TRAINING AND DEVELOPMENT SYLLABUS

Question 1

An Instructional System is composed of

Answer 1

(1) Problem Diagnosis
(Performance Analysis, Need Analysis or Skills Gapping)

(2) Program Design,

(3) Program Delivery, and

(4) Program Evaluation.

Question 2

Employee Orientation (Onboarding)

Answer 2

Basic background information is provided.

The history of the organization, culture and the basics of various HR subjects are covered.

The aim is to make the employee feel welcome, provide a general understanding of the organization, and start to socialize them with regard to the policies and procedures (how one should act) (Dessler, 2011: 142)

Question 3

Job Instruction

Answer 3

The trainer explains the job in its proper sequence and demonstrates how it should be done.

The trainee tries to replicate the methods, and receives feedback from the trainer.

Question 4

Coaching (Understudy Method)

Answer 4

On a day-to-day basis the manager notes what the employee is doing properly and improperly.

The trainer should provide advice on how the trainee can do his/her job more easily and effectively.

Some supervisors, however, are reluctant to challenge or criticize.

Question 5

Informal Learning (The Buddy System)

Answer 5

Employees learn much from peers.

Surveys have found as much as 80% of what employees learn on the job, they learn informally (Dessler, 2011: 148).

Question 6

Project Teams (Action Learning)

Answer 6

A temporary team, often consisting of people from different areas or functions, that works on real projects (Dessler, 2011: 156). The results are taught to others

Question 7

Mentoring

Answer 7

A figure who is often 8 to 15 years older, and 2 or 3 levels above provides career advice, hints on how to tackle problems, and demonstrates interpersonal/political skills by example.

The trainee often picks up the mentor’s friends and enemies (i.e. “guilt by association”). The process should be monitored so the trainee is not exploited (e.g. the mentor taking credit for his/her ideas).

Question 8

Apprenticeship

Answer 8

This normally involves craft positions (plumbers, carpenters, electricians, linemen, etc.).

It normally lasts 2 to 5 years (the average being four years). It primarily involves on the job training under the direction of an experienced person. It also frequently has a classroom component.

The skilled workmen may want to limit the number of new craftsmen to further their own interests.

A client may be charged the craftsman’s rate despite the fact a trainee did some of the work.

Question 9

Business (Management) Games

Answer 9

Simulations of what it is like to make top management decisions.

Question 10

Case Studies

Answer 10

Trainees are given in-depth descriptions (5 to 30 pages) of the experiences of disguised organizations.

This allows them to see the experiences of numerous managers in a short period of time. Hopefully, the trainees will not repeat the same mistakes as the characters in the case.

Question 11

Discussion Method (Incident Method)

Answer 11

Short controversial scenarios (one to three pages), like “An Exam for Mrs. Smith,” are used to spark discussion.

There are no “right answers.”

One can learn from the experiences of others, and should come to better appreciate others’ views.

Question 12

In-basket Exercises

Answer 12

The trainee is given a stack of memos, phone messages and letters.

In the upcoming time frame (one week), the person has too much to do.

Therefore, the problems must be prioritized. Time management must be exercised. In some cases, responses must be drafted. If the material is really job related, this can be a very useful developmental tool

Question 13

Sensitivity Training (T-groups) [Ropes Course, Outward Bound Program, Team Building]

Answer 13

This method is intended to change interpersonal relationships. A series of somewhat bizarre exercises
will be carried out. The trainee will then discuss the experiences with the other participants (group analysis).

Later, the trainee will put his/her reflections in writing (self analysis). These multiple analytic processes are intended to give the trainees greater insight into the behavior of others and themselves.

Question 14

Lecture

Answer 14

The most common training method. This is an economical way to convey information to
large numbers of trainees with a small number of trainers.

The amount of content for the time consumed is generally very high. Normally, this consists of a simple one-way presentation of information.

The lack of social interaction and individualized material is a drawback. The extensive usage of lectures sometimes results in boredom. The lack of reinforcement and the ability to practice can pose problems in skill training.

Question 15

Programmed Instruction (Auto Instructional Techniques)

Answer 15

Modules like the SRA reading program and computer software packages (CDs, Web sites, Learning Portals, etc.) that promote self paced learning.

There is a question, respond, and feedback cycle (Dessler, 2005: 278).

Question 16

Role Playing

Answer 16

Simulations where the trainees learn by doing.

They carry out their prescribed roles and in the process develop their interpersonal skills.

Question 17

Behavioral Modeling

Answer 17

First, the trainees are exposed to “model behavior.”

After observing, they practice the techniques, get feedback as well as praise, and make revisions.

Question 18

Vestibules/Simulators

Answer 18

Train on the same or at least similar equipment in order to learn how to operate planes, ships, or autos.

Question 19

What are the Common Concerns and Suggestions for Improvement

Answer 19

(1) A lack of ongoing measurement and revision has long been a major problem.

Good intentions and large sums of money do not necessarily equal good education.
What are some possible evaluation criteria?
- knowledge acquisition
- changing attitudes
- problem solving skills
- interpersonal skills
- participant acceptance (trainees’ reactions- enjoyment?)
- knowledge retention
- knowledge transfer

(2) Big ticket training involves a very real risk that you will become the talent supplier for your
competitors.

(3) Some consultants or outside trainers may be more interested in delivering their “tried and true” program than in sensing the organization’s needs. A key question is whether the trainer is supplying his/her own limited knowledge or what the organization really wants and needs.

(4) One should not send mixed or improper signals. Ideally, training should produce improved performance that will be reinforced via subsequent rewards.

Trainees should certainly not be punished for performing more work. Yet, this often happens when added work is dumped on the desks of the most capable and hard working subordinates, while the deadwood sits idly by.

(5) One needs to try to strike the right balance. Utilizing a variety of training methods is usually praised as being stimulating. Nevertheless, some employees may be confused or feel overwhelmed by the unfamiliar waters. People learn in different ways and at different speeds. It is obviously easier to properly design material and appropriately pace programs in smaller classes.

(6) Efforts can be made to enhance the meaningfulness of programs.

Question 20

We will conclude with a list of Human Resource Development Principles. Many of these principles were mentioned in the discussion above.

These are important factors to consider in each situation.

Answer 20

• Distributed Learning = conducting the program over a long enough period of time for the trainees to be able to digest and apply the material (not trying to do too much, too fast).
• Rewards = The trainees should be able to see what is in it for them (praise, recognition, promotion, etc.).
• Feedback = Trainees need to know what progress they are making and what mistakes need correction.
• Motivation = Trainees must want to learn. Some people do not believe it is very easy to motivate people.
  If so, you better pick people who are already motivated.
• Transfer = The training should apply to the job activities
• Opportunity to Practice = Trainees should be able to try the techniques they are being taught in order to make these methods part of their repertoire.
• Learning from Many Sources = This heightens the probability you will get the material through by
  (a) hitting the mode the person computes on, and
  (b) providing a broad base for the points being made which provides helpful reinforcement.
• Individual Differences = The trainee’s intelligence, motivation, aptitudes and interests should be taken into account