Welcome  toOverview  of  The  Training  ProcessDyah Pramanik,  MM

TRAINING  AND  DEVELOPING  EMPLOYEESOverview  of  The  Training  ProcessDyah Pramanik,  MM

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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

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PPT 5_1_b

TRAINING AND DEVELOPING EMPLOYEES: Ove rv ie w o f Th e T ra in in g Proc e ss

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LEARNING OUTCOMES1. Describe and illustrate how you would

identify training requirements.

2. Explain how to distinguish between problems you can fix with training and those you can’t.

1. Describe and illustrate how you would identify training requirements.

2. Explain how to distinguish between problems you can fix with training and those you can’t.

The Training Process

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Training• Is the process of teaching

new employees the basic skills they need to perform their jobs

• Is a hallmark of good management

• Reduces an employer’s exposure to negligent training liability

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Training’s Strategic Context• The aims of firm’s training

programs must make sense in terms of the company’s strategic goals.

• Training fosters employee learning, which results in enhanced organizational performance.

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Steps in the Training Process

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2

3

4

The Four-Step Training Process

Instructional design

Needs analysis

Program implementation

Evaluation

Training, Learning, and Motivation

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Make the Learning Meaningful

1. At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning.

2. Use a variety of familiar examples.

3. Organize the information so you can present it logically, and in meaningful units.

4. Use terms and concepts that are already familiar to trainees.

5. Use as many visual aids as possible.

6. Create a perceived training need in trainees’ minds.

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Make Skills Transfer Easy1. Maximize the similarity

between the training situation and the work situation.

2. Provide adequate practice.3. Label or identify each feature

of the machine and/or step in the process.

4. Direct the trainees’ attention to important aspects of the job.

5. Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job.

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Reinforce the Learning1. Trainees learn best when the

trainers immediately reinforce correct responses, perhaps with a quick “well done.”

2. The schedule is important. The learning curve goes down late in the day, so that “full day training is not as effective as half the day or three-fourths of the day.”

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Analyzing Training Needs

Task Analysis: Assessing new employees’

training needs

Performance Analysis: Assessing current

employees’ training needs

Training Needs Analysis

TABLE 8–1 Sample Task Analysis Record Form

FIGURE 8–2Example of Competency Model for Human Resource Manager

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Performance Analysis:Assessing Current Employees’ Training Needs

Performance Appraisals

Job-Related Performance Data

Observations

Interviews

Assessment Center Results

Individual Diaries

Attitude Surveys

Tests

Specialized Software

Can’t-do or Won’t-do?

Methods for

Identifying Training Needs

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K E Y T E R M S

§ employee orientation§ training§ negligent training§ task analysis§ competency model§ performance analysis§ on-the-job training (OJT)§ apprenticeship training§ job instruction training (JIT)§ programmed learning§ electronic performance

support systems (EPSS)§ job aid

§ virtual classroom§ lifelong learning§ management development§ job rotation§ action learning§ case study method§ management game§ role playing§ behavior modeling§ in-house development center§ executive coach§ organizational development§ controlled experimentation

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

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Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall