W6 - Training and Developing Employees - Narrated

RMIT Classification: Trusted
BUSM 3310 -
Human Resource
Management
Week 6: Training and

Developing Employees
1
Learning Objectives
8.1 Summarize the purpose and process of employee orientation.

8.2 Give an example of how to design onboarding to improve
employee engagement.
8.3 List and briefly explain each of the steps in the training process.
8.4 Explain how to use five training techniques.
8.5 List and briefly discuss four management development methods.
8.6 List and briefly discuss the importance of the steps in leading
organizational change.
8.7 Explain why a controlled study may be superior for evaluating the
training program’s effects.
22
—
Learning Objective 8.1:
Summarize the Purpose and Process of
Employee Orientation
3
Orienting and Onboarding New

Employees
• Employee orientation
o or onboarding
o a procedure for providing new employees with basic
background information about the firm
• Every manager should know how to orient and train employees
44
The Purposes of Employee

Orientation/Onboarding
• Welcome
• Basic information
• Understanding the organization
• Socialization
55
The Orientation Process
• Begins before the first day
• Employee handbook
• Orientation technology
• QR code tour
• Gamification
66
Do you remember your orientation to RMIT?
• Try to recall your orientation in your table.
• How many sessions for orientation?
• What happened during orientations?
• What specific activities were provided?
• Who attended the orientation?
• How did you feel about the orientation? Good or bad? Why?
• How would you do it better if you organize the student orientation?
77
e.g.
Google
Facebook
88
—
Learning Objective 8.2: Give an Example of
How to Design Onboarding to Improve
Employee Engagement
9
Employee Engagement Guide for

Managers: Onboarding at Toyota
• Day 1: Welcome
• Day 2: Mutual Respect
• Day 3: Teamwork
• Day 4: Suggestion system
10
10
11
—
Learning Objective 8.3: List and Briefly
Explain Each of the Steps in the Training
Process
12
Overview of the Training Process
• Training means giving new or current employees the skills that

they need to perform their jobs
• Fosters engagement
13
13
Impact of Training
• training improves job satisfaction (e.g. Ocen et al., 2017, Huang and Su, 2016).
• skill improvement and how the improved skill helps employees to improve their

performance (Chaudhary and Bhaskar, 2016)
• improvement of self-efficacy (Mariani et al., 2013, Ayres and Malouff,

2007), stress level, attributional, and self-esteem (Proudfoot et al., 2009).
• a sign of care from the employers (Hanaysha and Tahir, 2016, Khan et al.,

2016).
• experience of socialization that improves chances to build a better work

relationship (Choo and Bowley, 2007)
14
14
Training Motivator
Individual:
• Goal Orientation (e.g. Medina, 2017, Diethert et al., 2015).
• Personality: proactiveness (Bertolino et al., 2011), innovativeness, dominance (Adalgisa, 2009),

achievement-orientation, conscientiousness (Colquitt et al., 2000), extroversion, and
agreeableness (Rowold, 2007)
• Self-efficacy
• Positive Job Attitude
Organizational:
• Climate of support
• Flat, differentiation (Nguyen and Kim, 2013)., offshoring (Medina, 2017).
• Mixed method i.e. in-class + distance learning
15
15
Aligning Strategy and Training
• Identify the employee behaviors the firm will need to execute its
strategy
• Deduce what competencies employees will need
• Put in place training goals and programs to instill these

competencies.
16
16
Amazon Go
17
The ADDIE Five-Step Training Process
• Analyze
• Design
• Develop
• Implement
• Evaluate
18
18
Conducting the Training Needs Analysis
• Strategic training needs analysis
• Current employees’ needs analysis

o Task Analysis
o Performance Analysis
19
19
Is the Problem Can’t Do or Won’t Do?
• Uncovering why performance is down is the heart of performance

analysis.
• Distinguish between can’t-do and won’t-do problems
20
20
Hersey & Blanchard’s Situational Leadership
Source: https://www.quora.com/What-is-the-leadership-quality-that-tells-Good-leaders-from-Bad-leaders
21
21
Competency Profiles and Models in

Training and Development
• Competency model
o Precise overview of competencies needed to do the job well
o List of competencies to be learned
o Criteria to assess mastery
o Examples of the competencies
o Complete projects for evaluation
22
22
Designing the Training Program
• Design means planning the overall training program

• Setting learning objectives
• Creating a motivational learning environment
• Make the learning meaningful
• Make skills transfer obvious and easy
• Reinforce the learning
• Ensure transfer of learning on the job
23
23
Developing the Program
• Assemble training content and materials
• Training Methods
o iPads
o Workbooks
o Lectures
o PowerPoint slides
o Web- and computer-based activities course activities
o Trainer resources and manuals
o Support materials
24
24
25
AR based training
Why Microsoft Uses Virtual Reality Headsets To Train Workers
26
26
—
Learning Objective 8.4: Explain How to Use
Five Training Techniques
27
Implementing the Training Program
• Types of on-the-job training
o Coaching or Understudy
o Job rotation
o Special assignments
o Peer training
28
28
Steps in the OTJ Training (1)
Step 1: Prepare the learner

1. Put the learner at ease.
2. Explain why he or she is being taught.
3. Create interest and find out what the learner already knows about
the job.
4. Explain the whole job and relate it to some job the worker already
knows.
5. Place the learner as close to the normal working position as
possible.
6. Familiarize the worker with equipment, materials, tools, and trade
terms.
29
29
Step 2: Present the operation

1. Explain quantity and quality requirements.
2. Go through the job at the normal work pace.
3. 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.
4. Again, go through the job at a slow pace several times; explain
the key points.
5. Have the learner explain the steps as you go through the job at a
slow pace.
30
30
Step 3: Do a tryout
1. 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 first few times.
2. Run the job at the normal pace.
3. Have the learner do the job, gradually building up skill and speed.
4. Once the learner can do the job, let the work begin, but don't
abandon him or her.
31
31
Step 4: Follow-up
1. Designate to whom the learner should go for help.
2. Gradually decrease supervision, checking work from time to time.
3. Correct faulty work patterns before they become a habit. Show

why the method you suggest is superior.
4. Compliment good work.
32
32
Apprenticeship Training
• Apprenticeship Training – a structured process by which people

become skilled workers through a combination of classroom
instruction and on-the-job training.
33
33
e.g. Reality Show
Apprentice UK
34
34
Training Programs
• Informal learning
o 70/20/10
• Job instruction training (J I T)
• Lectures
• Programmed learning
• Behavior modeling
o Modeling
o Role-playing
o Social reinforcement
o Transfer of training
35
35
e.g. Amazon
Amazon A2Tech Program
36
36
Other Types of Training (1)
• Audiovisual-based
• Vestibule Training
• Electronic Performance Support System (E P S S)
• Videoconferencing
• Computer-Based Training (C B T)
o Simulated Learning and Gaming
37
37
e.g.
Flight simulator
38
38
Other Types of Training (2)
• Online/Internet-Based training
o Learning portals
• The virtual classroom
• Mobile and micro learning
39
39
40
Lifelong and Literacy Techniques
• Lifelong learning
• providing employees with continuing learning experiences over
their tenure with the firm
• Literacy training
• Diversity training
41
41
Team Training
• Interpersonal
• Team management
42
42
—
Discuss Four Management Development
Methods
43
Implementing Management Development

Programs
• Management development
o any attempt to improve managerial performance by imparting

knowledge, changing attitudes, or increasing skills
• Strategy’s role in management development
• Support succession planning process
44
44
Managerial On-The-Job Training and

Rotation
• Coaching / Understudy approach
o trainee works directly with a senior manager or with the person
he or she is to replace
• Action learning
o give managers released time to work analyzing and solving
problems in departments other than their own
• Stretch assignments
o Push beyond comfort zone
45
45
Off-The-Job Management Training and

Development Techniques
• Case study method
• Computerized management games
• Outside seminars
• University-Related programs
• Role-playing
• Corporate Universities
• Executive Coaches
• SHRM Learning System
46
46
—
Discuss the Importance of the Steps in
Leading Organizational Change
47
Managing Organizational Change

Programs
• Companies often find it necessary to change how they do things.
• Making changes is never easy.
48
48
Lewin’s Change Process
1. Unfreezing
2. Moving
3. Refreezing
49
49
50
—
Learning Objective 8.7: Explain Why a
Controlled Study May Be Superior for
Evaluating the Training Program’s Effects
51
Evaluating the Training Effort
• Designing the study
• Controlled experimentation
• Training Effects to Measure

o Reactions
o Learning
o Behavior
o Results
52
52
—
Thanks
Stay safe…
53 53

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RMIT Classification: Trusted

Week 6: Training and

8.1 Summarize the purpose and process of employee orientation.

Orienting and Onboarding New

• Every manager should know how to orient and train employees

The Purposes of Employee

• Understanding the organization

The Orientation Process

• Begins before the first day

Do you remember your orientation to RMIT?

• Try to recall your orientation in your table.

• How many sessions for orientation?

• What happened during orientations?

• What specific activities were provided?

• Who attended the orientation?

• How would you do it better if you organize the student orientation?

Employee Engagement Guide for

• Day 2: Mutual Respect

• Day 4: Suggestion system

Overview of the Training Process

• Training means giving new or current employees the skills that

• skill improvement and how the improved skill helps employees to improve their

• improvement of self-efficacy (Mariani et al., 2013, Ayres and Malouff,

• a sign of care from the employers (Hanaysha and Tahir, 2016, Khan et al.,

• experience of socialization that improves chances to build a better work

• Goal Orientation (e.g. Medina, 2017, Diethert et al., 2015).

• Personality: proactiveness (Bertolino et al., 2011), innovativeness, dominance (Adalgisa, 2009),

• Positive Job Attitude

• Flat, differentiation (Nguyen and Kim, 2013)., offshoring (Medina, 2017).

• Mixed method i.e. in-class + distance learning

Aligning Strategy and Training

• Deduce what competencies employees will need

• Put in place training goals and programs to instill these

The ADDIE Five-Step Training Process

Conducting the Training Needs Analysis

• Strategic training needs analysis

• Current employees’ needs analysis

Is the Problem Can’t Do or Won’t Do?

• Uncovering why performance is down is the heart of performance

• Distinguish between can’t-do and won’t-do problems

Hersey & Blanchard’s Situational Leadership

Competency Profiles and Models in

Designing the Training Program

• Design means planning the overall training program

Developing the Program

• Assemble training content and materials

Why Microsoft Uses Virtual Reality Headsets To Train Workers

Implementing the Training Program

• Types of on-the-job training

Steps in the OTJ Training (1)

Step 1: Prepare the learner

Steps in the OTJ Training (2)

Step 2: Present the operation

Steps in the OTJ Training (3)

1. Have the learner go through the job several times, slowly,

2. Run the job at the normal pace.

Steps in the OTJ Training (4)

1. Designate to whom the learner should go for help.

2. Gradually decrease supervision, checking work from time to time.