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Employee Training & Development
Spring, 2003 Dr. Mike Aamodt Training Employees
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The Role of Training Money Spent of Training
According to the American Society for Training and Development (ASTD), in 2010 Organizations spend $125 billion each year on training 2.14% of payroll was spent on training $1,081 per employee Need to consider Direct costs Indirect costs Hidden costs Formal Development Investment Per Employee Metric (from Dr. Ed Holton and Sharon S. Naquin, Ph.D., Louisiana State University) The Basics Traditionally, training investments have been measured by training expense as a percent of payroll but this measure is flawed. In its place we propose the Formal Development Investment Per Employee metric. This measure improves on the old by a) expanding beyond training cost to include other formal development, b) including the hidden cost of the participant's salary, and c) converting to a per person ratio so it is more usable by management. We acknowledge one key shortcoming in that it does not include the cost of informal development, which is simply too difficult to cost. The metric is calculated as follows. Internal cost (IC) = training expenses + direct costs of learning events External cost (EC) = tuition reimbursement + conference registration fees + outsourcing + other development costs Hidden cost (HC) = (participant days in training + conference days attended) x average payroll per day Formal development cost = IC + EC + HC Formal Development Investment =Formal Development Cost divided by FTE
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The Role of Training Goals
Improve performance by increasing Self-awareness Knowledge Skill Motivation
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The Role of Training Global Types of Training
Basic skills Technical skills Interpersonal skills Personal effectiveness Organizational maneuvering
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Training Steps Determine training needs Develop training program
Establish goals and objectives Choose best training method Prepare the training Motivate employees Conduct the training Evaluate training success
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Needs Assessment
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What is a Training Need? Discrepancy between actual performance and
An ideal A norm A minimum A desired state An expected state Posavac & Carey (2003) page 115 Discuss Nagy’s method of measuring job satisfaction
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Analysis of Need Four Key Questions
What are we trying to accomplish? Why do we think there is a need for our training program? Is there an actual need for our training program? Is our idea for a training program practical?
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Types of Needs Analysis
Organizational Analysis Task Analysis Person Analysis
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Organizational Analysis
Goals and objectives Economic analysis Organizational climate Employee readiness Attitudes Time Commitment Management support Resource analysis
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Analysis of Need Is the Program Practical?
Will people participate in the program? Are the barriers insurmountable? Do we have the expertise? Do we have the funding?
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Resource Analysis Funding Staff Physical resources How much Number
Skills Availability Physical resources Office space Phones Computers Vehicles
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Task Analysis Job analysis identifies
Tasks Conditions under which tasks are performed KSAOs needed to perform tasks under those conditions Task analysis identifies how tasks are learned Expected at time-of-hire Easily taught on-the-job Current training program No training
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Example of a Task Analysis
How task is learned Answer customer questions about rates Basic rate charts Process customer transactions Basic teller training Calm irate customers Check loan applications for accuracy Loan processing course Ask customers to complete VISA applications Input customer transactions into the computer Answer customer questions about services
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Person Analysis Performance appraisal scores Surveys Interviews
Skill and knowledge tests Critical incidents
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Critical Incidents Category Excellent Poor Total Interest in residents
31 19 50 Availability 14 27 41 Responsibility 12 20 32 Fairness 18 10 28 Self-adherence to rules Social skills 7 26 Programming 13 Self-confidence 8 Rule enforcement 4 Authoritarianism 1 16 17 Counseling skills Self-control 5 2 Confidentiality 3
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Developing a Training Program
Employee Training & Development Spring, 2003 Dr. Mike Aamodt Developing a Training Program
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Developing a Training Program Setting Goals and Objectives
What Do You Want to Accomplish Knowledge (general v. expert, narrow v. Broad) Skill (what level of proficiency?) Motivation (How much and for how long?) Appreciation (e.g., diversity)
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Developing a Training Program Setting Goals and Objectives
Goals should state What learners are expected to do The conditions under which they are expected to do it The level at which they are expected to do it Goals should be Concrete Attainable Can you accomplish your objectives?
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Developing a Training Program Setting Goals and Objectives
Properly written objective statements include (Kroehnert, 2000): Action word Item Condition Standard
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Example By the end of this training session, you will be able to
answer / customer questions about loan rates/ (action word) (item) without asking others / 90% of the time (condition) (standard) .
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Example By the end of this training session, you will be able to
balance / the teller drawer / without assistance / (action word) (item) (condition) in 30 minutes with no errors. (standard) .
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Example By the end of this training session, you will be able to
compute / adverse impact levels / using a calculator / (action word) (item) (condition) with no errors. (standard) .
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Choosing the Best Training Method
Classroom Training Lecture to acquire knowledge (live or video) Case studies to apply knowledge Simulation exercises to practice new skills Role play and behavioral modeling to learn interpersonal skills Distance Learning Books Videos Interactive video Programmed instruction Web-based instruction (e-learning) Computer-based instruction
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Choosing the Best Training Method
On-the Job Training Modeling Job rotation Apprentice training Coaching Mentoring Performance appraisal
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Conducting Classroom Training
Employee Training & Development Spring, 2003 Dr. Mike Aamodt Conducting Classroom Training
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Classroom Training Options
Lecture to acquire knowledge (live or video) Case studies to apply knowledge Simulation exercises to practice new skills Role play and behavioral modeling to learn interpersonal skills
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Preparing the Presentation
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How Long Does it Take to Prepare?
Zemke (1997) 30 hours of prep for each training hour Diekmann (2001) 50 hours of prep per training hour Aamodt (2013) 16 hours of prep per training hour
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Initial Planning Anticipate problems What does the audience need?
What if a bulb goes out? What if extra people show up? What if the weather is bad? What does the audience need? Paper and pens? Calculators? Prepare Your talk Handouts Visuals Marketing materials Practice, practice, practice
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Supplementing Lecture
Case studies to apply knowledge Actual situations Living cases are best Simulations to practice new skills Role play to practice interpersonal skills Regular role play Behavior modeling Teach technique View videos of good and bad performance Critique videos Have audience role play Provide feedback on role play
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Are case studies and scenarios an effective form of training?
Let's Talk Are case studies and scenarios an effective form of training?
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Going Hollywood Behavioral Modeling
bad example role play good example
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Motivating Employees to Attend Training
Require attendance on the clock Voluntary On the clock Just in time rather than just in case Make training interesting Focus on core competencies Increase employee buy-in Choice Help develop Provide incentives (food, certificates, college credit, pay increase) Provide food Reduce stress associated with attending
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Delivering the Training Program Initial Decisions
Who will conduct the training? In-house trainers ($750 per seminar hour to develop) External trainers ($100-$500 per seminar hour) Videos $200 - $900 to purchase $2,000 per finished minute to produce Local universities Where will it be held? On-site Off-site Local hotel Resort area
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Where will it be? Size of room Seating Arrangement Comfort Atmosphere
Need for PA system Seating Arrangement Theater style Rows Circle Conference style U-shape
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Where will it be? Physical Aspects Types of chairs and tables Lighting
Temperature Noise Distractions Acoustic quality Types of chairs and tables
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How long should the training be?
Considerations Efficiency Attention span Time away from work Massed vs. distributed practice Options 1-2 hours Half day Full day Several days
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Preparing for Classroom Training
Adjusting for the Audience Considerations Size Demographics Ability Readiness Options Amount of discussion Types of multi-media Types of exercises
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Creating Handouts Considerations Include Size of audience Budget
Length and type of presentation Include Cover sheet List of goals and objectives Information about the speaker Schedule Notes Activity sheets References/further reading Form to evaluate your presentation
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Developing Your Presentation
What is your goal? Best approach to reach goal Limitations Research your topic Library Internet Interviews Develop an outline Create or locate learning aids Visuals Handouts Activities Videos
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Developing Your Presentation Making the Presentation Interesting
Informative Relevant to the lives of the audience Unusual or interesting topic Fun Humor Stories Variety Lecture Discussion Activity Videos
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Developing Your Presentation Making the Presentation Interesting
Energy Speaker pace Audience activity Audience Interaction Expertise sharing Experience sharing Discussion/opinions
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Practicing Your Presentation
Simulate the presentation setting Practice aloud Practice standing up Time your presentation Memorize your opening few sentences Watch yourself in a mirror
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Prior to the Presentation Relax
Identify your fear Solid preparation reduces anxiety Memorize your first few lines Be familiar with the equipment Walk calmly to the podium, smile at the audience, and begin
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Delivering the Training Program
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Making the Presentation The Introduction
What are you trying to establish? Identity Credibility Personality Atmosphere Issues Do they already know you? How long is the presentation?
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Making the Presentation The Introduction
Who will make the introduction? Other person Provide an introduction in advance Do not just give a resume Bring a copy with you Self-introduction Keep short Rely on speaker info in the handouts
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Making the Presentation The Introduction
Introducing Someone Practice the introduction Pronounce speaker’s name properly Repeat the name several times Greet the speaker on the stage Don’t leave the stage empty Shake hands and then leave/sit Opening should grab the audience’s attention Body should briefly establish purpose Closing should lead into the presentation Get the audience to applaud before and after the presentation
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Making the Presentation Icebreakers and Energizers
Why? Get people to know one another Get people talking Wake-up the audience Get people thinking about the topic
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Making the Presentation Icebreakers and Energizers
Types Introductions Jokes or stories Group activities Open-ended questions to elicit audience response/discussion Free writes Considerations Time Nature of the audience
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What icebreakers have you seen that
Let's Talk What icebreakers have you seen that you liked? Disliked?
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Making the Presentation Minimal Presentation Skills
Making eye contact with the audience Using effective gestures Not reading your presentation Use your visuals to guide you Know your topic Practice Not hiding behind a podium
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Making the Presentation Minimal Presentation Skills
Using a conversational style Being Confident Avoid use of fillers Speak at an appropriate volume Don’t brag about yourself Speaking at an appropriate pace Not swearing or putting others down
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Making the Presentation Answering Questions
Anticipate questions in advance Repeat the question if the room is large If you are unsure of the question Ask the person to repeat “Is what you are asking…” Ask if you have answered the question sufficiently If you don’t know the answer Don’t bluff, but you can qualify a guess Ask if anyone in the audience knows Tell the person you will get the answer for them
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Making the Presentation Using Humor
Don’t force humor If you are not a funny person, don’t rely on humor The humor should meet an objective Keep the audience interested Demonstrate a point Humor can come from Jokes Stories Clip art Audience members Video clips Cartoons
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Making the Presentation Using Humor
Humor should not be at the expense of others Self-depreciating humor works well in moderation Avoid jokes that might offend
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Individual Training Through Distance Learning
Employee Training & Development Spring, 2003 Dr. Mike Aamodt Individual Training Through Distance Learning
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Categories of Distance Learning
Asynchronous Employees complete the training at their own pace and at the time and place of their choosing Synchronous Employees complete the training at the same time and the same place although they may be in difference physical locations Webinars, webcasts, and teleconferences are common methods
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Programmed Instruction
Concepts Self-paced Trainee is actively involved in the learning Material is presented in small units Formats Books Video Interactive video Computer based training (CBT) Web based (e-learning)
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Who has taken a distance learning course?
Let's Talk Who has taken a distance learning course? What did you think?
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Employee Training & Development
Spring, 2003 Dr. Mike Aamodt On-the-Job Training
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Learning by Modeling Others
Characteristics of the model Successful Status Similarity Characteristics of the observer Attention Retention Reproduction skills
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Learning Through Job Rotation
Cross training Volunteerism Learning through Apprentice Training Used in crafts and trades 144 hours of formal class work each year Work with an expert (usually 4 years)
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Learning through Coaching
Experience employee works with new employee Problems Not all employees are good coaches Coaching can lower the coach’s work productivity Pass through programs and corporate coaches can alleviate problems Learning through Mentoring Mentoring is less formal than coaching Good mentors can be difficult to find Learning through Performance Appraisal
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(9 to 5 – DVD Segment 5: The Xerox Room)
Going Hollywood On the Job Training (9 to 5 – DVD Segment 5: The Xerox Room)
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Motivating Employees to Learn During Training
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Provide Incentives Basis for the Incentive Type of Incentive
Completion and degree based Knowledge based Skill based Job performance based Type of Incentive Self-improvement/esteem Job security Money Advancement
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Important Principles Timing Contingency Type of incentive
Expectancy theory Motivation = E * I * V E = Expectancy I = Instrumentality V = Valence
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Maintain Interest Maintain Interest Provide Feedback Relevance
Activity Fun Variety Interaction Expertise sharing Provide Feedback
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Ensuring Transfer of Training
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Five Strategies Use realistic training programs
Have opportunities to practice work-related behavior during the training Overlearning Provide employees with the opportunity to apply their training Ensure management is supportive of the training Have employees set goals
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Evaluation of Training Results
Employee Training & Development Spring, 2003 Dr. Mike Aamodt Evaluation of Training Results
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Evaluation of Training Results Research Designs
Pretest Training Posttest Posttest Training Pretest Posttest Pretest
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Evaluation of Training Results Solomon four-groups design
Posttest Group 1 Pretest Training Posttest Group 2 Pretest Posttest Group 3 Posttest Group 4
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Evaluation of Training Results Criteria
Content validity Employee reactions Employee learning Application of training Business impact Return on investment
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Putting it all Together
Applied Case Study: Pal’s Sudden Service
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Using Role Play in Training
Let's Talk Focus on Ethics Using Role Play in Training
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What Do You Think? What are some of the other ethical concerns of using role plays to teach skills? Do you think organizations should implement policies on the type of strategies trainers can use when conducting training? Should role plays be a mandatory part of training?
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