Learning & Talent Development
Learning & Development Learning
By the end of this unit you will be able to
1.
Describe and distinguish between learning, education, training,
development, competencies and learning organisations.
2.
Describe the reasons why organisations need to invest in training
and the benefits of training
3.
Describe what is meant by an organisations training policy and the
factors that may influence it
4.
Describe 6 models of employee development
5.
Identify the key stages in the training process
6.
Describe how to identify training needs in an organisation
7.
Discuss the process of implementing training
8.
Evaluate different methods for training and development
9.
Discuss how to evaluate training and development in organisations.
UL/CIPDLearning & Development Survey, Ireland
2007
• Workplace training investment is falling
• As a % of total payroll costs
– 2001 3.85%
– 2003 3.55%
– 2007 3.13
• MNCs and companies with > 500
employees continue to be the leaders in this
area
UL/CIPD Learning & Development Survey, Ireland
2007
• Line mgr & top team buy in &
commitment is the greatest
challenge
• Leadership development is one of
the most strategically important
areas of training
• Emphasis on return on investment
versus return on expectation
• Emphasis on qualifications based
training
UL/CIPDLearning & Development Survey, Ireland
2007
Role of line manager in training includes
• Induction
• Providing challenging work assignments
• Job rotation & multi skilling
• Coaching & guiding
• Training needs identification
• Provision of informal learning
• Management of secondments
CIPD 2009 Learning & Development Survey
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Line Manager development (61%) a priority
Building an L&D culture (50%) a priority
Line manager role as a coach still seen as key
Interpersonal (79%) & communication skills (74%) seen
as the most important to recruit for in an employee
• Developing management & leadership skills (81%)seen
as most important in meeting business goals over next two
years.
• Talent management is more prevalent in large
organisations. Most popular methods are in house
programmes & coaching
• 2/3 of organisations use coaching and is generally viewed
positively as an L&D method
Learning
• A process through which people
assimilate knowledge/skills that
results in relatively permanent
change in behaviour
• Conscious or unconscious
• Formal or informal
• Requires some element of
practice or experience
• Continuous
• Continuous payback to the
company
Education
• person oriented,
• broad, abstract,
• Assimilation of knowledge
& understanding
• Lifelong
• Pass or fail
• Not necessarily linked to
company aims
Training
• “Planned programmes designed to
improve performance at the
individual, group, and/or
organisational levels.”Cascio, 1995
• Acquisition of knowledge,skills &
abilities,
• Job oriented
• Requires a change in performance
• Can be very specific
• Short term
• Very structured
• Immediate payback to company
Development
• Broad concept
• Future oriented
• About growth and
enhancement of the
individual
• Preparation for future roles
• Long term
• Medium to long term pay
back
Competencies
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1.
2.
Lots of different definitions and
meanings but broadly speaking there
are 2 basic meanings:
Vocationally based – the
competencies for a job i.e the
behavioural characteristics and
standards of performance that need to
be attained
Focuses on the nature of skills &
abilities that the individual brings to a
job e.g creativity, managerial courage,
presentation skills, customer focus
Learning Organisation or Learning
Culture?
• Associate with Argyris & Schon (1978), Morgan (1986),
Sage (1990), Pedal, Burgoyne & Boydell (1991)
• A distinct concept
• Relatively new
• Different interpretations
• A participative learning system that places an emphasis on
information exchange and on being open to enquiry & self
criticism
• About a company facilitating continuous development &
transformation
• An organisation that facilitates the continuous learning of
all of its members and continuously transforms itself
(Pedlar et al 1991)
Task : Read the CIPD Factsheet Learning & Talent
Development – an overview
1.
2.
3.
4.
5.
Define learning?
What is talent management?
How do people learn?
Explain the term learning intervention?
Which type of learning interventions do
employees prefer?
TASK: List reasons why training is important
in a food retail organisation?
Why is training important to the
organisation?
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A means of increasing effectiveness
Key to competitive advantage
Improve ability to innovate
Cope with rapid technological development
Cope with greater competition
Why is training important to the
organisation? (1)
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Organisational delayering
Employee empowerment
Flexibility
Demographic changes
Peters & Waterman (1982); Excellence
Movement
Why is training important to the organisation? (2)
• McLagan (1989) identified reduced cycle times,
quality, teams as significant factors which
required greater flexibiliyt and commitment from
employees
• Barrow & McLoughlin (1992) suggest that
companies in the ’90s require employees that are
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Ability to learn new skills & adapt
Conceptual skills
Work on own initiative with minimum supervision
Customer focus
Skills such as problem solving, creative thinking,
innovativeness
Benefits of Training
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Improve performance
Improve operational flexibility
Attract high-quality employees
Increase employee commitment
Help manage change
Help develop a positive culture
Provide higher levels of service to customers
Training Policy
• Explains company’s overall attitude to
training
• Sets out priorities, standards, scope of
training activities
• Provides the framework
• Can be seen as a cost or as competitive
advantage
• Explicit or implicit
Influences on Training Policy
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Legislation
Economic climate
Company performance
Technological changes
Labour market
Company resources
Nature of the product/service
Employee expectations/level of influence
Management views on the value of training
Above is a list of factors which may influence
training policy – can you think of a ‘real life’
example of each factor. Please list below.
Question 1
Question 2
Range of employee development
models
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Unsystematic model
Problem centred model
Systematic model
Cycle of training model
Effective improvement model
Business-focused strategic model
Training &
Development
Cycle
http://www.hrobjective.com/en/training.htm
Key Stages in the employee training
and development process
1. Assessment of needs
Organisational
analysis
Task/job analysis
Individual analysis
2. Training Design &
Delivery
Define objectives
Develop training methods
Select & prep trainees
Conduct training
3. Transfer & evaluation
of learning
Facilitate learning transfer
Conduct evaluation
STAGE 1: ASSESSMENT OF NEEDS
• “A systematic process of determining and
ordering training goals, measuring training
needs, and deciding on priorities for training
action.” Gunnigle et al 1997
• Also known as identification of training needs or
training needs analysis (TNA)
• Key question here is: What is the gap?
• Can be current, future or both?
3 levels of need analysis
1. Organisational
2. Job
3. Individual
Organisational
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Long term training and development needs
Sparrow & Bognanno (1993) refer to the
development of a competency profile for the
organisation. There are 4 different categories of
competency which a company needs to
recognise
1.
2.
3.
4.
Emerging competences
Maturing competences
Transitional competences
Core competences
Where would you find out about organisational
needs?
Organisational Needs – Data sources
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Corporate objectives and business plan
Human Resource plans
Staffing plans
Skills inventories
Statistics
System changes
Management requests
Exit interviews
Where would you find data about job needs?
Job needs – Data sources
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Staffing plans
Job analysis/ job descriptions
Task analysis
Person specifications
Training surveys
Performing the job
Observation
Review of literature
Ask questions
Working groups
Analyse operating problems
Where would you find data about individual needs?
Individual Needs: Data sources
Training Needs Analysis at Soupstock
1. List the methods that Jill used to obtain
training needs.
2. Training needs can be identified at main
levels; organisational, job and individual.
Identify the sources of information used by Jill
under each of these headings.
3. How might Jill now organise and analyse the
training needs further?
4. Which model of training does this organisation
fit ?
UL/CIPD Learning & Development Survey, Ireland
2007
How training needs are identified in Ireland
1. Specific requests from line managers
2. Performance appraisal process
3. Training & development surveys
4. Employee requests for training
5. Competency profiling
STAGE 2: Training Design and Delivery
Steps involved for the design and delivery of
each training need
• Set training objectives
• Select employees for training
• Identify training method
• Conduct training
Training & Development Methods
ON THE JOB
OFF THE JOB
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• External courses
• Workshops
• Computer based
training
• Open /distant learning
• External placements
• Video
• Reading
• Case studies
• Role Play
• Outdoor learning
Sitting by Nellie
Coaching
Mentoring
Job rotation
In house courses
Job enlargement
Job enrichment
Projects
1. Try to explain each of the above
training methods in your own words
2. Give a practical example of each
3. List the strengths and weaknesses of
each
UL/CIPDLearning & Development Survey, Ireland
2007
How Managers rate
training methods
1. On the job
2. Coaching
3. Mentoring
4. Direct instruction
5. Job Rotation
6. Shadowing
How employees rate training
methods
• Off the job such as
1. Education programmes
2. Class room based
3. E learning
Sitting by Nellie
ADVANTAGES
• Inexpensive
• Natural learning
• High transfer of
learning
DISADVANTAGES
• Pick up bad habits
• Time consuming
• Feedback might be
poor
Coaching
ADVANTAGES
• Job specific
• Paced to the employee
• Immediate & direct
feedback
• Useful of succession
planning
DISADVANTAGES
• Time constraints
• Lack of individual
attention
Mentoring
ADVANTAGES
• Flexible
• Useful of succession
planning
• Paced to the employee
• Immediate & direct
feedback
DISADVANTAGES
• Infrequent contact
• Dependent on the
manager’s mentoring
skills
• Dependent on the
manager’s commitment &
availability
• Manager may be too far
removed
Job Rotation
ADVANTAGES
• Relatively inexpensive
• Facilitates
communication &
teamwork
• Exposure to different
situations
• Motivating
DISADVANTAGES
• Unsettling
• Jack of all and master
of none
• Difficult to monitor
• Feelings of inequity
In house courses
ADVANTAGES
• Can be tailored to
company needs
• Confidentiality
• Away from the
workplace
DISADVANTAGES
• Costly
• Will they do their job
any differently?
• Not specific enough to
the job
• Not practical enough
External courses
ADVANTAGES
• Exposure to broader
range of knowledge
• Promotes networking
• Time to absorb
information/to focus
DISADVANTAGES
• Costly
• Learning transfer
• Cause friction with
other employees
Workshops
ADVANTAGES
• Group approach
facilitates problem
solving
• High learning transfer
DISADVANTAGES
• Advance preparation
required
• May be difficult to
manage
• Releasing all the right
people
Computer based training
ADVANTAGES
• Individual centred
• Self paced learning
• Monitoring of
performance
• Cater for large
numbers
DISADVANTAGES
• Expense
• Not suitable for all
employees
• False learning
situation
Open/Distance learning
ADVANTAGES
• Facilitates career
development
• Self paced learning
DISADVANTAGES
• Expensive
• High drop out rate
• Balancing with work
load
• Lonely
• Learning transfer
External placements
ADVANTAGES
• Broaden horizons
• Good for senior
positions
• Build networks
DISADVANTAGES
• Learning transfer
• Costly
• Employee perception
Group Work: Coaching
1. Explain the term coaching in the context of
employee training and development
2. Explain how coaching might be different
to mentoring
3. Coaching is the ideal training method in
today’s organisations. Discuss
Group Work: E-learning
1. Define e-learning
2. What do the CIPD surveys tell us about the
use of e-learning in the workplace today?
3. What are the strengths and weaknesses of
e-learning and a training method?
4. What do you think the term blended
learning means?
Group Activity: On the job training
1. The CIPD (2005) Training & Development
survey identified ‘on-the job training’ as “a more
effective means of learning than any other
method”. Give reasons for this finding.
2. Discuss how ‘on-the-job training’ can be
delivered effectively?
Review Questions
1. Identify the 3 stages in developing a
training and development plan
2. List 3 key sources of information to help
identify training and development needs in
an organisation. Give a practical example
under each source
3. List 3 off the job and 3 on the job training
methods
Question 3
Question 4
STAGE 3: Evaluation of Training
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Assessment of outcome and/or methods.
Assessment of the overall impact of
programme
Easterby-Smith (1986)
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1.
2.
3.
3 general purposes of training evaluation
Summative…was training effective?
Formative…as training is happening
Learning….can the learning be transferred?
CIPD Evaluation Factsheet
See questions on next slides
Explain the 4 levels
of
training
evaluation?
Explain the
difference
between
training &
learning.
Summarise the key
considerations
for training and
learning evaluation
in the future.
What is ROI and
how is it different
to
the traditional
four levels of
evaluation?
Explain the
difference
between the
terms
summative and
formative
in relation to
training
evaluation.
Why should we evaluate training?
Why might organisations NOT evaluate
training?
Transfer of Learning
The extent to which skills & abilities acquired during
a learning/training session are applied to the
actual work situation or the learning of a new, but
related, skill
• Vertical transfer – involves the acquisition of
additional knowledge or skills that build upon
existing skills & abilities
• Lateral transfer – training simulates a
particular type of task & allows the learner the
opportunity to practice in a safe environment
Validation versus Evaluation
Validation of Training
– Observing the results of the course
– Measuring whether the objectives have been
met
Evaluation of Training
Comparing the cost of the scheme against the
assessed benefits
Validation
The measurement of terminal behaviour
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Trainee reactions to the experience
Trainee learning
Changes in job behaviour following training
Impact of training on organisational goals
Evaluation
Costs :
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Benefits :
Training materials * Quicker working
The time
* Greater accuracy
Travelling expenses * More extensive skills
Salaries or fees of * Reduced labor
the training staff
turnover
* Labour flexibility
Levels of training evaluation
• Kirkpatrick (1959)
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Level 1: Reaction
Level 2: Learning
Level 3: Behaviour
Level 4: Results
• Hamblin (1974)
– Level 4: Department
– Level 5: Organisational
Reaction – The Smile Sheet
• Seeks opinions of
trainees
• Questionnaire at end of
training
• Easy to collect
• Subjective
• Does not evaluate
learning or learning
transfer
Learning
• Seeks knowledge, principles & facts learned
by trainees
• Test, exam, project
• Evaluates level of learning
• Does not measure impact of learning on job
performance
Behaviour
• Seeks to determine positive changes in
behaviour
• Observation, measurement before and after
• An objective assement of impact of training
on the job
• Can be difficult to assess and time
consuming
Results
• Seeks to determine contribution to organisational
objectives
• General indicators: profit, turnover
• Specific indicators: absenteeism, accidents
• Evaluates ROI
• Difficult to quantify sometimes
• Difficult to link the two
Summary of Evaluation of Training
• Difficult to measure
• Vital to effective organisational functioning
– Spending money wisely
– Maintaining credibility of training
• Some perceived benefits of training are
difficult to measure e.g. morale, job
satisfaction, employee relations
Summary
1. Define key terms in
training and developmnet
2. Why train? What are the
benefits?
3. Training policy – what is
it, what influences it
4. Models of employee
development
5. 3 Key stages in the
process of employee
development
6. How do you identify
7.
8.
9.
training needs
How do you design and
deliver training and
development
Describe various training
methods
How do you evaluate
training and
development
Extra Reading – all in Moodle!
• Chapter 10
• Learning & Development Survey Ireland 2007
• CIPD Factsheets:
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Learning & Development Overview
Training Overview
Identifying Learning and Development Needs
On the job training
Coaching
Evaluation
• Class handouts/articles
Human Resource Management
70
Sample exam questions
1.
2.
3.
4.
5.
Discuss the importance of training and development in
the organisation
Analyse the factors that influence an organisation’s
training and development policy
Evaluate 3 different methods of training and
development
Describe the four levels of evaluation of training and
comment on their usefulness
You have just been appointed as Human Resource
Manager in a medium sized food retail store. Your first
task is to produce a comprehensive training and
development plan for the store. Describe the process
you would go through to devise the plan.
Exam Papers 04/05
QUESTION 3
You are the manager of a leisure centre within a hotel which is part of a large hotel group.
You have recently recruited a leisure centre attendant and are required to draft a training and
development plan for this individual.
(a) Describe the process you would go through to devise this plan.
(15 marks)
(b) Draft the possible content of the plan. This should include the training method to be
used for each item of training identified.
(15 marks)
QUESTION 3
a) Describe THREE training methods. Your description should include the strengths and
weaknesses of each method.
(14 marks)
b) Give ONE example of when you might use each of these methods in training a leisure
centre attendant.
(6 marks)
c) Describe Hamlin’s (1974) FOUR levels of training evaluation
(10 marks)