Hr: Training And Development (1 Of 3)

Front 1

Training

Back 1

Planned effort within a fixed-term event intended to facilitate ees’ learning of job-related competencies and skills

Front 2

Development

Back 2

Acquiring knowledge, skills, and behaviors that improve an ee’s ability on the job
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Front 3

KAIZEN

Back 3

Continues Learning: - A learning system that expects ee’s to acquire new skills, apply them on the job, and share what they have learned with other employees

Front 4

Types of training

Back 4

Management development
Communication skills
Diversity and cross-cultural
Literacy or basic skills training
Sales skills

Front 5

Types of Training

Back 5

Technology and basic computer skills
Technical skills (e.g. equipment, programs)
HR programs (e.g. new compensation scheme, career development)
Personal growth and wellness

Front 6

Trends in Training:
Focus moving from Specific Skills to broader focus on creating

Back 6

shared knowledge

Front 7

Training Professionals are redesigning themselves into broad based

Back 7

change agents and performance improvement consultants
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Front 8

1. Increased online

2. Training is being included in system-wide changes to gain

Back 8

1. e-learning

2. competitive advantage

3.

Front 9

1

Back 9

1. weak
2. In Economic Downtowns
3/

Front 10

Is considered more of an expectation, particularly for top ers– thus
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Back 10

hus is more important today than in the past

Front 11

Why Does Training Fail?
1. Somtimes tries to used as an overall
2. When cause of problem was something else

Back 11

1. panacea
2. (e.g. faulty selection, suboptimal technology, outdated processes, low ee motivation, poor supervision)
3.
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Front 12

Why does Training Fail?

1. Conducted and executed
2. Lack of
3. Lack of applying learnings

Back 12

1. Inefficeintly
2. Following all the steps
3. directly to the job (3rd day)

Front 13

Training can provide:

Back 13

Provide basic managerial skills
Provide ees basic skills to work with new technology
Give ees a chance to practice skills (e.g. listening, coaching, interviewing)
Shape a company culture (e.g. ensure that the company’s culture emphasizes innovation, creativity, and learning)

Front 14

Training can provide (2)

Back 14

Foster employment security by providing new ways for employees to contribute to the company when their jobs or interests change, or when their skills are outdated
Prepare employees to accept and work more effectively with each other, particularly with minorities and women
Fulfill psychological contract (giving a “gift” to ee’s…)
Compel thriving at work (thriving = energy + learning)

Front 15

Training Process Step 1: Needs Assessment

Back 15

Organizational Analysis- What is going on with…
Our strategy? (short and long term goals)
The internal environment? (e.g., job types, culture)
The external environment? (e.g., laws)
Any support for training by managers/peers?
Our available resources? (time, $, internal/external)

Front 16

Training Process Step 2: Ensure employee readiness
for training

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What are the characteristics of the employees?

Attitudes and motivation to learn

Basic skills
Prerequisites?
Certain KSAs, cognitive or reading abilities?

Timing
Given work fluctuations and work load
When do they need the training by?

Front 17

Step 3: Create a learning environment
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Back 17

Create a work environment that is favorable to and supportive of training efforts
Before, during, and after the training
E.g.:
Identify learning objectives
Meaningful material
Clarity of instructions
Provide opportunity to practice
Feedback
Observation of others (e.g. role modeling)
Social support

Front 18

Step 4: Select a method Who will train?
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Back 18

WHO WILL TRAIN?
If consultants, create an RFP (request for proposals) to establish a set of criteria for evaluation
Who’s going to design it?
Approx. 60% of training is typically designed internal
Do we have the content expertise in-house?
Are the in-house experts willing and able? (e.g. do they have time?)
Who’s going to deliver it?
Approx. 70% typically done by internal employees
Need firm-specific knowledge?
Do we have the content expertise in-house?
Train-the-trainer sessions

Front 19

Step 4 How to Train

Back 19

Presentation methods
Live classroom instruction
Recorded instructions
E-learning
Audiovisual techniques (e.g. Skype)
Hands-on methods
On-the-job training
Self-directed learning
Simulations
Business games and case studies
Interactive DVD
Adventure learning/team training

Front 20

Step 5: Ensuring transfer of training
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Ensure that what is learned from training gets transferred to performance on the job

Identify key learning points
Reinforce with reminders
From different directions (e.g. self, peer, boss, upper mgmt)

Create climate for transfer
Make it normative, and regular
Teach others

Set specific goals

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1

Back 21

Leverage manager and peer support
Talk to others about what you learned
Add to performance evaluation

Seek opportunities to use skills
E.g. short term projects or assignments, temporary teams
Tell others!

Use technology
E.g. a weekly email reminder with key principles

Front 22

Things You Can Do To Ensure Training Transfer (2)

Back 22

Self-manage effectively
E.g. create own goals and deliverables to evaluate progress towards incorporating learning to the job

Create action plans– specific, actionable, doable

Use visual or learning aids to reinforce application

Have systematic and exciting visual reminders (e.g. tchotchkes)

Front 23

Step 6: Evaluating training programs
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Back 23

Typically completely insufficient, if done at all!
Training objectives should determine
Measures used
Evaluation targets (e.g. ee, client, coworkers, direct reports)
Did we achieve the desired outcomes?
Test or evaluation at the end of training
E.g. skills-based like listening skills, use work samples or customer feedback
E.g. affective or attitudes, use interviews or surveys
Did we have the correct design?
Instructor or design evaluation form
Identify strengths and weaknesses of the program

Front 24

1

Back 24

Get top management support and visible commitment

Use of behavioral models and real-life work examples and simulations

Avoid training overload (time it right)

Get the right instructors (characteristics, expertise, credibility)

Front 25

Training growing trend

Back 25

competitive advantage

considered an expectiation for top employers

Measurement and evaluation still weak

Front 26

Used as a panacea

Takesu up time and little justifcation for time spent

Conducted insufficiently

Back 26

problem is something else and try training

Conducted inefficiently

lack of following all the steps, not applying learnings directly to the job

Front 27

Step 1 Conduct a needs assessement

Back 27

Identify the root problem, training may not be solution

Front 28

step 2 : ensure employees readiness for training

Back 28

charcheristics of employees, attidues and motivation to learn, basic skills needed, timing

Front 29

step 3: Create a learning environment

Back 29

create a work enviornment favorable and suppaortive of training efforts

Front 30

Step 4: Who will train

Back 30

mostly in house today, or a consultant.

Front 31

Step 5: ensuring transfer of training

Back 31

ensure what is learned from training gets transferrred to the job. improve job performance

Front 32

Step 6 Evaluatie the training program

Back 32

Typically insufficient if done at all.

did we achieve desired outcomes?
Did we have correct design?

Front 33

Training fails cuz of 3 reasons

Back 33

Panacea (problem was something else than being trained on)
Conducted:
Inefficiently (take up too much time), and insufficiently (no evaluation).