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EUBSBBASTUDENTHRMUnit6EmployeeTrainingUpdate2020_21.pdf

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BCO 213 Bachelor of Business Adm

inistration H

U M

A N

RESO U

RCES M A

N A

G EM

EN T

P ro

f. A lista

ir C h a rle

s alistair.charles@ euruni.edu

Em ployee Training, Learning &

Developm ent

Training & D

evelopm ent

w w

w .youtube.com

/w atch?v=85RVEas4AXs

“Exp e

rie n

c e

te a

c h

e s

o n

ly th

e te

a c

h a

b le

” A

ld o

us H

uxle y

(1894-1963), w rite

“Exp e

rie n

c e

is n

o t

w h

a t

h a

p p

e n

s to

y o

u ; it’s

w h

a t

y o

u d

w ith

w h

a t

h a

p p

e n

s to

y o

u ”

A ld

o us

H uxle

y (1894-1963), w

rite r

“… y

o u

h a

ve to

sh a

re y

o u

r ig n

o ra

n c

e …

” D

a nie

l Lib e

skind (1946) A

rrc hite

c t,

urb a

n d

e sig

ne r, a

c a

d e

m ic

, w rite

U nit 6.

Unit 6 O verview

• O

rientation / Induction / O n-boarding

• Training needs assessm

ent (TNA) •

Training: O n-the-job(O

n-JT) v O ff-the-job (O

ff-JT) •

Training m ethodologies

• Training, learning & developm

ent evaluation •

Learning m anagem

ent system s (LM

Relationships betw een Hum

an Resource Functions

N ew

D epartm

ent O

rientation N

ew Em

ployee O

rientation

– O

rien ta

tio n

K it:

• A

su p

p lem

en tal p

ack of w ritten

form ation

for n ew

em p

loyees –

O rgan

isation ch

art an d

telep

h on

e n u

m bers

– P

olicy an d

p roced

u res h

an d

book –

B en

efits, h olid

ay d ates,

p roced

u res an

d ap

p raisal form

s –

S afety p

roced u

res –

S am

p le cop

y com p

an y

m agazin

e/n ew

sletter –

O rien

ta tio

n L

en gth

a n

d T

im in

g •

N o m

ore th an

tw o h

ou rs sp

read over

several d ays

– F

o llo

w -U

p a

n d

E va

lu a

tio n

• Q

u estion

n aires, in

terview , grou

d iscu

ssion

E m

ployee O rientation

1. O

verview of the com pany

2. Policies & procedures review

3. Com

pensation

4. Fringe benefits

Source: W . D

. St. John, “The Com plete Em

ployee O rientation Program

,” P e

rso n

n e

l Jo u

rn a

l, M ay 1980, pp. 376-77.

Reprinted w ith the perm

ission of P e

rso n

n e

l Jo u

rn a

A. Possible Topics for CO M

PANY O

rientation Program

5. Safety & accident prevention

6. Em

ployees & union relations

7. Physical facilities

8. Econom

ic factors

Em ployee O

rientation

1. Departm

ent functions

2. Job duties and responsibilities

3. Policies, procedures, rules, and regulations

4. Tour of departm

ent

5. Introduction to departm

ent em ployees

6. O

rientation Kit/Pack

7. Length, tim

ing, follow-up and evaluation

Source: W . D

. St. John, “The Com plete Em

ployee O rientation Program

,” P e

rso n

n e

l Jo u

rn a

l, M ay 1980, p. 377.

Reprinted w ith the perm

ission of P e

rso n

n e

l Jo u

rn a

B. Possible Topics for JO B or DEPARTM

ENT O

rientation Program

Em ployee O

rientation

How do you determ

ine the exact cause of failure and w hether

training is the answ er?

Training Needs Assessm ent (TNA)

Conduct a: 1.

Perform ance Analysis; desired vs. actual em

ployee perform

ance. W hat is the difference in current vs.

desired perform ance?

2. Training Needs Assessm

ent (TNA) to determ ine if

training is the m ost appropriate intervention. How can

the perform ance gap m

ost effectively be elim inated?

Role of Training Needs Assessm ent (TNA)

in the Training Process

Am erican Society

forTraining & D

evelopm ent

Training Em ployees: Needs

assessm ent

Needs assessm

entis a system

atic analysis

ofspecifictraining activities an

organisation requires

to achieve

its objectives.

• SURVEYS/Q

UESTIO NNAIRES

• INTERVIEW

S •

O BSERVATIO

NS •

FO CUS G

RO UPS

• DO

CUM ENT EXAM

INATIO N

Training Em ployees: Needs

assessm ent

• Needs

assessm entis

a system atic

analysis of specifictraining activities

an organisation

requires to

achieve its

objectives •

In general 5 m ethods

can be used

to gatherinform

ation

1. Interview

s: Conducted by

specialists

2. Surveys/questionnaires: Develop

a listof skills rquired

to perform

and em

ployees are com

pared againstthe

list

3. O

bservations: Conducted by

specialists in observing

behaviourand identifying training needs

4. Focus

groups: Com posed

of em ployees

from various

departm ents

and levels

5. Docum

entexam ination:Com

pany records on

absenteeism , accidentrates

etc

A TNA is the process to determ ine w

hether training is needed to address a perform

ance gap.

W hat is Training Needs Assessm

ent (TNA)?

• Training m

ight be appropriate w hen the perform

ance issue is a “can’t do” issue:

• Poor perform

ance (resulting from a knowledge or skill deficiency).

• Lack of basic skills (reading, writing, technology, m

ath skills). •

Legislation or policies requiring new knowledge or skills. •

New technology. •

A custom er request for new products or services.

• Higher perform

ance standards. •

New jobs.

W hen is training not a suitable intervention?

ANALYSES

1. O

RG ANISATIO

N ANALYSIS: –

Alignm ent, resources, support

2. TASK ANALYSIS: –

KSAs, behaviours, relevant content, objectives, m

easures and m ethods

3. PERSO

N / LEARNER ANALYSIS: –

Pre-requisite skills, confidence, m otivation

Sim ple yes, no or m

aybe response questionnaires can provide useful training needs inform

ation. The questions can be directed towards skills in a current job or as a preparation for prom

otion opportunities.

Q uestions m

ight relate to:

•Tim e m

anagem ent

•Stress on the job •W

ritten com m

unication skills •Listening skills •Personal productivity •…

… …

Training Em ployees: Needs

Assessm entQ

uestionnaires

Cost& Tim

eliness?

Learn at Business speed

in Contextw ith

Support?

+ Resources &

Channels

“Pull” rather than

“Push” Learning

V ID

O n-the-Job Training

O ff-the-Job Training

1.W hatare the

i) advantages and ii) disadvantages

ofeach type?

2.W hatjob

roles orcontexts w

ould bestsuiti) O

n the

JT orii) O ff the

JT.

Determ ine the training

objectives prepare contentand the training area. Decide on delivery styles,types

and training evaluation m ethods.

– O

n-the-job training (O n-JT): Can be both FO

RM AL

& INFO RM

AL shows

em ployees how to do the job under the trainers

supervision. ✓

Job rotation: individual learns several different jobs in a work unit or departm ent and does so

for a specific period of tim e

✓ Apprenticeship: O

ften associated with a highly skilled trade with instruction on and off the job – e.g.furniture m

aking ✓

Self-directed Learning: Trainees use m obile technology to work at own pace guided by trainer

– O

ff-the-job training (O ff-JT): Tends to be m

ore FO RM

AL •

Classroom Training. M

ost fam iliar training m

ethod; useful for quickly exchanging inform ation to

large groups with little or no knowledge of the subject

• Distance Learning:

– Virtual Classroom

. Internet technology allows an online teaching and learning environm ent. In a

typical virtual classroom a professor lectures locally and also

to a rem ote class

– Rem

ote / Anytim e Classroom

/ O n-Line. Use of video conferencing or on-line platform

Training Em ployees: Training types

Principles of Learning •

M otivation to Achieve Personal G

oals: Job security, financially and intellectually rewarding, recognition, status, responsibility and achievem

ent.

• Practice and Repetition: Reinforcem

ent of behaviourleading to a positive outcom e

tends to be repeated.

• Flow

of the Training Program : O

rganised so trainee sees purpose and fit with the

rest of the program .

• Spacing of Sessions: Interval m

ost appropropriate depends on the type of training

• W

hole or Part Training: It depends on the job content. O ne m

ethod m ight be an

overview of the job then further specific training

• Training Follow

-Up & Evaluation: 1.Plan of action; 2.M easure

results; 3.Support from

peers / superiors; 4.Experts

accessible

Training Em ployees: Program

evaluations

Keep program evaluations as sim

ple as possible always bearing in m ind the objectives you

have for the course and what part/s of the program you wish to evaluate. A five pointscale

from excellentto poorshould be sufficient.

Som e typical questions m

ight be:

1. How would you rate the overall program ?

2. How were the m eeting facilities, luncheon arrangem

ents, etc.?

3. W ould you like to attend program

s of a sim ilar nature in the future?

4. To what extent was the program relevant to your current job?

5. How would you rate the abilities and style of the instructor?

6.O ther com

m ents and suggestions for future program

Training Em ployees: O

ther Evaluations

1. Reaction: Considers a wide range of topics e.g.program

content, structure, trainers, techniques used etc.

2. Learning: How well did trainee understand and absorb inform

ation. Control groups, pre and post program

testing should be carried out 3.

Behaviour: How has the trainee’s behaviourchanged on the job

4. Results: Attem

pts to m easure changes in variables

Learning M anagem

ent System s (LM

• Used any tim

e e-Learning takes place and are being used to im

prove organizational efficiency and collaboration. They are effectively a training m

anagem ent system

. •

They are also used in schools for online and blended courses. An LM S can be a

valuable tool that increases the effectiveness of training while reducing costs and tim e

spent on training.

• W

hat Does an LM S Do? Any LM

S should perform four m

ain functions:

1. System

atise and present training & learning content

2. Create assignm

ents to engage trainees, strengthen and check knowledge acquisition

3. Perm

it learning when and where the learner needs it m ost

4. Support the evaluation of trainee learning and developm

ent

Learning M anagem

ent System s (LM

S) Advantages of LM

S 1.

Em ployee Engagem

ent: Learning can take place in an environm ent best suited to the trainee

• Anytim

e access. Supervisors and students. This reduces issues of tardiness and attendance on both sides, fostering m

ore effective learning. •

M obile learning. Accessed on sm

artphones and other sm all m

obile devices available as “apps”

• Social learning. O

ffering tools like Facebook, Twitter etc. are im portant new developm

ents. •

Feeling valued. This m ight increase em

ployee retention

2. O

rganisation Culture: W

hen LM S hours are routinely factored into a schedule, it can help to

foster a culture of continuous training. •

M ulti-functional: Easy to create, deliver, and consum

e course content throughout the organisation

• HR m

onitoring: Em ployees' progress and perform

ance goals. M anagers can quickly assign

new course content to the right team s whenever new training requirem

ents are needed. •

Custom Flexibility: To develop com

pany-specific and em ployee-specific training program

LM S

– C

loud-based; O pen-source; C

ustom -built?