1. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Training the Workforce 8-1 Chapter 8

2. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Chapter 8 Overview  Determine when an employees need training and the best type of training, given a company’s circumstances  Recognize the characteristics that make training programs successful  Weigh the costs and benefits of a computer- based training program  Design job aids as complements or as alternatives to training  Understand how to socialize new employees successfully 8-2

3. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Key Training Issues  How can training keep pace with a changing organizational environment?  Should training take place in a classroom or on the job?  How can training be delivered effectively worldwide?  How can training be delivered so that trainees are motivated to learn? 8-3

4. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Training vs. Development  Training  Provide employees with specific skills  Help correct deficiencies in performance  Development— effort to provide abilities the organization will need in the future 8-4

5. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Challenges in Training  Is training the solution to the problem?  Are training goals clear and realistic?  Is training a good investment?  Will the training work?  Does training flow from the strategic goals of the organization? 8-5

6. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Transfer of Training: From Learning to Doing  Teach others what you learned  Assign yourself homework  Set goals that apply to the lessons  Develop your own job aids  Get a training partner  Ask for help 8-6

7. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Managing the Training Process  Needs Assessment Phase  Clarifying Objectives  Developing and Conducting Training  The Evaluation Phase  Legal issues and training 8-7

8. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Needs Assessment  Organizational Analysis is conducted to understand  Organizational needs  Level of support for training 8-8  Task Needs— examine job to be performed  Based on job analysis  Identify needed KSAs  Person Needs  Which employees need training?

9. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Clarifying Training Objectives  Develop set of objectives 8-9  Relate objectives to KSAs  From assessment phase  State in behavioral terms  Make objectives as specific as possible  Use objectives to assess effectiveness

10. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Training and Conduct Phase  Location Options—On the Job (OJT)  Job rotation, Apprenticeships and Internships  Is it job relevant?  Can be costly  Quality varies substantially by trainer 8-10  Location Options—Off the Job  Provides uninterrupted period  Use environment conducive to learning  May not easily transfer back to job

11. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Training and Conduct Phase Presentation Options:  Slides and Videotapes  Teletraining  Computers  Simulations  Virtual Reality  Classroom Instruction and Role-plays 8-11

12. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Types of Training  Skills Training  Retraining  Job Training Partnership Act  Cross-Functional Training  Team Training  Content tasks  Group Processes  Virtual team training 8-12

13. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Types of Training Continued  Literacy Training  Diversity Training  Crisis Training  Ethics Training  Customer Service Training  Creativity Training 8-13

14. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Brainstorming 8-14  Analogies and Metaphors  Free Association  Personal Analogy  Mind Mapping

15. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall The Evaluation Phase  Important but often overlooked 8-15  Does training result in attaining a goal?  Four Level Framework for Evaluation:  Reaction of trainees  How much trainees learn  Post-training behavior  Results of training (financial value: ROI)

16. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Legal Issues in Training  Subject to anti-discrimination laws  Employees must have access to training and development programs  In a nondiscriminatory fashion  Job-relevance is valid defense 8-16

17. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Orientation and Socialization  Orientation—inform new employees about  Organizational policies and procedures  What is expected of them 8-17  Socialization—helps acclimate employees  Anticipatory  Encounter  Settling in

18. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Summary and Conclusions  Training—provides specific skills  Is training the appropriate fix?  Are goals of training clear?  Don’t forget evaluation phase 8-18

19. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 6-19 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.