Training and Development Chapter 7 Why training Careful

Training and Development Chapter 7

Why training? � Careful selection of employees doesn’t guarantee success if they cannot perform effectively � Your high-potential employees may struggle if they don’t know what to do and how to do � Effective training figures out what to do and how to do � Where an employers fail to train and employee does harm to third parties, the court will find the employer liable

The Training Process �Training - The process of teaching new or current employees the basic skills they need to perform their jobs. �The strategic context of training - Aligning strategy and training - Training program should support firm’s strategic goals - Caterpillar Inc. established Caterpillar University that aligns corporation’s business strategy with developmental needs

Training Process (cont. ) �Consisted of 4 steps: 1. Need analysis 2. Design 3. Implement the program 4. Evaluate the training session

Need Analysis: New Employees � Task analysis: - A detail analysis of the job - Job description and job specification should be scrutinized

Need Analysis: Competency Model for the HR Managers (cont. ) Areas of Expertise: 1. HR Practices 2. Strategic Planning 3. Employment Law 4. General Management Roles: 1. Line Function 2. Staff Function 3. Strategic HR Function Basic Competencies: 1. Personal Competencies 2. Interpersonal Skills 3. HR/ Business Management

Need Analysis: for Existing Employees � Performance Analysis - A process of determining whethere is a performance deficiency

Performance Analysis (cont. ) � 3 crucial elements 1. Identify the job standard of the job holder (e. g. To make 10 new contracts per week) 2. Compare standard with current performance - Performance Appraisal - Job-related performance data (productivity, absenteeism, waste, late deliveries, product quality, and customer complaints) - Observations by the supervisors - Conduct interviews with the candidates

Performance Analysis (cont. ) 3. Cant’ do/ won’t do - Can’t do: employees don’t know what to do and how - to do or employees don’t have the skills Example- To make 6 new contracts per week Won’t do: Employees are reluctant to do the job Can’t do problems needs training right away What are you going to do with won’t do?

Designing the Training Program �It focuses on 3 crucial elements Training objective What is the actual need? Example: To make 10 contracts per week 2. Sort the training budget out Development cost Direct and indirect cost 3. Deciding on the actual content - Online and offline content 1.

Implement the Training Program �On-the-job training �Having a person learn a job by actually doing the job �Inexpensive �Immediate feedback �Off-the-job training �Takes place at a site away from actual environment �Could be expensive �Immediate feedback might not be available

On-the Job Training Methods �Apprenticeship training �A structured process by which people become skilled workers through a combination of formal learning and long term on-the-job training. Example: Dofasco and Google conduct these programs �Informal learning �The majority of what employees learn on the job they learn through informal means of performing their jobs on a daily basis. �Job instruction training (JIT) �Listing each job’s basic tasks, along with key points, in order to provide step-by-step training for employees.

Managerial on-the-Job Training �Job rotation �Moving a trainee from department to broaden his or her experience and identify strong and weak points. �Coaching/Understudy approach �The trainee works directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching

The 25 Most Popular Apprenticeships According to the U. S. Department of Labor apprenticeship database, the occupations listed below had the highest numbers of apprentices in 2001. These findings are approximate because the database includes only about 70% of registered apprenticeship programs—and none of the unregistered ones. • Boilermaker • Machinist • Bricklayer (construction) • Maintenance mechanic (any industry) • Carpenter • Millwright • Construction craft laborer • Operating engineer • Cook (any industry) • Painter (construction) • Cook (hotel and restaurant) • Pipefitter (construction) • Correction officer • Plumber • Electrician • Power plant operator • Electrician (aircraft) • Roofer • Electrician (maintenance) • Sheet-metal worker • Electronics mechanic • Structural-steel worker • Firefighter • Telecommunications technician • Tool and die maker Figure 8– 2

Off-the Job Training Methods �Effective lectures �Use the relevant content �Be alert to your audience �Maintain eye contact with the trainees �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 �Keep your conclusions short

Off-the Job Training Methods (cont. ) �Programmed instruction (PI) �A step-by-step, self-learning that consists of 3 steps: �Presenting questions or facts to the learner �Allowing the person to respond �Giving the learner immediate feedback on the accuracy of his or her answers �Advantages �Reduced training time �Self-paced learning �Immediate feedback �Reduced risk of error for learner

Off-the Job Training Methods (cont. ) �Audiovisual-based training � The extensive use of DVDs, films, Power. Point and audio tapes �To illustrate following a sequence over time �To expose trainees to events not easily demonstrable in live lectures �To meet the need for organization-wide training and it is too costly to move the trainers from place to place.

Off-the Job Training Methods (cont. ) �Simulated Learning (occasionally called vestibule training) �A method in which trainers learn on the actual equipment they will use on the job �Training employees on special off-the-job equipment so training costs and hazards can be reduced.

End of the session

Distance and Internet-Based Training Off-the Job Training �Videoconferencing �Interactively training employees who are geographically separated from each other—or from the trainer—via a combination of audio and visual equipment. �Training via the Internet �Using the Internet or proprietary internal intranets to facilitate computer-based training

Off-the-Job Management Training and Development Techniques �Case study method �Managers are presented with a description of an organizational problem to diagnose and solve. �Outside seminars �Many companies and universities offer Web-based and traditional management development seminars and conferences.

Off-the-Job Management Training and Development Techniques (cont. ) �Behavior modeling �Modeling: showing trainees the right (or “model”) way of doing something. �Role playing: having trainees practice that way �Social reinforcement: giving feedback on the trainees’ performance. �Transfer of learning: Encouraging trainees apply their skills on the job.

Off-the-Job Management Training and Development Techniques (cont. ) �Corporate universities �Provides a means for conveniently coordinating all the company’s training efforts and delivering Webbased modules that cover topics from strategic management to mentoring. �In-house development centers �A company-based method for exposing prospective managers to realistic exercises to develop improved management skills.

Evaluating the Training Effort �Designing the evaluation study �Time series design �Controlled experimentation

Time Series Training Evaluation Design

Controlled Experimentations �A training group and a controlled group that receives no training � Data (e. g. quality of service and quantity of sales) for both groups is collected before the group is exposed to training � The training group then receives the training while controlled group receives no training � This makes it possible to determine the extent to which any change in the training group’s performance

Training Effects to Measure � Reaction- Evaluate reactions to the program. Did they like the program? �Learning- Test the trainees to determine if they have learned the principles �Behavior- Determine whether trainees’ behavior on the job has been changed due to training � Results- Most important element. Have you achieved the actual goal of training? Can the employee produce 10 contracts per week?

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