After studying this chapter, you should be able to:
1.1. Describe the basic training process.Describe the basic training process.
2.2. Describe and illustrate how you would go about Describe and illustrate how you would go about identifying training requirements.identifying training requirements.
3.3. Explain how to distinguish between problems you can Explain how to distinguish between problems you can fix with training and those you can’t.fix with training and those you can’t.
4.4. Explain how to use five training techniques.Explain how to use five training techniques.
The Training ProcessThe Training Process• TrainingTraining
The process of teaching new employees the basic The process of teaching new employees the basic skills they need to perform their jobs.skills they need to perform their jobs.
• Training’s Strategic ContextTraining’s Strategic Context The firm’s training programs must make sense in The firm’s training programs must make sense in
terms of the company’s strategic goals.terms of the company’s strategic goals.• Performance ManagementPerformance Management
Taking an integrated, goal-oriented approach to Taking an integrated, goal-oriented approach to assigning, training, assessing, and rewarding assigning, training, assessing, and rewarding employees’ performance.employees’ performance.
Training, Learning, and MotivationTraining, Learning, and Motivation• Make the Learning MeaningfulMake the Learning Meaningful
1.1. At the start of training, provide a bird’s-eye view of At the start of training, provide a bird’s-eye view of the material to be presented to facilitate learning.the material to be presented to facilitate learning.
2.2. Use a variety of familiar examples.Use a variety of familiar examples.
3.3. Organize the information so you can present it Organize the information so you can present it logically, and in meaningful units.logically, and in meaningful units.
4.4. Use terms and concepts that are already familiar Use terms and concepts that are already familiar to trainees.to trainees.
5.5. Use as many visual aids as possible.Use as many visual aids as possible.
Training, Learning, and Motivation (cont’d)Training, Learning, and Motivation (cont’d)• Make Skills Transfer EasyMake Skills Transfer Easy
1.1. Maximize the similarity between the training situation Maximize the similarity between the training situation and the work situation.and the work situation.
2.2. Provide adequate practice.Provide adequate practice.
3.3. Label or identify each feature of the machine and/or Label or identify each feature of the machine and/or step in the process.step in the process.
4.4. Direct the trainees’ attention to important aspects of Direct the trainees’ attention to important aspects of the job.the job.
5.5. Provide “heads-up,” preparatory information that lets Provide “heads-up,” preparatory information that lets trainees know what might happen back on the job.trainees know what might happen back on the job.
Motivation Principles for TrainersMotivation Principles for Trainers• People learn best by doingPeople learn best by doing——provide as much provide as much
realistic practice as possible.realistic practice as possible.
• Trainees learn best when the trainers Trainees learn best when the trainers immediately reinforce correct responses.immediately reinforce correct responses.
• Trainees learn best at their own pace.Trainees learn best at their own pace.
• Create a perceived training need in the Create a perceived training need in the trainees’ minds.trainees’ minds.
• The schedule is importantThe schedule is important——the learning curve the learning curve goes down late in the day; less than full day goes down late in the day; less than full day training is most effective.training is most effective.
Training MethodsTraining Methods• On-the-Job TrainingOn-the-Job Training• Apprenticeship TrainingApprenticeship Training• Informal LearningInformal Learning• Job Instruction TrainingJob Instruction Training• LecturesLectures• Programmed LearningProgrammed Learning• Audiovisual TrainingAudiovisual Training• Simulated Training (also Vestibule Training)Simulated Training (also Vestibule Training)• Computer-Based Training (CBT)Computer-Based Training (CBT)• Electronic Performance Support Systems (EPSS)Electronic Performance Support Systems (EPSS)• Distance and Internet-Based TrainingDistance and Internet-Based Training
Training Methods (cont’d)Training Methods (cont’d)• On-the-Job Training (OJT)On-the-Job Training (OJT)
Having a person learn a job Having a person learn a job by actually doing the job.by actually doing the job.
• Types of On-the-Job TrainingTypes of On-the-Job Training Coaching or understudyCoaching or understudy Job rotationJob rotation Special assignmentsSpecial assignments
• AdvantagesAdvantages InexpensiveInexpensive Learn by doingLearn by doing Immediate feedbackImmediate feedback
According to the U.S. Department of Labor apprenticeship database, the occupations listed below had the highest numbers of apprentices in 2001. These findings are approximate because the database includes only about 70% of registered apprenticeship programs—and none of the unregistered ones.
Training Methods (cont’d)Training Methods (cont’d)• Effective LecturesEffective Lectures
Don’t start out on the wrong foot.Don’t start out on the wrong foot. Give listeners signals.Give listeners signals. Be alert to your audience.Be alert to your audience. Maintain eye contact with audience.Maintain eye contact with audience. Make sure everyone in the room can hear. Make sure everyone in the room can hear. Control your hands. Control your hands. Talk from notes rather than from a script.Talk from notes rather than from a script. Break a long talk into a series of five-minute talks.Break a long talk into a series of five-minute talks. Practice and rehearse your presentation.Practice and rehearse your presentation.
• AdvantagesAdvantages Reduced training timeReduced training time Self-paced learningSelf-paced learning Immediate feedbackImmediate feedback Reduced risk of error for learnerReduced risk of error for learner
How to Lead the ChangeHow to Lead the Change• Unfreezing PhaseUnfreezing Phase
Establish a sense of urgency (need for change).Establish a sense of urgency (need for change). Mobilize commitment to solving problems.Mobilize commitment to solving problems.
• Moving PhaseMoving Phase Create a guiding coalition.Create a guiding coalition. Develop and communicate a shared vision.Develop and communicate a shared vision. Help employees to make the change.Help employees to make the change. Consolidate gains and produce more change.Consolidate gains and produce more change.
• Refreezing PhaseRefreezing Phase Reinforce new ways of doing things.Reinforce new ways of doing things. Monitor and assess progress.Monitor and assess progress.
Human Process ApplicationsT-groups (Sensitivity Training)Process consultationThird-party interventionTeam buildingOrganizational confrontation meetingSurvey research
