Civil Engineering Reference
In-Depth Information
TABLE 15.2
The WHY? WHAT? and HOW? of
Training Development
Training
Development of Objectives,
Content, Materials
To Learn a
New Job
To Improve Job
Performance in an
Existing Job
WHY?
Defining training objectives
• Production reports
x
• Quality reports
x
• Customer feedback
x
• Employee feedback
x
WHAT?
Developing training content
• Employee information
x
x
• Experience with similar case
x
x
• Expert option
x
x
HOW?
Designing methods and training materials
• Task analysis
x
x
• Discussion with employees
x
x
• Experience with similar case
x
x
defining training objectives, developing training contents, and designing training methods
and materials. These stages correspond to the questions why, what, and how in Table
15.2.
Training needs are diagnosed by using feedback from customers and employees and
reports of production, quality, and yield. Note here that feedback requires an existing
scenario. For new jobs there is no direct feedback, since there are no production reports
or customer complaints.
For a new job, the analysis must be based on past experience, conventions, and trial
and error. Feedback is apparently missing. Often, however, one can draw from
experiences of similar cases within the company, or one can ask a consultant.
In the third stage, the training program is designed in detail based on familiarity with
the work scenario. Further information is derived from task analyses and discussions with
employees.
15.4
USE OF TASK ANALYSIS
Task analysis has been used extensively as a tool to develop training programs (Luczak,
1997). The main purpose of task analysis is to obtain a thorough understanding of the
task, and thereby capture what is important in training. Task analysis has several
additional purposes, such as the design of products, safety systems, and workplaces. We
