Employee Training and

Development
(7)

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Learning Theories
Reinforcement Social Learning
Theory Theory

Goal Theories

Need Theories

Expectancy Theory
Information Adult Learning
Processing Theory Theory
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 Learning Theories (Cont’d)
 Reinforcement Theory  Teori penguatan (Albert
Bandura) yaitu individu akan cenderung menampilkan
perilaku tertentu jika hal itu diikuti secara langsung oleh
peristiwa yang menyenangkan, atau akan hilang jika
diikuti dengan hal-hal yang tidak disukai
 Social Learning Theory  Social Learning adalah
belajar melalui interaksi dengan komunitas ahli dan
sesama peserta didik (Horton, 2012). Menurut
Bandura, belajar social yaitu individu belajar melalui
peniruan (imitation) & penyajian contoh perilaku
(modeling).
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 Learning Theories (Cont’d)
 Goal Theories  Path-goal theory yaitu pendekatan
kontingensi untuk kepemimpinan. Tanggung jawab
pemimpin adalah untuk meningkatkan motivasi bawahan
dengan mengklarifikasi perilaku yang diperlukan untuk
penyelesaian tugas dan penghargaan (Robert J.House).
 Need Theories  Teori Kebutuhan McClelland
(McClelland’s Theory of Needs) menegaskan bahwa
perilaku manusia pada dasarnya dipengaruhi oleh tiga
kebutuhan yaitu Kebutuhan akan pencapaian atau
berprestasi (Achievement), Kebutuhan akan Kekuasaan
(Power) dan Kebutuhan akan Afiliasi (Affiliate).

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 Learning Theories (Cont’d)
 Expectancy Theory  Individu akan termotivasi untuk
melakukan hal-hal tertentu guna mencapai tujuan apabila
yakin bahwa tindakannya akan mengarah pada pencapaian
tujuan tersebut (Victor Vroom, 1964).
 Adult Learning Theory  Alexander Kapp, 1883)
menyatakan bahwa metode belajar yang diterapkan pada
orang dewasa hendaknya membantu mereka untuk belajar
(learn how to learn)
 Information Processing Theory  Byrnes (1996): belajar
sebagai upaya memproses, memperoleh, & menyimpan
informasi melalui short term memory (memori jangka
pendek) dan long term memory (memori jangka panjang).

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 Bagaimana Karyawan Belajar yang
Terbaik?
 Learning adalah perolehan
pengetahuan, sikap atau
keterampilan.
 The adult learning theory
(teori belajar orang dewasa)
adalah bidang penelitian
yang mempelejari
bagaimana orang dewasa
belajar. Sejumlah tips
berikut berasal dari teori
condong orang dewasa.
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Bagaimana karyawan
belajar yang terbaik
 Ketika mereka secara aktif terlibat
dalam proses pembelajaran- (untuk
melakukan ini pilihlah metode
pengajaran yang tepat).
 Pelatihan itu relevan dan praktik
lapangan
 Materi pelatihan disusun dan
disajikan dalam potongan-potongan.
 Pelatihan dilakukan dalam suasana
informal, tenang, dan nyaman.
 Ketika mereka memiliki pelatih
yang baik.
 Ketika mereka menerima umpan
balik tentang kinerja. Ketika mereka
diberi imbalan.
 Training and Development
 Training: meningkatkan kemampuan  Developmental education programs
karyawan untuk melakukan pekerjaannya Examples for a bank teller:
saat ini - Berfokus pada pekerjaan saat ini Bank mengirimkan teller ke
Examples for a bank teller:
lokakarya sehari penuh tentang
Program pelatihan untuk
"Emerging Issues in Finance &
mengidentifikasi mata uang palsu dengan
Banking"
benar
Bank membayar karyawan untuk
Training program in the bank’s new
computer system used by tellers to mendapatkan gelar MBA-nya
process customer’s transactions  Perkembangan pengalaman kerja

 Development: meningkatkan Examples: job rotation or job

kemampuan karyawan agar siap untuk enlargement
melakukan pekerjaan di masa depan yang  Perkembangan hubungan
mungkin - Berfokus pada pekerjaan di interpersonal
masa depan.
Example: mentoring

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 Designing Effective Training Systems:
Salah satu karakteristik utama dari sistem pelatihan yang
berkontribusi pada daya saing adalah bahwa mereka
dirancang sesuai to the instructional design process.
Instructional design process
Mengacu pada pendekatan sistematis untuk mengembangkan
program pelatihan.
Enam langkah dari proses ini menekankan bahwa praktik
pelatihan yang efektif melibatkan lebih dari sekadar memilih
metode pelatihan yang paling populer dan penuh warna.

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 Designing Effective Training Systems:
1. Conducting needs assessment
 Organizational analysis
 Person analysis
 Task analysis
2. Ensuring employees readiness for
training
 Attitudes and motivation
 Basic skills
3. Creating a learning environment
 Identification of learning
objectives and training
outcomes
 Meaningful material
 Practice
 Feedback
 Observation of others
 Administrating and
coordinating program
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4. Ensuring transfer of training
 self-management
strategies
 Peer and manager
support
5. Selecting training methods
 Presentational methods
 Hands-on methods
 Group methods
6. Evaluating training programs
 Identification of training
outcomes and evaluation
design
 Cost-benefit analysis
 The Needs Assessment Process

Reasons or “pressure points” What is the context Outcomes

•Legislation •What trainees need to
learn
•Lack of basic skills
•Who receives training
•Poor performance
Organization •Type of training
•New technology analysis
•Frequency of training
•Customer requests
In what •Buy-versus-build training
•New products Job/Task do they decision
analysis need
•Higher performance
training •Training versus other HR
standards Person analysis options such as selection
or job redesign
•New jobs

Who needs training?

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 Training Design Process

Conducting Ensuring
Needs
Employees’ Creating a
Readiness for
Assessment Training Learning
Environment
Developing an Ensuring Transfer of
Evaluation Plan Training

Select Training
Monitoring and
Method Evaluating the
Program

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 Training Cycle

Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9.1, p. 377

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 STEP 1: Needs Analysis/Assessment
Goal of needs analysis: Identify training needs

Summary of Needs Analysis:

Three Levels of Needs Analysis:
 Organizational analysis
 Job and task analysis
 Individual analysis

Training Objectives

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 Three Levels of Needs Analysis
Organizational analysis:
What are the training needs of the organization?
 What training will support the
organization’s strategy?
 Example: Internal growth strategy
(growth from new products or new
markets) would be supported by
training in:
 Creative thinking
 New product development
 Understanding & evaluating
potential new markets
 Technical competence in jobs
 Example: What are the training needs
for other strategies?
 Low-cost leadership, focused
(niche) concentration, external
growth (mergers & acquisitions),
downsizing & divesting
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 What training will support the
organization’s culture, goals, & priorities?
 Some organization’s emphasize training more
than others
 Learning organization: use training linked to
strategic goals as a source of competitive advantage
 Features: Learning culture, valuing employees,
flexibility & experimentation, continuous
learning, critical thinking, knowledge generation
& sharing
 What’s your training budget?
 Use benchmarks of organizational health &
success to identify training needs
 General examples:
 Headcount
 Productivity
 Costs
 Quality
 Specific examples for an airline:
 On-time rates
 Lost baggage rates
 Employee injury rates
 Three Levels of Needs Analysis (cont’d):
Job and task analysis: Individual analysis:
What are the training needs of each What are the training needs of
job in the organization? each individual employee in the
organization?
 Examine the job descriptions:  Examine each employee’s
 What tasks & duties are performed performance appraisal
by each job?  Do certain employees, or
 For each task: groups of employees, have job
 Do new hires already know how to performance that might be
perform the task or will they have to improved by training that is
be trained? (Helps to identify training cost-effective?
needs)
 What are the consequences of
performing the task incorrectly?
(Helps to set training priorities)
 Can the task be learned on the job, or
should it be taught off the job? (Helps
to identify training methods)

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 Needs Analysis
 Training Objectives:
Use the Three levels of needs analysis to establish the
training objectives for the training program

Training objectives answer the question: What will

employees be able to do as a consequence of the training?
 Make the training objectives specific, concrete, & measurable
 Example for a bank teller training program in detecting counterfeit
currency:
 Identify counterfeit currency correctly 100% of the time
 Example for a bartender training program on underage consumption:
 Check customer’s age, refuse service, and report attempts at underage
consumption correctly 100% of the time

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 STEP 2: Design & Develop Training Program
 Three Stages of
Learning:
Design the training program to
move employees up to Stage 3  Stage 3: Procedural knowledge
 Stage 1: Declarative (autonomous phase)
knowledge (cognitive phase)  Performance becomes automatic
 Learn facts & concepts  Performance is fluid & correct
 High demands on memory &  Little conscious concentration is
attention required
 Performance is slow & halting  But if we want to design our
 Errors are common training program to move the
trainees up to Stage 3, how do we
 Stage 2: Knowledge
do that?
compilation (associative  The answer involves putting together
phase) the following concepts
 Facts & behaviors get
“chunked” into a routine
 Performance begins to improve
 Reduced concentration is
required

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 Design & Develop Training Program
Preconditions for learning: Design the training program to satisfy
2 key preconditions:

Trainee readiness: What do the trainees already know?

 We want to start the training program at the right level
 We need to find out what they already know
o Example: Does our newly hired bank teller know how to count
money?
 Design the training program to build on what the trainees already
know

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 Design & Develop Training Program

Trainee motivation: Are the trainees motivated to learn?

 Involve employees in the needs analysis
 Show trainees how the training will enhance their job performance &
their careers
 Use goal setting:
 Establish specific, concrete, & measurable training goals
 Make the goals difficult but achievable
 Set intermediate & end goals
 Build strong self-efficacy expectations: beliefs about success
 Persuasion: “You can do it!”
 Modeling: show trainees successful previous trainees
 Enactive mastery: lead trainees to early success in training

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 Design & Develop Training Program

 Practice: “practice makes perfect”

 One critical key to moving to Stage 3 of learning is providing the
trainees with the right kinds of practice
 Take into consideration the task complexity:
 Simple task: practice the entire task
 Complex task:
Break the complex task into simple pieces
Practice each of the simple pieces
As performance improves, combine the simple pieces and practice the
entire complex task
 Distributed practice sessions work better than a massed practice session:
spread the practice sessions out over multiple days with sleep between the
practice sessions
 Overlearning is good: keep practicing well beyond the point of correct
performance of the task

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 Design & Develop Training Program
Knowledge of results: feedback is important
Provide lots of feedback & encouragement, especially early
in training
 Helps build self-efficacy expectations
 Guide the trainee to correct performance
As performance improves, raise the performance level
required for positive feedback
 Encourage the trainee to strive for better performance
Show trainees how to evaluate their own performance
 Allows trainees to determine for themselves how they’re doing
Gradually shift from trainer-provided feedback to the
trainee’s own self-generated feedback
 Prepares the trainee to correctly use the training on the job without
the close supervision of the trainers in the training program

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 Design & Develop Training Program

Overcome interferences:
identify& resolve things that might interfere with learning
Distractions in the training environment
 Lighting problems
 Noise problems
 Temperature problems, etc.
Bad habits that the trainees bring with them into training
 Identify the bad habits of the trainees early in training
 Correct the bad habits early in training so that the trainees practice the
correct way, and not the wrong way

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 Design & Develop Training Program
Transfer of training:
structure the training program to
enhance the transfer of training from
the training program back to the job
 Make the training setting similar to the work
setting
 Use the same equipment & processes in
training that are used on the job
 Teach both tasks & principles
 Both how to do the task and why it is
done that way
 Overlearning is good: provide lots of
practice
 Use a variety of job-relevant examples
 Show the trainees the relevancy of the
training to their jobs
 Build positive self-efficacy expectations
 Ask trainees to develop their own action
plan with goals for how they will use the
training on their jobs
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 Relapse prevention: ask trainees to anticipate
what might cause them to relapse to their bad
habits, and to develop their own plans to avoid
the relapse
 Provide pre-planned opportunities for trainees
to use their new skills on their jobs
 Supervisors and co-workers should support
the new behaviors back on the job
 Train a team together as a team
 Give homework assignments that require
trainees to apply what they are learning in
training to their jobs
 Provide reminders (job aids) for trainees to
take back with them to their jobs
 Provide pre-planned opportunities for trainees
to use their new skills on their jobs
 Supervisors and co-workers should support
the new behaviors back on the job
 Train a team together as a team
 Give homework assignments that require
trainees to apply what they are learning in
training to their jobs
 Provide reminders (job aids) for trainees to
take back with them to their jobs
 Design & Develop Training Program
 Training Methods: putuskan metode
pelatihan mana yang akan digunakan
 On-the-job training (OJT): pelatihan
dilakukan di tempat kerja sebenarnya
dengan menggunakan peralatan kerja
yang sebenarnya
 Keunggulan:
 Meningkatkan transfer pelatihan:
pengaturan pelatihan dan pengaturan kerja
sama
 Dapat mengurangi biaya: hindari biaya
fasilitas pelatihan terpisah
 Meningkatkan motivasi peserta pelatihan:
relevansi pekerjaan dari pelatihan lebih
jelas bagi peserta pelatihan
 Kelemahan:
 Dapat mengganggu pengoperasian normal
 Mungkin memiliki lebih banyak gangguan
yang mengganggu pembelajaran
 Mungkin memiliki masalah keamanan
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 Off-the-job training: pelatihan dilakukan
di luar pekerjaan di fasilitas pelatihan yang
dirancang untuk pelatihan
 Keunggulan:
 Menghindari gangguan pada operasi
normal
 Meminimalkan gangguan
 Hindari masalah keamanan
 Kelemahan:
 Pemindahan pelatihan mungkin lebih
sulit karena perbedaan antara pengaturan
pelatihan dan pengaturan kerja
 Biaya mungkin lebih tinggi karena biaya
fasilitas pelatihan
 Motivasi peserta pelatihan dapat
berkurang karena relevansi pekerjaan
dari pelatihan tidak begitu jelas
 Off-the-job training techniques:
 Ceramah, Diskusi, Kasus, Role-play, Simulasi
 Contoh: Bagaimana kita harus menyiapkan program
pelatihan untuk teller bank yang baru direkrut untuk
mengajari mereka cara melakukan pekerjaan mereka?
Di tempat kerja atau di luar pekerjaan?
 Step 3: Deliver the Training
Deliver the training that was planned

Who provides Who is in-charge

Training? of Training?

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

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 Form of Training
 Job Instruction Training (JIT) - Also
called on the job training. Consists of 4
steps: Prepare the learner,
Demonstrate the task, Have the
worker do the task; and Follow
through: put the worker on the job,
correcting and supporting as necessary.
 Classroom Training Skills –
 Be aware of appropriate body language
and speech.
 Watch how you talk to employees. Covey
respect and appreciation.
 Handle problem behaviors in an effective
manner.
 Avoid time wasters.
 Facilitate employee participation and
discussion.
 Use visual aids to avoid constantly
referring to notes.
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 Retraining :
 Needed when changes are made
that affect the job, employees
performance drops below par, or
when the worker has not
mastered a particular technique.
 A positive one-on-one approach
to retraining is referred to a
coaching.
 Coaching is a two part process.
1. Observation of the employees
performance.
2. Conversation between manager
and employee focusing on job
performance.
 Orientation: the pre-job phase of
training.
 Introduces each new employee to
the job and the workplace.
 Tells new staff members what
they want to know and what the
company wants them to know.
 Communicates information give
out a employee handbook.
 Creates positive employee
attitudes toward the company and
the job.
 Transfer of Training
 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.

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 Step 4: Training Evaluation
Four Levels of
Evaluation
(Kirkpatrick,
1983)
Source of figure: Fisher,
Schoenfeldt, & Shaw (2006),
Figure 9.4, p. 405

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 Step 4: Training Evaluation
Four Levels of
Evaluation (Kirkpatrick, 1983)
 Level 1: Reaction: measure
the satisfaction of the
trainees with the training
program
 Satisfaction questionnaire
 Level 2: Learning: measure
how much the trainees have
learned
 Written tests
 Performance tests
 Simulation tests
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 Level 3: Behavior: measure
the trainees’ job performance
back on their jobs
 Performance appraisals
 Level 4: Results: measure the
impact on the organization
 Profits
 Costs
 Productivity
 Quality
 Injury rates, etc.
Source of figure: Fisher, Schoenfeldt, &
Shaw (2006), Figure 9.4, p. 405
 Evaluation
Formal evaluation: uses observation, interviews, and
surveys to monitor training while its going on.
Summative evaluation: measures results when
training is complete in five ways:
1. Reaction
2. Knowledge
3. Behavior
4. Attitudes
5.Productivity

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 A Model Of The Transfer Process
Trainee Characteristics
Motivation
Ability

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

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

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 Training Design
 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

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

Stimulus General principles are Work environment is Far

generalization applicable to many unpredictable and highly
different work situations variable

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

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 Self-Management Strategies
 Self-management refers to a person’s attempt to control
certain aspects of decision making and behavior.
 Training programs should prepare employees to self-
manage their use of new skills and behaviors on the job.
 Self-Management Involves:
 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.

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 The Learning Organization
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.

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 Continuous Learning Knowledge
Generation and
Sharing

Critical Systematic
Key Features of a Thinking
Learning
Organization Learning Culture

Encouragement of
Flexibility and
Valuing of Experimentation
Employees
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 Overcoming Obstacles to Learning
 Reduce fear with a positive approach
(convey confidence in the worker).
 Increase motivation: emphasize
whatever is of value to the learner,
make the program form a series of
small successes, build in incentives
and rewards.
 Limited abilities: adjust teaching to
learners level.
 Laziness, indifference, resistance:
May mean a problem worker.
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 Overcoming Obstacles to Learning
 Teaching not adapted to learners:
Deal with people as they are (teach
people not tasks), keep it simple,
involve all the senses.
 Poor training program: revise to
include objectives.
 Poor instructor: The trainer needs to
know the job, be a good
communicator + leader, sensitive,
patient, helpful, etc.

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 Knowledge and Knowledge Management
 Knowledge refers to:
 what individuals or teams of employees know or know how to do
(human and social knowledge)
 a company’s rules, processes, tools, and routines (structured
knowledge)
 Knowledge is either:
 tacit knowledge, or
 explicit knowledge
 Knowledge management refers to the process of enhancing
company performance by:
 designing and implementing tools, processes, systems,
structures, and cultures
 to improve the creation, sharing, and use of knowledge

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Models of Organizing the Training Department

Faculty Model
Customer Model

Matrix Model

Corporate University
Model
Virtual Model

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 The Faculty Model

D irec tor of Train in g

S afety Q u ality Tec h n olog y L ead ers h ip S ales

Train in g Train in g an d D evelop m en t Train in g
C om p u ter
S ys tem s

Training Specialty Areas

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 The Customer Model

D irector of Train in g

In form ation M arketin g P rod u c tion F in an ce

S ys tem s an d
O p eration s

Business Functions

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 The Matrix Model
D irec tor of Train in g

Training S ales Q u ality Tec h n olog y S afety

Specialty Train in g Train in g an d Train in g
Areas C om p u ter
S ys tem s

Production
Marketing
and
Operations

Business Functions
2 - 44
 The Corporate University Model
Historical Training Leadership Development Programs Training
Problems Advantages
Excess Costs Dissemination of
Best Practices
Poor Delivery and
Focus Product Operations Sales and Human
Development Marketing Resources

Inconsistent Use of Align Training with

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