Quality and Employee Training

Training

Training is an organized, systematic series of activities designed to enhance an individual's work-related knowledge, skills and understanding and /or motivatio n

LEARNING A relatively permanent change in behavior due to knowledge and experience

Changes in immediate or potential behavior Change must be relatively permanent C hange must be due to knowledge and/or experience

Need for training Quality of the existing labor pool Global competition ogy transfer problems Changing demographic Rapid and continual change technol

Benefits of Training

Fewer production Errors Increased productivity Improved quality Decreased turnov er rate Lower staffing costs Improved safety and health Fewer accidents Minimize d insurance costs Increased flexibility of employees better response to change I mproved communication Better teamwork Better interpersonal relationship

CONDITIONS OF THE LEARNING ENVIORNMENT Learner readiness Previous Knowledge Whole versus part learning massed versus sp ace practice Reward motivates over learning Knowledge of result (feedback) atten tion Retention

People learn best when they are ready to learn

Previous Knowledge

People learn more easily when what they are learn can be related to something th ey already know

WHOLE VERSUS PART LEARNING Complex task is to be broken down into its parts and the learner should learn ea ch part separately. The process starts with the simplest task and going on the m ost difficult.

Massed versus spaced practice Practicing the new behavior and taking rest periods in between is more effective than practing the new behavior without break

Success in learning tends to stimulate additional learning

Overlearning Overlearning is desirable when the task to be learned in program is not likely t o be immediately practiced in the work situation and when performance must be ma intained during periods of emergency and stress.

Knowledge of Results For trainee to improve training performance , they need to receive timely and sp ecific feedback or knowledge of results

Attention Trainers should try to design training programs and materials to ensure that tra inees devote attention to them.

Retention Trainer should make the content meaningful to them and they should have an easie r time understanding and remembering it Trainer can make training meaningful by

Overview of what is to be learned Using examples and terms familiar to the train ee Organizing material from simple to complex Rehearsal

Training methods selected should be Motivate the trainee to learn the new skill Illustrate the desired skills to be learned Be consistent with the content Allow for active participation by trainees to fit with adult learning model Provide o pportunities for practice and over learning Provide feedback on performance duri ng training Encourage positive transfer from the training to the job Be cost eff ective Training Methods

General Tips Don't be too quick to select course delivery mode. Don't jump to the decision on course delivery medium until you have complete and accurate definitions of thre e things: (Performance objectives - obtained during task analysis). What the learner must be able to do at the conclusion of the training What the learner already knows a nd can already do before the training begins

Tip 2: Document the Audience Analysis and make it a part of the training design documentation. Concentrate on the characteristics of the new-hire forming the job. Workers who are currently per

Tip 3: Make sure the Task Analysis is complete and accurate. . An accurate and complete task analysis is the key to effective and efficient tra ining. Weaknesses in the task analysis can result in wasted time, wasted money, and poor worker performance.

Tip 4: Be specific when defining prerequisite skills and knowledge. In many programs, prerequisite skills and knowledge are defined in such ambiguou s terms or at such a high level that the prerequisite training developed (or pur chased) is far more than is needed or prudent.

Choosing the methods for the Training program TRAINING METHODS METHODS TRANSMITTING INFORMATION TO THE LEARNER METHODS EXPERIINTIAL IN NATURE

INFORMATIONAL TRAINING METHODS

LECTURES AUDIOVISUALS INDEPENDENT STUDY PROGRAMMED INSTRUCTION

EXPERIENTAIL METHODS ON JOB TRAINING (OJT) COMPUTER BASED TRAING (CBT) COMPUTER ASSISTED TRAINING (CA I) EQUIPMENT SIMULATIONS GAMES AND OTHER SIMULATIONS CASE ANALYSIS ROLE PLAYING BEHAVIOR MODELING

INFORATMIONAL TRAINNING METHODS USERS LECTURE Gaining new knowledge To present introductory material Equally as good as PI an Low Cost. Reaches a large audience at one time. Audience is often comfortable wi th it. Learners are passive Poor transfer. Depends on the lecturer's ability. Is not tailored to individual trainees. BENEFITS LIMITATION AUDIOVISUALS Gaining new knowledge Gaining attention Can reach a large audience at one time Allows for replays. Versatility Is not tailored to individual trainees. Must be updated. Passive Learners.

INFORATMIONAL TRAINNING METHODS USERS Independent Study Gaining new knowledge Completing degree requirements Continuous education Allows trainees to go at their own pace. Minimizes trainers time. Expensive to develop a library of materials. Materials must be designed to adjust to varying reading levels. Performance depends on trainees motivation. Is not applicable to all jobs BENEFITS LIMITATION Minimizes costs of development Programmed Instruction Gaining new knowledge preparation to ensure that all trainees have similar backg rounds. Allows trainees to go at their own pace. Can guarantee mastery at a spec ified level. Encourages active trainee involvement. Provides immediate feedback to trainees. Expensive to develop Is not applicable to all tasks (e.g., cognitiv e tasks). Does not lead to higher performance than lectures

EXPERIENTIAL TRAINNING METHODS USERS BENEFITS Good transfer. LIMITATION Depends on the trainers skills and willingness. OJT Learning job skills Apprenticeship training Job rotation Limited trainer costs. High trainee motivation since training is relevant. May be costly due to lost production and mistakes. May have frequent interruptions due to job demands. Often is haphazardly done. T rainees may learn bad habits CBT Gaining new knowledge Drill and practice Individualized training Self-paced. Sta ndardization of training over time. Feedback given. Good retention Costly. Train ees may fear using computers. Limited opportunities for trainee interaction. Les s useful for training interpersonal skills.

EXPERIENTIAL TRAINNING METHODS USERS Equipment Simulators To reproduce real-world conditions For physical and cognitive skills For team tr aining BENEFITS Effective for learning and transfer. LIMITATION Costly to develop. Can practice most of the job skills Sickness can occur Requires good fidelity. Games and Simulations Decision-making skills Management training Interpersonal skills Resembles the job tasks. Highly competitive. Provides feedback. Presents realistic challenges Time-consuming May stifle creativity

EXPERIENTIAL TRAINNING METHODS USERS Case Study or Analysis Decision making skills Analytical skills Real-world training materials. Criticiz ed as being unable to teach general management skills. Trainers often dominate d iscussions BENEFITS Decision-making practice. LIMITATION Must be updated Communication skills To illustrate diversity of solutions Active learning Good for developing problemsolving skills Role Play For changing attitudes To practice skills Gain experience of other roles. Active learning. Initial resistance of trainees. Trainees do not take it seriously To analyze interpersonal problems Close to reality

EXPERIENTIAL TRAINNING METHODS USERS Behavior Modeling To teach interpersonal skills To teach cognitive skills Provides feedback. Reten tion is improved. Can improve self-concept. May be costly to develop BENEFITS Allows practice. LIMITATION Time-consuming Sensitivity Training To enhance selfawareness To allow trainees to see how others see them To improve insights into differences May be threatening. Can reduce prejudice. May have limited generalizability to job situations Can change interpersonal behaviors