EXAM 2: Chapter 6 - Training Flashcards
The role of training
When selection not possible
When jobs change
When new employees need to learn the job in this org
To improve employee performance
Pretraining environment
Influences the outcomes of training. Employees learn how training is viewed. Supportive supervisors lead to stronger belief that training will be beneficial to employees
Training Steps
Determine training needs Develop training program Establish goals and objectives Choose best training method Prepare the training Motivate employees Conduct the training Evaluate training success
Types of Needs Analysis
Organizational Analysis
Task Analysis
Person Analysis
Goals of training
Improve performance by increasing Self-awareness Knowledge Skill Motivation
Need to state goals
CONCRETELY
Developing a training program, motivating employees
To attend training To perform well in training To use their training on the job Ensure ability to transfer training Realistic training environment Overlearning Understanding principles Provide an opportunity to use newly learned skills Use promptly after training Provide performance assistance, goals Ensure supervisory and peer support Recognize performance improvement
4 Key questions of Needs Assessment
What are we trying to accomplish?
Why do we think there is a need for our training program?
Is there an actual need for our training program?
Is our idea for a training program practical?
Organizational Analysis
Goals and objectives Economic and resource analysis Organizational climate Employee readiness Attitudes Time Commitment Management support
Task Analysis
Job analysis identifies
Tasks
Conditions under which tasks are performed
KSAOs needed to perform tasks under those conditions
Task analysis identifies how tasks are learned
Expected at time-of-hire
Easily taught on-the-job
Current training program
No training
Person Analysis
Performance appraisal scores Surveys Interviews Skill and knowledge tests Critical incidents
Training methods
Classroom Training
Individual Training
On-the-job Training
Classroom Training
Lecture to acquire knowledge (live or video)
Case studies to apply knowledge
Simulation exercises to practice new skills
Role play and behavioral modeling to learn interpersonal skills
Issues with Classroom Training
Who will conduct the training? Where will the training be held? How long should the training be? Massed vs. Distributed practice Who is the audience?
Individual Training
Programmed instruction Self-paced Trainee is actively involved in the learning Material is presented in small units Formats Books Video Interactive video Computer based training (CBT) Web based (e-learning)
On the Job Training
Learning by Modeling Others Characteristics of the model Successful Similarity Characteristics of the observer Attention Retention Reproduction skills Learning Through Job Rotation Job rotation Cross training Volunteerism Learning through Apprentice Training Used in crafts and trades 144 hours of formal class work each year Work with an expert (usually 4 years) Learning through Coaching Experienced employee works with new employee Problems Not all employees are good coaches Coaching can lower the coach’s work productivity Learning through Mentoring Mentoring is less formal than coaching Good mentors can be difficult to find Learning through Performance Appraisal
