1. The Training Process 1. Needs Assessment
Organizational, Person and Task Analysis
Ensuring Employees’
Readiness for training
Attitudes and motivation
Basic skills
3. Creating a Learning Environment
Identify learning objectives and training outcomes
Meaningful material
Practice, feedback and observation of others
Administering and coordinating program
Table 7.1.
The training design process refers to a systematic approach for developing training programs. Needs assessment refers to the process used to determine if training is necessary.
There are often pressure points that may suggest that training is necessary. Organizational analysis involves determining the business appropriate­ness of training.
Person analysis helps the manager identify whether training is appropriate and which employees need training.
Task analysis identifies the conditions in which tasks are performed. A job is a specific position requiring the completion of specific tasks.
Ensuring Employees' Readiness for Training—Motivation to learn is the desire of the trainee to learn the content of the training program.
Creating a Learning Environment—For employees to acquire knowledge and skills in the training program and to apply this information in their jobs, the training program must to include specific learning principles.
Table 7.1 presents the six steps of this process, which emphasizes that effective training practices involve more than just choosing the most popular or colorful training method.
Step 1 is to assess needs to determine if training is needed.
Step 2 involves ensuring that employees have the motivation and basic skills to master training content.
Step 3 addresses whether the training session (or the learning environment) has the factors necessary for learning to occur.
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2. Designing Effective Training Activities
4. Ensure Transfer of Training
Self-management strategies
Peer and manager support
5. Select Training Methods
Presentational Methods
Hands-on Methods
Group Methods
6. Evaluate Training Programs
Identify training outcomes & evaluation design
Cost-benefit analysis
Transfer of training refers to the use of knowledge, skills, and behaviors learned in training on the job.
Selecting Training Methods—Survey results indicate that instructor-led classroom, workbooks and manuals, and videos are the most frequently used training methods.
Step 4 is to ensure that trainees apply the content of training to their jobs. This requires support from managers and peers for the use of training content on the job as well as getting the employee to understand how to take personal responsibility for skill improvement.
Step 5 involves choosing a training method. A variety of training methods are available ranging from traditional on-the-job training to newer technologies such as the Internet. The key is to choose a training method that will provide the appropriate learning environment to achieve the training objectives.
Step 6 is evaluation—that is, determining whether training achieved the desired learning outcomes and/or financial objectives. The training design process should be systematic yet flexible enough to adapt to business needs. Different steps may be completed simultaneously.
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3. Needs Assessment Process
Organization
Analysis
Person
Analysis
Needs assessment refers to the process used to determine if training is necessary. There are often pressure points that may suggest that training is necessary (text Figure 7.2).
A needs assessment usually involves organizational analysis, person analysis, and task analysis.
Organizational analysis involves determining the business appropriateness of training, given the company’s business strategy, its resources available for training, and support by managers and peers for training activities. It is necessary to identify whether the company has the budget, time, and expertise for training.
Person analysis helps identify who needs training. factors that influence employees’ performance and learning are person characteristics, input, output, consequences, and feedback.
Person characteristics refer to the employees’ knowledge, skill, ability, and attitudes. Input relates to the instructions that tell employees what, how, and when to perform. Input also refers to the support given to employees to help them perform.
Output refers to the job’s performance standards.
Consequences are the incentives employees receive for performing well.
Feedback is the information employees receive while they are performing.
Person analysis involves (1) determining whether performance deficiencies result from a lack of knowledge, skill, or ability (a training issue) or from a motivational or work-design problem;
(2) identifying who needs training; and (3) determining employees’ readiness for training.
Task analysis includes identifying the important tasks and knowledge, skill, and behaviors that need to be emphasized in training for employees to complete their tasks.
Reasons or “pressure points ”include
• Legislation
• Lack of basic skills
• Poor performance
• New technology
• Customer requests
• New products
• Higher performance standards
• New jobs
• Business growth or contraction
• Global business expansion
3 Questions:
What is the context?
Who needs training?
In what do they need training?
Outcomes:
• What trainees need to learn?
• Who receives training
• Type of training
• Frequency of training
• Buy-versus-build training decision
• Training versus other HR options such as selection or job redesign
• How training should be evaluated?
Managers need to consider three factors before choosing training as the solution to any pressure point: the company’s strategic direction, the training resources available,
and support of managers and peers for training activities. This support includes resources such as equipment, time, or budget. Support also includes feedback and reinforcement from managers and peers.
Task
Analysis
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4. Factors That Influence Motivation to Learn
Efficacy
Self-
Benefits or Consequences of Training
Work Environment
Basic Skills
Awareness of Training Needs
Goal Orientation
Conscientiousness
Table 7.4 shows the Factors that Influence Motivation to Learn, and provides a description of each with examples of actions to enhance or improve.
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5. Ensure Employee Motivation for Learning
Motivation to learn – trainee’s desire to learn the training program’s content.
Self-efficacy- employees' belief that they can successfully learn the training program’s content.
Managers can ensure motivation to learn by ensuring self-efficacy, the understanding of the benefits of or consequences of training, awareness of training, work environment characteristics and basic skills.
Motivation to learn is the desire of the trainee to learn the content of the training program. Motivation is the desire that includes having the energy to learn, directing that energy toward learning and being able to exert the effort to learn even when faced with difficulties.
Self-efficacy is the employees' belief that they can successfully learn the content of the training program.
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6. Ensuring Employee Readiness for Learning
To increase employees' self-efficacy level:
Let employees know that the purpose of training is to improve performance.
2. Provide information about the training program and purpose prior to actual training.
3. Show employees their peers’ training success.
4. Provide employees feedback that
learning is under their control and
they have the ability and responsibility to overcome learning difficulties experienced in the program.
Managers can increase employees’ self-efficacy level by following guidelines:
Let employees know that the purpose of training is to improve performance rather than to identify areas in which employees are incompetent.
Provide as much information as possible about the training program and purpose prior to actual training.
Show employees their peers’ training success.
Provide employees feedback that
learning is under their control, and
they have the ability and responsibility to overcome learning difficulties experienced in the program.
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7. Basic Skills S K I L Reading and Cognitive Ability– Writing Abilities–
verbal comprehension,
quantitative ability
and
reasoning ability
Reading and
Writing Abilities–
level of difficulty of
written materials
Cognitive ability includes three dimensions: verbal comprehension, quantitative ability, and reasoning ability. Verbal comprehension refers to the person’s capacity to understand and use written and spoken language.
Managers should be sure the readability (the difficulty level of written material) of training material does not exceed that required by the job. A readability assessment usually involves analysis of sentence length and word difficulty.
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8. 7 Conditions for Learning
Need to know why they should learn.
Meaningful training content.
Opportunities to practice or social network interaction.
Feedback.
Observe, experience, and interact with others.
Good program coordination and administration.
Commit training content to memory.
Learning permanently changes behavior. For employees to acquire knowledge and skills in the training program and apply this information in their jobs, seven conditions under which employees learn best include:
Need to know why they should learn.
Meaningful training content.
Opportunities to practice.
Feedback.
Observe, experience, and interact with others.
Good program coordination and administration.
Commit training content to memory.
These conditions for learning and their importance and application to training are also noted in the text. Employees learn by observing, experiencing and interacting with other learners and their instructor. Employees need the training program to be properly coordinated and administered. and they need to commit the training content to memory.
Communities of Practice refers to groups of employees who work together, learn from each other and develop a common understanding of how to get the work accomplished.
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9. Transfer of Training Transfer of training Climate for transfer
Technological
support
Opportunity to use
learned capability
Transfer of
training
Transfer of training refers to on-the-job use of knowledge, skills, and behaviors learned in training. Transfer of training is influenced by the climate for transfer, manager support, peer support, opportunity to use learned capabilities, technology support, and self-management skills (text Figure 7.4)
Climate for transfer refers to trainees’ perceptions about a wide variety of characteristics of the work environment that facilitate or inhibit use of trained skills or behavior. These characteristics include manager and peer support, opportunity to use skills, and the consequences for using learned capabilities.
Manager support refers to the degree to which trainees’ managers (1) emphasize the importance of attending training programs and (2) stress the application of training content to the job
Managers can also facilitate transfer through use of action plans..
Peer support- A support network is a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities on the job, in face-to-face meetings or communications via .
Opportunity to use learned capabilities -Trainee is provided with or actively seeks experience using newly learned knowledge, skills, or behavior.
Technological support- Electronic performance support systems (EPSS) are computer applications that can provide, as requested, skills training, information access, and expert advice.
Self-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
Self-management
skills
Manager
support
Peer
support
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10. Selecting Training Methods
Presentation Methods
Instructor-led classroom instruction
Distance learning, teleconferencing & webcasting
Audiovisual techniques
Mobile technologies
Hands-on Methods
On-the-job training
Self-directed learning
Simulations
Business games and case studies
Behavior modeling
Interactive video
E-learning
Presentation Methods refer to methods in which trainees are passive recipients of information and include Instructor-led classroom instruction
Distance learning
Audiovisual techniques
Mobile technologies
Hands‑on methods include on‑the‑job training, simulations, business games and case studies, behavior modeling, inter­active video, and Web-based training.
Teleconferencing refers to synchronous exchange of audio, video, and/or text between two or more individuals or groups at two or more locations.
Webcasting involves classroom instructions that are provided online through live broadcasts.
Hands-on methods are training methods that require the trainee to be actively involved in learning. Hands-on methods include on-the-job training, simulations, business games and case studies, behavior modeling, interactive video, and Web-based 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.
Self-directed learning involves having employees take responsibility for all aspects of learning—when it is conducted and who will be involved.
Apprenticeship is a work-study training method with both on-the-job training and classroom training.
A simulation is a training method that represents a real-life situation, with trainees’ decisions resulting in outcomes that mirror what would happen if the trainee were on the job
E-learning or online learning refers to instruction and delivery of training by computers through the Internet or company intranets. E-learning includes Web-based training, distance learning, virtual classrooms, and use of CD-ROMs. E-learning can include task support, simulation training, distance learning, and learning portals.
Blended learning combines online learning, face-to-face instruction, and other methods for distributing learning content and instruction.
A learning management system (LMS) refers to a technology platform that can be used to automate the administration, development, and delivery of all of a company’s training programs.
Group- or team-building methods are training methods designed to improve team or group effectiveness. Team training coordinates the performance of individuals who work
together to achieve a common goal.
Adventure learning develops teamwork and leadership skills using structured outdoor activities.
In action learning teams or work groups get an actual business problem, work on solving it and commit to an action plan, and are accountable for carrying out the plan.
Six Sigma training provides employees with measurement and statistical tools to help reduce defects and to cut costs.
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11. Evaluating Training Programs
OUTCOME
Cognitive Outcomes
Skill-based Outcomes
Affective Outcomes
Results
ROI
WHAT IS MEASURED
Acquisition of Knowledge
Behavior
Skills
Motivation
Reaction to Program
Attitudes
Company Payoff
Economic value of
training
HOW MEASURED
Pencil and paper tests
Work sample
Observation
Ratings
Interviews
Focus groups
Attitude surveys
Data from information system or performance records
Identification& cost comparison & program benefits
Training outcomes can be categorized as cognitive outcomes, skill-based outcomes, affective outcomes, results, and return on investment.
Table 7.8 shows the types of outcomes used in evaluating training programs and what
is measured and how it is measured.
Training outcomes can be classified into five broad categories: cognitive, skill‑based, affective, results, and return on investment (text, Table 7.8).
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12. Evaluation Designs Posttest Only Time Series
Pretest/Posttest with comparison group
Posttest only with comparison group
Pretest/Posttest
Factors to consider in choosing an evaluation design include the size of the training program, purpose, and the implications if a training program does not work. Other factors include the company norms regarding evaluation, costs of designing and conducting an evaluation, and the need for speed in obtaining program effectiveness information.
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13. Managing Diversity and Inclusion
Managing Diversity- is the process of creating an environment that allows all employees to contribute to organizational goals and experience personal growth.
2 Types of Diversity Training:
Attitude awareness and change programs
Behavior-based programs
2 Goals of Diversity Training and Inclusion:
Eliminate values, stereotypes, and managerial practices that inhibit employees’ personal development .
Allow employees to contribute to organizational goals regardless of their race, sexual orientation, gender, family status, religious orientation, or cultural background.
To successfully manage a diverse work force, companies need to ensure that:
Employees understand how their values and stereotypes influence their behavior toward others of different gender, ethnic, racial, or religious backgrounds.
Employees gain an appreciation of cultural differences among themselves.
Behaviors that isolate or intimidate minority group member improve.
Managing Diversity is the process of creating an environment that allows all employees to contribute to organizational goals and experience personal growth.
2 Types of Diversity Training:
Attitude awareness and change programs
Behavior-based programs
Attitude awareness and change programs focus on increasing employees’ awareness of differences in cultural and ethnic backgrounds, physical characteristics (such as disabilities), and personal characteristics that influence behavior toward others.
Behavior-based programs focus on changing the organizational policies and individual behaviors that inhibit employees’ personal growth and productivity.
2 Goals of Diversity Training:
(1) to eliminate values, stereotypes, and managerial practices that inhibit employees’ personal development and therefore
(2) to allow employees to contribute to organizational goals regardless of their race, sexual orientation, gender, family status, religious orientation, or cultural background.
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14. Managing Diversity Programs
Top Management
& Employee Support
Recruit & Hire
Fair Treatment
Hold Managers Accountable
Identify & Develop Talent
Improve Relationships with External Stakeholders
Table 7.11 shows the key components of effectively managing diversity programs and provides suggested actions and activities.
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