolve.ManagementgameTeamsofmanagerscompetebymakingcomputerizeddecisionsregardingrealisticbutsimulatedsituations.OutsideseminarsManycompaniesanduniversitiesofferWeb-basedandtraditionalmanagementdevelopmentseminarsandconferences.University-relatedprogarms29©2005PrenticeHallInc.Allrightsreserved.Off-the-JobManagementTrainingandDevelopmentTechniques(cont’d)RoleplayingCreatingarealisticsituationinwhichtraineesassumetherolesofpersonsinthatsituation.BehaviormodelingModeling:showingtraineestheright(or“model”)wayofdoingsomething.Roleplaying:havingtraineespracticethatwaySocialreinforcement:givingfeedbackonthetrainees’performance.Transferoflearning:Encouragingtraineesapplytheirskillsonthejob.30©2005PrenticeHallInc.Allrightsreserved.Off-the-JobManagementTrainingandDevelopmentTechniques(cont’d)CorporateuniversitiesProvidesameansforconv