chapter 3 TRAINING & DEVELOPMENT Flashcards by Kate Javillonar

the process of developing the knowledge, skills, abilities, and attitudes of employees within an organization to enhance their performance and
contribute to the overall growth and success of the organization.

Training and development

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is all about teaching immediately
applicable knowledge, skills, and
attitudes needed in a specific job.”
“Aim: improve job performance.”

Training

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a long-term process to broaden or deepen knowledge.
- has to fit within an employee
‘s professional development
goals and the organization’s goal

Development

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increases employee
engagement and helps employees and organizations
perform their best

Training and development

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Making sure your employees do know what to do and how to do
it is the purpose of orientation and training.

Orienting and Onboarding New Employees

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The ADDIE Five-Step Training Process

Analyze
Design
Develop
Implement
Evaluate

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Conducting the Training Needs Analysis includes:

Strategic training needs analysis
Task analysis
Task analysis record form
Competency model
Performance analysis

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identifies the training employees will
need to fill these future jobs.

Strategic training needs analysis

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a detailed study of the job to determine what specific skills the job requires

Task analysis

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form that consolidates information regarding
required tasks and skills

Task analysis record form

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consolidates, usually in one diagram, a precise
overview of the competencies someone would need to do the job well.

Competency model

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Process of verifying that there is a performance
deficiency and determining whether the employer should correct such deficiencies through training or some
other means.

Performance analysis

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Ways to identify how a current employee is
doing include:

Performance appraisals
● Job-related performance data
● Observations by supervisors or other specialists
● Interviews with the employee or his or her supervisor
● Tests of things like job knowledge, skills, and attendance
● Attitude surveys
● Individual employee daily diaries
● Assessment center results
● Special performance gap analytical software, such as from Saba Software,Inc.
-Can’t do/Won’t do problem

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Designing the Training Program includes:

Design
Instructional objectives
Training budget

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planning the overall training
program including training objectives, delivery methods, and program evaluation

Design

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Sub-steps of designing a training program:

Setting performance objectives
Creating a detailed training outline
Choosing a program delivery method
Verifying the overall program design with management

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specify in measurable terms what the trainee should be able to do after successfully completing the training program.

Instructional objectives

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the development costs, the direct and indirect
(overhead) costs of the trainers’
time, participant compensation,
and the cost of evaluating the
program.

Training program’s design should
accommodate both ability and
motivation.

Training budget

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Learners are more motivated to learn something that has meaning for them. Therefore:

At the start of training, provide a
bird’s-eye view of the material that you are going to present.
● Use familiar examples.
● Organize the information so you can
present it logically, in meaningful units.
● Use terms and concepts that are already familiar to trainees.
● Use visual aids.
● Create a perceived training need in trainees’ minds

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Make skills transfer obvious and easy:

● Maximize the similarity between the training situation and the work situation.
● Provide adequate practice.
● Label or identify each feature of the machine and/or step in the process.
● Direct the trainees’ attention to important aspects of the job.
● Provide “heads-up” information.
● Trainees learn best at their own pace.

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Reinforce the learning:

● Trainees learn best when the trainers immediately reinforce correct responses.
● The learning curve goes down late in the day.
● Provide follow-up assignments at the close of training
● Incentivize

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Ensure transfer of learning to the job:

● Prior to training - get trainee and supervisor input in designing the program, institute a training attendance policy, and encourage employees to
participate.
● During training - provide trainees with training experiences and conditions that
resemble the actual work environment.
● After training - reinforce what trainees learned.

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Program development

assembling the
program’s training content and materials.

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Implement

provide the training, using one
or more of the instructional methods

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Several more practical steps a manager can take to improve participants’ learning and engagement:

Before the training During training After training

send announcements far in advance, provide directions, provide a point of contact, and make sure participants have pretraining materials.

Before the training

make sure all participants have a point of contact in case they have questions or need guidance

During training

remember training does not end when the program ends.

After training

14 Types of Training Program

1.) On-the-Job Training 2.) Apprenticeship Training 3.) Informal Learning 4.) Job Instruction Training 5.) Lectures 6.) Programmed Learning 7.) Behavior Modeling 8.) Audiovisual-Based Training 9.) Vestibule Training 10.) Electronic Performance Support Systems (EPSS) 11.) Videoconferencing 12.) Computer-Based Training (CBT) 13.) Simulate Learning and Gaming 14.) Lifelong and Literacy Training Techniques Lifelong Learning Literacy Training

Training a person to learn a job while working on it. Types: Coaching/understudy method, Job Rotation, and Special Assignments.

On-the-Job Training

a process by which people become skilled workers, usually through a combination of formal learning and long-term on-the-job training, often under the tutelage of a master craftsperson.

Apprenticeship Training

Learning that happens naturally through daily interactions with colleagues and by doing the job.

Informal Learning

Listing each job’s basic tasks, along with key points, in order to provide step-by-step training for employees.

Job Instruction Training

Presenting information to a large group of trainees quickly and efficiently.

Lectures

A systematic method for teaching job skills. It is a step-by-step

Programmed Learning

self-learning method that consists of three parts:

1. Presenting questions or facts. 2. Allowing the person to respond, and 3. Giving the learner immediate feedback on the accuracy of his or her answers, with instructions on what to do next

Training that shows the correct way to perform a task, allows trainees to practice, and provides feedback to improve. It is the most widely used, well-researched, and highly regarded psychologically based training interventions

Behavior Modeling

steps in behavioral modeling

Steps: modeling, role-playing, social reinforcement, and transfer of training

Using videos, PowerPoint, or other media to teach employees job skills or problem-solving techniques

Audiovisual-Based Training

Training on actual or simulated equipment in a safe, controlled environment, separate from the real work area. Vestibule training is necessary when it’s too costly or dangerous to train employees on the job.

Vestibule Training

Computerized tools and displays that automate training, documentation, and phone support. Reduces the need for extensive memorization. Performance support systems are modern job aids

Electronic Performance Support Systems (EPSS)

are sets of instructions, diagrams, or similar methods available at the job site to guide the worker.

Job aids

Training programs delivered via broadband, the Internet, or satellite.

Videoconferencing

Training methods that use interactive computer-based systems to increase knowledge or skills.

Computer-Based Training (CBT)

Virtual reality or gaming environments to simulate real-world tasks.

Simulate Learning and Gaming

Lifelong and Literacy Training

Techniques Lifelong Learning Literacy Training

Continuous education opportunities provided to employees to develop new skills or improve basic literacy.

Techniques

give the opportunity to learn the skills they need to do their jobs and to expand their occupational horizons.

Lifelong Learning

provide the requisite education ( reading and writing)

Literacy Training

defined as training in which teams are used to increase individual procedural knowledge and proficiency in doing a job (taskwork)

TEAM TRAINING

TEAM TRAINING is focused on

technical interpersonal team management issues

management encouraged team employees to learn each other’s jobs, to encourage flexible team assignments

Technical training

listening, handling conflict, and negotiating.

Interpersonal skills

in problem-solving, meetings management, consensus decision making, and team leadership, and the teams received such training as well.

Team Management

means training employees to do different tasks or jobs than their own

CROSS TRAINING

INTERNET-BASED TRAINING - Learning portal

- is a section of an employer’s website that offers employees online access to training courses

are special software tools that support Internet training by helping employers identify training needs and schedule, deliver, assess, and manage the online training itself. LMS includes a course catalog, supervisor-approved self-enrollment, and pre- and post-course tests

Learning management systems

Teaching method that uses special collaboration software

THE VIRTUAL CLASSROOM

any attempt to improve managerial performance by imparting knowledge, changing attitudes, or increasing skills

Management development

STRATEGIES ROLE IN MANAGEMENT DEVELOPMENT

Management development programs should reflect the firm’s strategic plans. ● Management development programs are company-wide and involve all or most new (or potential) managers ● Management development programs then impart the knowledge, attitudes, and skills these managers will need to excel at their jobs. ● new MBAs may join GE’s management development program and rotate through various assignments and educational experiences. ● Other development programs aim to fill specific top positions, such as CEO.

involves developing workforce plans for the company’s top positions. ; it is the ongoing process of systematically identifying, assessing, and developing organizational leadership to enhance performance.

SUCCESSION PLANNING

Succession planning programs involve several stages:

Stage 1: Organization projection Stage 2: HR and management review the firm’s management skills inventory Stage 3: Management Replacement Charts Stage 4: Development

identify what the company’s future key position needs will be.

Stage 1: Organization projection

to identify the management talent now employed.

Stage 2: HR and management review the firm’s management skills inventory

summarizes potential candidates for each of your management slots, as well as each person’s development needs.

Stage 3: Management Replacement Charts

providing possible candidates with the developmental experiences they require to be viable candidates

Stage 4: Development

IMPROVING PERFORMANCE THROUGH HRIS:Succession Systems

CANDIDATE ASSESSMENT AND THE 9-BOX GRID

It’s a tool that helps companies assess employees based on two factors: performance (how well they do their job) and potential (their ability to grow and take on more responsibilities).

CANDIDATE ASSESSMENT AND THE 9-BOX GRID

It provides movement of an employee from one job to another job

MANAGERIAL On-the-Job TRAINING ROTATION

MANAGERIAL On-the-Job TRAINING ROTATION includes:

job rotation coaching/understudy approach action learning

means moving managers from department to department to broaden their understanding of the business and to test their abilities. - It helps avoid stagnation through the constant introduction of new points of view in each department. - It also helps identify the trainee’s strong and weak points.

Job rotation

here the trainee works directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching

Coaching/understudy approach

programs give managers released time to work analyzing and solving problems in departments other than their own

Action learning

OFF-THE-JOB MANAGEMENT TRAINING AND DEVELOPMENT includes:

Case study method Management game Outside Seminars University-Related Programs Role-playing In-house development center Executive coach SHRM Learning System

a development method in which the manager is presented with a written description of an organizational problem to diagnose and solve.

Case study method

- a development technique in which teams of managers compete by making computerized decisions regarding realistic but simulated situations.

Management game

many universities provide executive education and continuing education programs in leadership, supervision, and the like

University-Related Programs

a training technique in which trainees act out parts in a realistic management situation.

Role-playing

company-based method for exposing prospective managers to realistic exercises to develop improved management skills.

In-house development center

an outside consultant who questions the executive’s associates to identify the executive’s strengths and weaknesses, then counsels the executive so he or she can capitalize on those strengths and overcome the weaknesses.

Executive coach

the Society for Human Resource Management (SHRM) encourages HR professionals to qualify for certification by taking examinations.

SHRM Learning System

in managing organizational change Psychologist _____ formulated a model to summarize the basic process for implementing a change with minimal resistance. To him all behavior in organizations was a product of two kinds of forces: those striving to maintain the status quo and those pushing for change.

Kurt Lewin

Lewin’s Change Process consists of three steps:

1.) Unfreezing 2.) Moving 3.) Freezing

reducing the forces that are striving to maintain the status quo, usually by presenting a provocative problem or event to get people to recognize the need for change and to search for new solutions

Unfreezing

developing new behaviors, values, and attitudes. The manager may accomplish this through organizational structure changes, conventional training and development activities

Moving

building in the reinforcement to make sure the organization doesn’t slide back into its former ways of doing things

Refreezing

Process to bring about a desired organizational change at work:

1.) Establish a sense of urgency 2.) Mobilize commitment through joint 3.) Create a guiding coalition 4.) Develop and communicate a shared vision 5.) Help employees make the change 6.) Aim first for attainable short-term accomplishments 7.) Reinforce the new ways of doing things 8.) Monitor and assess progress

Create a sense of urgency.

Establish a sense of urgency

diagnosis of problems. Create a task force to diagnose the problems facing the department or the company

2. Mobilize commitment through joint

-create a “guiding coalition” of influential people. They’ll act as missionaries and implementers

Create a guiding coalition

of what you see coming from the change. Keep the vision simple, and lead by example.

Develop and communicate a shared vision

Eliminate impediments

Help employees make the change

Use the credibility from these to make additional changes

Aim first for attainable short-term accomplishments

with changes to the company’s systems and procedures

Reinforce the new ways of doing things

this involves comparing where the company or department is with where it should be.

Monitor and assess progress

is a change process through which employees formulate the change that’s required and implement it, often with the assistance of trained consultants

Organizational Development

OD has several distinguishing characteristics:

It usually involves action research, which means collecting data about a group, department, or organization, and feeding the information back to the employees so they can analyze it and develop hypotheses about what the problems might be. It applies behavioral science knowledge to improve the organization’s effectiveness. It changes the organization in a particular direction—toward empowerment, improved problem solving, responsiveness, quality of work, and effectiveness.

two basic issues to address when evaluating training programs:

Design of evaluation study Training Effects to Measure

Formal methods for testing the effectiveness of a training program, preferably with before-and-after tests and a control group.

Design of evaluation study Controlled Experimentation -

The manager can measure four basic categories of training outcomes or effects:

1.) Reaction 2.) Learning 3.) Behavior 4.) Results

Evaluate trainees’ reactions to the program.

Reaction

- Test the trainees to determine whether they learned the principles, skills, and facts they were supposed to learn.

Learning

Ask whether the trainees’ on-the-job behavior changed

Behavior

chapter 3 TRAINING & DEVELOPMENT Flashcards

(103 cards)