Develop the Training program

 

Develop the Training program

Program development means actually assembling the program’s training content and materials. It means choosing the specific content the program will present, as well as designing/choosing the specific instructional methods (lectures, cases, Web-based, and so on) you will use(o Jean Barbette 2013). Training equipment and materials include (for example) iPads, workbooks, lectures, PowerPoint slides, Web- and computer-based activities, course activities, and trainer resources (manuals, for instance).

Implementing of training program

On-the-job training (OJT) means having a person learn a job by actually doing it. Every employee, from mailroom clerk to CEO, should get on-the-job training when he or she joins a firm. Apprenticeship training is a process by which people become skilled workers, usually through a combination of formal learning and long-term on-the-job training. Many apprenticeships pay well (Wexley and Latham 2012).

Figure 3: on the job training (Gary Dessler 2016)

For example, at the Tennessee Valley Authority, starting apprentices earn about $40,000 a year and can earn up to $65,000, before moving onto $75,000 jobs as linemen.65 The Manufacturing Institute provides a step-by-step manual for creating apprenticeship programs (Lance Lambert,2017).

Lecturing is a quick and simple way to present knowledge to large groups of trainees, as when the sales force needs to learn a new product’s features (Donald Michalak and Edwin G. Yager 1979). Behavior modeling involves showing trainees the right (or “model”) way of doing something, letting trainees practice that way, and then giving feedback on the trainees’ performance. Behavior modeling is one of the most widely used, well-researched, and highly regarded psychologically based training interventions (Paul Taylor et al,2005).

The basic procedure is as follows: Modeling. First, trainees watch live or video examples showing models behaving effectively in a problem situation. Thus, the video might show a supervisor effectively disciplining a subordinate, if teaching “how to discipline” is the aim of the training program. Role-playing. Next, the trainees get roles to play in a simulated situation; here they are to practice the effective behaviors demonstrated by the models.  Social reinforcement. The trainer provides reinforcement in the form of praise and constructive feedback.  Transfer of training. Finally, trainees are encouraged to apply their new skills when they are back on their jobs

Although increasingly replaced by Web-based methods, audiovisual-based training techniques like DVDs, films, PowerPoint, and audiotapes are still used (Teri O. Grady and Mike Matthews 1987). For example The Ford Motor Company uses videos in its dealer training sessions to simulate problems and reactions to various customer complaints.

Electronic performance support systems (EPSS) are computerized tools and displays that automate training, documentation, and phone support. Videoconferencing involves delivering programs over broadband lines, the Internet, or satellite. Most employers are moving from classroom-based to online-based learning because of the efficiencies involved. For example, until recently, Utah-based Clearlink’s employee training was classroom based. Sales agents often returned to the field without being tested on what they learned, and in general the training was less than effective (Dina Berta,2001).

A virtual classroom uses collaboration software to enable multiple remote learners, using their PCs, tablets, or laptops, to participate remotely in live audio and visual discussions, communicate via written text, and learn via content such as PowerPoint slides. The virtual classroom combines the best of online learning offered by systems like Blackboard with live video and audio (Traci Sitzmann et al,2006).

Literacy training by one estimate, about one in seven workers can’t read their employers’ manuals. Employers often turn to private firms like Education Management Corporation to provide the requisite education (Kermit Kaleba,2007).

Diversity training diversity training aims to improve cross-cultural sensitivity, so as to foster more harmonious working relationships among a firm’s employees. It typically includes improving interpersonal skills, understanding and valuing cultural differences, improving technical skills, socializing employees into the corporate culture (Matthew Reis,2004).

Teamwork doesn’t always come naturally. Companies devote many hours to training new employees to listen to each other and to cooperate. For example, a plant suffered from high turnover and absenteeism. Cross training means training employees to do different tasks or jobs than their own; doing so facilitates job rotation, as when you expect team members to occasionally share jobs or parts of jobs. Thus, some auto dealerships cross train sales and finance employees, so they each learn more about the challenges and details of selling and financing cars (Hannah Lutz,  2017).

 

 

 

Dina Berta, “Computer-Based Training Clicks with Both Franchisees and Their Employ[1]ees,” Nation’s Restaurant News, July 9, 2001, pp. 1

Donald Michalak and Edwin G. Yager, Making the Training Process Work (New York: Harper & Row, 1979), pp. 108–111.

Hannah Lutz, “Cross Training Boosts Resources and Teamwork,” Automotive News, January 30, 2017, p. 40.

Kermit Kaleba, “Businesses Continue to Push for Lifelong Learning,” TD, June 2007

Lance Lambert, “You’re Hired, Trump Tells 5 Million Future Apprentices,” Bloomberg BNA Bulletin to Management, June 27, 2017.

Matthew Reis, “Do-It[1]Yourself Diversity,” TD, March 2004, pp. 80–81

O Jean Barbazette, “Take the Pain out of Writing Training Materials,” TD, April 2013, pp. 108–110.

Paul Taylor et al., “A Meta[1]Analytic Review of Behavior Modeling Training,” Journal of Applied Psychology 90, no. 4 (2005), pp. 692–719.

Teri O. Grady and Mike Matthews, “Video . . . Through the Eyes of the Trainee,” Training 24, no. 7 (July 1987), pp. 57–62

Traci Sitzmann et al., “The Comparative Effectiveness of Web-Based and Classroom Instruction: A Meta-Analysis,” Personnel Psychology 59 (2006), pp. 623–664

Wexley and Latham, Developing and Training Human Resources in Organizations, 2012, pp. 78–79.