1. Training and Development

2. 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 the 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.

3. Training Process Training Design Needs Analysis Training Delivery
Evaluation

4. 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.

5. Adult Learning Theory
Adults need to know why they are learning something.
Adults desire to be self-directed.
Adults bring more work-related experiences to the learning situation.
Adults enter into a learning experience with a problem-solving orientation.
Adults are motivated by both extrinsic and intrinsic motivators.

6. Strategies to Transfer Learning
Effective Scheduling of Training Session
Morning hours, fewer hours per session, more frequency.
Training at the Appropriate Time
Deliver training as close to the actual time when learning will used/needed on the job.
Pre-training Preparation
Employees need to be made aware of the benefit and importance of training.
Training Delivery
Training and transfer are enhanced by using a variety of training techniques.

7. Training Design Implications of Adult Learning Theory
Mutual planning and collaboration in instruction.
Use learner experience as a basis for examples and applications.
Develop instruction based on learner’s interests and competencies.
Immediate application of content.
Problem-centered rather than subject centered learning.
Formal vs. Informal Training
Most powerful learning experiences come on-the-job
Informal training difficult to manage.

8. Training Delivery Classroom instruction Videotapes On-the-job training
By far the 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
EPSS – Electronic Performance Support
Simulations

9. 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

10. General vs. Specific Skills
General skills are useful at all or most firms.
T&D which develops skills useful at other firms.
Increases the likelihood that employees will be bid away or “poached” for higher salaries.
Specific skills are useful for only certain jobs at certain firms.
Increases job performance but does not prepare employees for future jobs.

11. You Paid for Grads' Skills. Now Use Them.
October 15, BusinessWeek's 2001 survey say their employers should have more clearly defined how an EMBA degree would affect their career paths. No surprise, then, that recent EMBA grads report that anywhere from 40% to 70% of their classmates changed jobs during or after the program.

12. Tuition-Reimbursement
Most “general” development provided by firms.
Broadly useful skills
Degree as a signaling mechanism
75-80% of firms provide some type of T.R.
33% Fortune’s 100 Best Companies to Work For offer 100% T.R.
Typically used by 7-10% of employees

13. “Gold-Plated” Tuition Reimbursement
Any program reimbursed.
$10,000 stock bonus for completing a degree.
3 hours per week time off.
Stock awards totaled $88 million since 1996.
In 2001:
$45 million in tuition for 14,000 employees
$16 million in stock awards for 1,900 employees
Chairman and CEO:
“Our goal is to have the best-educated workforce on the planet”

14. Reasons to Provide T.R. Attract Quality Employees
“Employer of Choice”
Who values tuition-reimbursement?
Improve Employee Skills
Engineers getting MBA’s
Stay on the “cutting-edge”
Retain Skilled Employees
“Employability” or learning contract

15. Study Info ~10,000 full-time salaried employees.
~12,000 current and former employees were analyzed using HRIS records.
~1,000 survey responses.
U.S. employees only.
Tuition-reimbursement
38% salaried employees participated
9% salaried employees earned a degree

16. Those who earned a degree split by receiving reward afterward
Participation in Tuition Reimbursement and Voluntary Turnover
N = 12,360
Those who earned a degree split by receiving reward afterward

17. Promotion, Tuition-Reimbursement and Voluntary Turnover 1996-2000

18. Findings
Tuition-reimbursement contributes to retention while taking classes and voluntary turnover after graduation.
Earning a degree interacts with promotions.
Makes promotion a more powerful retention tool.
Integration with performance management and career systems is crucial.
If well managed, tuition-reimbursement can:
Attract high-quality employees
Strengthen employee capabilities
Reduce turnover

19. Managing General Skills Development
Before development
Feature development in recruiting
Clear career pathways with defined competencies
Integrated with performance management
During development
Apply course material and projects to work problems
Managers should follow-up regularly with employees
After development
Put the employees’ new skills to use
Reward employees for new skills
Challenge employee to apply new skills
Lateral moves and stretch assignments

20. When to Develop General Skills?
Desired length of relationship with employee
Permanent employees and mostly full-time
Career progression
Type of relationship with employees
High-involvement workplaces
“People are our most important asset”
Type of skills required
High-skilled workforce
Unique skills that are not readily available
Degree of technological change and innovation
“Half-life” of knowledge
Need to support change initiatives