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Employee Training and Development
Importance of Training
Who Will Do the Training
How Employees Learn Best
Developing a Job Training
Program
Retraining
Orientation
Overcoming Obstacles to
Learning
1
Importance of Training
Teaching people How to do Their Jobs:
There are three kinds of training:
Job Instruction, Retraining, and
Orientation.
The big sister, big brother, or
buddy system is when a old hand
shows a newcomer the ropes.
When good training is absent there
is likely to be an atmosphere of
tension, crisis, and conflict because
nobody knows what to do.
2
The Benefits of Training
Gives the supervisor more time to
manage, standardized performance, less
absenteeism, less turnover, reduced
tension, consistency, lower costs, more
customers, better service
Gives the workers confidence to do
their jobs, reduces tension, boost
morale and job satisfaction, reduces
injuries and accidents, gives them a
chance to advance.
Gives the business a good image and
more profit.
3
Then why is training often neglected?
Urgency of need
Training time
Costs
Employee turnover
Short-term worker
Diversity of worker
Kinds of jobs (simple-complex)
Not knowing exactly what you
want your people to do and how
4
Who will do the Training?The magic apron method: people
train themselves the easiest ways to get
the job done, and what will keep them
from getting into trouble.
The person that is leaving trains:
teaches shortcuts and ways of breaking
the rules.
Big sister, big brother, or buddy
method: passes on bad habits and may
resent new person as a competitor.
The logical person to train new
workers is YOURSEF!
5
How do Employees Learn the Best?
Learning is the
acquisition of skills,
knowledge, or attitudes.
The adult learning
theory is a field of
research that examines
how adults learn. A
number of the following
tips come from the adult
leaning theory.
6
How employees learn the best:When they are actively involved in
the learning process-(to do this
choose a appropriate teaching
method).
Training is relevant and practical.
Training material is organized and
presented in chunks.
Training is in an informal, quiet,
and comfortable setting.
When they have a good trainer.
When they receive feedback on
performance.
When they are rewarded.
7
Developing a Job-Training Program
Training plan: A detailed plan
for carrying out employee
training for a unit of work.
1st- establish performance
standards: they provide a ready
made structure for a training
program.
2nd- write a training objective
derived form above.
3rd- Develop standard
procedures (list tasks and spell
them out). 8
Developing a Unit Training Program
This is taught in several sessions.
It should provide check points to
measure progress.
Should include two elements:
1. Showing and telling the
employee what to do.
2. Having the employee do it
(right).
Location should be quiet.
Training materials should be the
same as used on the job.
9
Moving from Plan to Action
Training people with
some experience begins
with a pretest.
Carry out the training
program with employees
who do not meet
standards.
Once the training process
is complete EVALUATE.
10
EvaluationFormal evaluation: uses observation,
interviews, and surveys to monitor
training while its going on.
Summative evaluation: measures
results when training is complete in
five ways:
1. Reaction
2. Knowledge
3. Behavior
4. Attitudes
5.Productivity
11
Job Instruction Training (JIT)
Also called on the job training.
Consists of 4 steps:
1. Prepare the learner
2. Demonstrate the task
3. Have the worker do the task
4. Follow through: put the worker on
the job, correcting and supporting as
nessicary.
12
Classroom Training Skills
Be aware of appropriate body
language and speech.
Watch how you talk to
employees. Covey respect and
appreciation.
Handle problem behaviors in an
effective manner.
Avoid time wasters.
Facilitate employee participation
and discussion.
Use visual aids to avoid
constantly referring to notes. 13
Retraining
Needed when changes are made that
affect the job, employees performance
drops below par, or when the worker
has not mastered a particular technique.
A positive one-on-one approach to
retraining is referred to a coaching.
Coaching is a two part process.
1. Observation of the employees
performance.
2. Conversation between manager and
employee focusing on job performance.
14
Orientation: the pre-job phase of training.
Introduces each new
employee to the job and the
workplace.
Tells new staff members what
they want to know and what
the company wants them to
know.
Communicates information
give out a employee
handbook.
Creates positive employee
attitudes toward the company
and the job. 15
Overcoming Obstacles to Learning
Reduce fear with a positive
approach (convey confidence in
the worker).
Increase motivation: emphasize
whatever is of value to the learner,
make the program form a series of
small successes, build in
incentives and rewards.
Limited abilities: adjust teaching
to learners level.
Laziness, indifference, resistance:
May mean a problem worker.
16
Overcoming Obstacles to Learning
Teaching not adapted to
learners: Deal with people as
they are (teach people not tasks),
keep it simple, involve all the
senses.
Poor training program: revise to
include objectives.
Poor instructor: The trainer
needs to know the job, be a good
communicator + leader,
sensitive, patient, helpful, etc.
17

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Employee training & development

  • 1. Employee Training and Development Importance of Training Who Will Do the Training How Employees Learn Best Developing a Job Training Program Retraining Orientation Overcoming Obstacles to Learning 1
  • 2. Importance of Training Teaching people How to do Their Jobs: There are three kinds of training: Job Instruction, Retraining, and Orientation. The big sister, big brother, or buddy system is when a old hand shows a newcomer the ropes. When good training is absent there is likely to be an atmosphere of tension, crisis, and conflict because nobody knows what to do. 2
  • 3. The Benefits of Training Gives the supervisor more time to manage, standardized performance, less absenteeism, less turnover, reduced tension, consistency, lower costs, more customers, better service Gives the workers confidence to do their jobs, reduces tension, boost morale and job satisfaction, reduces injuries and accidents, gives them a chance to advance. Gives the business a good image and more profit. 3
  • 4. Then why is training often neglected? Urgency of need Training time Costs Employee turnover Short-term worker Diversity of worker Kinds of jobs (simple-complex) Not knowing exactly what you want your people to do and how 4
  • 5. Who will do the Training?The magic apron method: people train themselves the easiest ways to get the job done, and what will keep them from getting into trouble. The person that is leaving trains: teaches shortcuts and ways of breaking the rules. Big sister, big brother, or buddy method: passes on bad habits and may resent new person as a competitor. The logical person to train new workers is YOURSEF! 5
  • 6. How do Employees Learn the Best? Learning is the acquisition of skills, knowledge, or attitudes. The adult learning theory is a field of research that examines how adults learn. A number of the following tips come from the adult leaning theory. 6
  • 7. How employees learn the best:When they are actively involved in the learning process-(to do this choose a appropriate teaching method). Training is relevant and practical. Training material is organized and presented in chunks. Training is in an informal, quiet, and comfortable setting. When they have a good trainer. When they receive feedback on performance. When they are rewarded. 7
  • 8. Developing a Job-Training Program Training plan: A detailed plan for carrying out employee training for a unit of work. 1st- establish performance standards: they provide a ready made structure for a training program. 2nd- write a training objective derived form above. 3rd- Develop standard procedures (list tasks and spell them out). 8
  • 9. Developing a Unit Training Program This is taught in several sessions. It should provide check points to measure progress. Should include two elements: 1. Showing and telling the employee what to do. 2. Having the employee do it (right). Location should be quiet. Training materials should be the same as used on the job. 9
  • 10. Moving from Plan to Action Training people with some experience begins with a pretest. Carry out the training program with employees who do not meet standards. Once the training process is complete EVALUATE. 10
  • 11. EvaluationFormal evaluation: uses observation, interviews, and surveys to monitor training while its going on. Summative evaluation: measures results when training is complete in five ways: 1. Reaction 2. Knowledge 3. Behavior 4. Attitudes 5.Productivity 11
  • 12. Job Instruction Training (JIT) Also called on the job training. Consists of 4 steps: 1. Prepare the learner 2. Demonstrate the task 3. Have the worker do the task 4. Follow through: put the worker on the job, correcting and supporting as nessicary. 12
  • 13. Classroom Training Skills Be aware of appropriate body language and speech. Watch how you talk to employees. Covey respect and appreciation. Handle problem behaviors in an effective manner. Avoid time wasters. Facilitate employee participation and discussion. Use visual aids to avoid constantly referring to notes. 13
  • 14. Retraining Needed when changes are made that affect the job, employees performance drops below par, or when the worker has not mastered a particular technique. A positive one-on-one approach to retraining is referred to a coaching. Coaching is a two part process. 1. Observation of the employees performance. 2. Conversation between manager and employee focusing on job performance. 14
  • 15. Orientation: the pre-job phase of training. Introduces each new employee to the job and the workplace. Tells new staff members what they want to know and what the company wants them to know. Communicates information give out a employee handbook. Creates positive employee attitudes toward the company and the job. 15
  • 16. Overcoming Obstacles to Learning Reduce fear with a positive approach (convey confidence in the worker). Increase motivation: emphasize whatever is of value to the learner, make the program form a series of small successes, build in incentives and rewards. Limited abilities: adjust teaching to learners level. Laziness, indifference, resistance: May mean a problem worker. 16
  • 17. Overcoming Obstacles to Learning Teaching not adapted to learners: Deal with people as they are (teach people not tasks), keep it simple, involve all the senses. Poor training program: revise to include objectives. Poor instructor: The trainer needs to know the job, be a good communicator + leader, sensitive, patient, helpful, etc. 17