Chapter
Training Employees
6
1.
What Do I Need to Know?
Discuss how to link training programs to
organizational needs.
Explain how to assess the need for training.
Explain how to assess employees’ readiness for
training.
Describe how to plan an effective training
program.
Compare widely used training methods.
Summarize how to implement a successful
training program.
Evaluate the success of a training program.
Describe training methods for employee
orientation and diversity management.
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C H A P T E R
2.
3.
4.
5.
6.
Training Employees
7.
8.
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PCL’s College of Construction
PCL is Canada’s largest
general contracting
company and is committed
to investing in employees.
PCL provides a campus or
private learning space in
each operating centre. The
29,000 square foot
Centennial Learning Centre
built to commemorate PCL’s
100th anniversary in 2006 will
be home to the College of
Construction-Edmonton
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Introduction

Training

Consists of an organization’s planned efforts to help
employees learn job-related competencies (i.e.
knowledge, skills, abilities, and behaviours), with the
goal of applying these on the job

Ranges from formal classes to one-on-one mentoring and
it may take place on-the-job or at remote locations

Training can benefit the organization when linked to
organizational needs and when it motivates employees
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



Training Linked to
Organizational Needs
Workplace training is a key ingredient for organizational
and Canadian competitiveness.
Rapid changes e.g. employee expectations, use of
teamwork, diversity and globalization requires employees
to learn new skills.
Training programs:
 Prepare employees for future positions
 Enable the organization to respond to change
 Reduce turnover
 Enhance worker safety
 Improve customer service and product design
Instructional design: Process of systematically
developing training to meet specified needs.
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How does Canada Compare?
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Stages of Instructional Design
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Needs Assessment
Process of evaluating the organization,
individual employee, and employee’s tasks to
determine what kinds of training, if any, are
necessary
 Conditions that prompt a needs assessment:





Some employees lack basic skills or are
performing poorly
New products, technology, or jobs are planned
Outside forces e.g. customer requests or legal
requirements
Outcome of needs assessment:

Decisions about how to address the issues that
prompted the needs assessment.
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Needs Assessment
Organization
Analysis

Usual first step

Evaluates characteristics
of organization to
determine
appropriateness of
training

Considers organization’s
strategy, resources, and
management support
more
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Needs Assessment
Organization
Analysis

Determines if
performance issues
result from competency
gaps

Determines who needs
training

Determines if
employees are ready
for training
Person Analysis
more
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Needs Assessment
Organization
Analysis

Identifies the tasks and
competencies that
training should
emphasize

Looks at conditions:
 Job environment
 Deadlines
 Performance
standards
Person Analysis
Task
Analysis
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Readiness for Training
Employee Readiness
 Motivated to learn
 See potential benefits
 Positive Work Environment
 Situational constraints e.g. resources, time,
tools, etc.
 Social support e.g. encouragement,
management support, peer support

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What Managers Should
Do to Support Training
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Planning the Training Program
 Should
directly relate to the needs
assessment
 Effective training objectives state:
What the employee is expected to do
 The quality or level of performance that is
acceptable
 The conditions under which the trainee is
expected to apply what is learned


In-House or Contracted Out?
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Choice of Training Methods
3 Broad Categories:
 Presentation methods:
Information is provided
by instructors, computers, or other media
 Hands-on
methods:
Actively involves the
trainee in learning by trying out the behaviours being
taught
 Group-building
methods:
Helps trainees
share ideas and experience, build group or team
identity, understand how interpersonal relationships
work
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Training Methods
 Classroom

Training
Distance learning
 Audiovisual
Training
 Computer-Based Training

E-learning
 On-the
Job Training
Apprenticeship
 Internship
 Cooperative education

more
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Training Methods (cont’d)
 Simulations

Virtual Reality
 Business
Games and Case Studies
 Behaviour Modelling
 Experiential Programs
 Team Training
Cross-training
 Coordination training

 Action
Learning
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Delivery Methods as a
Percentage of All Training Time
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Principles of Learning

Communicate learning objectives clearly


Present information in memorable ways



Workplace literacy considerations
Break information into chunks
Include visual images
Link content to trainees’ jobs

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

Use familiar concepts, terms, and examples
Mirror the work environment
Opportunities to demonstrate and practice
Provide feedback
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Measuring Results of Training
Learning
Reaction
Training
Evaluation
Results
Behaviour
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Evaluation of Training
 Transfer

On-the-job use of competencies enhanced in
training
 Training

of training
outcomes
Evaluate what (if anything) has changed as a
result of the training
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Applications of Training

Two categories of training that have become
widespread among Canadian companies:
 Orientation: training designed to prepare new
employees to perform their job effectively,
learn about the organization, and establish
work relationships
 Diversity training: training designed to help
create an inclusive environment for all
employees
© 2005 McGraw-Hill Ryerson Ltd.