Learning and Development

module 1
Prof Kambam Vedantan (kambamved@[Link])
&
Prof Harold Andrew Patrick PhD
Professor & Dean Academics
CMS Business School, Jain University
 Training and Development: Learning
Objectives

 By the end of this module, students will:

 Understand the training process from needs
assessment through evaluation.
 Demonstrate mastery by designing, conducting and
evaluating a training project for an organization.

2
 Unit 1 Learning Objectives
 By the end of Unit 1, students will:

 Have an overview of the training process and the

structure of the class.
 Recognize environmental factors that have
changed traditional training in organizations.
 Understand group process and group member
roles.
 Become a member of a team and be assigned a
team project.
3
 What Is Training and Development?

 Training:
 An organization’s planned effort to facilitate
employees’ learning of job-related competencies.
 Development:
 Formal education, job experiences, relationships and
assessments of personality and abilities that help
employees prepare for the future.

Noe, R. A. (2008). Employee Training & Development, 4th ed., New York:
McGraw-Hill Irwin.
4
©SHRM 2009
 Training and Development Process

1. Needs assessment and analysis.

2. Training program design.
3. Training program development.
4. Implementation and delivery of training.
5. Training evaluation.

5
TRAINING:

“A method of enhancing human

performance.”

Silberman

6
What Gives Value to an Organization?
Organization’s Value consists of three types of
assets that are crucial to providing goods and
services.
 An organization must have financial assets, cash
and securities, to maintain day-to-day activities and
to invest in the future.
 There must be physical assets, such as facilities,
plants and equipment, to produce marketable goods
and services.
 And lastly, organizations have intangible assets,
such as staff and a good reputation, all necessary to
achieve the organization’s mission
7
 Traditional Training
 Traditional training:
 Teach employees skills needed for current jobs.
 Low priority = low budget.
 Traditionally, training has not been seen as a priority in
organizations and, consequently, it was a low-budget
item. The idea of training was to teach employees the
skills needed for their current job with the hope that they
would apply those new techniques to their daily
activities.
 Today, organizations recognize that simple skills training
is not enough. Organizations are increasingly looking to
increase the value of their intangible assets, and many
see their human capital assets as a way to gain an
advantage over competitors. This attitude change is
reflected in the increase organizations are spending on
training. 8
What’s Changed the Emphasis on Training?

 Globalization.
 Need for leadership.
 Increased value of human capital.
 Link to business strategy.

11
What’s Changed the Emphasis on Training?

 Attracting and retaining talent.

 Customer service and quality.
 Demographics and workforce diversity.
 New technology.
 Economic change.

12
Setting Up Your Teams!

13
 Your Team Project
 What will you be doing?
 1. Conduct a needs assessment and analysis.
 2. Design a training program.
 3. Develop a training program.
 4. implementation and delivery of
training.
 5. Evaluate the training.

14
Analysis Phase
Input Process Output
Organizational
Analysis
Objectives
Resources
Environment Training
Needs

TRIGGER Identify
Operational
Actual Organizational Performance
Analysis
Performance Expected Discrepancy (PD)
(AOP) < Expected Performance PD = EP!AP
Organizational (EP) and
Performance (EOP) Causes of PD
Non
Training
Person Analysis Needs
Actual
Performance
(AP)
Design Phase
Input Process Output
Learning
Theory
Determine factors
that facilitate
learning & transfer
Develop
Training Identify alternative
Needs Training method of
instruction
Chapter 6
Objectives
Evaluation
Organizational objectives
Chapter 8
Constraints
Development Phase

Input Process Output

Instructional
Material

Instructional
Determine Equipment
Factors That Instructional
Facilitate Strategy
Learning &
Transfer Trainee and
Trainer
Manuals
Alternative
Instructional
Methods Facilities
Implementation Phase

Input Process Output

Instructional
Material

Instructional
Equipment
Dry Pilot Training
Program Implementation
Run
Trainee and
Trainer
Manuals
Evaluation
Implementation
and
Facilities Assessment of
Utility
Evaluation Phase

Input Process Output

Process
Measures
Evaluation
Evaluation Strategy
Objectives and
Design
Content
Measures
Organizational - Reaction
Constraints - Learning
- Behavior
- Results
Design Issues
Classification of Learning Outcome

Skill-Based Learning
Compilation
Automaticity

Learning

Cognitive Knowledge Attitudinal Learning

Declarative Knowledge Affect/Feelings
Procedural Knowledge
Strategic Knowledge
 Organizational Chart for Human Resource
Function
Vice President
Human Resources

HR Planning and Employment Employee Relations Compensation Human Resource

Research Director Director Director Director Development Director

Forecasting Recruiting Employee Compensation Improving the

employment grievances of employees capabilities of
needs Testing (wages, employees
In unionized firms salaries and
Succession Hiring and management-union benefits) If no director
planning employee relations often of Health &
termination involved in labor Negotiates Safety exists
Conducting negotiations with this activity
research outside benefit may fall under
providers HRD
Possible Career Path in HRD
Director HRD

Rotation through other HRD management positions

Manager, Training Support Services

Supervisor of Materials Development

Rotation through other specialist positions

Entry-level specialist position (e.g., training materials developer)

General Open Systems Model

OPEN SYSTEM

INPUT PROCESS OUTPUT

Systems External Environment

Training as a Subsystem within the
Organizational System
TRAINING’S ORGANIZATIONAL ENVIRONMENT
Mission Strategy Structure Policies Procedures
Finances Resources People Products Technology

TRAINING SUBSYSTEM

INPUT PROCESS OUTPUT

Organizational Needs Analysis Knowledge
Employee Needs Design Skills
Budget Development Attitudes
Equipment Implementation Motivation
Staff Evaluation Job Performance
Training Processes Model ( ADDIE model)

Needs Analysis Phase

Input Process Output

Design Phase
Input Process Output

Development Phase
Triggering Input Process Output
Event

Implementation Phase
Process
Input Process Output
Evaluation Data
Outcome
Evaluation Evaluation Phase
Data Input Process Output
 Strategic planning
 A process used to determine how best to pursue the
organization's mission while meeting the demands of the
environment in the near( one or two) and long term( next 3 to
5 years.)
 proactive strategy- focuses on long term and its process is
more formalized, typically involving sophisticated analytical
and decision making tools its purpose is to build a good fit
between organization and its future environment.
 Reactive strategy- less formal analysis and planning occur
and more attention is focused ion the immediate future,
 Trends in training
 Aligning training with business strategy.
 Advances in technology
 Managing talent
 Changing Demographics and diversity in the
workforce
 Quality
 Legal issues
 Improving the training function
•A goal is a broad primary outcome.
•A strategy is the approach you take to achieve a goal.
•An objective is a measurable step you take to achieve a
strategy.
•A tactic is a tool you use in pursuing an objective associated
with a strategy.
Countless example of G’SOT in action exist, including this one --
for Intel’s line of Core processors:
Goal: Make our Core PC microprocessors a category leader in
sales revenue by year X.
Strategy: Persuade buyers that our Core processors are the
best on the market by associating with large, well-established
PC manufacturers.
Objective: Retain 70 percent or more of the active worldwide PC
microprocessor market, according to Passmark's CPU
benchmark report.
Tactic: Through creative that underlies our messaging, leverage
hardware partner brand awareness to include key messages
The basic hierarchy of a strategic plan:
Linkage between Strategy, Tactics, and
Objectives

Competitive Tactical Activities

Strategy
• Mission
• Opportunities Unit Unit
Employee
• Threats Objectives Strategies
Objective
• Strengths and Tactics
• Weaknesses

Implementation, Evaluation, and Feedback

Mission, Strategy, Technology, Structure
Relationship

ENVIRONMENT

EXTERNAL INTERNAL
STRATEGY STRATEGY

TECHNOLOGY STRUCTURE
MISSION
Conditions Increasing the Importance of HR
Issues –
Part 1 of 2

High rate of change in Requires employees who can develop or adapt

market demand products and services quickly

High level of Requires employees who can forecast more

uncertainty in market accurately and react more flexibly
demand
Rising costs combined Requires employees with wider range of KSAs so
with competitive fewer people can do more things well
pressures on profit
margins

High rate of Requires employees who are more

technological change technologically literate and current
Conditions Increasing the Importance of HR
Issues –
Part 2 of 2
More complex Requires employees who can process and
organizations analyze complex information from a variety of
(number and type of sources
products, technologies,
locations, customers,etc.)

More diverse labor Requires employees who can interact effectively

in many cultural and ethnic contexts

Smaller labor pool Requires more effective use of existing

employees and better recruiting of new
employees
Relationship between Competitive and
Human Resource Strategies
External Environment

COMPETITIVE
STRATEGY

Labor Corporate
Market Production Technology Culture

HUMAN RESOURCE STRATEGY

Labor
Economic Relations Employee
Conditions Climate KSAs
Environmental factors affecting the selection
of a training strategy
Training Law and
Providers Regulations

Organization’s
Business HR Strategies
Strategies

Resources Allocated Training Needs

to Training

Organizational
Culture HRD Function
Staff Size and
Core Competencies

Training Economic
Technology Conditions
Implications of Business Strategy for Training
Implications of Business Strategy for Training
Implications of Business Strategy for Training
Components of learning Organization – Part
3 of 3

Learning from The lessons of experience are documented in a

experience form that that is accessible and understandable to
employees.

Learning from others Knowledge is gained from what others do and

how they do it, rather than from the results they
have achieved. Benchmarking and similar
practices are encouraged.

Transference of For the organization (not just individuals) to learn,

knowledge knowledge must be documented and made
transferable quickly and easily.
Components of learning Organization – Part
2 of 3

Team learning As the learning blocks of organizations, teams

must learn for the organization to learn.

Systems thinking A framework for seeing the interrelationships

rather than the things that are related.

Systematic problem Decision making relies on the scientific method

solving and data rather than guesses, hunches and
assumptions. People are skilled in the use of
basic statistical techniques for analysis.

Experimentation A focus on expanding knowledge rather than

responding to current difficulties. Failure of
experiments is accepted as a way of gaining
knowledge.
Questions for the Strategic Planning Process
in a Small Business
1. Why are we in business?

2. What are we trying to achieve?

3. Who is our competition and how can we beat them?

4. What sort of ground rules should we be following to get the job
done right?
5. How should we organize ourselves to reach our goals and beat
the competition?

6. How much detail do we need to provide so everyone knows

what to do?
7. What are the few key things that will determine if we make it?
How should we keep track of them?
 Components of learning Organization – Part
1 of 3

Personal mastery Continual clarification and deepening of one’s

personal vision. It connects personal with
organizational learning.

Mental models Deeply ingrained assumptions and

generalizations that influence how we
understand the world. Until these are
brought to the surface, little learning takes
place that doesn’t conform to these
models.
Building a shared vision Sets up a creative tension pulling individual
visions into a common desired future, thus
galvanizing a group to goal accomplishment.
Models of Organizing the Training Department

 Centralized training - training and

development programs, resources, and
professionals are primarily housed in one
location and decisions about training
investment, programs, and delivery methods
are made from that department.
 It helps companies better integrate programs
for developing leaders and managing talent
with training and learning during times of
change.
 Models of Organizing the Training Department
(cont.)

 Faculty model
 Look a lot like the structure of a college.
 Training staff are experts in the areas in which they
train.
 The training department's plans are easily
determined by staff expertise.
 The training function may not meet the needs of the
organization.
 Trainers may be unaware of business problems or
unwilling to adapt materials to fit a business need.
 Models of Organizing the Training
Department (cont.)
 Customer model
 Responsible for the training needs of one division
or function of the company.
 Training programs are developed more in line
with the particular needs of a business group.
 Trainers are expected to be aware of business
needs and to update courses and content to reflect
them.
 Involves considerable time, programs may vary
greatly in effectiveness, and design may be poor.
 Models of Organizing the Training
Department (cont.)
 Matrix model
 The trainer has the responsibility of being both a
training expert and a functional expert.
 It helps ensure that training is linked to the needs
of the business.
 Trainer gains expertise in understanding a
specific business function.
 Trainers will have more time demands and
conflicts because they report to two managers.
The Corporate University Model
 Models of Organizing the Training
Department (cont.)
 The business embedded (BE) model is
characterized by five competencies strategic
direction, product design, structural
versatility, product delivery, and
accountability for result.
 It is customer-focused when compared to the
traditional training department.
Comparison between a Business-Embedded Training Organization
and a Traditional Training Department
Marketing the Training Function
Marketing the Training Function
(cont.)
 Companies sell training services for the
following reasons:
 Some businesses are so good at a particular
aspect of their operation that other companies are
asking for their expertise.
 Other companies aim training at their own
customers or dealers.
 In some cases, the training department sells
unused seats in training programs or e-learning
courses.
 Outsourcing Training
 Outsourcing – the use of an outside company
that takes complete responsibility and control
of some training or development activities or
that takes over all or most of a company's
training including administration, design,
delivery, and development.
Outsourcing Training (cont.)
 Why companies outsource training:
 Cost savings.
 Time savings that allow a company to focus on
business strategy.
 Improvements in compliance and accuracy in
training mandated to comply with federal, state,
or local rules.
 The lack of capability within the company to
meet learning demands.
 The desire to access best training practices.
Outsourcing Training (cont.)
 Two reasons companies do not outsource their
training are:
 The inability of outsourcing providers to meet
company needs.
 Companies' desire to maintain control over all
aspects of training and development, especially
delivery and learning content.
Questions to Ask When Considering Outsourcing
Questions to Assess Training Provider
Capabilities – Part 1 of 2

What is their background (education, experience, etc.)?

Have they ever provided these particular training programs or

services before?

Have they conducted formal evaluations of their results? If so,

what have been the results?

Can they give you the names of people in these companies who
could speak knowledgeably about the trainer’s products and
services?

Can they give you names of those who were recipients of the
service and those who brought the training provider into the
organization and oversaw the training or the service?
Questions to Assess Training Provider
Capabilities – Part 2 of 2

Can they provide an outline of their approach and/or process?

How do they go about developing a program, delivering
training, or providing a training service?

If they are providing training they have already developed, can

they show you materials, such as handouts, exercises, and
videos?

Since these are not specific to your organization, how will they
alter them to make them appropriate for your situation?
Steps in a Generic Planned Change Model –
Part 1 of 2

1. A compelling need for change is established.

2. Goals are developed and agreed to by the concerned parties.

3. The cause of the need for change is determined

4. Alternative approaches for addressing the cause are identified

and evaluated.

5. An approach to addressing the cause is selected.

6. The approach is carried out.

Steps in a Generic Planned Change Model –
Part 2 of 2

7. The results of the approach are evaluated.

8. The results are fed back to the organization.

• If results are favorable, go to step 9.
• If results are unfavorable, go back to step 4.

9. The change becomes internalized. The changes that have been

made become routine and normal ways the organization
conducts its business.
Force-field analysis model
Driving Forces

Current
Situation

Restraining Forces

1. Identify the current state of the situation.

2. Envision the desired state.
3. Identify the forces restraining change.
4. Identify the forces that support or encourage change.
5. Assess the strength of the forces.
6. Develop strategies to:
reduce the forces restraining change
increase the forces for change (or capitalize on existing drivers).
 Differences Between OD Practicioners and
Trainers

Issue OD Practicioner Trainer

Role Strategic Tactical

Client Top management Middle to lower level

management
Response to problems
with organizational Challenge and confront Work around or
politics, structure, etc. within the system

Organizational
Overly analytical Gets things done
perception
Factors Determining Human Performance

PERFORMANCE (P)

KNOWLEDGE,
MOTIVATION (M) SKILLS, AND ENVIRONMENT (E)
ATTITUDES (KAS)

P = M x KSA x E
 Behaviorist Model of Learning

Stimulus Response Consequence

Types of Consequences That May Follow
Behavior

DESIREABLE UNDESIRABLE
CONSEQUENCES CONSEQUENCES

Behavior
TRAINEE Behavior
Positively
RECEIVES Punished
Reinforced

Behavior Behavior
TRAINEE
Punished Negatively
LOSES
(Extinction) Reinforced
 Illustration of Expectancy Theory
EXPECTANCY 1 EXPECTANCY 2 CONSEQUENCES VALENCE
Skills Seen as
inadequate 1
(.5)
Stay on the (.9) Feel pride and
job and meet accomplishment 7
work load (.3)
(1.0) requirements Recommended for
promotion 10
EFFORT
(1.0) (.6)
Skills seen as
Successfully (.6) 7
complete
Complete
(1.0)
seminar Fall behind at work;
feel overloaded, 1
depressed, etc.
 Some Training Implications of Cognitive and
Behaviorist Learning Theory – Part 1 of 2
Issue Cognitive Approach Behavorist Approach

Learner’s role Active, self-directed, Passive, dependent

self-evaluating

Instructor’s role Facilitator, coordinator, Director, monitor,

and presenter and evaluator

Training content Problem or task oriented Subject oriented

Learner motivation More internally motivated More externally

motivated
Some Training Implications of Cognitive and
Behaviorist Learning Theory – Part 2 of 2

Issue Cognitive Approach Behavorist Approach

Training climate Relaxed, mutually trustful Formal, authority

and respectful, oriented, judgmental
collaborative competitive

Instructional goals Collaboratively developed Developed by instructor

Instructional Interactive, group, project Directive, individual

activities oriented, experiential subject oriented
 Summary of Gagné’s Eight Learning Types –
Part 1 of 4
Learning Type Description

[Link] learning Learning a general response to a specific signal.

Pavlov’s classical conditioning falls into this
category.

[Link]–response Learning a single response to a stimulus situation.

(S–R) Basic forms of operant conditioning fall into this
category.
[Link] Chaining together of two or more S–R
associations.
Originally termed chaining by Gagné, the text
calls it shaping to avoid confusion.
Summary of Gagné’s Eight Learning Types –
Part 2 of 4

Learning Type Description

4. Verbal association A chain of two or more verbal associations.

Basically the same as shaping, but the
application to language makes this a
special case.

5. Multiple Making different but appropriate responses

discrimination to stimuli that differ to greater or lesser
degrees.
 Summary of Gagné’s Eight Learning Types –
Part 3 of 4

Learning Type Description

6. Concept learning Typically called generalization learning.

Learning to make a common response to a
group of stimuli having common
characteristics or relationships but otherwise
differing to greater or lesser degrees.

7. Principle learning Learning to chain two or more concepts by

developing a formal, logical relation between
the concepts (e.g., “if A then B” formulation).
Summary of Gagné’s Eight Learning Types –
Part 4 of 4

Learning Type Description

8. Problem solving Learning to combine two or more previously

learned principles to produce a novel (to the
learner) capability reflecting a higher-order
principle.
Classical Conditioning Process

STEP 1 Unconditional Stimulus Unconditioned Response

(Meat Powder) (Salivation)

STEP 2 Conditional Stimulus

paired with
Unconditioned Stimulus Unconditioned Response
(Salivation)
(Buzzer followed closely in time,
over many trials, by meat powder)

STEP 3 Conditional Stimulus Conditioned Response

(Buzzer alone) (Salivation)
 Machinist’s Behavior Patterns before and
after Modification

Machinist’s Initial Behavior

Begin
Break Work Lunch Work
work
Leave
Clean Work Break
Work

Machinist’s Modified Behavior

Begin
Clean Break Work Clean Lunch
work
Leave
Clean Work Break Clean Work
work
Supervisor Behavior Patterns Recommended
for Two Levels of Two Environmental Stimuli

Subordinate Need for Independence

Task Structure High Low

High Low initiating structure Low initiating structure

High participation Low participation

High initiating structure High initiating structure

Low
High participation Low participation
The Cognitive Processes Involved in Social
Learning
EXTERNAL ENVIRONMENT

Stimuli A Learner's Cognitive Processes

T
T MOTIVATION
Stimuli E
N
T RETENTION
Stimuli
I 1. Symbolic Coding
O 2. Cognitive Organization
Stimuli N 3. Symbolic Rehearsal
Behavioral
Consequences of
Behavior Reproduction
Gagne-Briggs Nine Events of Instruction –
Part 1 of 2
Instructional Event It gets the trainee to:

1. Gaining attention Focus on trainer

2. Informing the trainee of Goal Begin focusing on the goal

(objective)
3. Stimulating recall of prior Bring prior learning into working
knowledge (learning) memory

4. Presenting the material Selectively perceive important

parts of training

5. Providing learning guidance To consider how the training fits

into her overall schema, and
facilitate retrieval
Gagne-Briggs Nine Events of Instruction –
Part 2 of 2
Instructional Event It gets the trainee to:
6. Eliciting the performance Do it (practice)

7. Providing feedback Perform effectively by reinforcing

correct responses and assisting
when incorrect
8. Assessing performance Engage in a number of similar
activities to determine how well
she has mastered the learning

9. Enhancing retention and transfer Engage in more complex and

varied examples of the
concept(s) and assess the
success
Example of a Lesson in Problem Solving –
Part 1 of 5
Learning objective: Given a drawing of a plot of land, the student will
generate a plan for a sprinkler system that will cover at least 90% of the land,
using the least amount of materials (PVC pipe and sprinkler heads).
Event Media Prescription
1. Gaining Live Rapidly show pictures of sprinkler
attention instruction coverage of a plot of land that has
and highly successful (90%) and one of
overhead unsuccessful (70%) coverage, and
projector one using too many sprinkler heads,
inviting attention to their differences.
2. Inform the Same The problem: Design the most efficient
learner of sprinkler system covering at least
the objective 90% of the ground using the least
amount of pipe and sprinkler heads.
Example of a Lesson in Problem Solving –
Part 2 of 5
Event Media Prescription
3. Stimulate recall Overhead Ask the learners recall applicable rules.
of requisites projector Since the sprinkler heads they will
use spray in circles and partial
circles, rules to be recalled are the
area of :(1) a circle, (2) quarter and
half circles, (3) rectanguls, and (4)
irregular shapes (intersection of
circular arcs with straight sides).
4. Presenting the Same Restate the problem in general terms,
stimulus material and then add specific details:
1) rectangular lot 50 by 100 ft;
2) radius of the sprinklers, 5 ft;
3) water source in the center of the lot.
Example of a Lesson in Problem Solving –
Part 3 of 5

Event Media Prescription

5. Providing learning Overhead The student will need to design
and guidance projector tentative sprinkler layouts, draw them
out, and calculate the relative
And efficiency of each. Guidance may be
given by informing the learner of
options if rules are not being applied
6. Eliciting correctly. For example, “Could you
performance get more efficient coverage in the
corner by using a quarter-circle
sprinkler head?” Or “It looks like you
have a lot of overlap; are you allowing
for a 10% non-coverage?”.
Example of a Lesson in Problem Solving –
Part 4 of 5
Event Media Prescription
7. Providing Oral review Confirm good moves, when in a suitable
feedback by instructor direction. If the learner doesn’t see a
possible solution, suggestions may be
made. For example, “Why don’t you
draw four circles that barely touch,
calculate the area, then draw a rectangle
around the circles and calculate the area
of coverage to see how much you have?”

8. Assessing Teacher Present a different problem using the same

performance type of sprinkler, with different lot shape
and size. Check the efficiency of the
student’s solution in terms of coverage
and amount of materials used.
Example of a Lesson in Problem Solving –
Part 5 of 5

Event Media Prescription

9. Enhancing Worksheet Present several different problems
retention varying in shape of lot, position of the
and transfer water source, and area a of sprinkler
coverage. Assess the generalizability
of student problem solving to these
new situations