Transcript Training
Chapter 8
Training
the
Workforce
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall
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Chapter 8 Overview
Determine when an employees need
training and the best type of training, given
a company’s circumstances
Recognize the characteristics that make
training programs successful
Weigh the costs and benefits of a computerbased training program
Design job aids as complements or as
alternatives to training
Understand how to socialize new employees
successfully
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Key Training Issues
How can training keep pace with a
changing organizational environment?
Should training take place in a
classroom or on the job?
How can training be delivered
effectively worldwide?
How can training be delivered so that
trainees are motivated to learn?
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Training vs. Development
Training
Provide employees with specific skills
Help correct deficiencies in performance
Development—effort to provide abilities
the organization will need in the future
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Challenges in Training
Is training the solution to the
problem?
Are training goals clear and realistic?
Is training a good investment?
Will the training work?
Does training flow from the strategic
goals of the organization?
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Transfer of Training: From Learning to Doing
Teach others what you learned
Assign yourself homework
Set goals that apply to the lessons
Develop your own job aids
Get a training partner
Ask for help
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Managing the Training Process
Needs Assessment Phase
Clarifying Objectives
Developing and Conducting Training
The Evaluation Phase
Legal issues and training
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Needs Assessment
Organizational Analysis is conducted to
understand
Organizational needs
Level of support for training
Task Needs—examine job to be performed
Based on job analysis
Identify needed KSAs
Person Needs
Which employees need training?
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Clarifying Training Objectives
Develop set of objectives
Relate objectives to KSAs
From assessment phase
State in behavioral terms
Make objectives as specific as
possible
Use objectives to assess
effectiveness
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Training and Conduct Phase
Location Options—On the Job (OJT)
Job rotation, Apprenticeships and
Internships
Is it job relevant?
Can be costly
Quality varies substantially by trainer
Location Options—Off the Job
Provides uninterrupted period
Use environment conducive to learning
May not easily transfer back to job
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Training and Conduct Phase
Presentation Options:
Slides and Videotapes
Teletraining
Computers
Simulations
Virtual Reality
Classroom Instruction and
Role-plays
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Types of Training
Skills Training
Retraining
Job Training Partnership Act
Cross-Functional Training
Team Training
Content tasks
Group Processes
Virtual team training
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Types of Training Continued
Literacy Training
Diversity Training
Crisis Training
Ethics Training
Customer Service Training
Creativity Training
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Brainstorming
Analogies and Metaphors
Free Association
Personal Analogy
Mind Mapping
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The Evaluation Phase
Important but often overlooked
Does training result in attaining a
goal?
Four Level Framework for
Evaluation:
Reaction of trainees
How much trainees learn
Post-training behavior
Results of training (financial value:
ROI)
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Legal Issues in Training
Subject to anti-discrimination laws
Employees must have access to
training and development programs
In a nondiscriminatory fashion
Job-relevance is valid defense
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Orientation and Socialization
Orientation—inform new employees
about
Organizational policies and procedures
What is expected of them
Socialization—helps acclimate
employees
Anticipatory
Encounter
Settling in
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Summary and Conclusions
Training—provides specific
skills
Is training the appropriate fix?
Are goals of training clear?
Don’t forget evaluation phase
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