Training and Development
Chapter 7
Dr. Dana Abeuova
3
Learning Outcomes
LO1 Discuss the scope of training and development and
the relationships with organizational strategy.
LO2 Describe the steps involved in training needs
assessment.
LO3 Describe the factors that must be considered when
designing a training program.
LO4 Identify the types of training delivery methods
used in organizations.
LO5 Explain how the effectiveness of training
programs is evaluated and describe some of the
additional training programs conducted by firms.
7-4
The Scope of Training
• Research shows that an organization's revenues and
profits are positively correlated to the amount of
training it gives its employees.
• The global pandemic brought about organizational
challenges.
− COVID-19 forced companies to reimagine how to
develop and train their workforce and pushed
them to connect digitally and use technology to
increase output without significantly increasing
expenditure.
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Training
• Training - any effort initiated by an organization to
foster learning among its members.
• Training is narrowly focused and oriented toward
short-term performance concerns.
• The goal of training is to contribute to the
organization’s overall goals.
• Development involves
broadening an individual’s
skills for future responsibilities.
1-8
A Strategic Approach to Training
• Keeping track of the types of training required by a
company's employees can be difficult.
• Larger corporations, such as GE, Walmart, and IBM,
may employ what are known as Chief Learning
Officers.
− A high-ranking manager directly responsible for
fostering employee learning and development within
the firm
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Phase 1:
Conducting The Needs Assessment
• A needs assessment does not have to be a time-
consuming task.
− Organization analysis
− Task analysis
− Person analysis
• Some of the more common types of training given to
employees:
− Orientation for new hires
− On-the-job training
− Executive training
− Information technology training
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Phase 2:
Designing the Training Program
• Design of training programs should focus on at least
four related issues:
− (1) the training’s instructional objectives,
− (2) readiness of trainees and their motivation,
− (3) principles of learning, and
− (4) characteristics of instructors.
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(1) Developing Instructional
Objectives
• After conducting organization, task, and person analyses,
managers should have a more complete picture of their
firms’ training needs.
• On the basis of this information, they can then develop
instructional objectives
− desired outcomes of a training program
− describe the skills or knowledge to be acquired
and/or the attitudes to be changed.
− objectives should be performance centred
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(2) Assessing the Readiness and
Motivation of Trainees
• Assessing the Readiness and Motivation of Trainees
− Individuals should be grouped according to their
readiness, as determined by test scores or other
assessment information.
− The organization must assist employees in
understanding the connection between the effort
they put into training and the payoff.
− Managers can create a learning-friendly training
environment.
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(3) Incorporating the Principles
of Learning
• Training programs are more likely to be effective if they
incorporate the learning principles
• These are the characteristics of training programs
that assist employees in understanding new material,
making sense of it in their own lives, and applying it to
their jobs.
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Focus on
learning
and
transfer
Focus on
method
and process
1-22
(4) Characteristics of Instructors
• Simply knowing the material may not be enough to
train someone.
• Trainees often remark that they learn more effectively
when the trainer is interesting and possesses good
teaching skills.
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Phase 3:
Implementing the Training Program
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On-the-Job Training
• The most common informal method used for training
employees is on-the-job training (OJT).
− A method by which employees are given hands-on
experience with instructions from their supervisor or
other trainer
• An extension of OJT is Apprenticeship Training:
− A system of training in which a worker entering the
skilled trades is given thorough instruction and
experience, both on and off the job, in the practical
and theoretical aspects of the work
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Special Assignments
• Research shows that men tend to be provided with more
challenging assignments—or stretch assignments—than
women, which negatively impacts the career progression
of women
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Internships, Cooperative Training,
and Governmental Training
• Internships offer students the chance to get real-world
experience while finding out how they'll perform in
organizations.
• Organizations benefit by getting employees with new
ideas, energy, and eagerness to accomplish their
assignments.
• Cooperative Training
− A training program that combines practical on-the-
job experience with formal educational classes
• The federal and provincial governments are collaborating
with private employers to create internship opportunities
for Canadian students.
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Simulations
• Simulations can also be used for diversity and inclusion
training as well as the conduct of contract negotiations.
• With the outbreak of COVID-19, technology’s value was
only heightened as the training needed to be delivered
while maintaining social distancing
• Games and Virtual Reality
− Games are becoming more popular for training, often
referred to as to the “gamification” of learning
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E-Learning
• E-learning is learning that takes place via electronic
media
− Involves the delivery of content via the Internet,
intranets and extranets, mobile devices, podcasts, and
other virtual spaces powered by platforms like Zoom
or WebEx
− Involves the use of a learning management system
(LMS)
• online system that provides a variety of
assessment, communication, teaching, and
learning opportunities
• Allows companies to offer individual training components
to employees when and where they need them, which is
referred to as just-in-time training
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Behaviour Modelling
• Behaviour modelling is an approach that
demonstrates desired behaviour and gives trainees
the chance to practice and role-play those behaviours and
receive feedback.
− Combines several different training methods and
multiple principles of learning
• Involves four basic components:
1. Learning points
2. Modelling
3. Practice
4. Feedback and reinforcement
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Role-Playing
• Role-playing consists of playing the roles of others,
often a supervisor and a subordinate.
• Role-playing can bring realism and insight into
dilemmas and experiences that otherwise might not be
shared.
• Some airlines use role-playing exercises to help
employees deal with irate or unruly passengers
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Coaching
Case Studies
• Coaching:
− consists of a continuing flow of instructions,
comments, and suggestions from the manager to a
subordinate.
− flow of encouragement and support to help people not
just do their jobs right and get ahead but also
become leaders
• Case Studies:
− Figure 7.8 provides a set of guidelines for when and
how to conduct case studies.
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Seminars and Conferences
• Useful for bringing groups of people together for
training and development.
• Seminars and conferences are often used when change
is a goal.
• Web conferencing is used to conduct live meetings or
presentations over the Internet.
− Trainees sit at their own computers and are connected
to other participants via the Web.
− A webinar is a one-way Web conference, from the
speaker to the audience, with limited audience
interaction.
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Blended Learning
• Blended learning is a method whereby lectures are
combined with other computer and online
instruction and the use of audiovisual materials such as
slideshows.
• Video recordings can be used to help trainees
understand what to do when faced with a crisis.
• Blended learning includes a self-paced learning
component.
• Blended learning works well because different people
learn in different ways, and it breaks up the monotony
of lectures.
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Phase 4:
Evaluating the Training Program
• A variety of methods are available to assess the extent to
which a firm's training programmes improve learning,
influence workplace behaviour, and impact an
organization's bottom-line performance.
• Four basic criteria to evaluate training:
(1) reactions
(2) learning
(3) behaviour
(4) results
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Criterion 1: Reactions
• Potential questions might include the following:
− What were your learning goals for this program?
− Did you achieve them?
− Did you like this program?
− Would you recommend it to others who have similar
learning goals?
− What suggestions do you have for improving the
program?
− Should the organization continue to
offer it?
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Criterion 2: Learning
• Checking to See Whether They Actually
Learned Anything
• Testing knowledge and skills before beginning a
training program gives a baseline standard on trainees
that can be measured again after training to determine
improvement.
• However, in addition to testing trainees, test employees
who did not attend the training to estimate the
differential effect of the training.
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Criterion 3: Behaviour
• Transfer of Training
− Effective application of principles learned to what is
required on the job
• Maximizing the transfer of training
1. Feature identical elements.
2. Focus on general principles.
3. Establish a climate for transfer.
4. Give employees transfer strategies.
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Criterion 4: Results
• Measuring the Utility of Training Programs
− Calculating the benefits derived from training
− ROI = Benefits of Training ÷ Training Costs
• If the ROI ratio is >1, the benefits of the training
exceed the cost of the program.
• If the ROI ratio is <1, the costs of the training
exceed the benefits
− Benchmarking:
• the practice of comparing data and
statistics from operations, such as
training, against those of recognized
leaders in your industry
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Additional Training and
Development Programs
• Many employers develop training programs to meet
special needs:
− Orientation
− Onboarding
− Basic Skills Training
− Ethics Training
− Diversity and Inclusion Training
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Additional Training and
Development Programs
• Orientation: The formal process of familiarizing new
employees with the organization, their jobs, and their
work units
• Onboarding: The process of systematically socializing
new employees to help them get “on board” with an
organization
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Additional Training and
Development Programs
• Basic Skills Training - remedial, or basic skills, training
for adults has grown to be a full-blown educational
industry on which businesses now spend billions of dollars
annually
• Ethics Training - some firms have chief ethics
officers—high-ranking managers directly responsible for
fostering the ethical climate within their firms and
ensuring compliance
• Diversity and Inclusion Training - Businesses are
beginning to see the moral and financial benefits of
diversity and inclusion. Diversity is good for business
because it increases productivity and attracts top talent.
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Recap
60
Recap 7
• Which term refers to the process of learning by "doing,"
reflecting on it, critically analyzing it, and applying it in
new situations or settings?
• a. programmed instruction
• b. experiential learning
• c. e-learning
• d. classroom instruction
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Recap 7
• Which statement best describes the concept of on-the-job
training (OJT)?
• a. It is the least common informal method used to train
employees.
• b. It provides practical experience under normal working
conditions.
• c. By some estimates, 40 to 50 percent of employee
learning occurs via OJT.
• d. An extension of OJT is programmed training.
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Recap 7
• What is the most common informal method used to train
employees?
• a. e-learning
• b. classroom instruction
• c. on-the-job training
• d. programmed instruction
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