Formação e Desenvolvimento. Retirado/Adaptado de: 2 © 2007 Thomson/South-Western. All rights...

Formação e DesenvolvimentoFORMAÇÃO E DESENVOLVIMENTO

2

Retirado/Adaptado de:

© 2007 Thomson/South-Western.All rights reserved.

PowerPoint Presentation by Charlie CookThe University of West Alabama

Managing Human ResourcesBohlander • Snell 14th edition

3

FORMAÇÃO E DESENVOLVIMENTO E OUTROS PROCESSOS DE GRH

Training may permit hiring less-qualified applicants

Training may permit hiring less-qualified applicants SelectionSelection Effective selection may

reduce training needs

Effective selection may reduce training needs

Training aids in the achievement of performance

Training aids in the achievement of performance

Performance Appraisal

Performance Appraisal

A basis for assessing training needs and results

A basis for assessing training needs and results

Training and development may lead to higher pay

Training and development may lead to higher pay

Compensation Management

Compensation Management

A basis for determining employee’s rate of pay

A basis for determining employee’s rate of pay

Availability of training can aid in recruitment

Availability of training can aid in recruitment RecruitmentRecruitment Provide an additional

source of trainees

Provide an additional source of trainees

Training may include a role for the union

Training may include a role for the union Labor RelationsLabor Relations Union cooperation can

facilitate training efforts

Union cooperation can facilitate training efforts

O ÂMBITO DA FORMAÇÃO

Formação Esforço levado a cabo por uma

organização para promover a aprendizagem dos seus trabalhadores

Tipicamente focada em objetivos de performance a curto-prazo.

Desenvolvimento Esforço levado a cabo para o

desenvolvimento de competências no sentido de apoiar os indivíduos em futuras responsabilidades.

FIGURE 7–1 TRAINING DOLLARS SPENT BY EMPLOYEE TYPE

Source: Holly Dolezalek, “2004 Industry Report,” Training (October 2004): 28.

ABORDAGEM SISTÉMICA À FORMAÇÃO E DESENVOLVIMENTO 4 fases

Diagnóstico de Necessidades de Formação

Criação de programas Implementação Avaliação

FIGURE 7–2 SYSTEMS MODEL OF TRAINING

FASE 1: DNF

Análise da Organização An examination of the environment, strategies,

and resources of the organization to determine where training emphasis should be placed.

Análise das tarefas The process of determining what the content of a

training program should be on the basis of a study of the tasks and duties involved in the job.

Análise das pessoas A determination of the specific individuals who

need training.

NEEDS ASSESSMENT FOR TRAINING Análise (assessment) de competências

Analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs.

• ORGANIZATIONALANALYSIS

TASK ANALYSIS

• PERSON ANALYSIS

• ORGANIZATIONALANALYSIS

TASK ANALYSIS

• PERSON ANALYSIS

…of environment, strategies, and resources to determine where to emphasize training

…of environment, strategies, and resources to determine where to emphasize training

…of the activities to be performed in order to determine the KSAs needed.

…of the activities to be performed in order to determine the KSAs needed.

…of performance, knowledge, and skills in order to determine who needs training.

…of performance, knowledge, and skills in order to determine who needs training.

FIGURE 7–3 NEEDS ASSESSMENT FOR TRAINING

HIGHLIGHTS IN HRM 1

Notes on Rapid Needs AssessmentNOTE 1: Look at the problem scope.

NOTE 2: Do organizational scanning.

NOTE 3: Play “give and take.”

NOTE 4: Check “lost and found.”

NOTE 5: Use plain talk.

NOTE 6: Use the Web.

NOTE 7: Use rapid prototyping.

NOTE 8: Seek out exemplars.

Source: Condensed from Ron Zemke, “How to Do a Needs Assessment When You Think You Don’t Have Time,” Training 35, no. 3 (March 1998): 38–44. Reprinted with permission from the March 1998 issue of Training Magazine. Copyright 1998. Bill Communications, Inc., Minneapolis, MN. All rights reserved. Not for resale.

PHASE 2: DESIGNING THE TRAINING PROGRAM

Characteristics of successful trainersCharacteristics of successful trainers

Trainee readiness and motivationTrainee readiness and motivation

Issues in training designIssues in training design

Instructional objectivesInstructional objectives

Principles of learningPrinciples of learning

FASE 2: DESIGN DA FORMAÇÃO

Objetivos Instrucionais Represent the desired outcomes of a

training program Performance-centered objectives

Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.

FORMANDOS: DISPONIBILIDADE E MOTIVAÇÃO

Strategies for Creating a Motivated Training Environment: Use positive reinforcement. Eliminate threats and punishment. Be flexible. Have participants set personal goals. Design interesting instruction. Break down physical and psychological

obstacles to learning.

FIGURE 7–4 PRINCIPLES OF LEARNING

PRINCÍPIOS DA APRENDIZAGEM

Recognition of individual learning differencesRecognition of individual learning differences

Meaningfulness of presentationMeaningfulness of presentation

Focus on learning and transferFocus on learning and transfer

Goal setting - What’s the value?Goal setting - What’s the value?

Behavioral modelingBehavioral modeling

PRINCÍPIOS DA APRENDIZAGEM (CONT.)

Feedback and reinforcementFeedback and reinforcement

Whole versus-part learningWhole versus-part learning

Focus on method and processFocus on method and process

Active practice and repetitionActive practice and repetition

Massed-vs-distributed learningMassed-vs-distributed learning

FIGURE 7–5 A TYPICAL LEARNING CURVE

FEEDBACK E REFORÇO

Behavior Modification The technique that operates on the

principle that behavior that is rewarded, or positively reinforced, is repeated more frequently, whereas behavior that is penalized or unrewarded will decrease in frequency.

CARACTERÍSTICAS DE FORMADORES BEM SUCEDIDOS

Knowledge of the subject Adaptability Sincerity Sense of humor Interest Clear instructions Individual assistance Enthusiasm

FASE 3: IMPLEMENTAÇÃO

Importance of training outcomesImportance of training outcomes

Type of trainees Type of trainees

Choosing the instructional methodChoosing the instructional method

Nature of trainingNature of training

Organizational extent of trainingOrganizational extent of training

METODOLOGIA DE FORMAÇÃO PARA COLABORADORES On-the-Job Training (OJT) Apprenticeship Training Cooperative Training,

Internships, and Governmental Training

Classroom Instruction Programmed Instruction Audiovisual Methods Computer-based Training

and E-Learning Simulation Method

METODOLOGIA DE FORMAÇÃO PARA COLABORADORES (CONT.)

On-the-job training (OJT) Method by which employees are given

hands-on experience with instructions from their supervisor or other trainer.

Desvantagens The lack of a well-structured training

environment Poor training skills of managers The absence of well-defined job

performance criteria

ON-THE-JOB TRAINING

Como lidar com as desvantagens do OJT1. Develop realistic goals and/or measures

for each OJT area.

2. Plan a specific training schedule for each trainee, including set periods for evaluation and feedback.

3. Help managers establish a nonthreatening atmosphere conducive to learning.

4. Conduct periodic evaluations, after training is completed, to prevent regression.

HIGHLIGHTS IN HRM 3

The PROPER Way to Do On-the-Job Training

Source: Scott Snell, Cornell University.

METODOLOGIAS DE FORMAÇÃO PARA COLABORAORES

Estágio (Apprenticeship) A system of training in which a worker

entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.

Formação cooperativa A training program that combines

practical on-the-job experience with formal educational classes.

© 2007 Thomson/South-Western. All rights reserved. 7–26

TRAINING METHODS FOR NONMANAGERIAL EMPLOYEES (CONT’D)

Estágio Curricular Are jointly sponsored by colleges, universities, and

other organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations.

Formação em sala de aula Enables the maximum number of trainees to be

handled by the minimum number of instructors. “Blended” learning—lectures and demonstrations

are combined with films, DVDs, and videotapes or computer instruction.


HIGHLIGHTS IN HRM 5 © 2007 Thomson/South-Western. All rights reserved.

7–28

How to Increase the Value of InternsTo increase the internal value of your internship programs, take the following steps:

Making the Most of Internships

1. Assign the intern to projects that are accomplishable and provide training as required.

2. Involve the intern in the project-planning process.

3. Appoint a mentor or supervisor to guide the intern.

4. Invite project suggestions from other staff members.

5. Ask interns to keep a journal of their work activities.

6. Rotate interns throughout the organization.

7. Explain the rationale behind work assignments.

8. Hold interns accountable for projects and deadlines.

9. Treat interns as part of the organizational staff and invite them to staff meetings.

10. Establish a process for considering interns for permanent hire.

Source: Condensed from John Byrd and Rob Poole, “Highly Motivated Employees at No Cost? It’s Not an Impossible Dream,” Nonprofit World 19, no. 6 (November/December 2001): 312–32. Reprinted by permission of Nonprofit World, http://www.snpo.org, telephone: 734-451-3582

FIGURE 7–6 DELIVERY METHOD OF TRAINING


METODOLOGIAS DE FORMAÇÃO PARA COLABORADORES (CONT.)

Formação autorregulada Referred to as self-directed learning—involves

the use of books, manuals, or computers to break down subject matter content into highly organized, logical sequences that demand continuous response on the part of the trainee.

Métodos audiovisuais Technologies, such as CDs and DVDs, are used

to teach skills and procedures by illustrating the steps in a procedure or interpersonal relations.

TRAINING METHODS FOR NONMANAGERIAL EMPLOYEES (CONT’D)

E-Learning Learning that takes place via electronic

media such web and computer-based training (CBT)

Allows the firm to bring the training to employees

Allows employees to customize their own learning in their own time and space

Provides continuously updated training materials.

E-LEARNING :: VANTAGENS

Learning is self-paced.The training comes to the employee.The training is interactive.Employees do not have to wait for a scheduled training session.The training can focus on specific needs as revealed by built-in tests.Trainees can be referred to online help or written material.

E-LEARNING :: VANTAGENS (CONT.)

It is easier to change a web site than to retype, photocopy, and distribute new classroom-training materials.Record keeping is facilitated.The training can be cost-effective if used for both large and small numbers of employees.

HIGHLIGHTS IN HRM 6


METODOLOGIAS DE FORMAÇÃO PARA COLABORADORES (CONT.)

Simulation The simulation method emphasizes

realism in equipment and its operation at minimum cost and maximum safety.

Used when it is either impractical or unwise to train employees on the actual equipment used on the job.

METODOLOGIAS DE FORMAÇÃO PARA A ÁREA DA GESTÃO On-the-Job Experiences Seminars and Conferences Case Studies Management Games Role Playing Behavior Modeling

ON-THE-JOB Coaching Understudy

Assignment Job Rotation Lateral Transfer Special Projects Action Learning Staff Meetings Planned Career

Progressions

FIGURE 7–7 THE LEADERSHIP GRID

Source: Robert R. Blake and Anne Adams McCanse, Leadership Dilemmas—Grid Solutions (Houston: Gulf Publishing, 1991), 29. (First published as The Managerial Grid Figure by Robert R. Blake and Jane S. Mouton.) Courtesy of Grid International, Austin, TX. All rights reserved.

MODELAÇÃO DE COMPORTAMENTO

Behavior Modeling An approach that demonstrates desired

behavior and gives trainees the chance to practice and role-play those behaviors and receive feedback.

Involves four basic components: Learning points

Model

Practice and role play

Feedback and reinforcement


FASE 4: AVALIAÇÃO DA FORMAÇÃO

© 2007 Thomson/South-Western. All rights reserved.

7–40

Criterion 4: Results assessmentCriterion 4: Results assessment

Criterion 2: Extent of learning Criterion 2: Extent of learning

Measuring program effectivenessMeasuring program effectiveness

Criterion 1: Trainee reactionsCriterion 1: Trainee reactions

Criterion 3: Learning transfer to jobCriterion 3: Learning transfer to job

FIGURE 7–9 CRITERIA FOR EVALUATING TRAINING


7–41

CRITÉRIO 1: REAÇÕES DOS PARTICIPANTES

Participant Reactions. The simplest and most common approach to

training evaluation is assessing trainees. Potential questions might include the following:

What were your learning goals for this program? Did you achieve them?Did you like this program?Would you recommend it to others who have similar learning goals? What suggestions do you have for improving the program?Should the organization continue to offer it?


CRITÉRIO 2: APRENDIZAGEM

Checking to see whether they actually learned anything. Testing knowledge and skills before

beginning a training program gives a baseline standard on trainees that can be measured again after training to determine improvement.

However, in addition to testing trainees, test employees who did not attend the training to estimate the differential effect of the training.© 2007 Thomson/South-Western. All rights reserved. 7–43

CRITÉRIO 3: COMPORTAMENTO

Transfer of Training Effective application of principles learned

to what is required on the job. Maximizing the Transfer of Training

1. Feature identical elements2. Focus on general principles3. Establish a climate for transfer.4. Give employees transfer strategies


CRITÉRIO 4: RETURN ON INVESTMENT (ROI)

Utility of Training Programs. Calculating the benefits derived from

training:

How much did quality improve because of the training program?

How much has it contributed to profits?

What reduction in turnover and wasted materials did the company get after training?

How much has productivity increased and by how much have costs been reduced?© 2007 Thomson/South-Western. All rights reserved. 7–45

CRITÉRIO 4: RETURN ON INVESTMENT (ROI) Return on Investment

Viewing training in terms of the extent to which it provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change.

ROI = Results/Training Costs If the ROI ratio is >1, the benefits of the

training exceed the cost of the program If the ROI ratio is <1, the costs of the training

exceed the benefits.© 2007 Thomson/South-Western. All rights reserved. 7–46


7–47

Source: Richard J. Wagner and Robert J. Weigand, “Can the Value of Training Be Measured? A Simplified Approach to Evaluating Training,” The Health Care Manager 23, no.1 (January–March 2004): 71–78.

CRITÉRIO 4: ROI

Benchmarking The process of measuring one’s own

services and practices against the recognized leaders in order to identify areas for improvement.1. Training activity: How much training is

occurring?2. Training results: Do training and development

achieve their goals?3. Training efficiency: Are resources utilized in

the pursuit of this mission?© 2007 Thomson/South-Western. All rights reserved. 7–48

CRITÉRIO 4: ROI

Deming’s Benchmarking Model1. Plan: conduct a self-audit to identify

areas for benchmarking.

2. Do: collect data about activities.

3. Check: Analyze data.

4. Act: Establish goals, implement changes, monitor progress, and redefine benchmarks.



7–50

SPECIAL TRAINING AND DEVELOPMENT TOPICS


7–51

Basic skills trainingBasic skills training

Organization-wide training programsOrganization-wide training programs

Orientation trainingOrientation training

Team and cross-trainingTeam and cross-training

Diversity trainingDiversity training

SPECIAL TOPICS IN TRAINING AND DEVELOPMENT (CONT’D) Orientation

A formal process of familiarizing new employees with the organization, their jobs, and their work units.

Benefits:1. Lower turnover2. Increased productivity3. Improved employee morale4. Lower recruiting and training costs5. Facilitation of learning6. Reduction of the new employee’s anxiety


SPECIAL TOPICS IN TRAINING AND DEVELOPMENT (CONT’D) Basic Skills Training

Basic skills have become essential occupational qualifications, having profound implications for product quality, customer service, internal efficiency, and workplace and environmental safety.

Typical basic skills: Reading, writing, computing, speaking,

listening, problem solving, managing oneself, knowing how to learn, working as part of a team, leading others.


SPECIAL TOPICS IN TRAINING AND DEVELOPMENT (CONT’D) To implement a successful program in basic

and remedial skills:1. Explain to employees why and how the

training will help them in their jobs.2. Relate the training to the employees’ goals.3. Respect and consider participant experiences,

and use these as a resource.4. Use a task-centered or problem-centered

approach so that participants “learn by doing.”5. Give feedback on progress toward meeting

learning objectives.


SPECIAL TOPICS IN TRAINING AND DEVELOPMENT (CONT’D)

Team Training Issues1. Team building is a difficult and

comprehensive process.2. Team development is not always a linear

sequence of “forming, storming, norming, and performing.”

3. Additional training is required to assimilate new members.

4. Behavioral and process skills need to be acquired through participative exercises.


FIGURE 7–10 TEAM TRAINING SKILLS


7–56

Source: George Bohlander and Kathy McCarthy, “How to Get the Most from Team Training,” National Productivity Review (Autumn 1996): 25–35.


Cross-Training The process of training employees to do

multiple jobs within an organization Gives firms flexible capacity. Cuts turnover Increase productivity Pares down labor costs Lays the foundation for careers rather than

dead-end jobs.



7–58

Steering committee represents all levels of the organization and a mix of races, ages, and gender.• Workshops include the following:

• Top executives demonstrate their commitment by early participation.• Each participant is given a workbook with support materials.• Participants are made aware of key topics and company policies.• Participants are asked to describe specific steps they would take to

support diversity.• Participants create a list of diversity ground rules or behavioral norms.• Managers discuss and revise rules for their areas.• Participants link diversity training to other HR initiatives such as

recruitment and selection, career management, and compensation.• Managers are accountable for achieving goals of diversity training.

Characteristics of Effective Diversity Training Programs


To avoid the pitfalls of substandard diversity training, managers will want to do the following: Forge a strategic link.

Check out consultant qualifications.

Don’t settle for “off the shelf” programs.

Choose training methods carefully.

Document individual and organizational benefits.


KEY TERMS

apprenticeship training behavior modeling behavior modification benchmarking competency

assessment cooperative training cross-training e-learning

instructional objectives internship programs on-the-job training (OJT) organization analysis orientation person analysis task analysis transfer of training


7–60

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