TRAINING AND

DEVELOPMENT

PERTEMUAN #7
#8
FEB 305 6097 – RINA ANINDITA
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MANAJEMEN PROGRAM STUDI MANAJEMEN
SUMBER DAYA FAKULTAS EKONOMI DAN BISNIS
MANUSIA UNIVERSITAS ESA UNGGUL
KEMAMPUAN AKHIR YANG DIHARAPKAN

• Mahasiswa memiliki pemahaman

penerapan konsep pelatihan dalam
organisasi.

INDIKATOR PENILAIAN

FEB 305 - Manajemen SDM 6097 - Rina Anindita 2

 DEVELOPMENT
• Development
– Efforts to improve
Tahun employees’
Pendapatan Nasional ability to
handle a variety of a variety of
(milyar Rupiah)
1990 590,6

assignments.1991 612,7
1992 630,8
• Developing Needs
1993 645 Analyses
1994 667,9
– Assessment 1995
Centers
702,3
1996 801,3
• A collection1997
of instruments
815,7 and exercises
designed to diagnose individuals’
development needs.
• Intent is to identify management potential in
participants.
 Employee Development
• Significant Developments
– More horizontal “ladders” in middle management
– More strategic focus on core competencies
– Careers as a series of projects, not upward steps
in an organization
– Career development now extends to all
employees
– In “new career” era, the individual manages own
development, not the organization.
– Employees who change jobs and employers
frequently are now the norm.
DEVELOPMENT =
TRAINING??
Tahun Pendapatan Nasional
(milyar Rupiah)
1990 590,6
1991 612,7
1992 630,8
1993 645
1994 667,9
1995 702,3
1996 801,3
1997 815,7
DEVELOPMEN
T PROCESS
Tahun Pendapatan Nasional
(milyar Rupiah)
1990 590,6
1991 612,7
1992 630,8
1993 645
1994 667,9
1995 702,3
1996 801,3
1997 815,7
DEVELOPMENT PROCESS

Tahun Pendapatan Nasional

(milyar Rupiah)
1990 590,6
1991 612,7
1992 630,8
1993 645
1994 667,9
1995 702,3
1996 801,3
1997 815,7
DEVELOPMENT

Tahun Pendapatan Nasional

(milyar Rupiah)
1990 590,6
1991 612,7
1992 630,8
1993 645
1994 667,9
1995 702,3
1996 801,3
1997 815,7
Choosing a Development
Approach
Individual
Individual
Coaching
Coaching
Committee
Committee
Learning
Learning Assignment/
Assignment/
Organization
Organization Meetings
Meetings

Job-Site
Job-Site
Corporate
Corporate Methods
Methods Job
Job
Universities
UniversitiesCareer
Career Rotation
Rotation
Development
Development

On-line
On-line “Assistant
“Assistantto”
to”
Development
Development Positions
Positions
Choosing a Development Approach (cont’d)
Classroom
ClassroomCourses
Courses Human
HumanRelations
Relations
and
andDegrees
Degrees Training
Training

Off-Site
Off-SiteMethods
Methods

Outdoor Simulations
OutdoorTraining
Training Simulations
(Business
(BusinessGames)
Games)
Sabbaticals
Sabbaticalsand
and
Leaves of Absence
Leaves of Absence
 The Training Process
• Training
– Is the process of teaching new employees
the basic skills they need to perform their jobs
– Is a hallmark of good management
– Reduces an employer’s exposure to negligent
training liability
• Training’s Strategic Context
– The aims of firm’s training programs must make
sense in terms of the company’s strategic goals.
– Training fosters employee learning, which results
in enhanced organizational performance.
Copyright © 2011 Pearson Education 8–11
Steps in the Training Process
The Four-Step Training
Process
1 Needs analysis

2 Instructional design
3 Program implementation
4 Evaluation

Copyright © 2011 Pearson Education 8–12

 Training, Learning, and Motivation
• Make 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.
6. Create a perceived training need in trainees’ minds.

Copyright © 2011 Pearson Education 8–13

 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.
Copyright © 2011 Pearson Education 8–14
Training, Learning, and Motivation (cont’d)

• Reinforce the Learning

1. Trainees learn best when the trainers
immediately reinforce correct responses,
perhaps with a quick
“well done.”
2. The schedule is important. The learning
curve goes down late in the day, so that “full
day training is not as effective as half the
day or three-fourths of the day.”

Copyright © 2011 Pearson Education 8–15

 Analyzing Training Needs
Training Needs
Analysis

Task Analysis: Performance Analysis:

Assessing new Assessing current
employees’ training employees’ training
needs needs

Copyright © 2011 Pearson Education 8–16

TABLE 8–1 Sample Task Analysis Record Form

Copyright © 2011 Pearson Education 8–17

FIGURE 8–2 Example of Competency Model for Human Resource Manager

Copyright © 2011 Pearson Education 8–18

 Performance Analysis:
Assessing Current Employees’ Training
Needs
Specialized Software

Assessment Center Performance

Results Appraisals

Individual Diaries Methods Job-Related

for Identifying Performance Data
Training Needs
Attitude Surveys Observations

Tests Interviews

Can’t-do or Won’t-do?

Copyright © 2011 Pearson Education 8–19

 Training Methods
• Computer-Based Training (CBT)
On-the-Job Training
• Simulated Learning
Apprenticeship Training
• Internet-Based Training
Informal Learning
• Learning Portals
Job Instruction Training
• Lectures
• Programmed Learning
• Audiovisual-Based Training
• Vestibule Training
• Teletraining and Videoconferencing
• Electronic Performance Support Systems (EPSS)

Copyright © 2011 Pearson Education 8–20

 The OJT Training Method
• 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
Copyright © 2011 Pearson Education 8–21
On-the-Job Training
Steps to Help Ensure OJT Success

1 Prepare the learner

2 Present the operation

3 Do a tryout

4 Follow up

Copyright © 2011 Pearson Education 8–22

FIGURE 8–3 Some Popular Apprenticeships

The U.S. Department of Labor’s Registered Apprenticeship program

offers access to 1,000 career areas, including the following top
occupations:
• Able seaman
• Carpenter
• Chef
• Child care development specialist
• Construction craft laborer
• Dental assistant
• Electrician
• Elevator constructor
• Fire medic
• Law enforcement agent
• Over-the-road truck driver
• Pipefitter
Copyright © 2011 Pearson Education 8–23
FIGURE 8–4 Job Instruction Training at UPS

Copyright © 2011 Pearson Education 8–24

Delivering Effective Lectures
• Don’t start out on the wrong foot.
• Give your 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.
Copyright © 2011 Pearson Education 8–25
 Programmed Learning
Presenting
Providing
questions, Allowing the
feedback on
facts, or person to
the accuracy
problems to respond
of answers
the learner

• Advantages
– Reduced training time
– Self-paced learning
– Immediate feedback
– Reduced risk of error for
learner

Copyright © 2011 Pearson Education 8–26

Intelligent Tutoring Systems
• Advantages
– Reduced learning time
– Cost effectiveness
– Instructional consistency
• Types of Programmed Learning
– Interactive multimedia training
– Virtual reality training
– Virtual classroom
Copyright © 2011 Pearson Education 8–27
Internet-Based Training
Teletraining and
Videoconferencing

Electronic Performance Support

Distance Systems (EPSS)

Learning
Methods Computer-Based Training

E-learning and learning portals

Copyright © 2011 Pearson Education 8–28

FIGURE 8–5 Partial List of E-Learning Vendors

Copyright © 2011 Pearson Education 8–29

 Lifelong Learning and
Literacy Training Techniques

Employer Responses to
Employee Learning
Needs

Provide employees
with lifelong Instituting basic skills
educational and and literacy programs
learning opportunities

Copyright © 2011 Pearson Education 8–30

Creating Your Own Training Program
Creating a Training Program

1 Set training objectives

2 Use a detailed job description

3
Develop an abbreviated task
analysis record form
4 Develop a job instruction sheet
5 Compile training program for the job

Copyright © 2011 Pearson Education 8–31

 Implementing Management
Development Programs

Long-Term Focus of
Management
Development

Appraising
Assessing the Developing the
managers’
company’s managers and
current
strategic needs future managers
performance

Copyright © 2011 Pearson Education 8–32

Succession Planning
Steps in the Succession Planning
Process

1 Anticipate management needs

2 Review firm’s management skills inventory

3 Create replacement charts

4 Begin management development

Copyright © 2011 Pearson Education 8–33

Management Development Techniques

Managerial On-the-Job Training

Job Coaching and Action

rotation understudy learning

Copyright © 2011 Pearson Education 8–34

Other Management Training Techniques

Off-the-Job Management Training

and Development Techniques

The case study method Role playing

Management games Behavior modeling

Outside seminars Corporate universities

University-related programs Executive coaches

Copyright © 2011 Pearson Education 8–35

FIGURE 8–6 Typical Role in a Role-Playing Exercise

Walt Marshall—Supervisor of Repair Crew

You are the head of a crew of telephone maintenance workers, each of
whom drives a small service truck to and from the various jobs. Every so
often you get a new truck to exchange for an old one, and you have the
problem of deciding which of your crew members you should give the new
truck. Often there are hard feelings, since each seems to feel entitled to the
new truck, so you have a tough time being fair. As a matter of fact, it usually
turns out that whatever you decide is considered wrong by most of the crew.
You now have to face the issue again because a new truck has just been
allocated to you for assignment.
In order to handle this problem you have decided to put the decision up to
the crew. You will tell them about the new truck and will put the problem in
terms of what would be the fairest way to assign the truck. Do not take a
position yourself, because you want to do what they think is most fair.

Copyright © 2011 Pearson Education 8–36

 Behavior Modeling
Behavior Modeling Training

1 Model the effective behaviors

2 Have trainees role play using behaviors

3 Provide social reinforcement and feedback

4 Encourage transfer of training to job

Copyright © 2011 Pearson Education 8–37

 Managing Organizational
Change Programs

What to
Change

Technologie
Strategy Culture Structure Employees
s

Copyright © 2011 Pearson Education 8–38

 Managing Organizational
Change and Development

The Human Resource

Manager’s Role

Organizing Effectively using

Overcoming
and leading organizational
resistance to
organizational development
change
change practices

Copyright © 2011 Pearson Education 8–39

Managing Organizational Change
and Development (cont’d)

Overcoming Resistance to
Change:
Lewin’s Change Process
1 Unfreezing
2 Moving
3 Refreezing

Copyright © 2011 Pearson Education 8–40

 How to Lead the Change
• Unfreezing Stage
1. Establish a sense of urgency (need for change).
2. Mobilize commitment to solving problems.
• Moving Stage
3. Create a guiding coalition.
4. Develop and communicate a shared vision.
5. Help employees to make the change.
6. Consolidate gains and produce more change.
• Refreezing Stage
7. Reinforce new ways of doing things.
8. Monitor and assess progress.
Copyright © 2011 Pearson Education 8–41
Using Organizational Development
Organizational Development
(OD)

1 Usually involves action research

2 Applies behavioral science knowledge

3 Changes the organization in a particular direction

Copyright © 2011 Pearson Education 8–42

 Evaluating the Training
Effort
• Designing the Evaluation Study
– Time series design
– Controlled experimentation
• Choosing Which 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
Copyright © 2011 Pearson Education 8–43
FIGURE 8–8
A Sample Training
Evaluation Form

Copyright © 2011 Pearson Education 8–44

 SEKIAN
DAN
TERIMA KASIH
FEB 305 - Manajemen SDM 6097 - Rina Anindita 45