Employee Training and Development

• Importance of Training
• Who Will Do the Training
• How Employees Learn Best
• Developing a Job Training
Program
• Retraining
• Orientation
• Overcoming Obstacles to
Learning

1
 Importance of Training
Teaching people How to do Their Jobs:
• There are three kinds of training:
Job Instruction, Retraining, and
Orientation.
• The big sister, big brother, or
buddy system is when a old hand
shows a newcomer the ropes.
• When good training is absent there
is likely to be an atmosphere of
tension, crisis, and conflict because
nobody knows what to do.
2
The Benefits of Training
• Gives the supervisor more time to
manage, standardized performance, less
absenteeism, less turnover, reduced
tension, consistency, lower costs, more
customers, better service
• Gives the workers confidence to do their
jobs, reduces tension, boost morale and
job satisfaction, reduces injuries and
accidents, gives them a chance to
advance.
• Gives the business a good image and
more profit.

3
 The Scope of Training
• Training
– Effort initiated by an organization to foster
learning among its members.
– Tends to be narrowly focused and oriented toward
short-term performance concerns.
• Development
– Effort that is oriented more toward broadening an
individual’s skills for the future responsibilities.

7–4
 Training for Affective Outcomes
• Objective Is to Change:
– Motivation
– Attitudes
– Values
• Example of Objectives
– Build team spirit
– Enhance self-confidence
– Build emotional intelligence
(self-awareness, self-management, social
awareness, relationship management)

8–5
 The Strategic Importance of Training
and Development
• Improving Recruitment and Retention
– Career advancement opportunities
– Job training
• Improving Competitiveness
– Increasing productivity
– Improving service
– Implementing new
technology

8–6
Who will do the Training? Informal
• The magic apron method: people train
themselves the easiest ways to get the job
done, and what will keep them from
getting into trouble. Eg language skills
• The person that is leaving trains: teaches
shortcuts and ways of breaking the rules.
• Big sister, big brother, or buddy method:
passes on habits to new comers

7
How do Employees Learn the Best?

• Learning is the acquisition

of skills, knowledge, or
attitudes.
• The adult learning theory is
a field of research that
examines how adults learn.
A number of the following
tips come from the adult
leaning theory.

8
Then why is training often neglected?
• Urgency of need
• Training time
• Costs
• Short-term worker
• Diversity of worker
• Kinds of jobs (simple-complex)
• Not knowing exactly what you
want your people to do and how

9
Figure Systems Model of Training – 4 PHASES

7–10
 Phase 1: Conducting the Needs
Assessment
• Organization Analysis
– An examination of the environment,
strategies, and resources of the
organization to determine where training
emphasis should be placed.
• Task Analysis
– The process of determining what the content of a training program
(attitude, motivation, skill, stress, language, etc) should be on the
basis of a study of the tasks and duties involved in the job.
• Person Analysis
– A determination of the specific individuals who need training.

7–11
 How employees learn the best:
• When they are actively involved in
the learning process-(to do this
choose a appropriate teaching
method).
• Training is relevant and practical.
• Training material is organized
• Training is in an informal, quiet, and
comfortable setting.
• When they have a good trainer.
• When they receive feedback on
performance.
• When they are rewarded.
12
 Training Methods for Nonmanagerial
Employees
• On-the-Job Training (OJT)
• Apprenticeship Training
• Cooperative Training,
Internships, and Governmental
Training
• Classroom Instruction
• Programmed Instruction
• Audiovisual Methods
• Computer-based Training and E-
Learning
• Simulation Method

7–13
Training Methods for Non managerial
Employees (cont’d)
• On-the-job training (OJT)
– Method by which employees are given hands-on
experience with instructions from their
supervisor or other trainer. Seniors train juniors.
– The most popular method.

7–14
 Highlights in HRM 3

The PROPER Way to Do On-the-Job Training

Source:
© 2007 Scott Snell, Cornell University.
Thomson/South-
7–15
Western. All rights reserved.
Training Methods for Non managerial
Employees (cont’d)
• 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.
• Cooperative Training
– A training program that combines practical on-
the-job experience with formal educational
classes. (ex. maintenance engineering)
7–16
Training Methods for Nonmanagerial
Employees (cont’d)
• Simulation
– The simulation method emphasizes realism in
equipment and its operation at minimum cost
and maximum safety.(ex pilot training)
– Used when it is either impractical or unwise to
train employees on the actual equipment used
on the job.

7–17
 Training Methods for Nonmanagerial
Employees (cont’d)
• Internship Programs
– Are jointly sponsored by colleges, universities, and other
organizations that offer students the opportunity to gain
real-life experience while allowing them to find out how
they will perform in work organizations.
• Classroom Instruction
– Enables the maximum number of trainees to be handled
by the minimum number of instructors.
– “Blended” learning—lectures and demonstrations are
combined with films, DVDs, and videotapes or computer
instruction.
7–18
 Classroom Training Skills
• Be aware of appropriate body
language and speech.
• Watch how you talk to employees.
Covey respect and appreciation.
• Handle problem behaviors in an
effective manner.
• Avoid time wasters.
• Facilitate employee participation
and discussion.
• Use visual aids to avoid constantly
referring to notes.
19
Training Methods for Nonmanagerial
Employees (cont’d)
• Programmed Instruction
– Referred to as self-directed learning—involves the
use of books, manuals, or computers to break down
subject matter content into highly organized, logical
sequences that demand continuous response on the
part of the trainee. (ex store keeper)
• Audiovisual Methods
– Technologies, such as CDs and DVDs, are used to
teach skills and procedures by illustrating the steps in
a procedure or interpersonal relations.
7–20
 Training Methods for Management
Development
• On-the-Job Experiences
• Seminars and Conferences
• Case Studies - Analytic, problem-solving, and critical
thinking skills are most important.
• Management Games
• Role Playing
• Behavior Modeling

7–21
 Role Playing
• Successful role play requires that instructors:
– Ensure that group members are comfortable with
each other.
– Select and prepare the role players by introducing
a specific situation.
– To help participants prepare, ask them to describe
potential characters.
– Realize that volunteers make better role players.

7–22
 Evaluation
• Formal evaluation: uses observation,
interviews, and surveys to monitor
training while its going on.
• Summative evaluation: measures
results when training is complete in
five ways:
1. Reaction
2. Knowledge
3. Behavior
4. Attitudes
5.Productivity

23
 Retraining
• Needed when changes are made that
affect the job, employees performance
drops below par, or when the worker has
not mastered a particular technique.
• A positive one-on-one approach to
retraining is referred to a coaching.
• Coaching is a two part process.
1. Observation of the employees
performance.
2. Conversation between manager and
employee focusing on job performance.

24
 Orientation: the pre-job phase of training.

• Introduces each new employee

to the job and the workplace.
• Tells new staff members what
they want to know and what
the company wants them to
know.
• Communicates information give
out a employee handbook.
• Creates positive employee
attitudes toward the company
and the job. 25
Overcoming Obstacles to Learning
• Reduce fear with a positive
approach (convey confidence in the
worker).
• Increase motivation: emphasize
whatever is of value to the learner,
make the program form a series of
small successes, build in incentives
and rewards.
• Limited abilities: adjust teaching to
learners level.
• Laziness, indifference, resistance:
May mean a problem worker.
26
Overcoming Obstacles to Learning
• Teaching not adapted to learners:
Deal with people as they are
(teach people not tasks), keep it
simple, involve all the senses –
attitude change.
• Poor training program: revise to
include objectives.
• Poor instructor: The trainer needs
to know the job, be a good
communicator + leader, sensitive,
patient, helpful, etc.
27