Designing Effective Training Systems

1
Designing Effective Training Systems

• Conduct needs analysis
• Ensure employee readiness for training
• Create learning environment
• Ensure transfer of training
• Evaluate training program

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

2
The Needs Assessment Process
Training Pressure Points
Organizational Analysis
Person Analysis
- Is it a training problem? - Who needs
training? - Are employees ready for training?
- Support for training? - Sufficient resources? -
Fit with strategic objectives?
Task Analysis
- identify tasks, skills, knowledge, and
behavior
IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

3
Implications of Business Strategy for Training
How Achieved
Training Implications
Strategy
Key Issues
Concentration
- improve quality
- current skills - develop work force
- team building - cross-training - people
skills - on-the-job
Internal Growth
- global expansion - new products - joint
ventures
- innovation - creating new jobs tasks
- cultural training - creativity training -
communication - technical skills - conflict
resolution
External Growth (acquisition)
- acquire firms
- integration - redundancy - restructuring
- integrate training systems - team building -
identify capabilities
Disinvestment
- cost reduction - redefine goals - sell assets
- efficiency
- stress management - time management -
cross-training - outplacement
IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

4
Training Methods Effectiveness
Trainabilty
Ability / Skill Areas
HIGH
LOW
Technical Decision-Making Communication Considerat
ion/empathy Leadership Motivation Appraisal/coach
Creativity Coping with change Integrity Effort/per
sistence Commitment
5
Training Areas Effectiveness
Trainabilty
Ability / Skill Areas
HIGH
LOW
X X X
Technical Decision-Making Communication Considerat
ion/empathy Leadership Motivation Appraisal/coach
Creativity Coping with change Integrity Effort/per
sistence Commitment
X X X X X
X X X X
6
Training Methods

• Presentation Techniques
• classroom instruction
• distance learning
• audiovisual
• Hands - on Techniques
• on-the-job training (OJT)
• self-directed learning
• simulations
• business games, case studies
• behavior modeling
• interactive video
• Group-based Techniques
• adventure (wilderness) learning
• team training
• action learning

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

7
Evaluating Training Programs
Four categories of evaluation include

• Affective
• reaction of trainee to program
• Cognitive
• knowledge of program content
• Skill-based
• technical skills or behavior
• Results
• effect on company performance

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

8
Training Evaluation Designs

• Pretest / Posttest with control group
• Pretest / Posttest
• Posttest only
• Time series

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

9
Learning Theory
Remediation
Desired Level
Limit end of training?
Performance Measure
Grappling need for support
I Got It! forcefeed
Time
10
Myers - Briggs Types
16 personality types based on the following 4
dimensions

• Energy where people get strength and vitality
  from
• extroverts (e) - interpersonal relationships
• introverts (i) - personal thoughts and feelings
• Life-Style tendency to be flexible and adaptable
• judging (j) - focus on goals, establish deadlines
• perceiving (p) - enjoy surprises, change
  decisions
• Information-gathering actions taken in
  decision-making
• sensing (s) - gather facts, detail
• intuitive (i) - focus on possibilites, idea
  relationships
• Decision-making amount of consideration for
  others feelings
• thinking (t) - objective focus
• perceiving (p) - evaluate the impact of decisions
  on others

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

11
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

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

12
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

Sources 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.
13
Current 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

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

14
A Model of Career Development
Exploration Stage Characteristics
Tasks
- Identify interests and skills - Fit between
self and work - Engaged in Helping and
Learning - Serves as Apprentice
Activity
Exploration Stage
Relationship to others
30
AGE
IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

15
A Model of Career Development
Establishment Stage Characteristics
Tasks
Establishment Stage
- Advancement - Growth - Develop life-style -
Independent contributor - Become a Colleague
Activity
Relationship to others
45
30
AGE
IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

16
A Model of Career Development
Maintenance Stage Characteristics
Maintenance Stage
Tasks
- Update skills - Remain a contributor -
Trainer - Sponsor - Policy-maker - Become a
Mentor
Activity
Relationship to others
45
30
60
AGE
IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

17
A Model of Career Development
Disengagement Stage
Tasks
Characteristics
Activity
- Retirement planning - Change balance
between work life - Phase out of work -
Become a Sponsor
Relationship to others
45
30
60
AGE
IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

18
The Career Planning Process
Action Plans
Goal Setting
Reality Check
- devise short- and long-term developmental
plans
Self- Assessment
- feeedback on skills, knowledge
- determine career interests, values,
aptitudes
IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

19
Roles in the Career Planning (CP) Process

• Employees role
• primary responsibility for own CP
• get feedback about strengths, weaknesses
• identify developmental needs
• expose oneself to learning opportunities
• interact with many different employees
• Managers role
• coach, appraiser, adviser and referral agent
• Companys role
• provide employees with resources for CP

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

20
Characteristics of Effective Orientation Programs

• 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.

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

21
Career Development Issues

• 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

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997

22
Company Policies to Accommodate Work and Family

• 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

IRWIN

• a Times Mirror Higher Education Group, Inc.,
  company, 1997