Chapter 7: Training and Development Flashcards
Training
Narrowly focused and oriented toward short-term performance concerts
Development
Oriented more toward broadening an individual’s skills for future responsibilities
4 strategic approach of training
What training does the firm need? → A needs assessment
How should the training program be designed or structured, given those needs? → Program design
How should the program be delivered? By what method? → Implementation
How can the firm tell if the training program is really working or not? → Evaluation
Chief learning officers
A high-ranking manager directly responsible for fostering employee learning and development within the firm. Making certain that a company’s training is timely and focused on the firm’s top strategic issues.
Phase 1: Needs Assessment
- Organization Analysis
- Task Analysis
- Competency Assessment
- Person Analysis
Organization Analysis
Examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. Collect data such as:
- Quality of goods and service provided
- Absenteeism
- Turnover
- Number of accidents
- Trends in workforce
Task Analysis
The process of determining what the content of a training program should be based on a study of the tasks and duties involved in the job. Review the job description and specification to identify activities performed in a particular job and the KSAOs to perform them.
If the Job is new
- List all tasks included in the job
- List steps performed by the employee to complete each task
Competency Assessment
Analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs
Person Analysis
Determination of the specific individuals who need training. Determining those who require training and, just as equally important, those who do not require training.
- Help save cost
- Help managers determine what trainees can do when they enter training
Phase 2: Program Design
4 issues in program design
- Intructional Objectives
- Readiness of trainees and their motivation
- Principles of learning
- Characteristics of instructors
Instructional Objectives
Desired outcomes of a training program (like KPIs).
- Skills or knowledge to be acquired
- Attitudes to be changed
- The objectives are performance-centered
Assessing the Readiness and Motivation of Trainees
The 2 preconditions for learning that affect the success of those who are to receive training:
- Trainee Readiness
Whether or not trainees’ experience and knowledge have prepared them to absorb the training. - Trainee Motivation
Help employees understand the link between the effort they put into training and the payoff of it. There are 3 variables to consider to explain why employees may or may not be motivated, which are:
1. Expectancy
2. Instrumentality
3. Valence
Expectancy
If an employee puts in effort, they can perform.
Instrumentality
Employee’s judgment on anticipated rewards for partaking or engaging in training
Valence
How much employees value the reward
Incorporating principles of learning
- Goal Setting
- Meaningfulness of presentation
- Modelling
- Individual learning differences
- Active practice and repetition
- Experiential learning
- Whole-versus-Part Learning
- Massed, Distributed, and Continous learning
- Feedback and Reinforcement
What is Behaviour Modification?
A technique that operates on the principle that behavior that is rewarded or positively reinforced will be exhibited more frequently in the future, whereas behavior that is penalized or unrewarded will decrease in frequency.
What is spot Rewards?
Programs that award employees on the spot when they do something particularly well during training or on the job. Encouragement is most effective immediately after a trainee accomplishes a specific task.
Characteristics of Instructors
The success of every training effort depends on the teaching and personal characteristics of the trainers. Good trainers are those who show more effort and demonstrate.
Phase 3: Implementing the Training Program—Training Delivery Methods
Methods should be matched to the learning outcome you are trying to achieve
- Material is factual and designed to create a shift in employee’s attitudes → lecture/classroom
- The material involves significant behavioral or skill components →, hands-on methods, and on-the-job training.
Types of training implementation (Part 3)
- On-the-Job Training
- PROPER Method
- Apprenticeship Training - Special Assignments
- Cooperative training, internships, and governmental training
- E-Learning
- Learning management system
- Just-in-time training
- Communities of practice - Behaviour Modelling
- Blended Learning
On-the-Job Training
A method by which employees are given hands-on experience with instructions from their supervisor or other trainer. → The most common informal method.
- The PROPER Method
1. Prepare
2. Reassure
3. Orient
4. Perform
5. Evaluate
6. Reinforce and Review - Apprenticeship training
A system of training in which a worker entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.
Special Assignments
Assigning trainees on managerial tracks to different jobs in different firm areas, often in different regions and countries.
Cooperative training
training program that combines practical on-the-job experience with formal educational classes.
Work for one semester, and then go to school for the next semester
