2013 Cengage Learning Training Employees 1 2013 Cengage

© 2013 Cengage Learning Training Employees 1

© 2013 Cengage Learning The Role of Training Money Spent of Training • According to the American Society for Training and Development (ASTD), in 2010 – Organizations spend $125 billion each year on training – 2. 14% of payroll was spent on training – $1, 081 per employee • Need to consider – Direct costs – Indirect costs – Hidden costs 2

© 2013 Cengage Learning The Role of Training Goals • Improve performance by increasing – Self-awareness – Knowledge – Skill – Motivation 3

© 2013 Cengage Learning The Role of Training Global Types of Training • • • Basic skills Technical skills Interpersonal skills Personal effectiveness Organizational maneuvering 4

© 2013 Cengage Learning Training Steps • Determine training needs • Develop training program – Establish goals and objectives – Choose best training method – Prepare the training – Motivate employees – Conduct the training • Evaluate training success 5

© 2013 Cengage Learning Needs Assessment 6

© 2013 Cengage Learning What is a Training Need? • Discrepancy between actual performance and – – – An ideal A norm A minimum A desired state An expected state 7

© 2013 Cengage Learning Analysis of Need Four Key Questions • What are we trying to accomplish? • Why do we think there is a need for our training program? • Is there an actual need for our training program? • Is our idea for a training program practical? 8

© 2013 Cengage Learning Types of Needs Analysis • Organizational Analysis • Task Analysis • Person Analysis 9

© 2013 Cengage Learning Organizational Analysis • Goals and objectives • Economic analysis • Organizational climate – Employee readiness • Attitudes • Time • Commitment – Management support • Resource analysis 10

© 2013 Cengage Learning Analysis of Need Is the Program Practical? • • Will people participate in the program? Are the barriers insurmountable? Do we have the expertise? Do we have the funding? 11

© 2013 Cengage Learning Resource Analysis • Funding – How much • Staff – Number – Skills – Availability • Physical resources – – Office space Phones Computers Vehicles 12

© 2013 Cengage Learning Task Analysis • Job analysis identifies – Tasks – Conditions under which tasks are performed – KSAOs needed to perform tasks under those conditions • Task analysis identifies how tasks are learned – – Expected at time-of-hire Easily taught on-the-job Current training program No training 13

© 2013 Cengage Learning Example of a Task Analysis Task How task is learned Answer customer questions about rates Basic rate charts Process customer transactions Basic teller training Calm irate customers Check loan applications for accuracy Loan processing course Ask customers to complete VISA applications Input customer transactions into the computer Basic teller training Answer customer questions about services Basic teller training 14

© 2013 Cengage Learning Person Analysis • • • Performance appraisal scores Surveys Interviews Skill and knowledge tests Critical incidents 15

© 2013 Cengage Learning Category Critical Incidents Excellent Poor Total Interest in residents 31 19 50 Availability 14 27 41 Responsibility 12 20 32 Fairness 18 10 28 Self-adherence to rules 0 28 28 Social skills 19 7 26 Programming 13 7 20 Self-confidence 12 8 20 Rule enforcement 4 4 18 Authoritarianism 1 16 17 Counseling skills 12 4 16 Self-control 5 2 7 Confidentiality 1 2 3 16

© 2013 Cengage Learning Developing a Training Program 17

© 2013 Cengage Learning Developing a Training Program Setting Goals and Objectives • What Do You Want to Accomplish – – Knowledge (general v. expert, narrow v. Broad) Skill (what level of proficiency? ) Motivation (How much and for how long? ) Appreciation (e. g. , diversity) 18

© 2013 Cengage Learning Developing a Training Program Setting Goals and Objectives • Goals should state – What learners are expected to do – The conditions under which they are expected to do it – The level at which they are expected to do it • Goals should be – Concrete – Attainable • Can you accomplish your objectives? 19

© 2013 Cengage Learning Developing a Training Program Setting Goals and Objectives • Properly written objective statements include (Kroehnert, 2000): – – Action word Item Condition Standard 20

© 2013 Cengage Learning Example By the end of this training session, you will be able to answer / customer questions about loan rates/ (action word) (item) without asking others / 90% of the time (condition) (standard) . 21

© 2013 Cengage Learning Example By the end of this training session, you will be able to balance / the teller drawer / without assistance / (action word) (item) (condition) in 30 minutes with no errors. (standard) . 22

© 2013 Cengage Learning Example By the end of this training session, you will be able to compute / adverse impact levels / using a calculator / (action word) (item) (condition) with no errors. (standard) . 23

© 2013 Cengage Learning Choosing the Best Training Method • Classroom Training – – Lecture to acquire knowledge (live or video) Case studies to apply knowledge Simulation exercises to practice new skills Role play and behavioral modeling to learn interpersonal skills • Distance Learning – – Books Videos Interactive video Programmed instruction • Web-based instruction (e-learning) • Computer-based instruction 24

© 2013 Cengage Learning Choosing the Best Training Method • On-the Job Training – – – Modeling Job rotation Apprentice training Coaching Mentoring Performance appraisal 25

© 2013 Cengage Learning Conducting Classroom Training 26

© 2013 Cengage Learning Classroom Training Options • • Lecture to acquire knowledge (live or video) Case studies to apply knowledge Simulation exercises to practice new skills Role play and behavioral modeling to learn interpersonal skills 27

© 2013 Cengage Learning Preparing the Presentation 28

© 2013 Cengage Learning How Long Does it Take to Prepare? • Zemke (1997) – 30 hours of prep for each training hour • Diekmann (2001) – 50 hours of prep per training hour • Aamodt (2013) – 16 hours of prep per training hour 29

© 2013 Cengage Learning Initial Planning • Anticipate problems – What if a bulb goes out? – What if extra people show up? – What if the weather is bad? • What does the audience need? – Paper and pens? – Calculators? • Prepare – – Your talk Handouts Visuals Marketing materials • Practice, practice 30

© 2013 Cengage Learning Supplementing Lecture • Case studies to apply knowledge – Actual situations – Living cases are best • Simulations to practice new skills • Role play to practice interpersonal skills – Regular role play – Behavior modeling • • • Teach technique View videos of good and bad performance Critique videos Have audience role play Provide feedback on role play 31

© 2013 Cengage Learning Are case studies and scenarios an effective form of training? 32

© 2013 Cengage Learning Behavioral Modeling http: //www. youtube. com/watch? v=OWSId. Mnggrc bad example role play http: //www. youtube. com/watch? v=64 Z 4 H_QI 4 lo good example 33

© 2013 Cengage Learning Motivating Employees to Attend Training • Require attendance on the clock • Voluntary – – – On the clock Just in time rather than just in case Make training interesting Focus on core competencies Increase employee buy-in • Choice • Help develop – Provide incentives (food, certificates, college credit, pay increase) – Provide food – Reduce stress associated with attending 34

© 2013 Cengage Learning Delivering the Training Program Initial Decisions • Who will conduct the training? – In-house trainers ($750 per seminar hour to develop) – External trainers ($100 -$500 per seminar hour) – Videos • $200 - $900 to purchase • $2, 000 per finished minute to produce – Local universities • Where will it be held? – On-site – Off-site • Local hotel • Resort area 35

© 2013 Cengage Learning Where will it be? • Size of room – Comfort – Atmosphere – Need for PA system • Seating Arrangement – Theater style • Rows • Circle – Conference style • Rows • U-shape 36

© 2013 Cengage Learning Where will it be? • Physical Aspects – – – Lighting Temperature Noise Distractions Acoustic quality • Types of chairs and tables 37

© 2013 Cengage Learning • How long should the training be? – Considerations • • Efficiency Attention span Time away from work Massed vs. distributed practice – Options • • 1 -2 hours Half day Full day Several days 38

© 2013 Cengage Learning Preparing for Classroom Training • Adjusting for the Audience – Considerations • • Size Demographics Ability Readiness – Options • Amount of discussion • Types of multi-media • Types of exercises 39

© 2013 Cengage Learning Creating Handouts • Considerations – Size of audience – Budget – Length and type of presentation • Include – – – – Cover sheet List of goals and objectives Information about the speaker Schedule Notes Activity sheets References/further reading Form to evaluate your presentation 40

© 2013 Cengage Learning Developing Your Presentation • What is your goal? – Best approach to reach goal – Limitations • Research your topic – Library – Internet – Interviews • Develop an outline • Create or locate learning aids – – Visuals Handouts Activities Videos 41

© 2013 Cengage Learning Developing Your Presentation Making the Presentation Interesting • Informative – Relevant to the lives of the audience – Unusual or interesting topic • Fun – Humor – Stories • Variety – Lecture – Discussion – Activity – Videos 42

© 2013 Cengage Learning Developing Your Presentation Making the Presentation Interesting • Energy – Speaker pace – Audience activity • Audience Interaction – Expertise sharing – Experience sharing – Discussion/opinions 43

© 2013 Cengage Learning Practicing Your Presentation • Simulate the presentation setting – Practice aloud – Practice standing up • Time your presentation • Memorize your opening few sentences • Watch yourself in a mirror 44

© 2013 Cengage Learning Prior to the Presentation Relax • • • Identify your fear Solid preparation reduces anxiety Memorize your first few lines Be familiar with the equipment Walk calmly to the podium, smile at the audience, and begin 45

© 2013 Cengage Learning Delivering the Training Program 46

© 2013 Cengage Learning Making the Presentation The Introduction • What are you trying to establish? – – Identity Credibility Personality Atmosphere • Issues – Do they already know you? – How long is the presentation? 47

© 2013 Cengage Learning Making the Presentation The Introduction • Who will make the introduction? – Other person • Provide an introduction in advance • Do not just give a resume • Bring a copy with you – Self-introduction • Keep short • Rely on speaker info in the handouts 48

© 2013 Cengage Learning Making the Presentation The Introduction • Introducing Someone – – Practice the introduction Pronounce speaker’s name properly Repeat the name several times Greet the speaker on the stage • Don’t leave the stage empty • Shake hands and then leave/sit – – Opening should grab the audience’s attention Body should briefly establish purpose Closing should lead into the presentation Get the audience to applaud before and after the presentation 49

© 2013 Cengage Learning Making the Presentation Icebreakers and Energizers • Why? • • Get people to know one another Get people talking Wake-up the audience Get people thinking about the topic 50

© 2013 Cengage Learning Making the Presentation Icebreakers and Energizers • Types • • Introductions Jokes or stories Group activities Open-ended questions to elicit audience response/discussion • Free writes • Considerations • Time • Nature of the audience 51

© 2013 Cengage Learning What icebreakers have you seen that you liked? Disliked? http: //www. youtube. com/watch? v=KVM 2 i 1 e. NQp. U&feature=related 52

© 2013 Cengage Learning Making the Presentation Minimal Presentation Skills • Making eye contact with the audience • Using effective gestures • Not reading your presentation – Use your visuals to guide you – Know your topic – Practice • Not hiding behind a podium 53

© 2013 Cengage Learning Making the Presentation Minimal Presentation Skills • Using a conversational style • Being Confident – Avoid use of fillers – Speak at an appropriate volume – Don’t brag about yourself • Speaking at an appropriate pace • Not swearing or putting others down 54

© 2013 Cengage Learning Making the Presentation Answering Questions • Anticipate questions in advance • Repeat the question if the room is large • If you are unsure of the question – Ask the person to repeat – “Is what you are asking…” • Ask if you have answered the question sufficiently • If you don’t know the answer – Don’t bluff, but you can qualify a guess – Ask if anyone in the audience knows – Tell the person you will get the answer for them 55

© 2013 Cengage Learning Making the Presentation Using Humor • Don’t force humor – If you are not a funny person, don’t rely on humor – The humor should meet an objective • Keep the audience interested • Demonstrate a point • Humor can come from – – – Jokes Stories Clip art Audience members Video clips Cartoons 56

© 2013 Cengage Learning Making the Presentation Using Humor • Humor should not be at the expense of others • Self-depreciating humor works well in moderation • Avoid jokes that might offend 57

© 2013 Cengage Learning Individual Training Through Distance Learning 58

© 2013 Cengage Learning Categories of Distance Learning • Asynchronous – Employees complete the training at their own pace and at the time and place of their choosing • Synchronous – Employees complete the training at the same time and the same place although they may be in difference physical locations – Webinars, webcasts, and teleconferences are common methods 59

© 2013 Cengage Learning Programmed Instruction • Concepts – Self-paced – Trainee is actively involved in the learning – Material is presented in small units • Formats – – – Books Video Interactive video Computer based training (CBT) Web based (e-learning) 60

© 2013 Cengage Learning Who has taken a distance learning course? What did you think? 61

© 2013 Cengage Learning On-the-Job Training 62

© 2013 Cengage Learning by Modeling Others • Characteristics of the model – Successful – Status – Similarity • Characteristics of the observer – Attention – Reproduction skills 63

© 2013 Cengage Learning • Learning Through Job Rotation – Job rotation – Cross training – Volunteerism • Learning through Apprentice Training – Used in crafts and trades – 144 hours of formal class work each year – Work with an expert (usually 4 years) 64

© 2013 Cengage Learning • Learning through Coaching – Experience employee works with new employee – Problems • Not all employees are good coaches • Coaching can lower the coach’s work productivity – Pass through programs and corporate coaches can alleviate problems • Learning through Mentoring – Mentoring is less formal than coaching – Good mentors can be difficult to find • Learning through Performance Appraisal 65

© 2013 Cengage Learning On the Job Training (9 to 5 – DVD Segment 5: The Xerox Room) 66

© 2013 Cengage Learning Motivating Employees to Learn During Training 67

© 2013 Cengage Learning Provide Incentives • Basis for the Incentive – – Completion and degree based Knowledge based Skill based Job performance based • Type of Incentive – – Self-improvement/esteem Job security Money Advancement 68

© 2013 Cengage Learning • Important Principles – – Timing Contingency Type of incentive Expectancy theory • Motivation = E * I * V E = Expectancy I = Instrumentality V = Valence 69

© 2013 Cengage Learning Maintain Interest • Maintain Interest – – – Relevance Activity Fun Variety Interaction Expertise sharing • Provide Feedback 70

© 2013 Cengage Learning Ensuring Transfer of Training 71

© 2013 Cengage Learning Five Strategies • Use realistic training programs • Have opportunities to practice work-related behavior during the training – Overlearning • Provide employees with the opportunity to apply their training • Ensure management is supportive of the training • Have employees set goals 72

© 2013 Cengage Learning Evaluation of Training Results 73

© 2013 Cengage Learning Evaluation of Training Results Research Designs Pretest Training Posttest Pretest Posttest 74

© 2013 Cengage Learning Evaluation of Training Results Solomon four-groups design Pretest Training Posttest Group 1 Training Posttest Group 2 Posttest Group 3 Posttest Group 4 75

© 2013 Cengage Learning Evaluation of Training Results Criteria • • • Content validity Employee reactions Employee learning Application of training Business impact Return on investment 76

© 2013 Cengage Learning Applied Case Study: Pal’s Sudden Service 77

© 2013 Cengage Learning Focus on Ethics Using Role Play in Training 78

© 2013 Cengage Learning What Do You Think? • What are some of the other ethical concerns of using role plays to teach skills? • Do you think organizations should implement policies on the type of strategies trainers can use when conducting training? • Should role plays be a mandatory part of training? 79