Chapter 6 Flashcards
Training vs Development
Training:
-focus is on the current time
-low use of work experiences
-the goal is to prepare for the current job
-participation is required
Development:
-focus on the future
-high use of work experiences
-goal is preparation for changes
-participation is voluntary
3 top strategic goals
-improving organisational performance
-enhancing individual employee performance
-developing organisational leaders
ADDIE MODEL
-analysis
-design
-development
-implementation
-evaluation
Stages of instructional Design
-Assess needs for training
-ensure readiness for training
-plan training program (objectives, trainers, methods) => feedback
-implement training program (principles and transfer of learning)
-evaluate results of training
- needs assessment
Evaluating the organization, individual employees, and tasks to determine what kinds of training, if any, are necessary
-Organization: What is the context in which training will occur?
-Person: Who needs training?
-Task: What subjects should the training cover?
organization analysis
-The organization’s strategy
-Resources available for training
-Management’s support for training
person analysis
Process of determining individuals’ needs and readiness for training by answering three questions:
-Do performance deficiencies result from a lack of knowledge, skill, or ability?
-Who needs training?
-Are the employees ready for training?
task analysis
Employees are interviewed and a questionnaire is created about the importance, frequency, and difficulty of the tasks.
Determines which tasks will be the focus of training.
-Job’s equipment and environment
-Time constraints
-Safety considerations
-Performance standards
- readiness for learning
-Combination of employee characteristics and positive work environment
-Employee readiness characteristics
-Cognitive ability—may require literacy training
-Highly motivated to learn
-Work environment
- how to plan and design
- What employee is expected to do; quality or level of performance; and conditions to apply
- Performance standards that are measurable
- Resources needed to carry out the desired performance or outcome
categories of training methods
-presentation
-hands-on
-group or team building
presentation methods
learners receive information provided by others
Ex: Lectures, workbooks, video clips, podcasts, websites
hands on methods
learners are actively involved in trying out skills
Ex: on-the-job training, simulations
group or team-building methods
learners share ideas and experiences, build group identities, learn about interpersonal relationships and the group
Ex: group discussions, experiential programs
Principles of learning
-Communicate learning objectives
-Attention-getting messages
-Limit the content
-Guide and elaborate
transfer of learning
On-the job use of knowledge, skills, and behaviours learned in training
measuring results of training
Level 1: Learner reactions
Level 2: Demonstration of learning
Level 3: Behaviour change
Level 4: Business results
Level 5: Cost-benefit analysis
measures of training success
-trainee satisfaction
-transfer of training
-new skills, knowledge
-performance improvements
-return on investment
application of training
-orientation
-onboarding
orientation
Training designed to prepare new employees to:
-Perform their jobs effectively
-Learn about organization
-Establish work relationships
onboarding
Ongoing process that aims to prepare new employees for full participation.
Conscious attempt to get new hires to identify and connect with employer.
orientation and onboarding
1- compliance (understand company rules, policies and regulations)
2- clarification (understand job and performance expectations)
3- culture (understand company history, traditions, values)
4- connection (understand and develop working and interpersonal relations)
supporting diversity and inclusion
-Diversity is a reality in both labour and customer markets
Inclusion
-Creating an environment where employees share a sense of belonging, mutual respect—able to do their best work
-Diversity training
Skills needed to work in a diverse workforce
Thought diversity & generational diversity are next frontiers
approaches to employee development
- Combination of formal education, job experience, relationships, and assessment of personality
- Prepares employees for change in new jobs and responsibilities
- Prepares employees for changes in their current jobs
4 approaches to employee development
- interpersonal relationships
- formal education
- job experiences
- assessment
Formal education
Includes workshops, short courses, lectures, simulation, business games, experiential programs, and meetings
assessment
Collecting information and providing feedback to employees about behavior, communication, or skills.
Comes from employees, peers, managers, or customers.
Methods of assessment vary:
Psychological tests.
Self, peer, and management ratings.
Assessment centers.
assessment => Myers-Briggs Type Indicator (MBTI)
-Measures four areas: energy, information gathering, decision making, lifestyle
Helps organizations understand the communication, motivation, teamwork, work styles, and leadership of the people in their groups
Assessment Centers
Identify whether employees have the personality characteristics, administrative skills, and interpersonal skills for managerial jobs or for working in teams.
Types of activities:
Leaderless group discussions
Interviews
In-baskets
Role-plays
assessment => 360 degree feedback
360-degree feedback is performance measurement by the employee’s supervisor, peers, employees, and customers.
Performance appraisal is a formal process for measuring employee performance.
Identifies causes of performance discrepancy and develops plans for improvement.
job experiences
Combination of relationships, problems, demands, tasks, and other features of an employee’s job
Enlargement of current job:
-promotion
-job rotation
-transfer
-downward move
-temporary assignment to another organization
Interpersonal relationships
Employees can develop skills and increase their knowledge by interacting with experienced members of organization.
-Mentor: experienced, productive senior employee who helps develop less experienced employee.
-Coach: peer or manager who motivates employee, helps them develop skills, and provides reinforcement/feedback.
Development for careers
Employees take responsibility for managing their careers.
Employees are continually developing marketable skills.
Employers and employees need to find matches between:
Employees’ interests, skills, and weaknesses
Development experiences involving jobs, relationships, and formal courses
career management system
-data gathering
-feedback
-goal setting
-action planning and follow-up
data gathering
focus on competencies needed for career success
feedback
maintain confidentiality
-focus on specific success factors, strengths and improvement areas
goal setting
-involve management and coaches/mentors
-specify competencies and knowledge to be developed
action planning
measure success and adjust plans as needed
high potential employees
3 stages:
-selection
-developmental experiences
-active involvement with senior leaders
