Introduction to Employee Training and

Development

Presented by: Ms. Sayani Ghosh

School of Management.
ITM University.
 Introduction (1 of 3)
Issues affecting companies and influencing training
practices:
customer service
employee retention and growth
doing more with less
quality and productivity

Boston Pizza International, Bowater’s Coated and

Specialty Paper Division, Verizon Wireless and Home
Depot illustrate how training can contribute to companies’
competitiveness
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 Introduction (2 of 3)
Although they are in different types of businesses, they
each have training practices that have helped them gain a
competitive advantage in their markets

Competitiveness – a company’s ability to maintain and

gain market share in an industry

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 Introduction (3 of 3)
The training practices have helped Boston Pizza
International, Bowater’s Coated and Specialty Paper
Division and Home Depot:
grow the business, and
improve customer service, by
providing employees with the knowledge and skills they
need to be successful

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 What is Training?
Training – a planned effort by a company to facilitate
employees’ learning of job-related competencies
Competencies – knowledge, skills or behavior critical for
successful job performance
The goal of training is for employees to:
master the knowledge, skill, and behaviors emphasized in
training programs, and
apply them to their day-to-day activities

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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 and benchmarks the company’s training
programs against training programs in other companies
Creates working conditions that encourage continuous
learning

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 Continuous Learning (1 of 2)
Requires employees to understand the entire work system
including the relationships among:
their jobs
their work units
the entire company

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 Continuous Learning (2 of 2)
Employees are expected to:
acquire new skills and knowledge
apply them on the job
share this information with other employees

Managers take an active role:

in identifying training needs
helping to ensure that employees use training in their work

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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

This leads to improved business results

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 Training and Performance: Today’s
Emphasis (1 of 2)
Providing educational opportunities for all
employees

An on-going process of performance improvement

that is directly measurable
not one-time training events

The need to demonstrate the benefits of training

to executives, managers, and trainees

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 Training and Performance: Today’s
Emphasis (2 of 2)
Learning as a lifelong event
senior management, training managers, and employees
have ownership

Training used to help attain strategic business

objectives
helps companies gain a competitive advantage

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Improved Performance – A Result of
Training
Improved Performance

Development of Knowledge
Up gradation of Skills
Tuning of Attitude
Changes in Habit

Training

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 Role of Training
Increase efficiency
Increase morale of employees
Employee enthusiasm, conformance with regulations,
willingness to cooperate with others
Improve human relations
Reduce supervision
Increase organizational viability and resilience
Introduction of New Strategies and Working methods
Advancement in Technology
Organizational Policy
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 Important Concepts
Learning
KSA- Knowledge, Skills, Attitude.
• Knowledge
• Declarative
• Procedural
• Strategic
• Skills
• Attitudes
• Competencies

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Training Design Process

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 Instructional System Design (ISD)
Refers to a process for designing and developing
training programs

There is not one universally accepted ISD model

ISD process should be:

systematic
flexible enough to adapt to business needs

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 Assumptions of ISD Approaches (1 of 2)
Training design is effective only if it helps employees
reach instructional or training goals and objectives

Measurable learning objectives should be identified

before training

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 Assumptions of ISD Approaches
(2 of 2)
Evaluation plays an important part in:
planning and choosing a training method
monitoring the training program
suggesting changes to the training design
process

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 Forces Influencing the Workplace and Training:
(1 of 2)
Globalization
offshoring

Need for leadership

Increased value placed on intangible assets and
human capital focus on link to business strategy
Attracting and retaining talent
Customer service and quality emphasis
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Forces Influencing the Workplace and Training:
(2 of 2)
Changing demographics and diversity of the work
force
New technology
High-performance models of work systems
Economic changes

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 Intangible Assets
Cannot be touched and are nonmonetary, however
equally as valuable as financial and physical assets.
They include:
human capital
customer capital
social capital
intellectual capital

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 Increasing Intangible Assets
Increase human capital by focusing on attracting,
developing, and retaining knowledge workers
A management style of developing and empowering
employees
Capability to adapt to change
Learning organization – embraces a culture of lifelong
learning, enabling all employees to continually acquire
and share knowledge

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 Focus on Link to Business Strategy
Design and development of learning activities that
helps companies:
successfully implement strategy
reach business goals

Leadership and management development training

programs:
classroom instruction
e-learning

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 Skills Needed to Manage a Diverse Work
Force: (1 of 2)
Communicating effectively with employees from a
wide variety of backgrounds

Coaching, training and developing employees of

different ages, educational backgrounds, ethnicities,
physical abilities, and races

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 Skills Needed to Manage a Diverse Work
Force: (2 of 2)
Providing performance feedback that is free of
values and stereotypes based on gender, ethnicity, or
physical handicap

Creating a work environment that allows employees

of all backgrounds to be creative and innovative

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 New Technology
Internet has created a new business model:
e-commerce
Advantages of technology:
reduced travel costs
greater accessibility to training
consistent delivery
ability to access experts
share learning
creating a learning environment
greater use of a contingent work force
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 High-Performance Models of
Work Systems
Work teams – involve employees with
various skills who interact to assemble a
product or provide a service
Cross training – training employees in a
wide range of skills so they can fill any of the
roles needed to be performed on the team
Virtual teams – separated teams relying
almost exclusively on technology to interact
and complete their projects
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Use of New Technology and Work Design Needs
to be Supported by Specific HRM Practices
(1 of 2)
Employees choose or select new employees or
team members
Employees receive formal performance
feedback and are involved in the performance
improvement process
Ongoing training is emphasized and
rewarded
Rewards and compensation are linked to
company performance
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Use of New Technology and Work Design Needs
to be Supported by Specific HRM Practices:
(2 of 2)
Equipment and work processes encourage
maximum flexibility and interaction between
employees
Employees participate in planning changes in
equipment, layout, and work methods
Employees understand how their jobs
contribute to the finished product or service

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The 2004 ASTD Competency Model

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 Role of Stakeholders
1. Participants •Participate and contribute to all training activities
•Set out personal learning objectives and direct efforts to realize them.
•Extend support to training team in achieving the program objectives and
maintain learning environment.

2. Organizations •Assist the training agency in identifying training needs of their nominee
•Select appropriate participants in accordance with the criteria and
requirements set out by the training agency .
•Communicate expectations from the program to their nominees and the
training agency.
•Keep in regular contact with the training agency to secure information
on the progress and performance of their nominees, especially if it is a log-
term program.
•Provide appropriate opportunities and support to their participants to
facilitate transfer of training to the field situation.
•Maintain the performance or actions of their nominees after the training
program and provide necessary data to the training agency.

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 Role of Stakeholders
3. Training Agency •Provide a training environment that is conducive
to learning, including physical facilities.
•Ensure effective coordination between the trainers
and the support staff associated with the delivery of
the training program.
•Maintain contacts with sponsoring agencies,
especially in a long term program and keep them
informed of the progress and performance of their
nominees.
•Ensure effective coordination
4. Trainers Key element in the delivery of the training .

5. Training Department •Identify training needs for individuals,

departments and organizations.
•Sell training programs to the internal customers
(user departments).
•Coordinate with training agency and trainers to
conduct training.
•Provide infrastructure and organize training
program.
•Training follow-up and training programs.

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