Chapter Eleven Skills Training

Learning Objectives Define training and distinguish among skills training, skills retraining, and management/ career development programs Outline the steps involved in determining the organization’s need for a skills training program Describe the considerations that underlie the selection of individuals for a training program

Learning Objectives (cont’d) List the advantages and disadvantages associated with particular training methods Identify the basic principles of learning underlying an effective training program Describe the roles of human resources directors and other managers in the development of training programs

Training 1.The purpose of skills training is to bring the competencies of employees up to desired standards for present or future assignments 2. The purpose of skills retraining is to develop new skills and knowledge to replace those that have become obsolete as a result of technological or organizational change

Developing a Training Program Determining the need for skills training Translating skills needs into training objectives Selecting trainees Determining the curriculum and choosing training methods Formulating the budget Selecting and training trainers Establishing evaluation procedures

Figure 11.2

Determining the Need for Skill Training It is important, why: 1. Training is expensive. 2. Undertrained workers may become discouraged and discontented and may leave the organization. Overtrained workers may become bored or frustrated and are also apt to leave the firm So…….

Determining the Need for Skill Training Management and the human resources staff must be alert to indications that employees need additional training: Excessive customer complaints about service may mean training is needed. Excessive waste could mean machine operators need training. High turnover in a department could mean that supervisors need additional training. Excessive mistakes may indicate problems of functional illiteracy The consequence is…….

Determining the Need for Skill Training A systematic approach to training‑needs assessment involves analysis in three major areas 1. Organizational needs: the focus of the analysis is on the number of employees with various combinations of skills needed at each level and in every part of the organization for specified periods. 2. Job specifications: the analysis of job requirements can indicate the type of skills needed for each job. 3. Present skill levels of employees: the analysis of present skill levels can be used to design specific training programs to close the gap between the organization’s skills needs and present qualifications of its employees.

Translating Needs into Objectives Training objectives should include the following information: 1. The number of people to be trained 2. The specific skills on which training will focus 3. The period within which training should be completed Objectives for the training program that do not relate directly to specific job skills should also be considered: awareness training 1. Employee health and safety guidelines 2. Promotion opportunities 3. Self‑study opportunities

Selecting Trainees -Trainee selection must not discriminate on the basis of race, sex, color, religion, age, national origin, or disability status. - Employees can reveal (through interviews) their needs and motivation for training, which are important criteria in trainee selection. -Employees whose skills have become obsolete because of technological progress. They are good candidates for skills retraining. - In companies based on self-managed teams there is a multiskilling training to have multiple skills.

Determining the Curriculum and Choosing Training Methods On-the-job Training Apprenticeship Training Pre-employment and Vestibule Training Off-the-job Training Lectures and Conferences Programmed, Computer-Assisted Instruction Audiovisual Aids Interactive Video The Internet and the Intranet

On the job training OJT includes specific procedures for delivering actual training to the employee. One of these methods, job instruction training (JIT), has a number of advantages. a. It produces effective training results at a relatively low cost. b. It is relatively easy to teach to supervisors. c. It includes a number of specific training techniques. d. The employee’s supervisor or coworkers provide much of the training,

Apprenticeship Training programs Are commonly used in trade and craft jobs -Employees learn by working with those already skilled in their jobs,

Preemployment training programs They test and instruct job seekers in employment fundamentals without pay vestibule training programs provide training to individuals after they are hired but before they are assigned to specific jobs.

Others Off-job-training methods Lectures and conferences (held either at outside facilities or within the organization) Programmed, computer‑assisted instruction (including computer simulation of job situations), which gives trainees immediate feedback on their responses Audiovisual aids (such as videodiscs, videocassettes, films, VCR equipment, videoconferencing, and interactive video)

Formulating the Budget Budget must be considered at all stages of developing a training program Costs and factors to be considered Staff planning time Trainer wages Direct expenses If the desired training program does not fit the budget, the human resources manager must consider modifications (such as fewer trainers, different trainees, different training techniques, and a different training location).

Selecting and Training Trainers Staff trainers, full-time specialists on the organization’s payroll, must be selected carefully and provided with the right tools to become effective teachers. 1. The advantages of using staff trainers are that they can be less expensive than outside trainers and internal training can be supervised completely by the organization. 2. To be effective, staff trainers must understand training objectives and the basics of how people learn.

Outside trainers Using contract trainees has several advantages. Qualified, experienced trainers are familiar with the training process. Outside training is sometimes less expensive than the development of a similar in-house program. The organization has a wider choice from which to select a training program. The organization has greater control, it is generally easier to dismiss a contract trainer than to redirect and improve an internal training program. Before training starts, the company should inform the outside trainers of the training objectives.

Determining Evaluation Procedures 1. To determine whether the program meets its objectives 2. To identify strengths and weaknesses in the training process 3. To calculate the costs and benefits of training 4. To determine who benefited the most from training and why 5. To establish a data base for future decisions about the program Post-training questionnaires and measures of actual performance can be used to evaluate training programs.

Principles of Learning The trainee must have the skills and qualifications needed to benefit from the desired training. The trainee must have the desire to upgrade old skills or gain new skills Trainees must perceive that training is relevant (helpful and meaningful); otherwise they will demonstrate resistance to the training process. All training programs should provide reinforcement (incentives such as praise, recognition, or higher pay) to encourage employees to show improvement and stay involved in the training process.

Role of HR Directors and Other Managers Assessing training needs and determining objectives and curriculum Selecting training method, trainees, and appropriate trainers Planning, coordinating, and evaluating training sessions Formulating budget

Key Terms Training Training objectives Retraining On-the-job training (OJT) Job instruction training (JIT) Apprenticeship program Joint apprenticeship committees Preemployment training Vestibule training E-learning Return on investment (ROI) Videoconferencing Interactive video (IAV) Staff trainers Contract trainers Skills-based pay