Upload
milo-dalton
View
217
Download
0
Embed Size (px)
DESCRIPTION
© 2013 Cengage Learning 3 The Role of Training Goals Improve performance by increasing –Self-awareness –Knowledge –Skill –Motivation
Citation preview
© 2013 Cengage Learning
1
Training Employees
© 2013 Cengage Learning
2
The Role of TrainingMoney Spent of Training
• According to the American Society for Training and Development (ASTD), in 2010– Organizations spend $125 billion each year on training– 2.14% of payroll was spent on training– $1,081 per employee
• Need to consider– Direct costs– Indirect costs– Hidden costs
© 2013 Cengage Learning
3
The Role of TrainingGoals
• Improve performance by increasing– Self-awareness– Knowledge– Skill– Motivation
© 2013 Cengage Learning
4
The Role of TrainingGlobal Types of Training
• Basic skills• Technical skills• Interpersonal skills• Personal effectiveness• Organizational maneuvering
© 2013 Cengage Learning
5
Training Steps• Determine training needs• Develop training program
– Establish goals and objectives– Choose best training method– Prepare the training– Motivate employees– Conduct the training
• Evaluate training success
© 2013 Cengage Learning
6
Needs Assessment
© 2013 Cengage Learning
7
What is a Training Need?
• Discrepancy between actual performance and– An ideal– A norm– A minimum– A desired state– An expected state
© 2013 Cengage Learning
8
Analysis of NeedFour Key Questions
• What are we trying to accomplish?• Why do we think there is a need for our training
program?• Is there an actual need for our training
program?• Is our idea for a training program practical?
© 2013 Cengage Learning
9
Types of Needs Analysis
• Organizational Analysis• Task Analysis• Person Analysis
© 2013 Cengage Learning
10
Organizational Analysis
• Goals and objectives• Economic analysis• Organizational climate
– Employee readiness• Attitudes• Time• Commitment
– Management support• Resource analysis
© 2013 Cengage Learning
11
Analysis of NeedIs the Program Practical?
• Will people participate in the program?• Are the barriers insurmountable?• Do we have the expertise?• Do we have the funding?
© 2013 Cengage Learning
12
Resource Analysis• Funding
– How much
• Staff– Number– Skills– Availability
• Physical resources– Office space– Phones– Computers– Vehicles
© 2013 Cengage Learning
13
Task Analysis
• Job analysis identifies– Tasks– Conditions under which tasks are performed– KSAOs needed to perform tasks under those
conditions• Task analysis identifies how tasks are learned
– Expected at time-of-hire– Easily taught on-the-job– Current training program– No training
© 2013 Cengage Learning
14
Example of a Task Analysis
Task How task is learnedAnswer customer questions about rates Basic rate charts
Process customer transactions Basic teller training
Calm irate customers
Check loan applications for accuracy Loan processing course
Ask customers to complete VISA applications
Input customer transactions into the computer Basic teller training
Answer customer questions about services Basic teller training
© 2013 Cengage Learning
15
Person Analysis
• Performance appraisal scores• Surveys• Interviews• Skill and knowledge tests• Critical incidents
© 2013 Cengage Learning
16
Critical IncidentsCategory Excellent Poor Total
Interest in residents 31 19 50
Availability 14 27 41
Responsibility 12 20 32
Fairness 18 10 28
Self-adherence to rules 0 28 28
Social skills 19 7 26
Programming 13 7 20
Self-confidence 12 8 20
Rule enforcement 4 4 18
Authoritarianism 1 16 17
Counseling skills 12 4 16
Self-control 5 2 7
Confidentiality 1 2 3
© 2013 Cengage Learning
17
Developing a Training Program
© 2013 Cengage Learning
18
Developing a Training ProgramSetting Goals and Objectives
• What Do You Want to Accomplish– Knowledge (general v. expert, narrow v. Broad)– Skill (what level of proficiency?)– Motivation (How much and for how long?)– Appreciation (e.g., diversity)
© 2013 Cengage Learning
19
Developing a Training ProgramSetting Goals and Objectives
• Goals should state– What learners are expected to do– The conditions under which they are
expected to do it– The level at which they are expected to do it
• Goals should be– Concrete– Attainable
• Can you accomplish your objectives?
© 2013 Cengage Learning
20
Developing a Training ProgramSetting Goals and Objectives
• Properly written objective statements include (Kroehnert, 2000):– Action word– Item– Condition– Standard
© 2013 Cengage Learning
21
ExampleBy the end of this training session, you will be able to
answer / customer questions about loan rates/(action word) (item)
without asking others / 90% of the time (condition) (standard).
© 2013 Cengage Learning
22
Example
By the end of this training session, you will be able to
balance / the teller drawer / without assistance /(action word) (item) (condition)
in 30 minutes with no errors. (standard).
© 2013 Cengage Learning
23
Example
By the end of this training session, you will be able to
compute / adverse impact levels / using a calculator /(action word) (item) (condition)
with no errors. (standard).
© 2013 Cengage Learning
24
Choosing the Best Training Method• Classroom Training
– Lecture to acquire knowledge (live or video)– Case studies to apply knowledge– Simulation exercises to practice new skills– Role play and behavioral modeling to learn interpersonal skills
• Distance Learning– Books– Videos– Interactive video– Programmed instruction
• Web-based instruction (e-learning)• Computer-based instruction
© 2013 Cengage Learning
25
Choosing the Best Training Method
• On-the Job Training– Modeling– Job rotation– Apprentice training– Coaching– Mentoring– Performance appraisal
© 2013 Cengage Learning
26
Conducting Classroom Training
© 2013 Cengage Learning
27
Classroom Training Options• Lecture to acquire knowledge (live or video)• Case studies to apply knowledge• Simulation exercises to practice new skills• Role play and behavioral modeling to learn
interpersonal skills
© 2013 Cengage Learning
28
Preparing the Presentation
© 2013 Cengage Learning
29
How Long Does it Take to Prepare?
• Zemke (1997) – 30 hours of prep for each
training hour• Diekmann (2001)
– 50 hours of prep per training hour
• Aamodt (2013)– 16 hours of prep per
training hour
© 2013 Cengage Learning
30
Initial Planning• Anticipate problems
– What if a bulb goes out?– What if extra people show up?– What if the weather is bad?
• What does the audience need?– Paper and pens?– Calculators?
• Prepare– Your talk– Handouts– Visuals– Marketing materials
• Practice, practice, practice
© 2013 Cengage Learning
31
Supplementing Lecture• Case studies to apply knowledge
– Actual situations– Living cases are best
• Simulations to practice new skills• Role play to practice interpersonal skills
– Regular role play– Behavior modeling
• Teach technique• View videos of good and bad performance• Critique videos• Have audience role play• Provide feedback on role play
© 2013 Cengage Learning
32
Are case studies and scenarios an effective form of training?
© 2013 Cengage Learning
33
Behavioral Modelinghttp://www.youtube.com/watch?v=OWSIdMnggrc bad example role play
http://www.youtube.com/watch?v=64Z4H_QI4lo good example
© 2013 Cengage Learning
34
Motivating Employees to Attend Training
• Require attendance on the clock• Voluntary
– On the clock– Just in time rather than just in case– Make training interesting– Focus on core competencies– Increase employee buy-in
• Choice• Help develop
– Provide incentives (food, certificates, college credit, pay increase)
– Provide food– Reduce stress associated with attending
© 2013 Cengage Learning
35
Delivering the Training ProgramInitial Decisions
• Who will conduct the training?– In-house trainers ($750 per seminar hour to develop)– External trainers ($100-$500 per seminar hour)– Videos
• $200 - $900 to purchase• $2,000 per finished minute to produce
– Local universities• Where will it be held?
– On-site– Off-site
• Local hotel• Resort area
© 2013 Cengage Learning
36
Where will it be?
• Size of room– Comfort– Atmosphere– Need for PA system
• Seating Arrangement– Theater style
• Rows• Circle
– Conference style• Rows• U-shape
© 2013 Cengage Learning
37
Where will it be?
• Physical Aspects– Lighting– Temperature– Noise– Distractions– Acoustic quality
• Types of chairs and tables
© 2013 Cengage Learning
38
• How long should the training be?– Considerations
• Efficiency• Attention span• Time away from work• Massed vs. distributed practice
– Options• 1-2 hours• Half day• Full day• Several days
© 2013 Cengage Learning
39
Preparing for Classroom Training
• Adjusting for the Audience– Considerations
• Size• Demographics• Ability• Readiness
– Options• Amount of discussion• Types of multi-media• Types of exercises
© 2013 Cengage Learning
40
Creating Handouts• Considerations
– Size of audience– Budget– Length and type of presentation
• Include– Cover sheet– List of goals and objectives– Information about the speaker– Schedule– Notes– Activity sheets– References/further reading– Form to evaluate your presentation
© 2013 Cengage Learning
41
Developing Your Presentation• What is your goal?
– Best approach to reach goal– Limitations
• Research your topic– Library– Internet– Interviews
• Develop an outline• Create or locate learning aids
– Visuals– Handouts– Activities– Videos
© 2013 Cengage Learning
42
Developing Your PresentationMaking the Presentation Interesting
• Informative– Relevant to the lives of the audience– Unusual or interesting topic
• Fun– Humor– Stories
• Variety– Lecture– Discussion– Activity– Videos
© 2013 Cengage Learning
43
Developing Your PresentationMaking the Presentation Interesting
• Energy– Speaker pace– Audience activity
• Audience Interaction– Expertise sharing– Experience sharing– Discussion/opinions
© 2013 Cengage Learning
44
Practicing Your Presentation• Simulate the presentation setting
– Practice aloud– Practice standing up
• Time your presentation• Memorize your opening few
sentences• Watch yourself in a mirror
© 2013 Cengage Learning
45
Prior to the PresentationRelax
• Identify your fear• Solid preparation reduces anxiety• Memorize your first few lines• Be familiar with the equipment• Walk calmly to the podium, smile
at the audience, and begin
© 2013 Cengage Learning
46
Delivering the Training Program
© 2013 Cengage Learning
47
Making the PresentationThe Introduction
• What are you trying to establish?– Identity– Credibility– Personality– Atmosphere
• Issues– Do they already know you?– How long is the presentation?
© 2013 Cengage Learning
48
Making the PresentationThe Introduction
• Who will make the introduction?– Other person
• Provide an introduction in advance• Do not just give a resume• Bring a copy with you
– Self-introduction• Keep short• Rely on speaker info in the handouts
© 2013 Cengage Learning
49
Making the PresentationThe Introduction
• Introducing Someone– Practice the introduction– Pronounce speaker’s name properly– Repeat the name several times– Greet the speaker on the stage
• Don’t leave the stage empty• Shake hands and then leave/sit
– Opening should grab the audience’s attention– Body should briefly establish purpose– Closing should lead into the presentation– Get the audience to applaud before and after the
presentation
© 2013 Cengage Learning
50
Making the PresentationIcebreakers and Energizers
• Why?• Get people to know one another• Get people talking• Wake-up the audience• Get people thinking about the topic
© 2013 Cengage Learning
51
Making the PresentationIcebreakers and Energizers
• Types• Introductions• Jokes or stories• Group activities• Open-ended questions to elicit audience
response/discussion• Free writes
• Considerations• Time• Nature of the audience
© 2013 Cengage Learning
52
What icebreakers have you seen that you liked? Disliked?
http://www.youtube.com/watch?v=KVM2i1eNQpU&feature=related
© 2013 Cengage Learning
53
Making the PresentationMinimal Presentation Skills
• Making eye contact with the audience• Using effective gestures• Not reading your presentation
– Use your visuals to guide you– Know your topic– Practice
• Not hiding behind a podium
© 2013 Cengage Learning
54
Making the PresentationMinimal Presentation Skills
• Using a conversational style• Being Confident
– Avoid use of fillers– Speak at an appropriate volume– Don’t brag about yourself
• Speaking at an appropriate pace• Not swearing or putting others down
© 2013 Cengage Learning
55
Making the PresentationAnswering Questions
• Anticipate questions in advance• Repeat the question if the room is large• If you are unsure of the question
– Ask the person to repeat– “Is what you are asking…”
• Ask if you have answered the question sufficiently• If you don’t know the answer
– Don’t bluff, but you can qualify a guess– Ask if anyone in the audience knows– Tell the person you will get the answer for them
© 2013 Cengage Learning
56
Making the PresentationUsing Humor
• Don’t force humor– If you are not a funny person, don’t rely on humor– The humor should meet an objective
• Keep the audience interested• Demonstrate a point
• Humor can come from– Jokes– Stories– Clip art– Audience members– Video clips– Cartoons
© 2013 Cengage Learning
57
Making the PresentationUsing Humor
• Humor should not be at the expense of others• Self-depreciating humor works well in
moderation• Avoid jokes that might offend
© 2013 Cengage Learning
58
Individual Training Through Distance Learning
© 2013 Cengage Learning
59
Categories of Distance Learning
• Asynchronous– Employees complete the training at their own
pace and at the time and place of their choosing• Synchronous
– Employees complete the training at the same time and the same place although they may be in difference physical locations
– Webinars, webcasts, and teleconferences are common methods
© 2013 Cengage Learning
60
Programmed Instruction
• Concepts– Self-paced– Trainee is actively involved in the learning– Material is presented in small units
• Formats– Books– Video– Interactive video– Computer based training (CBT)– Web based (e-learning)
© 2013 Cengage Learning
61
Who has taken a distance learning course?What did you think?
© 2013 Cengage Learning
62
On-the-Job Training
© 2013 Cengage Learning
63
Learning by Modeling Others
• Characteristics of the model– Successful– Status– Similarity
• Characteristics of the observer– Attention– Retention– Reproduction skills
© 2013 Cengage Learning
64
• Learning Through Job Rotation– Job rotation– Cross training– Volunteerism
• Learning through Apprentice Training– Used in crafts and trades– 144 hours of formal class work each year– Work with an expert (usually 4 years)
© 2013 Cengage Learning
65
• Learning through Coaching– Experience employee works with new employee– Problems
• Not all employees are good coaches• Coaching can lower the coach’s work productivity
– Pass through programs and corporate coaches can alleviate problems
• Learning through Mentoring– Mentoring is less formal than coaching– Good mentors can be difficult to find
• Learning through Performance Appraisal
© 2013 Cengage Learning
66
On the Job Training(9 to 5 – DVD Segment 5: The Xerox Room)
© 2013 Cengage Learning
67
Motivating Employees to Learn During Training
© 2013 Cengage Learning
68
Provide Incentives
• Basis for the Incentive– Completion and degree based– Knowledge based– Skill based– Job performance based
• Type of Incentive– Self-improvement/esteem– Job security– Money– Advancement
© 2013 Cengage Learning
69
• Important Principles– Timing– Contingency– Type of incentive– Expectancy theory
• Motivation = E * I * VE = Expectancy
I = Instrumentality V = Valence
© 2013 Cengage Learning
70
Maintain Interest
• Maintain Interest– Relevance– Activity– Fun– Variety– Interaction– Expertise sharing
• Provide Feedback
© 2013 Cengage Learning
71
Ensuring Transfer of Training
© 2013 Cengage Learning
72
Five Strategies• Use realistic training programs• Have opportunities to practice work-related
behavior during the training– Overlearning
• Provide employees with the opportunity to apply their training
• Ensure management is supportive of the training• Have employees set goals
© 2013 Cengage Learning
73
Evaluation of Training Results
© 2013 Cengage Learning
74
Evaluation of Training ResultsResearch Designs
Pretest Training Posttest
Pretest
Pretest
Training
Posttest
Posttest
© 2013 Cengage Learning
75
Evaluation of Training ResultsSolomon four-groups design
Pretest
Training Posttest
Pretest
Training
Posttest
Posttest
Posttest
Group 1
Group 2
Group 3
Group 4
© 2013 Cengage Learning
76
Evaluation of Training ResultsCriteria
• Content validity• Employee reactions• Employee learning• Application of training• Business impact• Return on investment
© 2013 Cengage Learning
77
Applied Case Study: Pal’s Sudden Service
© 2013 Cengage Learning
78
Focus on EthicsUsing Role Play in Training
© 2013 Cengage Learning
79
What Do You Think?
• What are some of the other ethical concerns of using role plays to teach skills?
• Do you think organizations should implement policies on the type of strategies trainers can use when conducting training?
• Should role plays be a mandatory part of training?