1. Training & Development: Issues and HRIS Applications
CHAPTER 13
Training & Development: Issues and HRIS Applications

2. LEARNING, TRAINING, AND DEVELOPMENT OF EMPLOYEES
The Learning, Training, And Development (LT&D) Of Employees Is Now Center Stage In Today’s Organizations To Ensure Long-term Competitiveness, Excellence, Quality, Flexibility, And Adaptability.
Changing Work Practices And New Services And Products Necessitate New Knowledge, Competences, And Skills.
Today’s Organizations Ought To Learn Faster And More Effectively Than Their Rivals In Order To Remain Competitive.
Enable Employees To Cope With Daily Workloads.
Alleviate Possible Future Skill Shortages

3. TRAINING AND DEVELOPMENT
Short-Term Objectives
Knowledge, Skills And Abilities (KSA)
Improving Current Job Performance
Development
Longer-Term Objectives
Competencies
Preparing For Future Job Performance
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

4. TRAINING AND LEARNING IN ORGANIZATIONS
Training Refers To A Planned Effort By A Company To Facilitate The Learning Of Job Related Knowledge, Skills, Or Behavior By Employees.
A Learning Organization Is One Whose Employees Are Continuously Attempting To Learn New Things And Apply What They Learn To Improve Product Or Service Quality.

5. LEARNING ORGANIZATIONS
Learning Recognized As A Source Of Competitive Advantage
Use Knowledge Management:
Make Sure Knowledge From Employees, Teams, And Units Is Captured, Remembered, Stored And Shared
Technologies Provide Software To Share Knowledge Electronically

6. ESSENTIAL FEATURES OF LEARNING ORGANIZATIONS
Continuous Learning
Knowledge Generation And Sharing
Critical Systematic Thinking
Learning Culture
Encouragement Of Flexibility And Experimentation
Valuing Of Employees
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

7. TRAINING AND DEVELOPMENT: STRATEGIC IMPLICATIONS
Learning Is Defined As The Process Of Assimilating New Knowledge And Skills In Consequence Of Experience Or Practice Which Will Bring About Relatively Permanent Changes In Behavior.
Outcomes Of Learning Include Skills, Competences, Know-how Or Tacit Knowledge, And Higher Level Cognitive And Other Skills (Collin, 2007).
Skills Are Directly Related To Performance And The Ability To Carry Out A Task.
The Knowledge Of Employees Is A Tacit Commodity, An Intangible Asset. It Is Associated With An Understanding Of And A Constructive Application Of Information (Grant, 1996).

8. Knowledge Management (KM)
Acquisition
Documentation
Transfer
Creation
And Application of Knowledge
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

9. ORGANIZATIONAL LEARNING (CON’T)
Peter Senge’s Book, The Fifth Discipline, Put Forward Five Interrelated Disciplines That Organizations Should Cultivate Among Its Employees To Engender Learning And Success (Senge, 1990).
Personal Mastery: Individual Growth And Learning
Mental Models: Deep-rooted Assumptions That Affect The Way In Which Employees Perceive People, Situations And Organizations
Shared Visions: A Shared View Of The Organization’s Future
Team Learning: A Shift From Individual Learning To Collective Learning
Systems Thinking: Or The Fifth Discipline, Which Connects The Previous Disciplines (Burnes, 2004)

10. SYSTEMS MODEL OF TRAINING Figure 13.1
Phase 4:
Evaluation
Reactions
Learning
Behavior
Results
Phase 3:
Implementation
On-the-job methods
Off-the-job methods
Phase 2:
Design
Instructional objectives
Trainee readiness
Learning principles
Phase 1:
Needs Assessment
Organization Analysis
Task analysis
Person Analysis
Demographic Analysis
Note: US organizations spend over $60 billion
annually on training (1.7 billion training hours).
Much of that investment is wasted because
it is not done in a systematic way.
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

11. IDENTIFYING T&D NEEDS
Training Needs Analysis (TNA): Establishing What Is Needed, By Whom, When And Where, So That Training Objectives Can Be Determined
Organizational Level
Job Level
Person Level
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

12. TRAINING METHODS Table 13.1
On-the-Job Training Methods
Off-the-Job Training Methods
Observation
Simulation
Mentoring
Role Play
Coaching
Case Study
Job Rotation
Business Games
Apprenticeship
External Course/Workshop
Self-directed Learning
Behavior Modeling
Placement
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

13. E-LEARNING
E-learning Is An Umbrella Term And Broadly Refers To Any Learning Facilitated Using Electronic Means. E-learning Can Capitalize On A Variety Of Delivery Media Depending On The Approach Taken:
Printed Media (Including Textbooks, But Also Online Text And Online Magazines And Journals)
Audio (E.G. Traditional Audio Tapes, Cds, Mp3s, Wav, And Other Electronic File Formats)
Video (E.G. Traditional Video Tape, CD-ROM, Interactive Video, Dvds, Video Streaming, Satellite Or Cable Transmissions)
Other Combined Media Including Hypermedia, Collaborative Software Or Social Networking Technology (E.G. Web Sites, Discussion Forums, , Blogs, Wikis, MySpace, Youtube, Second Life).

14. E-LEARNING METHODS Table 13.2
Explanation
Computer-based training (CBT) or technology-based training, computer-managed instruction (CMI), computer-aided (assisted) instruction (CAI), computer-based learning (CBL)
Interactive training experience using a stand-alone computer, when no collaboration and access to external resources is necessary; media used include CD-ROM, DVDs, interactive video
Multimedia-based training (MBT)
Training experience that combines text, colors, graphics, audio, and video to engage the learner; MBT can range from a simple graphical presentation of text to a complex flight simulation
Distance learning (or education)
Learner and tutor are in different locations; the approach uses both synchronous and asynchronous communication; the course provider usually provides online support and supplies students with a course pack, including printed and audio visual materials; courses follow a predetermined curriculum and schedule
Open learning (or education)
Learner has complete control over how, what, when, where, and at what pace learning occurs; any type and combination of media may be used
Virtual learning environment (VLE) or virtual classroom
Online environment in which learning takes place
Web-based training (WBT) or online learning (or education), Internet-based training (IBTs)
Any training and learning that takes place online, that is, via the World Wide Web
Mobile learning
Any T&D that involves mobile technologies. Mobile technologies include personal digital assistants (PDA), cell/mobile phones, MP3 players
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

15. E-LEARNING Digital Collaboration
The Online Collaboration Between Learners Tends To Increase Learning And Learning Transfer
Groupware (Electronic Meeting Software)
Lotus Notes Is The Most Common Groupware
Blended Learning (Hybrid Blend Of E-learning And Face-to-face)

16. E-LEARNING TYPOLOGY Synchronous Virtual learning environments (VLEs)
Instant messaging services
Audio and video conferencing
Digital chat rooms
Shared whiteboard applications
Asynchronous
Discussion forums/weblogs
Threaded discussions

17. RAPID E-LEARNING (REL) SOLUTIONS
Key Characteristics:
It Has A Short Development Time
Subject Matter Experts (SMEs) Act As Key Source Of Content Development
It Can Be Created Using Standard Presentation Software
It Allows For Easy Assessment And Tracking Of Training
Auxiliary Multimedia Tools (Including Flash Applications) Can Be Used To Enhance Training Experience
Training Units Can Be Undertaken In Minutes Rather Than Hours
It Can Be Synchronous As Well As Asynchronous
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

18. REL SHOULD BE USED IN SITUATIONS BELOW
Short Shelf Life Of Training
Critical Information Needs And Standard Information Broadcasts
Training That Is Purely Informational In Nature
Training That Does Not Require Mastery
Prerequisite And Introductory Training
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

19. EVALUATION OF E-LEARNING
Advantages
Cost Advantages
Improves Computer Skills
Self Paced
High Degree Of Learner Control
Choice Over Learning Environment
Interactive
Tracking Of Learner Progress And Engagement Is Easy
Real Time Feedback
Consistent Delivery Method
Variety Of Formats And Methods Available
Consistent Content
Unlimited Access In Terms Of Time And Locale
Can Be Both Synchronous And Asynchronous
Accommodates Different Learning Styles
Disadvantages
Basic Computer Skills Necessary
Use Of Computers Might Cause Apprehension
Not Suitable For Certain Content
Privacy Concerns If Based Online
Requires Self-motivation To Learn
Learners May Feel Isolated From Instructors And Peers
Lack Of Human Contact In General
Technical Difficulties Impede Access

20. RESEARCH GUIDELINES FOR E-LEARNING
Only Provide E-learning When You Are Sure It Meets The Organization’s Specific Learning And Development Needs.
Train Learners On Computer Basics Before Offering Computer-based Training.
Enhance The Learning Experience By Including Graphics, Texts And Learning Games In The Presentation Of Learning Topics.
Keep Learners ‘Engaged’ By Offering Blended Learning And Allowing Interaction Amongst Trainees And Between Trainees And Facilitators.
Offer Trainees Control Over Certain Aspects Of Instruction And Guide Them Through The Learning Process By Using Tools, Such As Cognitive Maps.

21. IMPLEMENTING T&D Implementation Plan Should Include:
The Resources Required
How Training Should Be Carried Out
Who Should Facilitate Training
The Period Within Which Training Should Occur
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

22. EVALUATING T&D
In Order To Assess Whether A Particular Training Initiative, Method Or Solution Has Met The Training Needs And Objectives Of The Firm And Whether Transfer Of Learning Has Taken Place, Organizations Must Evaluate Their T&D Efforts.
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

23. EVALUATION PROCESS Needs Analysis
Formulate Measurable Learning Outcomes
Define Outcome Measures
Select Appropriate Evaluation Strategy
Implement Evaluation
Analyze Results
SOURCE: Developed from Noe (2002).

24. TYPES OF EVALUATION Table 13.5
Summative
Quantitative in nature; establishes whether T&D was effective, efficient, has added value, and has met its objectives
Formative
Qualitative in nature; assesses how training, learning, and development can be improved, that is, how could it be made more efficient and effective
Learning
Quantitative and qualitative assessment of learner’s post-training performance to evaluate whether learning transfer has occurred

25. COST-BENEFIT APPROACHES
Explanation
Benefit-cost ratio (BCR)
Monetary benefits of T&D projects
Costs of T&D projects
Cost-benefit ratio (CBR)
Payback period
Annual savings
Return on investment (ROI)
SOURCE: Sadler-Smith (2006).

26. TRAINING COSTS (Con’t)
Development Costs
Fee For Program Purchase
Instructor Training
Registration Fee
Travel And Lodge
Salary
Overhead Costs
General Organizational Support
Top Management Time
Compensation For Trainees
Trainees Salaries And Benefits Based On Time Away From Job

27. TRAINING METRICS AND COST-BENEFIT ANALYSIS
The Costs Involved In Training Can Be Established Relatively Easily. These Overheads Can Be Substantial And Involve Direct Costs And Indirect Costs
The Actual Benefits To The Firm May Be Much More Difficult To Ascertain, As Many Of The Benefits Take A Long Time To Materialize Or Can Often Be Of An Intangible Nature

28. TRAINING COSTS Direct Costs Indirect Costs Instructor Travel Expenses
Materials
Classroom Space And Audiovisual Equipment
Refreshments
Indirect Costs
Training Management
Clerical And Administrative Salaries
Pre And Post-training Materials
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

29. TRAINING BENEFITS Trainee Productivity
Productivity Increase Without Training Vs. With Training
Turnover Costs & Future Increases
Decrease In Turnover
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

30. T & D DATA ELEMENTS FOR HRIS
Training Costs:
Cost Of Trainers & Future Increases
Equipment, Depreciation, Maintenance
Compensation Per Trainee
Cost Per Facility
Preparation Time
Training Materials
Number Of Trainees
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.

31. HRIS APPLICATIONS IN TRAINING
Useful HRIS Information Should Possess Three Key Characteristics:
It Must Be Presented In A User-friendly Manner.
It Must Be Meaningful And Appropriate.
It Must Be Used Effectively In The Decision Making Process To Support An Organization’s Overall Business Strategy.

32. HRIS/LEARNING APPLICATIONS: LMS
The Capabilities Of Today’s HRIS T&D Applications, Also Called Learning Management Software (LMS), Range From Training Administration, To Training Management To Talent Management.
Training Management Systems Can Facilitate The Entire T&D Process

33. HRIS T&D APPLICATIONS: IMPLEMENTATION ISSUES
Many HRIS T&D Projects Fail To Meet The Expectations Of Key Decision-makers. The Reasons For This Include:
Some Firms Introduce New TMS Only Because Competitors Have Done Likewise, Without Having The Necessary Expertise To Operate The System.
False Expectations Of Return on Investment (ROI) Or Apply Training Metrics That Merely Focus On Cost Savings And Fail To Take Note Of Intangible Gains Derived From T&D.
HRIS T&D Application Strategy Is Not Aligned With Training Needs And The Overall T&D, HR And Business Strategies.
Few Organizations Involve Employees During The Implementation Stage Of The HRIS, Which Can Lead To Underutilization And Dissatisfaction With The System.

34. SUGGESTIONS FOR SUCCESS
A Number Of Authors Have Suggested Success Factors For The Introduction Of HRIS T&D Applications (Gascó Et Al., 2004; Noe, 2002; Sadler-smith, 2006) And For Increasing E-learning Completion Rates (Frankola, 2001):
Align E-learning Strategy With T&D Strategy, HR Strategy And Overall Business Strategy
Create A Corporate Learning Culture That Fosters E-learning And The Use Of HRIS T&D Applications
Assess HRIS T&D Projects By Their Suitability To Meet The T&D Strategy Of The Organization Rather Than The Technical Sophistication And Elegant Features Of The System
Carefully Plan HRIS T&D Projects To Guarantee Compatibility With Legacy Systems And Sufficient Budget Allocation And Expertise To Use The System
Involve Line Managers And Employees In HRIS T&D Projects To Ensure Greater Buy-in
Match HRIS T&D Applications And E-learning Initiatives With Their Ability To Meet Training Needs To Encourage Learning Transfer

35. SUGGESTIONS FOR SUCCESS continued
Establish A Suitable Evaluation Strategy To Assess The Extent To Which Training Technology Meets Training Needs And Evaluate Regularly
Identify Suitable T&D Metrics That Take Account Of All Direct And Indirect Training Outcomes
Promote The Use Of HRIS T&D Applications And E-learning
Make Managers Accountable For Uptake Of E-learning And HRIS T&D Utilization
Reward Employees For Use Of E-learning
Ensure T&D Systems And E-learning Is User-friendly And Provides Quality Information
Develop A Data Security Policy For The T&D System And Applications
Do Not Focus On Financial Gains From HRIS T&D Projects Alone
Train Managers And Employees In The Use Of T&D Technologies