Training and Development

1. Training and Development Topics 1. Difference Between Training and Development. 2. Why Training is Important. 3. Types of Training. 4. Training Process Model. 5. Learning Principles. 6. Training Methods. 7. Evaluating Training.

2. Training focuses on specific job knowledge and skill that is to be applied in the short run. Development focuses on new skills and insights that may be required for adaptation to changing environmental demands in the future. 1. Difference Between Training and Development (Figure 8.1) • Difference between Training • and Development (Figure 8.1)

3. 2. Why Training is Important 1. Respond to technology changes that affect job requirements. 2. Changing market conditions require organizational restructuring. 3. Increased diversity of the workforce. 4. Need for career development. 5. Fulfill employee need for growth.

4. Examples of Training Investments • Industry and government in the United States spend approximately $90 billion each year on employee training and education. • Average U. S. company spends about 1.4% of budget on training compared to 5% for German companies and 6% for Japanese companies. • A study of major automobile manufactures found that U. S automakers spend about 40 hours training new employees compared to 300 hours for Japanese and German automakers. • In early 1980s, Motorola was loosing money. New CEO, Robert Galvin, mandated that each division spend at least 2% of its budget on training. Over the next 7 years, profits increased 47% and it was estimated that each $1.00 in training yielded $30.00 in return.

5. 1. Skills Training 2. Retraining 3. Cross-Functional Training 4. Team Training 5. Creativity Training 6. Literacy Training 7. Diversity Training 8. Customer Service Training 3. Types of Training 3. Types of Training (See pp. 275-282)

6. SKILLS TRAINING Focus on job knowledge and skill for new hires or to overcome performance deficits in existing workforce.

7. Retraining Maintaining worker knowledge and skill as job requirementschange due to technological innovation and organizational restructuring.

8. Cross-Functional Training Training employees to perform a wider variety of tasks in order to gain flexibility in work scheduling and improved coordination.

9. Team Training Training self-directed teams with regard to (a) management skills, (b) coordination skills, and (c) cross-functional skills.

10. Creativity Training Using innovative learning techniques to enhance employee ability to spawn new ideas and new approaches.

11. Figure 8.8Creativity Training Methods • Analogies and metaphors – Using comparisons and finding similarities. • Free Association – Freely thinking of words linked to specific problems can give insight. • Personal Analogy – Placing oneself as the source of a problem to gain insight. • Mind Mapping – Generating issues and drawing lines to identify relationships among the issues.

12. Literacy Training Improving basic skills of the workforce such as mathematics, reading, writing, and effective employee behaviors such as punctuality, responsibility, cooperation,etc.

13. Diversity Training Instituting a variety of programs to instill awareness, tolerance, respect, and acceptance of persons of different backgrounds, gender, race, etc.

14. Customer Service Training Training to improve communication, better response to customer needs, and ways to enhance customer satisfaction.

15. 4. Training ProcessModel I. Needs Assessment II. Developing/ Conducting Training 4. Training Process Model III. Evaluating Training

16. I. Needs Assessment 1. Organizational Level • Sales and operating plans • Productivity measures • Technology change • Organizational restructuring 2. Job Level • Job and task analysis • KSAs • Procedural and technical manuals 3. Individual Level • Tests • Prior training and experience • Performance review • Career assessment

17. II. Developing and Conducting Training 1. Determining location and who will conduct the training. • Onsite facilities vs. offsite. • Inside training staff vs. outside vendors. 2. Developing training curricula. Based on job/task analysis and individual needs. 3. Selecting training methods. • Considering learning principles. • Considering appropriateness and costs.

18. III. Evaluating Training Effectiveness 1. Four levels of training effectiveness (See Figure 8.10). 2. Evaluation designs (See Course Packet). 3. ROI (See Figures 8.11 and 8.12).

19. 5. Learning Principles 5. Learning Principles Readiness Practice Feedback

20. Learning Principles: Readiness • Assessing trainee ability, skill, andknowledge and matching training design to learner KSAs. • Assessing interest through surveys to insure meaningfulness/relevance of training. • Insure motivation by conveying purpose and benefits of training. • Build self-efficacy through encouragement and enactive mastery.

21. Learning Principles:Practice • Breakdown learning material into Parts vs. Whole. • Allow distribution of the learning over time. • Provide repetition.

22. Learning Principles: Feedback 1. Providing information related to learning errors and successes. 2. Providing rewards such as praise, time off, job security, promotions, and pay increases.

23. Also: Insuring Transfer Transfer of learning from the training context to the job depends on: • Relevance of the training. • Effectiveness of the learning. • Follow-up instruction and support. • Reinforcement to use new knowledge/skills.

24. 6. Training Methods Classroom Video On-the-Job Computer Based Simulation

25. 7. Evaluating Training Effectiveness 1. Four levels of training effectiveness 2. Evaluation designs 3. ROI