Transcript Document 7484737

Designing Effective Training Systems
• Conduct needs analysis
• Ensure employee readiness for
training
• Create learning environment
• Ensure transfer of training
• Evaluate training program
IRWIN
©a Times Mirror Higher Education Group, Inc., company, 1997
The Needs Assessment Process
Training
Pressure Points
Person Analysis
Organizational Analysis
- Is it a training problem?
- Who needs training?
- Are employees ready
for training?
- Support for training?
- Sufficient resources?
- Fit with strategic
objectives?
Task Analysis
- identify tasks,
skills, knowledge,
and behavior
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©a Times Mirror Higher Education Group, Inc., company, 1997
Implications of Business Strategy for Training
Strategy
Concentration
How
Achieved
- improve
quality
Key Issues
Training
Implications
- current skills
- develop
work force
- team building
- cross-training
- people skills
- on-the-job
Internal Growth
- global
expansion
- new products
- joint ventures
- innovation
- creating new
jobs & tasks
- cultural training
- creativity training
- communication
- technical skills
- conflict resolution
External Growth
(acquisition)
- acquire firms
- integration
- redundancy
- restructuring
- integrate training
systems
- team building
- identify capabilities
Disinvestment
- cost reduction
- redefine goals
- sell assets
- efficiency
- stress management
- time management
- cross-training
- outplacement
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©a Times Mirror Higher Education Group, Inc., company, 1997
Training :
Methods & Effectiveness
Trainabilty
Ability / Skill Areas
HIGH
Technical
Decision-Making
Communication
Consideration/empathy
Leadership
Motivation
Appraisal/coach
Creativity
Coping with change
Integrity
Effort/persistence
Commitment
LOW
Training :
Areas & Effectiveness
Trainabilty
Ability / Skill Areas
HIGH
Technical
Decision-Making
Communication
Consideration/empathy
Leadership
Motivation
Appraisal/coach
Creativity
Coping with change
Integrity
Effort/persistence
Commitment
LOW
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Training
Methods
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©a Times Mirror Higher Education Group, Inc., company, 1997
1 Presentation Techniques
• classroom instruction
• distance learning
• audiovisual
2 Hands - on Techniques
• on-the-job training (OJT)
• self-directed learning
• simulations
• business games, case studies
• behavior modeling
• interactive video
3 Group-based Techniques
• adventure (wilderness) learning
• team training
• action learning
Evaluating Training Programs
Four categories of evaluation include:
• Affective
– reaction of trainee to program
• Cognitive
– knowledge of program content
• Skill-based
– technical skills or behavior
• Results
– effect on company performance
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©a Times Mirror Higher Education Group, Inc., company, 1997
Training Evaluation Designs
• Pretest / Posttest with control
group
• Pretest / Posttest
• Posttest only
• Time series
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©a Times Mirror Higher Education Group, Inc., company, 1997
Learning Theory
Remediation
Desired Level
Performanc
e
Measure
Limit
end of training?
Grappling
need for
support
I Got It!
forcefeed
Time
Myers - Briggs Types
16 personality types based on the following 4 dimensions:
1 Energy: where people get strength and vitality from
– extroverts (e) - interpersonal relationships
– introverts (i) - personal thoughts and feelings
2 Life-Style: tendency to be flexible and adaptable
– judging (j) - focus on goals, establish deadlines
– perceiving (p) - enjoy surprises, change decisions
3 Information-gathering: actions taken in decision-making
– sensing (s) - gather facts, detail
– intuitive (i) - focus on possibilites, idea relationships
4 Decision-making: amount of consideration for other’s feelings
– thinking (t) - objective focus
– perceiving (p) - evaluate the impact of decisions on others
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Characteristics of
Successful Mentoring Programs
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Participation is voluntary
Matching process is flexible
Mentors are chosen on ability & willingness
Purpose is clearly understood
Program length is specified
Minimum level of contact is specified
Contact among participants is encouraged
Program is evaluated
Employee development is rewarded
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©a Times Mirror Higher Education Group, Inc., company, 1997
Characteristics of
Successful Diversity Programs
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Supported by top management
Structured
Tied to business objectives
Evaluations used
Manager involvement required
Viewed as cultural change
Blame is not emphasized
Behaviors, interaction skills taught
Managers rewarded for increasing
diversity
Sources: S. Rynes and B. Rosen, “What Makes Diversity Programs Work?” HR Magazine (October, 1994), 67-73; S. Rynes and B. Rosen,
“A Field Survey of Factors Affecting the Adoption and Perceived Success of Diversity Training,” Personnel Psychology 48 (1995): 247-270;
J. Gordon, “Different fromWhat? Diversity as a Performance Issue.” Training (May 1995):25-33.
Current Issues
• Cross-cultural Preparation
• Managing Work-Force Diversity
– through adherence to legislation, AA
– through attitude & behavior change
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Melting the Glass Ceiling
Joint Union-Management Programs
Succession Planning
Dysfunctional Managers
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A Model of Career Development
Exploration Stage:
Characteristics
- Identify interests
and skills
- Fit between self
and work
- Engaged in Helping
and Learning
- Serves as Apprentice
Tasks
Activity
Relationship
to others
Exploration
Stage
30
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AGE
A Model of Career Development
Establishment Stage:
Characteristics
Establishment
Stage
Tasks
Activity
Relationship
to others
30
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45
AGE
- Advancement
- Growth
- Develop life-style
- Independent
contributor
- Become a Colleague
A Model of Career Development
Maintenance Stage:
Characteristics
Maintenance
Stage
Tasks
- Update skills
- Remain a contributor
- Trainer
- Sponsor
- Policy-maker
- Become a Mentor
Activity
Relationship
to others
30
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45
AGE
60
A Model of Career Development
Disengagement
Stage
Tasks
Characteristics
Activity
- Retirement planning
- Change balance
between work & life
- Phase out of work
- Become a Sponsor
Relationship
to others
30
IRWI
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©a Times Mirror Higher Education Group, Inc., company, 1997
45
AGE
60
The Career Planning Process
Action
Plans
Goal
Setting
Reality
Check
SelfAssessment
- feeedback on
skills, knowledge
- determine
career interests,
values, aptitudes
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- devise shortand long-term
developmental
plans
Roles in the Career Planning (CP) Process
• Employee’s role
– primary responsibility for own CP
– get feedback about strengths, weaknesses
– identify developmental needs
– expose oneself to learning opportunities
– interact with many different employees
• Manager’s role
– coach, appraiser, adviser and referral agent
• Company’s role
– provide employees with resources for CP
IRWI
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©a Times Mirror Higher Education Group, Inc., company, 1997
Characteristics of
Effective Orientation Programs
• Encourage employees to ask questions
• Information on technical / social aspects of job
• Responsibility of manager
• Avoid embarrassing new employee
• Formal/informal interactions with managers/peers
• Include relocation assistance
• Provide information about company products, etc.
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©a Times Mirror Higher Education Group, Inc., company, 1997
Career Development Issues
• Career Plateau
– most likely during mid-career
• Dual career paths
– technical / professional vs. managerial
• Skills obsolescence
– continuous learning
• Balancing work and family
• Coping with job loss
– provide outplacement services
• Retirement
– meet needs of older worker
– pre-retirement socialization
– early retirement programs
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Company Policies
to Accommodate Work and Family
• Communicate information about
– work and family policies
– job demands
• Flexibility in work arrangements & schedules
– job sharing, flextime, part-time work,
home-based work, compressed workweek
• Support services
– elder and child care
– manage training
IRWI
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©a Times Mirror Higher Education Group, Inc., company, 1997