Southwood School: A Case
Study in Training and
Development
Fiona L. Robson 2008
Definitions
Training refers to the methods used to give new
or present employees the skills they need to
perform their jobs.
Dessler (2007, p. 270)
Training and development are processes that
attempt to provide employees with information,
skills and an understanding of the organization
and its goals.
Ivancevich (2007, p. 393)
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Training Benefits
Training:
• Improves individual, team and organization
performance.
• Supports employee retention strategies.
• Increases flexibility.
• Improves customer service.
• May increase job satisfaction.
• May decrease errors in the workplace.
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When Is Classroom-Based Training
Appropriate?
• When the desired skills are best taught through
formal instruction.
• When a number of people need to learn
skills/knowledge in the same area.
• When critical information must be
communicated to ensure employees meet their
responsibilities.
Source: Armstrong (2006, p. 576)
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The Five-Step Training and Development
Process
Effective training programs consist of five steps:
1. Needs analysis
2. Instructional design
3. Validation
4. Implementation.
5. Evaluation.
Dessler (2007), based on the earlier work of Goldstein
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Step 1: Needs Analysis
• Identifies the skills needed for employees to
perform their jobs.
• Assesses existing skills.
• Identifies objectives to close any identified
skills gaps.
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Step 2: Instructional Design
• At this stage, the content of the
course/program is designed.
• Specific activities are identified.
• Relevant materials are prepared.
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Step 3: Validation
• The program is tested with a small group of
employees.
• Feedback may result in changes to the content
and activities used in the program.
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Step 4: Implementation
• The target group participates in the actual
training session.
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Step 5: Evaluation
• The program’s success is evaluated.
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Training Methods
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Lectures
Case studies
Workshops
Simulated training
E-learning (via the Internet)
Role plays
Coaching
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Choosing the Most Appropriate Training
Method
Consider the following:
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Training topic
Cost
Time available
Number of participants
Skills and knowledge of the trainer
Availability of materials
Ability to meet the program’s goals and
objectives
• Timing of the training: how urgent is it?
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Key Decisions
• Who will design and deliver the training? Will it
be done internally or externally?
• Which training methods will be used?
• What are the goals and objectives of the
training?
• Where and when will it be held?
• How will it be evaluated?
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Meeting Learners’ Needs: Performance
Management Training
• What is the employees’ existing knowledge of
the performance management system?
• Do employees have a positive perception of
performance management?
• Are there any special educational needs?
• What are the employees’ preferred learning
styles?
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Learning Styles
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One of the most frequently used tools to
identify learning styles is that of Honey and
Mumford (1996). They identified four styles:
> Activists
> Reflectors
> Theorists
> Pragmatists
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Learning styles are not necessarily exclusive;
a person can be classed as both a theorist
and pragmatist.
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Honey and Mumford’s Learning Styles
• Activists enjoy new challenges and participate
happily in new experiences.
• Reflectors observe experiences from different
perspectives. They collect data from different
sources and reflect on it before coming to their
own conclusions.
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Honey and Mumford’s Learning Styles
• Theorists tend to be perfectionists and like to
be well-informed. They prefer logical theories
rather than subjective information.
• Pragmatists are keen to try out new
approaches to see if they work in reality.
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The Importance of Evaluating Training
• Ensures objectives are met or if additional
training is required.
• Assesses the training’s effectiveness.
• Helps identify modifications for future training
programs:
> Content
> Training methods
> Training provider
> Location
> Duration
• Allows for a cost/benefit analysis.
• Supports the business case for training.
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Four Levels of Evaluation:
Kirkpatrick (1994)
Level 1: Reaction
How did participants react to the training?
Measures overall satisfaction with the program.
Level 2: Evaluating learning
To what extent were learning objectives met?
What new knowledge was gained? What new
skills can be demonstrated?
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Four Levels of Evaluation:
Kirkpatrick (1994)
Level 3: Evaluating behavior
To what extent were behaviors changed when
employees returned to the workplace?
Level 4: Evaluating results
What added value was gained as a result of the
program?
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Southwood School Case Study:
Overview
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State high school in the United Kingdom.
Established nearly 40 years ago.
800 students aged 13-18.
120 staff:
> 80 teachers.
> 40 support staff (non-teaching staff).
• Average staff retention rate: 72 percent.
• Average length of service: 5+ years
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Training and Development at Southwood
School
• Students leave school one hour early each
week to give teachers time for continuing
professional development (CPD), including
training sessions.
• Most sessions are delivered in-house.
• Senior teachers usually deliver the sessions
based on materials provided by the
Government Department for Education and
Skills.
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Presentation References
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Armstrong, M. (2006). A handbook of human
resource management, 10th edition. Kogan
Page.
Dessler, G. (2005). Human resource
management, 10th edition. Prentice Hall.
Honey, P., & Mumford, A. (1996). The manual
of learning styles, 3rd edition. Honey
Publications.
Ivancevich, J. M. (2007). Human resource
management, 10th edition. McGraw-Hill.
Kirkpatrick, D. L. (1994). Evaluating training
programs. Berret-Koehler.
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