Designing Effective Training Systems Conduct needs analysis Ensure employee readiness for training Create learning environment Ensure transfer of training

Designing Effective Training SystemsDesigning Effective Training Systems

• Conduct needs analysis• Ensure employee readiness for

training• Create learning environment• Ensure transfer of training• Evaluate training program

• Conduct needs analysis• Ensure employee readiness for

training• Create learning environment• Ensure transfer of training• Evaluate training program

©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997

IRWIN


IRWIN

The Needs Assessment ProcessThe Needs Assessment Process

Training Pressure Points

Person Analysis- Is it a training problem?- Who needs training?- Are employees ready for training?

Organizational Analysis

- Support for training?- Sufficient resources?- Fit with strategic objectives?

Task Analysis- identify tasks, skills, knowledge, and behavior


IRWIN

Implications of Business Strategy for TrainingImplications of Business Strategy for Training

StrategyHow

Achieved Key IssuesTraining

ImplicationsConcentration

Internal Growth

External Growth(acquisition)

Disinvestment

- improve quality

- current skills- develop work force

- team building- cross-training- people skills- on-the-job

- global expansion- new products- joint ventures

- innovation- creating new jobs & tasks

- cultural training- creativity training- communication- technical skills- conflict resolution

- acquire firms - integration- redundancy- restructuring

- integrate training systems- team building- identify capabilities

- cost reduction- redefine goals- sell assets

- efficiency - stress management- time management- cross-training- outplacement

Training :Methods & Effectiveness

Training :Methods & Effectiveness

Ability / Skill Areas

TechnicalDecision-MakingCommunicationConsideration/empathyLeadershipMotivationAppraisal/coachCreativityCoping with changeIntegrityEffort/persistenceCommitment


Trainabilty

HIGH LOW

Training :Areas & Effectiveness

Training :Areas & Effectiveness

Ability / Skill Areas Trainabilty

HIGH LOW

XXX

XXXXX

XXXX


Training Methods Training Methods

1 Presentation Techniques� classroom instruction� distance learning� audiovisual

2 Hands - on Techniques� on-the-job training (OJT)� self-directed learning� simulations� business games, case studies� behavior modeling� interactive video

3 Group-based Techniques� adventure (wilderness)

learning� team training� action learning

1 Presentation Techniques� classroom instruction� distance learning� audiovisual

2 Hands - on Techniques� on-the-job training (OJT)� self-directed learning� simulations� business games, case studies� behavior modeling� interactive video

3 Group-based Techniques� adventure (wilderness)

learning� team training� action learning


IRWIN

Evaluating Training Programs

Evaluating Training Programs

• Affective – reaction of trainee to program

• Cognitive– knowledge of program content

• Skill-based– technical skills or behavior

• Results– effect on company performance

• Affective – reaction of trainee to program

• Cognitive– knowledge of program content

• Skill-based– technical skills or behavior

• Results– effect on company performance


IRWIN

Four categories of evaluation include:

Training Evaluation Designs Training Evaluation Designs

• Pretest / Posttest with control group

• Pretest / Posttest• Posttest only• Time series

• Pretest / Posttest with control group

• Pretest / Posttest• Posttest only• Time series


IRWIN

PerformanceMeasure

Learning TheoryLearning Theory

Time

Grapplingneed for support

I Got It!forcefeed

Limitend of training?

Remediation

Desired Level

Myers - Briggs TypesMyers - Briggs Types

1 Energy: where people get strength and vitality from– extroverts (e) - interpersonal relationships– introverts (i) - personal thoughts and feelings

2 Life-Style: tendency to be flexible and adaptable– judging (j) - focus on goals, establish deadlines– perceiving (p) - enjoy surprises, change decisions

3 Information-gathering: actions taken in decision-making– sensing (s) - gather facts, detail– intuitive (i) - focus on possibilites, idea relationships

4 Decision-making: amount of consideration for other’s feelings

– thinking (t) - objective focus– perceiving (p) - evaluate the impact of decisions on others

1 Energy: where people get strength and vitality from– extroverts (e) - interpersonal relationships– introverts (i) - personal thoughts and feelings

2 Life-Style: tendency to be flexible and adaptable– judging (j) - focus on goals, establish deadlines– perceiving (p) - enjoy surprises, change decisions

3 Information-gathering: actions taken in decision-making– sensing (s) - gather facts, detail– intuitive (i) - focus on possibilites, idea relationships

4 Decision-making: amount of consideration for other’s feelings

– thinking (t) - objective focus– perceiving (p) - evaluate the impact of decisions on others


IRWIN

16 personality types based on the following 4 dimensions:

Characteristics of Successful Mentoring Programs

Characteristics of Successful Mentoring Programs

• Participation is voluntary• Matching process is flexible• Mentors are chosen on ability &

willingness• Purpose is clearly understood• Program length is specified• Minimum level of contact is specified• Contact among participants is

encouraged• Program is evaluated• Employee development is rewarded

• Participation is voluntary• Matching process is flexible• Mentors are chosen on ability &

willingness• Purpose is clearly understood• Program length is specified• Minimum level of contact is specified• Contact among participants is

encouraged• Program is evaluated• Employee development is rewarded


IRWIN

Characteristics of Successful Diversity

Programs

Characteristics of Successful Diversity

Programs

• Supported by top management• Structured• Tied to business objectives• Evaluations used• Manager involvement required• Viewed as cultural change• Blame is not emphasized• Behaviors, interaction skills taught• Managers rewarded for increasing

diversity

• Supported by top management• Structured• Tied to business objectives• Evaluations used• Manager involvement required• Viewed as cultural change• Blame is not emphasized• Behaviors, interaction skills taught• Managers rewarded for increasing

diversitySources: S. Rynes and B. Rosen, “What Makes Diversity Programs Work?” HR Magazine (October, 1994), 67-73; S. Rynes and B. Rosen, “A Field Survey of Factors Affecting the Adoption and Perceived Success of Diversity Training,” Personnel Psychology 48 (1995): 247-270; J. Gordon, “Different fromWhat? Diversity as a Performance Issue.” Training (May 1995):25-33.

Current IssuesCurrent Issues

• Cross-cultural Preparation• Managing Work-Force Diversity

– through adherence to legislation, AA– through attitude & behavior change

• Melting the Glass Ceiling• Joint Union-Management Programs• Succession Planning• Dysfunctional Managers

• Cross-cultural Preparation• Managing Work-Force Diversity

– through adherence to legislation, AA– through attitude & behavior change

• Melting the Glass Ceiling• Joint Union-Management Programs• Succession Planning• Dysfunctional Managers


IRWIN

A Model of Career Development


Exploration Stage:Characteristics

- Identify interests and skills- Fit between self and work- Engaged in Helping and Learning- Serves as Apprentice


IRWIN

Relationshipto others

AGE30

ExplorationStage

Activity

Tasks



Establishment Stage:Characteristics

- Advancement- Growth- Develop life-style- Independent contributor- Become a Colleague


IRWIN


AGE30 45

EstablishmentStageTasks

Activity



Maintenance Stage:Characteristics

- Update skills - Remain a contributor - Trainer - Sponsor - Policy-maker - Become a Mentor


IRWIN

Tasks

Activity


AGE30 45

MaintenanceStage

60



Characteristics

- Retirement planning - Change balance between work & life - Phase out of work - Become a Sponsor


IRWIN

Tasks

Activity


AGE30 45

DisengagementStage

60

The Career Planning ProcessThe Career Planning Process


IRWIN

Self-Assessment

RealityCheck

GoalSetting

ActionPlans

- determine career interests, values, aptitudes

- feeedback on skills, knowledge

- devise short- and long-term developmental plans

• Employee’s role– primary responsibility for own CP– get feedback about strengths, weaknesses– identify developmental needs– expose oneself to learning opportunities– interact with many different employees

• Manager’s role– coach, appraiser, adviser and referral agent

• Company’s role– provide employees with resources for CP

• Employee’s role– primary responsibility for own CP– get feedback about strengths, weaknesses– identify developmental needs– expose oneself to learning opportunities– interact with many different employees

• Manager’s role– coach, appraiser, adviser and referral agent

• Company’s role– provide employees with resources for CP

Roles in the Career Planning (CP) ProcessRoles in the Career Planning (CP) Process


IRWIN

• Encourage employees to ask questions• Information on technical / social aspects of job• Responsibility of manager• Avoid embarrassing new employee• Formal/informal interactions with managers/peers• Include relocation assistance• Provide information about company products, etc.

• Encourage employees to ask questions• Information on technical / social aspects of job• Responsibility of manager• Avoid embarrassing new employee• Formal/informal interactions with managers/peers• Include relocation assistance• Provide information about company products, etc.

Characteristics ofEffective Orientation

Programs

Characteristics ofEffective Orientation

Programs


IRWIN

• Career Plateau– most likely during mid-career

• Dual career paths– technical / professional vs. managerial

• Skills obsolescence– continuous learning

• Balancing work and family • Coping with job loss

– provide outplacement services• Retirement

– meet needs of older worker– pre-retirement socialization– early retirement programs

• Career Plateau– most likely during mid-career

• Dual career paths– technical / professional vs. managerial

• Skills obsolescence– continuous learning

• Balancing work and family • Coping with job loss

– provide outplacement services• Retirement

– meet needs of older worker– pre-retirement socialization– early retirement programs

Career Development IssuesCareer Development Issues


IRWIN

• Communicate information about– work and family policies– job demands

• Flexibility in work arrangements & schedules

– job sharing, flextime, part-time work, home-based work, compressed workweek

• Support services– elder and child care– manage training

• Communicate information about– work and family policies– job demands

• Flexibility in work arrangements & schedules

– job sharing, flextime, part-time work, home-based work, compressed workweek

• Support services– elder and child care– manage training

Company Policies to Accommodate Work and

Family

Company Policies to Accommodate Work and

Family


IRWIN

Documents

Designing Effective Training Systems Conduct needs analysis Ensure employee readiness for training Create learning environment Ensure transfer of training