CHAPTER 7

BY: GROUP 7
LEARNING OBJECTIVES
Discuss how training, informal learning, and knowledge management can contribute to continuous
learning and companies’ business strategy.
Explain the role of the manager in identifying training needs and supporting training on the job.
Conduct a needs assessment.
Evaluate employees’ readiness for training.
Discuss the strengths and weaknesses of presentation, hands-on, and group training methods.
Explain the potential advantages of e-learning for training.
Design a training session to maximize learning.
Choose appropriate evaluation design and training outcomes based on the training objectives and
evaluation purpose.
Design a cross-cultural preparation program.
Develop a program for effectively managing diversity.
 INTRODUCTION
Competition forces business organization to implement
now competitive strategies. In this sense, training and
retraining activities should be an ongoing process for the
organizations in order to complete successfully. Giving
employees opportunities to learn and develop creates a
positive work environment, which supports the business
strategy by attracting talented employees as well as
motivating and retraining current employees.
TRAINING CAN:
∙ Increase employees’ knowledge of foreign competitors and
cultures, which is critical for success in foreign markets.
∙ Help ensure that employees have the basic skills to work
with new technology, such as robots and computer-assisted
manufacturing processes.
∙ Help employees understand how to work effectively in
teams to contribute to prod uct and service quality.
∙ Ensure that the company’s culture emphasizes innovation,
creativity, and learning.
∙ Ensure employment security by providing new ways for
employees to contribute to the company when their jobs
change, their interests change, or their skills become
obsolete.
∙ Prepare employees to accept and work more effectively
with each other, particularly with minorities and women.
Training: Its Role in Continuous Training Learning
and Competitive Advantage
Working in organization should be continual learning process. Continuous
learning is vital for the organization to create effective employees and for them to
easily adapt with changes in skill requirements, work roles and work structures.

Continuous learning refers to a learning system that requires employees to

understand the entire work system and they are expected to acquire new skills,
apply them on the job, and share what they have learned with other employees.

Training refers to a planned effort by a company to facilitate learning of job-related

competencies, knowledge, skills, and behaviors by employees. The goal of training
is for employees to master the knowledge, skills, and behaviors emphasized in
training and apply them to their day-to-day activities.
 Figure 7.1
Key Features of Continuous Learning
 Formal learning Informal learning

refers to training and refers to learning that is learner

development programs, initiated, involves action and
courses, and events that are doing, is motivated by an intent
developed and organized by to develop, and does not occur
the company. in a formal learning setting.
 Explicit knowledge Tacit knowledge

sometimes referred to as "know- sometimes referred to as "know-

what", refers to knowledge that how", refers to personal
is formalized and codified, well knowledge based on individual
documented, easily articulated, experiences that make it difficult
and easily transferred from to codify. It is best acquired
person to person. Examples of through informal learning.
explicit knowledge include
processes, checklists,
flowcharts, formulas, and
definitions
 Knowledge Management

Knowledge management is the systematic way of enhancing

company performance in storage, assessment, sharing,

refinement, and creation of an organization's knowledge assets.

DESIGNING EFFECTIVE FORMAL TRAINING
ACTIVITIES

A key characteristic of training activities that contribute to

competitiveness is that they are designed according to the instructional
design process. Training design process refers to be effective and
produce learning.
Figure 7.2 illustrates the six stages of this process, which emphasizes
that effective training practices involve more than just choosing the
most well- liked or lively training method. The training design process
should be systematic yet flexible enough to adapt to business needs.
 Figure 7.2
Training process
 6 Stages of Training Process
NEEDS ASSESSMENT
The first stage is to assess needs to determine if training is needed.
ENSURING EMPLOYEES’ READINESS FOR TRAINING
The second stage involves ensuring employees have the readiness for training, and they have
the motivation and basic skills to master training content.
CREATING A LEARNING ENVIRONMENT
Addresses whether the training session (or the learning environment) has the factors necessary
for learning to occur.
ENSURING TRANSFER OF TRAINING
To ensure that trainees apply the content of training to their jobs. This requires support from
managers and peers for the use of training content on the job as well as getting the employee to
understand how to take personal responsibility for skill improvement.
ELECTING TRAINING METHODS
It involves choosing a training method. As we shall see in this chapter, a variety of training methods
are available ranging from traditional on-the-job training to newer technologies such as social
media. The key is to choose a training method that will provide the appropriate learning
environment to achieve the training objectives.
EVALUATING TRAINING PROGRAMS
Determining whether training achieved the desired learning outcomes and/or financial objectives.
 Training needs can be determined by analyzing organizational outcomes and looking at
future organizational needs. Organizational analysis involves determining the business
appropriateness of training, given the company's business strategy, its resources available
for training, and support by managers and peers for training activities.

Person analysis involves (1) determining whether performance deficiencies result from a
lack of knowledge, skill, or ability (a training issue) or from a motivational or work- design
problem; (2) identifying who needs training; and (3) determining employees' readiness for
training.

Task analysis includes identifying the important tasks and knowledge, skills, and
behaviors that need to be emphasized in training for employees to complete their tasks.
 Organizational analysis considers the context in which training will occur. That is,
organizational analysis involves determining the business appropriateness of training,
given the company’s business strategy, its resources available for training, and support by
managers and peers for training activities.

Person analysis helps identify who needs training. Person analysis involves (1) deter
mining whether performance deficiencies result from a lack of knowledge, skill, or ability
(a training issue) or from a motivational or work-design problem; (2) identifying who needs
training; and (3) determining employees’ readiness for training.

Task analysis includes identifying the important tasks and knowledge, skills, and
behaviors that need to be emphasized in training for employees to complete their tasks.

In practice, organizational analysis, person analysis, and task analysis are usually not
conducted in any specific order.
 ORGANIZATIONAL ANALYSIS
Three factors need to be considered before choosing training as the solution to any pres
sure point: the support of managers and peers for training activities, the company’s strat
egy, and the training resources available

Support of Managers and Peers

Various studies have found that peer and manager support for training is critical. The
key factors to success are a positive attitude among peers and managers about
participa tion in training activities; managers’ and peers’ willingness to tell trainees
how they can more effectively use knowledge, skills, or behaviors learned in training
on the job; and the availability of opportunities for the trainees to use training
content in their jobs.16 If peers’ and managers’ attitudes and behaviors are not
supportive, employees are not likely to apply training content to their jobs.
 Company Strategy
It is important to identify the prevailing business strategy and goals to ensure that the
company allocates enough of its budget to training, that employees receive training on
relevant topics, and that employees get the right amount of training.
 Ensuring Employees' Readiness for Training
The second step in the training design process is to evaluate whether employees are
ready for training. Readiness for training refers to employee characteristics that provide
employees with the desire, energy, and focus necessary to learn from training.

Motivation to learn is the desire of the trainee to learn the content of the training
program.
Self-efficacy is the employees' belief that they can successfully learn the content
of the training program.
Managers can increase employees' self-efficacy level by:
Letting employees know that the purpose of training is to improve performance,
not identify incompetencies.
Providing as much information as possible about the training program and its
purpose.
Showing employees the training success of their peers.
Providing employees with feedback.

Creating A Learning Environment

Employees need to know why they should learn.
Employees need meaningful training content.
Employees need to have opportunities to practice.
Employees need feedback.
Employees learn by observing, experiencing, and interacting with others.
Employees need to commit training content to memory.
Employees need the training program to be properly coordinated and arranged.
ENSURING TRANSFER OF TRAINING

Transfer of training refers to on-the-

job use of knowledge, skills, and
behaviors learned in training.
(opportunity to perform) refers to the extent to which Performance support systems are
the trainee is provided with or actively seeks experience computer applications that can
with newly learned knowledge, skill, and behaviors from provide, as requested, skills training,
the training program. information access, and expert advice.

Figure 7.4 illustrates that transfer

of training is influenced by
manager support, peer support,
opportunity to use learned
capabilities, technology support,
and self- management skills.

Managers who serve as instructors are

more likely to provide lower-level
support functions such as reinforcing
use of newly learned capabilities,
Training programs should
A support network is a group of two discussing progress with trainees, and
prepare employees to
or more trainees who agree to meet providing opportunities to practice.
self-manage their use of
and discuss their progress in using
new skills and behaviors
learned capabilities on the job.
on the job.
 Managers can facilitate transfer
through use of action plans. An action
plan is a written document that includes
the steps that the trainee and manager
will take to ensure that training transfers
to the job.
 Selecting Training Methods

Presentation methods refer to methods in which trainees are passive

recipients of information. ads. These methods ideal for presenting new facts,

information, different philosophies, and alternative problem-solving solutions or

processes.
 Instructor-led classroom format
- least expensive, least time-consuming ways to present information. - more active
participation, job-related examples, and exercises that the instructor can build, the
more likely trainees will learn and use the information presented
Distance learning
- save on travel costs
- lack of interaction between the trainer and the audience.
Audiovisual techniques
- Learners can work independently
- allow users to access the materials at any time or place.
- learners get a consistent presentation.
- problems result from having too much content for the trainee to learn, overuse of
humor or music, and drama that distracts from the key learning points
 Hands-on methods are training methods that require the trainee to be actively

involved in learning. These methods are ideal for developing specific skills,

understanding how skills and behaviors can be transferred to the job, experiencing

all aspects of completing a task, and dealing with interpersonal issues that arise on

the job.
 On-the-job training
- needs less investment in time or money for materials, trainer's salary, or
instructional design
Simulations
- eliminate the need to travel to a central training location
- get trainees involved in learning and provide a consistent
- message of what needs to be learned
- safely put employees in situations that would be dangerous in the real world
Business games and case studies
- stimulate more learning than presentation methods
- help trainees develop the willingness to take risks given uncertain outcomes.
 Behavior modeling
- one of the most effective techniques for teaching interpersonal skills.
E-Learning
- takes advantage of the web's dynamic nature and ability to use many positive
learning features.
- - gives learner control over the pace of learning, exercises, and use of links to other
material.
- allows activities to be incorporated into training without trainees or the instructor
having to be physically present in a training room.
 Group- or team-building methods are training methods designed to improve
team or group effectiveness. In group-building methods, trainees share ideas
and experiences, build group identity, understand the dynamics of interpersonal
relationships, and get to know their own strengths and weaknesses and those of
their co-workers.
 ADVICE FOR CHOOSING A TRAINING METHOD

In choosing a method:
1. Identify the type of learning outcome that you want training to
influence.
-Group-building methods are unique because they focus on individual
as well as team learning.

2. Compare the presentation methods to the hands-on methods.

- most hands-on methods provide a better learning environment
- presentation methods are less effective
- E-leaming or blended learning can be an effective training method
for geographically dispersed trainees.
-To take advantage of the positive features of both face-to-face and
technology-based instruction, you should consider a blended learning
approach.
 Evaluating Training Programs

Training Outcomes is a way to evaluate the effectiveness of a training program

based on cognitive, skill-based, affective, and results outcomes.
 SPECIAL TRAINING ISSUES

An expatriate is an employee sent by his or her company to manage operations in

a different country.

To be successful in overseas assignments, expatriates need to be: Competent in their

area of expertise
Able to communicate verbally and nonverbally in the host country.
Flexible, tolerant, and sensitive to cultural differences.
Motivated to succeed, able to enjoy the challenges, and willing to learn.
Supported by their families.
 SPECIAL TRAINING ISSUES

Figure 7.4 Three Phases of Cross-Cultural Preparation

Phase One: Predeparture Phase
It is critical that the family be included in orientation programs.101 Expatriates and their families need information about
housing, schools, recreation, shopping, and health care facilities in the areas where they will live. Expatriates also must
discuss with their managers how the foreign assignment fits into their career plans and what types of positions they
can expect upon return.
Phase Two: On-Site Phase
On-site training involves continued orientation to the host country and its customs and cultures through formal programs
or through a mentoring relationship. Expatri ates should be encouraged to develop social relationships both inside and
outside of the workplace. Expatriates and their families may be paired with an employee from the host country who helps
them understand the new, unfamiliar work environment and community.

Phase Three: Repatriation Phase

Repatriation prepares expatriates for return to the parent company and country from the foreign assignment.
Expatriates and their families are likely to experience high levels of stress and anxiety when they return because of the
changes that have occurred since their departure. Employees should be encouraged to self-manage the repatriation
process.
 MANAGING WORKFORCE DIVERSITY AND INCLUSION

Diversity training refers to learning efforts that are designed to change

employee attitudes about diversity and or/develop skills needed to work with
a diverse workforce.
Managing diversity and inclusion involves creating an environment that
allows all employees to contribute to organizational goals and experience
personal growth.

To successfully manage a diverse work force, companies need to

ensure that:
Employees understand how their values and stereotypes influence their
behavior toward others of different gender, ethnic, racial, or religious
backgrounds.
Employees gain an appreciation of cultural differences among
themselves.
Behaviors that isolate or intimidate minority group member improve.
 MANAGING WORKFORCE DIVERSITY AND INCLUSION

Types of diversity training:

Attitude awareness and change programs
Behavior based programs

Key Components of Effective Managing Diversity Programs

1. Top Management Support
2. Recruitment and Hiring
3. Identifying and Developing Talent
4. Employee Support
5. Ensuring Fair Treatment
6. Holding Managers Accountable
7. Improving Relationships with External Stakeholders
 Onboarding, or socialization, refers to the process of helping new hires
adjust to social and performance aspects of their new jobs.
 Members:

Atienza, Miikah Denise

Fernandez, Kaye Meryl
Melo, Pauline Angela Francheska
Ricalde, Rosaleo

BPA 2202 - 2ND YEAR