EMPLOYEE TRAINING AND
DEVELOPMENT
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Human Resource Management
Policies, practices, and systems that
influence employees’:
– behavior
– attitudes
– performance
HRM practices play a key role in
attracting, motivating, rewarding, and
retaining employees
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Training vs. Development
Training is a planned effort by companies to facilitate
the learning of job-related competencies.
– Focus on current job
– Mainly required on company time
Development is formal education, job experiences, and
background that prepares employees for future jobs.
– Focus on future jobs and preparation for change
– More generally applicable skills
– Mainly voluntary on employee’s own time.
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Cost of Training
70% of employers provide some training
$50-$60 billion budgeted for formal
training; $13.5 billion on training products
Large companies spend more than small
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Why Train? Why Develop?
Training & development can contribute to
companies’ competitiveness
Competitiveness – a company’s ability to
maintain and gain market share in an
industry
– grow the business, and
– improve customer service, by
– providing employees with the knowledge and
skills they need to be successful
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High-Leverage Training
Linked to strategic goals and objectives
Uses an instructional design process to
ensure that training is effective
Compares or benchmarks the company’s
training programs against training
programs in other companies
Creates working conditions that encourage
continuous learning
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Training and Performance
Emphasis on high-leverage training has
been accompanied by a movement to link
training to performance improvement
Training is used to improve employee
performance
– Measure individual performance
This leads to improved business results
– Demonstrate ROI
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Training Design Process
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Instructional System Design (ISD)
Process for designing and developing training
programs
– systematic
– flexible enough to adapt to business needs
Training design is effective only if it helps
employees reach instructional goals
– Measurable learning objectives - identify before
training
Evaluation is important:
– monitoring training effectiveness
– suggesting changes to training
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Setting Training Objectives
Align/match identified training needs with
training objectives.
Define objectives in specific, measurable
terms:
– In terms of desired employee behaviors.
– In terms of the results that are expected to follow
from such behaviors.
Information for setting objectives should
come from the organization’s performance
management system.
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Training Delivery
Classroom instruction
– most common means of instruction
Videotapes
On-the-job training
– Formal – job shadowing / apprenticeships
– Informal – job rotation
CBT – Computer-Based Training
– Technical skills
– Business simulation
Simulations
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Typical Training Methods
70% instructor-led classroom based
16% instructor-led from remote location
7% computerized training with no
instructor
7% other delivery methods
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Evaluation
Level 1 – did they enjoy the training
– “Smile sheets”
Level 2 – did they learn anything
– Pre and post tests
– Follow-up evaluations
Level 3 – did they transfer new skills to the job
– Depends on the work environment
– Needs support of boss and co-workers
Level 4 – did the training impact the business
– Detailed ROI study
– Seldom straightforward
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Learning and You
What Every Student Should Know
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Learning
Learning is a relatively permanent change in
human capabilities not a result of growth
processes.
Learning outcomes include:
– Verbal information
– Intellectual skills
– Motor skills
– Attitudes
– Cognitive strategies
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Facilitating Learning
Let trainees know why they should learn
– Objectives
Provide meaningful training content
– Set in job context, real-world examples
Provide opportunities to practice
Provide feedback
Opportunities to interact and experience
Cater to different learning styles
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Facilitating Practice  Learning
Encourage metacognition
Provide advance organizers
Overlearning increases retention
Error management training
– Improve perf, stimulate metacognition
Massed vs. spaced practice
– more important for complex tasks
Both whole and part practice
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Commit training to memory
Must move from STM LTM
STM holds only about 5 pieces of
information
– “Chunk” information – concept mapping
Automization – task requires little thought
or attention. Thus, uses little memory
capacity
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Learning Theories
Reinforcement – reward yourself
Social Learning – observe competent others
Identical Elements – Learning context should mirror
performance context
Cognitive Theory – Incorporate new material into preexisting knowledge structure
Indentify general principles that cross situations
Spaced practice is more effective than massed practice
– Seek feedback from practice & incorporate it
Goal setting enhances learning
– Learning goals are more effective than Performance
goals
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Social Learning Theory
BEFORE
Dogs Before Training
AFTER
Dogs After Training
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It Really Works!!
BEFORE
AFTER
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LEARNING BELIEFS
SELF ASSESSMENT
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Goal Orientation
Learners with a high performance
(prove) orientation:
– direct more attention to performing well
– devote less effort to learning
Trainees with a learning orientation:
– exert greater effort to learn and use more
complex learning strategies than trainees with
a performance orientation
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Goal Setting at Work
Goal Setting –
the process of
establishing
desired results
that guide and
direct behavior
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Characteristics of Effective Goals
Effective
Goals
Specific
S
Measurable
M
Attainable
A
Realistic
R
Time-Bound
T
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Goal Level and Task Performance
Difficult goals
High
Task
Performance
Low
Easy goals
Low
Goal Level
High
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Goal-Setting Functions
Increase work motivation and
task performance
Reduce role stress associated
with conflicting or confusing situations
Improve accuracy and validity
of performance evaluation
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VARK Learning Style
http://www.varklearn.com/english/index.asp
Visual learners –prefer graphs and symbols
to represent information
Aural learners – prefer listening, such as
lectures
Read/write learners – prefer written text
Kinesthetic learners – hands on approach
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Four Challenges to Organizations
in the New Millennium
Globalization
Diversity
Ethics
Technology
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Homework
Consider the variety of skills you might develop
in a training and development class or
knowledge you might gain.
Write one goal statement that reflects a SMART
learning goal you have for yourself. Make sure
you are aware of how you will know when you
have met the goal.
DUE next week – (1) Your goal, and (2) what
your VARK results taught you about how you
learn (a paragraph)
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