TRAINING AND

DEVELOPING
EMPLOYEE
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IMPLEMETING THE TRAINING PROGRAM

Implement means actually provide the training, using one or

more of the instructional methods (such as lectures)

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TRAINING METHODS
 On- the Job Training: ‫التدريب اثناء العمل‬
• Coaching or understudy method

Apprenticeship Training: ‫التدريب المهني‬ people become skilled workers

through a combination of classroom instruction and on-the-job
training.

 Informal Learning ) )‫التعلم غير الرسمي (الممنهج‬ unstructured and takes place
away from traditional, formal learning settings, like a classroom. It has no clear goals or set
objectives as it's often unplanned and self-directed by the learner.

 Job Instruction Training : a systematic, fast, and effective method for teaching your
workers to do a job correctly and safely. This method of training workers through a simple
breakdown of steps is easy to understand and complete

Lectures: is a quick and simple way to present knowledge to large groups of trainees.
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TRAINING METHODS
Programmed Learning: is a step-by-step, self-learning method that consists of

three parts:

1. Presenting questions, facts, or problems to the learner

2. Allowing the person to respond

3. Providing feedback on the accuracy of answers, with instructions on what to

do next.
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TRAINING METHODS
 Behaviour Modeling:

involves (1) showing trainees the right (or “model”) way of

doing something, (2) letting trainees practice that way, and

then (3) giving feedback on the trainees’ performance.

Behavior modeling training is one of the most widely used,

well-researched, and highly regarded psychologically based

training interventions.
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TRAINING METHODS
 Vestibule Training

 Electronic performance support systems (EPSS)

 Computer-Based Training (CBT)

 Simulated Learning and Gaming
 Online/Internet-Based Training
 Learning Portals

 The Virtual Classroom

 Mobile and Microlearning Mobile learning (or “on-demand learning”)

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DIVERSITY TRAINING
Aims to improve cross-cultural sensitivity, with the goal of fostering more harmonious
working relationships among a firm’s employees.

It typically includes improving interpersonal skills, understanding and valuing

cultural differences, indoctrinating new workers into the work ethic.
•Anti-racism.

•Anti-sexism.

•Cultural sensitivity training.

•The multigenerational workplace.

•HR compliance training for HR professionals.

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TEAM TRAINING

focused on technical, interpersonal, and team management issues. In terms of

technical training, management encouraged team employees to learn each other’s
jobs, to encourage flexible team assignments

Cross training:
means training employees to do different tasks or jobs than their own; doing so facilitates
flexibility, as when you expect team members to occasionally share jobs.

Interpersonal problems often undermine team functioning. Team training in this plant
therefore included interpersonal skills training such as in listening, handling conflict, and
negotiating. Effective teams also require team management skills, for instance in problem
solving, consensus decision making, and team lead-ership, and the teams received such
training as well.
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Management development:

Any attempt to improve current or future management performance

by imparting knowledge, changing attitudes, or increasing skills.

Strategy’s Role in Management Development: “Management

development programs should reflect the firm’s strategic plans”

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Improving Performance Through HRIS:

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Succession planning The ongoing process of systematically identifying,

assessing, and developing organizational leadership to enhance performance.

Improving Performance Through HRIS:

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Managerial On-the-Job Training

Managerial on-the-job training methods include job rotation, the coaching/understudy

approach, and action learning.

Job Rotation: A management training technique that involves moving a trainee from

department to department to broaden his or her experience and to identify strong and
weak point
Coaching/Understudy Approach Here the trainee works directly with a senior

manager or with the person he or she is to replace. Normally, the understudy

relieves the executive of certain responsibilities, giving the trainee a chance to

learn the job.

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 Action learning A training technique by which management trainees are allowed to

work full-time analyzing and solving problems in other departments.

 Stretch assignments are assignments that “push employees beyond their comfort

zone,” placing them in jobs and assignments different from and more demanding

than those to which they are accustomed. The critical issue is to understand the

employee’s capabilities: the stretch assignment should be challenging but not

overwhelming
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OFF-THE-JOB MANAGEMENT TRAINING AND DEVELOPMENT
TECHNIQUES

• Off-the-job training refers to an education method where employees learn more about their

job or the latest advancements in their field at a location away from their workplace. This

type of training essentially helps employees perform their job more efficiently. Unlike on-

the-job training, off-the-job training can take place near the workplace or somewhere

further away, such as at a resort or at a training center. When employers hold training away

from the workplace, it helps minimize distractions so employees can fully focus on the

material they're learning.

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OFF-THE-JOB MANAGEMENT TRAINING AND DEVELOPMENT
TECHNIQUES

• Vestibule training. Do you work with tools and machinery? ...

• Role-play. Practicing potential scenarios is helpful for understanding how to react in real-life
situations. ...
• Simulations. ...
• Lectures. ...
• Management games. ...
• Audio-visual training. ...
• Programmed instructions. ...
• Case studies.
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EVALUATING THE TRAINING EFFORT

Training evaluation is the systematic process of collecting

information and using that information to improve your training.
Evaluation provides feedback to help you identify if your training
achieved your intended outcomes, and helps you make decisions
.about future trainings
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TRAINING EFFECTS TO MEASURE

1. Reaction. Evaluate trainees’ reactions to the program. Did they like the
pro-gram? Did they think it worthwhile?
2. Learning. Test the trainees to determine whether they learned the
principles, skills, and facts they were supposed to learn.
3. Behavior. Ask whether the trainees’ on-the-job behavior changed because
of the training program. For example, are employees in the store’s complaint
department more courteous toward disgruntled customers?
4. Results. Most important, ask, “What results did we achieve, in terms of
the training objectives previously set?” For example, did the number of
customer complaints diminish? Reactions, learning, and behavior are
important. But if the training program
THANK YOU
Shoroq Odah