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Chapter 7. Training - Coggle Diagram
Chapter 7. Training
Designing Effective Formal Training Activities
Needs assessment
Needs assessment the process used to determine if training is necessary.
Organizational analysis: determining the business appropriateness of training, given the company’s business strategy, its resources available for training, and support by managers and peers for training activities.
Person analysis
Determining whether performance deficiencies result from a
lack of knowledge, skills, or abilities or from a motivational or work-design problem.
Identifying who needs training.
Determining employees' readiness for training.
Task analysis: identifying the important tasks and knowledge, skills and behaviors that need to be emphasized in training for employees to complete their tasks.
Training design process: a systematic approach
for developing training programs.
The first stage is to assess needs to determine if training is needed.
Stage 2 involves ensuring that employees have the readiness for training and that they have the motivation and basic skills to master training content.
Stage 3 addresses whether the training session or the learning environment has the factors necessary for learning to occur.
Stage 4 focuses on ensuring trainees apply the content of training to their jobs.
This requires support from managers and peers for the use of training content on the job as well as getting the employee to understand how to take personal responsibility for skill improvement.
Stage 5 involves choosing a training method.
Ensuring employees' readiness for training
Readiness for training: employee characteristics that provide employees with the desire, energy, and focus necessary to learn from training.
Motivation to learn: the desire, energy, and focus.
Motivation to learn influences mastery of all types of training content, including knowledge, behavior, and skills.
Managers need to ensure that employees’ motivation to learn is as high as possible.
Creating a learning environment
Need to know why they should learn
Meaningful training content
Opportunities for practice
Feedback
Observe, experience, and interact with training content, other learners and the instructor
Good program coordination and administration
Commit training content to memory
Ensuring transfer of training
Transfer of training: on-the-job use of knowledge, skills, and behaviors learned in training.
Transfer of training is influenced by manager support, peer support, opportunity to use learned capabilities, technology support, and self-management skills.
Manager support
The degree to which trainees’ managers:
Stress the application of training content to the job.
Emphasize the importance of attending training programs.
The greater the level of manager support, the more likely that transfer of training will occur.
The basic level of support that a manager should provide is acceptance, allowing trainees to attend training.
The highest level of support is to participate in training as an instructor.
Peer support
Support network: a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities of the job.
Involve face-to-face meetings or communications via e-mail, Twitter, or other social networking tools.
Opportunity to use learned capabilities
Opportunity to perform: the extent to which the trainee is provided with or actively seeks experience with newly learned knowledge, skills, and behaviors from the training program.
Opportunity to perform is influenced by both the work environment and trainee motivation.
Self-management skills
Within the training program, trainees should
Set goals for using skills or behaviors on the job.
Identify conditions under which they might fail to use those skills and behaviors.
Identify the positive and negative consequences of using those skills and behaviors.
monitor their use of those skills and behaviors.
Selecting training methods
Presentation methods
Methods in which trainees are passive recipients of information.
Traditional classroom instruction: involves having the trainer lecture a group.
Distance learning: used by geographically dispersed companies to provide information about new products, policies, or procedures as well as skills training and expert lectures to field locations.
Audiovisual training: includes the use of overheads, slides, and video used for improving communication skills, interviewing skills, and customer service skills.
Hand-on-methods
Training methods that require the trainee to be
actively involved in learning.
On-the-job-Training: new or inexperienced employees learning through observing peers or managers performing the job and trying to imitate their behavior.
Simulation: a training method that represents a real life situation, with trainees’ decisions resulting in outcomes that mirror what would happen if they were on the job.
Games and case studies: situations that trainees study, discuss and gather information, analyze it, and make decisions are used primarily for management skill development.
E-learning: instruction and delivery of training by computer through the Internet or the Web.
Blended learning: combining technology methods, such as e-learning, simulations, or social media, with face-to-face instruction, for delivery of learning content and instruction.
Learning management systems: a technology platform that can be used to automate the administration, development, and delivery of all of a company’s training programs.
Experiential programs: gaining conceptual knowledge and theory; taking part in a behavioral simulation or activity; analyzing the activity; and connecting the theory and activity with on-the-job or real-life situations.
Team training: coordinates the performance of
individuals who work together to achieve a common goal.
Action learning: teams or work groups get an actual business problem, work on solving it and commit to an action plan, and are accountable for carrying out the plan.
Training: Its Role in Continuous Learning and Competitive Advantage
Continuous learning: a learning system that requires employees to understand the entire work system; they are expected to acquire new skills, apply them on the job, and share what they have learned with other employees.
Training: a planned effort by a company to facilitate employees’ learning of job-related competencies, knowledge, skills, and behaviors.
Formal training: training and development programs, courses and events that are developed and organized by the company.
Informal learning: learning that is learner initiated, involves action and doing, is motivated by an intent to develop, and does not occur in a formal learning setting.
Explicit knowledge: knowledge that is well
documented, easily articulated, and easily transferred from person to person.
Tacit knowledge: personal knowledge based on individual experiences that make it difficult to codify.
Knowledge management: the process of enhancing company performance by designing and implementing tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge.