Section 3. Supplementary reading. Exercise 1. Read and translate the text.

Exercise 1. Read and translate the text.

Training Employees.

Trainingis a learning process that involves the acquisition of skills, concepts, rules, or attitudes to increase the performance of employees. Generally, the new em­ployee's manager has primary responsibility for job training. Sometimes this train­ing is delegated to a senior employee in the department. Regardless, the quality of this initial training can have a significant influence on the employee's productivity and attitude toward the job. Economic, social, technological, and governmental changes significantly influ­ence the objectives and strategies of all organizations. Changes in these areas can make the skills learned today obsolete in a short time. Also, planned organizational changes and expansions can make it necessary for employees to update their skills or acquire new ones.

Needs Assessment.

Training must be directed toward the accomplishment of some organizational objective, such as more efficient production methods, improved quality of products/ services, or reduced operating costs. This means that an organization should com­mit its resources only to those training activities that can best help in achieving its objectives. Needs assessment is a systematic analysis of the specific training activ­ities required by an organization to achieve its objectives. In general, needs as­sessment can be determined in three ways: organizational analysis, functional-unit or departmental analysis, and individual employee analysis.

At the organizational level, records on absenteeism, turnover, tardiness, and accident rates provide objective evidence of problems within the organization. When problems occur, these records should be examined carefully to determine if the problems could be partially resolved through training.

Employee attitude surveys can also be used to uncover training needs at both the organizational and functional-unit levels. Normally, most organizations bring in an independent party to conduct and analyze the survey.

Consumer or customer surveys can also indicate problem areas that may not be obvious to the employees of an organization. Responses to a customer survey may indicate areas of training for the organization as a whole or within functional units of the organization.

A favorite method used in determining training needs at the organizational, departmental, and individual levels is through the administration of a needs as­sessment questionnaire. Normally, this involves developing a list of skills required to do a particular job effectively and asking employees to check those skills in which they believe they need training. Figure 8-4 shows some typical areas covered by a needs assessment questionnaire.

At the individual level, performance appraisal information is also an excellent source for determining training needs. Regardless of the methods employed, a systematic and accurate needs assessment should be undertaken before any training is conducted.

When clearly denned objectives are lacking, it is impossible to evaluate a program efficiently. Furthermore, there is no basis for selecting appropriate ma­terials, content, or instructional methods

Methods of Training.

Several methods can be used to satisfy an organization's training needs and ac­complish its objectives. Some of the more commonly used methods, however, include on-the-job training, job rotation, apprenticeship training, and classroom training.

On-the-Job Training and Job Rotation.

On-the-job training (OJT) is normally given by a senior employee or manager. The employee is shown how to perform the job and allowed to do it under the trainer's supervision.

One form of on-the-job training is job rotation, sometimes called cross train­ing.In job rotation, an individual learns several different jobs within a work unit or department and performs each for a specified time period. One of the main advantages of job rotation is that it makes flexibility possible in the department. For example, when one member of a work unit is absent, another can perform that job.

The advantages of on-the-job training are that no special facilities are required and the new employee does productive work during the learning process. Its major disadvantage is that the pressures of the workplace can cause instruction of the employee to be haphazard or neglected. In training an employee on the job, several steps can be taken to ensure that the training is effective.

Preparation of the Trainee for Learning the Job. The desire to learn a new job is almost always present in an employee. Showing an interest in the person, explaining the importance of the job, and explaining why it must be done correctly enhance the employee's desire to learn. Determining the employee's previous work experience in similar jobs enables the trainer to use that experience in explaining the present job or to eliminate explanations that are unnecessary.

Breakdown of Work into Components and Identification of Key Points. Thisbreakdown consists of determining the segments that make up the total job. In each segment, something is accomplished to advance the work toward completion. Such a breakdown can be viewed as a detailed road map that guides the employee through the entire work cycle in a rational, easy-to-understand manner, without injury to the person or damage to the equipment. A key point is any directive or information that helps the employee perform a work component correctly, easily, and safely. Key points are the "tricks of the trade" and arc given to the employee to help reduce learning time. Observing and mastering the key points help the employee to acquire needed skills and perform the work more effectively.

Presentation of the Operations and Knowledge. Simply telling an employee how to perform the job is usually not sufficient. An employee not only must be told but also must be shown how to do the job. Each component of the job must be demonstrated. While each is being demonstrated, the key points for that com­ponent should be explained. Employees should be encouraged to ask questions about each component.

Performance Tryout. An employee should perform the job under the guidance of the trainer. Generally, an employee should be required to explain what he or she is going to do at each component of the job. If the explanation is correct, the employee is then allowed to perform the component. If the explanation is incorrect, the mistake should be corrected before the employee is allowed to actually perform the component. Praise and encouragement are essential in this phase.

Follow-Up. When the trainer is reasonably sure that an employee can do the job without monitoring, the employee should be encouraged to work at his or her own pace while developing skills in performing the job and should be left alone. The trainer should return periodically to answer any questions and see that all is going well. Employees should not be turned loose and forgotten. They will have questions and will make better progress if the trainer is around to help with problems and answer questions.

Evaluating Training.

When the results of a training program are evaluated, a number of benefits accrue. Less effective programs can be withdrawn to save time and effort. Weaknesses within established programs can be identified and remedied. Evaluation of training can be broken down into four areas:

1. Reaction - How well did the trainees like the program?

2. Learning - What principles, facts, and concepts were learned in the training program?

3. Behavior - Did the job behavior of the trainees change because of the program?

4. Results - What were the results of the program in terms of factors such as reduced costs or reduction in turnover?

Even when great care is taken in designing evaluation procedures, it is difficult to determine the exact effect of training on learning, behavior, and results. Because of this, the evaluation of training is still limited and often superficial.

Reaction. Reaction evaluation should consider a wide range of topics, including program content, program structure and format, instructional techniques, instructor abilities and style, quality of the learning environment, extent to which training objectives were achieved, and recommendations for improvement. Reaction evaluation questionnaires are normally administered immediately fol­lowing the training, but can be administered several weeks later. The major flaw in using only reaction evaluation is that the enthusiasm of trainees cannot necessarily be taken as evidence of improved ability and performance.

Learning. Learning evaluation is concerned with how well the principles, facts, and skills were understood and absorbed by the trainees. In the teaching of skills, classroom demonstrations by trainees is a fairly objective way to determine how much learning is occurring. Where principles and facts are being taught, paper and pencil tests can be purchased to measure learning in many areas. In other areas, the trainers must develop their own. In order to obtain an accurate picture of what was learned, trainees should be tested both before and after the program.

Behavior. Behavior evaluation, concerned with the nature of the change in the job behavior of the trainee, is much more difficult than reaction and learning evaluation. The following guidelines are offered for evaluating behavioral change:⁵

1. A systematic appraisal should be made of on-the-job performance on a before-and-after basis.

2. The appraisal of performance should be made by one or more of the following groups (the more the better):

a. The trainee.

b. The trainee's superior or superiors.

c. The trainee's subordinates.

d. The trainee's peers or other people thoroughly familiar with his or her performance.

3. A statistical analysis should be made to compare performance before and after and to relate changes to the training program.

4. The post-training appraisal should be made several months after the train­ing so that the trainees have an opportunity to put into practice what they have learned.

5. A control group (not receiving the training) should be used.

Results. Results evaluation attempts to measure changes in variables such as reduced turn­over, reduced costs, improved efficiency, reduction in grievances, and increases in quantity and quality of production. Pretests, post-tests, and control groups are required, as with behavior evaluation, in performing an accurate results evaluation.

Zap Mail at the Federal Express Company (FEC).

The core business of Federal Express involves the rapid movement of things from one place to another for a fee. In the beginning, FEC promised next-day service. That evolved into the 10:30 a.m. promise. When even that wasn't fast enough for some customers, Zap Mail, a two-hour electronic mail service, was introduced. However, before it was introduced, FEC faced a massive training program because Zap Mail was differ­ent from FEC’s core business. FEC named the training project Gemini. The training budget for Gemini totaled S6 million. Sixty-four full-time trainers were assigned to the project. The training broke down as follows: 175 senior exec­utives received 1,400 hours of instruction, 1,825 middle managers received 14,600 hours, and 22,000 other em­ployees received 92,000 hours.

The College Club at National Semiconductor Corp.

The College Club is a group of previous college hires at National Semiconductor who advise newly relocated graduates about the area, organize social activities for them, and help guide them through the company's College Hire Assimilation Program (CHAP). The College Club convenes frequently to help new employees meet people, sets up monthly trips or outings to acquaint the new hires with the area, and promotes networking. The club even sponsors Thanksgiving and Christmas panics for those who don't go home for the holidays. It also has several events planned throughout the year, includ­ing a peak performance workshop; a day of networking and team building, seminars on technology, human resources, and National’s business, a seminar dealing with leadership and influence; the assignment of a trained advisor to each college hire; and a picnic in the corporate park.

Clinics at Wells Fargo Bank.

Wells Fargo Bank has developed a unique alternative to classroom training - a clinic, which is described as an out-patient alternative to classroom hospitalization. In the clinic, participants work in peer groups to learn and practice new skills. They attend a short, instruc­tional session presented during a staff meeting in their workplace or at a central location. They are taught, coached, and evaluated by a line employee, usually their manager, or a subject-matter expert. (Professional in­structors do not present these clinics.) The typical Wells Fargo clinic is between one and one-half and three hours long. Wells Fargo has found these clinics to be most useful when skill practice is necessary, the need is immediate; the audience has skills or knowledge to expand, build upon, or alter; there are changes in current policies or procedures; and managers are accountable for their em­ployees' learning and results.

Exercise 2. Translate into English.

Каждый сотрудник Career Service в LBS сосредоточился на одним из направлений – финансовые организации, консалтинговые фирмы, промышленные организации и т.д. кроме того, школа вплотную занялась подготовкой студентов к поиску будущей работы. Теперь их учат писать резюме и проводят тренировочные собеседования. Центр карьеры организует в среднем два занятия в день во всех учебных подразделениях школы.

London Business School считается одной из лучших школ в области подготовки финансовых кадров. На протяжении десяти лет она входит в десятку лучших бизнес-школ в мире. Она была образована в 1965 году и до конца 1980-х практически не выделялась на фоне других школ. Но когда сюда пришел Джон Квелч, школа поднялась на принципиально новый уровень и постепенно превратилась в известный брэнд на мировом рынке бизнес-образования.

В последнее время в бизнес-образовательной среде обсуждается модная тема – лидерство и каждая школа пытается найти к ней свой подход. В London Business School лидеров видят нетрадиционно. По их убеждению, настоящий лидер не должен доминировать, его сильной чертой является умение кооперироваться.

Все студенты, поступившие на MBA, проходят несколько курсов по воспитании лидерских навыков. Для начала их вывозят на тренинг, что-то вроде тренинга по образованию команды, где «новобранцам» приходится, например, лазать по стенам без страховки. Во время учебных занятий слушателей разбивают на команды, соблюдая принцип равного количества национальностей, женщин, профессионального опыта и т.д. в таких группах им приходится готовить совместные проекты. На программах для топ менеджеров лидеров воспитывают по-другому. Их помещают в новую обстановку и заставляют размышлять над своими ценностями.

Занятия проходят, например, в Лондонском зоопарке и в музее естественных наук. Слушателей сопровождает эксперт. Он приносит с собой древние инструменты, чтобы наглядно продемонстрировать эволюцию человека. «Для менеджеров это своеобразное открытие, они воспринимают информацию не только на интеллектуальном уровне, но и на эмоциональном», - считает Гай Сондерс.

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