Iya

• Needs analysis


  The first step in developing an employee training system, to determine the types of training needed and if training is a practical means of achieving an organization's goals
• Types of needs analysis

  • Organizational analysis
  • Task analysis
  • Person analysis
• Organizational analysis


  • Determines organizational factors that facilitate or inhibit training effectiveness
  • Focuses on goals, extent to which training will help achieve goals, organization's ability to conduct training, employee readiness for training
• Task analysis


  • Identifies tasks performed by each employee, conditions under which tasks are performed, and competencies needed to perform tasks
• Person analysis


  • Determines which employees need training and in which areas, based on performance appraisal scores, surveys, interviews, skill/knowledge tests, critical incidents
• Performance appraisal scores


  1. Low ratings indicate need for additional training

  2. High ratings indicate little training needed
• Leniency error


  Performance appraisal scores are consistently high, leading to incorrect conclusion that no training is needed
• Strictness error


  Performance appraisal scores are consistently low, leading to incorrect conclusion that training is needed
• Surveys


  Ask employees what knowledge and skills they believe should be included in future training
• Interviews


  Yield in-depth answers to questions about training needs, reveal employee feelings and attitudes
• Skill test


  Measures an employee's level of some job-related skill
• Knowledge test


  Measures the level of an employee's knowledge about a job-related topic
• Critical incident technique


  Sorting critical incidents into dimensions and separating into examples of good and poor performance, to identify areas needing additional training
• Lecture


  Good for providing knowledge, but not usually effective at teaching skills
• Case study


  A training technique in which employees are presented with a real or hypothetical workplace problem and asked to propose the best solution, to develop analysis, synthesis, and evaluation skills
• Living case


  A case study based on a real situation rather than a hypothetical one
• Simulation


  An exercise designed to place an applicant in a situation similar to one encountered on the job, allowing practice of newly learned skills without consequences of mistakes
• Role-play


  A training technique in which employees act out simulated roles, to practice interpersonal skills
• Many employees feel uneasy and embarrassed about being required to "act" in role-plays
• "Real play"


  Employees practice their skills on actual customers, rather than role-playing
• Role-play training


  • Employee plays the role of "the other person" (e.g. supervisor plays employee, sales clerk plays frustrated customer)
  • Allows employee to better understand reasoning and feelings of people they work with
• Role-plays allow employees to practice what is being taught, but they are not for everyone
• Reluctance to role-play


  • Many employees feel uneasy and embarrassed about being required to "act"
  • Can be reduced by using warm-up exercises and praising employees after participation
• Behavior modeling


  A training technique where employees observe correct behavior, practice that behavior, and receive feedback
• Behavior modeling process


  1. Discuss problem, why it occurred, and necessary employee behaviors to correct it

  2. View videos of correct and incorrect problem solving

  3. Mentally rehearse solution

  4. Role-play situations and receive feedback

  5. Discuss ways to apply new skills on the job
• For behavior modeling to be successful, the videos must represent commonly encountered problems and situations
• Situational skill


  Handling a bank customer angry about a bounced check
• Generic skill


  Calming any angry customer
• Generic skills are more difficult to teach and require modeling of many different types of behavior in many different situations
• Motivating employees to attend training

  • Relate training to immediate job
  • Make training interesting
  • Increase employee buy-in
  • Provide incentives
  • Provide food
  • Reduce stress associated with attending
• Classroom-based training


  One of the three primary methods of delivering training programs
• Decisions for classroom training

  • Who will conduct the training (in-house or external)
  • Where the training will be held (on-site or off-site)
  • How long the training should be
• Preparing for classroom training

  • Adjust for audience size, demographics, and ability levels
• Delivering classroom training


  1. Introduce the trainer and training session

  2. Provide tips on audience etiquette

  3. Difference between technical and non-technical training

  4. Trainers improve with experience

  5. Get to know audience prior

  6. Know the material thoroughly

  7. Use icebreakers and energizers

  8. Don't make up answers

  9. Use different formats

  10. Wear good shoes

  11. Be prepared

  12. Use stories and experiences

  13. Use humor
• Motivating employees to learn during training

  • Provide incentives for learning
  • Make the material interesting
  • Provide effective feedback
• Skill-based pay


  Financial incentive method where employees must demonstrate mastery of newly taught skills to receive pay raise or promotion
• Ensuring transfer of training

  • Use realistic training programs
  • Provide opportunities to practice work-related behavior during training
  • Provide opportunities to apply training on the job
  • Ensure management is supportive
  • Have employees set goals
• For information learned in training to transfer to behavior on the job

  • Employees must be given the opportunity and encouraged to apply what they have learned
• Employees are more likely to be given opportunities to perform what they learned


  • If their supervisor perceives them to be competent and the organizational climate is supportive
• One other method for getting employees to apply what they have learned in training

  Train all the employees in a work area (team) at the same time