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Kuliah ke 6
TRAINING AND DEVELOPMENT
Contents
Orientation TNA Methods of training Management Development
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Purpose of Orientation
Feel Welcome
and At Ease
Begin the Socialization
Process
Understand the
Organization
Know What Is Expected in Work and
Behavior
Orientation Helps New Employees
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The Employee Orientation
Move from rule discussion to M&V employee’s role Those will foster self direction behavior
and consistent with the company need New heritage and culture of Mayo consist of : core principles-history-work atmosphere-
teamwork-personnel responsibilities-innovation-integrity-diversity-customer service- mutual respect
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The Orientation ProcessCompany
Organization and Operations
Safety Measures and Regulations
Facilities Tour
Employee Orientation
Employee Benefit Information
Personnel Policies
Daily Routine
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FIGURE 8–1New Employee Departmental Orientation Checklist
Source: UCSDHealthcare. Used with permission.
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The Training Process Training
The process of teaching new employees the basic skills they need to perform their jobs.
Training’s Strategic Context The firm’s training programs must make
sense in terms of the company’s strategic goals.
Performance Management Taking an integrated, goal-oriented
approach to assigning, training, assessing, and rewarding employees’ performance.
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The Training Process (cont’d)
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The Five-Step Training and Development Process
Instructional design
Needs analysis
Validation
Implement the program
Evaluation
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Training, Learning, and MotivationMake the Learning Meaningful
1.At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning.
2.Use a variety of familiar examples.
3.Organize the information so you can present it logically, and in meaningful units.
4.Use terms and concepts that are already familiar to trainees.
5.Use as many visual aids as possible.
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Training, Learning, and Motivation (cont’d)Make Skills Transfer Easy
1.Maximize the similarity between the training situation and the work situation.
2.Provide adequate practice.
3.Label or identify each feature of the machine and/or step in the process.
4.Direct the trainees’ attention to important aspects of the job.
5.Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job.
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Motivation Principles for Trainers People learn best by doing—provide as much
realistic practice as possible.
Trainees learn best when the trainers immediately reinforce correct responses.
Trainees learn best at their own pace.
Create a perceived training need in the trainees’ minds.
The schedule is important—the learning curve goes down late in the day; less than full day training is most effective.
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Analyzing Training Needs
Task Analysis: Assessing New Employees’
Training Needs
Performance Analysis: Assessing Current Employees’
Training Needs
Training Needs Analysis
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TABLE 8–1Task Analysis Record Form
Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.
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Assessing Current Employees’ Training Needs
Performance Appraisals
Job-Related Performance Data
Observations
Interviews
Assessment Center Results
Individual Diaries
Attitude Surveys
Tests
Methods for Identifying
Training Needs
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Training Methods On-the-Job Training Apprenticeship Training Informal Learning Job Instruction Training Lectures Programmed Learning Audiovisual Training Simulated Training (also Vestibule Training) Computer-Based Training (CBT) Electronic Performance Support Systems (EPSS) Distance and Internet-Based Training
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Training Methods (cont’d) On-the-Job Training (OJT)
Having a person learn a job by actually doing the job.
Types of On-the-Job Training Coaching or understudy Job rotation Special assignments
Advantages Inexpensive Learn by doing Immediate feedback
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On-the-Job Training
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Follow Up
Present the Operation
Steps to Help Ensure OJT Success
Prepare the Learner
Do a Tryout
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Training Methods (cont’d) Effective Lectures
Don’t start out on the wrong foot. Give listeners signals. Be alert to your audience. Maintain eye contact with audience. Make sure everyone in the room can hear. Control your hands. Talk from notes rather than from a script. Break a long talk into a series of five-minute talks. Practice and rehearse your presentation.
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Programmed Learning
Advantages Reduced training time Self-paced learning Immediate feedback Reduced risk of error for learner
Presenting questions, facts, or problems to
the learner
Allowing the person to respond
Providing feedback on the
accuracy of answers
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TABLE 8–2 Names of Various Computer-Based Training Techniques
PI Computer-based programmed instruction
CBT Computer-based training
CMI Computer-managed instruction
ICAI Intelligent computer-assisted instruction
ITS Intelligent tutoring systems
Simulation Computer simulation
Virtual Reality Advanced form of computer simulation
Source: P. Nick Blanchard and James Thacker, Effective Training: Systems, Strategies, and Practices (Upper Saddle River, NJ: Pearson, 2003), p. 144.
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Computer-Based Training (CBT)
Advantages Reduced learning time
Cost-effectiveness
Instructional consistency
Types of CBT Interactive multimedia training
Virtual reality training
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Distance and Internet-Based Training
Teletraining
Videoconferencing
Internet-Based Training
E-Learning and Learning Portals
Distance Learning Methods
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FIGURE 8–3 Instant Messaging(IM)Learning Incident
Source: Joshua Bronstein and Amy Newman, “IM 4 Learning,” Training and Development, February 2006, p. 48.
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Literacy Training Techniques
Testing job candidates for
basic skills
Instituting basic skills and literacy
programs
Employer Responses to Functional Illiteracy
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Management Development
Assessing the company’s strategic
needs
Developing the managers and
future managers
Long-Term Focus of Management Development
Appraising managers’
current performance
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Succession Planning
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Begin management development
Review firm’s management skills inventory
Steps in the Succession Planning Process
Anticipate management needs
Create replacement charts
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Management Development (cont’d)
Job Rotation
Action Learning
Managerial On-the-Job
Training
Coaching/Understudy Approach
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Management Development (cont’d)
University-Related Programs
Management Games
Off-the-Job Management Training Off-the-Job Management Training and Development Techniquesand Development Techniques
The Case Study Method
Outside Seminars
Executive Coaches
Behavior Modeling
Role Playing
Corporate Universities
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Managing Organizational Change and Development
Strategy TechnologiesCulture
What to Change
Structure Employees
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Managing Organizational Change and Development
(cont’d)
Overcoming resistance to
change
Effectively using
organizational development
practices
The Human Resource Manager’s
Role
Organizing and leading
organizational change
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Managing Organizational Change and Development
(cont’d)
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Moving
Overcoming Resistance to Change: Lewin’s Change Process
Unfreezing
Refreezing
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How to Lead the Change Unfreezing Phase
Establish a sense of urgency (need for change). Mobilize commitment to solving problems.
Moving Phase Create a guiding coalition. Develop and communicate a shared vision. Help employees to make the change. Consolidate gains and produce more change.
Refreezing Phase Reinforce new ways of doing things. Monitor and assess progress.
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To lead change(cont)
Refreezing:Reinforce the new waysMonitor and asses program
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Using Organizational Development
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Applies behavioral science knowledge.
Organizational Development (OD)
Usually involves action research.
Changes the organization in a particular direction.
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TABLE 8–3 Examples of OD Interventions
Human Process Applications
T-groups (Sensitivity Training)
Process consultation
Third-party intervention
Team building
Organizational confrontation meeting
Survey research
Technostructural Interventions
Formal structural change
Differentiation and integration
Cooperative union–management projects
Quality circles
Total quality management
Work design
HRM Applications
Goal setting
Performance appraisal
Reward systems
Career planning and development
Managing workforce diversity
Employee wellness
Strategic OD Applications
Integrated strategic management
Culture change
Strategic change
Self-designing organizations
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Evaluating the Training Effort
Designing the Study
Time series design
Controlled experimentation
Training Effects to Measure
Reaction of trainees to the program
Learning that actually took place
Behavior that changed on the job
Results achieved as a result of the training
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FIGURE 8–5Using a Time Series Graph to Assess aTraining Program’sEffects
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FIGURE 8–6A Sample Training Evaluation Form
Source: www.opm.gov/employment_and_benefits/worklife/.
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Akhir kuliah
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