Job Design

• Why Train?


  • May not be able to select qualified individuals to fill positions
  • Ensure employees can maintain performance
  • Develop employees for different positions and/or roles in organization
• Training


  Systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance
• Organizations spend about $1200 per employee on training (2007)
• Training Need


  Discrepancy between actual performance and an ideal, a norm, a minimum, a desired state, or an expected state
• Needs assessment


  Tells us the types of training (if any) that are needed in an organization
• Analysis of Need


  1. What are we trying to accomplish?

  2. Why do we think there is a need for our training program?

  3. Is there an actual need for our training program?

  4. Is our idea for a training program practical?
• 3 Methods for determining training needs

  • Organizational Analysis
  • Task Analysis
  • Person Analysis
• Organizational Analysis


  • Determines what organizational factors facilitate or inhibit training
• Task Analysis


  • Identifies which task(s) in a job should be targeted to improve performance
• Person Analysis


  • Identifies which individuals within an organization should receive training
• Establishing Goals and Objectives

  • What do you want to accomplish? (Knowledge, Skills)
  • What goals should be (Concrete, Attainable)
  • Can you accomplish your objectives? (What's expected, Level at which it's expected, Condition at which it's expected)
• Training Goals and Objectives


  • By the end of the training session you will be able to answer customer questions about loan rates without asking others 90% of the time
  • By the end of the training session you will be able to balance the teller drawer without assistance in 30 minutes with no errors
• Training Methods


  • Lecture (Knowledge)
  • Case Studies (Apply Knowledge)
  • Simulations (Practice Skills)
  • Role-Playing (Interpersonal Skills)
  • Behavior Modeling (Interpersonal Skills)
  • Role-playing with videos of models
• Major obstacle


  Motivating Employees
• Motivating Employees to attend training


  • Provide incentives (self-improvement related to immediate job, money, promotion opportunities, college credit, certificates)
  • Let employees choose the training offered
  • Offer food & reduce workload
• Motivating Employees to perform well in training

  Provide incentives (self-improvement related to immediate job, money, promotion opportunities, college credit, certificates)
• Motivating Employees to use their training on the job

  • Provide an opportunity to use newly learned skills
  • Ensure supervisory support
  • Recognize performance improvement
• Choosing the Best Training Method

  1. Classroom training

  2. Distance Learning

  3. On-the-job
• Delivering the Training Program

  1. Conducting Classroom Training (Who will conduct? Internal vs. External, Videos, Colleges or Universities, Where? Onsite vs. Offsite, How long should it be? Massed vs. Distributed Practice)

  2. Prepare for Classroom training (Create Initial Plan, Anticipate problems, What does audience need?, Prepare everything, Practice, Practice, Practice, Develop Presentation, Informative, Interactive, Create Materials)

  3. Delivering the Training Program (Introduce the trainer and the trainings session, Using icebreakers and energizers, Introductions & Activities, Delivering Presentation, Confident, Speak at a normal pace)
• Individual Training Through Distance Learning

  Concept of programmed instruction, 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))
• Learning by Modeling Others


  Characteristics of the model (Successful, Status, Similarity), Characteristics of the observer (Attention, Retention, Reproduction skills)
• On-the-Job Training


  • Job rotation
  • Cross training
  • Volunteerism
  • Learning through Apprentice Training
  • Learning through Coaching
  • Learning through Mentoring
• Learning through Apprentice Training

  Used in crafts and trades, 144 hours of formal class work each year, Work with an expert (usually 4 years)
• 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
• Motivating Employees to Perform Well in Training: Provide Incentives


  • Completion and degree based
  • Knowledge based
  • Skill based
  • Job performance based
• Type of Incentive


  • Self-improvement/esteem
  • Job security
  • Money
  • Advancement
• Important Principles


  • Timing
  • Contingency
  • Type of incentive
  • Expectancy theory (Motivation = E * I * V, E = Expectancy, I = Instrumentality, V = Valence)
• Maintain Interest


  • Relevance
  • Activity
  • Fun
  • Variety
  • Interaction
  • Expertise sharing
  • Provide Feedback
• Evaluation: Was it worth it?

  • Content Validity
  • Employee Reactions
  • Employee Learning
  • Application of training
  • Business impact
  • Return on investment
• Ensure Transfer of Training on the Job

  • Realistic training environment
  • Practice
  • Provide Opportunity to apply training
  • Ensure Management is Supportive of Training
  • Have Employees Set Goals
• Amount of learning and Specificity of Feedback are both HIGH for Ensure Transfer of Training on the Job
• Tasks


  • Answer customer questions about rates
  • Process customer transactions
  • Calm irate customers
  • Check loan applications for accuracy
  • Ask customers to complete VISA applications
  • Input customer transactions into the computer
  • Answer customer questions about services