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TRAINING

Training refers to a planned effort made by a company to facilitate employees learning of job related competencies. These competencies include knowledge, skills, or behaviors that are critical for successful job performance. The goal of training is for employees to master the knowledge, skill, and behaviors emphasized in training programs and to apply them to their day-to-day activities.

HIGH-LEVERAGE TRAINING STRATEGY: A Systematic Approach


High-leverage training is linked to strategic business goals and objectives, uses an instructional design process to ensure that training is effective, and compares or benchmarks the companys training programs against training programs in other companies. High-leverage training practices also help create working conditions that encourage continuous learning. Continuous learning requires employees to understand the entire work system including the relationships among their jobs, their work units and the company. Employees are expected to acquire new skills and knowledge, apply them on the job and share this information with other employees. Today, training is being evaluated not on the basis of the number of programs being offered and training activity in the company but on how the training addresses business needs related to learning, behavior change, and performance improvement. In fact, training is becoming more performance focused. That is, training is used to improve employee performance, which leads to improved business results. Training is seen as one of several possible solutions to improve performance. Other solutions can include such actions as changing the job or increasing employee motivation through pay and incentives. Today there is a greater emphasis on: o Providing educational opportunities for all employees. o An ongoing process of performance improvement that is directly measurable rather than organizing onetime training events. o The need to demonstrate to executives, managers and trainees the benefits training. o Learning as a lifelong event in which senior management, trainer managers and employees have ownership. o Training being used to help attain strategic business objectives, which help companies, gains a competitive advantage.

DESIGNING EFFECTIVE TRAINING ACTIVITIES


A key characteristic of training activities that contribute to competitiveness is that they are designed according to the instructional design process. Training design process refers to a systematic approach for developing training programs. Instructional System Design (ISD) and the ADDIE model (analysis, design, development, implementation and evaluation) are the two specific types of training design processes that you may know. The Training Process 1. Needs Assessment o Organizational Analysis o Person Analysis o Task Analysis 2. Ensuring employees readiness for training o Attitudes and motivation o Basic Skill 3. Creating a learning environment o Identification of learning objectives and training outcomes. o Meaningful Material o Practice o Feedback o Observation of others o Administering and coordinating program 4. Ensuring transfer of training o Self management strategies o Peer and manager support 5. Selecting training methods

o Presentational Methods o Hands-on Methods o Group methods 6. Evaluating training programs o Identification of training outcomes and evaluation design o Cost-benefit analysis

1. Needs Assessment - Refers to the process used to determine if training is necessary. o Organizational Analysis- considers the context in which training will occur. It involves determining the
business appropriateness of training, given the companys strategy, its resources available for training, and support by managers and peers for training activities. Managers need to consider three factors before choosing training as the solution to any pressure point: the companys strategic direction, the training resources available, and support of managers and peers for training activities. o Person Analysis- helps identify who needs training. It involves; (1) determining whether performance deficiencies result from lack of knowledge, skill or ability (a training issue) of from a motivational work- design problem, (2) identifying who needs training, and (3) determining employees readiness for training. These are the factors that influence employees performance and learning; person characteristics, input, output, consequences and feedback. Person Characteristics refer to the employees knowledge, skill, ability and attitudes. Input relates to the instructions that tell employees what, how, and when to perform. Input also refers to the support given to employees to help them perform. Output refers to the hobs performance standards. Consequences are the incentives employees receive for performing well. Feedback is the information employees receive while they are performing. o Task Analysis- includes identifying the important tasks and knowledge, skill and behavior that need to be emphasized in training for employees to complete their tasks. The conditions include identifying equipment and the environment the employees work in, time constraints (deadlines), safety considerations, or performance standards. Task analysis results in a description of work activities, including tasks performed by the employee and the knowledge, skills, and abilities required to successfully complete tasks. A job is a specific position requiring the completion of a task. A task is a statement of an employees work activity in a specific job. There are four steps in task analysis: 1. Select the job(s) to be analyzed. 2. Develop a preliminary list of tasks performed on the job by interviewing and observing expert employees and their managers and talking with others who have performed a task analysis. 3. Validate or confirm the preliminary list of tasks. This involves having a group of subject matter experts (job incumbents, managers, and so on) answer in a meeting or on a written survey several questions regarding the tasks. 4. Identify the knowledge, skills or abilities necessary to successfully perform each task.

2. Ensuring Employees Readiness for Training - Used to evaluate whether the employees are ready to learn.
Readiness for training refers to whether (1) employees have the personal characteristics (ability, attitudes, beliefs and motivation) necessary to learn program content and apply it on the job and (2) the work environment will facilitate learning and not interfere with performance. Motivation to learn is the desire of the trainee to the learn content of the training program. Managers need to ensure that employees motivation to learn is as high as possible. They can do this by ensuring employees: o Self Efficacy is the employees belief that they can successfully learn the content of the training program. Managers can increase employees self efficacy level by: 1. Letting employees know that the purpose of training is to try to improve performance rather than to identify areas in which employees are incompetent. 2. Providing as much information as possible about the training program and purpose of training prior to the actual training. 3. Showing employees the training success of their peers who are now in similar jobs. 4. Providing employees with feedback that learning is under their control and they have the ability and the responsibility to overcome any learning difficulties they experience in the program. o Understanding the benefits or consequences of training employees motivation to learn can be enhanced by communicating to them the potential job-related, personal, and career benefits they may receive as a result of attending the training program. o Awareness of Training Needs, Career Interests, and Goals to be motivated to learn in training programs, employees must be aware of their skill strength and weaknesses and of the link between the training program and improvement of their weaknesses. o Work Environment Characteristics employees perceptions of two characteristics of the work environment-situational constraints and social support-are critical determinants of motivation to learn. Situational

Constraints include lack of proper tools and equipment, materials and supplies, budgetary support and time. Social Support refers to managers and peers willingness to provide feedback and reinforcement. To ensure that the work environment enhances trainees motivation to learn, managers need to: 1. Provide materials, time, job-related information, and other work aids necessary for employees to use new skills or behavior before participating in training programs. 2. Speak positively about the companys training programs to employees. 3. Let the employees know that they are doing a good job when they use training content in their work. 4. Encourage work group members to involve each other in trying to use new skills on the job by soliciting feedback and sharing training experiences and situations in which training content was helpful. 5. Give employees time and opportunities to practice and apply new skills or behaviors to their works. o Basic Skills employees motivation to learn in training activities can also be influenced by the degree to which they have basic skills cognitive ability and reading and writing skills needed to understand the content of training programs. Cognitive Ability includes verbal comprehension (understand and use written and spoken language), quantitative ability (speed and accuracy in solving math problems), and reasoning ability (logic on solving problems). Research shows that cognitive ability is related to successful performance in all jobs. The importance of cognitive ability for job success increases as the job becomes more complex.

3. Creating a Learning Environment - Learning permanently changes behavior. For employees to acquire knowledge
and skills in the training program and apply this information in their jobs, the training program must include specific learning principles. Educational and industrial psychologists and instructional design specialists have identified several conditions under which employees learn best. CONDITIONS FOR LEARNING Need to know why they should learn IMPORTANCE AND APPLICATION TO TRAINING Employees need to understand the purpose or objectives of the training program to help them understand why they need training and what they are expected to accomplish. Meaningful training content Motivation to learn is enhanced when the training is related to helping learner (such as related to current job tasks, problems, enhancing skills, or dealing with jobs or company changes). The training context should be similar to the work environment. Opportunities for practice Trainees need to demonstrate what is learned (knowledge, skill and behavior) to become more comfortable using it and to commit it to memory. Let trainees choose their practice strategy. Feedback Feedback helps learner modify behavior, skill, or use of knowledge to meet objectives. Videotape, other trainees, and the trainer are useful feedback sources. Observe experience, and interact with Adults learn best by doing. Gain new perspectives and insights by working with others others. Can learn by observing the actions of models or sharing experiences with each other in community of practice. Good program coordination and Eliminate distractions that could interfere with learning, such as cell phone calls. administration Make sure the room is properly organized, comfortable, and appropriate for training method (e.g., movable seating for team exercises). Trainees should receive announcements of the purpose of training, place, hour and any pretraining materials such as cases or readings. Commit training content to memory Facilitate recall of training content after training. Limit instruction to manageable units that dont exceed memory limits, review and practice over multiple days (over learning). Communities of practice are group of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished.

4. Ensuring Transfer of Training - Transfer of training refers to on-the-job use of knowledge, skills, and behaviors
learned in training. Climate for Transfer Opportunity to use Support Transfer of Technological learned capability

Training Self-management skills Peer Support Climate for Transfer refers to trainees perception about a wide variety of characteristics of the work environment that facilitate or inhibit use of trained skills, and the consequences for using learned capabilities. Manager Support refers to the degree to which trainees managers (1) emphasize the importance of attending training programs and (2) stress the application of training content to the job. Peer Support is a group of two or more trainees who agree to meet and discuss their progress in using capabilities on the job. This could involve face-to-face meetings or communications via e-mail. Opportunity to use learned capabilities refers to the extent to which the trainee is provided with or actively seeks experience with newly learned knowledge, skill and behaviors from the training program. Technological Support: EPSS and Knowledge Management System are computer applications that can as requested, skills training, information access, and expert advice. Self-Management Skills Training programs should prepare employees to self-manage their use of new behaviors on the job. Manager Support

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5. Selecting Training Methods - A number of different methods can help employees acquire new knowledge, skills and
behaviors. Presentation Methods refers to methods in which trainees are passive recipient of information. methods include traditional classroom instruction, distance learning, audiovisual techniques, and mobile such as iPods and PDAs. Hands on Methods are training methods that require the trainee to be actively involved in the training. These methods are ideal for developing specific skills, understanding how skills and behaviors can be transferred to the job, experiencing all aspects of completing a task, and dealing with interpersonal issues that arise on the job. o OJT o Simulations o Business Games and Case Studies o Interactive video o E-Learning o Blended Learning Group or Team-Building Methods Training methods designed to improve team or group effectiveness. Training is directed at improving the trainees skills as well as team effectiveness. o Adventure Learning o Team Training o Action Learning ADVICE FOR CHOOSING A TRAINING METHOD The first step in choosing a method is to identify the type of learning outcome that you want training to influence. Training methods may influence one or several training outcomes. Once you identified a learning method, the next step is to consider the extent to which the method facilitates learning and transfer of training, the costs related to development, and the use of method, and its effectiveness. Presentation technology

6. Evaluating Training Programs -Examining the outcomes of a program helps in evaluating its effectiveness. These
outcomes should be related to the program objectives, which help trainees understand the purpose of the program. Training outcomes can be categorized as cognitive outcome, skill-based outcomes, affective outcomes, and return on investment. Reasons for Evaluating Training Why training programs should be evaluated? 1. To identify programs strength and weaknesses. 2. To asses whether the content, organization, and administration of the program (including the schedule, accommodation, trainers and materials) contribute to learning and the use of training content on the job. 3. To identify which trainees benefited most or least from the program. 4. To gather marketing data by asking participants whether they would recommend the programs to others, why they attended the program, and their level if satisfaction with the program. 5. To determine the financial benefits and costs of the program.

6. To compare the costs and benefits of training to nontraining investments (such as work redesign or better employees selection). 7. To compare the costs and benefits of different training programs to choose the best program. Evaluation Designs There is no one appropriate evaluation design. Several factors need to be considered in choosing: 1. Size of the training program. 2. Purpose of training 3. Implications if a training program does not work. 4. Company norms regarding evaluation 5. Costs of designing and conducting evaluation 6. Need for speed in obtaining program effectiveness information.

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