Training and Development: Investing in Your Employees

1
Chapter 4
Training and Development Investing in Your
Employees
2
Chapter Outline

• The Emerging Issue
• Chapter Overview
• A Diagnostic Approach to Training
• Future Trends in Training and Development
  Practices
• Chapter Summary

3
The Emerging Issue

• Cost-effectiveness of training
• must be addressed. Companies
• should
• Assess their own needs
• Develop programs that are understood by their
  employees
• Evaluate training to determine that objectives
  have been achieved

4
Chapter Outline

• The Emerging Issue
• Chapter Overview
• A Diagnostic Approach to Training
• Future Trends in Training and Development
  Practices
• Chapter Summary

5
Chapter Overview
Employee training and development activities are
key tools corporations can utilize to gain the
proper combination of skills and motivation
needed to be competitive. These tools help
organizations be flexible and adapt to changing
environments. When the terms training and
development are used, they represent three
different types of activities 1) Orientation,
2) Training, and 3) Development. This chapter
will discuss the major components of training and
development programs by presenting a diagnostic
tool that helps organizations systematically
develop training programs.
6
Chapter Outline

• The Emerging Issue
• Chapter Overview
• A Diagnostic Approach to Training
• Future Trends in Training and Development
  Practices
• Chapter Summary

7
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Needs Assessment
Training Development
Evaluation
Develop Criteria
Needs Assessment
Select and Design Instructional Programs
Derive Objectives
Pretest Trainees
Conduct Training
Monitor Training
Evaluate Training
Evaluate Transfer
8
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Needs Assessment
Training Development
Evaluation
Needs Assessment

• Five steps in conducting a needs
• assessment
• Establish development objectives
• Analyze the existing climate for change
• Feed results back to management
• Secure top management commitment to development
  objectives and to improve organizational
  practices that conflict with development
• Secure top management participation in program
  design

9
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Needs Assessment
Training Development
Evaluation
Do I have an attitude?
Needs Assessment
Three types of analyses
I need to develop my listening skills
Person Analysis
Task Analysis
Organizational Analysis
10
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Needs Assessment
Training Development
Evaluation
Needs Assessment
Training Objectives
Derive Objectives
Behavior
Operational
11
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Needs Assessment
Training Development
Evaluation
Select and Design Instructional Programs
Goal setting Behavior modeling Practice Feedback
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A Diagnostic Approach to Training
Goldstein Systematic Training Model
Training Development
Needs Assessment
Evaluation
Goal setting
Select and Design Instructional Programs
The theory of goal setting is founded on the
assumption that an individuals conscious goals
or intentions govern his behavior. To achieve a
desired behavior, objectives must be set that are
clear and concise and specified to occur within a
specific time frame.
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A Diagnostic Approach to Training
Goldstein Systematic Training Model
Training Development
Needs Assessment
Evaluation
Behavior Modeling
Select and Design Instructional Programs

• Many employees learn by observing others through
  behavior modeling. Consider using
• Reward systems
• Simple to complex process
• Use of models
• Rehearse behaviors
• Reinforcement

14
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Training Development
Needs Assessment
Evaluation
Practice
Select and Design Instructional Programs
The training specialist should observe trainee
practice sessions and make recommendations to
improve trainee behavior.
15
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Training Development
Needs Assessment
Evaluation
Feedback
Select and Design Instructional Programs
Feedback is essential in the learning process and
increases trainee motivation. The trainer should
emphasize when and how the trainee performs
correctly. Feedback provides direct information
so the trainee can make correct adjustments and
helps reinforce accurate behavior.
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A Diagnostic Approach to Training
Goldstein Systematic Training Model
Training Development
Needs Assessment
Evaluation
Training Media
Select and Design Instructional Programs
To select a training method, one must consider
individual learning objectives, the educational
and experience level of the audience, the
personal style of the instructor, and how the
learning principles will be incorporated to
achieve the objectives of the organization, time,
and cost.
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A Diagnostic Approach to Training
Goldstein Systematic Training Model
Training Development
Needs Assessment
Evaluation
Select and Design Instructional Programs
The type of learning and training materials that
have been selected will determine the specific
environment in which the training will take
place. Some organizations have designated
training rooms while others must find space
within the organizations building, which will
take much planning. Others must go outside of
the organization to train employees. The trainer
must ensure that the setting is similar to the
work environment so that the trainee will
transfer the skills learned to the job.
Conduct Training
18
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Needs Assessment
Training Development
Evaluation
Develop Criteria
Involve Instructional designers and instructors
in identifying the criteria for evaluation. The
designers will be able to look at the training
from the participants point of view and what is
important to them. Identify problems with
language, clarity, difficulty, design, and
interest level in reference to the training
objectives. Specific criteria should be developed
at the same time training program objectives are
set.
Pretest Trainees
Monitor Training
Evaluate Training
Evaluate Transfer
19
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Evaluation
Training Development
Needs Assessment
Develop Criteria
Pretest Trainees
Pretesting trainees will enable the designers and
instructors to understand the areas in which a
lack of training Is causing the employee to not
perform his or her job adequately. The intention
of pretesting is to evaluate the necessity for
further training and the acceptance of the
employee of new ideas and methods.
Monitor Training
Evaluate Training
Evaluate Transfer
20
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Evaluation
Training Development
Needs Assessment
Develop Criteria
Pretest Trainees
It is important to monitor training to determine
any changes or deficiencies within the training
program. Trainers should establish a systematic
procedure for collecting and documenting feedback
from designers and subject matter experts
periodically for the duration of the program.
Trainers can also monitor whether participants
are acquiring KSAs by testing periodically
during the program.
Monitor Training
Evaluate Training
Evaluate Transfer
21
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Evaluation
Training Development
Needs Assessment
Develop Criteria
Pretest Trainees

• By collecting end of course data, instructors can
  assess the participants reactions to the
  program, such as
• Importance and relevance of content
• Value of exercises
• Pace and length of the program
• Quality of materials
• Quality of instruction

Monitor Training
Evaluate Training
Evaluate Transfer
22
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Evaluation
Training Development
Needs Assessment
Develop Criteria
Pretest Trainees
Evaluation should take place from 3 to 12 months
after a training course and should take the form
of evaluating the learning retention, application
on the job, and organizational impact. Observatio
n can be made by the supervisor through reports
and performance appraisals. The instructor may
occasionally visit to ascertain the successful
transfer of information by assisting with any
clarification the employee may need.
Monitor Training
Evaluate Training
Evaluate Transfer
23
A Diagnostic Approach to Training
Goldstein Systematic Training Model
Needs Assessment
Training Development
Evaluation
Develop Criteria
Needs Assessment
Select and Design Instructional Programs
Derive Objectives
Pretest Trainees
Conduct Training
Monitor Training
Evaluation not only takes place after learning,
but before, during, and after instruction. It is
a continuous flow of information, occurring from
the initial steps through return to on-the-job
activity. Constantly collecting data enables
designers and instructors to update and perfect
their curriculum, materials, equipment, and
methods and set the stage for the next employee
training program.
Evaluate Training
Evaluate Transfer
24
Chapter Outline

• The Emerging Issue
• Chapter Overview
• A Diagnostic Approach to Training
• Future Trends in Training and Development
  Practices
• Chapter Summary

25
Future Trends in Training and Development
Practices
Job requirements will demand more than basic
skills.
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Future Trends in Training and Development
Practices
More emphasis will be placed on increasing skills
of managers
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Future Trends in Training and Development
Practices
The number of team-based and empowered
organizations will increase
28
Future Trends in Training and Development
Practices
Organizations will require more training to
develop training programs
29
Chapter Outline

• The Emerging Issue
• Chapter Overview
• A Diagnostic Approach to Training
• Future Trends in Training and Development
  Practices
• Chapter Summary

30
Chapter Outline
The ability to continually update and define
training development programs contributes to an
innovative and aggressive organizational
strategy. Over the next decade, training
specialists face many challenges due to the
increasing complexity of the workforce and the
jobs performed.

• Chapter Summary