Employee Training and Development

Introduction: Training for Competitive Advantage

O bj ect i ves
1.

Af t er r eadi ng t hi s chapt er ,you shoul d be abl et o:

Discuss the forces influencing the workplace and learning, and explain how training can help companies deal with these forces. 2. Discuss various aspects of the instructional system design model. 3. Describe the amount and types of training occurring in various companies.

O bj ect i ves (conti nued)

Discuss the key roles and competencies required for training professionals. 5. Identify appropriate resources (e.g., journals, websites) for learning about training research and practice.
4.

W hat i st r ai ni ng?
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

Tr ai ni ng D esi gn Pr ocess
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

Assum pt i ons ofTr ai ni ng D esi gn Appr oaches

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, and suggesting changes to the training design process.

For ces I nf l uenci ng t he W or kpl ace and Tr ai ni ng

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 High-performance model of work systems

Cor e Val ues ofTot alQ ual i t y M anagem ent

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.

Cor e Val ues ofTQ M

( cont i nued)

The company promotes cooperation

with vendors, suppliers, and customers to improve quality and hold down costs. Managers measure progress with feedback based on data.

Ski l l s needed t o m anage a di ver se w or k-f or ce i ncl ude:

Communicating effectively with employees from

a wide variety of backgrounds. Coaching 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 innovative.

H ow M anagi ng Cul t ur alD i ver si t y Can Pr ovi de Com pet i t i ve Advant age
1. Cost argument

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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 dont. 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. with roots in other countries bring to the marketing effort should improve these efforts in important ways.

2. Resourceacquisition argument

3. Marketing argument The insight and cultural sensitivity that members

H ow M anagi ng Cul t ur alD i ver si t y Can Pr ovi de Com pet i t i ve Advant age (conti nued)
4. Creativity argument Diversity of perspectives and less emphasis on
conformity to norms of the past should improve the level of creativity. Heterogeneity in decisions and problem-solving groups potentially produces better decisions through a wider range of perspectives and more through critical analysis of issues. 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).

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5. Problem-solving argument

6. System flexibility argument

Use ofnew t echnol ogy and w or k desi gn needs t o be suppor t ed by speci f i c H RM pr act i ces: 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.

Use ofnew t echnol ogy and w or k desi gn needs t o be suppor t ed by speci f i c H RM pr act i ces:(conti nued) 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.

Rol es and Com pet enci es ofTr ai ner s

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

Needs Assessment

O bj ect i ves
1.

Af t er r eadi ng t hi s chapt er ,you shoul d be abl et o:

Discuss the role of organization analysis, person analysis, and task analysis in needs assessment. 2. Identify different methods used in needs assessment and identify the advantages and disadvantages of each. 3. Discuss the concerns of upper-level and mid-level managers and trainers in needs assessment. 4. Explain how person characteristics, input, output, consequences, and feedback influence performance and learning.

O bj ect i ves (conti nued)

Create conditions to ensure that employees are receptive to training. 6. Discuss the steps involved in conducting a task analysis. 7. Analyze the task analysis data to determine the tasks in which people need to be trained. 8. Explain competency models and the process used to develop them.
5.

I nt r oduct i on
Effective training practices involve the use

of an instructional systems design process. The instructional systems design process begins by conducting a needs assessment. The example of Texas Instruments shows, before you choose a training methods, it is important to determine whether training is necessary.

N eeds Assessm ent

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.

The N eeds Assessm ent Pr ocess

Reasons or Pressure Points
Legislation Lack of Basic Skills Poor Performance New Technology Customer Requests New Products Higher Performance Standards New Jobs
Person Analysis Organizatio n Analysis Task Analysis

Outcomes
What is the Context? 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?

N eeds assessm ent i nvol ves:

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

N eeds assessm ent i nvol ves:

( cont i nued)
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

Key Concer ns ofUpper -and M i dl evelM anager s and Tr ai ner si n N eeds Assessm ent
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? Midlevel Managers Do I want to spend money on training? How much? Trainers Do I have the budget to buy training services? Will managers support training?

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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

Does the company have the people with the knowledge, skills, and ability needed to compete in the marketplace?

What tasks should be trained? What knowledge, skills, ability, or other characteristics are necessary?

Advant ages and D i sadvant ages ofN eeds Assessm ent Techni ques
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.

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Questionnaires

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

Advant ages and D i sadvant ages ofN eeds Assessm ent Techni ques (conti nued)
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. Disadvantages You may not be able to understand technical language. Materials may be obsolete.

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Interview subject matter experts

Good at uncovering details of Time consuming. training needs. Difficult to analyze. Good at uncovering causes and Needs skilled interviewer. solutions of problems.

The N eeds Anal ysi s Pr ocess

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

Readi ness f or t r ai ni ng r ef er st o w het her :

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.

Fact or st hat i nf l uence em pl oyee per f or m ance and l ear ni ng:

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

Fact or st hat i nf l uence em pl oyee per f or m ance and l ear ni ng: (conti nued)
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

Sel f Ef f i cacy
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.

Em pl oyeessel f ef f i cacy l evelcan be i ncr eased 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.

Em pl oyeessel f ef f i cacy l evelcan be i ncr eased by:(conti nued)

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.

To ensur et hat t he w or k envi r onm ent enhances t r ai neesm ot i vat i on t ol ear n: 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.

T o ensur et hatt he w or k envi r onm entenhances t r ai nees m ot i vat i on t ol ear n:(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.

To det er mi ne i ft r ai ni ng i st he best sol ut i on,assess w het her :

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)

To det er mi ne i ft r ai ni ng i st he best sol ut i on,assess w het her : (conti nued)

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.

To det er mi ne i ft r ai ni ng i st he best sol ut i on,assess w het her : (conti nued)

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.

I st r ai ni ng t he best sol ut i on?

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 Anal ysi s

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.

St eps i n a Task Anal ysi s

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.

Com pet ency M odel s

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.

Com pet ency m odel s ar e usef ulf or t r ai ni ng and devel opm enti n sever alw ays:
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.

Transfer of Training

O bj ect i ves

Af t er r eadi ng t hi s chapt er ,you shoul d be abl et o:

Diagnose and solve a transfer of training problem. 2. Create a work environment that will facilitate transfer of training. 3. Explain to a manager how he can ensure that transfer of training occurs. 4. Discuss the implications of identical elements, stimulus generalization, and cognitive theories for transfer of training.
1.

O bj ect i ves (conti nued)

Develop a self-management module for a training program. 6. Discuss the technologies that can be used to support transfer of training. 7. Discuss the key features of the learning organization. 8. Provide recommendations of how to manage knowledge.
5.

I nt r oduct i on
Patagonias culture supports the companys

business objectives and strategy by creating conditions under which innovative and creative clothing design can occur and contributions to protecting the natural environment can happen too. As a result, the culture encourages learning and the use of new skills.

I nt r oduct i on

( cont i nued)

Employees and their managers value

training, support attendance at training programs, and encourage employees to use on the job what they have learned in programs, internships, or temporary assignments. Without a supportive culture or work environment, employees will be frustrated in trying to use training content on the job. Also, they will be less enthusiastic about attending formal training programs.

Tr ansf er ofTr ai ni ng
Transfer of training refers to

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 and training design.

A M odelO fThe Tr ansf er Pr ocess

Trainee Characteristics
Motivation Ability

Create a Learning Environment Apply Theories of Transfer Use Self-Management Strategies

Training Design

Learning Retention

Generalizatio n and Maintenance

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

Work Environment

Tr ai ni ng D esi gn
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

Tr ansf er ofTr ai ni ng Theor i es

Theory Identical elements Emphasis Training environment is identical to work environment Appropriate Conditions Work environment features are predictable and stable Near

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Type of Transfer

Stimulus generalization

General principles are applicable to many different work situations

Work environment is unpredictable and highly variable

Far

Cognitive theory

Meaningful material and coding schemes enhance storage and recall of training

All types of training and environments

Near and far

Sel f M anagem ent St r at egi es

Self-management refers to a

persons 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.

Sel f M anagem ent I nvol ves:

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. Self reinforcement.

O bst acl es i nt he w or k envi r onm ent t hat i nhi bi tt r ansf er oft r ai ni ng:
Work Conditions (Trainee has
difficulty using new knowledge, skills, or behavior)
Time pressures Inadequate equipment Few opportunities to use skills Inadequate budget

O bst acl es i nt he w or k envi r onm ent t hat i nhi bi t t r ansf er oft r ai ni ng:(conti nued)

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

O bst acl es i nt he w or k envi r onm ent t hat i nhi bi t t r ansf er oft r ai ni ng:(conti nued)

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

Sam pl e Cont ent ofSel f M anagem ent M odul e:

Discuss lapses Note evidence of inadequacy Provide direction for improvement Identify skills

Identify personal

targeted for transfer Identify when lapses are likely Situations Actions to deal with lapses

or environment factors contributing to lapse Low self-efficacy Time pressure Lack of manager or peer support

Sam pl e Cont ent ofSel f M anagem ent M odul e:(conti nued)

Discuss coping

skills and strategies Time management Setting priorities Self-monitoring Self-rewards Creating a personal support network

Discuss

resources to ensure transfer of skills Manager Trainer Other trainees

W or k Envi r onm ent Char act er i st i cs I nf l uenci ng Tr ansf er ofTr ai ni ng:

Climate for Transfer Manager Support

Peer Support

Technological Support

Opportunity to Perform

Char act er i st i cs ofa Posi t i ve Cl i m at e f or Tr ansf er ofTr ai ni ng:

Supervisors and co-workers encourage and

set goals for trainees to use new skills and behaviors acquired in training. Task cues: Characteristics of a trainees 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.

Char act er i st i cs ofa Posi t i ve Cl i m at e f or Tr ansf er ofTr ai ni ng: (conti nued)

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 s ofM anagem ent Suppor tf or Tr ai ni ng:

Level
Teaching in Program Practice Skills Reinforcement Participation Encouragement Acceptance Discuss Progress with Trainees; Ask How to Support Trainees Use of New Capabilities Attend Session Accommodate Attendance at Training Through Rearranging Work Schedule; Endorse Employees Attending Training Permit Employees to Attend Training; Acknowledge Importance of Training

HIGH SUPPORT

Description
Participate as Trainer Allow Trainees Opportunity to Practice

LOW SUPPORT

Or gani zat i onalEnvi r onm ent s That Encour age Tr ansf er ofTr ai ni ng:

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The Learning Organization Knowledge and Knowledge Management

The Lear ni ng O r gani zat i on

A learning organization is 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.

Continuous Learning

Knowledge Generation and Sharing Critical Systematic Thinking

Key Features of a Learning Organization

Learning Culture
Encouragement of Flexibility and Experimentation

Valuing of Employees

Know l edge and Know l edge M anagem ent

Knowledge refers to: what individuals or teams of employees know or know how to do (human and social knowledge) a companys rules, processes, tools, and routines (structured knowledge) Knowledge is either:
tacit knowledge, or explicit knowledge

Know l edge and Know l edge M anagem ent (conti nued)

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

Know l edge and Know l edge M anagem ent (conti nued)

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

Exam pl es ofKnow l edge M anagem ent

Ernst & Young has information on

employees skills and competencies to help assemble project teams. Xerox has created a database of communities of interests:
employees throughout the organization who

have a common interest in a technology, product, service, or process who may not formally work together, but share and build knowledge for themselves and the company

THANK YOU ALL