Training & Development

Prof Michael Dickmann

Based on Raymond A. Noe (2009), Employee Training and Development, 5th Edition, McGraw-Hill;
Michael Armstrong (2009). Handbook of Human Resource Management, 4th Edition, Kogan-Page
Overview

• Training & Development

– Holistic Training Needs Assessment
– Learning Theories
– Training Design (including VBT)
– Evaluation & Links to Succession/Competency Frameworks
• International Careers & Mobility
• Modern Careers
• Career Co-Coaching
Overview Training & Effectiveness Session

• Create understanding of performance appraisal, training and

development issues
• Explore the link to business strategies
• Discuss own organizational training challenges
• Sensitise to diverse learning styles
• Identify main steps in training design, evaluation and effectiveness
• Familiarise with different training department set-ups (optional)
• Investigate current and future training pressures and forces
Some ‘Housekeeping’ Issues

• Have you filled in the ICCS?

• Please bring two print-outs to class: short report (for yourself) and
long report (for your coach)
• Over the course of today: pair up with one of you class (ideally one
person who you trust and want to continue to have a co-coaching
relationship)
• What is your experience in coaching? Tomorrow we should go
through appreciative enquiry, active listening and coaching
recommendations (hand out!)
Training and Deveopment: Macro level factors

Economic
Globalization
changes
Technological
advances

5
Globalization we know, but economic changes

• Financial crisis
– Increased volatility and uncertainty
– Priorities for performance management, leadership development and
employee communication and engagement

• Nature of work
– Shift to knowledge-intensive industries
– Shortage of high quality knowledge workers

• Nature of Learning
– Need for more/different Training & Development
– Need for different learning approaches
– Need for Life-long Learning
6
Technological Advances

• Technological Connectivity
– Transforming the way that people live and interact
– Geography is no longer the primary constraint on organisations

• E-HRM and social media

– Recruitment, T & D, engagement, communication and collaboration;
general learning (MOOCS)

7
The Changing Ways to Learn & Work

The workforce is also changing

8
 Overview

I. Business Strategy

E A
m I. HR Strategy d
p I. HR Structure m
l i
o n
y A
m c
e t
n i
t Talent Performance Mgt, v
R Recruitment &
Management & (Intl.) Careers Rewards & Exit i
e Selection
Learning Incentives Management t
l i
a e
t s
i
COMPETENCY FRAMEWORK
o
n
s
National and Organisational Culture

7-May-18
T&D and its link to Competencies

• “An underlying characteristic of a person which results in

effective and/or superior performance in a job” (Kemp 1980)

• “A job competency is an underlying characteristic of a

person in that it may be a motive, a trait, a skill, an aspect
of one’s self-image or social role, or a body of
knowledge which he or she uses” (Boyatzis 1982)
Behavioral Indicators

• Examples of behaviour that would be observed when

someone demonstrates competency

• e.g. WORKING WITH INFORMATION: Gathering and analysing

information:

• Identifies and uses appropriate sources of information

• Accurately identifies the type and form of information required

• Obtains relevant information and maintains it in appropriate formats

Typical content of a competency framework (1)

COMPETENCY CLUSTER
working with people

COMPETENCIES with levels

Managing relationships
Level 1: Builds relationships internally
Level 2: Builds relationships externally
Level 3: Maintains external networks
Teamworking
Level 1: Is team member
Level 2: Supports team members
Level 3: Provides direction for the team
Influencing
Level 1: Projects a positive image
Level 2: Influences the thinking of others
Level 3: Changes the opinions of other
Typical content of a competency framework (2)

BEHAVIOURAL INDICATORS
(for Managing relationships)

Level 1: Level 2: Level 3:

Builds relationships Builds relationships Maintains external
internally externally networks

• Adapts personal style to
develop relationships with
colleagues.
• Adapts form and presentation
of information to meet needs of
the audience.
• Takes account of the impact
of own role on the needs of
external contacts.
• Maintains regular two-way
communication with external
contacts.
• Takes account of different
cultural styles values when
dealing with external
organizations.
• Actively manages external
contacts as a business network .

• Identifies and maintains • Identifies and nurtures • Identifies and makes use of
regular contact with individuals external contacts who can events for developing external
who depend on or who influence contribute to the business. network.
own work
Training Needs Analysis and
Adult Learning Theory
Prof Michael Dickmann

Based on Raymond A. Noe (2009), Employee Training and Development, 5th Edition, McGraw-Hill;
Michael Armstrong (2009). Handbook of Human Resource Management, 4th Edition, Kogan-Page
The Training System - ADDIE

T & D Needs
Analysis

Design &
Evaluation
Development

Implementation

15
Question

• How would you do a training needs analysis?

Understanding Organizational Training Needs

• Strategic and Operational T&D Analysis:

– Organization: Analysis of organizational needs
– Task: Analysis of competences needed for the job
– Individual: Assessment of individual’s performance and potential over time;
include resourcing evaluation
• Information Sources
– Strategic Plan and Capability Gap Analysis
– Feedback from customers, suppliers
– Feedback from colleagues and line manager(s) e.g. 360 D.
– Observation of individuals
– Self-assessment

17
Training Needs Analysis & Training Cycle

• Identify and define training & development needs

• Define the learning required
• Define the objectives of T&D
• Plan training and development intervention
• Decide who provides the training
• Implement the training
• Evaluate training
• Modify training programmes based on evaluation

• IN SHORT: ADDIE (ANALYSIS, DESIGN, DEVELOPMENT,

IMPLEMENTATION, EVALUATION)

18
Questions

• What training approaches are you aware of?

Training Techniques

On-the-job
• Job rotation
• Apprenticeships
• Coaching
• Mentoring
• Delegation by supervisor
• Work shadowing
• Expatriation
• Project Work
• Job Enlargement
• Holiday/Pregnancy cover
Off-the-
•
job
Self-Study
• Formal Programmes involving
lectures & videos, role-playing
& cases, outdoor activities etc.
• Simulation, video-conferencing
• Computer-based training
(CBT)
• Internet/Web-based/Intranet
• Blended learning
approaches

20
This is not primary school….

• What is different in training adults? Do adults learn differently?

Adult Learning Theory

• Adult learning theory was developed out of a need for a specific theory of how
adults 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.
Questions

• How do your organizations design training?

• What has been the best (or most unusual) training you have ever
been involved in? What made it stand out?

• What would they ideally do?

Implications Adult Learning Theory for T & D

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
 Kolb’s Learning Cycle &

Honey and Mumford’s Learning Styles

Prof Michael Dickmann

Based on Raymond A. Noe (2009), Employee Training and Development, 5th Edition, McGraw-Hill
Experimental Learning Cycle

Kolb provides one of the most useful descriptive model of the adult learning
process. The LC suggests that there are four stages that follow from each others.

• Concrete experience: either planned or accidental

• Reflective observation: looking back at the experience.
• Abstract conceptualisation: seen as generalising from reflection and developing
hypotheses based on experience and knowledge.
• Active experimentation: Testing the concepts or ideas in new situation.

26
Kolb’s Learning Cycle

Learning Cycle

Active
Experimen
tation Concrete Experience

Abstract
Learner
Conceptua
lization Reflect
ive
Observ
ation

Page 27
Honey & Mumford’s Learning Styles

• ACTIVIST: a dynamic learner without bias

• REFLECTOR: an imaginative learner and the person, who
observes phenomena, thinks about them and then chooses how to
act.
• THEORIST: a person who adapts and applies observations in the
form of logical theories.
• PRAGMATIST: a common sense learner who only likes to study
if they can see a direct link to practical problems.

28
 Transfer of Training &

T&D Evaluation

Prof Michael Dickmann

Based on Raymond A. Noe (2009), Employee Training and Development, 5th Edition, McGraw-Hill;
Michael Armstrong (2009). Handbook of Human Resource Management, 4th Edition, Kogan-Page
Top Challenges in Capability Building
(McKinsey, 2015)

Source: R. Benson-Amer, S-S. Otto, N. van Dam, Do your training efforts drive performance?, McKinsey Quarterly, March 2015
A Model Of The Transfer Process

Trainee Characteristics
Motivation
Ability

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

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

• How would you evaluate T&D interventions?

• How is this done in your organization?

Training Evaluation Criteria

Reaction

Organizational Training Knowledge

results
Evaluation
Criteria

Behaviour
Source: Kirkpatrick
Training Outcomes: Kirkpatrick’s Four-Level Framework
of 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

Future Trends Affecting Training

• The use of new technologies for training delivery will increase.

• Demand for training for virtual work arrangements will rise.
• Emphasis on storage and use of intellectual capital will rise.
• Training departments will become “virtual training organizations.”
• Training will focus on business needs and performance.
• Training departments will develop partnerships and outsource.
• Training and development will be viewed more from a change model
perspective.
Performance Appraisal, Talent Management and

Potential

Prof Michael Dickmann

Based on and with thanks to Dr Emma Parry

 Overview

I. Business Strategy

E A
m I. HR Strategy d
p I. HR Structure m
l i
o n
y A
m c
e t
n i
t Talent Performance Mgt, v
R Recruitment &
Management & (Intl.) Careers Rewards & Exit i
e Selection
Learning Incentives Management t
l i
a e
t s
i
COMPETENCY FRAMEWORK
o
n
s
National and Organisational Culture

7-May-18
 Appraisal Functions and link to T&D

• Key Functions of Performance Appraisal

– Reward: Review performance over last period (gain pre-appraisal
information)
– Business Insights: understand improvement activities (e.g. processes)
– T&D: Appraise individual’s competencies and potential gaps. Agree on
T&D interventions
– Motivation and Orientation: Agree on future task / objectives and
(implicitly) learning on the job. Use SMART.
– General Business: gather further insights (e.g. about teams etc.)

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7 May, 2018
 Forced Distribution Performance Appraisal

Professor Michael
Page 39
Dickmann ©
 Appraisals – Soft or Hard

• Key Functions of Forced Performance Appraisal (Hard)

– Reward: Review performance – good or excellent employees tend to profit
from this system, higher percentage of variable pay depends on performance
– Resourcing: employees evaluated in the lowest category have a high chance
to be fired
– T&D: employees in the second highest category most often gain access
to increased training, will often have most management attention and
support, but have a high chance to be fired over time.
– Hard appraisal approaches mostly shorter term, highly performance driven,
strong distinction to potential assessment.

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7 May, 2018 Enter Group Name Here
The 9 Box Grid of Performance & Potential
9 Box Grid – More Information
Talent: The Potential Assessment Challenge
Definition of “Talent”

• Sum of a person’s abilities – his or her intrinsic gifts, skills, knowledge,

experience, intelligence, judgement, attitude, character & drive ... also his or her
ability to learn and grow (Handfield-Jones and Axelrod, 2001).

• Talent consists of those individuals who can make a difference to organisational

performance either through their immediate contribution or, in the longer-term,
by demonstrating the highest levels of potential (CIPD, 2014).

• “Critical Talent: groups and individuals who drive a disproportionate share of an

organisation’s business performance (Wall & Aijala, 2004);

• 20% of workforce deliver 80% of value (Branham, 2005).

The 9 Box Grid of Performance & Potential
9 Box Grid – More Information
 GSK performance –performance over time

Quality
Quantity • High quality results
• Lifelong focus on producing Quality • Continuous improvement
• Produces right things • Produces timely results
• Defines standard for hard work • Qualitative use of resources
• Productive work habits • Prioritizes better than others

High GSK
Quantity Values &
Performer Behaviours

Impact/Value Added GSK Values and Behaviours

• Frequently exceeds expectations • Aligned, believes in values
• Continually strives to evaluate
Impact • Develops behaviours to perform
and improve impact better
• Influences others toward • Focuses team(s) on these
excellence • Takes these seriously and is
• Makes an impact on the business authentically committed

Focus is on sustained performance; includes the what and the how

GSK potential

Mental Agility People Agility

• Comfortable with
People • Politically agile
complexity/ambiguity
Agility • Skilled communicator/conflict manager
• Finds solutions for tough problems
• Self-aware/personal improver/resilient
• Reads broadly, multiple domains
• Situationally responsive
• Highly curious

Mental Change
Agility
Potential Agility

Results Agility Change Agility

• Has drive/personal presence • Drives change
• Adaptable/flexible Results constantly/never satisfied
• Builds high performing Agility • Takes the heat of resistance
teams • Introduces new
• Delivers in tough situations; perspectives
resourceful • Leads change through
• Gets results through others others

Learning Agility is the ability and willingness to learn how to deal

effectively with first-time situations or changing conditions
Infineum leadership behaviours
Infineum 3i capabilities for ‘Band G potential’

Core Capabilities for ‘Band G potential’

are used for entry to IDP (Individual
Development Programme)
 Succession Planning – Dead or Alive?

• Some Firms have stopped succession planning due to the high volatility and turnover rates
in their industries
• Succession planning generally linked to the business strategy, vision and
employees/people with high performance AND high potential
• Where people can be easily substituted (periphery workers; high supply of workers)
succession planning is less common
• Where companies have other options – outsourcing, project work, coordination with other
firms, etc.) succession planning less prevalent
• Succession planning may be used distinguishing HiPos and showering them with special
attention (T&D) or giving them golden handcuffs
• Succession planning often includes a list of 2 – 3 people for one position, is integrated
into the development and career plans of employees. It often involves scenario planning.

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7 May, 2018
 Summary

I. Business Strategy

E A
m I. HR Strategy d
p I. HR Structure m
l i
o n
y A
m c
e t
n i
t Talent Performance Mgt, v
R Recruitment &
Management & (Intl.) Careers Rewards & Exit i
e Selection
Learning Incentives Management t
l i
a e
t s
i
COMPETENCY FRAMEWORK
o
n
s
National and Organisational Culture

7-May-18
APPENDICES

Optional Exercises Performance Appraisal

Difficult Conversations
Conflict Avoidance
 Role Play: Appraisal of a Team Leader

• Persons
– Person C is the experienced senior manager, an Economics graduate who has been
with tesa for 23 years, age: 46 ys.
– Person D leads a team of sales people, he is 8 years with ORG and aged 30.
• Situation
– A yearly appraisal and development meeting. C has run this part of tesa for the last 7
years and knows D well.
– While person D’s sales performance (driving results) is generally strong there have
been many issues with his team.
– There are two individuals in D’s team who could be future leaders of this team
– D could be promoted into the director of sales role over the next three years.
– Person D also uses a high risk approach in terms of meeting customer expectations.
You think he opts for ‘quick fixes’ and he prioritises the sales to on-going relationship
building.

YOU CAN MAKE COMPROMISES IN THE APPRAISAL DISCUSSION

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7 May, 2018
 Background Person C

• Own Emotions
– You like Person D and you have a long history with him
– You would like Person D to continue his career but you do not see advancement if he
does not change his customer interaction and team leadership
• Prior Assessment of Fulfilment of Objectives by Person D
– D drives results
– D does not meet customer expectations consistently
– D collaborates with some others but does not treat people with respect. There are two
individuals in his team who seem demotivated and on the point of leaving the
organisation

• Intended Outcomes of the Meeting

– Better team leadership with integration of two individuals
– Better customer relationships over long term (relational)
– Less risk taking
– More personal development of team members
– If you achieve your goals you MAY suggest coaching course for D to become sales
director (but NO promotion in next 2 years)

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7 May, 2018
 Background Person D

• Own Emotions
– Scepticism that C knows well what goes on in D’s team.
– Worries that incentives to create good long-term relationships with
customers are too low (only sales are rewarded)
– D believes that two individuals may leave to go to competitor, therefore does
not give them good customer contacts
• Prior Assessment of Fulfilment of own Objectives
– Sales are good.
– Therefore believe that customer expectations are exceeded
– Treats those with respect who are committed, others count less
• Intended Outcome
– Salary raise
– Promotion within the next year

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7 May, 2018
Formula for preventing conflict

The process is:

Affirmative statement You agree with the person

Softening statement You show that you understand their position

Flag You indicate that you have something to say

Give reasons for your You help them understand your position
position

Negative statement You say ‘no’

Offer a compromise if You offer an alternative where you can

appropriate

Adapted from M.A.Eggert & W. Falzon Resolving Conflict pocketbook, Management Pocketbooks Ltd.

Prof Michael
Dickmann
Formula for preventing conflict

Example: Employee has a dentist appointment on Thursday

Affirmative ‘Yes’
Softening statement ‘It is very important to look after your teeth and
regular check-ups are essential.’

Flag ‘(But) I have to tell you...’

Give reasons for your ‘... That this week as you know is month-end and we
position must get all the reporting done by Friday.’

Negative statement ‘So I need you on Thursday.’

Offer a compromise if ‘See if you can change the appointment to next week’
appropriate

Adapted from M.A.Eggert & W. Falzon Resolving Conflict pocketbook, Management Pocketbooks Ltd.

Prof Michael
Dickmann
 Courageous Conversations – Opening Statements

• Generally: be focussed, be brief, be clear

1. Step: Topic or theme & example (be specific)

2. Step: Voice your feelings (careful choice of words to use,
congruence with your emotions)
3. Step: Why this matters (short term business case)
4. Step: The implications are (longer term bus. case)
5. Maybe I… (own part in this, be honest and humble)
6. What I would like is… for you and I (aim, joint purpose)

Page 59
 Courageous Conversations – Example

1. Topic: I would like to talk about how you treated me in

yesterday’s meeting
2. Feelings: I was disappointed…. (Not: you made me...)
3. ST Importance: It matters because we need to work together…
4. LT Importance: If we do not cooperate, business will suffer….
5. Self-reflection: I should have spoken to you earlier/yesterday OR
I should have given you info earlier
6. Joint Approach: What I’d like is for us to sit down and discuss
how we continue to work together…

Page 60
 Further Difficult Appraisal Situations

• In groups, discuss difficult situation that you are faced with in

appraisals. Write down the situations and explore possible ways to
handle these situations.

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7 May, 2018
 Appendix

Tool Box: Further Tips on Conducting an Appraisal

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7 May, 2018
 Some Tips

• Introduction
– Don’t go into an appraisal emotionally
– Be relaxed – but stay authentic
– Clarify that you speak about specific behaviours not all behaviours or the whole
person
• Observations and Emotions
– Be exact
– Do not evaluate observations hastily (ask appraisee for this)
– Try to address also your emotional level (and verify whether appraisee can
understand why you feel this way)
– Use competency-based discussions, elicit situations where individuals have
proven their competencies, use the CRUX approach
• Goals
– Use SMART
– Outline usefulness and contribution of goals
– Avoid a dictate: own commitment is best
– Write goals down (and indicate flexibility if situation changes)

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7 May, 2018
 Some possible Questions during Appraisal

• Can I do anything to help you perform better?

• Am I doing anything that hinders your performance?
• What do you see as your key strengths and weaknesses?
• Do you have any ideas about how you can improve or develop yourself as a team
member?
• How could your job be improved?
• What would really excite you in your work?
• Is there any training that can help your performance?

Page 64
7 May, 2018 Enter Group Name Here
 Some Characteristics of Negative Interaction

• Personal critique
• Interruptions of the other’s talk
• Monologues
• Frequently shifting conversations
• Nit picking
• Post phoning of decisions
• Expressed disinterest
• Surfacing of “old” topics / outside issues = lack of focus

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7 May, 2018
Appendix

• What are the differences between training and development?

Distinguishing Training from Development

Present
jobs

Training

Development

Future jobs

67
Development of Training over time

• What has been the development of training in your organization

(organizations that you are familiar with) over time?
The Broadening of Training’s Role

Focus on Teaching Skills

and Knowledge

Link Training to Business

Needs

Use Training to Create

and Share Knowledge
Questions

• Why do organizations use training & development?

• Why do you want T & D?
• What are the differences between training and development?
Question

• Why do organizations use training and development?

Why do Organizations use Training?

• Training is an important part of an organization’s long-range strategy. Reasons

include but are not limited to:

– Global competition and flatter organizational structures require multi-skilled

employees & agile organizations
– Create common understanding for diverse employees with varying cultural
values
– Aim to achieve congruence of individual and organizational goals & aid
motivation
– Newly acquired skills for future use e.g. developments in IT require new
skills and training strategies

BUT ALSO:
– Social obligation/expectation to provide learning benefits
– Focus on life-long learning in societies and individuals

72
T&D and Organizational Benefits

• Increased motivation
• Higher flexibility of staff
• Improvements of existing skills
• Increased employee knowledge
• Greater staff commitment
• Increased value of the organisation's human assets
• The personal development of employees
• Improved customer service
• Improved job performance
• Etc.

• => Research on HPWS and Bundles of Best Practice has consistently shown that
high investment in T&D is beneficial

73