Designing Effective Training Systems

Designing Effective Training Systems

• 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

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The 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


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Implications 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

Ability / Skill Areas

TechnicalDecision-MakingCommunicationConsideration/empathyLeadershipMotivationAppraisal/coachCreativityCoping with changeIntegrityEffort/persistenceCommitment

TrainabiltyHIGH LOW

Training :Areas & Effectiveness

Ability / Skill Areas TrainabiltyHIGH LOW

XXX

XXXXX

XXXX

TechnicalDecision-MakingCommunicationConsideration/empathyLeadershipMotivationAppraisal/coachCreativityCoping with changeIntegrityEffort/persistenceCommitment

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


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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


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Four categories of evaluation include:

Training Evaluation Designs

• Pretest / Posttest with control group

• Pretest / Posttest• Posttest only• Time series


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PerformanceMeasure

Learning Theory

Time

Grapplingneed for support

I Got It!forcefeed

Limitend of training?

Remediation

Desired Level

Myers - 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


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16 personality types based on the following 4 dimensions:

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


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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

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 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


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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


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Relationshipto others

AGE30

ExplorationStage

Activity

Tasks


Establishment Stage:Characteristics

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


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AGE30 45

EstablishmentStageTasks

Activity


Maintenance Stage:Characteristics

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


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Tasks

Activity


AGE30 45

MaintenanceStage

60


Characteristics

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


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Tasks

Activity


AGE30 45

DisengagementStage

60

The Career Planning Process


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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

Roles in the Career Planning (CP) Process


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• 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


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• 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 Issues


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• 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


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Documents

Designing Effective Training Systems