Are employees using what they learn?

Article Abstract:

Personnel departments can enhance the chance that their training programs and materials will be used and applied by trainees. Training program goals need to be considered in terms of three varieties of changes: worker knowledge, attitudes, and behaviors. The trainer should be aware that targets determine the training method to be employed, and that practice is a necessity in any case. The behavioral component can be addressed by identifying factors that will make desired changes happen. Waste in training activities can be avoided if the methods used meet the trainee's needs for increased knowledge, to promote new attitudes, or to feel differently or behave more effectively.

Apprenticeship, Apprenticeship programs

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Skill inventories: pack for the future

Article Abstract:

Skill inventories provide management with information on the availability and distribution of skills within the organization, and help employees plan career development. Employees benefit most through formal group introduction to the inventory process, followed by personal interviews. A comprehensive, objective inventory in writing enhances the value of the information obtained. The inventory summarizes the employee's past education and experience, current skills, short- and long-term career goals, and specific plans for growth, both on and off the job. For both the employer and the employee, the skills inventory helps ease the transition from present to future.

Human resource planning, Employee motivation, Employee performance appraisals, Performance appraisals, Employee promotions, Achievement motivation, Job analysis

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Skill inventories, a developmental process

Article Abstract:

Conducting employee skills inventories entails summarizing past development, assessing skill strength, and focusing on employee aspiration in light of employer needs. The supervisor must then address two key issues: job design and employee motivation. The employee and supervisor can work together to determine job responsibilities and their relative importance. Skills that tend be emphasized as a result of this process tend to fit in one of three categories: cognitive, behavioral, and creative-innovative.

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