Dealing with Employees/Training at work



Ultimately, I am looking for some advice-  

My experience with training etc has been in the realm of research- developing various health education training interventions, usability and pilot testing them, evaluating, revising etc. A position recently opened to Coordinate/develop an intensive training program for incoming oncology clinical research staff.

I've been told that the Hiring Manager is looking for someone who comes to her with ideas about the new training curriculum and suggestions.

I was wondering if you could help me flesh out some ideas? The curriculum is not finished so there isnt a lot to go on but so far, these are some of my initial thoughts: I dont think a training needs analysis needs to be conducted to determine if training is the "answer" bc these will be new employees, learning new things- however, I am leaning towards some kind of pre-assessment that involves the potential participants in terms of what kind of training they want- what engages them best; what dont they like etc. I dont think any planning for evaluation has been done and I definitely think that needs to be started now. I've seen some of the modules and for the most part, they are boring powerpoint slides so I see a real need to incorporate adult learning principles in the development of this training.

Do you have any other ideas? Also, just curious- can you think of some of the most common mistakes made when it comes to developing/implementing and evaluating work site training initiatives?

I am so sorry this is so long! I appreciate any help you can give me!

Thank you!

I  will send  the balance  asap.
•   increased customer complaints
•   a rise in workplace accidents
•   higher absenteeism
•   increased scrap rates / reworking
•   lower performance than competitors
•   low plant utilisation
•   low staff performance
•   high staff turnover
•   poor financial indicators
•   low morale
•   problems with suppliers
•   benchmarking figures do not match or exceed competitors
•   non-productive friction between departments
    *non-productive friction between employees especially managers
Departmental and Occupational Needs
Learning Needs Analysis for Team/Department
Within a team or a department there are needs which may be specific to that group of people. It is also the case that those needs may not be observable or apparent to other parts of the organization. For this reason it is important that learning needs and other needs are regularly investigated and gaps addressed.
Learning needs arise within teams, groups and departments and these should be addressed on a collective basis. Team leaders or heads of departments will have responsibility for performance in their areas and may also have responsibility for training and development.
Here are some questions to help you identify team/departmental learning needs.
•   Is the provision of learning activities determined from a consideration of organizational objectives?
•   Is the provision of learning activities determined from a consideration of team / departmental objectives?
•   Does the team operate effectively as a team / department or just as a collection of individuals?
•   How might the team / department interact more effectively with its internal customers?
•   Does the team / department meet to discuss ways of operating more efficiently and effectively?
•   What skills of coaching and mentoring exist within the department to support learning?
•   How does the team / department measure its effectiveness and compare itself against other similar teams / departments either within or external to the organization?
•   Are people encouraged to develop their own skills and knowledge?
•   Do managers support and encourage the development of people for whom they have responsibility?
•   Does you organization have clear objectives which people understand and can explain?
•   Do people understand how they contribute to the objectives of the organization?
•   Is there a clear induction process for people new to the organization?
•   To what extent does training and education contribute to improved performance in the organization?
•   How much training does each member of the team / department receive each year?
•   Are effective interpersonal skills observed all the time between members of the team / department?
Occupational/  Functional  Learning Needs
Occupational groups may also have needs specific to that discipline, and while professional bodies etc may provide training programmes it is unlikely that they will be sufficiently focused to match the organization's specific requirements of the occupational group.
The identification of learning needs may be conducted to address a specific cross-section of employees within an organization such as operators, administration, sales etc. This enables resources to be focussed more directly on those whose who have a specific need.
Use these questions as an prompt to identify specific areas of occupational training.
•   What current activities require specific training?
•   What future developments will require specific training?
•   Is a job analysis carried out to identify the skills and knowledge required for tasks in a particular occupation?
•   How are the skills of staff evaluated and compared to the requirements of the department?
•   Does a procedure exist for upgrading the skills of staff?
•   How often is a staff appraisal carried out and how often is there a follow up meeting?
•   Do members of staff have personal development plans which are designed to enhance their skills?
•   Is a ‘licence to practice’ required for the occupational area?
•   How do you ensure that you get the qualifying level of continuing professional (education) points?
•   Do you regularly read professional / trade journals – what are the current issues of concern and which need addressing through learning strategies?
•   Occupational standards are available for most work areas and provide the most comprehensive descriptions of work activities – are these used to inform decision making?
Individual Learning Needs
Below are a number of areas which need to be considered and which may provide insights into areas of learning needs:
•   Does the person have the ability to successfully achieve work objectives?
•   Does the person have the right attitude for the job?
•   What is the level of energy which is used by the person?
•   Are they lacking specific areas of experience which need to be addressed?
•   Can the person work flexibly?
•   Does the person possess the interpersonal skills to work effectively in their area?
•   Does the person have the specific knowledge required for the post?
•   Do they demonstrate suitable maturity for the post?
•   Does the person possess the people management skills for their position?
•   What is their level of productivity?
•   Does the person have the potential for promotion?
•   Does the person have the qualifications necessary for their current or future positions?
•   Does the person have the ability to work in a team?
•   Does the person have the specific technical skills required for this or a future position?
The person with most responsibility for your learning is THE  INDIVIDUAL ! Although there are general training policies and procedures you cannot expect the organization to have the same insights which you possess. If you have not already done so, you should seize the opportunity to shape your career - research suggests that those who plot their careers tend to be more successful than those who cross their fingers and hope for the best.
There are now few jobs for life and people regularly change not only their jobs but also their careers during their working life. For these reasons, you should regularly conduct a personal audit along the lines of the questions below to ensure that you are heading in a direction that you wish to follow.
•   What are your strengths and weaknesses?
•   How do you plan to address these weaknesses?
•   What changes are happening to your area of professional expertise?
•   How do you propose to keep up to date and maintain your professional standards?
•   What training have you had during the past year?
•   Do you have any choice in choosing the training courses you think you need?
•   How does your training link to organizational aims and objectives?
•   Are your skills being used effectively in the organization?
•   Do you discuss your training needs with your line manager / the training department?
•   Do you have a career development plan?
•   Do you have a personal development plan?
•   Do you have the transferable knowledge and skills to enable you to find another job if you current one ends, or you choose to change employer?

STAFF/SUPERVISORS Training Programmes - Skills Checklist Below is a list of the main training areas which are to be found in many organizations. It can be used as a menu to identify areas that may not currently be addressed.
•   Appraisal Skills Training
•   Assertiveness Workshop
•   Communication
•   Ethics
•   Strategy
•   Writing Skills
•   Career Development
•   Change Management
•   Coaching & Mentoring Skills
•   Conflict Management
•   Consulting – Internal and External
•   Continuous Improvement
•   Creativity
•   Customer Service training
•   Customer Relationship Management
•   Diversity Training
•   Drug / Substance Abuse
•   Emotional Intelligence
•   Employment Law
•   Equal Opportunities Training
•   Executive Leadership
•   Financial Skills
•   Goal Setting
•   Harassment
•   Human Resource Development
•   Human Resource Management
•   Induction Programme
•   Interviewing Skills/Techniques
•   Leadership
•   Managing Conflict
•   Managing Difficult People
•   Managing Resources
•   Marketing Introduction to
•   Meeting Skills
•   Motivation
•   Negotiating Skills
•   Performance Appraisal
•   Personal Assistant Skills
•   Personal Efficiency Programme
•   Presentation Skills
•   Project Management
•   Quality Management
•   Selling Essentials
•   Small Business Management
•   Strategic Management
•   Stress Management
•   Supervisory Skills
•   Supply Chain Management
•   Report Writing
•   Team Building
•   Team Skills
•   Team Leader Skills
•   Telemarketing Skills
•   Time Management
•   Train the Trainer
•   Training Skills
•   Workplace Safety
•   Workplace Violence


area of interest:
Business and Management Skills
Accounting [ ]
Making Effective Presentations [ ]
Assertiveness and Delegation [ ]
Managing Change [ ]
Business Administration [ ]
Business Improvement Techniques [ ]
Project Management [ ]
Computing [ ]
Recruitment and Selection [ ]
Customer Service [ ]
Sales and Negotiation Techniques [ ]
Effective Business and Report Writing [ ]
Effective Communication [ ]
Stress Management [ ]
Finance for Non-financial Managers [ ]
Telephone Techniques [ ]
First Line Management [ ]
Team Leading [ ]
Interviewing Skills and Techniques [ ]
Time Management [ ]
Introduction to Marketing [ ]

factors that affect a training requirement
Training is a crucial component in preparing new employees for their positions and keeping existing employees current on critical information. To be effective, a training program needs a specific purpose with appropriate training methods. Understanding the factors that influence training programs enables you to develop or change your current employee education to make it fit the needs of your business and your employees.

The purpose or goal of the training is a major factor in the planning and execution. In order to develop the right material, you need a clear understanding of the skills or information you want the employees to have after completing the training. The scope of the training also affects whether you handle the training internally or send employees to training sessions through another organization or college. Typical training types include orientation for new employees, safety, job-specific skills, and general issues, such as company policies.

The resources available to the company and the training department affect the type and depth of the training. The available budget affects the amount and type of training possible. For example, sending employees to a local college for a training course may not fit into the budget. The space available in your workplace is another resource issue. You need a space large enough to hold all training participants. If space is limited, the training may need to be modified for smaller groups. Training materials are also key to developing a strong training program. A lack of resources limits the possibilities for training.

Related Reading: Factors in the External Environment That Influence Employee Behavior

The specific audience for the training affects how you develop the program. Some training courses are geared toward your entire staff, while others apply only to employees in certain roles. For example, supervisors might have additional training sessions on management and legal issues. An understanding of the background knowledge for trainees helps develop a training session that builds off of the prior knowledge. Evaluate what the participants expect and how they feel about the training.

Training Staff
The staff members in charge of training play a role in the effectiveness of a training program. Trainers with education and experience in teaching adults are better equipped to develop training sessions that align with the desired goals. You want trainers with an understanding of the company's values and goals, as well as enthusiasm for teaching the employees.

Learning, Training & Development
Factors Affecting Working & Learning
Nonprofits and their employees operate in an environment that has seen many changes in recent years:
•   Competition for skilled employees
•   Attracting and retaining employees becomes a challenge
•   Need for additional skills
•   Funding for employee training and development is a concern
•   Less job security
•   Limited opportunities for advancement
All these changes point to how vital it is to invest in the learning, training and development of your current employees.

Competition for skilled employees
There is greater competition for skilled employees and this competition will increase as the baby boomer generation starts to retire.
Job Quality in Non-profit Organizations, it points out that the nonprofit sector employs a well-educated workforce with "strong project management and organizational skills." These same skills are sought after by other sectors of the labour market.

Attracting and retaining employees becomes a challenge
As competition for employees increases, attracting and retaining employees will become a challenge. To ensure that your organization remains a desirable place to work, as Job Quality in Non-profit Organizations points out, an important part of job quality is the opportunities that employers provide for learning:
"The opportunity to develop and use one's skills and abilities is another important dimension of 'job quality', with relevant indicators including access to formal training , opportunities for on-the-job learning, and prospects for promotion and career advancement."

Need for additional skills
Skills and Training in the Non-profit Sector, the authors report that based on the information that they have, "... one would expect a considerable share of employees to say that skill requirements have been on the rise. This is indeed the case." This is particularly true for professionals working in the nonprofit sector.

Funding for employee training and development is a concern
Adequate funding continues to be a concern. While the need to use resources to provide employee training and development increases, the resources to do so may not be available. In fact, funding for training and development may be one of the first items to be eliminated in times of financial uncertainty.

Less job security
Employees in the sector (and employees in general) have less job security than they used to. People constantly hear that they can expect to have many different employers and even different careers during their work life. Given this message and its reality, employees are looking for employers who will provide them with opportunities to develop transferable skills.

Limited opportunities for advancement
Most organizations in the sector have a flat organizational structure. This means that there is little room for promotion. Employees and organizations need to embrace the idea that moving 'up' is not the only way to be satisfied with one's work. An alternative is to create challenges for employees in their current position or a similar position.

The Top Ten Influential Factors Affecting Job Training
Transfer of learning is critical to recognizing a positive rate of return, but many companies fail to realize most of the influencing factors are out of the learner’s control. This article identifies the top ten influential factors that affect job training, which focus mainly on the organization.
•   Training Effectiveness
Identifying whether or not a training initiative is effective depends on how well learners are able to apply what they learned to improve job performance. Furthermore, without a significant and observable return on investment, training is seen as a waste of time and valuable resources. However, whether or not a learner is able to successfully transfer his or her knowledge to the workplace isn’t wholly dependent upon the learner. Instead there are many different types of influential factors that affect job training, and, in fact, most of them do not depend on the learner.
•   Ten Influential Factors
Management Support
One of the most important influential factors that affect job training is management support of training initiatives. It is critical that managers foster a climate conducive to learning, support the training initiatives, and encourage professional development. Without management support, there wouldn’t be designated funds for training programs, and workers wouldn’t feel comfortable using new knowledge and skills.
Legitimate Training Needs
The next factor that affects whether or not training is well-received and effectively transferred to the job depends on whether or not the training topic is a valid training need. The best way to validate a training need is to conduct a needs analysis. If a training topic is truly a training need, learners will be actively engaged and willing to learn the new topic and can readily apply it to the workplace.
Effective and Experienced Trainer
Whether coming from in-house or a consulting firm, a trainer must be able to communicate effectively, facilitate a conversation to ensure the needs and expectations of the learners are met, present material clearly and effectively, and make information interesting. An effective trainer also creates a safe and engaging learning environment, actively keeps learners involved, and can adjust appropriately when necessary.
Learning Objectives
Another factor that is critical to training success is a well-written learning objective. Learning objectives help the instructor guide discussions and help students understand what is expected of them. Students who understand what is expected are more involved and willing to invest energy in pursuit of a goal. To be effective, learning objectives must specify a behavior or performance that a learner should be able to complete at the end of training, a measurable criterion, and any conditions of performance.
Learner Ability and Motivation
To effectively transfer knowledge to the workplace, learners must have the ability and motivation to succeed. Learners need to have ample opportunities to use the training, and they need to perceive the benefit and validity of the training. Learners also need to feel that a change in behavior will lead to a valued outcome or job enrichment.
Learner Readiness
A learner must also be ready and willing to learn new information. A learner must identify the need to adapt one’s behavior and be able to learn a new skill, and the learner needs to have an open mind to be receptive to a new way of thinking and performing.
Learner Emotional Investment
Adult learners are especially notorious for needing to know why they need to know something. Adults need to see the immediate benefit of applying the new skills, which increases emotional investment and level of engagement. Furthermore, adult learners need to retain an emotional connection to prior experiences that relate to new information.
In-Class Practice
A trainer needs to ensure learners have an appropriate number of opportunities to practice new skills in the classroom. Allowing students to practice in a controlled, in-class environment fosters the appreciation for feedback and trial-and-error learning. Such activities include discussions, interactive demonstrations, job-instruction training, brainstorming, and case studies.
Out-of-Class Practice
After students have mastered topics through in-class practice, they need to practice in a controlled out-of-class environment. These practice opportunities yield better retention, and learners have a mentor to provide feedback and guidance. Such out-of-class opportunities include modeling, job rotation, apprentice training, coaching, mentoring, experiential learning, and on-the-job training.
Appropriate Learning Environment
The final influential factor that affects job training is the appropriateness of the learning environment. A classroom needs to be flexible, so it can quickly and easily be rearranged. It needs to be isolated or removed from the workplace, so learners are mentally prepared to separate themselves from normal work activities. Finally, a classroom needs to be effectively lit, ventilated, and arranged to maximize learner comfort and minimize distraction.
•   Circle: no definite leader, group and team building, highly conversational, and maximum participation
•   Semi-circle or u-shape: clear leader, demonstrates equality of membership, great for brainstorming, and enhanced visual contact for increased communication
•   Square or rectangle: more formal, possible “head of the table” syndrome, less participation and communication, less visibility of those in the corner
•   Rows: no flexibility, greater instructor control, limited face-to-face communication, and less discussion
•   Scattered: less formal, more flexible, facilitates smaller group activities for break-away activities

Dealing with Employees

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Leo Lingham


Questions include managing work situation, managing work relations, managing your boss, personal problems, career planning, career development, training, coaching, counseling etc


18 years working managerial experience covering business planning,
strategic planning, management services, personnel administration etc


24 years of management consulting in business planning, strategic planning, human resources development, training, business coaching,




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