TRAINING & DEVELOPEMENT

Competitive advantage through People

HR Planning Job Analysis

Recruitment Selection Competence Motivation Work Related Attitude Training/Development Performance Appraisal Compensation Productivity improvement programmes Out put Retention Legal Compliance Company Image

Cost Leadership Product Differentiation

Unions Safety and health

WHAT IS TRAINING?

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

TRAINING

OVERVIEW

When and why is training necessary? How should a training program be conducted? How are training needs determined? What goes into the design of an effective training program? What are some of the commonly used training methods? How can we determine whether training has been effective?

EMPLOYEE TRAINING
Why? Provide knowledge and skills required to perform effectively. When? New hires (to complement selection) Change of jobs (e.g., transfer, promotion) Change to jobs (e.g., new technology; realignment) Performance deficiencies detected Employee Development

Why? Prepare employees for future positions Upgrade general skills for personal growth When? Internal promotion policy Team building Developing/changing organizational culture

Forces Influencing the Workplace and Training

1-7

Globalization Need for leadership Increased value placed on knowledge Attracting and winning talent Quality emphasis Changing demographics and diversity of the work force New technology
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MISSION, STRATEGY,TECHNOLOGY,STRUCTURE RELATIONSHIP

ENVIRONMENT

EXTERNAL STRATEGY

INTERNAL STRATEGY

MISSION

TECHNOLOGY

STRUCTURE 8

Organizations Business Strategies

Resources Allocated to Training

HR Strategies

Training Needs

HRD Function Staff Size & Core Competencies

PLANNING STRATEGY: EIGHT STEPS PRIOR TO TRAINING

The Training System The work organization
1. Decides on change. Specifies inputs required, including new knowledge, understanding skills.

2. Responds what can be acquired

through training.

3. Studies who actually is involved

Numbers and levelsand when, all this relation to other inputs, for example, technological, financial, and organizational

4. Offers help in working out minimum

concentrations of trained personnel required for change. 5. Workout and communicates training specifications, for example-kinds and duration of training for different people

6. Decides to go ahead
7. Collaborates with the work organization in drawing up a training plan for implementation.

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8. Collaborates in selecting
particular type of training

individuals for

TRAINING STRATEGY

FOUR STRATEGIC ISSUES

ACTION Perspective in Training Strategy: Training is a systematic attempt to develop the human resources Individual, group & organizational competencies required to manage some present tasks and situations as well as those in the future.

Goal Settingwith the work organization taking the lead

Setting appropriate Goals.

_ What are the changes to be effected.

-- What Type and number of people require for training.

--What type of resources of time, skill and facilities will be needed for this particular training.

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What is a Business Strategy?

A plan that integrates the companys 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 companys activities to reach specific goals.
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Decisions a Company Must Make about How to Compete to Reach Its Goals
Where to compete?
In what markets will we compete?

How to compete?
On what outcome or differentiating characteristic will we compete? Cost? Quality? Reliability? Delivery? Innovativeness?

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?
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Strategy impacts training with a strong influence on determining: 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.
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Strategy impact on training (continued)

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.
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The Roles and Duties of Managers in Companies That Use High-Performance Work Practices

Managing Alignment
Clarify team goals and company goals. Help employees manage their objectives.

Encouraging Continuous Learning

Help team identify training needs. Help team become effective at on-the-job training. Create environment that encourages learning.

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The Roles and Duties of Managers in Companies

(contd)

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.
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Staffing Strategy Influence on Training Two aspects of a companys staffing strategy influence training:
The criteria used to make promotion. The places from where the company prefers to obtain human resources to fill open positions (supply flow)

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HR Planning Influence on Training

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 etc.

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The Broadening of Trainings Role

Focus on Teaching Skills and Knowledge

Link Training to Business Needs

Use Training to Create and Share Knowledge

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Implications of Business Strategy for Training

Strategy Concentration Emphasis
Increase market share Reduce operating costs Create market niche Market development Product development Innovation Joint ventures

How Achieved
Improve quality Improve productivity Customize products Add distribution channels Expand global markets Create new products Joint ownership

Key Issues
Skill currency Development of existing work force

Training Implications
Team building Cross-training Specialized programs Interpersonal skill training On-the-job training Support high-quality product value Cultural training Conflict negotiation skills Manager training in feedback and communication Technical competence in jobs
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Internal Growth

Create new jobs Create new tasks Innovation

Implications of Business Strategy for Training

(continued)
Strategy External Growth (Acquisition) Emphasis
Horizontal integration Vertical integration Concentric diversification Retrenchment Turnaround Divestiture Liquidation

How Achieved
Acquire firms for new market access Acquire firms to supply or buy products Acquire any firm Reduce costs Reduce assets Generate revenue Redefine goals Sell off all assets

Key Issues
Integration Redundancy Restructuring

Training Implications
Determining capabilities of acquired employees Integrating training systems Team building Motivation Goal setting Stress management Time management Leadership training Outplacement assistance Job-search skills training
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Disinvestment

Efficiency

TRAINING PROCESS
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THREE PHASES IN TRAINING PROCESS

Pre Training Training

Post Training

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MODEL OF THE TRAINING PROCESS

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Program Design

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IMPLICATIONS OF THE LEARNING

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.

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TRAINING OBJECTIVES
Employees

learn best when they understand the objective of the training program. The objective refers 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 programs effectiveness.
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A TRAINING OBJECTIVE HAS THREE COMPONENTS:

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

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TRAINING ADMINISTRATION INVOLVES: 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

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TRAINING ADMINISTRATION INVOLVES:

(CONTINUED)
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

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PROGRAM DESIGN

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Steps in Program Design

First step is to use the training strategy The second step is to break the general training objectives in to constituent parts. The first rough breakdown is into component knowledge, understanding and skill. The third step is to use the specifications of different training methods in order to arrive at the total time facilities required for meeting an objective. The fourth step is to decide on the different package in which this program could be offered and to ask the organization to select one. The fifth step is - detailed training sequences and finally in to the shape of the total program package.
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WHAT IS LEARNING?

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.

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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
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LEARNING OUTCOMES (CONTINUED)

Motor

skills Include coordination of physical movements Attitudes Combination of beliefs and feeling that predispose a person to behave a certain way Important work-related attitudes include job satisfaction, commitment to the organization, and job involvement

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REINFORCEMENT 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

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REINFORCEMENT THEORY (CONTINUED)

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.

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SOCIAL LEARNING THEORY

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.

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SOCIAL LEARNING THEORY (CONTINUED)

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 persons self-efficacy. Self-efficacy is a persons judgment about whether she can successfully learn knowledge and skills.
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PROCESSES OF SOCIAL LEARNING THEORY

Attention

Retention

Motor Reproducti on
Physical Capability
Accuracy Feedback

Motivational Processes

Match Modeled Performan ce

Model Stimuli Trainee Characteristic s

Coding Organization Rehearsal

Reinforcement

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GOAL THEORIES
Goal

setting theory assumes behavior results from a persons conscious goals and intentions. Goals influence behavior by directing energy and attention, sustaining effort over time, and motivating the person to develop strategies for goal attainment. Research suggests that specific challenging goals have been shown to lead to high performance only if people are committed to the goal.
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GOAL THEORIES (CONTINUED)

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.
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NEED THEORIES
Need

theories help explain the value that a person places on certain outcomes. Need theories 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.

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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 problemcentered approach to learning. Adults are motivated to learn by both extrinsic and 45 intrinsic motivators.

IMPLICATIONS OF ADULT LEARNING THEORY FOR TRAINING:

Design Issue Self concept Experience Readiness Time perspective Orientation to learning Implications Mutual planning and collaboration in instruction Use learner experience as basis for examples and applications Develop instruction based on learners interests and competencies Immediate application of content Problem centered instead of subject centered

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INFORMATION PROCESSING THEORY

These

theories give more emphasis to the internal processes that occur when training content is learned and retained. This information can come from another person or the learners own observation of the results of his action. If the evaluation of the response is positive, this provides reinforcement that the behavior is desirable to be stored in long-term memory for use in similar situations.
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IMPLICATIONS OF THE LEARNING

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.

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IMPLICATIONS OF THE LEARNING PROCESS FOR INSTRUCTION: (CONTINUED)

Employees need feedback. Employees learn through:

Observation Experience Interacting with others

Employees need the training program to be properly coordinated and arranged.

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TRAINING OBJECTIVES
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 programs effectiveness.
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A TRAINING OBJECTIVE HAS THREE COMPONENTS:

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

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TRAINING ADMINISTRATION INVOLVES: 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

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TRAINING ADMINISTRATION INVOLVES:

(CONTINUED)
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

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NEED ASSESSMENT
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Needs Assessment
Refers to the process used to determine if 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.
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The Needs Assessment Process

Reasons for Training
Legislation Lack of Basic Skills Poor Performance New Technology Customer Requests New Products Higher Performance Standards New Jobs
Person Analysis

Outcomes
What is the Context?
Organization Analysis Task Analysis

What Trainees Need to Learn Who Receives Training In What Do They Need Training? Type of Training Frequency of Training Buy Versus Build Training Decision Training Versus Other HR Options Such as Selection or Job Redesign

Who Needs the Training?

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Needs assessment involves:

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

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Needs assessment involves: (continued)

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

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Key Concerns of Upper- and Midlevel Managers and Trainers in Needs Assessment
Upper-Level Managers Organizational analysis Is training important to achieve our business objectives? How does training support our business strategy? What functions or business units need training? Does the company have the people with the knowledge, skills, and ability needed to compete in the marketplace? Midlevel Managers Trainers Do I want to spend money Do I have the budget to on training? buy training services? How much? Will managers support training?

Person analysis

Who should be trained? Managers? Professionals? Core employees? For what jobs can training make the biggest difference in product quality or customer service?

How will I identify which employees need training?

Task analysis

What tasks should be trained? What knowledge, skills, ability, or other characteristics are necessary?
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Advantages and Disadvantages of Needs Assessment Techniques

Technique Observation Advantages Generates data relevant to work environment. Minimizes interruption of work. Inexpensive Can collect data from a large number of persons. Data easily summarized. Disadvantages Needs skilled observer. Employees behavior may be affected by being observed.

Questionnaires

Requires time. Possible low return rates, inappropriate responses. Lacks detail.

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Advantages and Disadvantages of Needs Assessment Techniques (continued)

Technique Read technical manuals and records Advantages Good source of information on procedure. Objective. Good source of task information for new jobs and jobs in the process of being created. Good at uncovering details of training needs. Good at uncovering causes and solutions of problems. Disadvantages You may not be able to understand technical language. Materials may be obsolete.

Interview subject matter experts

Time consuming. Difficult to analyze. Needs skilled interviewer.

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The Needs Analysis Process

Person Analysis Person Characteristics Input Output Consequences Feedback Organizational Analysis

Strategic Direction
Support of Managers & Peers for Training Training Resources

Do We Want To Devote Time and Money For Training?

Task Analysis or Develop a Competency Model Work Activity (Task) KSAs Working Conditions

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Readiness for training refers to whether:

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.

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Factors that influence employee performance and learning:

Personal Characteristics
Ability and skill Attitudes and motivation

Input
Understand need to perform Necessary resources (equipment, etc.) Interference from other job demands Opportunity to perform
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Factors that influence employee performance and learning: (continued)

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
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Self-Efficacy
Self-efficacy is the employees belief that she can successfully perform her 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.

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Employees self-efficacy level can be increased by:

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.
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Employees self-efficacy level can be increased by: (continued)

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.
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To ensure that the work environment enhances trainees motivation to learn:

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 companys training programs to employees. Let employees know they are doing a good job when they are using training content in their work.
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To ensure that the work environment enhances trainees motivation to learn: (contd)

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.
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To determine if training is the best solution, assess whether:

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)
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To determine if training is the best solution, assess whether: (continued)

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.

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To determine if training is the best solution, assess whether: (continued)

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.

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To determine if training is the best solution, assess whether: (continued)

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.
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To determine if training is the best solution, assess whether: (continued)

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.
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Is training the best solution?

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.
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Task Analysis
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. Task analysis should only be undertaken after you have determined from the organizational analysis that the company wants to devote time and money for training.

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Steps in a Task Analysis

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

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Competency Models
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.
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Competency models are useful for training and development in several ways:
They identify behaviors needed for effective job performance. They provide a tool for determining what skills are needed to meet todays needs as well as the companys future 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.
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1 - 81

Roles and Competencies of Trainers

Roles
Analysis/Assessment Role Development Role Strategic Role

Competencies
Industry understanding; computer competence; data analysis skill; research skill Understanding of adult learning; skills in feedback; writing, electronic systems, and preparing objectives Career development theory; business understanding; delegation skills; training and development theory; computer competence Adult learning principles; skills related to coaching, feedback, electronic systems, and group processes Computer competence; skills in selecting and identifying facilities; cost-benefit analysis; project management; records management
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Instructor/Facilitator Role Administrator Role

Training Methods

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TRADITIONAL METHODS CATEGORIES

Presentation Methods

Hands-on Methods

Group Building Methods

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PRESENTATION METHODS
Presentation

methods refer to methods in which trainees are passive recipients of information. This information may include:
Facts or information Processes Problem solving methods

Presentation

methods include:
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Lectures Audio-visual techniques

PRESENTATION METHODS: LECTURE

Lecture

involves the trainer communicating through spoken words what she wants the trainees to learn. communication of learned capabilities is primarily one-way from the trainer to the audience.
85

The

LECTURE (CONTINUED)
One

of the least expensive, least time-consuming ways to present a large amount of information efficiently in an organized manner. because it is easily employed with large groups of trainees.
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Useful

PRESENTATION METHODS: AUDIO-VISUAL TECHNIQUES

Audio-visual

instruction includes:

Overheads Slides Video

It

has been used for improving:

Communication skills Interviewing skills Customer-service skills Illustrating how procedures should be followed

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HANDS-ON METHODS
Hands-on

methods refer to training methods that require the trainee to be actively involved in learning. These methods include:
On-the-job training Simulations Case studies Business games Role plays Behavior modeling

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HANDS-ON METHODS: ON-THE-JOB TRAINING

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

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ON-THE-JOB TRAINING (CONTINUED)

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

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EFFECTIVE OJT PROGRAMS INCLUDE:

A policy statement that describes the purpose of OJT and emphasizes the companys 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.

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EFFECTIVE OJT PROGRAMS

(CONTINUED)
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.

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OJT PROGRAMS: SELF-DIRECTED LEARNING

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.

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SELF-DIRECTED LEARNING (CONTINUED)

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

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OJT PROGRAMS: APPRENTICESHIP

Work-study

training method with both onthe-job and classroom training. Can be sponsored by companies or unions. Most programs involve skilled trades.

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APPRENTICESHIP (CONTINUED)
Advantages Earn pay while learning Effective learning about why and how Full-time employment at completion Disadvantages Limited access for minorities and women No guarantee of fulltime employment Training results in narrow focus expertise

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HANDS-ON METHODS: SIMULATIONS

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

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HAND-ON METHODS: CASE STUDIES

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 of this approach is that employees are most likely to recall and use knowledge and skills learned through a process of discovery.
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HANDS-ON METHODS: ROLE PLAYS

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.

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HANDS-ON METHODS: BEHAVIOR MODELING

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.
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GROUP BUILDING METHODS

Group

building methods refer to 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.

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GROUP BUILDING METHODS (CONTINUED)

Group techniques focus on helping teams increase their skills for effective teamwork. Group building methods include:

Adventure learning Team training Action learning

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GROUP BUILDING METHODS: ADVENTURE 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

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ADVENTURE LEARNING (CONTINUED)

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

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GROUP BUILDING METHODS: TEAM TRAINING

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.

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COMPONENTS OF TEAM PERFORMANCE

Team Performance

Behavior

Knowledge

Attitude

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MAIN ELEMENTS OF THE STRUCTURE OF TEAM TRAINING

Tools Team Task Analysis Performance Measurement Task Simulation and Exercises Feedback Principles Strategies Cross-Training Coordination Training Team Leader Training Methods Information-Based Demonstration-Based Video Guided Practice Role Play

Team Training Objectives

Content Knowledge Skills Attitudes

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GROUP BUILDING METHODS: ACTION LEARNING

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.

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ACTION LEARNING (CONTINUED)

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
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Employee Development

110

Development refers to formal education, job experiences, relationships, and assessments of personalities and abilities that help employees prepare for the future.

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4 - 112

COMPARISON BETWEEN TRAINING AND DEVELOPMENT

Training Focus Use of work experiences Goal Current Low Future High Development

Preparation for current job

Preparation for changes

Participation

Required

Voluntary

WHY IS EMPLOYEE DEVELOPMENT IMPORTANT?

Employee

development is a necessary component of a companys efforts to:

Improve

quality Retain key employees Meet the challenges of global competition and social change Incorporate technological advances and changes in work design

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APPROACHES TO EMPLOYEE DEVELOPMENT

Assessment

Formal Education
Job Experiences

Interpersonal Relationships
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FORMAL EDUCATION
Formal

education programs include: off-site and on-site programs designed specifically for the companys employees short courses offered by consultants or universities executive MBA programs university programs in which participants actually live at the university while taking classes
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IMPORTANT TRENDS IN EXECUTIVE EDUCATION: 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.
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ASSESSMENT
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

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POPULAR ASSESSMENT TOOLS

Myers-Briggs Type Indicator (MBTI)

Benchmarks Assessment Center

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Performance Appraisals & 360Degree Feedback

ASSESSMENT TOOLS: MYERS-BRIGGS (MBTI)

Most

popular psychological test for employee development. Used for understanding such things as:
Communication Motivation Teamwork Work styles Leadership

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MBTI (CONTINUED)
Examples

of how used: 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.

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ASSESSMENT TOOLS: ASSESSMENT CENTER

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.
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ASSESSMENT TOOLS: BENCHMARKS

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.
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SKILLS RELATED TO MANAGERIAL SUCCESS

Resourcefulness Confronting

Doing

whatever it takes Being a quick study Building and mending relationships Leading subordinates Compassion and sensitivity Straightforwardness and composure Setting a developmental climate

problem subordinates Team orientation Balance between personal life and work Decisiveness Self-awareness Hiring talented staff Putting people at ease Acting with flexibility 123

ASSESSMENT TOOLS: PERFORMANCE APPRAISALS AND 360-DEGREE FEEDBACK SYSTEMS Performance appraisal is 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.

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CONDITIONS UNDER WHICH PERFORMANCE

MEASUREMENT IS USEFUL FOR DEVELOPMENT:

The

appraisal system must give employees specific information about their performance problems and ways they can improve their performance:
Providing a clear understanding of the differences between current performance and expected performance. Identifying the causes of the performance discrepancy. 125 Developing action plans to improve performance.

CONDITIONS UNDER WHICH PERFORMANCE

MEASUREMENT IS USEFUL FOR DEVELOPMENT: (CONTINUED)

Managers

must be trained in providing performance feedback. must frequently give employees performance feedback.

Managers

Managers

also need to monitor employees progress in carrying out the action plan.

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360- DEGREE FEEDBACK SYSTEM

Peers
Rating Form Rating Form

Manager

Self

Customers

Rating Form

Rating Form

Subordinates

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ACTIVITIES INVOLVED IN DEVELOPMENT PLANNING USING THE 360-DEGREE FEEDBACK PROCESS:

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.

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ACTIVITIES INVOLVED IN DEVELOPMENT PLANNING USING THE 360-DEGREE FEEDBACK PROCESS:

(CONTINUED)

Identify a process for recognizing goal accomplishment. 4. Identify strategies for reaching the development goal.
3.

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.
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FACTORS NECESSARY FOR A 360-DEGREE FEEDBACK SYSTEM TO BE EFFECTIVE:

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.

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JOB EXPERIENCES
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 employees skills and past experiences and the skills required for the job.
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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.

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JOB DEMANDS AND LESSONS LEARNED FROM THEM

Making transitions Creating change
Unfamiliar responsibilities Proving yourself Developing new directions Inherited problems Reduction decisions Problems with employees High stakes Managing business adversity Job overload Influencing without authority Adverse business conditions Lack of top management support Lack of personal support Difficult boss

Having high level of responsibility

Being involved in non-authority relationships Facing obstacles

HOW JOB EXPERIENCES ARE USED FOR EMPLOYEE DEVELOPMENT

Promotion

Enlargement of Current Job Rotation

(Lateral Move)

Transfer
(Lateral Move)

Job Experiences

Externship

Downward Move

Temporary Assignment with 134 Another Organizatio n

CHARACTERISTICS OF EFFECTIVE JOB ROTATION SYSTEMS

Job rotation is used to develop skills as well as give employees experience needed for managerial positions. Employees understand specific skills that will be developed by rotation. Job rotation is used for all levels and types of employees.

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CHARACTERISTICS OF EFFECTIVE JOB ROTATION SYSTEMS

(CONTINUED)
Job

rotation is linked with the career management process so employees know the development needs addressed by each job assignment. Benefits of rotation are maximized and costs are minimized through managing time of rotations to reduce workload costs and help employees understand job rotations role in their development plans. All employees have equal opportunities for job rotation assignments.
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INTERPERSONAL RELATIONSHIPS
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

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CHARACTERISTICS OF SUCCESSFUL FORMAL MENTORING PROGRAMS: Mentor and protg participation is voluntary. Relationship can be ended at any time without fear of punishment. Mentor-protg 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, and evidence of positive coaching, communication, and listening skills.
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CHARACTERISTICS OF SUCCESSFUL FORMAL MENTORING PROGRAMS: (CONTINUED)

The

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

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 The

THE DEVELOPMENT PLANNING PROCESS

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 Establishing a timetable for development

140

DEVELOPMENT PLANNING (CONTINUED)

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.

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4 - 142

RESPONSIBILITIES IN THE DEVELOPMENT PLANNING PROCESS:

Development Planning Process
Opportunity

Employee Responsibility
How do I need to improve?

Company Responsibility
Assessment information to identify strengths, weaknesses, interests and values Company provides development planning guide. Manager has developmental discussion with employee Manager provides feedback on criteria

Goal Identification

How do I want to develop?

Criteria

How will I know I am making progress? What will I do to reach my development goal? What is my timetable?

Actions

Company provides assessment, courses, job experiences, and relationships Managers follows up on progress toward developmental goal and helps employees set a realistic timetable for goal achievement

Time

COMPANY STRATEGIES FOR PROVIDING DEVELOPMENT:

Individualization

Learner Control

Ongoing Support
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CHOOSING A TRAINING METHOD

1. 2.

3.

4.

Identify the type of learning outcome that you want training to influence. Consider the extent to which the learning method facilitates learning and transfer of training. Evaluate the costs related to development and use of the method. Consider the effectiveness of the training method.
144

Training Evaluation

145

INTRODUCTION
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.

146

REASONS FOR EVALUATING TRAINING

Companies

are investing millions 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.
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REASONS FOR EVALUATING TRAINING

(CONTINUED)

Because companies have made large 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.

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WHY SHOULD A TRAINING PROGRAM BE EVALUATED?

To

identify the programs 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.
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WHY SHOULD A TRAINING PROGRAM BE EVALUATED? (CONTINUED)

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.
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THE EVALUATION PROCESS

Conduct a Needs Analysis Develop Measurable Learning Outcomes

Develop Outcome Measures

Choose an Evaluation Strategy

Plan and Execute the Evaluation

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TRAINING OUTCOMES: KIRKPATRICKS FOURLEVEL FRAMEWORK OF EVALUATION CRITERIA

Level Criteria Focus

4 - 152

Reactions

Trainee satisfaction

Learning

Acquisition of knowledge, skills, attitudes, behavior

Behavior

Improvement of behavior on the job

Results

Business results achieved by trainees

OUTCOMES USED IN EVALUATING TRAINING PROGRAMS:

Cognitive Outcomes Skill-Based Outcomes

Affective Outcomes

Results

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OUTCOMES USED IN EVALUATING TRAINING PROGRAMS: (CONTINUED)

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
154

Assess the level of technical or motor skills. Include acquisition or learning of skills and use of skills on the job.

OUTCOMES USED IN EVALUATING TRAINING PROGRAMS: (CONTINUED)

Affective

Outcomes

Include attitudes and motivation. Trainees perceptions of the program including the facilities, trainers, and content.

Results

Determine the training programs payoff for the company.

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OUTCOMES USED IN EVALUATING TRAINING PROGRAMS: (CONTINUED)

Return

on Investment (ROI)

Comparing the trainings monetary benefits with the cost of the training.
Direct costs Indirect costs Benefits

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HOW DO YOU KNOW IF YOUR OUTCOMES ARE GOOD?

Good training outcomes need to be: Relevant Reliable Discriminate Practical

157

GOOD OUTCOMES: RELEVANCE

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.
Criteria

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GOOD OUTCOMES (CONTINUED)

degree to which outcomes can be measured consistently over time. Discrimination degree to which trainees performances on the outcome actually reflect true differences in performance. Practicality refers to the ease with which the outcomes measures
Reliability

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THREATS TO VALIDITY
Threats

To Internal Validity

Company Persons Outcome Measures

Threats

To External Validity

Reaction to pretest Reaction to evaluation Interaction of selection and training Interaction of methods

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FACTORS THAT INFLUENCE THE TYPE OF EVALUATION DESIGN

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

IMPORTANCE OF TRAINING COST INFORMATION

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.

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TO CALCULATE RETURN ON INVESTMENT (ROI), FOLLOW THESE STEPS:

1. 2. 3.

4.

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

163

TO CALCULATE RETURN ON INVESTMENT (ROI), FOLLOW THESE STEPS: (CONTINUED)

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.
5.

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Training Design Process

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

Developing an Evaluation Plan

Ensuring Transfer of Training

Select Training Method

Monitor and Evaluate the Program

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