1 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Developing Office Employees Chapter 8

2 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Benefits of Employee Development Organization Employees Employees are more readily able to achieve important organizational goals. They are able to achieve their potential more quickly and easily and with less frustration.

3 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 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.

4 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Items Often Included in 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 of names and telephone numbers of key organizational employees and units.

5 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 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.

6 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Types of Analysis Used to Determine Need for a Training Program (1of 2) Job Content Analysis Job Content Analysis Employee Perform- ance Analysis Employee Perform- ance Analysis Examines the content of present and anticipated openings. Determines whether a dis- crepancy exists between the employee’s actual performance and the minimum acceptable standards determined in the process of analyzing job con- tent.

7 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Types of Analysis Used to Determine Need for a Training Program (2of 2) Employee Attitude Survey Employee Attitude Survey Population Needs Analysis Population Needs Analysis Assesses the attitudes of employees regarding their perceived need for training. Determines specific training needs of specific populations of workers.

8 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Types of Training Programs (1 of 3) Basic Knowledge Experiences are designed to help new employees qualify for the position for which they have been hired. Experiences may be considered as remedial.

9 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Types of Training Programs (2 of 3) Types of Training Programs (2 of 3) Job Exposure Job Exposure Experiences provided employees, often new ones, with training that supple- ments what they already know about their positions. Experiences are designed to help employees perform certain activities or tasks.

10 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Types of Training Programs (3 of 3) Types of Training Programs (3 of 3) Refresher Experiences are designed to help employees maintain a desirable level of effectiveness in performing their jobs. Experiences are sometimes used to help employees upgrade themselves.

11 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Principles of Learning Affecting Training Principles of Learning Affecting Training Learner must want to improve if the training experience is to be successful. Informing learners of their perform- ance provides needed reinforcement. Learners learn at different speeds and in different ways; this should be recognized in the training process. Actively involves learner in the learning process. Learning by Doing Learning by Doing Motivation Individual Differences Individual Differences Knowledge of Results Knowledge of Results

12 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Organizing Learning Experiences (1 of 2) Organizing Learning Experiences (1 of 2) Some experiences are offered as whole units; others are broken into components. Experiences are distributed over a longer period of time. Distributed Learning Distributed Learning Whole vs. Part Learning Whole vs. Part Learning Transfer of Learning Transfer of Learning Learning by parts is generally more effective. Learning experiences should be transferable to what trainees actually do on the job.

13 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Organizing Learning Experiences (2 of 2) Organizing Learning Experiences (2 of 2) Refers to the way people learn. Learning Curve Learning Curve

14 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Information Distribution Techniques (1 of 7) Information Distribution Techniques (1 of 7) Lecture Method Lecture Method Allows the presentation of a large amount of information to a number of people in a short time. Does not allow for individual Differences.

15 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Information Distribution Techniques (2 of 7) Information Distribution Techniques (2 of 7) Conference Method Conference Method Trains employees in small groups headed by the conference leader. Learner plays an active role in the process. Is considered to consume a considerable amount of time before results are apparent.

16 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Information Distribution Techniques (3 of 7) Information Distribution Techniques (3 of 7) Programmed Instruction Programmed Instruction Presents material to learner in two formats: textbook or teaching machine. Provides immediate knowledge of results. Is costly to develop.

17 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Information Distribution Techniques (4 of 7) Information Distribution Techniques (4 of 7) Closed-Circuit Television Closed-Circuit Television Enables an organization to develop its own videotapes of various procedures, processes or methods. Facilitates providing a close-up view of the process being taught.

18 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Information Distribution Techniques (5 of 7) Information Distribution Techniques (5 of 7) Uses slide presentations in the training process. Slide Presentations Slide Presentations

19 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Information Distribution Techniques (6 of 7) Information Distribution Techniques (6 of 7) Distance Learning Distance Learning Is a new training technique. Delivers the instructional process to the trainee’s site rather than requiring the trainee to go to the site where the training originates. Works well with distributed employees.

20 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Information Distribution Techniques (7 of 7) Information Distribution Techniques (7 of 7) College-Level Refresher Courses College-Level Refresher Courses Involves using college/ university courses to train employees.

21 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Simulation Techniques (1 of 10) Simulation Techniques (1 of 10) Role Playing Role Playing Trainees assume the role of someone in an existing environment.

22 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Simulation Techniques (2 of 10) Simulation Techniques (2 of 10) Case Method Case Method Trainees are given a description of organizational conditions involving either a hypothetical situation or a real situation.

23 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Simulation Techniques (3 of 10) Simulation Techniques (3 of 10) Incident Method 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.

24 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Simulation Techniques (4 of 10) Simulation Techniques (4 of 10) Business Games Business Games Trainees use realistic games in learning about the concept being taught. Are an effective technique in helping employees acquire an understanding of the various interrelationships within the organization.

25 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Simulation Techniques (5 of 10) Simulation Techniques (5 of 10) In-Basket Focuses on decision making and problem solving. Trainee determines the priority of each situation and devises a solution to each problem.

26 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Simulation Techniques (6 of 10) Simulation Techniques (6 of 10) Computer-Assisted Instruction Computer-Assisted Instruction Is a training process that involves the use of the computer. Often resembles, as a process, the programmed instruction technique.

27 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Simulation Techniques (7 of 10) Simulation Techniques (7 of 10) Audio-Cassette Training Audio-Cassette Training Involves the use of audio cassettes in training employees. Trainees are able to listen to the cassette as many times as they need to to achieve mastery.

28 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Simulation Techniques (8 of 10) Simulation Techniques (8 of 10) Video Training Video Training Uses one of the new media (tapes, lasers, video disks, etc.) in presenting the training with the training experiences.

29 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Simulation Techniques (9 of 10) Simulation Techniques (9 of 10) Interactive Video Interactive Video Is a new training technique. Trainee carries on a dialogue with a computer. Results in a fast learning process.

30 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Simulation Techniques (10 of 10) Simulation Techniques (10 of 10) Virtual Reality Virtual Reality Trainees view television monitor or computer screen closely resembling reality. Lends itself well to tasks that require practice and redundancy.

31 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ On-the-Job Techniques (1 of 5) On-the-Job Techniques (1 of 5) Employer- Employee Cooperative Training Employer- Employee Cooperative Training Combines in-classroom instruction with on-the-job instruction.

32 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ On-the-Job Techniques (2 of 5) On-the-Job Techniques (2 of 5) On-the Job Coaching On-the Job Coaching Trainee’s supervisor becomes the trainer.

33 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ On-the-Job Techniques (3 of 5) On-the-Job Techniques (3 of 5) Job Rotation Trainees learn new job processes by rotating through a variety of positions.

34 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ On-the-Job Techniques (4 of 5) On-the-Job Techniques (4 of 5) Job-instruction Training Job-instruction Training 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.

35 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ On-the-Job Techniques (5 of 5) On-the-Job Techniques (5 of 5) Job-in-Time Training Job-in-Time Training Provides employees with training experiences as they need them to perform their job tasks.

36 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Special-Purpose Training Involves providing trainees with information about a variety of areas, including diversity, AIDS, teamwork, etc.

37 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ Legal Considerations Training experiences must not discriminate against employees on the basis of the provisions of the Civil Rights Act of 1964 Civil Rights Act of 1964 Vocational Re- habilitation Act of 1973 Vocational Re- habilitation Act of 1973

38 Administrative Office Management, 8/e by Zane Quible ©2005 Pearson Education, Inc. Pearson Prentice Hall Upper Saddle River, NJ 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.