education and training chapter 12

1. education and trainingchapter 12 Prepared by: Doaa Abu Alwafa

2. Overview of education, training, and learning • Training: is organized, systematic series of activities designed to enhance an individual’s work-related knowledge, skills, and understanding or motivation. • Education is a broader term, training is a subset of education. • training Characteristics of : practicality, specificity, and immediacy. • The purpose of both education and training is learning (in education; learning tend to be more theoretical, and in training; learning will be more practical).

3. Instructional methods • Many of instructional methods are used to provide training for employees (for both internal and external training) such as: • videotapes; lecture; demonstration; slides; role-playing; audiotapes; film; simulation; case study; self-study instruction; videoconferencing and teleconferencing; computer referencing and online.

4. Types of training by industry • Types of training (manufacturing, transportation, communication, utilities): • Customer education • Sales skills • Employee relations • Executive management skills • Customer relations • Office skills • New work procedures • Supervision skills • Communication • Management and technical skills • In total quality setting, training topics that are important are: technical skills; supervision skills; communication; new work procedures; and customer relations (internal and external customers).

5. Rational for training • The most important factors combine to magnify(increase) the need for training: • Quality of the existing labor pool. • Global competition. • Rapid and continual change. • Technology transfer problems. • Changing demographics. See page (269-270)

6. Benefits of training • Fewer production errors • Increase productivity • Decrease turnover rate • Lower staffing cost • Improved safety and health • Fewer accidents • Minimized insurance cost • Increase flexibility of employees • Better response of change • Improved communication • Better teamwork • More harmonious employee relations

7. Training needs assessment • Identifying training needs • It is important to place the emphasis of training on those who need it most and to ensure that training is designed to promote the organization’s goals. • These requirements are met by assessing training needs before providing training. • Training needs can be assessed by observing, brainstorming, and surveying. • Converting training needs to training objectives • Training needs should be converted to training objectives that are stated in behavioural terms. • See page (271-274)

8. Providing training • Internal approaches: are used to provide training on-site in the organization’s facilities. • The approaches include one-on-one training, on-the-job computer-based training, formal group instruction, media based instruction. • This approach is used when a new employee is hired. • External approaches: are involve enrolling employees in programs or activities provided by public institutions, private institutions, professional organizations, and private training companies. • Partnership approaches.

9. Evaluating training • Evaluating training begins with a clear statement of purpose. With a statement of purpose drafted, the next step is to ask the following questions: was the training provided valid? Did the employees learn? Has the learning made a difference? • Valid training is training that is consistent with the training objectives. • See figure 12-11

10. Managers as trainers and trainees • Principles of learning: • People learn best when they are ready to learn. • People learn more easily when what they are learning can be related to something they already know. • People learn best in step-by-step manner. • People learn by doing. • The more often people use what they are learning, the better they will remember and understand it. • Success in learning tends to stimulate additional learning. • People need immediate and continual feedback to know if they have learned.

11. Four-step teaching method • Preparation • Presentation • Application • Evaluation See page (280-286)

12. Managers as trainees • The areas in which all mangers in a total quality setting should complete training: • Quality basic • Strategic quality management • Quality planning • Quality improvement • Quality control

13. Why training sometimes fails • Lack of participation in planning by management. • Too narrow in topic

14. Orientation training • Three errors are associated with orientation training: • Insufficient information. • Too much information. • Conflict information. • Principles for providing effective orientation training: • Base orientation topics on a needs assessment. • Establish an organizing framework. • Establishing learner control • Make orientation a process, not just an event. • Allow people and personalities to emerge • Reflect the organization’s mission and culture. • Have a system for improving and updating.