TEMA 5

Training and development

Is the process of helping employees develop their personal and organization skills, knowledge, and
abilities. To do the job but also continue to grow and develop new skills to experience self-growth.

Employee training and development

Personal and organization skills, knowledge, abilities.
4 Steps when looking at training employees

1. Employee orientation: Welcoming of employees. Let get the employees started in the right
foot. employees gain an understanding of the company policies and learn how their specific
job fits into the big picture. The goals of an orientation are:

✓ Start-up costs :it can help get the employee up to speed on various policies and
procedures, so the employee can start working right away.

✓ Anxiety: to reduce the stress and anxiety people feel when going into an unknown
situation.

✓ Employee turnover: Don’t feel valued or are not given the tools to perform. An
employee orientation can show that the organization values the employee and
provides tools necessary for a successful entry.

✓ Supervisor and colleagues time: A well-done orientation makes for a better

prepared employee, which means less time having to teach the employee.

✓ Set expectations and attitudes: If employees know from the start what the
expectations are, they tend to perform better
!

2. In-house training procedures or policies at the job

are learning opportunities developed by the organization in which they are used. This is
usually the second step in the training process and often is ongoing. In-house training
programs can be training related to a specific job, such as how to use a particular kind of
software.
Many companies provide in-house training on various HR topics as well, meaning it doesn’t
always have to relate to a specific job. Some examples of in-house training include the
following:

✓ Job specificities
✓ Software, special equipment
✓ Basic skills
✓ Communication
✓ Management
✓ Customer service
✓ Ethics
✓ Multicultural

3. Mentoring (manager or collegue)

guide the process as they begin the new job
Mentor: is a trusted, experienced advisor who has direct investment in the development of an
employee.

4. External training: It can include sending an employee to a seminar to help further develop
leadership skills or helping pay tuition for an employee who wants to take a marketing class.
Soft skills, specific things that someone needs to know to perform a job
Not performed in-house(more formal, at a seminar or congress)

Training Programs

❑ Technical training A type of training meant to teach new employees the technological
aspects of their job. In a retail environment, technical training might include teaching
someone how to use the computer system to ring up customers

❑ Quality training:
Refers to familiarizing employees with the means of preventing, detecting, and eliminating
non quality items, usually in an organization that produces a product. In a world where quality
can set your business apart from competitors, this type of training provides employees with
the knowledge to recognize products that are not up to quality standards and teaches them
what to do in this scenario. (In a production-focused business, quality training is extremely
important)

❑ Skills training: includes proficiencies needed to actually perform the job. For example, an
administrative assistant might be trained in how to answer the phone, while a salesperson at
Best Buy might be trained in assessment of customer needs and on how to offer the
customer information to make a buying decision.

❑ Soft skills training: refer to personality traits, social graces, communication, and personal
habits that are used to characterize relationships with other people. Soft skills might include
how to answer the phone or how to be friendly and welcoming to customers. Personality
traits, social graces, communication, personal habits to relationships.

❑ Managerial training: The type of training that occurs when someone has been identified as
a good manager candidate. Could include soft skills training, technical training, and skills
training.

❑ Safety training: is a type of training that occurs to ensure employees are protected from
injuries caused by work-related accidents. Safety training is especially important for
organizations that use chemicals or other types of hazardous materials in their production.

❑ Professional and Legal training: is a type of training required to be up to date in one’s own
professional field. For example, tax laws change often, and as a result, an accountant for
H&R Block must receive yearly professional training on new tax codes.

❑ Team training: as a process that empowers teams to improve decision making, problem
solving, and team-development skills to achieve business results. Often this type of training
can occur after an organization has been restructured and new people are working together.

TRAINING PROCESS
1. Needs Assessment: program is to determine what the organization needs in terms of training.
There are three levels of training needs assessment:

➢ Organizational Assessment(evaluacion organizacional): In this type of needs assessment,

we can determine the skills, knowledge, and abilities a company needs to meet its strategic
objectives. This type of assessment considers things such as changing demographics and
technological trends.

➢ Occupational/Task Assessment: This type of assessment looks at the specific tasks, skills
knowledge, and abilities required to do jobs within the organization.

➢ Individual Assessment: An individual assessment looks at the performance of an individual

employee and determines what training should be accomplished for that individual.

2. Learning Objectives: is what you want the learner to be able to do, explain, or demonstrate at
the end of the training period. Good learning objectives are performance based and clear, and
the end result of the learning objective can be observable or measured in some way

3. Learning style
➢ Visual learner -visual learner usually has a clear “picture” of an experience, is best
reached using graphics, pictures, and figures.

➢ Auditory learner - will learn by listening to a lecture or to someone explaining how to do

something.

➢ Kinesthetic learner – learns by developing feelings toward an experience. These types of

learners tend to learn by doing rather than listening or seeing someone else do it.

4. Delivery mode

➢ Online: involves the use of technology to facilitate training. There are two types of web-
based learning.
Synchronous learning uses instructor-led facilitation.
Asynchronous learning is self-directed, and there is no instructor facilitating the course. There
are several advantages. First, it is available on demand, does not require travel, and can be
cost efficient. However, disadvantages might include an impersonal aspect to the training and
limited bandwidth or technology capabilities.

➢ In-class: training is performed near the worksite in conference rooms, lecture rooms, and
classrooms. This might be an appropriate method to deliver orientations and some skills-
based training.

➢ Mentor: is a process by which an employee can be trained and developed by an

experienced person. Normally, mentoring is used as a continuing method to train and develop
an employee. One disadvantage of this type of training is possible communication style and
personality conflict. It can also create overdependence in the mentee or micromanagement
by the mentor.

➢ Coach: refers to an approved person training an employee on the skills necessary to

complete tasks. A manager or someone with experience shows the employee how to perform
the actual job. This type of skills training is normally facilitated in-house. The disadvantage of
this training revolves around the person delivering the training. If he or she is not a good
communicator, the training may not work.

5. Budget
Training cost A spreadsheet should be developed that lists the actual cost for materials,
snacks, and other direct costs, but also the indirect costs, such as people’s time

6. Delivery Style

It’s also important to keep in mind that most people don’t learn through “death by
PowerPoint”; they learn in a variety of ways, such as auditory, kinesthetic, or visual.
Considering this, what kinds of ice breakers, breakout discussions, and activities can you
incorporate to make the training as interactive as possible? Role plays and other games can
make the training fun for employees. Many trainers implement online videos, podcasts,
storytelling and other interactive media in their training sessions. This ensures different
learning styles are met and also makes the training more interesting.

7. Audience consideration

How long have they been with the organization, or are they new employees? What departments do
they work in? Knowing the answers to these questions can help you develop a relevant delivery style
that makes for better training.

8. Content development: the most important parts in training and one of the most time-
consuming to develop.
Development of content usually requires a development of learning objectives and then a brief
outline of the major topics you wish to cover. With that outline, you can “fill in” the major topics with
information. Based on this information, you can develop modules or PowerPoint slides, activities,
discussion questions, and other learning techniques.

9. Timelines
After you have developed your training content, you will likely have a good idea as to how long it will
take to deliver it. Consider the fact that most people do not have a lot of time for training and keep the
training time realistic and concise.

10. Communication of training

In a situation such as an orientation, you will need to communicate to managers, staff, and anyone
involved in the training the timing and confirm that it fits within their schedule. Consider utilizing your
company’s intranet, e-mail, and even old-fashioned posters to communicate the training.

11. Measuring Effectiveness

One model to measure effectiveness of training is the Kirkpatrick model. His model has four levels:
11.1 Reaction: How did the participants react to the training program?
11.2. Learning: To what extent did participants improve knowledge and
skills?
11.3. Behavior: Did behavior change as a result of the training?
11.4. Results: What benefits to the organization resulted from the training?

Career Development Programs and Succession Planning

A career development program is a process developed to help people manage their career, learn new
things, and take steps to improve personally and professionally. Think of it as a training program of
sorts, but for individuals. It helps employee and assist managers in supporting employees gaining
skills, adding value and motivation. Here are some steps for supporting an effective development
plan for your employees.

1. Meet individually with employees to identify their long-term career interests (this may be
done by human resources or the direct manager). It should be based on their previous
performance review,.

2. Identify resources within the organization that can help employees achieve their goals. Create
new opportunities for training if you see a gap in needs versus what is currently offered. Also
consider helpful resources outside of the organization. Formal training within the
organization, Mentoring, Local assignments, Books, manuals, other print and
electronic media, External education (e.g. university courses)

3. Prepare a plan for each employee, or ask them to prepare the plan. Development plan should
be used throughout the year to note the employee's completed activities and follow-up
activities.

4. Meet with the employee to discuss the plan.

5. During performance evaluations, performance review, meet with the employee to assess
progress against the plan, revisit the plan and make changes as necessary.

Management Skills
❑ Ensure competitiveness
❑ Organization main competences
➢ Evaluation and points of improvement
CAD 360º, self-evaluation, interview, enneagram
➢ Action plan
Experts, coach
❑ Coaching
Achieve success of personal improvement plans
➢ Coach Evaluator of manager learning and challenges for progress

Leadership

→ Mintzberg Leader roles: 10 roles that a manager has to use day to day

Interpersonal: 1. Figure head You're expected to be a source of inspiration.

The managerial People look up to you as a person with authority,
roles in this and as a figurehead.
category
involve 2. Leader this is where you provide leadership for your team,
providing your department or perhaps your entire
information and organization; and it's where you manage the
ideas. performance and responsibilities of everyone in the
group.

3. Liaison Managers must communicate with internal and

external contacts. You need to be able to network
effectively on behalf of your organization.

Informational:T 4. Monitor In this role, you regularly seek out information

he managerial related to your organization and industry, looking for
roles in this relevant changes in the environment. You also
category monitor your team, in terms of both their productivity,
involve and their well-being.
processing
information. 5. Disseminator This is where you communicate potentially useful
information to your colleagues and your team.

6. Spokesperson Managers represent and speak for their

organization. In this role, you're responsible for
transmitting information about your organization and
its goals to the people outside it.

Decisional: The 7. Entrepreneur As a manager, you create and control change within
managerial the organization. This means solving problems,
roles in this
category generating new ideas, and implementing them.
involve using
information.

8. Disturbance When an organization or team hits an unexpected

handler roadblock, it's the manager who must take charge.
You also need to help mediate disputes within it.

9. Resource You'll also need to determine where organizational

allocator resources are best applied. This involves allocating
funding, as well as assigning staff and other
organizational resources.
10. Negotiator You may be needed to take part in, and direct,
important negotiations within your team, department,
or organization.

Continuum of Leadership Behavior

Management styles

Task-oriented style: will focus on the technical or task aspects of the job. The concern for
this manager is that employees know what is expected of them and have the tools needed to
do their job.

A people-oriented style: is more concerned with the relationships in the workplace. The
manager is most concerned about the welfare of the employee and tends to be friendly and
trusting.

1. Participatory style: This style might be used when the employees are experienced and the
deadlines reasonable enough to provide the time needed to focus both on the task and the
person.
Task-oriented and people-centered. Supportive style

2. Directing style : This style doesn’t focus on the person, but rather focuses on getting the task
done; hence it tends to be more of a task-oriented style.
Task-oriented. No employee participation

3. Teamwork style : A highly people-centered approach to management in which relationships

are most important.
People-oriented. Everyone, team strengths

4. Autocratic style: of management involves the task-oriented style. The focus is on getting
things done, and relationships are secondary. This type of manager tends to tell people what
to do and takes a “my way or the highway” approach.
No employee decision making. Getting task done

5. Participative style: constantly seeks input from the employees. Setting goals, making plans,
and determining objectives are viewed as a group effort, rather than the manager making all
the decisions.
Constant employees input
6. Free-reign style: gives employees total freedom to make decisions on how things will get
done. The manager may establish a few objectives, but the employees can decide how those
objectives are met.
Employees freedom to make decisions

Path Goal Model

The path goal theory says that the role of a leader is to define goals and lay down the path for the
employees to meet those goals. Aspects include clarification of the task and scope of the process.
The path goal theory says that if employees are satisfied by the leadership style, they will be
motivated toward the goals of leadership. Part of the model also stresses that the skills, experience,
and environmental contingencies of the job play a role in the success of the leader.

! !

Situational Leadership Model

Another way we can view leadership is through the situational leadership model. The model looks at
three areas.
1. The relationship behavior: means how supportive the manager needs to be in helping
employees.
2. Task behavior: refers to the type of style the manager should use when managing employees,
based on their readiness level.
3. Readiness: includes the willingness and skills to perform the task at hand.

• S1—Telling/Directing—High task focus, low relationship focus—Leaders define the roles and tasks
of the “follower” and supervise them closely. Decisions are made by the leader and announced, so
communication is largely one way. This style can be used with people who lack competence but are
enthusiastic and committed and who need direction and supervision to get them started.

• S2—Selling/Coaching—High task focus, high relationship focus—Leaders still define roles and tasks
but seek ideas and suggestions from the follower. Decisions remain the leader’s prerogative, but
communication is much more two-way. This approach can be used with people who have some
competence but lack commitment and who need direction and supervision because they are still
relatively inexperienced. These individuals may also need support and praise to build their self-
esteem and involvement in decision making to restore their commitment.

• S3—Participating/Supporting—Low task focus, high relationship focus—Leaders pass day-to-day
decisions, such as task allocation and processes, to the follower. The leader facilitates and takes part
in decisions, but control is given to the follower. This style can be used with people who have the
necessary competence but lack confidence or motivation. These individuals may need little direction
because of their skills, but support is necessary to bolster their confidence and motivation.

• S4—Delegating—Low task focus, low relationship focus—Leaders are still involved in decisions and
problem solving, but control is with the
follower. The follower decides when and
how the leader will be involved. This style
would work with people who have both
competence and commitment and who are
able and willing to work on a project by
themselves with little supervision or
support.


Transformational Leadership : is defined

as a leadership approach that causes
change in individuals and social systems. In
its ideal form, it creates valuable and
positive change in the followers with the
end goal of developing followers into
leaders.

!
!

High Performing Teams

Dimensions That Deliver High Performance
These five factors describe the behaviors of leaders who had those high-performance teams.



1. Team Leaders Inspire More Than They Drive



High-performance teams are more pull than push. Leaders in high-performance teams know how to
create energy and enthusiasm in the team. Team members feel inspired, that they are on a mission
and what they are doing is of great importance.



2. Team Leaders Resolve Conflicts And Increase Cooperation



Conflicts can tear teams apart and leaders need to work to help resolve differences quickly and
promote cooperation. Often team leaders assume that mature people will resolve conflict on their
own. If that were true, however, there would be no divorce, separations or wars. In high-performance
teams differences are addressed quickly and directly. This requires a level of maturity in team
members. When people believe that they are trusted and others have their back, disputes can be
resolved. Team leaders that focus on competition versus cooperation never achieve outstanding
results.



3. Team Leaders Set Stretch Goals



Leaders who know how to set stretch goals create an internal drive in the team to accomplish the
impossible. People don’t really want to come to work and do something that any other team could
accomplish; they want to do something extraordinary. When they accomplish something that is
extraordinary they recognize that they personally are capable and competent. Doing something out of
the ordinary helps people recognize that they are exceptional and their satisfaction with work, their
engagement and pride all go up.



4. Team Leaders Communicate, Communicate, Communicate The Vision And Direction



Be a broken record and help team members to be focused on the vision. High-performance team
leaders stay on message, they constantly communicate and keep people focused on the vision and
mission to accomplish. It’s easy for anyone to get distracted or miss a turn. Shiny objects are all
around us and sometimes team members get diverted from their mission. High-performance team
leaders keep people informed, up-to-date and on track.



5. Team Leaders Are Trusted



If a team leader is not trusted, they can’t be inspiring or trusted to resolve conflicts, get the team to
embrace stretch goals or believe their communications. The lack of trust slows down everything. We
have found that there are three basic pillars that build trust. The first pillar of trust is relationships. We
trust people that we like. We trust our friends and we distrust our enemies. Building a positive
relationship increases trust. The second pillar of trust is knowledge or expertise. We trust people that
have the right answer or can provide insight. We trust people when they can help solve problems.
Use your knowledge and skills to help others solve a problem and it will increase trust. The third pillar
of trust is consistency. When you say you will do something and you do it, people trust you. Being
consistent and walking your talk makes you a person that can be trusted.



Having worked on both high-performance teams and teams from hell I know the difference is huge.
Life is not good when you are in the team from hell. That experience can infect other parts of your life
in a very negative way. Life is good on a high-performance team, and we all deserve be a part of one.

Emotional Intelligence The ability to know and manage our emotions, motivate ourselves,
understand others’ emotions and manage relationships. The great thing about EI is that it can actually
improve over time, unlike IQ, which stays the same over a lifetime.

EI vs IQ - Intelligence Quotient
❑ Know your emotions
❑ Manage your emotions
❑ Motivate yourself
❑ Recognize and understand others emotions
❑ Manage relationships

Management Skills – Self-Assessment

managers should evaluate themselves and their teams to know if some of this qualities are lacking.
Survey that provides areas of strength and weakness.