Training and Developing
Employees
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Why Do Companies Invest in Training, even in the most difficult times?
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Training Financial Result
Higher Net Sales
Gross Profit Per
Stock growth
Employee
$ 1,50,000 of new
business premium
each year
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Doesn’t always lead to an
Training
improved bottom line
Why?
Ineffective Training
Effective Training: What employees need to learn
and how training is designed and implemented
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What is Training?
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Training
A planned effort by a company to facilitate employees’ learning of
job-related competencies.
Competencies include knowledge, skills, or behavior
critical for successful job performance.
The goal of training is for employees to master the
competencies and apply them to their day-to-day
activities.
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Training Process Model
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The training model is an adaptation of what has
become widely known as the ADDIE model.
ADDIE is an acronym for the major processes of
training:
A nalysis
D esign
D evelopment,
I mplementation and
E valuation
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When Training (Triggering
Event)
A triggering event occurs when a person with authority
to take action believes that actual organizational
performance (AOP) is less than the expected
organizational performance (EOP).
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Phase One: Analysis Phase
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The analysis phase begins with the identification of the
organizational performance gap (AOP is less than EOP).
Example of Profitability shortfalls
Performance low levels of customer satisfaction, or
Gap excessive scrap
Another type of performance gap is future oriented.
Here, the company is seen as likely to perform poorly in
the future unless the changes are made
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The analysis phase is often referred to as a training
needs analysis (TNA)
What deficiencies, if any
do incumbents have in Is there What are
any need
the skill, knowledge and for organization's
abilities required to training? goal?
exhibit the job
behaviors?
What behaviors are What task must be
necessary for each completed to
incumbents to complete achieve the goal?
his or her task?
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Phase Two: Design Phase
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An important process in the design phase is the creation
01 of training objectives
Provide direction for what will be trained and
how
Training objectives Specify the employee and organizational outcomes that
should be achieved as a result of training and become
inputs to the development and evaluation phases of the
model
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Determining how the organizational constraints will be addressed
02 by the training.
Identifying the factors needed in the training program to facilitate
03 learning and its transfer back to the job are key outcomes from the
design phase.
All of these factors are used to create the guidelines for how the
training will be developed
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Phase Three: Development Phase
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Development is the process of using the guidelines from the
design phase to formulate an instructional strategy that will
meet the training objectives
Instructional strategy describes the order, timing, and
combination of methods and elements to be used in the
training program to meet the objectives.
▪ Specific content for of the training
▪ Instructional methods used to deliver the content
Outputs ▪ Materials to be used
▪ Equipment and media, manuals, and so forth.
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Phase Four: Implementation Phase
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All the previous phases of the training process come
together during the implementation phase.
It is useful to conduct a dry run or even a pilot of the
program before actually delivering the training
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Phase Five: Evaluation Phase
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Evaluation
Process
Evaluation
Outcome evaluation is the evaluation
process evaluation determines how well a conducted at the end of training to determine
particular training process achieved its the effects of training on the trainee, the job,
objectives (i.e., outputs). and the organization.
Outcome
Evaluation
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Employee Development
Combination of multi set of activities namely
training, formal education, job experiences,
relationships, and assessments of personality and
abilities that help employees perform effectively in
their current or future job and company.
Prepare for
the future
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Training vs. Development
Training Development
Focus Current Future
Use of Work Low High
Experiences
Goal Prepare for Prepare for changes
current job
Participation Required Voluntary
Level All level Top Level
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Some Strategic Training Alternatives
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Internal Outsourcing Hybrid
Provider Strategy Strategy
Strategy
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Internal Provider Strategy
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Large organizations in a stable
When environment, where training needs do not
Suitable change rapidly, often choose to do most of
the training themselves
The “in-house” strategy directs all, or nearly
What all, training to be developed and provided
by the internal HRD unit.
The types of training needs that will be
addressed, the development of programs to
Role of HRD address those needs, and the evaluation of
those programs are typically determined by
a centralized HRD function in consultation
with the HR executive
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The principal advantages of this strategy are control
over the training content, consistency in delivery
across the organization, and reduced training costs
In this strategy, a single program is developed to meet
Why this a particular training need across many groups of
Strategy? employees. As a result, the content and delivery can
be controlled for consistency across the organization.
Because in-house specialists develop the content and
design of the program, it is tailored to the company’s
needs. Because the cost of development can be
spread across a large number of employees, the cost
per employee is reduced.
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Outsourcing Strategy
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This strategy employs outside training vendors for all,
or almost all, training activities. The HRD unit’s role is to
select and manage training suppliers. Suppliers may
What be training firms, consultants, professional
seminars, college/university courses, and the like. A
full commitment to this strategy would use outside
vendors to conduct all aspects of the training process
from the training needs analysis through evaluation.
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Question to Assess Training Provider Capabilities
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What is the trainer’s background (education,
experience, etc.)?
Has the trainer ever provided these particular training programs or
services before?
Has the training been evaluated? If so, what levels of outcomes were
evaluated, and what have been the results?
Can the trainer give you the names of people in these companies who
could speak knowledgeably about the trainer’s products and services?
Can the trainer give you names of and permission to contact the
following people?
Trainees who received the training
The person who was the trainer’s primary contact in the client
organization
The person who monitored or coordinated the training
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How does the trainer go about developing a program, delivering
training, or providing a training service? Can the trainer provide
examples or an outline of his approach or process? Will this fit your
organization’s culture and budget?
If the training is already developed, can the trainer show you materials,
such as handouts, exercises, and videos?
If these materials are not specific to your organization, how will the
trainer alter them to make them appropriate for your situation?
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Hybrid Strategy
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Most firms use some combination of the two preceding
strategies, providing some training internally and contracting
some to external providers. Decision making is centralized for
some training activities and decentralized for others. Different
philosophies suggest where centralization should take place and
what training should be developed or conducted internally. One
approach is to conduct ongoing training internally and contract to
external providers all new training. New training is usually
required when some aspect of the environment changes.
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Design of Training Room
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Making the training room a learner-friendly
environment
A windowless room is best. Windows can
distract the trainees.
If the room does contain windows, be sure that
they are fitted with shades or curtains that you
can close.
Training Unblocked windows, even on upper floors of a
Room building, can be distracting when the weather
turns bad. Also, light coming through the
windows can create glare
The walls should be blank—neither decorated with
pictures nor brightly painted—and a neutral color,
such as beige.
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Material that is related to the training can and should be
posted on walls and easels.
Lighting should be adjustable so it can be dimmed for
slide shows or video presentations and can be made
brighter for the lecture, discussions, and exercises
The room should be close to square in shape.
Training Rectangular rooms limit the type of seating arrangements
Room possible. A rule of thumb is to avoid a training room
whose length exceeds its width by more than 50 percent.
The room should be carpeted and should have a
sound-absorbing ceiling.
The room should be equipped with its own temperature
control and quiet heating/cooling fans.
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In case of multipurpose
training
Haveroom:
tracks built onto the walls with a slot into which newsprint
can be pushed, allowing for the hanging of charts and posters
anywhere in the room.
Have whiteboards built into the walls at strategic locations to
allow easy access to large writing surfaces.
Have built-in consoles that control lighting, audiovisuals (AVs),
Training
and computers, to provide easy access to the operation of
Room these training aids
Have a working remote control so trainers can operate the
lights and AVs from anywhere in the room.
Have an interactive whiteboard (e.g., SMART board) for
developing models or listing points generated in discussions,
and be able to provide copies to trainees easily.
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Use tables and chairs rather than classroom-type desk
chairs. Tables should be movable so they can be set up in
any configuration.
An ideal table size is 5 feet long and 2 1/2 feet wide
(2.5 square feet ), as this allows two people to sit
Furniture comfortably on one side.
Putting two of these tables together makes a 5-foot
If square
possible,where
use eight
paddedpeople
swivelcanchairs
hold that
a group
are
[Link] have casters and armrests.
cloth-covered
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Circles Classroom
Furniture Degree of formality
Setup The focus of attention
and
Level of two-way
communication.
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A Circle Classroom
B
C
D
Furniture Semi-circle “U” shape
Setup
Round Table “U” E F
Rectangle “U”
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The classroom style places the focus
on the trainer and limits two-way
communication between trainees
because the trainees are all facing one
direction. If no tables are used, more
trainees can be accommodated. This
arrangement is called theater style.
When a trainee sees such a setup, her Circle Setup
role is clearlyClassroom
defined in her mind: She In the circle setup, the focus is evenly
is there to listen Setup distributed; no single person is being
looked at. A trainee sees this style and
her role is also defined: She will be a
part of the discussion.
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The semicircle encourages trainee
discussion and allows trainees to be
face-to-face when the trainer is not talking.
In this situation, the trainer stands when
presenting information and sits with the
trainees when encouraging discussion.
Semi Circle U-shaped
Setup Setup but allows for a
It is similar to the semicircle
larger group of trainees. The U-shape
places the main focus on the trainer allows
a fair amount of face-to-face discussion
among the group members and
accommodates a reasonably large group
(30 to 35 trainees)
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Dry Run & Pilot Programming
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The dry run is not designed to actually train
participants who assume the role of trainees.
Instead, it is designed to determine the value and
clarity of the various pieces of the training
Dry Run program, identify and correct any delivery
problems, work through timing issues, and
In general,make
otherwise the dry runthat
sure willthe
take much is
training longer
readythan
for
the actual training, so enough time should be set
delivery.
aside to not only deliver the material but also
make necessary adjustments.
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For a really effective dry run,
Use some potential trainees but choose them carefully;
consider their diverse backgrounds, and their willingness
to provide feedback.
Using seasoned employees helps to evaluate the
Dry Run
transferability of the training back to the job.
Content experts who can provide feedback on the validity
of the material and its usage
Some members of the training design and development
team should also participate in the dry run, assuming the
role of trainees or observers.
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The pilot program is different from the dry run in that
trainees are there to be trained. It will be a full-fledged
training program.
▪ To provide the trainees with the relevant training
▪ To assess further the timing and relevance of
Go
al
Pilot modules and various training components
Program ▪ To determine the appropriateness, clarity, and flow of
material
The pilot program provides valuable responses and viewpoints
that are inserted in the trainer’s manual.
The pilot program provides an opportunity for future trainers to
attend the training and experience what takes place firsthand
The pilot program will provide valuable feedback to designers
regarding the effectiveness of the training.
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End of the chapter 8
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