1. TRAINING & DEVELOPMENT

2. Training
Teaching employees the basic skills they need to perform their jobs
The hallmark of a good manager
Lack of productivity
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Training refers to the methods used to give new or present employees the skills they need to perform their jobs. Training might mean showing a new Webdesigner the intricacies of your site, a new salesperson how to sell your firm’s product, or a new supervisor how to interview and evaluate employees.
Without training employees might improvise or become unproductive as they do not have the skills they need.

3. The training and development process
The process comprises of four steps
Identification of training and learning needs
Devising a learning plan
Delivery
Evaluation

4. The training process model
Identifying training and learning needs
Evaluating the
outcomes
of training
and learning
Devising a
learning plan
Delivering learning
and training

5. 5 Step Training and Development Process
Needs analysis
Instructional
design
Validation
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Training programs consist of five steps. The first, or needs analysis step, identifies the specific job performance skills needed, analyzes the skills and needs of the prospective trainees, and develops specific, measurable knowledge and performance
objectives. In the second step, instructional design, you decide on, compile, and produce the training program content, including workbooks, exercises, and activities; here, you’ll probably use techniques like those discussed in this chapter, such as on-the-job training and computer-assisted learning. There may be a third, validation step, in which the bugs are worked out of the training program by presenting it to a small representative audience. The fourth step is to implement the program, by actually training the targeted employee group. Fifth is an evaluation and follow-up step, in which management assesses the program’s successes or
failures.
Implement
Evaluation &
follow-up

6. Identifying training and learning needs
A training needs exists when
There is a gap between the future requirements of the job and the current capabilities of the incumbent, whether this is measured in terms of skills, attitudes or knowledge
It is anticipated that systematic training will over come the deficiency or barrier

7. Analyzing Training Needs
Determine required training
New employees
Current employees
Task analysis and performance analysis are the two main ways to identify training needs
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How you analyze training needs depends on whether you’re training new or current employees. The main task in analyzing new employees’ training needs is to determine what the job entails and to break it down into subtasks, each of which you then teach to the new employee. Analyzing current employees’ training needs can be more complex, since you have the added task of deciding whether training is the solution.
Task analysis and performance analysis are two main ways to identify training needs. Task analysis is especially suitable for determining the needs of employees who are new to their jobs. Performance analysis appraises the performance of current employees to determine whether training could reduce problems like excess scrap or low output. Other techniques used to identify training needs include supervisors’ reports, personnel records, management requests, observations, tests of job knowledge, and questionnaire surveys.

8. Task Analysis
Task analysis - a detailed study of a job to identify the specific skills required
Job descriptions and job specifications are used
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Use task analysis to determine the new employees’ training needs. Task analysis is a detailed study of the job to determine what specific skills—like Java (in the case of a Web developer) or interviewing (in the case of a supervisor)—the job requires. Job descriptions and job specifications are helpful here. These list the job’s specific duties and skills and thus provide the basic reference point in determining the training required. You can also uncover training needs by reviewing performance standards, performing the job, and questioning current job holders and their supervisors.

9. Performance Analysis
Performance analysis – verify that there is a deficiency and decide if it can be fixed
Sample performance deficiencies:
Doesn’t meet sales quotas
Too many plant accidents
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Performance analysis is the process of verifying that there is a performance deficiency and determining if such deficiency should be corrected through training or through some other means (like transferring the employee). There are several methods you can use to identify an employee’s training needs. These include supervisor, peer, self, and 360-degree performance reviews; job-related performance data (including productivity, absenteeism and tardiness, accidents, short-term sickness, grievances, waste, late deliveries, product quality, downtime, repairs, equipment utilization, and customer complaints); observation by supervisors or other specialists; interviews with the employee or his or her supervisor; tests of things like job knowledge, skills, and attendance; attitude surveys; individual employee daily dairies; and assessment centers.
If problems can be fixed by training set specific objectives.

10. Devising the learning plan
Understanding the trainees
Having clear aims and objectives
Aims: expression of general intent
Learning objectives: at the end of the training event you will perform, display and demonstrate

11. Delivering learning and training
The method of delivery of the design or the learning plan is of utmost importance.

12. Categories of training and learning methods
Pedagogical
Instruction
Lecture
Individual
based
Group
based
Self managed learning
Case studies
Andragogical

13. Traditional Training Methods
On-the-job training
Apprenticeship training
Informal learning
Job instruction training
Lectures
Programmed learning
Audiovisual tools
Simulated training
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14. Electronic Training
Computers and the Internet have revolutionized training
CBT or CD-ROM
Electronic Performance Support Systems
Distance and Internet based
Tele-training
Videoconferencing
Internet training
Learning portals
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Computer-Based Training
With computer-based training, the trainee uses computer-based and/or CD-ROM systems to interactively increase his or her knowledge or skills. For example, one employer uses computer-based training (CBT) to train interviewers to conduct
correct and legally defensible interviews. Instead of sending new rental sales agents to weeklong classroom-based training courses, Value Rent-a-Car now provides them with interactive, multimedia-based training programs utilizing CD-ROMs. These help them learn the car rental process by walking them through various procedures, such as operating the rental computer system.

15. Tele-training
Teletraining: A trainer in a central location teaches groups of employees at remote locations via television hookups.

16. Videoconferencing
Videoconferencing allows for distance teaching or training
Many PC’s currently can participate in remote training with programs
Instructors might need to change some teaching habits
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Videoconferencing allows for distance teaching or training
Many PC currently can do remote training with programs like Windows NetMeeting.
Instructors might need to change some teaching habits to take better advantage of features like video, file, application & whiteboard sharing

17. Evaluating the outcomes of training and learning
Kirkpatrick differentiated between four levels of evaluation
Reaction level: during or at the end of the course – smile sheets
Immediate level: whether training objectives have been met or not
Intermediate level: how effectively has learning been transferred to the workplace
Ultimate level: impact of training on the departmental or organisational level

18. Orientation day
Employee orientation provides new employees with basic background information
Programs may range from brief, informal introductions to lengthy, formal courses
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Employee orientation provides new employees with the basic background information required to perform their jobs satisfactorily, such as information about company rules. Programs may range from brief, informal introductions to lengthy, formal courses.

19. Why orientation is important
Orientation explains basics – often provided in an employee handbook
Rules and policies are often discussed
Makes new employee feel at ease
Describes the organization – the big picture
Defines expected work behavior
Socializes new employee in company’s ways
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At a minimum, new employees usually receive either printed or Internet-based employee handbooks. These explain things like working hours, performance reviews, getting on the payroll, and vacations. Under certain conditions, the courts may find that your employee handbook’s contents represent legally binding
Don’t underestimate orientation’s importance. Without basic information on things like rules and policies, new employees may make time-consuming or even dangerous errors. Their performance—and the firm’s—will suffer. Furthermore, orientation is not just about rules. It’s also about making the new person feel welcome and at home and part of the team, all potentially important if you want him or her to be productive.
A successful orientation should accomplish four main things: The new employee should feel welcome and at ease; he or she should understand the organization in a broad sense (its past, present, culture, and vision of the future), as well as key facts such as policies and procedures; the employee should be clear about what is expected in terms or work and behavior; and the person should have begun the process of becoming socialized into the firm’s ways of acting and doing things.

20. Learning the Ropes
Realistic Orientation Programs for new Employees’ Stress (ROPES)
Warn about disappointments
How to cope is key
Supervisors should monitor newcomers
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Using Orientation to Reduce Stress
Reducing jitters is important. In fact, the ROPES orientation method (for “realistic orientation programs for new employees’ stress”) emphasizes orientation’s stress reduction role. To reduce entry shock and employee stress, “newcomers should be
forewarned about the typical disappointments they can expect ” and how to deal with them

21. Training For Special Purposes
Literacy training techniques
50% of workers may read below 8th grade level
AIDS education
One million workers may be infected; this can cause anxiety in others
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Literacy Training Techniques
Functional illiteracy—the inability to handle basic reading, writing, and arithmetic —is a serious problem at work. By one estimate, 50% of the U.S. population reads below the eighth-grade level, and about 90 million adults are functionally illiterate.84 For example, a survey of 316 employers concluded that about 43% of all new hires required basic skill improvements, as did 37% of current employees.
Employers are responding in two main ways. First, companies are testing job candidates’ basic skills. Of the 1,085 companies that responded to an American Management Association (AMA) workplace testing survey, 39% indicated they conduct basic skills testing.
The second response is to set up basic skills and literacy programs. Employees with weak reading, writing, or arithmetic skills may be reluctant to admit the problem. Supervisors therefore should watch for employees who avoid doing a particular job or using a particular tool; do not follow written directions or instructions; do not take written phone messages; take home forms to complete;
or make the same mistakes repeatedly.
Many of the estimated 1 million Americans infected with the AIDS virus are in the workforce, and this creates anxiety for many non-infected employees and a dilemma for employers. On the one hand, employers generally must allow infected employees to remain on their jobs, for both moral and legal reasons. On the other hand, the infected person’s coworkers often require training to reduce anxieties and maximize the chances that the employees will be able to work together as a team. Many firms therefore establish AIDS education programs. These cover topics like transmission of contagious diseases such as AIDS and tuberculosis, awareness of the precautions necessary to limit any danger related to worker interaction, and removing the social stigma some attach to the disease.

22. Training For Special Purposes
Global business training samples include:
Executive etiquette for global transactions
Cross-cultural technology transfer
International protocol and presentation
Business basics for the foreign executive
Language training
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Many firms opt for prepackaged training programs. A sampling helps illustrate the wide range of programs available, as well as what global training programs actually involve.
Executive Etiquette for Global Transactions: The program prepares managers for conducting business globally by training them in business etiquette in other cultures.
Cross-Cultural Technology Transfer: This program shows how cultural values affect perceptions of technology and technical learnings.
International Protocol and Presentation: This program shows the correct way to handle people with tact and diplomacy in countries around the world.
Business Basics for the Foreign Executive: This program covers negotiating cross-culturally, working with U.S. clients, making presentations, writing for U.S. business, and using the phone in the United States.
Language training: Language training delivered by certified instructors, usually determined by the learner’s needs rather than by the requirements of a predetermined curriculum or textbook.

23. Training For Special Purposes
Diversity training
Better cross-cultural sensitivity
Results examples:
Improving technical skills
Socialization
U.S. work ethic
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Diversity Training
With an increasingly diverse workforce, more firms are implementing diversity training programs. As an HR officer for one firm put it, “We’re trying to create a better sensitivity among our supervisors about the issues and challenges women and minorities face in pursuing their careers.”96 Diversity training aims to create better cross-cultural sensitivity, with the aim of fostering more harmonious working relationships among a firm’s employees.
Results include:improving interpersonal skills; understanding and valuing cultural differences; improving technical skills; socializing employees into the corporate culture; reducing stress; indoctrinating new workers into the U.S. work ethic; mentoring; improving
English proficiency; improving basic math skills; and improving bilingual skills for English-speaking employees.

24. Training For Special Purposes
Customer service training
Almost two-thirds of U.S. workers are in service jobs
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Customer Service Training
Today, almost two-thirds of U.S. workers are in service jobs, and more firms must compete based on quality of service. It’s no longer enough, for instance, to offer a clean room at a decent price when a customer checks into a hotel. The Westin St.
Louis hotel spent 13 days training its 160 employees before the hotel opened in March Most of the training focused on how to deal with and solve problems for unhappy guests.

25. Training For Special Purposes
Teamwork training
Outward Bound
“Recipes for Success”
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Teamwork Training
Teamwork doesn’t just happen; you have to train employees to be good team members. For instance, Toyota spends dozens of hours training new employees to listen to each other and to cooperate. It uses short exercises to illustrate examples of good
and bad teamwork and to mold new employees’ attitudes toward teamwork.
Some firms use off-premises training like Outward Bound to build teamwork.105 Sometimes this involves taking a firm’s management team into rugged, mountainous terrain. There they learn team spirit and cooperation and the need to rely on each other to overcome physical obstacles. As one participant put it, “Every time I climbed over a rock, I needed someone’s help.”106 Eight public relations executives from Shandwick International recently took over the kitchen at a restaurant in Baltimore in a team-building effort called “recipes for success.” The executives worked in teams—one preparing pan-seared chicken and another preparing sea scallops—to help hone their skills in areas like handling conflicts and giving orders.

26. 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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27. 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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General management development process consists of assessing the company’s strategic needs appraising the managers’ performance developing the managers

28. Managerial On-the-job Training
Job rotation
Coaching/understudy approach
Action learning
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Job Rotation Job rotation means moving management trainees from department to department to broaden their understanding of all parts of the business and to test their abilities. The trainee—often a recent college graduate—may spend several months in each department. The person may just be an observer in each department, but more commonly gets fully involved in its operations.
Coaching/Understudy Approach Here the trainee works directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching. Normally, the understudy relieves the executive of certain
responsibilities, giving the trainee a chance to learn the job.
Action Learning Action learning programs give managers and others released time to work full time on projects, analyzing an solving problems in departments other than their own.116 Trainees meet periodically in four- or five-person project groups to discuss their findings. Several trainees may work together as a project group, or compare notes and discuss each other’s projects.

29. Managerial Off-the-job Training
The case study method
Games
Seminars
University programs
Role playing
Behavior modeling - 4 steps
In house development
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The Case Study Method As most everyone knows, the case study method presents a trainee with a written description of an organizational problem. The person then analyzes the case, diagnoses the problem, and presents his or her findings and solutions in a discussion with other trainees.
Management Games With computerized or CD-ROM-basedmanagement games, trainees are divided into five- or six-person groups, each of which competes with the others in a simulated marketplace. Each group typically must decide, for example, (1) how much to spend on advertising, (2) how much to produce, (3) how much inventory to maintain, and (4) how many of which product to produce. Usually the game itself compresses a two- or three-year period into days, weeks, or months.
Outside Seminars Many companies and universities offer Web-based and traditional management development seminars and conferences.
University-Related Programs Many universities provide executive education and continuing education programs in leadership, supervision, and the like. These also range from 1- to 4-day programs to executive development programs lasting one to four months. An increasing number of these are offered online.
Role Playing The aim of role playing is to create a realistic situation and then have the trainees assume the parts (or roles ) of specific persons in that situation.
Behavior Modeling Behavior modeling involves (1) showing trainees the right (or “model”) way of doing something, (2) letting trainees practice that way, and then (3) giving feedback on the trainees’ performance.
In-house development centers needn’t produce all (or most) of their own training and development programs. In fact, employers are increasingly collaborating with academic institutions, training and development program providers, and Web-based educational portals to create packages of programs and materials appropriate to their employees’ needs.