Employee Training & Development

Unit
1

Introduction to
Employee Training and
Development

dharmandar@gmailcom +91 9810643099

 Boston Pizza International, Bowater’s Coated
and Specialty Paper Division, Americredit,
and Home Depot illustrate how training can
contribute to companies’ competitiveness

 Competitiveness – refers to a company’s
ability to maintain and gain market share in
an industry


 Although they are in different types of
businesses, they each have training practices
that have helped them gain a competitive
advantage in their markets
 Issues affecting companies and influencing
training practices:
 customer service
 employee retention and growth
 doing more with less
 quality and productivity


 The training practices have helped Boston
Pizza International, Bowater’s Coated and
Specialty Paper Division, Americredit, and
Home Depot:
 grow the business, and
 improve customer service, by
 providing employees with the knowledge and
skills they need to be successful


 Refers to the policies, practices, and systems
that influence employees’:
 behavior
 attitudes
 performance

 HRM practices play a key role in
attracting, motivating, rewarding, and retaining
employees

 Training – refers to a planned effort by a
company to facilitate employees’ learning of
job-related competencies

 The goal of training is for employees to:
 master the knowledge, skill, and behaviors
emphasized in training programs, and
 apply them to their day-to-day activities


 Linked to strategic goals and objectives
 Uses an instructional design process to
ensure that training is effective
 Compares or benchmarks the company’s
training programs against training programs
in other companies
 Creates working conditions that encourage
continuous learning


 Continuous Learning – requires employees
to understand the entire work system
including the relationships among:
 their jobs
 their work units
 the entire company


 Employees are expected to:
 acquire new skills and knowledge
 apply them on the job
 share this information with other employees

 Managers take an active role:
 in identifying training needs
 helping to ensure that employees use training in
their work

 Emphasis on high-leverage training has been
accompanied by a movement to link training
to performance improvement

 Training is used to improve employee
performance

 This leads to improved business results


 Providing educational opportunities for all
employees

 An on-going process of performance
improvement that is directly measurable
 not one-time training events

 The need to demonstrate the benefits of
training
 to executives, managers, and trainees

 Learning as a lifelong event
 senior management, training managers, and
employees have ownership

 Training used to help attain strategic business
objectives
 helps companies gain a competitive advantage


Ensuring Employees’
Conducting Needs Readiness for Creating a Learning
Assessment Training Environment

Developing an Ensuring Transfer of
Evaluation Plan Training

Monitoring and
Select Training
Evaluating the
Method
Program


 Refers to a process for designing and
developing training programs

 There is not one universally accepted ISD
model

 ISD process should be:
 systematic
 flexible enough to adapt to business needs

 Training design is effective only if it helps
employees reach instructional or training
goals and objectives

 Measurable learning objectives should be
identified before training


 Evaluation plays an important part in:
 planning and choosing a training method
 monitoring the training program
 suggesting changes to the training design process


 Globalization
 Need for leadership
 Increased value placed on knowledge
 Attracting and retaining talent
 Customer service and quality emphasis


 Changing demographics and diversity of the
work force
 New technology
 High-performance models of work systems
 Economic changes


 Methods and processes are designed to meet
the needs of internal and external customers

 Every employee in the company receives
training in quality

 Quality is designed into a product or service
so that errors are prevented from
occurring, rather than being detected and
corrected dharmandar@gmailcom +91 9810643099

 The company promotes cooperation with
vendors, suppliers, and customers to improve
quality and hold down costs

 Managers measure progress with feedback
based on data


Leadership 120 points
Measurement Analysis and Knowledge Management 90 points
Strategic Planning 85 points
Human Resource Focus 85 points
Process Management 85 points
Business Results 450 points
Customer and Market Focus 85 points
Total Points 1,000 points

 Communicating effectively with employees
from a wide variety of backgrounds

 Coaching, training and developing
employees of different ages, educational
backgrounds, ethnicities, physical abilities,
and races


 Providing performance feedback that is free
of values and stereotypes based on
gender, ethnicity, or physical handicap

 Creating a work environment that allows
employees of all backgrounds to be creative
and innovative


1. Cost
argument

2. Resource-
3. Marketing
acquisition
argument
argument

5. Problem- 6. System
4. Creativity solving flexibility
argument argument argument

 Employees choose or select new employees or
team members
 Employees receive formal performance
feedback and are involved in the performance
improvement process
 Ongoing training is emphasized and rewarded
 Rewards and compensation are linked to
company performance


 Equipment and work processes encourage
maximum flexibility and interaction between
employees
 Employees participate in planning changes in
equipment, layout, and work methods
 Employees understand how their jobs
contribute to the finished product or service


Benchmark Investment
Company Leader
Percent of eligible employees being trained 78% 91%

Amount of training received per employee 24 hours 57 hours

Amount spent on training:
Percentage of payroll 2% 4%
Per employee Rs. 35 k* Rs. 1 Lakh*

Benchmark Investment
Company Leader
Average total spent Rs. 3.5 CR Rs. 6.5 CR

Percent of training delivered using learning 11% 22%
technology
Percent training time in classroom 77% 61%

 Strategic Adviser
 Systems Design and Developer
 Organization Change Agent
 Instructional Designer
 Individual Development and Career Counselor
 Coach / Performance Consultant
 Researcher


Unit
2
Who Is In
Who Provides
Charge of
Training? Training?
Strategic Training


 A plan that integrates the company’s goals,
policies, and actions

 The strategy influences how the company uses:
 physical capital (plants, technology, and equipment)
 financial capital (assets and cash reserves)
 human capital (employees)

 The business strategy helps direct the company’s
activities to reach specific goals

 The amount of training devoted to current or
future job skills

 The extent to which training is customized for:
 the particular needs of an employee,
 or developed based on the needs of a team, unit,
or division

 Whether training is restricted to specific
groups of employees or open to all employees

 Whether training is:
 planned and systematically administered, or
 provided only when problems occur, or
 spontaneously as a reaction to what competitors
are doing

 The importance placed on training compared
to other human resource management
practices such as selection and compensation

Training Event

Performance
Result

Learning
Create and Share Emphasis
Knowledge Business Need


 The acquisition of knowledge by
individuals, employees, or groups of
employees

 Willing to apply that knowledge in their jobs
in making decisions and accomplishing tasks
for the company


 Human and Social  Explicit Knowledge:
Knowledge:  Knowledge that can be
 What individuals or formalized, codified, and
teams of employees communicated
know or know how to do
 Tacit Knowledge:
 Structured Knowledge:  Personal knowledge
 Company rules, based on individual
processes, tools, and experience
routines  Difficult to explain to
others

Cognitive Knowledge Advanced Skills
(know what) (know how)

System Understanding Self-Motivated
and Creativity Creativity
(know why) (care why)


Strategic Training Training and
Metrics that Show
Business Strategy and Development Development
Initiatives Activities Value of Training

 Mission  Diversify the  Use Web-Based  Learning
Learning Portfolio Training
 Values  Performance
 Improve Customer  Make Development Improvement
 Goals Planning Mandatory
Service  Reduced Customer
 Accelerate the  Develop Websites for Complaints
Pace of Employee Knowledge Sharing
 Reduced Turnover
Learning  Increase Amount of
Customer Service  Employee
 Capture and Share Satisfaction
Knowledge Training


1. Where to compete?
 In what markets, industries, products will we
compete?
2. How to compete?
 On what outcome or differentiating characteristic
will we compete?
3. With what will we compete?
 What resources will allow us to beat the
competition?
 How will we acquire, develop, and deploy those
resources to compete?

Strategic Training and
Development Initiatives Implications
Diversify the Learning Use new technology for training
Portfolio Facilitate informal learning
Provide more personalized learning opportunities
Expand Who is Trained Train customers, suppliers, and employees
Offer more learning opportunities for non-managerial
employees
Accelerate the Pace of Quickly identify needs and provide a high-quality learning
Employee Learning solution
Reduce the time to develop training programs
Facilitate access to learning resources on an as-needed
basis

Improve Customer Service Ensure that employees have product and service
knowledge
Ensure that employees have skills needed to interact with
customers
Ensure that employees understand their roles and
decision-making authority
Provide Development Ensure that employees have opportunities to develop
Opportunities and Ensure that employees understand career opportunities
Communicate to and personal growth opportunities
Employees Ensure that training and development addresses
employees’ needs in current job as well as growth
opportunities

Capture and Share Capture insight and information from knowledgeable
Knowledge employees
Logically organize and store information
Provide methods to make information available
Align Training and Identify needed knowledge, skills, abilities, or
Development with the competencies
Company’s Strategic Ensure that current training and development programs
Direction support the company’s strategic needs

Ensure That the Work Remove constraints on learning
Environment Supports Dedicate physical space to encourage teamwork,
Learning and Transfer of collaboration, creativity, and knowledge sharing
Training Ensure that employees understand the importance of
learning
Ensure that managers and peers are supportive of training,
development, and learning

 Customers
 Who are our customers and how do we work for
them?

 Organization
 What is the nature of practices required to complete
our mission?

 Products and Services
 How do we ensure that our products and services
meet strategic requirements?


 Research and Development
 How do we stay current in the training and learning
fields and use our knowledge in these areas?

 Business Systems
 What are the processes, products, tools, and
procedures required to achieve our goals?


 Continuous Learning
 How do we recognize that learning at Sun
Microsystems is continuous, is conscious, and comes
from many sources?

 Results
 How do we obtain results according to our
customers’ standards?


 Measurements that look at performance
from the perspective of:
 internal customers
 external customers
 employees
 shareholders


Four different perspectives are considered:
 Customer
▪ (time, quality, performance, services, cost)
 Internal
▪ (processes that influence customer satisfaction)
 Innovation and Learning
▪ (operating efficiency, employee satisfaction, continuous
improvement)
 Financial
▪ (profitability, growth, shareholder value)


 Roles of Employees and  Business Conditions
Managers
 Other HRM Practices
 Top Management
Support  Extent of Unionization

 Integration of Business  Staff Involvement in
Units Training and
Development
 Global Presence


 Managing Alignment
 Clarify team goals and company goals
 Help employees manage their objectives
 Scan organization environment for useful
information for the team
 Encouraging Continuous Learning
 Help team identify training needs
 Help team become effective at on-the-job training
 Create environment that encourages learning

 Coordinating Activities
 Ensure that team is meeting internal and external
customer needs
 Ensure that team meets its quantity and quality
objectives
 Help team resolve problems with other teams
 Ensure uniformity in interpretation of policies and
procedures


 Facilitating Decision-Making Process
 Facilitate team decision making
 Help team use effective decision-making
processes

 Creating and Maintaining Trust
 Ensure that each team member is responsible for
his or her work load and customers
 Treat all team members with respect
 Listen and respond honestly to team ideas

 The type of training and resources devoted to
training are influenced by the strategy
adopted for two HRM practices:
 Staffing
 Human Resource Planning


 Two aspects of a company’s staffing strategy
influence training:
 The criteria used to make promotion and
assignment decisions (assignment flow)
 The places where the company prefers to obtain
human resources to fill open positions (supply
flow)


 HR planning allows the company to anticipate the
movement of human resources in the company
 HR plans can help identify where employees with
certain types of skills are needed in the company
 Training can be used to prepare employees for:
 increased responsibilities in their current job
 promotions, lateral moves, transfers
 downward job opportunities that are predicted by the
human resource plan


Strategy Emphasis How Achieved Key Issues Training Implications
Concentration Increased market Improve quality Skill currency Team building
share Improve Development of Cross-training
Reduced operating productivity existing work Specialized programs
costs Customize products force Interpersonal skill
Create or maintain or services training
market niche On-the-job training
Internal Growth Market development Add distribution Create new jobs Communication of
Product channels Create new tasks product value
development Expand global Innovation Cultural training
Innovation markets Conflict negotiation skills
Joint ventures Modify existing Manager training in
products feedback and
Create new communication
products Technical competence in
Joint ownership jobs

Strategy Emphasis How Achieved Key Issues Training Implications
External Horizontal Acquire firms for Integration Determining capabilities
Growth integration new market access Redundancy of acquired employees
(Acquisition) Vertical integration Acquire firms to Restructuring Integrating training
Concentric supply or buy systems
diversification products Team building
Acquire any firm
Disinvestment Retrenchment Reduce costs Efficiency Motivation
Turnaround Reduce assets Goal setting
Divestiture Generate revenue Stress management
Liquidation Redefine goals Time management
Sell off all assets Leadership training
Outplacement
assistance
Job-search skills
training

Faculty Model
Customer Model

Matrix Model

Corporate
University Model
Virtual Model


Director of Training

Safety Quality Technology Leadership Sales
Training Training and Development Training
Computer
Systems

Training Specialty Areas


Information Marketing Production Finance
Systems and
Operations

Business Functions


Training Sales Quality Technology Safety
Specialty Training Training and Training
Areas Computer
Systems

Production
Marketing and
Operations

Business Functions

Historical Training Leadership Development Programs Training
Problems Advantages
Excess Costs Dissemination of
Best Practices
Poor Delivery and
Product Sales and
Focus Human
Development Operations Marketing Resources

Inconsistent Use Align Training
of Common with Business
Training Practices Needs
Best Training Integrate
Practices Not Training
Shared Initiatives
Training Not Effectively Utilize
Integrated or New Training
Coordinated New Employee Programs Methods and
Technology

 Virtual training organizations operate
according to three principles:
 Employees (not the company) have primary
responsibility for learning
 The most effective learning takes place on the
job, not in the classroom
 For training to translate into improved job
performance, the manager-employee relationship
(not employee-trainer relationship) is critical


 A virtual training organization is customer focused
 Takes more responsibility for learning and
evaluating training effectiveness
 Provides customized training solutions based on
customer needs
 Determines when and how to deliver training
based on customer needs
 Leverages resources from many areas
 Involves line managers in direction and content


 Involve the target audience in developing the
training or learning effort

 Demonstrate how a training and
development program can be used to solve
specific needs

 Showcase an example of how training has
been used within the company to solve
specific business needs

 Identify a “champion” who actively supports
training
 Listen and act on feedback received from
clients, managers, and employees
 Advertise on e-mail, on company websites, in
employee break areas
 Designate someone in the training function as
an account representative between the
training designer and internal customer


Unit
3

Needs Assessment


 Effective training practices involve the use of
an instructional systems design process

 The instructional systems design process
begins by conducting a needs assessment


 Before choosing a training method, it is
important to determine:
 what type of training is necessary, and
 whether trainees are willing to learn


 Refers to the process used to determine
whether training is necessary

 Because needs assessment is the first step in
the instructional design process:
 If it is poorly conducted, training will not achieve
the outcomes or financial benefits the company
expects


Reasons or “Pressure Points” Outcomes
•Legislation What is the Context? •What Trainees Need to
Learn
•Lack of Basic Skills
Organization •Who Receives
•Poor Performance Analysis Training
•New Technology Task In What Do •Type of Training
Analysis They Need
•Customer Requests •Frequency of Training
Training?
•New Products Person
Analysis •Buy Versus Build
•Higher Performance Training Decision
Standards •Training Versus Other
Who Needs the
•New Jobs Training? HR Options Such as
Selection or Job
Redesign
•How Training Should
Be Evaluated


 Organizational Analysis – involves determining:
 the appropriateness of training, given the business
strategy
 resources available for training
 support by managers and peers for training

 Task Analysis – involves:
 identifying the important tasks and
knowledge, skill, and behaviors that need to be
emphasized in training for employees to complete
their tasks dharmandar@gmailcom +91 9810643099

 Person Analysis – involves:
 determining whether performance deficiencies result
from a lack of knowledge, skill, or ability (a training
issue) or from a motivational or work design problem
 identifying who needs training
 determining employees’ readiness for training


Upper-Level Managers Midlevel Managers Trainers
Organizational Is training important to Do I want to spend Do I have the budget to
Analysis achieve our business money on training? buy training services?
objectives? How much? Will managers support
How does training training?
support our business
strategy?
Person What functions or Who should be trained? How will I identify which
Analysis business units need Managers? employees need
training? Professionals? training?
Core employees?
Task Analysis Does the company have For what jobs can What tasks should be
the people with the training make the trained?
knowledge, skills, and biggest difference in What knowledge, skills,
ability needed to product quality or ability, or other
compete in the customer service? characteristics are
marketplace? necessary?

Observation Questionnaires

Focus
Interviews Groups Documentation


Technique Advantages Disadvantages
Observation Generates data relevant to Needs skilled observer
work environment Employees’ behavior may be
Minimizes interruption of affected by being observed
work

Questionnaires Inexpensive Requires time
Can collect data from a large Possible low return rates,
number of persons inappropriate responses
Data easily summarized Lacks detail
Only provides information
directly related to questions
asked

Interviews Good at uncovering details Time consuming
of training needs Difficult to analyze
Good at uncovering causes Needs skilled interviewer
and solutions of problems Can be threatening to SMEs
Can explore unanticipated Difficult to schedule
issues that come up
SMEs only provide information
Questions can be modified they think you want to hear

Focus Groups Useful with complex or Time consuming to organize
controversial issues that one Group members provide
person may be unable or
unwilling to explore information they think you want
to hear
Questions can be modified
to explore unanticipated Status or position differences
issues may limit participation

Documentation Good source of information You may not be able to
(Technical Manuals on procedure understand technical language
and Records) Objective Materials may be obsolete
Good source of task
information for new jobs and
jobs in the process of being
created

Person Analysis
Person Characteristics
• Input
• Output
• Consequences
• Feedback
Organizational Analysis
• Strategic Direction
Do We Want To Devote Time
• Support of Managers, and Money For Training?
Peers & Employees for
Training Activities
• Training Resources Task Analysis or Develop
a Competency Model
• Work Activity (Task)
• KSAs
• Working Conditions

 How might the training content affect our
employees’ relationship with our customers?
 What might suppliers, customers, or partners
need to know about the training program?
 How does this program align with the
strategic needs of the business?
 Should organizational resources be devoted
to this program?


 What do we need from managers and peers
for this training to succeed?
 What features of the work environment
might interfere with training?
 Do we have experts who can help us develop
the program content and ensure that we
understand the needs of the business as we
develop the program?


 Will employees perceive the training program
as:
 an opportunity?
 reward?
 punishment?
 waste of time?


Person Characteristics
• Basic Skills
• Self-Efficiency
• Awareness of Timing Needs, Career Interests, Goals
+
Input
• Understand What, How, When to Perform Process for
• Situational Constraints analyzing the
• Social Support
• Opportunity to Perform factors that
Output
+ influence
• Expectations for Learning and Performance employee
Consequences
+ performance
• Norms and learning
• Benefits
• Rewards
+
Feedback
• Frequency Motivation to Learn
• Specificity Learning Performance
• Detail

 Employees have the personal characteristics
necessary to learn program content and
apply it on the job.

 The work environment will facilitate learning
and not interfere with performance.


 Person Characteristics
 Ability and skill
 Attitudes and motivation
 Input
 Understand need to perform
 Necessary resources (equipment, etc.)
 Interference from other job demands
 Opportunity to perform


 Output
 Standard to judge successful performers
 Consequences
 Positive consequences/incentives to perform
 Few negative consequences to perform
 Feedback
 Frequent and specific feedback about how the job
is performed


 Self-efficacy - the employees believe that
they can successfully perform their job or
learn the content of the training program
 The job environment can be threatening to many
employees who may not have been successful in
the past
 The training environment can also be threatening
to people who have not received training or
formal education for some length of time


 Letting employees know that the purpose of
the training is to try to improve performance
rather than to identify areas in which
employees are incompetent

 Providing as much information as possible
about the training program and purpose of
training prior to the actual training


 Showing employees the training success of
their peers who are now in similar jobs

 Providing employees with feedback that
learning is under their control and they have
the ability and the responsibility to overcome
any learning difficulties they experience in
the program


 Provide materials, time, job-related
information, and other work aids necessary for
employees to use new skills or behavior before
participating in training programs

 Speak positively about the company’s training
programs to employees

 Let employees know they are doing a good job
when they are using training content in their
work

 Encourage work-group members to involve
each other in trying to use new skills on the
job by soliciting feedback and sharing
training experiences and situations in which
training content was helpful

 Provide employees with time and
opportunities to practice and apply new skills
or behaviors to their work

 The performance problem is important and
has the potential to cost the company a
significant amount of money from lost
productivity or customers
 Employees do not know how to perform
effectively
 Perhaps they received little or no previous training
or the training was ineffective
 (This problem is a characteristic of the person)

 Employees cannot demonstrate the correct
knowledge or behavior
 Employees were trained but they infrequently or
never used the training content on the job
 (This is an input problem)

 Performance expectations are clear (input)
and there are no obstacles to performance
such as faulty tools or equipment

 There are positive consequences for good
performance, while poor performance is not
rewarded
 Employees receive timely, relevant, accurate,
constructive, and specific feedback about their
performance (a feedback issue)
 Other solutions such as job redesign or
transferring employees to other jobs are too
expensive or unrealistic


 If employees lack the knowledge and skill to
perform and the other factors are
satisfactory, training is needed

 If employees have the knowledge and skill to
perform but input, output, consequences, or
feedback are inadequate, training may not be
the best solution


 Task analysis results in a description of work
activities, including tasks performed by the
employee and the knowledge, skills, and
abilities required to complete the tasks

 Should only be undertaken after you have
determined from the organizational analysis
that the company wants to devote time and
money for training


1. Select the job(s) to be analyzed
2. Develop a preliminary list of tasks
performed by the job
3. Validate or confirm the preliminary list of
tasks
4. Identify the knowledge, skills, or abilities
necessary to successfully perform each task


 Task analysis should identify both what
employees are actually doing and what they
should be doing on the job

 Task analysis begins by breaking the job into
duties and tasks

 Use more than two methods for collecting
task information to increase the validity of
the analysis

 For task analysis to be useful, information
needs to be collected from subject matter
experts (SMEs)
 SMEs include:
job incumbents
managers
employees familiar with the job


 In deciding how to evaluate tasks, the focus
should be on tasks necessary to accomplish
the company’s goals and objectives
 These may not be the tasks that are the most
difficult or take the most time


 A competency refers to areas of personal
capability that enable employees to
successfully perform their jobs by achieving
outcomes or successfully performing tasks
 A competency can be knowledge, skills, attitudes,
values, or personal characteristics


 A competency model identifies the
competencies necessary for each job as well
as the knowledge, skills, behavior, and
personality characteristics underlying each
competency


 They identify behaviors needed for effective
job performance

 They provide a tool for determining what
skills are needed to meet today’s needs as
well as the company’s future skill needs

 They help determine what skills are needed
at different career points

 They provide a framework for ongoing
coaching and feedback to develop employees
for current and future roles

 They create a “roadmap” for identifying and
developing employees who may be
candidates for managerial positions


 Time constraints can limit the length and
detail obtained from needs assessment
 The scope of the needs assessment depends
on the size of the potential “pressure point”
 You will be able to anticipate training needs if
you are attuned to the:
 business problems
 technological developments
 other issues facing the organization

Unit
4

Learning: Theories and
Program Design


 Two conditions necessary for learning to
occur:
1. opportunities for trainees to practice
2. meaningful content

 For learning to occur it is important to
identify what is to be learned
 i.e., to identify learning outcomes


 Understanding learning outcomes is crucial
 they influence the characteristics of the training
environment that are necessary for learning to
occur

 The design of the training program is also
important for learning to occur


Learning is a relatively permanent
change in human capabilities that is
not a result of growth processes.
These capabilities are related to
specific learning outcomes.


 Verbal information
 Includes names or labels, facts, and bodies of
knowledge
 Includes specialized knowledge employees need in
their jobs

 Intellectual skills
 Include concepts and rules
 These are critical to solve problems, serve customers,
and create products

 Motor skills
 Include coordination of physical movements

 Attitudes
 Combination of beliefs and feeling that pre-dispose a
person to behave a certain way
 Important work-related attitudes include job satisfaction,
commitment to the organization, and job involvement


 Cognitive strategies
 Regulate the process of learning
 They relate to the learner’s decision regarding:
▪ what information to attend to (i.e., pay attention to)
▪ how to remember
▪ how to solve problems


Reinforcement Social Learning
Theory Theory

Goal Theories

Need Theories

Expectancy Theory
Information Adult Learning
Processing Theory Theory

 Emphasizes that people are motivated to
perform or avoid certain behaviors because
of past outcomes that have resulted from
those behaviors
 Positive reinforcement
 Negative Reinforcement
 Extinction
 Punishment


 From a training perspective, it suggests that
for learners to acquire knowledge, change
behavior, or modify skills, the trainer needs to
identify what outcomes the learner finds most
positive (and negative)

 Trainers then need to link these outcomes to
learners acquiring knowledge, skills, or
changing behaviors

Ratio Schedules Interval Schedules
 Fixed-ratio schedule  Fixed-interval schedule
 Continuous  Variable-interval
reinforcement schedule
 Variable-ratio schedule


 Emphasizes that people learn by observing
other persons (models) whom they believe are
credible and knowledgeable

 Recognizes that behavior that is reinforced or
rewarded tends to be repeated

 The models’ behavior or skill that is rewarded
is adopted by the observer


 Learning new skills or behavior comes from:
 directly experiencing the consequences of using
behavior or skills, or
 the process of of observing others and seeing the
consequences of their behavior

 Learning is also influenced by a person’s self-
efficacy
 self-efficacy is a person’s judgment about whether
he or she can successfully learn knowledge and
skills


Motor Match
Motivational
Attention Retention Modeled
Reproduction Processes Performance

• Model Stimuli • Coding • Physical Capability • Reinforcement
• Trainee Characteristics • Organization • Accuracy
• Rehearsal • Feedback


Goal Setting Goal Orientation
Theory


 Goal setting theory assumes behavior results
from a person’s conscious goals and
intentions

 Goals influence behavior by:
 directing energy and attention
 sustaining effort over time
 motivating the person to develop strategies for
goal attainment

 Specific challenging goals result in better
performance than vague, unchallenging goals

 Goals lead to high performance only if people
are committed to the goal

 Employees are less likely to be committed to
a goal if they believe it is too difficult


 Goal setting theory is used in training
program design

 It suggests that learning can be facilitated by
providing trainees with specific challenging
goals and objectives

 The influence of goal setting theory can be
seen in the development of training lesson
plans

 Goal orientation – refers to the goals held by
a trainee in a learning situation
 Mastery orientation: relates to trying to increase
ability or competence in a task
 Performance orientation: refers to a focus of
learners on task performance and how they
compare to others


 Goal orientation affects the amount of effort
a trainee will expend in learning (motivation
to learn)

 Learners with a high mastery orientation –
 direct greater attention to the task
 learn for the sake of learning


 Learners with a high performance
orientation –
 direct more attention to performing well
 devote less effort to learning

 Trainees with a learning orientation exert
greater effort to learn and use more complex
learning strategies than trainees with a
performance orientation

 Help explain the value that a person places on
certain outcomes

 Suggest that to motivate learning:
 trainers should identify trainees’ needs, and
 communicate how training program content
relates to fulfilling these needs

 If the basic needs of trainees are not met,
they are unlikely to be motivated to learn

 Expectancy theory suggests that a person’s
behavior is based on three factors:
 expectancy
 instrumentality
 valance


 Expectancy theory suggests that learning is
most likely to occur when employees believe:
 They can learn the content of the program
(expectancy)
 Learning is linked to outcomes such as better job
performance, a salary increase, or peer recognition
(instrumentality)
 Employees value these outcomes


Expectancy Instrumentality Valance
X X = Effort
Effort Performance Performance Outcome Value of Outcome

Does Trainee Have Does Trainee Believe Are Outcomes Related
Ability to Learn? Training Outcomes to Training Valued?
Promised Will Be
Does Trainee Believe He
Delivered?
Can Learn?


It is based on several assumptions:
 Adults have the need to know why they are learning
something
 Adults have a need to be self-directed
 Adults bring more work-related experiences into the
learning situation
 Adults enter into a learning experience with a
problem-centered approach to learning
 Adults are motivated to learn by both extrinsic and
intrinsic motivators


Design Issue Implications
Self – concept Mutual planning and collaboration in instruction

Experience Use learner experience as basis for examples and applications

Readiness Develop instruction based on learner’s interests and competencies

Time perspective Immediate application of content

Orientation to Problem – centered instead of subject – centered
learning

 These theories give more emphasis to the
internal processes that occur when training
content is learned and retained

 Highlights how external events influence
learning


Stimulus Receptors Sensory Short-Term Long-Term
or Eyes Register Memory Memory
Message Ears
Nose
Skin

Environment
Response
Feedback Effectors Generator
Reinforcement


This material asks three questions:
1. What are the physical and mental processes
involved in learning?
2. How does learning occur?
3. Do trainees have different learning styles?


Expectancy
Gratifying Perception

LEARNING Working
Generalizing
Storage

Semantic
Retrieval Encoding
Long –Term
Storage


 Diverger  Converger
 Concrete experience  Abstract
 Reflective observation
conceptualization
 Active experimentation

 Assimilator
 Abstract
 Accommodator
conceptualization  Concrete experience
 Reflective observation  Active experimentation


 Employees need to know why they should
learn
 Employees need meaningful training content
 Employees need opportunities to practice
 Employees need to commit training content
to memory
 Employees need feedback


 Employees learn through:
 Observation
 Experience
 Interacting with others
 Employees need the training program to be
properly coordinated and arranged


 Employees learn best when they understand
the objective of the training program
 The objective refers to to the purpose and
expected outcome of training activities
 Training objectives based on the training
needs analysis help employees understand
why they need the training
 Objectives are useful for identifying the types
of training outcomes that should be measured
to evaluate a training program’s effectiveness

1. A statement of what the employee is
expected to do (performance or outcome)
2. A statement of the quality or level of
performance that is acceptable (criterion)
3. A statement of the conditions under which
the trainee is expected to perform the
desired outcome (conditions)


 Communicating courses and programs to
employees
 Enrolling employees in courses and programs
 Preparing and processing any pre-training
materials such as readings or tests
 Preparing materials that will be used in
instruction
 Arranging for the training facility and room
 Testing equipment that will be used in
instruction

 Having backup equipment should equipment
fail
 Providing support during instruction
 Distributing evaluation materials
 Facilitating communications between trainer
and trainees during and after training
 Recording course completion in the trainees’
records or personnel files


Learning Outcome Internal Conditions External Conditions
Verbal Information Previously learned knowledge Repeated practice
(Labels, facts, and and verbal information Meaningful chunks
propositions) Strategies for coding information Advance organizers
into memory Recall cues
Intellectual Skills Link between new and previously
(Knowing how) learned knowledge
Cognitive Strategies Recall of prerequisites, similar Verbal description of strategy
(Process of thinking and tasks, and strategies Strategy demonstration
learning) Practice with feedback
Variety of tasks that provide
opportunity to apply strategy

Learning Outcome Internal Conditions External Conditions
Attitudes Mastery of prerequisites Demonstration by a model
(Choice of personal action) Identification with model Positive learning environment
Cognitive dissonance Strong message from credible
source
Reinforcement
Motor Skills Recall of part skills Practice
(Muscular actions) Coordination program Demonstration
Gradual decrease of external
feedback

 Selecting and preparing the training site
 Selecting trainers
 Making the training site and instruction
conducive to learning
 Program design


Creating A Learning
Setting
Preparation

Classroom
Management

Engaging Trainees
Managing Group
Dynamics

Unit
5

Transfer of Training


 Transfer of training - trainees effectively and
continually applying what they learned in
training on their jobs
 The work environment plays an important
role in ensuring that transfer of training
occurs
 Transfer of training is also influenced by:
 trainee characteristics
 training design

Trainee Characteristics
Motivation
Ability

Training Design
Create a Learning Environment Learning Generalization
Apply Theories of Transfer Retention and
Maintenance
Use Self-Management Strategies

Work Environment
Climate for Transfer
Management and Peer Support
Opportunity to Perform
Technological Support


 Training design refers to factors built into the
training program to increase the chances that
transfer of training will occur

 For transfer of training to occur we need to
apply:
 Transfer of training theories
 Principles of self – management


Theory Emphasis Appropriate Conditions Type of Transfer
Identical Elements Training environment is Work environment features Near
identical to work are predictable and stable
environment

Stimulus General principles are Work environment is Far
Generalization applicable to many unpredictable and highly
different work situations variable

Cognitive Theory Meaningful material and All types of training and Near and far
coding schemes enhance environments
storage and recall of
training

 Self-management refers to a person’s
attempt to control certain aspects of decision
making and behavior

 Training programs should prepare employees
to self-manage their use of new skills and
behaviors on the job


 Determining the degree of support and
negative consequences in the work setting for
using newly acquired skills
 Setting goals for using learned capabilities
 Applying learned capabilities to the job
 Monitoring use of learned capabilities on the
job
 Engaging in self – reinforcement


 Work Conditions (Trainee has difficulty using
new knowledge, skills, or behavior)
 Time pressures
 Inadequate equipment
 Few opportunities to use skills
 Inadequate budget


 Lack of Peer Support (Peers do not support
use of new knowledge, skills, or behavior)
 Discourage use of new knowledge and skills on the
job
 Unwilling to provide feedback
 See training as a waste of time


 Lack of Management Support (Managers do
not reinforce training or provide opportunities to
use new knowledge, skills, or behavior)
 Do not accept ideas or suggestions that are learned in
training
 Do not discuss training opportunities
 Oppose use of skills learned in training
 Communicate that training is a waste of time
 Unwilling to provide feedback and reinforcement for
trainees to use training content


 Discuss lapses  Identify personal or
 Note evidence of environment factors
inadequacy contributing to lapse
 Provide direction for
improvement  Low self-efficacy
 Identify skills targeted  Time pressure
for transfer  Lack of manager or peer
 Identify when lapses are support
likely
 Situations
 Actions to deal with lapses


 Discuss coping skills and  Discuss resources to
strategies ensure transfer of skills
 Time management  Manager
 Setting priorities  Trainer
 Self-monitoring  Other trainees
 Self-rewards
 Creating a personal
support network


Climate for Manager
Transfer Support

Opportunity to
Peer Technological
Use Learned
Support Support
Capabilities


 Supervisors and co-workers encourage and set
goals for trainees to use new skills and
behaviors acquired in training
 Task cues:
 Characteristics of a trainee’s job prompt or remind
him to use new skills and behaviors acquired in
training
 Feedback consequences:
 Supervisors support the application of new skills
and behaviors acquired in training

 Lack of punishment:
 Trainees are not openly discouraged from using
new skills and behaviors acquired in training
 Extrinsic reinforcement consequences:
 Trainees receive extrinsic rewards for using new
skills and behaviors acquired in training
 Intrinsic reinforcement consequences:
 Trainees receive intrinsic rewards for using new
skills and behaviors acquired in training

Level HIGH Description
Teaching in SUPPORT Participate as Trainer
Program

Allow Trainees Opportunity to Practice
Practice Skills

Discuss Progress with Trainees; Ask How to
Reinforcement Support Trainees’ Use of New Capabilities

Attend Session
Participation

Accommodate Attendance at Training Through
Encouragement Rearranging Work Schedule; Endorse Employees’
Attending Training
LOW Permit Employees to Attend Training;
Acceptance Acknowledge Importance of Training
SUPPORT

Knowledge and
The Learning Knowledge
Organization Management


 Learning organization – a company that has
an enhanced capacity to learn, adapt, and
change

 Training processes are carefully scrutinized
and aligned with company goals

 Training is seen as one part of a system
designed to create intellectual capital

Feature Description
Continuous Learning Employees share learning with each other
Use job as a basis for applying and creating
knowledge
Knowledge Generation and Systems are developed for creating, capturing, and
Sharing sharing knowledge

Critical Systematic Thinking Employees are encouraged to think in new ways,
see relationships and feedback loops, and test
assumptions

Feature Description
Learning Culture Learning is rewarded, promoted, and supported by
managers and company objectives

Encouragement of Flexibility and Employees are free to take risks, innovate, explore
Experimentation new ideas, try new processes, and develop new
products and services
Valuing of Employees System and environment focus on ensuring the
development and well-being of every employee

 Knowledge refers to:
 what individuals or teams of employees know or
know how to do (human and social knowledge)
 a company’s rules, processes, tools, and routines
(structured knowledge)

 Knowledge is either:
 tacit knowledge, or
 explicit knowledge

 Knowledge management refers to the process
of enhancing company performance by:
 designing and implementing tools, processes,
systems, structures, and cultures
 to improve the creation, sharing, and use of
knowledge


 Knowledge management can help
companies:
 Get products to market quicker
 Better serve customers
 Develop innovative products and services
 Attract new employees and retain current ones by
giving people the opportunity to learn and
develop


TO
Tacit Knowledge Explicit Knowledge

Tacit Knowledge Socialization Externalization
FROM

Explicit Knowledge Internalization Combination


1. Use technology and software that allows
people to store information and share it with
others

2. Publish directories that list:
 what employees do
 how they can be contacted
 the type of knowledge they have


3. Develop informational maps that identify
where specific knowledge is stored in the
company

4. Create chief information officer and chief
learning officer positions for cataloging and
facilitating the exchange of information in
the company


5. Require employees to give presentations to
other employees about what they have
learned from training programs they have
attended

6. Allow employees to take time off from work
to acquire knowledge, study problems,
attend training, and use technology


7. Create an online library of learning resources
such as journals, technical manuals, training
opportunities, and seminars

8. Design office space to facilitate interaction
between employees


Unit
6

Training Evaluation


 Training effectiveness refers to the benefits
that the company and the trainees receive
from training

 Training outcomes or criteria refer to
measures that the trainer and the company
use to evaluate training programs


 Training evaluation refers to the process of
collecting the outcomes needed to determine
if training is effective

 Evaluation design refers to from whom,
what, when, and how information needed for
determining the effectiveness of the training
program will be collected


 Companies are investing millions of dollars in
training programs to help gain a competitive
advantage

 Training investment is increasing because
learning creates knowledge which
differentiates between those companies and
employees who are successful and those who
are not

Because companies have made large dollar
investments in training and education and
view training as a strategy to be successful,
they expect the outcomes or benefits related
to training to be measurable.


Training evaluation
provides the data needed
to demonstrate that
training does provide
benefits to the company.


 Formative evaluation – evaluation conducted
to improve the training process
 Helps to ensure that:
 the training program is well organized and runs
smoothly
 trainees learn and are satisfied with the program
 Provides information about how to make the
program better


 Summative evaluation – evaluation
conducted to determine the extent to which
trainees have changed as a result of
participating in the training program

 May also measure the return on investment
(ROI) that the company receives from the
training program


 To identify the program’s strengths and
weaknesses
 To assess whether content, organization, and
administration of the program contribute to
learning and the use of training content on the
job
 To identify which trainees benefited most or
least from the program


 To gather data to assist in marketing training
programs
 To determine the financial benefits and costs
of the programs
 To compare the costs and benefits of training
versus non-training investments
 To compare the costs and benefits of different
training programs to choose the best program


Conduct a Needs Analysis

Develop Measurable Learning Outcomes
and Analyze Transfer of Training

Develop Outcome Measures

Choose an Evaluation Strategy

Plan and Execute the Evaluation


Level Criteria Focus
1 Reactions Trainee satisfaction

2 Learning Acquisition of knowledge, skills, attitudes, behavior

3 Behavior Improvement of behavior on the job

4 Results Business results achieved by trainees

Cognitive Skill-Based
Outcomes Outcomes

Return on
Affective Results Investment
Outcomes


 Cognitive Outcomes
 Determine the degree to which trainees are
familiar with the principles, facts, techniques,
procedures, or processes emphasized in the
training program
 Measure what knowledge trainees learned in the
program
 Skill-Based Outcomes
 Assess the level of technical or motor skills
 Include acquisition or learning of skills and use of
skills on the job


 Affective Outcomes
 Include attitudes and motivation
 Trainees’ perceptions of the program including the
facilities, trainers, and content
 Results
 Determine the training program’s payoff for the
company


 Return on Investment (ROI)
 Comparing the training’s monetary benefits with
the cost of the training
▪ direct costs
▪ indirect costs
▪ benefits


Good training outcomes need to be:
 Relevant
 Reliable
 Discriminative
 Practical


 Criteria relevance – the extent to which
training programs are related to learned
capabilities emphasized in the training program
 Criterion contamination – extent that training
outcomes measure inappropriate capabilities or
are affected by extraneous conditions
 Criterion deficiency – failure to measure
training outcomes that were emphasized in the
training objectives

Outcomes
Outcomes Identified by
Outcomes Needs
Measured in Related to
Training Assessment and
Evaluation Included in
Objectives
Training
Objectives

Contamination Relevance Deficiency

 Reliability – degree to which outcomes can be
measured consistently over time
 Discrimination – degree to which trainee’s
performances on the outcome actually reflect
true differences in performance
 Practicality – refers to the ease with which the
outcomes measures can be collected


80% 79%
Percentage of Courses Using Outcome

70%
60%
50%
40% 38%
30%
20% 15% 9%
10%
0%
Reaction Cognitive Behavior Results
Outcomes

Objective

Learning Transfer
Outcomes
Reactions: Did trainees like the program? Skill-Based: Ratings by peers or managers
Did the environment help learning? based on observation of behavior
Was material meaningful?

Cognitive: Pencil-and-paper tests Affective: Trainees’ motivation or job attitudes

Skill-Based: Performance on a work sample Results: Did company benefit through sales,
quality, productivity, reduced
accidents, and complaints?
Performance on work equipment

 Threats to validity refer to a factor that will
lead one to question either:
 The believability of the study results (internal
validity), or
 The extent to which the evaluation results are
generalizable to other groups of trainees and
situations (external validity)


Threats To Internal Threats To External
Validity Validity
 Company  Reaction to pretest
 Persons  Reaction to evaluation
 Outcome Measures  Interaction of selection
and training
 Interaction of methods


Pre- and Posttests

Use of Comparison
Groups

Random Assignment


 Posttest – only  Time Series

 Pretest / Posttest  Time Series with
Comparison Group and
 Posttest – only with Reversal
Comparison Group
 Solomon Four–Group
 Pretest / Posttest with
Comparison Group


Measures
Design Groups Pre-training Post-training Cost Time Strength

Posttest Only Trainees No Yes Low Low Low

Pretest / Posttest Trainees Yes Yes Low Low Medium

Posttest Only with Trainees and No Yes Medium Medium Medium
Comparison Group Comparison

Pretest / Posttest with Trainees and Yes Yes Medium Medium High

Measures
Design Groups Pre-training Post-training Cost Time Strength

Time Series Trainees Yes Yes, several Medium Medium Medium

Time Series with Trainees and Yes Yes, several High Medium High
and Reversal

Solomon Four-Group Trainees A Yes Yes High High High
Trainees B No Yes
Comparison A Yes Yes
Comparison B No Yes

Pre-training Training Post-training Post-training
Time 1 Time 2
Lecture Yes Yes Yes Yes

Self-Paced Yes Yes Yes Yes

Behavior Yes Yes Yes Yes
Modeling

No Training Yes No Yes Yes
(Comparison)

Pretest Training Posttest
Group 1 Yes IL-based Yes

Group 2 Yes Traditional Yes

Group 3 No IL-based Yes

Group 4 No Traditional Yes

Factor How Factor Influences Type of Evaluation Design
Change potential Can program be modified?
Importance Does ineffective training affect customer service, product
development, or relationships between employees?
Scale How many trainees are involved?
Purpose of training Is training conducted for learning, results, or both?
Organization culture Is demonstrating results part of company norms and expectations?
Expertise Can a complex study be analyzed?
Cost Is evaluation too expensive?
Time frame When do we need the information?

1. The evaluation results can be used to change
the program
2. The training program is ongoing and has the
potential to affect many employees (and
customers)
3. The training program involves multiple
classes and a large number of trainees
4. Cost justification for training is based on
numerical indicators


5. You or others have the expertise to design
and evaluate the data collected from the
evaluation study
6. The cost of training creates a need to show
that it works
7. There is sufficient time for conducting an
evaluation
8. There is interest in measuring change from
pre-training levels or in comparing two or
more different programs


 To understand total expenditures for
training, including direct and indirect costs
 To compare costs of alternative training
programs
 To evaluate the proportion of money spent
on training development, administration,
and evaluation as well as to compare monies
spent on training for different groups of
employees
 To control costs


1. Identify outcome(s) (e.g., quality, accidents)
2. Place a value on the outcome(s)
3. Determine the change in performance after
eliminating other potential influences on
training results.
4. Obtain an annual amount of benefits
(operational results) from training by
comparing results after training to results
before training (in dollars)


5. Determine training costs (direct costs + indirect
costs + development costs + overhead costs +
compensation for trainees)
6. Calculate the total savings by subtracting the
training costs from benefits (operational
results)
7. Calculate the ROI by dividing benefits
(operational results) by costs
 The ROI gives you an estimate of the dollar return
expected from each dollar invested in training.


Direct Costs Indirect Costs

Compensation
Development Overhead for
Costs Costs Trainees


Industry Training Program ROI
Bottling company Workshops on managers’ roles 15:1

Large commercial bank Sales training 21:1

Electric & gas utility Behavior modification 5:1

Oil company Customer service 4.8:1

Health maintenance Team training 13.7:1
organization

Unit
7

Traditional Training
Methods


 Knowledge is a necessary but not sufficient
condition for employees to perform their jobs

 Knowledge must be translated into behavior


Presentation Methods

Hands-On Methods

Group Building
Methods


 Presentation methods - methods in which trainees
are passive recipients of information
 This information may include:
 Facts or information
 Processes
 Problem – solving methods
 Presentation methods include:
 Lectures
 Audio-visual techniques


 Lecture involves the trainer communicating
through spoken words what she wants the
trainees to learn

 The communication of learned capabilities is
primarily one-way – from the trainer to the
audience


 One of the least expensive, least time-
consuming ways to present a large amount of
information efficiently in an organized manner

 Useful because it is easily employed with large
groups of trainees


Standard Lecture

Student
Team Teaching
Presentations

Panels Guest Speakers


 Audio-visual  It has been used for
instruction includes: improving:
 Overheads  Communication skills
 Slides  Interviewing skills
 Video  Customer-service skills
 Illustrating how
procedures should be
followed


 Training methods that  These methods include:
require the trainee to  On-the-job training (OJT)

be actively involved in  Simulations

learning  Case studies
 Business games
 Role plays
 Behavior modeling


 On-the-job training (OJT) refers to new or
inexperienced employees learning through
observing peers or managers performing the
job and trying to imitate their behavior

 OJT includes:
 Apprenticeships
 Self-directed learning programs


 OJT can be useful for:
 Training newly hired employees
 Upgrading experienced employees’ skills when
new technology is introduced
 Cross-training employees within a department or
work unit
 Orienting transferred or promoted employees to
their new jobs


 A policy statement that describes the
purpose of OJT and emphasizes the
company’s support for it

 A clear specification of who is accountable for
conducting OJT

 A thorough review of OJT practices at other
companies in similar industries

 Training of managers and peers in the
principles of structured OJT

 Availability of lesson plans, checklists,
procedure manuals, training manuals, learning
contracts, and progress report forms for use
by employees who conduct OJT

 Evaluation of employees’ levels of basic skills
before OJT

 Employees take responsibility for all aspects
of learning:
 when it is conducted
 who will be involved

 Trainees master predetermined training
content at their own pace without an
instructor
 Trainers are available to evaluate learning or
answer questions for the trainee

Advantages Disadvantages
 Learn at own pace  Trainees must be
 Feedback about motivated to learn on
learning performance their own
 Fewer trainers needed  Higher development
 Consistent materials costs
 Multiple sites easier  Higher development
 Fits employee shifts and time
schedules


1. Conduct a job analysis to identify the tasks that
must be covered
2. Write trainee-centered learning objectives
directly related to the tasks
3. Develop the content for the learning package
4. Break the content into smaller pieces
5. Develop an evaluation package that includes:
▪ evaluation of the trainee
▪ evaluation of the self-directed learning package


 Work-study training method with both on-
the-job and classroom training
 To qualify as a registered apprenticeship
program under state or federal regulations:
 144 hours of classroom instruction
 2000 hours (or one year) of OJT experience
 Can be sponsored by companies or unions
 Most programs involve skilled trades


 Earn pay while learning  Limited access for
 Effective learning about minorities and women
“why and how”  No guarantee of full-
 Full-time employment time employment
at completion  Training results in
narrow focus expertise


 Represents a real-life situation

 Trainees’ decisions result in outcomes that
mirror what would happen if on the job

 Used to teach:
 Production and process skills
 Management and interpersonal skills


 Description about how employees or an
organization dealt with a difficult situation
 Trainees are required to:
 analyze and critique actions taken
 indicate the appropriate actions
 suggest what might have been done differently

 Major assumption is that employees are most
likely to recall and use knowledge and skills
learned through a process of discovery


1. Identify a story
2. Gather information
3. Prepare a story outline
4. Decide on administrative issues
5. Prepare case materials


 Require trainees to gather
information, analyze it, and make decisions

 Primarily used for management skill
development

 Games mimic the competitive nature of
business

 Trainees act out characters assigned to them
 Information regarding the situation is
provided to the trainees
 Focus on interpersonal responses
 Outcomes depend on the emotional (and
subjective) reactions of the other trainees
 The more meaningful the exercise, the higher
the level of participant focus and intensity


 Involves presenting trainees with a model who
demonstrates key behaviors to replicate
 Provides trainees opportunity to practice the key
behaviors
 Based on the principles of social learning theory
 More appropriate for learning skills and behaviors
than factual information
 Effective for teaching interpersonal and computer
skills


 Introduction
 Present key behaviors using video
 Give rationale for skill module
 Trainees discuss experiences in using skill
 Skill Preparation and Development
 View model
 Participate in role plays and practice
 Receive oral and video feedback on performance
of key behaviors


 Application Planning
 Set improvement goals
 Identify situations to use key behaviors
 Identify on-the-job applications of the key
behaviors


 Group building methods - training methods
designed to improve team or group
effectiveness
 Training directed at improving trainees’ skills
as well as team effectiveness
 Group building methods involve trainees:
 sharing ideas and experiences
 building group identity
 understanding interpersonal dynamics
 learning their strengths and weaknesses and of
their co-workers

 Group techniques focus on helping teams
increase their skills for effective teamwork
 Group building methods often involve
experiential learning
 Group building methods include:
 Adventure Learning
 Team Training
 Action Learning


 Focuses on the development of teamwork and
leadership skills using structured outdoor
activities
 Also known as wilderness training and outdoor
training
 Best suited for developing skills related to group
effectiveness such as:
 self-awareness
 problem solving
 conflict management
 risk taking


 To be successful:
 Exercises should be related to the types of skills
that participants are expected to develop
 After the exercises, a skilled facilitator should lead
a discussion about
▪ what happened in the exercise
▪ what was learned
▪ how events in the exercise relate to job situation
▪ how to apply what was learned on the job


 Involves coordinating the performance of
individuals who work together to achieve a
common goal

 Teams that are effectively trained develop
procedures to identify and resolve errors,
coordinate information gathering, and
reinforce each other


Team
Performance

Behavior Knowledge Attitude


Tools Methods
• Team Task Analysis • Information-Based
• Performance Measurement • Demonstration-Based Video
• Task Simulation and Exercises • Guided Practice
• Feedback • Role Play
• Principles

Strategies
• Cross-Training
• Coordination Training
• Team Leader Training

Team Training Objectives

Content
• Knowledge
• Skills
• Attitudes

 Involves giving teams or work groups:
 an actual problem,
 having them work on solving it,
 committing to an action plan, and
 holding them accountable for carrying out the
plan


 Several types of problems are used including
how to:
 Change the business
 Better utilize technology
 Remove barriers between the customer and
company
 Develop global leaders


1. Identify the type of learning outcome that
you want training to influence
2. Consider the extent to which the learning
method facilitates learning and transfer of
training
3. Evaluate the costs related to development
and use of the method
4. Consider the effectiveness of the training
method

Unit
8

E-learning and Use of
Technology in Training


 Technology is having a major impact on the
delivery of training programs

 Using technology for training requires
collaboration among the areas of:
 training
 information technology
 top management


 24 percent of companies have a separate
technology-based training budget
 18 percent of companies have full-time
trainers who are paid from the information
technology department’s budget
 The most frequently used technology in
training is the Internet / intranet / extranet
 (54 percent of companies)


 Training delivered by the computer:
 60 percent is not instructor-led and is done
through self-paced Web courses
 32 percent uses CD-ROM / DVD / diskettes

 34 percent of online learning follows the
classroom learning model
 i.e., connects trainees with an instructor or other
students

 80 percent of companies who use e-learning
are creating the content of these programs
internally

 Of those companies who use e-learning:
 56 percent offer it to all employees
 45 percent offer it to select groups of employees
 26 percent offer it to customers


 New technologies have made it possible to:
 Reduce the costs associated with delivering
training
 Increase the effectiveness of the learning
environment
 Help training contribute to business goals
 New technologies include:
 Multimedia
 Distance learning
 Expert systems
 Electronic support systems
 Training software applications

 Employees can gain control over when and
where they receive training
 Employees can access knowledge and expert
systems on an as-needed basis
 Employees can choose the type of media
(print, sound, video) they want to use in a
training program


 Course enrollment, testing, and training
records can be handled electronically,
 reducing the paperwork and time needed for
administrative activities
 Employees’ accomplishments in training in
progress can be monitored
 Traditional training methods can be delivered
to trainees rather than requiring them to come
to a central training location


 Digital collaboration - the use of technology
to enhance and extend employees’ abilities to
work together regardless of their geographic
proximity

 Digital collaboration includes:
 electronic messaging systems
 electronic meeting systems
 online communities of learning

 Digital collaboration can be:
 Synchronous – trainers, experts, and learners
interacting with each other live and in real time;
just like face-to-face classroom instruction

 Asynchronous – non-real-time interactions;
learners can access information resources when
they desire them


 Prior to the introduction of new technology:
 Learning was a very linear process
 Instructors presented information to the learners
 Practice and applications occurred after instruction
 Instructor/trainer and learner were only ones involved
 Communication was one way – from instructor to
trainee
 Trainee played passive role in learning


Trainer / Instructor
• Delivery
• Content

Learner Learner Learner

Experts
Resource Materials


 Technology has allowed learning to become a
more dynamic process
 The learning environment has expanded to include
greater interaction between learners and the
training content
 There is greater interaction between learners and
the instructor
 Instruction is primarily delivered to the learners
online using the internet
 Instructor is more of a coach and resource person

 Learning occurs through:
▪ communicating with other learners
▪ working on virtual team projects
▪ exchanging ideas
▪ interacting with experts
▪ discovering ideas and applications using hyperlinks
 Experts and resource materials are part of the
learning environment



Delivery Mechanism
• Content


Resource Materials
Experts
Websites

Online Learning • Delivery
• Content


Resource Materials
Experts
Websites


 Multimedia training combines audiovisual
training methods with computer-based training
 These programs integrate text, graphics,
animation, audio, and video
 Because this training is computer-based, the
trainee can interact with the content
 Can be delivered using interactive video, the
Internet or intranets


 Self-paced  Expensive to develop
 Interactive  Ineffective for certain training
 Consistency of content
content
 Consistency of delivery
 Trainee anxiety with using
 Unlimited geographic
accessibility technology
 Immediate feedback  Difficult to quickly update
 Built-in guidance system  Lack of agreement on
 Appeals to multiple senses effectiveness
 Can test and certify mastery
 Privacy


 Computer-based training (CBT) is an
interactive training experience in which:
 the computer provides the learning stimulus,
 the trainee must respond, and
 the computer analyzes the responses and
provides feedback to the trainee


CD-ROM, DVD,
Interactive Video
Laser Disc

The Internet,
Web-Based
Training, and Virtual Reality
E-Learning


Distribution
Electronic
of
Online Testing Blended Performance
Communications Computer-
Referencing Assessment Learning Support Systems
Based
Training &
Multimedia

Level 1 2 3 4 5 6


Content
• Text
• Video
• Graphics
• Sound
Link to Resources
Collaboration and Sharing
• Other Training Materials Learner Control
• Communities of Practice
• Practice
• Other Web-Based Training • Peers
• Pacing
• Link to Electronic • Feedback • Other Trainees
Performance Support • Content • Experts
Systems • Accessibility • Mentors and Advisors

Administration Delivery
• Enrollment • Internet / Intranet
• Monitoring • Web
• Progress Assessment • Distance Learning
• CD - ROM

 It supports company’s business strategy and
objectives
 It is accessible at any time and any place
 The audience can include employees and
managers as well as vendors, customers, and
clients
 Training can be delivered to geographically
dispersed employees


 Training can be delivered faster and to more
employees in a shorter period of time

 Updating is easy

 Practice, feedback, objectives, assessment,
and other positive features of a learning
environment can be built into the program


 Learning is enhanced through use of multiple
media and trainee interaction

 Paperwork related to training management
can be eliminated

 It can link learners to other
content, experts, and peers


 Cost
 Lack of motivation of employees to learn online
 Lack of management buy-in
 Lack of employee intranet access
 Lack of proof concerning return on investment
 Lack of high-quality content


 Intelligent tutoring systems (ITS) -
instructional systems using artificial
intelligence
 There are three types of ITS:
 tutoring
 coaching
 empowering environments
 Tutoring is a structured attempt to increase
trainee understanding of a content domain

Domain Expert
Provides information about how
to perform the task

Trainee Model
Provides information about
student’s knowledge

User Interface Training Session Manager

Enables trainee to Interprets trainees’ actions and
interact with the system reports the results or provides
coaching

Trainee Scenario Generator
Determines difficulty and order in
which problems are presented to
trainee

 ITS has the ability to match instruction to individual student
needs
 ITS can communicate and respond to the student
 ITS can model the trainee’s learning process
 ITS can decide, on the basis of a trainee’s previous
performance, what information to provide
 ITS can make decisions about the trainee’s level of
understanding
 ITS can complete a self-assessment resulting in a modification
of its teaching process


 Distance learning is used by geographically
dispersed companies to provide information
about new products, policies, procedures,
and skills training and expert lectures to field
locations
 Features two-way communications between
people
 Involves two types of technology:
 teleconferencing
 individualized, personal-computer-based training

Expert Systems

Groupware

Electronic Performance
Support Systems (EPSS)


 Performance of task is infrequent
 The task is lengthy, difficult, and information intensive
 The consequences of error are damaging
 Performance relies on knowledge, procedures, or approaches
that frequently change
 There is high employee turnover
 Little time is available for training, or resources are few
 Employees are expected to take full responsibility for learning
and performing tasks


 Expert systems - technology that organizes
and applies the knowledge of human experts
to specific problems

 Used as a support tool that employees refer
to when they have problems or decisions they
feel exceed their current knowledge and skills


Expert systems have three elements:
1. A knowledge base that contains facts, figures, and
rules about a specific subject
2. A decision making capability that draws conclusions
from those facts and figures to solve problems and
answer questions
3. A user interface that gathers and gives information
to the person using the system


 Groupware (electronic meeting software) - a
special type of software application that enables
multiple users to track, share, and organize
information, and to work on the same document
simultaneously
 Companies have been using groupware to
improve business processes, to improve meeting
effectiveness, as well as to identify and share
knowledge in the organization


 A groupware system combines such elements
as:
 electronic mail
 document management
 electronic bulletin board

 A popular brand of groupware is Lotus Notes


 An electronic performance support system
(EPSS) is an electronic infrastructure that:
 captures, stores, and distributes individual and
corporate knowledge assets throughout an
organization, to
 enables individuals to achieve required levels of
performance in the fastest possible time and with
a minimum of support from other people


Interactive Voice
Technology

Imaging

Training Software
Applications


1. Sufficient budget has been provided to
develop and use new technology
2. Trainees are geographically dispersed and
travel costs related to training are high
3. Trainees are comfortable using technology
including:
 the web
 personal computers
 CD-ROMs


4. The increased use of technology is part of
the company’s business strategy
5. Employees have a difficult time attending
scheduled training programs
6. Current training methods allow limited time
for practice, feedback, and assessment


Unit
9

Employee
Development


Development refers to formal
education, job experiences,
relationships, and assessments of
personality and abilities that help
employees perform effectively in their
current or future job and company.

Training Development
Focus Current Future
Use of work Low High
experiences

Goal Preparation for current job Preparation for changes

Participation Required Voluntary

 Employee development is a necessary
component of a company’s efforts to:
 improve quality
 retain key employees
 meet the challenges of global competition and
social change
 incorporate technological advances and changes
in work design


Assessment

Formal Job
Education Experiences

Interpersonal
Relationships


 Formal education programs include:
 off-site and on-site programs designed
specifically for the company’s employees
 short courses offered by consultants or
universities
 executive MBA programs
 university programs in which participants actually
live at the university while taking classes


Program Description Target Audience Courses
Executive Emphasis on strategic Senior professionals and Manager Development
Development thinking, leadership, executives identified as Global Business
Sequence cross-functional high-potential Management
integration, competing Executive Development
globally, customer
satisfaction
Core Leadership Development of functional Managers Corporate Entry Leadership
Program expertise, business Professional Development
excellence, management New Manager Development
of change
Experienced Manager
Professional Emphasis on preparation New Employees Audit Staff
Development for specific career path Financial Management
Program Human Resources
Technical Leadership

 Increasing use of distance learning by many
companies and universities
 Companies and the education provider create
short, custom courses, with content designed
specifically to needs of the audience
 Supplementing formal courses from consultants
or university faculty with other types of training
and development activities


Assessment involves collecting
information and providing
feedback to employees about
their behavior, communication
style, or skills


 Used most frequently to:
 identify employees with managerial potential
 measure current managers’ strengths and
weaknesses
 identify managers with potential to move into
higher-level executive positions
 work with teams to identify members’ strengths
and weaknesses, and factors that inhibit
productivity

Myers-Briggs Type
Indicator® Assessment Center
(MBTI)

Performance
Appraisals and
Benchmarks 360-Degree Feedback
Systems


 Most popular psychological test for employee
development
 Used for understanding such things as:
 communication
 motivation
 teamwork
 work styles
 leadership


 Can be used by salespeople who want to become
more effective at interpersonal communication
by learning things about their own personality
styles and the way they are perceived by others
 Can help develop teams by matching team
members with assignments that allow them to
capitalize on their preferences
 Can help employees understand how the
different preferences can lead to useful problem
solving


 The assessment center is a process in which
multiple raters or evaluators evaluate
employees’ performance on a number of
exercises
 usually held at an off-site location
 used to identify if employees have the
abilities, personality, and behaviors for
management jobs
 used to identify if employees have the necessary
skills to work in teams+91 9810643099
dharmandar@gmailcom

EXERCISES
SKILLS In-basket Scheduling Leaderless Personality Role Play
Exercise Group Test
Discussion
Leadership X X X X
Problem X X X X
solving
Interpersonal X X X
Administrative X X X
Personal X X X

 Benchmarks© is an instrument designed to
measure important factors in being a
successful manager
 Items measured are based on research that
examines the lessons executives learn at
critical events in their careers
 This includes items that measure managers’
skills in dealing with subordinates, acquiring
resources, and creating a productive work
climate

 Resourcefulness  Confronting problem
 Doing whatever it takes subordinates
 Being a quick study  Team orientation
 Building and mending  Balance between personal life
relationships
and work
 Leading subordinates
 Compassion and sensitivity  Decisiveness
 Straightforwardness and  Self-awareness
composure  Hiring talented staff
 Setting a developmental  Putting people at ease
climate  Acting with flexibility


 Performance appraisal - the process of
measuring employees’ performance
 Approaches for measuring performance:
 ranking employees
 rating work behaviors
 rating the extent to which employees have
desirable traits believed to be necessary for job
success (e.g., leadership)
 directly measuring the results of work
performance (e.g., productivity)

 The appraisal system must give employees
specific information about their performance
problems and ways they can improve their
performance
 Managers must be trained in providing
performance feedback
 Managers must frequently give employees
performance feedback
 Managers also need to monitor employees’
progress in carrying out the action plan

Peers Rating Rating Manager
Form Form

Self

Rating Rating
Customers Form Form
Subordinates


1. Understand strengths and weaknesses
 Review ratings for strengths and weaknesses
 Identify skills or behaviors where self and others’
ratings agree and disagree

2. Identify a development goal
 Choose a skill or behavior to develop
 Set a clear, specific goal with a specified outcome


3. Identify a process for recognizing goal
accomplishment

4. Identify strategies for reaching the
development goal
 Establish strategies such as reading, job
experiences, courses, and relationships
 Establish strategies for receiving feedback on
progress
 Establish strategies for receiving reinforcement for
new skills or behavior

 The system must provide consistent (reliable)
ratings
 Feedback must be job-related (valid)
 The system must be easy to use,
understandable, and relevant
 The system must lead to managerial
development


 Who will the raters be?
 How will you maintain the confidentiality of
the raters?
 What behaviors and skills are job-related?
 How will you ensure full participation and
complete responses from every employee
who is asked to be a rater?
 What will the feedback report include?
 How will you ensure that managers receive
and act on the feedback?

 Job experiences refer to relationships,
problems, demands, tasks, or other features
that employees face in their jobs
 Most employee development occurs through
job experiences
 A major assumption is that development is
most likely to occur when there is a mismatch
between the employee’s skills and past
experiences and the skills required for the job

To be successful in their jobs, employees
must stretch their skills.
They must be forced to learn new skills,
apply their skills and knowledge in a new
way, and master new experiences.


Making transitions Unfamiliar responsibilities Proving Yourself

Creating change Developing new directions
Inherited problems
Reduction decisions
Problems with employees
Having high level of responsibility High stakes
Managing business diversity
Job overload
Handling external pressure
Being involved in non-authority relationships Influencing without authority

Facing obstacles Adverse business conditions
Lack of top management support
Lack of personal support
Difficult boss

Promotion

Enlargement of
Current

Job Transfer
Rotation (Lateral
(Lateral Move)
Move)
Job
Experiences

Temporary
Assignment with
Downward Another
Move Organization


1. Job rotation is used to develop skills as well
as give employees experience needed for
managerial positions
2. Employees understand specific skills that
will be developed by rotation
3. Job rotation is used for all levels and types of
employees
4. All employees have equal opportunities for
job rotation assignments

5. Job rotation is linked with the career
management process so employees know the
development needs addressed by each job
assignment
6. Benefits of rotation are maximized and costs
are minimized through managing time of
rotations to reduce workload costs and help
employees understand job rotation’s role in
their development plans


 Employees can also develop skills and
increase their knowledge about the company
and its customers by interacting with a more
experienced organizational member
 Two types of interpersonal relationships used
to develop employees:
 Mentoring
 Coaching


 Mentor and protégé participation is voluntary
 relationship can be ended at any time without fear of
punishment
 Mentor-protégé matching process does not limit the
ability of informal relationships to develop
 Mentors are chosen on the basis of:
 their past record in developing employees
 willingness to serve as a mentor
 evidence of positive coaching, communication, and
listening skills


 The purpose of the program is clearly understood
 The length of the program is specified
 A minimum level of contact between the mentor
and protégé is specified
 Protégés are encouraged to contact one another to
discuss problems and share successes
 The mentor program is evaluated
 Employee development is rewarded


 Coach – a peer or manager who works with
employees to:
 motivate them
 help them develop skills
 provide reinforcement and feedback
 Coaches need to be able to suggest effective
improvement actions


 The development planning process involves:
 identifying development needs
 choosing a development goal
 identifying the actions that need to be taken by
the employee and the company to achieve the
goal
 determining how progress toward goal attainment
will be measured
 investing time and energy to achieve the goal
 establishing a timetable for development

 An emerging trend in development is that the
employee must initiate the development
planning process

 The development approach used is
dependent on the needs and development
goal


Development Employee Responsibility Company Responsibility
Planning Process
Opportunity How do I need to improve? Assessment information to identify
strengths, weaknesses, interests, and
values
Motivation Am I willing to invest the Company assists in identifying
time and energy to develop? personal and company reasons for
change.
Manager discusses steps for dealing
with barriers and challenges to
development.
Goal Identification How do I want to develop? Company provides development
planning guide.
Manager has developmental
discussion with employee.

Development Employee Responsibility Company Responsibility
Planning Process
Criteria How will I know I am making Manager provides feedback on criteria
progress?

Actions What will I do to reach my Company provides assessment,
development goal? courses, job experiences, and
relationships
Accountability What is my timetable? Managers follows up on progress
How can I ask others for toward developmental goal and helps
feedback on progress employees set a realistic timetable for
toward my goal? goal achievement

Individualization

Learner Control

Ongoing Support


Unit
10

Special Issues in
Training and Employee
Development


Trainers are often forced to deal with a
wide variety of important issues that fall
outside the traditional discussion of the
components of instructional system
design.


Legal Issues

Welfare-to-Work Cross-Cultural
Programs Preparation

School-to-Work Managing Work
Transition Force Diversity


 Failing to provide required training
 Incurring employee injury during a training
activity
 Incurring injuries to employees or others outside
the training session
 Incurring breach of confidentiality or defamation
 Reproducing and using copyrighted material in
training classes without permission
 Excluding women, minorities, and older
Americans from training programs


 Not ensuring equal treatment while in training
 Requiring employees to attend training programs
they find offensive
 Revealing discriminatory information during a
training session
 Not accommodating trainees with disabilities
 Incorrectly reporting training as an expense or
failing to report training reimbursement as
income


 Cross-cultural preparation involves educating
employees and their families who are to be sent
to a foreign country (i.e., expatriates)

 To successfully conduct business in the global
market place, employees must understand the
business practices and the cultural norms of
different countries


 Parent-country national: Employee whose
country of origin is where the company has its
headquarters (i.e., expatriate)
 Host-country national: Employee from the host
country
 Third-country national: Employee who has a
country of origin different from both the parent
country and host country where he or she works


 Power Distance
 Uncertainty Avoidance
 Individualism – Collectivism
 Masculinity – Femininity
 Long-term – Short-term Time
Orientation

To prepare employees
for cross-cultural
assignments,
companies need to
provide cross-cultural
training.


1. Competent in their area of expertise
2. Able to communicate verbally and
nonverbally in the host country
3. Flexible, tolerant of ambiguity, and sensitive
to cultural differences
4. Motivated to succeed, able to enjoy the
challenge of working in other countries, and
willing to learn about the host country’s
culture, language, and customs
5. Supported by their families

 Foreign assignments involve three phases:
 Pre-departure Phase
 On-Site Phase
 Repatriation Phase

 Training is necessary in all three phases


 Employees need to receive language training
and an orientation in the new country’s culture
and customs
 The family should be included in the orientation
 Expatriates and their families need information
about housing, schools, recreation, shopping, and
health care facilities in the area where they will live
 Experiential training methods are most effective in
assignments that require significant interpersonal
interaction with host nationals

 Training involves continued orientation to the
host country and its customs and cultures
through formal programs or through a
mentoring relationship
 Expatriates and their families may be paired with a
mentor from the host country who helps them
understand the new, unfamiliar work environment
and community


 Prepares expatriates for return to the parent
company and country from the foreign
assignment

 Expatriates and their families are likely to
experience high levels of stress and anxiety
when they return because of the changes that
have occurred since their departure


 Many expatriates decide to leave the company
because the assignment they are given upon
return has less responsibility, challenges, and
status than the foreign assignment

 Employees should be encouraged to self-
manage the repatriation process


Cultural Dimension Implications
Individualism Culture high in individualism expects participation in
exercises and questioning to be determined by status in the
company or culture.
Uncertainty Culture high in uncertainty avoidance expects formal
Avoidance instructional environments.
Less tolerance for impromptu style.
Masculinity Culture low in masculinity values relationships with fellow
trainees.
Female trainers less likely to be resisted in low-masculinity
cultures.

Cultural Dimension Implications
Power Distance Culture high in power distance expects trainer to be expert.
Trainers expected to be authoritarian and controlling of
session.
Time Orientation Culture with long-term orientation will have trainees who are
likely to accept development plans and assignments.

 Managing diversity involves creating an
environment that allows all employees to
contribute to organizational goals and
experience personal growth

 This includes:
 Access to jobs
 Fair and positive treatment of all employees


 Managing diversity requires the company to
develop employees so that they are
comfortable working with others from a wide
variety of ethnic, racial, and religious
backgrounds

 Managing diversity may require changing the
company culture


 To eliminate values, stereotypes, and
managerial practices that inhibit employees’
personal development

 To allow employees to contribute to
organizational goals regardless of their race,
age, physical condition, sexual orientation,
gender, family status, religious orientation, or
cultural background

Argument Rationale
1. Cost As organizations become more diverse, the cost of a poor job in
integrating workers will increase.
Those who handle this well will thus create cost advantages over
those who don’t.
2. Resource Acquisition Companies develop reputations on favorability as prospective
employers for women and minorities.
Those with the best reputations for managing diversity will be the most
attractive employers for women and minority groups.
An important edge in a tight labor market.
3. Marketing The insight and cultural sensitivity that members with roots in other
countries bring to the marketing effort should improve these efforts in
important ways.

Argument Rationale
4. Creativity Diversity of perspectives and less emphasis on conformity to norms of
the past should improve the level of creativity.

5. Problem Solving Heterogeneity in decisions and problem-solving groups potentially
produces better decisions through a wider range of perspectives and
more through critical analysis of issues.

6. System Flexibility An implication of the multicultural model for managing diversity is that
the system will become less determinant, less standardized, and
therefore more fluid.
The increased fluidity should create greater flexibility to react to
environmental changes (i.e., reactions should be faster and cost less).

Organizational Problem Action Relaxation
Status Quo Identification

Disillusionment Frustration

Minorities and Women
Leave the Organization


 Employees understand how their values and
stereotypes influence their behavior toward
others of different gender, ethnic, racial, or
religious backgrounds
 Employees gain an appreciation of cultural
differences among themselves
 Behaviors that isolate or intimidate minority
group members improve
These goals can be accomplished through diversity
training programs!

 Diversity training - training designed to change
employee attitudes about diversity and/or
developing skills needed to work with a diverse
work force

 Diversity training programs differ according to
whether attitude change or behavior change is
emphasized


 Attitude Awareness and Change Programs
 Focus on increasing employees’ awareness of
differences in cultural and ethnic backgrounds,
physical characteristics, and personal
characteristics that influence behavior toward
others
 The assumption is that by increasing their
awareness of stereotypes and beliefs, employees
will be able to avoid negative stereotypes


 Behavior-Based Programs
 Focus on changing the organizational policies and
individual behaviors that inhibit employees’
personal growth and productivity
 One approach is to identify incidents that
discourage employees from working up to their
potential
 Another approach is to teach managers and
employees basic rules of behavior in the workplace
 Cultural immersion is also used


 Top management provides resources, personally
intervenes, and publicly advocates diversity
 The program is structured
 Capitalizing on a diverse work force is defined as
a business objective
 Capitalizing on a diverse work force is seen
necessary to generate revenue and profits
 The program is evaluated
 Manager involvement is mandatory


 The program is seen as a culture change, not a
one-shot program
 Managers and demographic groups are not
blamed for problems
 Behaviors and skills needed to successfully
interact with others are taught
 Managers are rewarded on progress toward
meeting diversity goals


 School-to-work transition programs combine
classroom experiences with work experiences to
prepare high school students for employment
 School-to-Work Opportunities Act encourages
partnerships between educational institutions,
employers, and labor unions
 Every school-to-work system required to include work-
based learning, school-based learning, and activities
that match students with employers


 There are two methods for training welfare
recipients:
 The first model involves government agencies
referring welfare recipients to a company-sponsored
training program subsidized with money and tax
credits from the government
 The second method is for state and local governments
to provide life and skills training directly to welfare
recipients


Example: Marriott International’s Pathways to
Independence Program
 Six-week program consists of classroom training and
work sessions in Marriott properties
 Applicants must have a sixth grade reading level,
pass a drug test, and demonstrate a desire to work
 Less than 25 percent of applicants are accepted
 Participants often need to develop both job skills and
life management skills to succeed


 The company’s internal environment results
in pressures which influence training
practices:
 The need to train managerial talent
 Training and development opportunities for all
employees (regardless of their personal
characteristics)
 Use of the company’s compensation system to
motivate employees to learn

Basic Skills Training Melting the Glass
Ceiling

Joint Union-
Management Programs

Succession Planning

Developing Managers with
Training and Pay Dysfunctional Behaviors
Systems


 Make sure that senior management supports and is involved
in the program
 Make a business case for change
 Make the change public
 Using task forces, focus groups, and questionnaires, gather
data on problems causing the glass ceiling
 Create awareness of how gender attitudes affect the work
environment
 Create accountability through reviews of promotion rates and
assignment decisions
 Promote development for all employees


 Provide a wide range of services designed to help
employees learn skills that are directly related to their
job

 Develop skills that are “portable” – i.e., valuable to
employers in other companies or industries

 Both employers and unions contribute money to run
the programs and both oversee their operation


Example: The United Auto Workers – Ford
Education Development and Training Program
 Life / Education Planning Program
 Education and Training Assistance Plan
 Skills Enhancement Program
 College and University Options Program
 Targeted Education, Training, or Counseling
 Retirement Planning Program
 Financial Education Program


1. Identify what positions are included in the plan
2. Identify the employees who are included in the plan
3. Develop standards to evaluate positions
4. Determine how employee potential will be measured
5. Develop the succession planning review
6. Link the succession planning system to other human
resource systems
7. Determine what feedback is provided to employees


 Training is increasingly linked to employees’
compensation
 skill-based pay systems
 knowledge-based pay systems
 Employees’ pay is based primarily on the
knowledge and skills they possess rather than
the knowledge or skills necessary to perform
the current job


Unit
11

Careers
and
Career Management


 Career development is important for companies
to create and sustain a continuous learning
environment
 The biggest challenge companies face is how to
balance advancing current employees’ careers
with simultaneously attracting and acquiring
employees with new skills
 The growing use of teams is influencing the
concept of careers
 e.g., project careers


 Changes in the concept of career affect:
 employees’ motivation to attend training programs
 the outcomes they expect to gain from attendance
 their choice of programs
 how and what they need to know


 Career management is the process through
which employees:
 Become aware of their own interests, values,
strengths, and weaknesses
 Obtain information about job opportunities within
the company
 Identify career goals
 Establish action plans to achieve career goals


 From the company’s perspective, the failure
to motivate employees to plan their careers
can result in:
 a shortage of employees to fill open positions
 lower employee commitment
 inappropriate use of monies allocated for training
and development programs


 From the employees’ perspective, lack of
career management can result in:
 frustration
 feelings of not being valued by the company
 being unable to find suitable employment should
a job change be necessary due to mergers,
acquisitions, restructuring, or downsizing


 Career motivation refers to:
 Employees’ energy to invest in their careers
 Their awareness of the direction they want their
careers to take
 The ability to maintain energy and direction
despite barriers they may encounter
 Career motivation has three aspects:
 Career resilience
 Career insight
 Career identity

 Career resilience – the extent to which
employees are able to cope with problems
that affect their work
 Career insight involves:
 how much employees know about their interests,
skill strengths, and weaknesses
 the awareness of how these perceptions relate to
their career goals
 Career identity – the degree to which
employees define their personal values
according to their work

Components of Career Motivation

Career Resilience Company Value
• Innovation
• Employees adapting to unexpected changes
• Commitment to company
• Pride in work

Career Insight Employee Value
• Be aware of skill strengths and weaknesses
• Participate in learning activities
• Cope with less than ideal working conditions
• Avoid skill obsolescence

Career Identity


 Traditional Career
 Sequence of positions held within an occupation
 Context of mobility is within an organization
 Characteristic of the employee
 Protean Career
 Frequently changing based on changes in the person
and changes in the work environment
 Employees take major responsibility for managing
their careers
 Based on self-direction with the goal of psychological
success in one’s work


Dimension Traditional Career Protean Career
Goal Promotions Psychological success
Salary increase
Psychological contract Security for commitment Employability for flexibility

Mobility Vertical Lateral

Responsibility for Company Employee
Management
Pattern Linear and expert Spiral and transitory

Expertise Know how Learn how

Development Heavy reliance on formal Greater reliance on relationships
training and job experiences

Generation X
Millennium
(mid-20s to
(0 to early 20s)
early 40s)

Baby Boomers Traditionalists
(mid-40s to (late 50s to
mid-50s) early 80s)


 Career development is the process by which
employees progress through a series of stages
 Each stage is characterized by a different set of
developmental tasks, activities, and
relationships
 There are four career stages:
 Exploration
 Establishment
 Maintenance
 Disengagement


Exploration Establishment Maintenance Disengagement
Developmental Identify interests, Advancement, Hold on to Retirement
tasks skills, fit between growth, security, accomplishments, planning,
self and work develop life update skills change balance
style between work
and non-work
Activities Helping Making Training Phasing out of
Learning independent Sponsoring work
Following contributions Policy making
directions
Relationships Apprentice Colleague Mentor Sponsor
to other
employees
Typical age Less than 30 30 – 45 45 – 60 61+
Years on job Less than 2 years 2 – 10 years More than 10 More than 10
years years

Self- Reality Action
Goal Setting
Assessment Check Planning


 Self-Assessment
 Use of information by employees to determine
their career interests, values, aptitudes, and
behavioral tendencies
 Often involves psychological tests
 Reality Check
 Information employees receive about how the
company evaluates their skills and knowledge and
where they fit into company plans


 Goal Setting
 The process of employees developing short- and
long-term career objectives
 Usually discussed with the manager and written
into a development plan
 Action Planning
 Employees determining how they will achieve
their short- and long-term career goals


1. System is positioned as a response to a business need
or supports a business strategy
2. Employees and managers participate in development of
the system
3. Employees are encouraged to take active roles in
career management
4. Evaluation is ongoing and used to improve the system
5. Business units can customize the system for their own
purposes


6. Employees need access to career information sources
7. Senior management supports the career system
8. Career management is linked to other human resource
practices such as training, recruiting systems, and
performance management
9. System creates a large, diverse talent pool
10. Information about career plans and talent is accessible
to all managers


User Access Website Features
Self-assessment tools Jobs database
Training resources Employee profile database
Job data Matching engine
Salary information Tools and services – Assessment,
online
Career management advice Training programs, development
resources

Employees

Manager Company

HR Manager

 Take the initiative to ask for feedback from
managers and peers regarding their skill
strengths and weaknesses
 Identify their stage of career development
and development needs
 Seek challenges by gaining exposure to a
range of learning opportunities
 Interact with employees from different work
groups inside and outside the company
 Create visibility through good performance

Roles Responsibilities
Coach Probe problems, interests, values, needs
Listen
Clarify concerns
Define concerns
Appraiser Give feedback
Clarify company standards
Clarify job responsibilities
Clarify company needs
Advisor Generate options, experiences, and relationships
Assist in goal setting
Provide recommendations
Referral agent Link to career management resources
Follow up on career management plan

 Provide information or advice about training
and development opportunities
 Provide specialized services such as testing to
determine employees’ values, interests, and
skills
 Help prepare employees for job searches
 Offer counseling on career-related problems


 Companies are responsible for providing
employees with the resources needed to be
successful in career planning:
 Career workshops
 Information on career and job opportunities
 Career planning workbooks
 Career counseling
 Career paths


 Career management systems need to be
evaluated to ensure that they are meeting the
needs of employees and the business
 Two types of outcomes can be used to evaluate:
 Reactions of the customers (employees and
managers) who use the career management system
 Results of the career management system
 Evaluation of a career management system
should be based on its objectives


Unit
12

Special Challenges in
Career Management


 Supportive work-life culture – a company
culture that:
 acknowledges and respects family and life
responsibilities and obligations
 encourages managers and employees to work
together to meet personal and work needs
 Helping employees balance work and life,
benefits the business and employees’
personal lives

Employee’s Perspective Employer’s Perspective
 Trying to manage work  The challenge of creating
obligations as well as a supportive company
family and life culture where employees
responsibilities can focus on their jobs
while at work


If companies do not help their
employees with their personal
lives, they may leave for jobs
with other companies in other
areas that do.


Dealing With Socialization and
Older Workers Orientation

Dual-Career
Coping With Job Paths
Loss
Plateauing

Balancing Work
and Life Skills
Work and Non-work Obsolescence
Policies


 Organizational socialization - the process by
which new employees are transformed into
effective members of the company

 The purpose of orientation is to:
 Prepare employees to perform their jobs
effectively
 Learn about the organization
 Establish work relationships

Anticipatory Socialization

Encounter

Settling In


History

Company
Language
Goals

Performance
Politics People Proficiency


 Play an important role in socializing
employees
 Effective socialization programs result in
employees having a strong commitment and
loyalty to the company
 This reduces turnover
 Effective orientation programs include active
involvement of the new employee
 Effective programs have peers, managers,
and senior co-workers actively involved

 Company-Level Information  Department-Level Information
Company overview Department functions
Key policies and procedures Job duties & responsibilities
Compensation Policies, procedures, rules
Employee benefits & services Performance expectations
Safety & accident protection Tour of department
Employee & union relations Introduction to co-workers
Physical facilities  Miscellaneous
Economic factors Community
Customer relations Housing
Family adjustment


 Employees are encouraged to ask questions
 Program includes information on both technical and
social aspects of the job
 Orientation is the responsibility of the new
employee’s manager
 New employees are not debased or embarrassed
 Formal and informal interactions with managers
and peers occur
 Programs involve relocation assistance
 Employees receive information about the
company’s products, services, and customers


 A career path is a sequence of job positions involving
similar types of work and skills that employees move
through in the company

 For companies with professional employees, a key
issue is how to ensure that they feel they are valued

 The traditional career path model has limited
advancement opportunities for those in the technical
career path

Director

Assistant Director

Department Manager

Principal Research Scientist Manager

Research Scientist Assistant Manager

Scientist
Individual Contributor Career Path Management Career Path

A dual-career-path
system enables
employees to remain in
a technical career path
or move into a
management career
path.

Example of Dual-
Director Career-Path System
Department
Fellow
Manager

Senior Research Senior Program
Leader Section Manager
Manager

Associate Program
Research Leader
Section Manager Manager

Principal
Senior Research Research Project Manager
Scientist Scientist

Research
Scientist

Researcher


 Salary, status, and incentives for technical
employees compare favorably with those of
managers
 Individual contributors’ base salary may be lower
than managers’, but they are given opportunities
to increase their total compensation through
bonuses
 The individual contributor career path is not used
to satisfy poor performers who have no
managerial potential


 The career path is for employees with
outstanding technical skills
 Individual contributors are given the opportunity
to choose their career path
 The company provides assessment resources
 Assessment information enables employees to make
comparisons between their interests and abilities
with those of employees in technical and managerial
positions


 Plateauing means that the likelihood of the
employee receiving future job assignments with
increased responsibility is low
 Mid-career employees are most likely to plateau
 Plateauing becomes dysfunctional when the
employee feels stuck in a job that offers no
potential for personal growth
 Such frustration results in poor job attitude,
increased absenteeism, and poor job
performance

 Discrimination based on age, gender, or race
 Lack of ability
 Lack of training
 Low need for achievement
 Unfair pay decisions or dissatisfaction with pay raises
 Confusion about job responsibilities
 Slow company growth resulting in reduced
development opportunities


 Employee understands the reasons for plateauing

 Employee is encouraged to participate in
development activities

 Employee is encouraged to seek career counseling

 Employee does a reality check on his or her
solutions


 Obsolescence – a reduction in an employee’s
competence resulting from a lack of knowledge
of new work processes, techniques, and
technologies that have developed since the
employee completed her education
 Not just a concern of technical and professional
occupations
 all employees are at risk
 Obsolescence needs to be avoided if companies
are trying to become learning organizations


Manager Company Climate
• Provide Challenging Work Assignments • Emphasis on Continuous Learning
• Encourage Employees to Acquire New Skills

Updated
Skills
Peers Reward System
• Discuss Ideas • Sabbaticals

• Share Information • Pay for New Ideas
• Pay for Employee Development


1. Provide employees with the opportunity to
exchange information and ideas
2. Give employees challenging job
assignments early in their careers
3. Provide job assignments that challenge
employees and require them to “stretch”
their skills
4. Provide rewards for updating behaviors,
suggestions, and innovations

5. Allow employees to:
 attend professional conferences
 subscribe to professional journals and
magazines
 enroll in university, technical school, or
community college courses at low or no cost
6. Encourage employees to interact in person
or electronically to discuss problems and
new ideas

 Families with a working husband,
homemaker wife, and two or more children
account for only 7 percent of American
families
 The increasing number of two-career couples
and single heads of households creates a
challenge for companies
 Companies have to carefully consider how to
manage employees who are simultaneously
meeting the needs of both work and family

 Family and Medical Leave Act (FMLA)
 There are two roles that training can play in
balancing work and non-work:
 trainers and managers may be responsible for
developing policies and procedures
 trainers may be responsible for developing
training programs to teach managers their role in
administering and overseeing the use of work-life
policies


Time-Based Conflict

Strain-Based Conflict

Behavior-Based Conflict


 Identifying work and life needs and communicating
information about work and non-work policies and job
demands
 Flexibility in work arrangements and work
 Schedules
 Redesigning jobs
 Managerial support for work-life policies
 Dependent care support: child and elder care


 Child Care Plus
 Adoption Reimbursement
 Tuition Reimbursement
 Flexible Work Arrangements
 Time Off and Leaves
 Employee Assistance Program
 LifeWorks©


 Traditional  Part-Time Work
 Flextime  Shift Work
 Compressed  Telecommuting
Workweek  Reduced Work Hours
 Temporary Work  Hoteling
 Job Sharing


1. The impact of job sharing on clients and
customers must be determined
2. The employee interested in job sharing must
find another employee performing the same
job who wants reduced work hours
3. The two people sharing the job need to have
similar work values and motivations


4. The manager must actively communicate
with the job-sharing employees and accept
the fact that they might not be immediately
available for consultation
5. Meeting schedules, work assignments, and
vacation schedules need to be carefully
coordinated
6. Performance evaluation of job sharers needs
to include both an individual and team
appraisal

1. Use surveys and focus groups to determine need
2. Develop a philosophy or rationale related to
business objectives
3. Solicit employees’ participation in designing and
implementing the program
4. Allocate resources for communicating the program
to employees and managers
5. Request feedback from users to make adjustments
to the program

 Important career management issue because
of the increased use of downsizing to deal
with excess employees resulting from
corporate restructuring, mergers,
acquisitions, and takeovers
 Companies that lay off employees can
experience lowered job commitment, distrust
of management, and difficulties recruiting
new employees
 Job loss causes stress and disrupts the
personal lives of laid-off employees

 From a career management standpoint,
companies and managers have two major
responsibilities:
 They are responsible for helping employees who
will lose their jobs
 Steps must be taken to ensure that the “survivors”
of the layoff (remaining employees) remain
productive and committed to the organization


 Advance warning and explanation for a layoff
 Psychological, financial, and career counseling
 Assessment of skills and interests
 Job campaign services (e.g., résumé-writing
assistance)
 Job banks
 Electronic delivery of job openings, self-directed
career management guides, and values and interest
inventories

 Age Discrimination in Employment Act
 Meeting the needs of older workers
 Pre-retirement socialization
 Retirement
 Early retirement programs


 Flexibility in scheduling to allow for care of sick
spouses, return to school, travel, or reduced work
hours
 Older workers should receive the training they
need to avoid skill obsolescence and to be
prepared to use new technology
 Older employees need resources and referral
help that addresses long-term care and elder
care


 Assessment and counseling to help older
workers
 recycle to new jobs or careers, or
 Transition to less secure positions whose
responsibilities are not as clearly outlined
 Companies need to ensure that employees do
not hold inappropriate stereotypes about older
employees


Typically address the following topics:
 Psychological aspects of retirement
 Housing (i.e., transportation, costs, proximity to
medical care)
 Health during retirement
 Financial planning, insurance, and investments
 Health care plans
 Estate planning
 The collection of benefits from company plans
and Social Security


To avoid costly litigation, companies need to
make sure that their early retirement
programs contain the following features:
 The program is part of the employee benefit plan
 The company can justify age-related distinctions
for eligibility for early retirement
 Employees are allowed to voluntarily choose early
retirement


Unit
13

The Future
of
Training and Development


1. The use of new technologies for training
delivery will increase
2. Demand for training for virtual work
arrangements will rise
3. Emphasis on capture and storage and use of
intellectual capital will increase
4. Companies will rely on learning management
systems, integration with business processes,
and real-time learning


5. Training will focus on business needs and
performance
6. Training departments will develop partnerships
and will outsource
7. Training and development will be viewed more
from a change model perspective


 Cost of these new technologies will decrease

 Companies can use technology to better
prepare employees to service customers and
generate new business

 Training costs will be substantially reduced
through use of new technologies


 Technologies allow trainers to build into
training many of the desirable features of a
learning environment

 Technology will allow training to be delivered
to contingent, decentralized employees in a
timely, effective manner


 Virtual work arrangements:
 Work that is conducted in a remote location
 Employee has limited contact with peers
 Employee able to communicate electronically
 Two training challenges:
 Companies have to invest in training delivery
methods that facilitate digital collaboration
 Teams and employees must be provided the tools
they need for finding knowledge

 Companies will increasingly seek ways to turn
employees’ knowledge (intellectual capital)
into a shared company asset because of:
 software such as Lotus Notes and intranets
 growing emphasis on creating a learning
organization
 Trainers and the training department likely
will:
 manage knowledge
 coordinate organizational learning

 Used to automate the administration of
online learning systems
 Can help companies:
 reduce travel costs related to training
 reduce time for program completion
 increase employees’ accessibility to training
across the business
 provide administrative capabilities to track
program completion and course enrollments

 Important for human capital management
 Human capital management – integrates
training with the human resource function to
determine:
 how training dollars are spent, and
 how that expense relates to business dollars for the
company
 Accomplished through a software system that
integrates all human resource management
activities with each other

1. Senior management needs to be convinced
that an LMS will
 benefit employees
 improve business functions
 contribute to overall business strategy and
goals
2. The company must have an e-learning
culture that supports online learning and
encourages employee participation
3. The online learning environment needs to be
under the control of the learner

Resource Management Collaborator Management
 Human Capital Development  Structured Knowledge
 Enterprise Resource Management Management
 Employee Resource Management  Instant Messaging
 Learning Management Systems  Collaborative Web-
Conferencing
Product Management
 Product Life-Cycle Management Process Management
 Supply Chain Management  Work Flow Management
 Work Force Management  Customer Analytics
 Customer Relations Management  Work Force Analytics
 Business Process Management


 Training departments will have to ensure that
they are seen as helping the business
functions to meet their needs
 Requires a shift from training as the solution
to business problems to a performance
analysis approach
 Involves identifying performance gaps or
deficiencies and examining training as one
possible solution for the business units (the
customers)

 Two ways that training departments will need
to be involved are:
(1) focusing on interventions related to
performance improvement
(2) providing support for high-performance work
systems
 Training departments’ responsibilities will
include a greater focus on systems that
employees can use for information on an as-
needed basis

 Companies are turning to external suppliers
for their training services because:
 downsizing has caused reductions in training
staffs
 employees are needing to learn specialized new
knowledge
 demand for training services is fluctuating
 External suppliers can be used as partners or
as sole providers of training services

 Outsourcing – the reliance on external
suppliers to provide training services

 Application service provider (ASP) – a
company that rents out access to software
for a specific application
 Major benefit is that company resources are not
used to purchase or maintain an internal network
or intranet

 For new training or development practices to
be successfully implemented, they must first
be accepted by managers, upper
management, and employees
 For managers and employees, change is not
easy
 Resistance to new training and development
practices is likely
 Training and development should be viewed
from a change model perspective

 The process of change is based on the
interaction among four components of the
organization:
 Task
 Employees
 Formal organization arrangements
 Informal organization
 Different types of change-related problems
occur depending on the organizational
component that is influenced by the change

 Four change-related problems need to be
considered for any new training practice:
 Resistance to change
 Control
 Power
 Task redefinition


Power
Imbalance

Informal
Organization

Task Formal
Task Loss of
Redefinition Organizationa
Control
Challenges l
Arrangements
Individual
Components of
the organization
Resistance
Change-related to Change
problems


 Viewing training from a systems perspective
means that companies and trainers need to
understand both internal and external
environments
 They need to understand the effectiveness
and efficiency of current training practices
 They need to be aware of other companies’
practices to ensure that their training
practices are the best possible

 Benchmarking provides information about other
companies’ practices
 Trainers need to take several things into account
when benchmarking:
 Information about internal processes must be
gathered to serve as a comparison for best practices
 The purpose of benchmarking and the practice to be
benchmarked must be clearly identified
 Upper-level management needs to be committed to it
 Quantitative and qualitative data should be collected


1. Identify what is to be 6. Communicate benchmark
benchmarked results and gain
2. Identify comparable acceptance
companies 7. Establish functional goals
3. Determine data collection 8. Develop action plans
methods and collect data 9. Implement action plans and
4. Determine current monitor progress
performance levels 10. Recalibrate benchmarks
5. Project future performance
levels


 Process reengineering provides information
about the effectiveness and efficiency of
training systems within the company
 Trainers need to understand their current
training practices and processes and evaluate
them to determine what should be changed
 Reengineering is critical to ensuring that the
benefits of new training and development
programs can be realized

 Reengineering is important when trying to:
 Deliver training using new technology
 Streamline administrative processes and improve
the services the training department offers
 Review the training department functions
 Review a specific training program or
development program practice


Reengineering involves four steps:
 Identify the process to be reengineered
 Understand the process
 Redesign the process
 Implement the new process


Identify the
Understand the Redesign the Implement the
Process to Be
Process Process New Process
Reengineered

Feedback


Organization Development Change Management
 Planned, systematic  The process of ensuring
change process that uses that new interventions such
behavioral science as training practices are
knowledge and techniques accepted and used by
to improve companies’ employees and managers
effectiveness by improving
relationships and
increasing learning and
problem-solving capabilities


4. Using Training To 1. Overcoming
Explain New Tasks Resistance To Change

3. Shaping Political 2. Managing The
Dynamics Transition


 Training is not valuable
 Training is an expense, not an investment
 Anybody can be a trainer
 The training department is a good place to
put poor performers
 Training is the responsibility of the trainers


Survey Feedback

Process Consultation

Group Interventions


Employee Training & Development

More Related Content

What's hot (20)

Viewers also liked (20)

Similar to Employee Training & Development (20)