Designing Effective Training Systems • Conduct needs analysis • Ensure employee readiness for training • Create learning environment • Ensure transfer of training • Evaluate training program imes Mirror Higher Education Group, Inc., company, 1997 imes Mirror Higher Education Group, Inc., company, 1997 IRWIN
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Designing Effective Training Systems Conduct needs analysis Ensure employee readiness for training Create learning environment Ensure transfer of training.
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Designing Effective Training SystemsDesigning Effective Training Systems
• Conduct needs analysis• Ensure employee readiness for
training• Create learning environment• Ensure transfer of training• Evaluate training program
• Conduct needs analysis• Ensure employee readiness for
training• Create learning environment• Ensure transfer of training• Evaluate training program
- integrate training systems- team building- identify capabilities
- cost reduction- redefine goals- sell assets
- efficiency - stress management- time management- cross-training- outplacement
Training :Methods & Effectiveness
Training :Methods & Effectiveness
Ability / Skill Areas
TechnicalDecision-MakingCommunicationConsideration/empathyLeadershipMotivationAppraisal/coachCreativityCoping with changeIntegrityEffort/persistenceCommitment
TechnicalDecision-MakingCommunicationConsideration/empathyLeadershipMotivationAppraisal/coachCreativityCoping with changeIntegrityEffort/persistenceCommitment
Trainabilty
HIGH LOW
Training :Areas & Effectiveness
Training :Areas & Effectiveness
Ability / Skill Areas Trainabilty
HIGH LOW
XXX
XXXXX
XXXX
TechnicalDecision-MakingCommunicationConsideration/empathyLeadershipMotivationAppraisal/coachCreativityCoping with changeIntegrityEffort/persistenceCommitment
2 Hands - on Techniques� on-the-job training (OJT)� self-directed learning� simulations� business games, case studies� behavior modeling� interactive video
2 Hands - on Techniques� on-the-job training (OJT)� self-directed learning� simulations� business games, case studies� behavior modeling� interactive video
1 Energy: where people get strength and vitality from– extroverts (e) - interpersonal relationships– introverts (i) - personal thoughts and feelings
2 Life-Style: tendency to be flexible and adaptable– judging (j) - focus on goals, establish deadlines– perceiving (p) - enjoy surprises, change decisions
3 Information-gathering: actions taken in decision-making– sensing (s) - gather facts, detail– intuitive (i) - focus on possibilites, idea relationships
4 Decision-making: amount of consideration for other’s feelings
– thinking (t) - objective focus– perceiving (p) - evaluate the impact of decisions on others
1 Energy: where people get strength and vitality from– extroverts (e) - interpersonal relationships– introverts (i) - personal thoughts and feelings
2 Life-Style: tendency to be flexible and adaptable– judging (j) - focus on goals, establish deadlines– perceiving (p) - enjoy surprises, change decisions
3 Information-gathering: actions taken in decision-making– sensing (s) - gather facts, detail– intuitive (i) - focus on possibilites, idea relationships
4 Decision-making: amount of consideration for other’s feelings
– thinking (t) - objective focus– perceiving (p) - evaluate the impact of decisions on others
• Supported by top management• Structured• Tied to business objectives• Evaluations used• Manager involvement required• Viewed as cultural change• Blame is not emphasized• Behaviors, interaction skills taught• Managers rewarded for increasing
diversity
• Supported by top management• Structured• Tied to business objectives• Evaluations used• Manager involvement required• Viewed as cultural change• Blame is not emphasized• Behaviors, interaction skills taught• Managers rewarded for increasing
diversitySources: S. Rynes and B. Rosen, “What Makes Diversity Programs Work?” HR Magazine (October, 1994), 67-73; S. Rynes and B. Rosen, “A Field Survey of Factors Affecting the Adoption and Perceived Success of Diversity Training,” Personnel Psychology 48 (1995): 247-270; J. Gordon, “Different fromWhat? Diversity as a Performance Issue.” Training (May 1995):25-33.
• Employee’s role– primary responsibility for own CP– get feedback about strengths, weaknesses– identify developmental needs– expose oneself to learning opportunities– interact with many different employees
• Manager’s role– coach, appraiser, adviser and referral agent
• Company’s role– provide employees with resources for CP
• Employee’s role– primary responsibility for own CP– get feedback about strengths, weaknesses– identify developmental needs– expose oneself to learning opportunities– interact with many different employees
• Manager’s role– coach, appraiser, adviser and referral agent
• Company’s role– provide employees with resources for CP
Roles in the Career Planning (CP) ProcessRoles in the Career Planning (CP) Process
• Encourage employees to ask questions• Information on technical / social aspects of job• Responsibility of manager• Avoid embarrassing new employee• Formal/informal interactions with managers/peers• Include relocation assistance• Provide information about company products, etc.
• Encourage employees to ask questions• Information on technical / social aspects of job• Responsibility of manager• Avoid embarrassing new employee• Formal/informal interactions with managers/peers• Include relocation assistance• Provide information about company products, etc.