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33 Cards in this Set
- Front
- Back
Training
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Planned effort within a fixed-term event intended to facilitate ees’ learning of job-related competencies and skills
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Development
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Acquiring knowledge, skills, and behaviors that improve an ee’s ability on the job
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KAIZEN
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Continues Learning: - A learning system that expects ee’s to acquire new skills, apply them on the job, and share what they have learned with other employees
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Types of training
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Management development
Communication skills Diversity and cross-cultural Literacy or basic skills training Sales skills |
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Types of Training
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Technology and basic computer skills
Technical skills (e.g. equipment, programs) HR programs (e.g. new compensation scheme, career development) Personal growth and wellness |
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Trends in Training:
Focus moving from Specific Skills to broader focus on creating |
shared knowledge
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Training Professionals are redesigning themselves into broad based
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change agents and performance improvement consultants
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1. Increased online
2. Training is being included in system-wide changes to gain |
1. e-learning
2. competitive advantage 3. |
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1. weak
2. In Economic Downtowns 3/ |
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Is considered more of an expectation, particularly for top ers– thus
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hus is more important today than in the past
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Why Does Training Fail?
1. Somtimes tries to used as an overall 2. When cause of problem was something else |
1. panacea
2. (e.g. faulty selection, suboptimal technology, outdated processes, low ee motivation, poor supervision) 3. � � |
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Why does Training Fail?
1. Conducted and executed 2. Lack of 3. Lack of applying learnings |
1. Inefficeintly
2. Following all the steps 3. directly to the job (3rd day) |
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Training can provide:
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Provide basic managerial skills
Provide ees basic skills to work with new technology Give ees a chance to practice skills (e.g. listening, coaching, interviewing) Shape a company culture (e.g. ensure that the company’s culture emphasizes innovation, creativity, and learning) |
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Training can provide (2)
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Foster employment security by providing new ways for employees to contribute to the company when their jobs or interests change, or when their skills are outdated
Prepare employees to accept and work more effectively with each other, particularly with minorities and women Fulfill psychological contract (giving a “gift” to ee’s…) Compel thriving at work (thriving = energy + learning) |
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Training Process Step 1: Needs Assessment
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Organizational Analysis- What is going on with…
Our strategy? (short and long term goals) The internal environment? (e.g., job types, culture) The external environment? (e.g., laws) Any support for training by managers/peers? Our available resources? (time, $, internal/external) |
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Training Process Step 2: Ensure employee readiness
for training |
What are the characteristics of the employees?
Attitudes and motivation to learn Basic skills Prerequisites? Certain KSAs, cognitive or reading abilities? Timing Given work fluctuations and work load When do they need the training by? |
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Step 3: Create a learning environment
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Create a work environment that is favorable to and supportive of training efforts
Before, during, and after the training E.g.: Identify learning objectives Meaningful material Clarity of instructions Provide opportunity to practice Feedback Observation of others (e.g. role modeling) Social support |
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Step 4: Select a method Who will train?
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WHO WILL TRAIN?
If consultants, create an RFP (request for proposals) to establish a set of criteria for evaluation Who’s going to design it? Approx. 60% of training is typically designed internal Do we have the content expertise in-house? Are the in-house experts willing and able? (e.g. do they have time?) Who’s going to deliver it? Approx. 70% typically done by internal employees Need firm-specific knowledge? Do we have the content expertise in-house? Train-the-trainer sessions |
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Step 4 How to Train
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Presentation methods
Live classroom instruction Recorded instructions E-learning Audiovisual techniques (e.g. Skype) Hands-on methods On-the-job training Self-directed learning Simulations Business games and case studies Interactive DVD Adventure learning/team training |
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Step 5: Ensuring transfer of training
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Ensure that what is learned from training gets transferred to performance on the job
Identify key learning points Reinforce with reminders From different directions (e.g. self, peer, boss, upper mgmt) Create climate for transfer Make it normative, and regular Teach others Set specific goals |
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Leverage manager and peer support
Talk to others about what you learned Add to performance evaluation Seek opportunities to use skills E.g. short term projects or assignments, temporary teams Tell others! Use technology E.g. a weekly email reminder with key principles |
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Things You Can Do To Ensure Training Transfer (2)
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Self-manage effectively
E.g. create own goals and deliverables to evaluate progress towards incorporating learning to the job Create action plans– specific, actionable, doable Use visual or learning aids to reinforce application Have systematic and exciting visual reminders (e.g. tchotchkes) |
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Step 6: Evaluating training programs
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Typically completely insufficient, if done at all!
Training objectives should determine Measures used Evaluation targets (e.g. ee, client, coworkers, direct reports) Did we achieve the desired outcomes? Test or evaluation at the end of training E.g. skills-based like listening skills, use work samples or customer feedback E.g. affective or attitudes, use interviews or surveys Did we have the correct design? Instructor or design evaluation form Identify strengths and weaknesses of the program |
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Get top management support and visible commitment
Use of behavioral models and real-life work examples and simulations Avoid training overload (time it right) Get the right instructors (characteristics, expertise, credibility) |
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Training growing trend
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competitive advantage
considered an expectiation for top employers Measurement and evaluation still weak |
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Used as a panacea
Takesu up time and little justifcation for time spent Conducted insufficiently |
problem is something else and try training
Conducted inefficiently lack of following all the steps, not applying learnings directly to the job |
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Step 1 Conduct a needs assessement
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Identify the root problem, training may not be solution
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step 2 : ensure employees readiness for training
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charcheristics of employees, attidues and motivation to learn, basic skills needed, timing
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step 3: Create a learning environment
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create a work enviornment favorable and suppaortive of training efforts
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Step 4: Who will train
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mostly in house today, or a consultant.
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Step 5: ensuring transfer of training
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ensure what is learned from training gets transferrred to the job. improve job performance
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Step 6 Evaluatie the training program
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Typically insufficient if done at all.
did we achieve desired outcomes? Did we have correct design? |
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Training fails cuz of 3 reasons
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Panacea (problem was something else than being trained on)
Conducted: Inefficiently (take up too much time), and insufficiently (no evaluation). |