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Lesson: 19
Contents:
Training efforts must aim at meeting the requirements of the organizations (long –
term) and the individual employees (short-term). This involves finding answers to
questions such as: Whether training is needed? If yes, where it is needed? Which
training is needed? Once we identify training gaps within the organisation, it
becomes easy to design an appropriate training programme. Training needs can be
identified through the following types of analysis (Thayer & McGhee Model):
Analysis of objectives:
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Philosophy
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have sustained effect if it influences the actions and practices of line managers so
as to serve better both - the self-interest of employees
(personal return both tangible and intangible) and the needs of the organization
(profit return both short and long range). All training and development within the
company is based on the firm credence that:
Modelling
Motivation
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Feedback
Spaced Practice
Learning takes place easily if the practice sessions are spread over a period
of time. New employees learn better if the orientation programme is
spread over a two or three day period, instead of covering it all in one day.
For memorizing tasks, 'massed' practice is usually more effective. Imagine
the way schools ask the kids to say the prayer loud. Can you memorize a
long poem by learning only one line per day? You tend to forget the
beginning of the poem when you reach the last stanza. For' acquiring'
skills as stated by Mathis and Jackson, spaced practice is usually the best.
This incremental approach to skill acquisition minimizes physical fatigue
that deters learning.
Whole Learning
The concept of whole learning suggests that employees learn better if the
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Applicability of Training
Environment
Areas of Training
Knowledge
Here the trainee learns about a set of rules and regulations about the job,
the staff and the products or services offered by the company. The aim is
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to make the new employee fully aware of what goes inside and outside the
company.
Technical Skills
Social Skills
The employee is made to learn about himself and other, develop a right
mental attitude, towards the job, colleagues and the company. The
principal focus is on teaching the employee how to be a team member and
get ahead.
Techniques
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Article - 1
Often the financial and operational tactics for meeting an organization’s strategic
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improvement goals are carefully planned. And yet commonly overlooked are the
competencies and skills of the people who are expected to meet these goals. The training
needs associated with each improvement goal should be carefully evaluated and planned
for to ensure that your workforce is well prepared. The quality of patient care is
significant impacted by what employees know. The more knowledgeable an employee,
the better job he or she can do. The distinction between organizational goals and staff
learning is becoming blurred. To successfully implement strategic improvement goals
the organization must help everyone keep learning about their ever-changing job
responsibilities.
The most enlightened healthcare organizations determine the strengths and weaknesses
of staff in meeting improvement goals before defining and prioritising training needs.
When goals are established it is important to determine what training may be necessary
to achieve these goals. This analysis involves identifying the workforce competencies
and skills that are necessary to support goal attainment. A competency is defined as
behaviour or set of behaviours that describes required performance for a particular job.
Skills are concrete attributes of individuals, such as skill in information technology or
conflict management.
For example, a healthcare organization may establish the goal of reducing the number of
patient falls. To achieve this goal, employees will need specific competencies and skills.
What are these competencies and skills? The answer should be derived from the
judgment of supervisors and reinforced through discussions with employees. Then
conduct a gap analysis – What competencies and skills are needed? What staff should
have these competencies and skills? What are the strengths and weaknesses of the
current workforce?
For each of your organization’s performance improvement goals, ask the following
questions: Would enhancing the competencies/skills of the current workforce help with
goal attainment? Would a better-trained workforce make goal attainment more effective
and efficient? What are the learning needs of those staff that will directly influence goal
attainment? How will knowledge and skill gaps be addressed?
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with the improvement goals of the organization. With input from management, the
committee determines what training programs are needed to effect improvements and
which employees should participate. The sequence of training implementation can also
be established. Inter-departmental task forces may be formed to focus on specific staff
competencies or skills that are deemed weak.
With budgetary allowances for staff training and education shrinking, the need to link
training requirements with the organization’s improvement goals is more important than
ever before. Any educational program will stand or fall based on its effectiveness and
alignment with the organization’s priorities. An organization’s improvement goals serve
as the blueprint for transforming current performance into the desired future state.
Employee training and development are essential to achieving these goals. The primary
way that educational programs can gain needed support and recognition is by illustrating
how they are intrinsically linked to the organization’s improvement priorities.
Article - 2
Situation:
Root Causes:
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e) Some departmental budgets have been cut while others have grown, without
substantive explanation.
Solution:
Training Milestones:
November 2001 - The Company’s President, CEO and top Executives complete
an intensive 2-day communication skills regimen.
Key findings: This particular group of executives had a significant lack of trust
and cohesion among their peers. Their relationships with ach other were
STRICTLY business-driven and none expressed any particular admiration or
affiliation with others on the executive team.
These conversations were always the FIRST item on the President's agenda with
his direct reports. The informal learning session was always reinforced with
handouts, video examples and/or interactive exercises and homework.
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As executives held "learning conversations" with their own direct reports, the
goal, in addition to furthering the development of communication skills within
that specific business team, was to "model" a learning conversation that each
attendee could repeat with his or her own direct reports, etc.
Once a "critical mass" of employees within the organization had begun to develop
new communication skills, then audio CD's were introduced to further reinforce
the skills they had been learning.
Each employee received one Audio CD every 2 weeks for a total of 8 CD's over
the course of 2 months.
Source: http://www.frontlinelearning.com/
Article – 1
Situation:
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Root Causes:
Solution:
Training Milestones:
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The course is also now required pre-work for Sales Academy Attendees.
Benefits:
In terms of consultative selling skills, there are still significant
development opportunities within the organization's sales force, but there
have also been equally significant results to date that have provided
tangible benefits. For Example:
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Many veteran Reps are able to satisfy their personal goals without further
selling skill development and they are understandably proud of their
current selling ability, which often means they are not highly motivated to
learn (and USE) new skills or techniques. But the organization cannot
achieve its objectives without continuous skill improvement. Our targeted
approach has made new skill development more palatable to veteran
salespeople, and new skill USAGE more measurable by Regional
Managers.
Over the past 3 years, as new programs and resources have been
developed, the organization's sales academies have gone from 11 days
down to 5 (Plus an additional 2 days of presentation skills training for a
new salespeople in one division) while at the same time significantly
enhancing the actual effectiveness of the program.
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ground running” using the REAL Selling process. They are able to ask
better (more consultative) questions, get block agreements signed more
easily, present more professionally and open new accounts more quickly.
It has become more difficult for new salespeople and experienced veterans
to “hide out”
Because the skill sets are so clear and unambiguous, and because of the
“common language” that has taken root within the sales organization, it is
more difficult for salespeople to “tap dance” their way around a manager.
Feedback from Regional Managers suggests that this is also true for
veteran sales reps.
Source: www.frontlinelearning.com
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Areas of Training
• Knowledge
• Technical Skills
• Social Skills
• Techniques