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

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

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

4. 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

5. Process of Learning
Need
Stimulus
Response
Reinforcement

6. 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

7. 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)

8. 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

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

10. Sole Reason for Training
Changed job performance

11. 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

12. 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.

13. 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.

14. 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

15. 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.

16. 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

17. 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

18. 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.

19. 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.

20. 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.

21. 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

22. 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

23. 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)

24. 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.

25. 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)

26. 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.

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

28. 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.

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

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

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

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

37. 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.

38. 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.

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

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

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

42. 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

43. 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.

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

45. 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

46. 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.