6 Training and Development

Employee Orientation / Onboarding

Provides new employees with basic background information they need to do jobs; helps them become emotionally attached and engaged.

4 Things Orientation Should Accomplish

1. Make new employee feel welcome and part of team 2. Have basic info to function (email, policies, benefits, expectations) 3. Understand organization broadly (history, culture, vision) 4. Start socializing into firm's culture.

Orientation Process

Ideally begins before first day; first day colleagues know they're starting; subsequent days meet other departments; after ∼2 weeks speak to identify concerns; HR explains hours/benefits, supervisor explains dept organization.

Employee Handbook

Should include disclaimer that nothing is binding contract and all employment is at-will.

Training

Happens directly after orientation; giving new or current employees skills they need to perform jobs; fosters engagement.

Negligent Training

When employer trains inadequately and employee subsequently harms third party.

Instructional System / Training Process

Composed of: Problem Diagnosis (Performance Analysis, Need Analysis, Skills Gapping), Program Design, Program Delivery, Program Evaluation.

Systems Approach

Gives important impetus to establishment of objectives and evaluation criteria.

ADDIE Five-Step Training Process

Analysis, Design, Develop, Implement, Evaluate; 1. Analyze training need 2. Design overall program 3. Develop course (create materials) 4. Implement training 5. Evaluate effectiveness.

Analyzing Training Needs - Types

Strategic Training Needs Analysis, Task Analysis, Performance Analysis, Competencies-oriented Training.

Strategic Training Needs Analysis

Having strategic goals (expansion) often means firm will have to fill new jobs; identifies training employees will need to fill future jobs.

Task Analysis

Particularly with lower-level or new workers; aim to give skills/knowledge to do job; detailed study of job to determine specific skills required.

Performance Analysis

For underperforming current employees; process of verifying performance deficiency and determining if should be corrected through training or other means.

Can't Do vs Won't Do Tasks

Can't Do - causes: unawareness of expectations, lack of tools, no job aids, inadequate training; can be solved through training. Won't Do - employees could do good job if they wanted to; better solution is change incentives rather than training.

Competencies-oriented Training

Trainees learn via mix of real-world exercises, teamwork, classes, online resources under learning coach; aim is to show mastery of competencies.

Designing the Training Program

Means planning overall training program; includes training objectives, delivery methods, program evaluation.

Design Substeps

Setting performance objectives, creating detailed training outline, choosing program delivery method, verifying overall design with management.

Setting Learning Objectives

Clearly define program's desired learning outcomes; trainer's job is to unearth broad reasons behind requests and turn into tangible outcomes.

Creating a Motivational Learning Environment

Learning requires both ability and motivation; address trainee ability differences and need for remedial training.

Motivation Theories - Behavior Modification

Training should provide opportunities for positive reinforcement.

Motivation Theories - Expectancy Theory

Trainees need to know they have ability to succeed and value of completing program is high.

Motivation Theories - Self-Efficacy

Trainees must believe they have capacity to succeed.

Making Learning Meaningful

Provide overview why important, use familiar examples, organize logically, use visual aids, create perceived training need.

Maximize Transfer of Training

1. Talk with trainee why enrolled and expected use 2. Set goals at start 3. Make Skills Transfer Obvious 4. Reinforce Learning 5. Ensure Transfer.

Developing the Program

Means actually assembling program's training content and materials; choosing specific content, instructional methods, equipment/materials.

Pilot Program

May conduct small pilot to validate before full implementation

Implementing the Training Program

Actually providing training; Before: send announcements, pretraining materials; During: provide contact for questions/guidance; After: ascertain transfer of learnings to job

On-the-Job Training (OJT)

Having person learn job by actually doing it

Coaching or Understudy Method

Experienced worker or supervisor trains employee; may involve observing trainer or trainer showing ropes step-by-step

Job Rotation

Employee moves from job to job at planned intervals

Special Assignment

Give lower-level executives firsthand experience working on actual problems

Peer Training / Action Learning

Several employees spend several days per week over several months learning what technology/change entails; spread new skills to colleagues back on job

Mentoring

Figure often 8-15 years older and 2-3 levels above provides career advice; trainee often picks up mentor's friends and enemies

Apprenticeship Training

People become skilled workers through combination of formal learning and long-term OJT under master craftsperson

Informal Learning / Buddy System

70/20/10 Notation: 70% of job learning occurs informally on or off job, 20% on social interactions, 10% on actual formal training

Job Instruction Training (JIT)

Listing each job's basic tasks along with key points; provides step-by-step training; trainee replicates methods and receives feedback

Lectures

Quick and simple way to present knowledge to large groups

Programmed Learning

Step-by-step self-learning; 3 parts: Presenting questions/facts/problems, Allowing learner to respond, Providing built-in feedback

Behavior Modeling

Showing trainees the model way of doing something, letting them practice, giving feedback

Audiovisual-Based Training

Using DVDs, films, PowerPoint, audiotapes

Vestibule Training

Trainees learn on actual or simulated equipment but off the job in separate room

Electronic Performance Support Systems (EPSS)

Computerized tools and displays that automate training, documentation, and phone support

Videoconferencing

Delivering programs over broadband, Internet, or satellite

Computer-Based Training (CBT)

Uses interactive computer-based systems to increase knowledge/skills

Online / Internet Based Training

Allows employees to get training on demand without interfering with daily duties

Learning Management Systems (LMS)

Special software tools that support online training by helping identify training needs and to schedule, deliver, assess, and manage online training

Learning Portals

Offers employees online access to training courses

Virtual Classroom

Uses collaboration software to enable multiple remote learners to participate in live audio/visual presentations

Mobile and Micro Learning

Delivering learning content on learner's demand via mobile devices wherever and whenever

Lifelong Learning

Continuing learning experiences over employees' time with firm

Literacy Training

Supervisors teach basic skills by giving employees writing and speaking exercises

Diversity Training

Aims to improve cross-cultural sensitivity to foster more harmonious working relationships

Team Training

Focuses on technical, interpersonal, and team management issues

Cross Training

Training employees to do different tasks or jobs than their own

Management Development

Improves managerial performance; includes in-house programs, professional programs, online programs, and university programs

9-Box Grid

Candidate assessment tool that simplifies choosing development candidates

Management Development - Job Rotation

Moving managers dept to dept to broaden understanding and test abilities

Management Development - Coaching / Understudy Approach

Trainee works directly with senior manager or person they will replace

Management Development - Action Learning

Gives managers time to analyze and solve problems in departments other than own

Stretch Assignments

Placing employees in jobs and assignments different and more demanding than accustomed

Off-the-Job Techniques - Case Study Method

Manager presented with written description of organizational problem to diagnose and solve

Off-the-Job Techniques - Management Games

Teams of managers compete by making computerized decisions regarding realistic but simulated situations

Off-the-Job Techniques - Outside Seminars

Seminars conducted outside company by external organizations

Off-the-Job Techniques - University-Related Programs

Executive education offered by universities in leadership, supervision, etc.

Off-the-Job Techniques - Role-Playing

Aim is to create realistic situation and have trainees assume roles of specific persons in that situation

Corporate Universities / In-House Development Centers

Company-based method for exposing prospective managers to realistic exercises to develop management skills

Executive Coaches

Outside consultants who question executive's boss, peers, subordinates, and family to identify strengths and weaknesses

Lewin's Change Process

Kurt Lewin: all behavior is product of two forces - striving to maintain status quo and pushing for change

Process for Implementing Change

1. Establish sense of urgency 2. Mobilize commitment through joint diagnosis of problems 3. Create guiding coalition of influential people as missionaries/implementers 4. Develop and communicate shared vision 5. Help employees make change 6. Aim first for attainable short-term accomplishments 7. Reinforce new ways 8. Monitor and assess progress

Organizational Development (OD)

Change process in which employees themselves formulate and implement change required

OD Methods - Team-Building Meetings

Consultant interviews members and leader before meeting about problems, function, obstacles

OD Methods - Survey Research

Requires employees to complete attitude surveys; data used for problem analysis and action planning

Evaluating the Training Conducted

Keep in mind sleeper effect where results take time to show up on job

What Could Be Measured (Kirkpatrick Levels)

1. Participants' reactions 2. What participants learned 3. To what extent behavior or results changed as result of training

Designing the Evaluation Study - Time Series Design

Taking series of performance measures before and after training program

Designing the Evaluation Study - Controlled Experimentation

Experimental group (attended training) and control group (no training); performance measured before and after training experimental group

Common Concerns and Suggestions

1. Lack of ongoing measurement and revision 2. Big ticket training risk becoming talent supplier for competitors 3. Whether trainer supplies own limited knowledge vs what organization needs

Training Improvement Concerns

One should not send mixed/improper signals - training should produce improved performance reinforced via rewards

HRD Principles

Distributed Learning - conducting program over long enough period to digest and apply; Rewards - trainees should see what is in it for them