Prepared by: Doaa Abu Alwafa

 Training: is organized, systematic series of activities designed to enhance an individual’s work-related knowledge, skills, and understanding or motivation.  Education is a broader term, training is a subset of education.  training Characteristics of : practicality, specificity, and immediacy.  The purpose of both education and training is learning (in education; learning tend to be more theoretical, and in training; learning will be more practical).

 Many of instructional methods are used to provide training for employees (for both internal and external training) such as:  videotapes; lecture; demonstration; slides; role-playing; audiotapes; film; simulation; case study; self-study instruction; videoconferencing and teleconferencing; computer referencing and online.

 Types of training (manufacturing, transportation, communication, utilities): 1. Customer education 2. Sales skills 3. Employee relations 4. Executive management skills 5. Customer relations 6. Office skills 7. New work procedures 8. Supervision skills 9. Communication 10. Management and technical skills  In total quality setting, training topics that are important are: technical skills; supervision skills; communication; new work procedures; and customer relations (internal and external customers).

 The most important factors combine to magnify(increase) the need for training: 1. Quality of the existing labor pool. 2. Global competition. 3. Rapid and continual change. 4. Technology transfer problems. 5. Changing demographics. See page ( )

 Fewer production errors  Increase productivity  Decrease turnover rate  Lower staffing cost  Improved safety and health  Fewer accidents  Minimized insurance cost  Increase flexibility of employees  Better response of change  Improved communication  Better teamwork  More harmonious employee relations

1. Identifying training needs  It is important to place the emphasis of training on those who need it most and to ensure that training is designed to promote the organization’s goals.  These requirements are met by assessing training needs before providing training.  Training needs can be assessed by observing, brainstorming, and surveying. 2. Converting training needs to training objectives  Training needs should be converted to training objectives that are stated in behavioural terms.  See page ( )

1. Internal approaches: are used to provide training on-site in the organization’s facilities.  The approaches include one-on-one training, on-the-job computer-based training, formal group instruction, media based instruction.  This approach is used when a new employee is hired. 2. External approaches: are involve enrolling employees in programs or activities provided by public institutions, private institutions, professional organizations, and private training companies. 3. Partnership approaches.

 Evaluating training begins with a clear statement of purpose. With a statement of purpose drafted, the next step is to ask the following questions: was the training provided valid? Did the employees learn? Has the learning made a difference?  Valid training is training that is consistent with the training objectives.  See figure 12-11

 Principles of learning: 1. People learn best when they are ready to learn. 2. People learn more easily when what they are learning can be related to something they already know. 3. People learn best in step-by-step manner. 4. People learn by doing. 5. The more often people use what they are learning, the better they will remember and understand it. 6. Success in learning tends to stimulate additional learning. 7. People need immediate and continual feedback to know if they have learned.

1. Preparation 2. Presentation 3. Application 4. Evaluation See page ( )

 The areas in which all mangers in a total quality setting should complete training: 1. Quality basic 2. Strategic quality management 3. Quality planning 4. Quality improvement 5. Quality control

1. Lack of participation in planning by management. 2. Too narrow in topic

 Three errors are associated with orientation training: 1. Insufficient information. 2. Too much information. 3. Conflict information.  Principles for providing effective orientation training: 1. Base orientation topics on a needs assessment. 2. Establish an organizing framework. 3. Establishing learner control 4. Make orientation a process, not just an event. 5. Allow people and personalities to emerge 6. Reflect the organization’s mission and culture. 7. Have a system for improving and updating.