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In a 2-3 page, double spaced word document, address the following regarding the design of your training session.
- Your list of objectives. (Based on task analysis data)
- How long will the training require? (1-2 weeks, I believe)
- What type(s) of training materials and media are you planning on using? And why?
- Lesson Plan. This is your step-by-step training agenda on how you will implement the program. This includes an outline of exactly how you will present the materials, what information, what skills the employees will sharpen, what they will practice, and the steps you will take to ensure the learners gain knowledge, skills, and abilities in this area.
Refer to uploaded document for my needs assessment. The program i’m leaning towards is OJT/JIT. I am also uploading exerpts of my text book, my needs assessment, and project expectations paper for you to use as needed. No reference page or citations required!
* if you have any issues or questions, please contact me.
ON-THE-JOB TRAINING (OJT) METHODS
On-the-job training (OJT) involves conducting training at a trainee’s regular work station (desk, machine, etc.). This is the most common form of training; most employees receive at least some training and coaching on the job. Virtually any type of one-on-one instruction between coworkers or between the employee and supervisor can be classified as OJT. Some have argued that, in general, employees
learn and retain more through informal learning on the job than they do through
formal training programs.7 On-the-job training has been promoted as a means for
organizations to deal with the shortage of applicants who possess the skills needed to perform many current jobs, and as a means for organizations to deal with accelerating market cycles. Indeed, a recent study found that manufacturers in Thailand were, in fact, investing relatively more on OJT for those with less formal education.
Unfortunately, much on-the-job training is conducted informally, without structure, planning, or careful thought. At the extreme, such informal efforts are caricatured with the picture of the busy supervisor telling the new hire to “go sit by Joe.”
Research indicates that informal OJT “leads to increased error rates, lower productivity, and decreased training efficiency.” Why do you suppose that might be?
An assigned trainer who is recognized, rewarded, and trained to provide appropriate instructional techniques generally conducts structured OJT programs. Reviews of OJT practices have found that (1) supervisors, coworkers, and to a lesser degree, HRD staff members conduct most of the structured OJT programs; (2) a majority of organizations provide train-the-trainer programs for these assigned OJT trainers (see Chapter 5); and (3) top management generally expressed support for structured OJT programs. A recent study by Cho of trainers in a large life insurance company in Korea found that trainer self-efficacy and organizational commitment were higher for trainers who were trained utilizing structured OJT procedures.
Formal OJT has two distinct advantages over classroom training. First, OJT facilitates the transfer of learning to the job because the trainee has an immediate opportunity to practice the work tasks on the job. Transfer of learning is enhanced because the learning environment is the same as the performance environment. Second, OJT reduces training costs because no training facilities are needed. For example, the Hard Rock Café conducts almost all of its training on the job. Supervisors conduct most training at the start of each new work shift. Job aids are used heavily, and these materials make extensive use of graphics and bullet points, rather than lengthy training manuals. Younger workers are reported to view this approach very favorably, and they are a major source of employees for this restaurant chain.
There are, however, several limitations to OJT. First, the job site may have physical constraints, noise, or other distractions that inhibit learning. Many of these problems cannot be changed because of the nature of the job. Second, using expensive equipment for training could result in costly damage or disruption of the production schedule. Third, using OJT while customers are present may inconvenience them and temporarily reduce the quality of service. Fourth, OJT involving heavy equipment or chemicals may threaten the safety of others who are working in close proximity. Precautions should be taken by the trainer to minimize the potential problems from these four areas.
In many cases, OJT is used in conjunction with off-the-job training. For example, KLM Royal Dutch Airlines uses classroom-based training to provide initial customer service training for new flight attendants. However, follow-up training is conducted on evaluation flights. Trainees are asked to demonstrate their service delivery skills on the evaluation flights in front of experienced flight attendants. A study of best OJT practices in Great Britain found that OJT was much more likely to be successful when operated in a systematic fashion, when there was clear top management support, and when line managers were committed to it. Furthermore, for complex jobs, OJT was more effective when classroom training, OJT, and computer-based training were used in combination. Schwan Food Company uses structured OJT, combined with three-and-a-half days of classroom training, to train new customer service managers. Finally, OJT has been recommended as an addition to formal training and certification programs to train information technology (IT) professionals.
There are at least four identifiable OJT techniques, including job instruction training (JIT), job rotation, coaching, and mentoring. We will focus on JIT and job rotation now and discuss coaching and mentoring in later chapters.
Job Instruction Training (JIT)
Job instruction training (JIT) is defined as a sequence of instructional procedures used by a trainer to train employees while they work in their assigned jobs. It is a form of OJT. The content of a JIT program is distinguished by its simplicity.
Preparing the workers is important because they need to know what to expect. Preparation may include providing employees with a training manual, handouts, or other job aids that can be used as references. Presenting the task should be carried out in such a way that a trainee understands and can replicate the task. Some trainers demonstrate the task before asking the trainee to repeat the process. Practice time is important for the trainee to master a particular set of skills. Finally, the trainer needs to conduct a follow-up as a way of ensuring that the trainee is making progress. During this follow-up session, the trainer should apply coaching techniques when appropriate.
For example, Cummins Engine Company combined the JIT-approach with the Japanese philosophy of continuous improvement, referred to as Kaizen, in a program the company called Just Do It training (JDIT). The JDIT approach begins with instruction on basic principles and then moves to a job where a need for improvement has been identified. The improvement process follows five steps: (1) observe work processes in action and identify problems; (2) brainstorm possible improvements; (3) analyze each improvement option; (4) implement improvements; and (5) analyze results and make adjustments. The role of the trainer in this approach is to guide the learners and help them to discover potential problems and find solutions on their own. The instructor can then provide feedback and reinforce learning.
The success of JIT depends on the ability of the trainer to adapt his or her own style to the training process. The trainer, particularly if this person is the trainee’s coworker or supervisor, should have an opportunity to assess the trainee’s needs before beginning the training. If the training material is too difficult or too easy, the OJT trainer should adjust the material or techniques to fit the needs of the trainee.
Once the trainees have demonstrated that they can do the work, they should be allowed to work on their own. However, it is important for the trainer or supervisor to check back periodically to answer questions and make sure everything is going well. As Urbaniak puts it: “Above all, don’t turn trainees loose and forget them.”
TABLE 6-2
Job Instruction Training
Step 1: Prepare the Worker
a. Put trainee at ease
b. Find out what trainee knows
c. Motivate
d. Set up the task
Step 2: Present the Task
a. Tell
b. Show
c. Explain
d. Demonstrate
Step 3: Practice
a. Have trainee perform the task(s)
b. Have trainee explain the steps
c. Give feedback on performance
d. Reinforce correct behavior
Step 4: Follow-up
a. Have trainee perform on his or her own
b. Encourage questioning
c. Check performance periodically
d. Gradually taper off training
SOME FINAL ISSUES CONCERNING TRAINING
PROGRAM IMPLEMENTATION
So, how should the choice be made concerning which method or methods to use to deliver training? Trainers should make this decision while simultaneously considering the objectives to be achieved, the resources available, and trainee characteristics and expertise. Although trends are clearly moving strongly in the direction of increased technology-based training, this may not be the best solution for every training situation. In this regard, we present an interesting response to the “e-learning bandwagon”. Furthermore, there is increasing discussion of blended learning, which is some combination of traditional (classroom based) and technology-enhanced training. This has enormous implications for trainers and trainees alike, but holds considerable promise for providing advantages to both trainees and organizations beyond what can be obtained using any single delivery method by itself. The primary responsibility for implementing a training program lies, of course, with the trainer
ARRANGING THE PHYSICAL ENVIRONMENT
An important implementation decision concerns the arrangement of the physical environment. The environment is particularly important to on-the-job training because a trainee must feel comfortable enough to concentrate and learn. If the OJT area has a number of distractions (like noise and phone calls) that interfere with the training process, for instance, a trainer must find ways to remove or minimize them. Interruptions are another common OJT distraction, particularly when the supervisor is the trainer. Interruptions can be avoided by setting aside certain times of the day or a special location for training that is free from distractions. Alternatively, the supervisor can arrange for someone who is not receiving training to handle calls and inquiries during the time established for training.
In a classroom setting, a number of factors should be considered when arranging the physical environment. These include the seating arrangement, comfort, and physical distractions. Seating is important because it establishes a spatial relationship between the trainer and the trainees. For example, a classroom with fixed seats in vertical rows limits what the trainer can do in that setting, but this arrangement may be preferred for the lecture technique because it focuses the participants on the lecturer. In a classroom with movable seats, however, the trainer can arrange the seats to facilitate program objectives. Arranging rows on angles (or a chevron shape) or in a semicircle allows trainees to view each other during a class discussion.
This arrangement can encourage interaction and feedback among participants. In a large class, seats can be arranged in small groups to facilitate group discussion.
The physical comfort level is also important for successful learning. Extremes in room temperature can inhibit learning. A warm, stuffy room can make participants feel tired. A room that is too cold can distract participants and reduce manual dexterity. One of the authors recalls participating in a management development seminar in a room so cold that trainees spent more time focusing on how uncomfortable they were (and consuming hot beverages) than dealing with the training content.
The third factor that should be considered when arranging the physical environment is the potential for physical distractions, such as noise, poor lighting, and physical barriers. Noise, including activity outside the classroom, can often be controlled by closing the door or placing a sign stating “Quiet: Training in session” outside the area. Inappropriate lighting can make it difficult for participants to take notes, read printed material and overheads, and it can render projected material un-viewable. A trainer should inspect a room in advance if possible to determine whether any physical barriers, such as poles, fixed partitions, or the like, will interfere with planned activities. If such problems exist, it may be possible to find a more suitable location. A recent study reports that the use of a networked computer laboratory to teach a lecture-based course led to considerable “distractions” for students, that is, even though the individual computers were not used in this traditional course, they fostered negative reactions by students concerning the perceived atmosphere or environment in the class. With more and more training facilities and colleges moving towards high tech classrooms, this is a useful reminder that not every course or topic is well suited to such environments.
Additional physical factors a trainer may want to consider include wall and floor coverings and colors (carpeted rooms are quieter), the type of chairs, the presence of glare, windows (a view may distract participants), acoustics, and the presence of electrical outlets to run necessary equipment. Also, whenever possible, the screen for overheads or computer slides should be arranged in such a way that it does not block off simultaneous use of a white board or flip chart.
Finally, computers and other technology should be tested and tried out in advance to ensure that they work as intended during the training program. Finally, everything about the physical environment changes when training is computer-based, especially online or via CD-ROM or other technology. Trainees generally don’t need to go to another location to receive training. Thus, time and location issues change drastically. The whole notion of “asynchronous” learning arises with online learning—meaning learners login to a learning platform at their convenience, then make successive contributions to course discussions, often over some number of days (rather than the more typical real time contributions in a classroom). Generally, the number of individuals who can be trained at one time increases as one moves from classroom to online learning. Pretesting trainees
(to insure they possess basic prerequisite knowledge or skills prior to entering training) can be facilitated with online assessment tools. Similarly, follow up activities and assessments can also be addressed effectively via online evaluation efforts. Thus, technology can indelibly change the way HRD is implemented.
The big question concerning technology and HRD implementation is this: how is it helping to facilitate workplace learning and performance? The potential to add value is clear; living up to that potential remains a challenge. It is easy to see the “glitz” or “bells and whistles” with new technology, but we must ensure that it is in some way adding value to the learning process. Having said that, we invite you to ponder the discussion question at the end of the chapter: “What are some new things concerning training implementation that we can do now that we could not do before?” The future of HRD implementation seems remarkably uncharted and exciting!
Running head: NEEDS ASSESSMENT 1
NEEDS ASSESSMENT 2
Needs Assessment
Ashley Lichtenberg
Rasmussen College
Author Note
This paper is being submitted on November 23, 2013, for Ashley Lichtenberg’s
B250 Training and Development course.
Needs Assessment
Task
Person
· Teach office workers how to inventory their office supplies
· Tasks
· Explain how to make an inventory spreadsheet
· Show how to document inventory purchases through set suppliers
· Teach how to place office supply orders
· Tools/Equipment
· Computer/Tablet
· Inventory Spreadsheet Template
· Needs
· Be able to take inventory of current office supplies
· Determine reorder levels of each item or category
· Record all new inventory purchases
· Account for inventory loss/gain
· Skills
· Keeping track of inventory
· Counting supplies
· Organizing supplies for easy reorders
· Weakness
· Does not currently know how to perform a supply inventory
· Unorganized with supplies in the office
· Strength
· Knows how to use computer/Excel
1. What types or format of Data Sources for needs assessment will offer you the information that you need? MBO or Work Planning and Review Systems
2. Why did you choose this type of needs assessment? This data source is ongoing and will keep the employees improving throughout their time at the company.
3. Who will need the training? The office personnel – at least the receptionist, possibly the entire office.
4. What type of program will you need to design? On-The-Job-Training (OJT)
5. Are there any roadblocks? If so, what are they and how do you plan to prevent them from hindering the HRD program you are planning? Yes, the persons being trained may think that keeping an inventory of office supplies will be a waste of their time and effort. The HR or management will need to explain why the task is important and make sure the employee(s) know that is will be part of their job requirement.
Running head:
Course Project – Topic Selection and Expectations
1
COURSE PROJECT – TOPIC AND EXPECTATIONS 3
Course Project – Topic Selection and Expectations
Ashley Lichtenberg
Rasmussen College
Author Note
This paper is being submitted on November 20, 2013, for Ashley Lichtenberg’s
B250 Training and Development course.
Course Project – Topic Selection and Expectations
To: Upper Management
From: Ashley Lichtenberg, HRD
Date: November 20, 2013
Subject: Office Inventory Training
To Whom It May Concern:
I believe it would be in the company’s best interest to train office personal on how to correctly inventory office supplies. At this moment, the staff seems to know very little about keeping their supplies stocked. Last week, we ran out of ink for the printer before an inter-office meeting and could not hand out any notes on the meeting’s topic.
Keeping an inventory of office supplies may seem trivial, but having frequently used items available is very important in keeping the office as efficient as possible. How can our receptionist take notes without a pen and memo pad? At the very least, offices require basic supplies in order to function properly.
If we were to begin training, our employees may become more motivated in their tasks. Simply having the resources to do their work without pause would surely increase morale. A pencil breaking should not shut down the office for an hour to find a writing instrument replacement. I am sure that my process will provide quick and visible results in the workplace. Not only will the employees know how to order supplies, but also they will be able to assess what needs to be order at which intervals and what all needs to be considered when requesting more supplies.
Office personnel will no longer be sitting around waiting for staples and packing tape. Billing statements will be mailed out every day because our employees will have envelopes and stamps at the ready.
When the office has all their necessary supplies at the ready, it will make everyone’s jobs easier. Communications will take less effort and even management levels will appreciate the changes being made. The results of this training will have all work increase in activity and efficiency. Customers will receive better assistance and they will have shorter visits within the offices.
The office is central to the whole company so changes within will spread outward. When the office staff can put more focus into their tasks than whether they have all the supplies for the day, they will finish activities much quicker and get information to other employees as soon as possible.
The skills they learn in their training can apply to other areas of their work, such as understanding formulas to make creating spreadsheets less time consuming. Employees may even learn how to save costs by buying in bulk or at times when prices are lower on particular items. A great reason to train employees in inventory is to cut costs and also figure out what supplies you may be spending too much on. If office personnel know they only need a small amount of an object, then they will not over-purchase. Also, the staff will be able to account for any missing or broken items.
I hope that you will consider the many positive results that can occur from having a properly trained staff. Please let me know if you have any questions.
Sincerely,
Ashley Lichtenberg
HRD Manager
Fleet Trucking
