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 Learning Outcome
 Discuss the scope of training and development and its
strategic aspects
 Describe how a training needs assessment should be
done
 Describe the factors that must be taken into account
when designing a training program
 Identify the types of training-delivery methods
organizations use
 Explain how the effectiveness of training programs are
evaluated, and describe some of the additional
training programs conducted by firms
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 The Scope of Training
 Training
 Effort initiated by an organization to foster learning
among its members
 Narrowly focused and oriented toward short-term
performance concerns
 Development
 Effort that is oriented more toward broadening an
individual’s skills for the future responsibilities

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 A Strategic Approach to Training
 Chief learning officer: High ranking manager
responsible for fostering employee learning and
development within the firm
 Four phases
 Needs assessment based on the firm’s competitive
objectives
 Program design
 Implementation
 Evaluation

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 Figure 7.1 - Strategic Model of
Training

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 Phase 1: Conducting the Needs
Assessment
Organization analysis

• Examination of the environment, strategies, and resources the firm faces

so as to determine what training it should emphasize

Task analysis

• Process of determining what the content of a training program should be

on the basis of a study of the tasks and duties involved in the job
• Competency assessment: Analysis of the sets of skills and knowledge
needed for decision oriented and for knowledge-oriented jobs

Person analysis

• Determination of the specific individuals who

need training

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 Phase 2: Designing the Training Program
 Issues to be focused on
 Training’s instructional objectives
 Readiness of trainees and their motivation
 Principles of learning
 Characteristics of instructors

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 Developing Instructional Objectives
 Information collected through needs assessment, can
help state the desired outcomes of training through
written instructional objectives
 Instructional objectives: Desired outcomes of a
training program
 Describe skills or knowledge to be acquired and attitudes to be
changed
 Are performance centered

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 Assessing the Readiness and
Motivation of Trainees
 Preconditions for learning that affect success
 Trainee readiness
 Whether or not the experience and knowledge of trainees
have made them ready to absorb the training
 Trainee motivation
 Organization needs to help employees understand the link
between the effort they put into training and the payoff

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 Incorporating the Principles of Learning
 Goal setting
 Description of the training program, its objectives, and
learning points
 Meaningfulness of presentation
 Use of simple and understandable terminology during
training
 Modeling
 Increases salience of behavioral training

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 Incorporating the Principles of Learning
 Individual learning differences
 Hands on activities and breaking large groups to smaller
groups can help trainers accommodate different
learning styles
 Active practice and repetition
 Trainees should be given opportunities to practice their
job tasks that they will need to perform
 Whole-versus-part learning
 Self-paced learning - Tasks can be broken down into
parts that lend themselves into further analysis

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 Incorporating the Principles of Learning
 Massed-versus-distributed learning
 Distributed learning – Spacing out training will result in
faster learning and longer retention
 Learning curve can be used to track an individual’s
progress
 Plateau - Learning situation when progress does not occur

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 Figure 7.4 - A Typical Learning Curve

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 Incorporating the Principles of Learning
 Feedback and reinforcement
 Help individuals assess their strengths and weaknesses
 Behavior modification: Operates on the principle that
behavior that is rewarded will be exhibited more
frequently
 Spot rewards: Programs that award employees on the
spot when they do something particularly well during
training or on the job

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 Characteristics of Successful Instructors
 Knowledge of the subject
 Enthusiasm
 Sincerity
 Interest in trainees
 Sense of humor
 Ability to communicate clearly
 Willingness to provide individual assistance

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 Figure 7.5 - Learning Outcomes Differ
by Training Method

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 Figure 7.6 - Training Delivery Methods

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 Training Methods
 On-the-job training (OJT)
 Method by which employees are given hands-on
experience with instructions from their supervisor or
other trainer
 Apprenticeship training
 System in which a worker entering the skilled trades is
given thorough instruction and experience in the
practical and theoretical aspects of the work

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 Figure 7.7 - The PROPER Way to Do
On-the-Job Training

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 Training Methods
 Special assignments
 Involve assigning trainees who are often but not always
on managerial tracks, to different jobs in different areas
of a firm
 Cooperative training, internships & governmental
training
 Programs combine practical on-the-job experience with
formal classes

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 Training Methods
 Simulation
 Emphasizes realism in equipment and its operation at
minimum cost and maximum safety
 Used when it is either impractical to train employees on
the actual equipment used on the job

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 Training Methods
 E-learning
 Learning that takes place via web and computer-based
training (CBT)
 Learning management systems (LMS): Online
system that provides a variety of assessment,
communication, teaching, and learning opportunities
 Just in time training: Delivered to trainees when and
where they need it to do their jobs, via computer or the
Internet

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 Training Methods
 Behavior modeling
 Approach that demonstrates desired behavior and gives
trainees the chance to practice and role-play those
behaviors and receive feedback
 Components
 Learning points
 Model
 Practice and role play
 Feedback and reinforcement

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 Training Methods
 Role playing
 Involves playing the roles of others, often a supervisor
and a subordinate who are facing a particular problem
 Coaching
 Involves a continuing flow of instructions, comments,
and suggestions from the manager to a subordinate
 Seminars and conferences
 Useful for bringing groups of people together for
training and development

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 Training Methods
 Blended learning
 Use of multiple training methods to achieve optimal
learning on the part of trainees
 Classroom instruction
 Aids in motivating employees and decrease absenteeism

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 Figure 7.8 - Case Studies

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 Figure 7.9 - Criteria for Evaluating
Training

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 Basic Criterion for Evaluating
 Reactions
 Simplest approaches to evaluating a training program is
to assess participants’ reactions to it
 Learning
 Testing the knowledge and skills of trainees before and
after a training program will help determine their
improvement

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 Basic Criterion for Evaluating
 Behavior
 Transfer of training: Effective application of principles
learned to what is required on the job
 Maximize transfer of training
 Feature identical elements
 Focus on general principles
 Establish a climate for transfer
 Give employees transfer strategies

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 Basic Criterion for Evaluating
 Results or Return on investment (ROI)
 Benefits the company derives from training relative to
what it costs
 Benchmarking: Process of measuring one’s own
services and practices against the recognized leaders in
order to identify areas for improvement
 ROI = Benefits of training ÷ Training costs

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 Additional Training and Development
Programs
 Orientation : Formal process of familiarizing new
employees with
 Organization
 Jobs
 Work units
 Onboarding: Process of systematically socializing
new employees to help them get on board with an
organization

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 Additional Training and Development
Programs
 Basic skills training
 Remedial training for adults is a full-blown educational
industry
 Team training and cross training
 Cross training: Process of training employees to do
multiple jobs within an organization
 Advantages
 Gives firms flexible capacity

 Keeps workers interested and motivated

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 Figure 7.10 - Team Training

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 Additional Training and Development
Programs
 Ethics training came up due to violations such as:
 Harassment
 Health and safety
 Wage-and-hour violations
 Chief ethics officer: High-ranking manager directly
responsible for fostering the ethical climate within the
firm
 Diversity training was designed in response to:
 Increase in globalization
 Awareness of the varied demographics of the workforce

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 Additional Training and Development
Programs
 Challenges of affirmative action
 Dynamics of stereotyping
 Changing values of the workforce
 Potential competitive payoffs from bringing different
people together for a common purpose
 Types
 Awareness building
 Training to prevent discrimination
 Skill building

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