Designing Effective Training Systems Conduct needs analysis Ensure employee readiness for training...
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Designing Effective Training SystemsDesigning Effective Training Systems
• Conduct needs analysis• Ensure employee readiness for
training• Create learning environment• Ensure transfer of training• Evaluate training program
• Conduct needs analysis• Ensure employee readiness for
training• Create learning environment• Ensure transfer of training• Evaluate training program
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
The Needs Assessment ProcessThe Needs Assessment Process
Training Pressure Points
Person Analysis- Is it a training problem?- Who needs training?- Are employees ready for training?
Organizational Analysis
- Support for training?- Sufficient resources?- Fit with strategic objectives?
Task Analysis- identify tasks, skills, knowledge, and behavior
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
Implications of Business Strategy for TrainingImplications of Business Strategy for Training
StrategyHow
Achieved Key IssuesTraining
ImplicationsConcentration
Internal Growth
External Growth(acquisition)
Disinvestment
- improve quality
- current skills- develop work force
- team building- cross-training- people skills- on-the-job
- global expansion- new products- joint ventures
- innovation- creating new jobs & tasks
- cultural training- creativity training- communication- technical skills- conflict resolution
- acquire firms - integration- redundancy- restructuring
- integrate training systems- team building- identify capabilities
- cost reduction- redefine goals- sell assets
- efficiency - stress management- time management- cross-training- outplacement
Training :Methods & Effectiveness
Training :Methods & Effectiveness
Ability / Skill Areas
TechnicalDecision-MakingCommunicationConsideration/empathyLeadershipMotivationAppraisal/coachCreativityCoping with changeIntegrityEffort/persistenceCommitment
TechnicalDecision-MakingCommunicationConsideration/empathyLeadershipMotivationAppraisal/coachCreativityCoping with changeIntegrityEffort/persistenceCommitment
Trainabilty
HIGH LOW
Training :Areas & Effectiveness
Training :Areas & Effectiveness
Ability / Skill Areas Trainabilty
HIGH LOW
XXX
XXXXX
XXXX
TechnicalDecision-MakingCommunicationConsideration/empathyLeadershipMotivationAppraisal/coachCreativityCoping with changeIntegrityEffort/persistenceCommitment
Training Methods Training Methods
1 Presentation Techniques� classroom instruction� distance learning� audiovisual
2 Hands - on Techniques� on-the-job training (OJT)� self-directed learning� simulations� business games, case studies� behavior modeling� interactive video
3 Group-based Techniques� adventure (wilderness)
learning� team training� action learning
1 Presentation Techniques� classroom instruction� distance learning� audiovisual
2 Hands - on Techniques� on-the-job training (OJT)� self-directed learning� simulations� business games, case studies� behavior modeling� interactive video
3 Group-based Techniques� adventure (wilderness)
learning� team training� action learning
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
Evaluating Training Programs
Evaluating Training Programs
• Affective – reaction of trainee to program
• Cognitive– knowledge of program content
• Skill-based– technical skills or behavior
• Results– effect on company performance
• Affective – reaction of trainee to program
• Cognitive– knowledge of program content
• Skill-based– technical skills or behavior
• Results– effect on company performance
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
Four categories of evaluation include:
Training Evaluation Designs Training Evaluation Designs
• Pretest / Posttest with control group
• Pretest / Posttest• Posttest only• Time series
• Pretest / Posttest with control group
• Pretest / Posttest• Posttest only• Time series
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
PerformanceMeasure
Learning TheoryLearning Theory
Time
Grapplingneed for support
I Got It!forcefeed
Limitend of training?
Remediation
Desired Level
Myers - Briggs TypesMyers - Briggs Types
1 Energy: where people get strength and vitality from– extroverts (e) - interpersonal relationships– introverts (i) - personal thoughts and feelings
2 Life-Style: tendency to be flexible and adaptable– judging (j) - focus on goals, establish deadlines– perceiving (p) - enjoy surprises, change decisions
3 Information-gathering: actions taken in decision-making– sensing (s) - gather facts, detail– intuitive (i) - focus on possibilites, idea relationships
4 Decision-making: amount of consideration for other’s feelings
– thinking (t) - objective focus– perceiving (p) - evaluate the impact of decisions on others
1 Energy: where people get strength and vitality from– extroverts (e) - interpersonal relationships– introverts (i) - personal thoughts and feelings
2 Life-Style: tendency to be flexible and adaptable– judging (j) - focus on goals, establish deadlines– perceiving (p) - enjoy surprises, change decisions
3 Information-gathering: actions taken in decision-making– sensing (s) - gather facts, detail– intuitive (i) - focus on possibilites, idea relationships
4 Decision-making: amount of consideration for other’s feelings
– thinking (t) - objective focus– perceiving (p) - evaluate the impact of decisions on others
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
16 personality types based on the following 4 dimensions:
Characteristics of Successful Mentoring Programs
Characteristics of Successful Mentoring Programs
• Participation is voluntary• Matching process is flexible• Mentors are chosen on ability &
willingness• Purpose is clearly understood• Program length is specified• Minimum level of contact is specified• Contact among participants is
encouraged• Program is evaluated• Employee development is rewarded
• Participation is voluntary• Matching process is flexible• Mentors are chosen on ability &
willingness• Purpose is clearly understood• Program length is specified• Minimum level of contact is specified• Contact among participants is
encouraged• Program is evaluated• Employee development is rewarded
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
Characteristics of Successful Diversity
Programs
Characteristics of Successful Diversity
Programs
• Supported by top management• Structured• Tied to business objectives• Evaluations used• Manager involvement required• Viewed as cultural change• Blame is not emphasized• Behaviors, interaction skills taught• Managers rewarded for increasing
diversity
• Supported by top management• Structured• Tied to business objectives• Evaluations used• Manager involvement required• Viewed as cultural change• Blame is not emphasized• Behaviors, interaction skills taught• Managers rewarded for increasing
diversitySources: S. Rynes and B. Rosen, “What Makes Diversity Programs Work?” HR Magazine (October, 1994), 67-73; S. Rynes and B. Rosen, “A Field Survey of Factors Affecting the Adoption and Perceived Success of Diversity Training,” Personnel Psychology 48 (1995): 247-270; J. Gordon, “Different fromWhat? Diversity as a Performance Issue.” Training (May 1995):25-33.
Current IssuesCurrent Issues
• Cross-cultural Preparation• Managing Work-Force Diversity
– through adherence to legislation, AA– through attitude & behavior change
• Melting the Glass Ceiling• Joint Union-Management Programs• Succession Planning• Dysfunctional Managers
• Cross-cultural Preparation• Managing Work-Force Diversity
– through adherence to legislation, AA– through attitude & behavior change
• Melting the Glass Ceiling• Joint Union-Management Programs• Succession Planning• Dysfunctional Managers
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
A Model of Career Development
A Model of Career Development
Exploration Stage:Characteristics
- Identify interests and skills- Fit between self and work- Engaged in Helping and Learning- Serves as Apprentice
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
Relationshipto others
AGE30
ExplorationStage
Activity
Tasks
A Model of Career Development
A Model of Career Development
Establishment Stage:Characteristics
- Advancement- Growth- Develop life-style- Independent contributor- Become a Colleague
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
Relationshipto others
AGE30 45
EstablishmentStageTasks
Activity
A Model of Career Development
A Model of Career Development
Maintenance Stage:Characteristics
- Update skills - Remain a contributor - Trainer - Sponsor - Policy-maker - Become a Mentor
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
Tasks
Activity
Relationshipto others
AGE30 45
MaintenanceStage
60
A Model of Career Development
A Model of Career Development
Characteristics
- Retirement planning - Change balance between work & life - Phase out of work - Become a Sponsor
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
Tasks
Activity
Relationshipto others
AGE30 45
DisengagementStage
60
The Career Planning ProcessThe Career Planning Process
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
Self-Assessment
RealityCheck
GoalSetting
ActionPlans
- determine career interests, values, aptitudes
- feeedback on skills, knowledge
- devise short- and long-term developmental plans
• Employee’s role– primary responsibility for own CP– get feedback about strengths, weaknesses– identify developmental needs– expose oneself to learning opportunities– interact with many different employees
• Manager’s role– coach, appraiser, adviser and referral agent
• Company’s role– provide employees with resources for CP
• Employee’s role– primary responsibility for own CP– get feedback about strengths, weaknesses– identify developmental needs– expose oneself to learning opportunities– interact with many different employees
• Manager’s role– coach, appraiser, adviser and referral agent
• Company’s role– provide employees with resources for CP
Roles in the Career Planning (CP) ProcessRoles in the Career Planning (CP) Process
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
• Encourage employees to ask questions• Information on technical / social aspects of job• Responsibility of manager• Avoid embarrassing new employee• Formal/informal interactions with managers/peers• Include relocation assistance• Provide information about company products, etc.
• Encourage employees to ask questions• Information on technical / social aspects of job• Responsibility of manager• Avoid embarrassing new employee• Formal/informal interactions with managers/peers• Include relocation assistance• Provide information about company products, etc.
Characteristics ofEffective Orientation
Programs
Characteristics ofEffective Orientation
Programs
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
• Career Plateau– most likely during mid-career
• Dual career paths– technical / professional vs. managerial
• Skills obsolescence– continuous learning
• Balancing work and family • Coping with job loss
– provide outplacement services• Retirement
– meet needs of older worker– pre-retirement socialization– early retirement programs
• Career Plateau– most likely during mid-career
• Dual career paths– technical / professional vs. managerial
• Skills obsolescence– continuous learning
• Balancing work and family • Coping with job loss
– provide outplacement services• Retirement
– meet needs of older worker– pre-retirement socialization– early retirement programs
Career Development IssuesCareer Development Issues
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN
• Communicate information about– work and family policies– job demands
• Flexibility in work arrangements & schedules
– job sharing, flextime, part-time work, home-based work, compressed workweek
• Support services– elder and child care– manage training
• Communicate information about– work and family policies– job demands
• Flexibility in work arrangements & schedules
– job sharing, flextime, part-time work, home-based work, compressed workweek
• Support services– elder and child care– manage training
Company Policies to Accommodate Work and
Family
Company Policies to Accommodate Work and
Family
©a Times Mirror Higher Education Group, Inc., company, 1997a Times Mirror Higher Education Group, Inc., company, 1997
IRWIN