Developing Office Employees Chapter 8 Developing Office Employees Dr. Linda McGrew

Training Involves the specific applications of a well-defined body of: Knowledge Skills Procedures Rules Attitudes Software

Education Involves all aspects of one’s social environment, whereas training pertains to only the job performed by the employee

Fundamental Elements of Training Specific job environment in which job performed Individual performing the job Attributes of job and individual Learning theories Training methods Changed job performance

Process of Learning Need Stimulus Response Reinforcement

To Maximize Training Need must be present Desire for better performance appraisal Higher salary More valued reputation If employee sees direct relationship between need and outcome, he/she more motivated to participate in training experience

Stimulus Basically used to energize behavior For most, need deprivation is best stimulus for participation in a training program (If an employee wants higher performance appraisal rating, stimulus for participation results from their perception of a less-than-acceptable appraisal rating)

Employee’s Response Stronger employee’s perceived need to participate in training program, the more committed he/she will be to respond favorably to the stimulus

New Behavior Needs to be Reinforced Praise Larger future salary increases Faster promotions

Sole Reason for Training Changed job performance

Employee Development Helps maximize use of human potential Continuous process lasting the duration of employee’s tenure with organization Win-Win for organization and employee

Benefits of Employee Development Employees are more readily able to achieve important organizational goals. Organization EMPLOYEES They are able to achieve their potential more quickly and easily and with less frustration.

Benefits of Orientation 1. It has a positive impact on employee productivity. 2. Employees make fewer errors. 3. Employees experience greater job satisfaction. 4. It helps employees become more familiar with organizational values, standards, appropriate attitudes, and behavioral patterns. 5. It helps employees feel more “at home.” 6. It enhances their understanding of the nature of their job duties.

Orientation Kits 1. Organization chart 2. Map of the premises (in large organizations) 3. Copy of employee handbook 4. Copy of the union contract (if unionized) 5. List of fringe benefits 6. Copy of insurance plans 7. Copy of performance appraisal form and outline of appraisal procedures 8. Copy of emergency and evacuation procedures 9. List and names and telephone numbers of key organizational employees and units

Steps in Developing Training Programs 1. Determine need for training program. 2. Define objectives of training program. 3. Determine type of training program. 4. Determine appropriate training techniques. 5. Provide training experiences 6. Conduct follow-up studies.

Types of Analysis Used to Determine Need for a Training Program Job Content Analysis Examines the content of present and anticipated openings. Determines whether a discrepancy exists between the employee’s actual performance and the minimum acceptable standards determined in the process of analyzing job content. Employee Perform- ance Analysis

Types of Analysis Used to Determine Need for a Training Program Assesses the attitudes of employees regarding their perceived need for training. Employee Attitude Survey Determines specific training needs of specific populations of workers. Population Needs Analysis

Types of Training Programs Experiences are designed to help new employees qualify for the position for which they have been hired. Basic Knowledge Experiences may be considered as remedial.

Types of Training Programs Experiences provided employees, often new ones, with training that supplements what they already know about their positions. Job Exposure Experiences are designed to help employees perform certain activities or tasks.

Types of Training Programs Experiences are designed to help employees maintain a desirable level of effectiveness in performing their jobs. Refresher Experiences are sometimes used to help employees upgrade themselves.

Principles of Learning Affecting Training Learning by Doing Actively involves learner in the learning process. Learner must want to improve if the training experience is to be successful. Motivation Informing learners of their performance provides needed reinforcement. Knowledge of Results Learners learn at different speeds and in different ways; this should be recognized in the training process. Individual Differences

Organizing Learning Experiences Experiences are distributed over a longer period of time Distributed Learning Some experiences are offered as whole units; others are broken into components. Whole vs. Part Learning Learning by parts is generally more effective. Learning experiences should be transferable to what trainees actually do on the job. Transfer of Learning

Information Distribution Techniques Allows the presentation of a large amount of information to a number of people in a short time. Lecture Method Does not allow for individual differences What are some advantages and disadvantages (p.160)

Information Distribution Techniques Trains employees in small groups headed by the conference leader. Conference Method Learner plays an active role in the process. Is considered to consume a considerable amount of time before results are apparent.

Information Distribution Techniques Presents material to learner in two formats: textbook or teaching machine. Programmed Instruction Provides immediate knowledge of results. Is costly to develop. Advantages and disadvantages? (p. 161)

Information Distribution Techniques Enables an organization to develop its own videotapes of various procedures, processes or methods. Closed-Circuit Television Facilitates providing a close-up view of the process being taught.

Information Distribution Techniques Uses motion pictures and slide presentations in the training process. Motion Pictures and Slide Presentations

Information Distribution Techniques Delivers the instructional process to the trainee’s site rather than requiring the trainee to go to the site where the training originates. Distance Learning Is a new training technique. Is increasingly becoming Internet based.

Information Distribution Techniques College-Level Refresher Courses Involves using college/ university courses to train employees.

Simulation Techniques (1 of 9) Trainees assume the role of someone in an existing environment. Role Playing

Simulation Techniques (2 of 9) Trainees are given a description of organizational conditions involving either a hypothetical situation or a real situation. Case Method

Simulation Techniques (3 of 9) Incident Method Trainees are given a few details about a given situation; they continue to ask questions of the trainer until they have sufficient information to make an informed decision.

Simulation Techniques (4 of 9) Trainees use realistic games in learning about the concept being taught. Business Games Are an effective technique in helping employees acquire an understanding of the various interrelationships within the organization.

Simulation Techniques (5 of 9) In-Basket Focuses on decision making and problem solving. Trainee determines the priority of each situation and devises a solution to each problem.

Simulation Techniques (6 of 9) Computer-Assisted Training Is a training process that involves the use of the computer. Often resembles, as a process, the programmed instruction technique.

Simulation Techniques (7 of 9) Involves the use of audio cassettes in training employees. Audio-Cassette Training Trainees are able to listen to the cassette as many times as they need to to achieve mastery.

Simulation Techniques (8 of 9) Video Training Uses one of the new media (tapes, lasers, video disks, etc.) in presenting the training with the training experiences.

Simulation Techniques (9 of 9) Interactive Video Is a new training technique. Trainee carries on a dialogue with a computer. Results in a fast learning process.

On-the-Job Techniques (1 of 5) Employer- Employee Cooperative Training Combines in-classroom instruction with on-the-job instruction.

On-the-Job Techniques (2 of 5) On-the Job Coaching Trainee’s supervisor becomes the trainer.

On-the-Job Techniques (3 of 5) Job Rotation Trainees learn new job processes by rotating through a variety of positions.

On-the-Job Techniques (4 of 5) Involves providing trainees with a series of training experiences about various aspects of their job tasks. Materials are developed around the various sequential steps comprising a job. Job-instruction Training

On-the-Job Techniques (5 of 5) Job-in-Time Training Provides employees with training experiences as they need them to perform their job tasks.

Special-Purpose Training Involves providing trainees with information about a variety of areas, including diversity, AIDS, teamwork, etc.

Legal Considerations Training experiences must not discriminate against employees on the basis of the provisions of the Civil Rights Act of 1964 Vocational Re- habilitation Act of 1973

Nondirective Approach Counseling Predicting when employees will need counseling is difficult. Nondirective Approach Is generally preferred. Gives employee the opportunity to determine the scope of the counseling session.