chapter 7 training and developing...
TRANSCRIPT
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© 2004 by UIBE Liu yuxin 7-1
7-1 © 2003 Prentice Hall, Inc.
Chapter 7 Training and Developing Employees
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© 2004 by UIBE Liu yuxin 7-2
Chapter 7 Outline
I Orienting employeesII The training process
2.1 Why the training business is booming2.2 The 5-step training & development
process2.3 Training and learning
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© 2004 by UIBE Liu yuxin 7-3
Chapter 7 Outline
III Motivate the learner3.1 Analyzing training needs3.2 Task analysis: assessing new employees’
training needs3.3 Performance analysis: assessing current
employees’ training needsIV Traditional training methods
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© 2004 by UIBE Liu yuxin 7-4
Chapter 7 Outline
V Electronic trainingVI Managerial development & trainingVII Evaluating the training effort
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© 2004 by UIBE Liu yuxin 7-5
Learning Objectives
Describe the basic training processEffectively train an employeeDevelop and implement a training programExplain how to distinguish between problems you can fix with training and those you can’tExplain how to use five training techniquesDescribe and illustrate how you would go about identifying training requirements
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© 2004 by UIBE Liu yuxin 7-6
I Orienting employeesI Orienting employees
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© 2004 by UIBE Liu yuxin 7-7
Orientation Day
Employee orientation provides new employees with basic background information
Programs may range from brief, informal introductions to lengthy, formal courses
Sample orientation day checklist
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© 2004 by UIBE Liu yuxin 7-8
Why Orientation Is Important
Orientation explains basics – often provided in an employee handbookRules and policies are often discussedMakes new employee feel at easeDescribes the organization – the big pictureDefines expected work behaviorSocializes new employee in company’s ways
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© 2004 by UIBE Liu yuxin 7-9
Learning the Ropes
Realistic Orientation Programs for new Employees’ Stress (ROPES)Warn about disappointments How to cope is keySupervisors should monitor newcomers
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© 2004 by UIBE Liu yuxin 7-10
Training 101
Teaching new employees the basic skills they need to perform their jobsThe hallmark of a good managerLack of productivity
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© 2004 by UIBE Liu yuxin 7-11
II The training processII The training process
2.1 Why the training business is booming2.1 Why the training business is booming
2.2 The 52.2 The 5--step training & development processstep training & development process
2.3 Training and learning2.3 Training and learning
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© 2004 by UIBE Liu yuxin 7-12
2.1 Why Training Is Booming
NOT just technical training any more – over $19 billion spent last year on outside training
Team buildingDecision makingCommunicationCustomer serviceTechnology and computer skills
Training helps management meet strategic goals
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© 2004 by UIBE Liu yuxin 7-13
2.2 5 Step Training and Development Process
Needs analysisInstructional
design
Validation
ImplementEvaluation &follow-up
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© 2004 by UIBE Liu yuxin 7-14
2.3 Training Is LearningMake It Meaningful
A bird’s-eye view of the material Familiar examplesOrganize the information Use familiar terms and concepts Use many visual aids
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© 2004 by UIBE Liu yuxin 7-15
Training Is LearningTransfer New Skills
Maximize the similarity Provide adequate practiceLabel or identifyAttend to important aspects of the jobProvide “heads-up,”preparatory information
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© 2004 by UIBE Liu yuxin 7-16
III Motivate the learnerIII Motivate the learner
3.1 Analyzing training needs3.1 Analyzing training needs
3.2 Task analysis: assessing new employees3.2 Task analysis: assessing new employees’’
training needstraining needs
3.3 Performance analysis: assessing current 3.3 Performance analysis: assessing current
employeesemployees’’ training needs training needs
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© 2004 by UIBE Liu yuxin 7-17
Motivate the Learner
Learn by doingReinforce correct responses
Well done
Trainees learn best at their own paceCreate a perceived training needScheduling is important
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© 2004 by UIBE Liu yuxin 7-18
3.1 Analyzing Training Needs
Determine required trainingNew employees Current employees
Task analysis and performance analysisare the two main ways to identify training needs
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© 2004 by UIBE Liu yuxin 7-19
3.2 Task Analysis
Task analysis - a detailed study of a job to identify the specific skills requiredJob descriptions and job specifications are used
A task analysis record form lists 6 types of information used to determine training requirements
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© 2004 by UIBE Liu yuxin 7-20
3.3 Performance Analysis
Performance analysis – verify that there is a deficiency and decide if it can be fixed Sample performance deficiencies:
Doesn’t meet sales quotasToo many plant accidents
Set specific objectives
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© 2004 by UIBE Liu yuxin 7-21
IV Traditional training methodsIV Traditional training methods
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© 2004 by UIBE Liu yuxin 7-22
Traditional Training Methods
On-the-job trainingApprenticeship trainingInformal learningJob instruction trainingLecturesProgrammed learningAudiovisual toolsSimulated training
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© 2004 by UIBE Liu yuxin 7-23
On-the-job Training
Learn by doing – 4 steps to successStep 1 Prepare1. Put the learner at ease—relieve the tension.2. Explain why he or she is being taught.3. Create interest, find out what the learner knows.4. Explain the whole job and relate it to a known job.5. Place close to the normal working positions.6. Familiarize with equipment, materials, & tools.
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© 2004 by UIBE Liu yuxin 7-24
On-the-job Training
Learn by doing – 4 steps to successStep 1 Prepare1. Put the learner at ease—relieve the tension.2. Explain why he or she is being taught.3. Create interest, find out what the learner knows.4. Explain the whole job and relate it to a known job.5. Place close to the normal working positions.6. Familiarize with equipment, materials, & tools.
Step 2 Present1. Explain quantity and quality requirements.2. Go through the job at the normal work pace.3. Go through the job several times, giving each step.4. Repeat slowly again.5. Have the learner explain the steps as you go through.
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© 2004 by UIBE Liu yuxin 7-25
On-the-job Training
Learn by doing – 4 steps to successStep 1 Prepare1. Put the learner at ease—relieve the tension.2. Explain why he or she is being taught.3. Create interest, find out what the learner knows.4. Explain the whole job and relate it to a known job.5. Place close to the normal working positions.6. Familiarize with equipment, materials, & tools.
Step 2 Present1. Explain quantity and quality requirements.2. Go through the job at the normal work pace.3. Go through the job several times, giving each step.4. Repeat slowly again.5. Have the learner explain the steps as you go through.
Step 3 Tryout1. Have the learner go through the job several times. 2. Run the job at the normal pace.3. Learner does the job, building up skill and speed.4. Let the work begin – stick around for a while.
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© 2004 by UIBE Liu yuxin 7-26
On-the-job Training
Learn by doing – 4 steps to successStep 1 Prepare1. Put the learner at ease—relieve the tension.2. Explain why he or she is being taught.3. Create interest, find out what the learner knows.4. Explain the whole job and relate it to a known job.5. Place close to the normal working positions.6. Familiarize with equipment, materials, & tools.
Step 2 Present1. Explain quantity and quality requirements.2. Go through the job at the normal work pace.3. Go through the job several times, giving each step.4. Repeat slowly again.5. Have the learner explain the steps as you go through.
Step 3 Tryout1. Have the learner go through the job several times. 2. Run the job at the normal pace.3. Learner does the job, building up skill and speed.4. Let the work begin – stick around for a while.
Step 4 Follow-up1. Designate to whom the learner should go for help.2. Gradually decrease supervision, monitor quality.3. Correct faulty work before it becomes a habit.4. Compliment good work; goal is to achieve quality.
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© 2004 by UIBE Liu yuxin 7-27
Job Instruction Training
List each step in order with key stepsStart motor
Set cutdistanceRead scalecarefully
Place paperon cutting tableVerify paper
is evenPush paper
to cutterVerify paper
is tight
Grasp releasewith left hand
Don’t releaseto prevent
injury
Grasp releasewith right hand
Don’t releaseto prevent
injury
Pull cutter &safety releases
Keep bothhands in place
Wait for cutTo finishMaintain
gripRetractpaperVerifycutter
is done
Shut off motor
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© 2004 by UIBE Liu yuxin 7-28
Lectures
Don’t begin on wrong footBe alert to your audienceMake sure all can hearSpeak from notes not script
Give listeners signalsKeep conclusions shortMaintain eye contactControl your handsBreak long talk into shorter seriesPractice makes perfect
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© 2004 by UIBE Liu yuxin 7-29
Programmed Learning
Programmed learning (or programmed instruction) is a step-by-step self-learning method that consists of three parts:PresentingResponding
Feedback
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© 2004 by UIBE Liu yuxin 7-30
Other Traditional Training Techniques
Apprenticeship TrainingInformal learning or daily interactionAudiovisual toolsSimulated training
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© 2004 by UIBE Liu yuxin 7-31
V Electronic trainingV Electronic training
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© 2004 by UIBE Liu yuxin 7-32
Electronic Training
Computers and the Internet have revolutionized trainingCBT or CD-ROMElectronic Performance Support SystemsDistance and Internet based
Tele-trainingVideoconferencingInternet trainingLearning portals
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© 2004 by UIBE Liu yuxin 7-33
Electronic Training (Cont.)
Job AidsElectronic performance support system (EPSS)
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© 2004 by UIBE Liu yuxin 7-34
Tele-training
Teletraining: A trainer in a central location teaches groups of employees at remote locations via television hookups.
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© 2004 by UIBE Liu yuxin 7-35
Videoconferencing
Videoconferencing allows for distance teaching or trainingMany PC’s currently can participate in remote training with programs like
Instructors might need to change some teaching habits
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© 2004 by UIBE Liu yuxin 7-36
Learning Portals Insight
Corporate web pages or enterprise information portals focus learning on company specificsSome are highly specialized portals like
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© 2004 by UIBE Liu yuxin 7-37
Training For Special Purposes
Literacy training techniques50% of workers may read below 8th grade level
AIDS educationOne million workers may be infected; this can cause anxiety in others
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© 2004 by UIBE Liu yuxin 7-38
Training For Special Purposes
Global business training samples include:
Executive etiquette for global transactionsCross-cultural technology transferInternational protocol and presentationBusiness basics for the foreign executive
Language training
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© 2004 by UIBE Liu yuxin 7-39
Training For Special Purposes
Diversity trainingBetter cross-cultural sensitivityResults examples:
Improving technical skillsSocializationU.S. work ethic
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© 2004 by UIBE Liu yuxin 7-40
Training For Special Purposes
Customer service trainingAlmost two-thirds of U.S. workers are in service jobs
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© 2004 by UIBE Liu yuxin 7-41
Training For Special Purposes
Teamwork trainingOutward Bound“Recipes for Success”
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© 2004 by UIBE Liu yuxin 7-42
Lifelong Learning
Lifelong learning provides continuing training from basic remedial skills to advanced decision-making techniques throughout an employee’s career
New & old skills alike are learned & updated continuously
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© 2004 by UIBE Liu yuxin 7-43
VI Managerial developmentVI Managerial development& training& training
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© 2004 by UIBE Liu yuxin 7-44
Managerial Development
Management development is any attempt to improve managerial performance by imparting knowledge, changing attitudes, or increasing skills with an aim to enhance the future performance of the company itself
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© 2004 by UIBE Liu yuxin 7-45
Managerial On-the-job Training
Job rotation Coaching/understudy approach Action learning
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© 2004 by UIBE Liu yuxin 7-46
Do women make better managers?
What do you think?Have you ever worked for a female manager?What are the positives?Negatives?
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Managerial Off-the-job Training
The case study methodGamesSeminarsUniversity programsRole playingBehavior modeling - 4 stepsIn house development
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New Truck DilemmaRole Playing
The supervisor gets new telephone trucks which must be assigned to one of the crews. This causes problems among the crews as everyone likes a new truck. You put them in your place by using role playing and make the crews decide who gets the new truck.
If you were in one of the crews how would you decide who gets the shiny new truck?
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Global Executive Development
Candidates backgrounds Family situationsBrief candidates on all relocation policiesComprehensive training Provide a mentor Establish a repatriation program
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VII Evaluating the training effortVII Evaluating the training effort
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Evaluating the Training Effort
Controlled experimentation is preferred way to design a study as it has a control group which gets no trainingMeasure 4 outcomes of the study:
ReactionLearningBehaviorResults
Training evaluation
form
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Summary of Chapter 7
The training process consists of five steps: Needs analysisInstructional designValidationImplementationEvaluation
Make training material meaningful
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Summary of Chapter 7
Basic training methods:
On-the-jobApprenticeshipInformal learningJob instructionLecturesProgrammed learning
Audiovisual toolsSimulatedComputer-basedElectronic performance support systemsInternet-based
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Summary of Chapter 7
We saw a number of special purpose training methodsOn-the-job training is a common technique.
Coaching/understudy methodJob rotationSpecial assignments and committees
Management development imparts knowledge, changes attitudes or increases skills
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Summary of Chapter 7
Managerial on-the-job training types include job rotation, coaching, and action learningTraining program effectiveness is measured in four ways:
ReactingLearningBehaviorResults
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End of Chapter Question 1
1. Assume you are general manager of a small seafood company. Most of the training that takes place is unstructured and occurs on the job. Currently, senior fish cleaners are responsible for teaching new employees how to perform the job. Your company has been profitable, but recently wholesale fish dealers who buy your product have been complaining about the poor quality of your fresh fish. For example, some fillets have not had all the scales
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removed, and abdomen parts remain attached to the fillets. You have decided to change the on-the-job training received by the fish cleaners. How will you modify the on-the-job training to improve the quality of the product delivered to the wholesalers?
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End of Chapter Question 2
2. To improve product quality, a company is introducing a computer--assisted manufacturing process into one of its assembly plants. The new technology is likely to result in substantial modification of jobs. Employees will also be required to learn statistical process-control techniques. The new technology and push for quality will require employees to attend numerous training sessions. Over 50 percent of the employees who will be affected by the new
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technology completed their formal education over 10 years ago. Only about 5 percent of the company’s employees have used the tuition-reimbursement benefit. What should management do to maximize employees’ readiness for training?