Training and Development

Difference between training and development

Socialization vs Orientation?
Definitions of Socialization and Orientation:
Socialization: Socialization refers to is a process of adaptation to a new work role
Orientation: Orientation refers to a process through which the individual is introduced
to the new environment.
Characteristics of Socialization and Orientation:
Context:
Socialization: Socialization takes place through all social institutions.
Orientation: Orientation takes place in specific places such as institutions,
organizations, etc.
Intention:
Socialization: The intention is to familiarize the individual with the societal values,
norms, mores, customs, etc. in order to internalize the socially accepted behaviors into
the individual.
Orientation: Orientation intends to introduce the individual to the setting so that he
begins to be aware of the rules, regulations, accepted the behavior, ethics, etc.
Inception:
Socialization: Socialization begins from childhood itself.
Orientation: Orientation begins when the individual enters the setting.

Orientation
Employee orientation (often called “onboarding” today) A procedure for providing
new employees with basic background information about the firm.

The Purposes of Employee Orientation/Onboarding

1. Make the new employee feel welcome and at home and part of the team.

2. Make sure the new employee has the basic information to function effectively,
such as e-mail access, personnel policies and benefits, and what the employer
expects in terms of work behavior.

3. Help the new employee understand the organization in a broad sense (its past,
present, culture, and strategies and vision of the future).

4. Start the person on becoming socialized into the firms culture, values, and ways
of doing things.

Aspects of Orientation
employee benefits, personnel policies, the daily routine, company organization
and operations, safety measures and regulations, and a facilities tour.

Training
The process of teaching new or current employees the basic skills they need to
perform their jobs.

Training Importance
1. Increased productivity 2. Increased morale 3. Reduced supervision 4.
Reduced accidents 5. Increased organizational stability and flexibility 6.
Removing performance deficiencies 7. Enhanced feeling of self-esteem,
lower turnover and absenteeism

Training Process
Training programs consist of four steps.

1. In the needs analysis step, identify the specific knowledge and skills the job
requires, and compare these with the prospective trainees’ knowledge and
skills.

2. In the instructional design step, formulate specific, measurable knowledge

and performance training objectives, review possible training program
content (including workbooks, exercises, and activities), and estimate a
budget for the training program.

3. Implement the program, by actually training the targeted employee group

using methods such as on-the-job or online training.

4. In the evaluation step, assess the program’s success (or failures).

Analyzing Training Needs

Organizational Analysis
A process for determining the business appropriateness of training.

New technology • Customer requests • New products • Higher performance

standards • New jobs • Business growth or contraction • Global business
expansion

Person Analysis
A process for determining whether employees need training, who needs training,
and whether employees are ready for training.

(1) determining whether performance deficiencies result from a lack of

knowledge, skill, or ability (a training issue) or from a motivational or work-design
problem; (2) identifying who needs training; and (3) determining employees’
readiness for training.
Task Analysis
The process of identifying the tasks, knowledge, skills, and behaviors that need to
be emphasized in training. includes identifying the important tasks and
knowledge, skills, and behaviors that need to be emphasized in training for
employees to complete their tasks.

The competency model consolidates, usually in one diagram, a precise overview

of the competencies (knowledge, skills, and behaviors) someone would need to
do a job well.
In this case, the model shows three things:
At the top of the pyramid, it shows four roles we would expect the human
resource manager to fill—line, staff, coordinative, and strategic.
Beneath that, it shows the areas of expertise in which he or she must be expert to
fill these roles, such as an expertise in HR practices and strategic planning.
Next step down are basic competencies one would need to exhibit the required
expertise and to fill the HR manager’s roles.

Performance Analysis:
Varifying that there is performance deficiency and determining whether this
deficiency should be corrected through training or some other means such as
transferring
Assessing Current Employees’ Training Needs

Assessment
Center Performance
Results Appraisals
Methods
Individual for Job-Related
Diaries Identifyi Performance
Data
ng
Attitude Training
Observations
Surveys Needs

Tests Interviews
Performance appraisal: is a regular review of a employee’s job performance and
overall contribution to a company

The employee attitude survey is a management tool business owners or

managers use to learn about the views and opinions of their employees on issues
pertaining to the company and their role within the organization.

Training, Learning, and Motivation

Make Skills Transfer Easy
1. Maximize the similarity between the training situation and the
work situation.
2. Provide adequate practice.
3. Label or identify each feature of the machine
and/or step in the process.
4. Direct the trainees’ attention to important aspects
of the job.
5. Provide “heads-up,” preparatory information that lets trainees
know what might happen back on
the job.
Make the Learning Meaningful
1. At the start of training, provide a bird’s-eye view
of the material to be presented to facilitate learning.
2. Use a variety of familiar examples.
3. Organize the information so you can present it logically,
and in meaningful units.
4. Use terms and concepts that are already familiar
to trainees.
5. Use as many visual aids as possible.
6. Create a perceived training need in trainees’ minds.
Reinforce the Learning
1. Trainees learn best when the trainers immediately reinforce correct
responses, perhaps with a quick
“well done.”
2. The schedule is important. The learning curve goes down late in the
day, so that “full day training is not as effective as half the day or
three-fourths of the day.”

Training Methods
On-the-job training
having a person learn a job by actually doing it.

TYPES OF ON-THE-JOB TRAINING

COACHING: the most familiar on-the-job training is the coaching or understudy
method. Here, an experienced worker or the trainee s supervisor trains the
employee. This may involve simply acquiring skills by observing the supervisor, or
(preferably) having the supervisor or job expert show the new employee the
ropes, step-by-step
Job rotation: A management training technique that involves moving a trainee
from department to department to broaden his or her experience and identify
strong and weak points
Special assignments similarly give lower-level executives firsthand experience
in working on actual problems.
Advantages
 Inexpensive
 Learn by doing
 Immediate feedback
THE OJT PROCES
Step 1: Prepare the Learner
1. Put the learner at ease.
2. Explain why he or she is being taught.
3. Create interest and find out what the learner already knows about the job.
4. Explain the whole job and relate it to some job the worker already knows.
 5. Place the learner as close to the normal working position as possible.
6. Familiarize the worker with equipment, materials, tools, and trade terms.
Step 2: Present the Operation
1. Explain quantity and quality requirements.
2. Go through the job at the normal work pace.
3. Go through the job at a slow pace several times, explaining each step.
Between operations, explain the difficult parts, or those in which errors are likely
to be made.
4. Again, go through the job at a slow pace several times; explain the key points.
5. Have the learner explain the steps as you go through the job at a slow pace.
Step 3: Do a Tryout
1. Have the learner go through the job several times, slowly, explaining each step
to you.
Correct mistakes and, if necessary, do some of the complicated steps the first few
times.
2. Run the job at the normal pace.
3. Have the learner do the job, gradually building up skill and speed.
4. As soon as the learner demonstrates ability to do the job, let the work begin,
but don’t abandon him or her.
Step 4: Follow-Up
1. Designate to whom the learner should go for help.
2. Gradually decrease supervision, checking work from time to time.
3. Correct faulty work patterns before they become a habit. Show why the
method you suggest is superior.
4. Compliment good work.
Apprenticeship Training
Apprenticeship training is a process by which people become skilled workers,
usually through a combination of formal learning and long-term on-the-job
training
Informal Learning
what employees learn on the job they learn through informal means, including
performing their jobs on a daily basis with their colleagues

Job Instruction Training

Listing each job’s basic tasks, along with key points, in order to provide step-by-
step training for employees.

Lectures
Lecturing is a quick and simple way to present knowledge to large groups of
trainees

• Don’t start out on the wrong foot.

• Give your listeners signals.
• Be alert to your audience.
• Maintain eye contact with audience.
• Make sure everyone in the room can hear.
• Control your hands.
• Talk from notes rather than from a script.
• Break a long talk into a series of five-minute talks.
• Practice and rehearse your presentation.
Programmed Learning
A systematic method for teaching job skills, involving presenting questions or
facts, allowing the person to respond, and giving the learner immediate feedback
on the accuracy of his or her answers.

• Types of Programmed Learning

 Interactive multimedia training
 Virtual reality training
 Virtual classroom
Vestibule Training
With vestibule training, trainees learn on the actual or simulated equipment they
will use on the job, but are trained off the job (perhaps in a separate room or
vestibule). Vestibule training is necessary when its too costly or dangerous to train
employees on the job. Putting new assembly-line workers right to work could
slow production, for instance, and when safety is a concern as with pilots
simulated training may be the only practical alternative

Electronic Performance Support Systems (EPSS)

Sets of computerized tools and displays that automate training, documentation,
and phone support; integrate this automation into applications; and provide
support that s faster, cheaper, and more effective than traditional methods.

Videoconferencing
Videoconferencing is popular for training geographically dispersed employees,
and involves delivering programs via compressed audio and video signals over
cable broadband lines, the Internet, or satellite.

Computer-Based Training (CBT)

Computer-based training refers to training methods that use interactive computer
based systems to increase knowledge or skills.

Internet-Based Training

Lifelong Learning and Literacy Training Techniques

Lifelong learning means providing employees with continuing learning
experiences over their tenure with the firm, with the aims of ensuring they have
the opportunity to learn the skills they need to do their jobs and to expand their
horizons
Succession planning
refers to the process through which a company plans for and fills senior-level
openings.

Creating Your Own Training Program

Step 1: Set Training Objectives First, write out the training objectives. Be specific
and specify the conditions under which the employee should achieve the
objective.
Step 2: Use a Detailed Job Description A detailed job description is the heart of any
training program. It should list the daily and periodic asks of cash job, along with a summary of
the steps in cache task.
Step 3: Develop an Abbreviated Task Analysis Last four columns In the first
column, list tasks (including vht the employee s to perform in terms of each of the
min tasks, step-by-step)yin column 2, lst Performance standard (in perms of
quantity, quality, accuracy, and so on). In column 3, list tminable skills required,
things the employee must know or do to perform the task (Here lies the specific
knowledge and skills, such as "Keep both hands on the wheel" that you want to
strex) In the fourth column, list aptitudes mcguire These are the human aptitudes
(such as mechanical comprehension) that employees need to be trained for the
job.
Step 4: Develop a Job Instruction Sheet Next, write a job instruction sheet. As
explained on pages 301-302, this sheet shows the steps in each task as well as key
points for each. Training Program for the Job At a minimum, your training
Step 5: Compile training program for the job training package should include the
job description, abbreviated Task Analysis Record Form and job instruction sheet,
all compiled in a training manual. The latter should also contain a summary of the
training programs objectives, and a list of the trainable skills required for the
train.

Management development
Any attempt to improve current or future management performance by imparting
knowledge, changing attitudes, or increasing skills.
Managerial On-the-Job Training
Job rotation
A management training technique that involves moving a trainee from
department to department to broaden his or her experience and identify strong
and weak points.

COACHING/UNDERSTUDY APPROACH
Here the trainee works directly with a senior manager or with the person he or
she is to replace; the latter is responsible for the trainee s coaching. Normally, the
understudy relieves the executive of certain responsibilities, giving the trainee a
chance to learn the job.

ACTION LEARNING
Action learning programs give managers and others released time to work
analyzing and solving problems in departments other than their own.

Off-the-Job Management Training and Development

Techniques
Case study method
A development method in which the manager is presented with a written
description of an organizational problem to diagnose and solve

Management game
A development technique in which teams of managers compete by making
computerized decisions regarding realistic but simulated situations.

Role playing
A training technique in which trainees act out parts in a realistic management
situation.

OUTSIDE SEMINARS
Numerous companies and universities offer Web-based and traditional classroom
management development seminars and conferences. Specialized associations,
such as SHRM, provide specialized seminars for their professions members.
UNIVERSITY-RELATED PROGRAMS
Many universities provide executive education and continuing education
programs in leadership, supervision

Behavior modeling
A training technique in which trainees are first shown good management
techniques in a film, are asked to play roles in a simulated situation, and are then
given feedback and praise by their supervisor

The basic procedure is as follows:

1. Modeling. First, trainees watch live or video examples showing models
behaving effectively in a problem situation. Thus, the video might show a
supervisor effectively disciplining a subordinate, if teaching how to discipline is
the aim of the training program.
2. Role playing. Next, the trainees are given roles to play in a simulated situation;
here they are to practice the effective behaviors demonstrated by the models.
3. Social reinforcement. The trainer provides reinforcement in the form of praise
and constructive feedback.
4. Transfer of training. Finally, trainees are encouraged to apply their new skills
when they are back on their jobs
CORPORATE UNIVERSITIES
Many firms, particularly larger ones, establish in-house development centers
(often called corporate universities) in-house development center A company-
based method for exposing prospective managers to realistic exercises to develop
improved management skills.
Characteristics of effective corporate universities include (1) alignment with
corporate strategic goals, (2) a focus on development of skills that support
business needs, (3) evaluation of learning and performance, (4) using technology
to support the learning, and (5) partnering with academia.
THE SHRM LEARNING SYSTEM
The Society for Human Resource Management, encourages HR professionals to
qualify for certification by taking examinations. The society offers several
preparatory training programs. The self-study option includes text and DVD. The
college/university option provides classroom interaction with instructors and
other students.
Executive coach
An outside consultant who questions the executive s associates in order to
identify the executive s strengths and weaknesses, and then counsels the
executive so he or she can capitalize on those strengths and overcome the
weaknesses

Training Effects to Measure

The manager can measure four basic categories of training outcomes:
1. Reaction. Evaluate trainees reactions to the program. Did they like the
program? Did they think it worthwhile?
2. Learning. Test the trainees to determine whether they learned the principles,
skills, and facts they were supposed to learn.
3. Behavior. Ask whether the trainees on-the-job behavior changed because of
the training program. For example, are employees in the store s complaint
department more courteous toward disgruntled customers?
4. Results. Probably most important, ask, What results did we achieve, in terms of
the training objectives previously set? For example, did the number of customer
complaints diminish? Reactions, learning, and behavior are important. But if the
training program doesn t produce measurable results, then it probably hasn t
achieved its goals

Lewin s Change Process

1. Unfreezing means reducing the forces that are striving to maintain the status
quo, usually by presenting a provocative problem or event to get people to
recognize the need for change and to search for new solutions.
2. Moving means developing new behaviors, values, and attitudes. The manager
may accomplish this through organizational structure changes, through
conventional training and development activities, and sometimes through the
other organizational development techniques (such as the team building) we ll
discuss later.
3. Refreezing means building in the reinforcement to make sure the organization
doesn t slide back into its former ways of doing things.

How to Lead the Change

Organizational development
A special approach to organizational change in which employees themselves
formulate and implement the change that’s required.