1. Employee Training and Development
Importance of Training
Who Will Do the Training
How Employees Learn Best
Developing a Job Training
Program
Retraining
Orientation
Overcoming Obstacles to
Learning
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2. Importance of Training
Teaching people How to do Their Jobs:
There are three kinds of training:
Job Instruction, Retraining, and
Orientation.
The big sister, big brother, or
buddy system is when a old hand
shows a newcomer the ropes.
When good training is absent there
is likely to be an atmosphere of
tension, crisis, and conflict because
nobody knows what to do.
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3. The Benefits of Training
Gives the supervisor more time to
manage, standardized performance, less
absenteeism, less turnover, reduced
tension, consistency, lower costs, more
customers, better service
Gives the workers confidence to do
their jobs, reduces tension, boost
morale and job satisfaction, reduces
injuries and accidents, gives them a
chance to advance.
Gives the business a good image and
more profit.
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4. Then why is training often neglected?
Urgency of need
Training time
Costs
Employee turnover
Short-term worker
Diversity of worker
Kinds of jobs (simple-complex)
Not knowing exactly what you
want your people to do and how
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5. Who will do the Training?The magic apron method: people
train themselves the easiest ways to get
the job done, and what will keep them
from getting into trouble.
The person that is leaving trains:
teaches shortcuts and ways of breaking
the rules.
Big sister, big brother, or buddy
method: passes on bad habits and may
resent new person as a competitor.
The logical person to train new
workers is YOURSEF!
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6. How do Employees Learn the Best?
Learning is the
acquisition of skills,
knowledge, or attitudes.
The adult learning
theory is a field of
research that examines
how adults learn. A
number of the following
tips come from the adult
leaning theory.
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7. How employees learn the best:When they are actively involved in
the learning process-(to do this
choose a appropriate teaching
method).
Training is relevant and practical.
Training material is organized and
presented in chunks.
Training is in an informal, quiet,
and comfortable setting.
When they have a good trainer.
When they receive feedback on
performance.
When they are rewarded.
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8. Developing a Job-Training Program
Training plan: A detailed plan
for carrying out employee
training for a unit of work.
1st- establish performance
standards: they provide a ready
made structure for a training
program.
2nd- write a training objective
derived form above.
3rd- Develop standard
procedures (list tasks and spell
them out). 8

9. Developing a Unit Training Program
This is taught in several sessions.
It should provide check points to
measure progress.
Should include two elements:
1. Showing and telling the
employee what to do.
2. Having the employee do it
(right).
Location should be quiet.
Training materials should be the
same as used on the job.
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10. Moving from Plan to Action
Training people with
some experience begins
with a pretest.
Carry out the training
program with employees
who do not meet
standards.
Once the training process
is complete EVALUATE.
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11. EvaluationFormal evaluation: uses observation,
interviews, and surveys to monitor
training while its going on.
Summative evaluation: measures
results when training is complete in
five ways:
1. Reaction
2. Knowledge
3. Behavior
4. Attitudes
5.Productivity
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12. Job Instruction Training (JIT)
Also called on the job training.
Consists of 4 steps:
1. Prepare the learner
2. Demonstrate the task
3. Have the worker do the task
4. Follow through: put the worker on
the job, correcting and supporting as
nessicary.
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13. Classroom Training Skills
Be aware of appropriate body
language and speech.
Watch how you talk to
employees. Covey respect and
appreciation.
Handle problem behaviors in an
effective manner.
Avoid time wasters.
Facilitate employee participation
and discussion.
Use visual aids to avoid
constantly referring to notes. 13

14. Retraining
Needed when changes are made that
affect the job, employees performance
drops below par, or when the worker
has not mastered a particular technique.
A positive one-on-one approach to
retraining is referred to a coaching.
Coaching is a two part process.
1. Observation of the employees
performance.
2. Conversation between manager and
employee focusing on job performance.
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15. Orientation: the pre-job phase of training.
Introduces each new
employee to the job and the
workplace.
Tells new staff members what
they want to know and what
the company wants them to
know.
Communicates information
give out a employee
handbook.
Creates positive employee
attitudes toward the company
and the job. 15

16. Overcoming Obstacles to Learning
Reduce fear with a positive
approach (convey confidence in
the worker).
Increase motivation: emphasize
whatever is of value to the learner,
make the program form a series of
small successes, build in
incentives and rewards.
Limited abilities: adjust teaching
to learners level.
Laziness, indifference, resistance:
May mean a problem worker.
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17. Overcoming Obstacles to Learning
Teaching not adapted to
learners: Deal with people as
they are (teach people not tasks),
keep it simple, involve all the
senses.
Poor training program: revise to
include objectives.
Poor instructor: The trainer
needs to know the job, be a good
communicator + leader,
sensitive, patient, helpful, etc.
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