1 © 2013 by Nelson Education Ltd. CHAPTER THIRTEEN Training Programs.

1© 2013 by Nelson Education Ltd.

CHAPTER THIRTEEN

Training Programs


LEARNING OUTCOMES

Describe orientation training programs and essential skills training

Describe technical skills training and information technology training

Discuss WHMIS legislation and safety training programs

Describe total quality management (TQM) training


LEARNING OUTCOMES

Describe team training and the skills required of team members

Describe sales training and the skills required to be effective in sales

Discuss customer-service training and the skills that employees require to interact effectively with customers

Define sexual harassment and describe sexual harassment training

Describe ethics training, diversity training and cross-cultural training


TRAINING PROGRAMS

Diverse variety of training programs delivered in Canadian organizations

Many factors influence what training is delivered• Organizational values, goals, mission, strategy

Many programs have common or generic goals that are transferable

Will also determine how and to whom the training is provided

Table 13.1 provides a snapshot of most common types of programs

TYPES OF TRAINING PROGRAMS



ORIENTATION TRAINING

Programs designed to introduce new employees to their job, the people they will be working with, and the organization

Conducted in-house by human resource practitioners• Health, safety, conditions of employment,

organizational history Results in more socialized employees


ESSENTIAL SKILLS TRAINING

Skills that are required for work, learning, and lifeNine essential skills identified by Government of Canada and others:

1. Reading text

2. Document use

3. Numeracy

4. Writing

5. Oral communication

6. Working with others7. Continuous learning8. Thinking skills9. Computer skills



Literacy Levels of Canadians 42% of Canadians aged 16–65 in the lowest

levels and are semi-literate 4.7 million in the upper Level 2 and lower Level 3

(there are five levels) Only 58% of Canadians can read well enough to

meet most day-to-day requirements



Essential skills training:• Designed to provide employees with essential

skills required to perform their job, and adapt to workplace change

• Becoming more important as competition in world economy increases

• Success of other training programs can be affected if essential skills not present

• Has benefits for the organization and the employee


TECHNICAL SKILLS TRAINING

Training in specific job skills that all employees need to perform their jobs


TECHNICAL SKILLS TRAINING

Global competition has forces employers to spend time and money on technical skills training, particularly among manufacturing firms

Low-skilled employees have had to become highly skilled to keep their jobs and for their organizations to survive


INFORMATION TECHNOLOGY

Training programs that focus on the use of computers and computer systemsKey factor in the successful implementation of information systems technologyTech failures a result of lack of training

Computer software training:Planned, structured, and formal means of delivering information about how to use a specific computer software application


HEALTH AND SAFETY TRAINING

Work-related injuries on rise Present serious threat to employees and

organizations Approximately:

• 1000 die each year in workplace accidents • 340,000 suffer lost-time injury• Costs 12 billion dollars per year



Safety training is one of most important ways to prevent accidentsGoal is to educate employees on safe work methods and techniquesEmployees should also be trained to recognize chemical and physical hazards



Workplace Hazardous Materials Information Systems (WHMIS)

Legislation to ensure workers across Canada are:• Aware of potential hazards of chemicals• Familiar with emergency procedures for the

clean-up and disposal of a spill in the workplace


QUALITY TRAINING

Total Quality Management (TQM)Systematic process of continual improvement of the quality of an organization’s products and services

Also includes a teamwork and customer service focus

TQM often requires significant changes in employees’ skills and the way employees work

Training involves team training, the use of statistical tools, and problem solving


TEAM TRAINING

Programs that are designed to improve the functioning and effectiveness of teams in areas such as communication and coordination

Group processes are usually the focus Team training focuses on two types of skills:

1. Task work skills 2. Teamwork skills

• Task work skills should be mastered first


SALES TRAINING

Today, sales professionals need to develop:

The ability to deal with competitive challenges Relationship-based sales training:

• Knowledgeable about their customer’s business needs

• Customized sales strategies• Learning to sell solutions that combine support

and service agreements


CUSTOMER-SERVICE TRAINING

Organizations with strong commitment to customer service invest heavily in training

The training needs to be tailored to meet the organization’s:• Strategy• Context • Characteristics • Customers

Employees must have ability and motivation to provide excellent service


SEXUAL HARASSMENT TRAINING

Sexual harassment training is designed to:Increase awareness and understanding of what constitutes sexual harassment Train staff on policies and complaint proceduresFacilitate a positive climate that prevents sexual harassment

Often mandatory in certain occupational fields or environments where history of harassment has been prevalent


ETHICS TRAINING

Ethics training programs involve teaching employees about the organizations’ values and ethical policies

Create an ethical culture and workplace Comply with legal mandates Gain liability protection Attract and retain the right type of employees


ETHICS TRAINING

Components of an effective ethics training program: Mandatory Copy of organization’s code of ethics Discussion of relevant compliance laws An ethical decision-making model Resources for help Role-playing scenarios


DIVERSITY TRAINING

Focuses on differences in values, attitudes, and behaviours of individuals with different backgrounds One of the most common ways for organizations to manage diversityIs controversial – some say it has helped and others think it is a waste of time and money – and does not work


DIVERSITY TRAINING

Diversity Training Objectives

Increase awareness about diversity issues Reduce biases and stereotypes Change behaviours to those required to work

effectively in a diverse workforce


CROSS-CULTURAL TRAINING

Training that prepares employees for working and living in different cultures and for interactions with persons from different backgrounds

Training rigour is a critical factor in the effectiveness of the various methods used in cross-cultural training



Major types of cross-cultural training:



Training Rigour

The degree of mental involvement and effort that must be expended by the trainer and the trainee in order for the trainee to learn the required concepts

Also refers to the length of time spent on training

Low Rigour Medium Rigour High RigourLectures Role plays Field tripsFilms Cases Interactive language training

Examples of different levels of rigour:



The degree of rigour required depends on three dimensions:

1. Cultural toughness

• How difficult it is to adjust to a new culture

2. Communication toughness

• The extent to which employee will have to interact with locals

3. Job toughness

• How difficult tasks/job will be compared to current role



Recommendations for an Effective Cross-Cultural Training Program Should be considered mandatory Location should be chosen based on needs of the

family Depth of training is of utmost importance Families must be incorporated into training Language training should be incorporated Education and expectations of training should be clear

See Trainer’s Notebook 13.1


SUMMARY

Presented an overview of the major types of training programs offered in today’s organizations

Discussed key objectives, components, and success factors for many of the training programs

Discussed the link between the need for these programs, environmental influences in the world economy, and organizations’ strategies

1 © 2013 by Nelson Education Ltd. CHAPTER THIRTEEN Training Programs.

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Transcript of 1 © 2013 by Nelson Education Ltd. CHAPTER THIRTEEN Training Programs.