Chapter 7 Flashcards
Employee training
Now
For job analysis
PLANNED EFFORT
to facilitate learning, retention, and transfer of job-related behaviors
specific areas
- new employee orientation
- retaining and continuing education
- retirement planning
- career development (knowing which career to take)
- international business
- team training
Employee development
future needs
-skills, knowledge
Fundamental issues in employment training
Adult learning theory
Based on assumptions
- A need to know WHY learning
- A need self-directed
- A have woe-related experience
- A have problem-centered approach to learning
- A motivated to learn by extrinsic and intrinsic motivations
Transfer of training
How learning TRANSLATES into use of newly learned behaviors on the job
Trainee readiness
char. of the trainees
- pre req. required (motivation, etc.)
Program design
who training programs are structured and conducted
-even roon, time of day, chairs, lighting, etc.
Steps of Successful training programs
- Assessment of needs
- Est. objective
- Develop/test materials
- Implement Program
- Evaluate program
- Assessment of needs
Org analysis
-org’s goals, resources, and the climate of training
Task analysis
-specific knowledge, sills, and abilities that a job requires
Person analysis
-capabilities and deficiencies of the workers themselves
Assessing training needs may also involve demo. analysis or assessing training needs of specific groups
- Establish Objectives
Objectives for trainees! Not trainer
- Performance
- what trainee is expected TO DO (at end) - Conditions
- conditions trainee expected to CARRY OUT PERFORMANCE - Criterion
- LEVEL of acceptable performance (how well you must be able to do that)
- Develop/test materials
On-site
OJT -learning while on the job Apprenticeship -classroom training and 2000 hours Vestibule -next to actual woe, training app -train -> actually APPLY -one for one REALISM Job rotation -to increase job satisfaction -avoid repetition injury -teaches new skill sets
Off-site
Seminars -lectures, etc. Audiovisual -e.g., video Behavioral modeling -model the behavior want to be taught --> they mimic Simulation Programmed instruction (self paced) Computer Assisted Instruction (CAI)
Can be adaptive
Special management training
Problem-solving case study -give story, make up response/ decision Role playing -acting it out -they generate behavior -practice Management games -competition through out the weeks Conference -teach others or exchange info Action learning -learn by doing Mentoring (role model) vs. coaching -coaching focused on skills/performance (NO implied relationship) -mentoring has implied relationship (boss/employee with career advice)
- Implement Program
Key factors Trainee readiness -pre reqs (english, motivation, etc.) -8th grade reading/comp level Trainee expectation -let them know what to expect (training objectives) Climate for training -trainer sets the tone (comfortable, interactive, even body language) Manager support -does manager let you go to training
Let trainees know goals/benefits of training
Provide feedback on progress, and opportunities to practice
- Evaluate program
1st step: determine criteria of train effectiveness
4 types
- reaction criteria
- -> did you like it?
- -> survey - Learning criteria
- -> learn anything? - behavioral criteria
- -> should be actually doing it - results criteria
- -> training should improve results
Return on investment
Equal employment opportunity issues in employee training
- employee diversity and certain legal issuers MUST be considered during design and implementation
- training or educational pre reqs and program themselves must not unfairly discriminate
Mos diversity training programs are NOT effective
