Training and Development PDF

Training and Development Tags Done Date @October 13, 2023 Orienting New Employees Employee orientation a.k.a onboarding provides new employees with basic backgro...

Training and Development Tags Done Date @October 13, 2023 Orienting New Employees Employee orientation a.k.a onboarding provides new employees with basic background information they need to do their jobs help them start becoming emotionally attached to and engaged in the firm Four things to be accomplished: make the new employee feel welcome and at home and part of the team make sure that they have the basic information to function effectively (e-mail access, personnel policies and benefits, work expectations) help them understand the organization in a broad sense (history, culture, and vision of the future) start socializing the person into the firm’s work culture and ways of doing things The Process onboarding ideally begins before the person’s first day on the first day, colleagues should know the new employee is starting on subsequent days, the new employee should meet colleagues in different departments after about two weeks, speak with the employee to identify any concerns HR specialists perform the first part of the orientation by explaining basic matters (e.g. working hours and benefits) supervisors explain the department’s organization, introduction to colleagues, and familiarization with the workplace Training and Development 1  at a minimum, the orientation process should provide the ff. information: employee benefits personnel policies safety measures and regulations facilities tour new employees should receive employee handbooks should include a disclaimer stating that nothing in the handbook should be treated as a binding contract and that all employment is on an at will basis new employees should be encouraged to engage in activities that will enable them to “learn the ropes” integration and socialization are highly influenced by coworkers’ and supervisors’ behavior Training Process Training happens directly after orientation giving new or current employees the skills that they need to perform their jobs training fosters engagement negligent training is when an employer trains inadequately, and the employee subsequently harms a third party Instructional System composed of: Problem Diagnosis Performance Analysis, Need Analysis, or Skills Gapping Program Design Program Delivery Program Evaluation Training and Development 2  Systems Approach gives important impetus to the establishment of objectives and evaluation criteria ADDIE Five-Step Training Process ADDIE Five-Step Training Process a training model that means Analysis, Design, Develop, Implement, and Evaluate Overview: Analyze the training need Design the overall training program Develop the course (creating training materials) Implement training Evaluate the course’s effectiveness Analyzing Training Needs Strategic Training Needs Analysis having strategic goals (expansion of business) often mean the firm will have to fill new jobs strategic training needs analysis identifies the training that employees will need to fill future jobs Task Analysis particularly with lower-level workers or new workers the aim is to give new employees the skills and knowledge they need to do the job task analysis is a detailed study of the job to determine what specific skills the job requires job descriptions and job specifications list specific duties and skills, which are the basic reference points in determining the training required these are supplemented with a task analysis record form consolidates information regarding required tasks and skills Training and Development 3  includes tasks, when and how often these are performed, quantity or quality of performance, work conditions under which task is performed (if any), skills or knowledge required, and where the task is learned best Performance Analysis for underperforming current employees the process of verifying that there is a performance deficiency and determining whether these should be corrected through training or other means (such as transfer to a new department) begins with comparing the person’s actual performance to what it should be helps to confirm that there is a deficiency and identify its cause uncovering why performance is down is the heart of performance analysis distinguish between can’t do tasks and won’t do tasks Can’t Do identify its causes it may be due to unawareness of job expectations, lack of tools, no job aids, or inadequate training can be solved through training Won’t Do employees could do a good job if they wanted to better solution might be to change incentives rather than training Competencies-oriented Training trainees learn through a mix of real-world exercises, teamwork, classes, and online resources under a learning coach the aim is to show mastery of competencies starts with a list of competences to be learned, criteria for assessing mastery, and examples of competencies projects are then completed by assessees and assessors evaluate their competencies Training and Development 4  competency model consolidates a precise overview of competencies someone would need to do the job well Designing the Training Program means planning the overall training program includes training objectives, delivery methods, and program evaluation should include summaries of how the training environment is planned to set, possible training program content, training program budget, and technology to be used substeps include: setting performance objectives creating a detailed training outline choosing a program delivery method verifying the overall program design with management Setting Learning Objectives clearly define the program’s desired learning outcomes a trainer’s job is to unearth broad reasons behind client’s training requests and turn them into tangible program outcomes example: Client⇒ “We need sales training” Tangible program outcome ⇒ “Improved product knowledge” learning objectives should specify in measurable terms what the trainee should be able to do after successfully completing the training program learning objectives should adress any performance deficiencies and be practical, given the ff. constraints: Financial include development costs, direct and indirect costs of trainers’ time, participant compensation, and cost of evaluation Training and Development 5  prepare to defend the program on a benefits vs. costs basis ensuring that the cost is worth it given the benefits of the program Time may require reducing desirable learning objectives Creating a Motivational Learning Environment Learning requires both ability and motivation the training should address several trainee-ability issues such as accommodation of differences in trainee abilities nad the need for remedial training in terms of motivation, the trainees peers and supervisor must support the training effot and top management should visibly support the program Motivation Theories Behavior Modification training should provide opportunities for positive reinforcement Expectancy Theory trainees need to know they have the ability to succeed the value of them completing the program is high Self-Efficacy trainees must believe they have the capacity to succeed Motivational Points Making the Learning Meaningful Provide an overview of the material and why it is important Use familiar examples Organize information and present them logically Use visual aids Create a perceived training need in trainees’ minds Training and Development 6  talk with the trainee about why they enrolled, what they expect to learn, and how they can use it for the job create a desire to learn Set goals at the start of the program Make Skills Transfer Obvious and Easy Maximize similarity between the training situation and work situation Provide adequate practice Identify each feature of the machine and/or step in the process Direct trainees’ attention to important aspects of the job Provide “heads-up” situation letting trainees know possible negative occurrences in the job Let trainees pace themselves as this makes them learn best Intermingle opportunities for trainees to use skills or knowledge throughout the training Exercises or simulations Reinforce the Learning Make sure the learner gets plenty of feedback Immediately reinforce correct responses Partial-day training is generally superior to full-day training Provide follow-up assessments Incentivize Ensure Transfer of Learning to the Job Prior to training, get trainee and supervisor input in designing the program institute a training attendance policy encourage employees to participate Training and Development 7  During training, provide trainees with training experiences and conditions that resemble actual work environment After training, reinforce what trainees learned (reward them for using new skills) Developing the Program means actually assembling the program’s training content and materials choosing the specific content to be presented designing/choosing the specific instructional methods training equipment and materials (gadgets and other tech) Design is more focused on training program flow (no materials are created or assembled here), while Development is more focused on training program materials a small pilot study may be conducted to validate the program before it is fully implemented Implementing the Training Program actually providing the training Practical steps: Before - send announcements in advance and make sure participants have pretraining materials During - provide a contact for questions and guidance After - ascertain that there is transfer of lernings to the job Training Methods On-the-Job Training having a person learn a job by actually doing it Types: Training and Development 8  Coaching or Understudy Method an experienced worker or trainee’s supervisor trains the employee may involve simply observing the trainer or having the trainer show the new employee the ropes step-by-step Job rotation an employee moves from job to job at planned intervals Special assignment give lower-level executives firsthand experience in working on actual problems Peer training a.k.a. Action Learning several employees will spend several days per week over several months learning what the technology or change will entail these employees spread the new skills and values to their colleagues back on the job Mentoring a figure who is often 8-15 years older and 2 or 3 levels above provides career advice trainee often picks up mentor’s friends and enemies (guilt by association) Apprenticeship Training people become skilled workers through a combination of formal learning and long-term on-the-job training under a master craftsperson’s tutelage Informal Learning a.k.a. Buddy System 70/20/10 Notation 70% of job learning occurs informally on or off the job 20% on social interactions (between employees) Training and Development 9  10% on actual formal training examples include participating in meeting, coaching others, attending conferences, searching the net, working with customers, job rotation, reading books and journals, etc. the main point is that learning occurs passively through experience and through interactions with little impact from formal training Job Instruction Training listing each job’s basic tasks along with key points provides step-by-step training for employees trainee tries to replicate the methods and receives feedback from the trainer Lectures quick and simple way to present knowledge to large groups of trainees Programmed Learning step-by-step, self-learning method Consists of three parts: Presenting questions, facts, or problems to the learner Allowing the learner to respond Providing built-in feedback on the accuracy of answers, with instructions on what to do next presents facts and follow-up questions frame by frame the next question often depends on how the learner answers the previous question Advantages: reduces training time letting trainees learn at their own pace getting immediate feedback reducces risks for error Intelligent tutoring systems Training and Development 10  learn what questions and approaches worked for the learner and adjusts instructional sequence to the learner’s unique needs Behavior Modeling involves showing trainees the “model” way of doing something, letting trainees practice that way, and giving feedback Basic procedure: Modeling - trainees watch live or video examples of models behaving in a problem situation Role-playing - trainees get roles to play in a simulated situation; they are to practice effective behaviors as demonstrated by the models Social reinforcement - trainer provides positive reinforcement through praise and constructive feedback Transfer of Training - trainees are encouraged to apply their new skills when they are back on their jobs Audiovisual-Based Training using DVDs, films, PowerPoint, and audiotapes Vestibule Training trainees learn on the actual or simulated equipment, but are trained off the job (in a separate room or vestibule) necessary when it is too costly or dangerous to train employees on the job costly in terms of slowed productivity by new workers dangeous in terms of job context (e.g. pilots) Electronic Performance Support Systems (EPSS) computerized tools and displayes that automate training, documentation, and phone support considered as modern job aids sets of instructions, diagrams, or similar methods available at the job to guide the worker Training and Development 11  work particularly well on complex jobs that require multiple steps or where it is dangerous to miss a step Videoconferencing delivering programs over broadband lines, the Internet, or satellite Computer-Based Training uses interactive computer-based systems to increase knowledge or skills system lets trainees replay the lessons and answer questions especially effective when paired with actual practice under a trainer it is increasingly realistic because the objective is to inject realism into the training Virtual reality puts the trainee in an artificial 3D environment that stimulates events and situations experienced on the job Online/Internet Based Training helps by allowing employees to get their training on demand without interfereing with their daily duties Learning Management Systems special software tools that support online training by helping employers identify training needs and to schedule, deliver, assess, and manage the online training itself Online Learning Elements Learning Portals offers employees online access to training courses Virtual Classroom uses collaboration software to enable multiple remote learners to participate remotely in live audio and visual presentations, communicate via written text, and learn via content such as PPT slides Mobile and Micro Learning delivering learning content on the learner’s demand via mobile devices wherever and whenever the learner has the time to access it Lifelong, Literacy, and Diversity Training Techniques Training and Development 12  Lifelong learning continuing learning experiences over employees’ time with the firm aim is to ensure opportunity to learn the skills they need for their jobs and to expand their horizons Literacy Training supervisors teach basic skills by giving employees writing and speaking exercises Diversity Training aims to improve cross-cultural sensitivity to foster more harmonious working relationships Team Training focuses on technical, interpersonal, and team management issues Cross training training employees to do different tasks or jobs than their own facilitates job rotation Implementing Management Development Programs Management Development improves maganerial performance includes in-house programs like courses, coaching, and rotational assignments; professional programs; online programs; and university programs (MBA) Importance: all promoted managers require development to prepare them for their new jobs facilitates organizational continuity by preparing employees and current managers to smoothly assume higher-level positions 9-Box Grid candidate assessment tool that simplifies the task of choosing development candidates shows Potential from low to medium to high on the vertical axis (x-axis) Training and Development 13  shows Performance from low to medium to high across the bottom total of 9 boxes low potentials/low performers would not move on, while high potential/high performance most assuredly would move on Note: individual assessment should always precede development Development Activities On-the-Job Training and Job Rotations Job Rotation moving managers from department to department to broaden their understanding of the business and to test their abilities trainee may be a recent college graduate or senior manager being groomed for promotion helps avoid stagnation through constant introductions of new points of view in each department helps identify each trainee’s strong and weak points improves interdepartmental cooperation widens one’s acquaintances among management Coaching/Understudy Approach trainee works directly with a senior manager or with the person they are going to replace the latter is responsible for the coaching the understudy relieves the executive of ccertain responsibilities, giving them a chance to learn the job Action Learning gives managers time to analyze and solve problems in departments other than their own Basics: Training and Development 14  selecting teams of 5 to 25 members assigning real-world business problems that extend beyond their usual areas of expertise structured learning through coaching and feedback Stretch Assignments placing employees in jobs and assignments different from and more demanding than those to which they are accustomed helps understand the employee’s capabilities assignments should be challenging, but not overwhelming Off-the-Job Management Training and Development Techniques Case Study Method manager is presented with a written description of an organizational problem to diagnose and solve Management Games teams of managers compete by making computerized decisions regarding realistic but simulated situations Gamification of training improves learning done by using point system, badges, and leaderboards Outside Seminars seminars conducted outside the company facilitated by external organizations or firms University-Related Programs executive educations offered by universities in leadership, supervision, etc. usually graduate schools or business schools Role-Playing aim is to create a realistic situation and have trainees assume roles of specific persons in that situation Training and Development 15  aim is to develop trainees’ skills in leadership and delegating Coporate Universities a.k.a. in-house development centers company-based method for exposing prospective managers to realistic exercises to develop improved management skills even though this is done in the company, it is still “off-the-job” because it does not require trainees to conduct their actual jobs Executive Coaches outside consultants who question the executive’s boss, peers, subordinates, and family in order to identify the executive’s strengths and weaknesses counsel the executive so they can capitalize on strengths and overcome weaknesses Managing Organizational Change Programs Lewin’s Change Process Kurt Lewin all behavior in an organization is a product of two forces: striving to maintain the status quo pushing for change implementing change means reducing the forces for the status quo or building up the forces for change Process: Unfreezing reducing the forces striving to maintain the status quo presenting a provocative problem or event to make employees recognize the need for change Moving developing new behaviors, values, and attitudes Training and Development 16  can be accomplished through organizational structure changes, conventional training and development activities, and through other organizational development techniques (like team building) Refreezing building the reinforcement to make sure the organization does not slide back into its former way of doing things summary: reduce the force for status quo (unfreeze), introduce change (move), change becomes new status quo (refreeze) Process for implementing change: Establish a sense of urgency Mobilize commitment through joing diagnoses of problems Create a guiding coalition composed of influential people who will serve as missionaries and implementers Develop and communicate a shared vision Help employees make the change Aim first for attainable short-term accomplishments Reinforce the new ways of doing things Monitor and assess progress Using Organizational Development Organizational Development change process in which employees themselves formulate and implement the change required, often with the assistance of trained consultants Characteristics: involves action research collecting data about a group, department or organization Training and Development 17  feeding the information back to employees for analysis and hypotheses development about what the problems might be applies behavioral science knowledge changes the organization in a particular direction empowerment, improved problem solving, responsiveness, quality of work, and effectiveness Methods: Team-building meetings consultant interviews the members and leader before the meeting they are asked what their problems are, how they function, and what their obstacles are consultant categorizes them into themes the group ranks these themes in terms of importance the highest ranking theme will be the agenda of the meeting survey research requires employees to complete attitude surveys the data will be used as basis for problem analysis and action planning convenient way to unfreeze a company’s management and employees provide comparative, graphic illustration of the fact that the organization does have a problem to solve Evaluating the Training Conducted Keep in mind that there may be a “sleeper effect” where results take time to show up on the job What could be measured for evaluation of training: participants’ reactions what the participants have learned Training and Development 18  to what extent their behavior or results changed as a result of the training Designing the Study basic concern is ensuring that the results are directly caused by the training Time Series Design taking a series of performance measures before and after the training program does not guarantee that the training is the cause of the change Controlled Experimentation there is an experimental group (ones who attended training) and control group (no training) performance is measured before and after training the experimental group Common Concerns and Suggestions for Improvement 1. Lack of ongoing measurement and revision some training and development directors have no formal methods to evaluate the activities to remedy, one must know what to measure in a training evaluation 2. Big ticket training involves a very real risk that you will become the talent supplier for your competitors firms with very good training programs may well attract better candidates the problem is if the trainees are being retained to recoup training investment remedy is to monitor turnover rates, who are leaving the company, and explore “string options” to hold people long enough to make it worthwhile (you must stay on X years, or you cannot go to a direct competitor for Y years) 3. A key question is whether the trainer is supplying their own limited knowledge or what the organization really wants and needs beware of trainers who become “instant experts” ask for the area of expertise before mentioning a specific project in mind or ask former clients to check the trainer’s prior work Training and Development 19  this saves the company resources and ensures that trainees are getting the training they deserve 4. One should not send mixed or improper signals training should produce improved performance that will be reinforced via subsequent rewards trainees should not be punished for performing more work training is not so additional tasks are added, but rather to improve the skills and knowledge of employees 5. Strike the right balance use a variety of training methods disadvantage is some employees may be confused or feel overwhelmed remember that people learn in different ways and at different speeds 6. Enhance the meaningfulness of programs make sure that trainings are realistic enough to be applied to jobs this concern is addressed by periodically rotating in experienced people from the field to conduct training programs Human Resource Development Principles Distributed Learning conducting the program over a long enough period of time for the trainees to be able to digest and apply the material Rewards trainees should be able to see what is in it for them Feedback trainees need to know what progress they are making and what mistakes need corection Motivation trainees must want to learn Training and Development 20  pick people who are already motivated Transfer training should apply to job actvities Opportunity to Practice trainees should be able to try the techniques they are being taught in order to make these methods part of their repertoire Learning from Many Sources heightens the probability that you will get the material through by: hitting the mode the person computes on providing a broad base for the points being made which provides helpful reinforcement Individual Differences trainee’s intelligence, motivation, aptitudes, and interests should be taken into account Training and Development 21