1. EMPLOYEE Training and Development

2. Human Resource Management
Policies, practices, and systems that influence employees’:
behavior
attitudes
performance
HRM practices play a key role in attracting, motivating, rewarding, and retaining employees

3. 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 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.

4. Cost of Training 70% of employers provide some training
$50-$60 billion budgeted for formal training; $13.5 billion on training products
Large companies spend more than small

5. Why Train? Why Develop?
Training & development can contribute to companies’ competitiveness
Competitiveness – a company’s ability to maintain and gain market share in an industry
grow the business, and
improve customer service, by
providing employees with the knowledge and skills they need to be successful

6. High-Leverage Training
Linked to strategic goals and objectives
Uses an instructional design process to ensure that training is effective
Compares or benchmarks the company’s training programs against training programs in other companies
Creates working conditions that encourage continuous learning

7. 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
Measure individual performance
This leads to improved business results
Demonstrate ROI

8. Training Design Process

9. Instructional System Design (ISD)
Process for designing and developing training programs
systematic
flexible enough to adapt to business needs
Training design is effective only if it helps employees reach instructional goals
Measurable learning objectives - identify before training
Evaluation is important:
monitoring training effectiveness
suggesting changes to training

10. 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.

11. Training Delivery Classroom instruction
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
Simulations

12. Typical Training Methods
70% instructor-led classroom based
16% instructor-led from remote location
7% computerized training with no instructor
7% other delivery methods

13. 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

14. What Every Student Should Know
Learning and You
What Every Student Should Know

15. Learning
Learning is a relatively permanent change in human capabilities not a result of growth processes.
Learning outcomes include:
Verbal information
Intellectual skills
Motor skills
Attitudes
Cognitive strategies

16. Facilitating Learning
Let trainees know why they should learn
Objectives
Provide meaningful training content
Set in job context, real-world examples
Provide opportunities to practice
Provide feedback
Opportunities to interact and experience
Cater to different learning styles
Concept Map can be used to help trainees facilitate storage

17. Facilitating Practice  Learning
Encourage metacognition
Provide advance organizers
Overlearning increases retention
Error management training
Improve perf, stimulate metacognition
Massed vs. spaced practice
more important for complex tasks
Both whole and part practice

18. Commit training to memory
Must move from STM LTM
STM holds only about 5 pieces of information
“Chunk” information – concept mapping
Automization – task requires little thought or attention. Thus, uses little memory capacity

19. Learning Theories Reinforcement – reward yourself
Social Learning – observe competent others
Identical Elements – Learning context should mirror performance context
Cognitive Theory – Incorporate new material into pre-existing knowledge structure
Indentify general principles that cross situations
Spaced practice is more effective than massed practice
Seek feedback from practice & incorporate it
Goal setting enhances learning
Learning goals are more effective than Performance goals

20. Social Learning Theory
BEFORE
Dogs Before Training
AFTER
Dogs After Training

21. It Really Works!!
BEFORE
AFTER

22. Learning beliefs self assessment

23. Goal Orientation Learners with a high performance (prove) orientation:
direct more attention to performing well
devote less effort to learning
Trainees with a learning orientation:
exert greater effort to learn and use more complex learning strategies than trainees with a performance orientation

24. Goal Setting at Work
Goals help
crystallize the sense of purpose and mission
essential to success at work
Goal Setting – the process of establishing desired results that guide and direct behavior 9

25. Characteristics of Effective GoalsM A R T
Specific
Measurable
Attainable
Realistic
Time-Bound 10

26. Goal Level and Task Performance
High
Low
Difficult goals
Task Performance
Easy goals
Low High
Goal Level 11

27. Goal-Setting Functions
Increase work motivation and task performance
Reduce role stress associated with conflicting or confusing situations
Improve accuracy and validity of performance evaluation

28. VARK Learning Style http://www.vark-learn.com/english/index.asp
Visual learners –prefer graphs and symbols to represent information
Aural learners – prefer listening, such as lectures
Read/write learners – prefer written text
Kinesthetic learners – hands on approach

29. Four Challenges to Organizations in the New Millennium
Globalization
Diversity
Ethics
Technology

30. Homework
Consider the variety of skills you might develop in a training and development class or knowledge you might gain.
Write one goal statement that reflects a SMART learning goal you have for yourself. Make sure you are aware of how you will know when you have met the goal.
DUE next week – (1) Your goal, and (2) what your VARK results taught you about how you learn (a paragraph)