CHAPTER 5

Training and
Development

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 Chapter Outline
5.1 Introduction
5.2 Formal Training Process
5.3 Development
5.4 Special Issues in Training and Development

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 5.1 Introduction
• Companies are in business to make money.
• Business functions must show how they
contribute to business success.
• Training activities should help the company achieve
its business strategy.
• Training can help employees develop skills needed
to perform their jobs, which directly affects the
business.

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 5.1 Introduction
Continuous learning
• A learning system that requires employees to
understand the entire work process,
• Expected to acquire new skills, apply them on the job
and share what they have learned.

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 5.1 Introduction
Continuous learning

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 5.1 Introduction
Continuous learning
• Formal training: programs developed and organized by
the company.
• Informal learning: learner initiated, involves action
and doing, does not occur in a formal learning setting.
• Knowledge management: the process of enhancing
company performance by designing and using tools,
systems, and cultures to improve creation, sharing,
and use of knowledge.
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 5.1 Introduction
Continuous learning
• Explicit knowledge: Knowledge that is well
documented and easily transferable to other persons.
• Tacit knowledge: Knowledge that is based on personal
experience that is difficult to codify.

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 5.2 Formal Training Process
Training
• A planned effort by a company to facilitate employees’
learning of job-related competencies, knowledge,
skills, and behaviours.
• The goal of training is for employees to master the
knowledge, skills, and behaviours emphasized in
training and apply them to their day-to-day activities.

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 5.2 Formal Training Process
Stage 1 Stage 2

Need assessment Employee’s readiness

• Organizational analysis
• Attitude and motivation
• Person analysis
• Basic skills
• Task analysis

Stage 4 Stage 3

Transfer of training Learning environment

• Learning outcome, Material
• Self-management strategies
• Practice, Feedback
• Peer and manager support
• Observation, Administering

Stage 5 Stage 6

Training methods
• Presentation methods
Evaluation
• Hands-on methods • Identification of training outcomes
• Group or Team-building methods

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 5.2 Formal Training Process
1. Needs Assessment
• First step in instructional design process.
• Pressure points determine if training is necessary
• Performance problems
• New technology
• Internal or external customer requests for training
• Job redesign
• New legislation
• Changes in customer preferences.

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 5.2 Formal Training Process
1. Needs Assessment

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 5.2 Formal Training Process
1. Needs Assessment
• Organization analysis: A process for determining the
business appropriateness of training.
• Person analysis: A process for determining whether
employees need training, who needs training, and
whether employees are ready for training.
• Task analysis: The process for identifying the tasks,
knowledge, skills, and behaviours that need to be
emphasized in training.
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 5.2 Formal Training Process
1. Needs Assessment
Training Initiatives Implications
Improve customer • Product and service knowledge
service • Skills needed to interact with
customers
• Understanding the roles and decision-
making authority
Improve employee • Opportunities to develop
engagement • Understanding career opportunities
and personal growth opportunities
• Addresses employees’ needs in current
job as well as growth opportunities

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 5.2 Formal Training Process
2. Ensuring Employees’ Readiness for Training
• Employee characteristics that provide them with the
desire, focus, and energy to learn.
• Self-efficacy reflects the employee belief that they can
learn content of training program

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 5.2 Formal Training Process
2. Ensuring Employees’ Readiness for Training
• Motivation to Learn is the desire to learn the content
of a training program:
• Benefits/Consequences
• Awareness of Needs
• Work Environment
• Basic Skills
• Goal Orientation
• Conscientiousness

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 5.2 Formal Training Process
3. Creating a learning environment
• Need to know why they should learn
• Meaningful training content
• Opportunities for practice
• Feedback
• Observe, experience, and interact with training
content, other learners, and instructor
• Good program coordination and administration
• Commit training content to memory.
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 5.2 Formal Training Process
4. Ensuring transfer of training
• refers to on-the-job use of knowledge, skills, and
behaviours learned in training
• is influenced by the climate for transfer, manager
support, peer support, opportunity to use learned
capabilities, technology support, and self-
management.

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 5.2 Formal Training Process
4. Ensuring transfer of training

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 5.2 Formal Training Process
4. Ensuring transfer of training
• Manager support: refers to the degree to which
trainees’ managers
• emphasize the importance of attending training programs
• stress the application of training content to the job.

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 5.2 Formal Training Process
4. Ensuring transfer of training
• Peer support: enhanced by creating a support network
among the trainees
• A support network is a group of two or more trainees who
agree to meet and discuss their progress in using learned
capabilities on the job.
• involve face-to-face meetings or communications via e-mail,
Twitter, or other social networking tools.

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 5.2 Formal Training Process
4. Ensuring transfer of training
• Technical support
• The computer applications that can provide, as requested,
skills training, information access, and expert advice.
• Provide trainees an electronic information source that they
can refer to as needed as they attempt to apply learned
capabilities on the job.

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 5.2 Formal Training Process
4. Ensuring transfer of training
• Opportunity to use learned capabilities
• The extent to which the trainee is provided with or actively
seeks experience with newly learned knowledge, skill, and
behaviours from the training program.
• Opportunity to perform is influenced by both work
environment and trainee motivation.

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 5.2 Formal Training Process
4. Ensuring transfer of training
• Self-management skills
• Set goals for using skills or behaviours on the job
• Identify conditions under which they might fail to use
• Identify the positive and negative consequences of using
• Monitor their use of them.

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 5.2 Formal Training Process
5. Selecting training methods
• number of different methods can
help employees acquire new
knowledge, skills, and
behaviours.

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 5.2 Formal Training Process
5. Selecting training methods
• Presentation methods: methods in which trainees are
passive recipients of information
• Instructor-Led Classroom: having trainer lecture, suitable
with QA period, discussion, case studies. Least expensive,
least time-consuming
• Distance learning: teleconferencing, virtual classroom,
webcasting. Suitable for geographically dispersed
organization, cost saving, potential lack of interaction
• Audio-visual training: overheads, slides, and videos.

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 5.2 Formal Training Process
5. Selecting training methods
• Hands-on methods: methods that require the trainee
to be actively involved in learning.
• On-the-job training: new or inexperienced employees
learning through observing peers or managers performing
the job and trying to imitate their behaviour.
• Apprenticeship: a work-study training method with both
on-the-job training and classroom training.
• Internship: on-the-job learning sponsored by an educational
institution or is part of an academic program.

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 5.2 Formal Training Process
5. Selecting training methods
• Hands-on methods: methods that require the trainee
to be actively involved in learning.
• Simulation
• Games and case studies
• Behavior modelling
• E-learning
• Blended learning
• Learning management systems.

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 5.2 Formal Training Process
5. Selecting training methods
• Group- or team-building methods: methods designed
to improve team or group effectiveness. In this
methods, trainees:
• share ideas and experiences
• build group identity
• understand the dynamics of interpersonal relationships
• get to know their own strengths and weaknesses and those
of their co-workers.

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 5.2 Formal Training Process
6. Evaluating training programs
• Training outcomes can be categorized five ways
• Cognitive outcomes
• Skill-based outcomes
• Affective outcomes
• Results
• Return on investment.

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 5.2 Formal Training Process
6. Evaluating training programs
OUTCOME WHAT IS MEASURED HOW MEASURED EXAMPLE
Cognitive Acquisition of Pencil-and-paper tests Safety rules
outcomes knowledge Work sample Interview
Skill-based Behavior Observation Jigsaw use
outcomes Skills Work sample Listening skills
Ratings Airplane landings
Affective Motivation Interviews Satisfaction with
outcomes Reaction to program Focus groups training
Attitudes Attitude surveys Cultural understanding
Results Company payoff Observation Absenteeism
Data from performance Accidents
records Patents
Return on Economic value of Comparison of costs and Dollars
investment training benefits of the program

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 5.3 Development
Development refers to formal education, job
experiences, relationships, and assessment of
personality and abilities that help employees prepare
for the future.
TRAINING DEVELOPMENT
Focus Current Future
Use of work experiences Low High
Goal Preparation for the Preparation for
current job changes
Participation Required voluntary
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 5.3 Development
Development and Careers
• Today’s careers are known as protean careers.
• A protean career is based on self-direction with the
goal of psychological success in one’s work.
• Employees take major responsibility for managing
their careers.

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 5.3 Development
Development approach: Formal education
• Off-site or on-site
• Lecture, business games and simulations, adventure
learning, meeting with customers
• Custom programs
• Tuition reimbursement programs.

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 5.3 Development
Development approach: Assessment
• Involves collecting information and providing feedback
to employees about their behavior, communication
style, or skills.
• Information is provided by the employees, their peers,
managers, and customers.

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 5.3 Development
Development approach: Assessment
• Identify employees with managerial potential
• Identify the strengths and weaknesses of individual
• Help employees understand their tendencies, their
needs, the type of work environment they prefer, and
the type of work they might prefer to do.

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 5.3 Development
Development approach: Assessment
• Performance Appraisals and 360-Degree Feedback
Systems
• Must tell employees specifically about their performance
problems and how they can improve their performance.
• Managers must be trained in frequent performance
feedback.
• 360-degree feedback.

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 5.3 Development
Development approach: Job experiences
• Stretch assignments
• Assignments in which there is a mismatch between the
employee’s skills and past experiences and the skills
required for success on the job.
• Employees must stretch their skills—that is, they are forced
to learn new skills, apply their skills and knowledge in a new
way, and master new experiences.
• May be positive or negative stressors.

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 5.3 Development
Development approach:
Job experiences

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 5.3 Development
Development approach: Job experiences
• Job enlargement
• Refers to adding challenges or new responsibilities to
employees’ current jobs
• Special project assignments, switching roles within a work
team, or researching new ways to serve clients and
customers.

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 5.3 Development
Development approach: Job experiences
• Job rotation
• Gives employees a series of job assignments in various
functional areas of the company or movement among jobs
in a single functional area or department
• Helps employees gain an overall appreciation of the
company’s goals, increases their understanding of different
company functions, develops a network of contacts, and
increases employees’ skills
• May affect employee satisfaction and motivation.

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 5.3 Development
Development approach: Job experiences
• Transfers, promotions, and downward moves
• Transfer: employee is assigned a job in a different area.
• Promotions: advancements into positions with greater
challenges, more responsibility, and more authority.
• Downward: employee has less responsibility and authority.
• Employees are more willing to accept promotions than
downward moves.
• May involve relocation within the country or to another
country; can provoke anxiety.

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 5.3 Development
Development approach: Job experiences
• Temporary assignments, sabbaticals
• Temporary assignments refer to job try-outs such as
employees taking on a position to help them determine if
they are interested in working in a new role.
• A sabbatical refers to a leave of absence from the company
for personal reflection, renewal, and skill development.

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 5.3 Development
Development approach: Interpersonal relationships
• Mentor
• Is an experienced, productive senior employee who helps
develop a less experienced employee (the protégé).
• Usually start informally, but may be part of a formal
mentoring program.
• Developing successful mentor programs.

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 5.3 Development
Development approach: Interpersonal relationships
• Mentor
• Benefits of mentoring relationships
• Career support
• Psychosocial support
• Reverse mentoring: mentoring in which younger employees
mentor more senior employees.

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 5.3 Development
Development approach: Interpersonal relationships
• Coaching
• A peer or manager who works with employees to motivate
them, help them develop skills, and provide reinforcement
and feedback.
• There are three roles that a coach can play.
• One-on-one with an employee
• Help employees learn for themselves
• Provide resources such as mentors, courses, or job experiences.

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 5.4 Special Issues
Cross-Cultural Preparation
• Involves educating employees (and their families) who
are given an assignment in a foreign country.
• Expatriate: is an employee sent by a company to
manage operations in a different country:
• Competent in area of expertise
• Able to communicate in host country
• Culturally sensitive
• Motivated to succeed
• Supported by family.
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 5.4 Special Issues
Managing Workforce Diversity and Inclusion
• Diversity: any dimension that differentiates one
person from another.
• Inclusion: an environment in which employees share a
sense of belonging, mutual respect, and commitment
from others to perform their best work.
 creating an environment that allows all employees
understand and respect the differences to contribute to
organizational goals and experience personal growth.
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 5.4 Special Issues
Onboarding or Socialization
• The process of helping new hires adjust to social and
performance aspects of their new jobs:
• Establish relationships to increase satisfaction
• Clarify goals and expectations to improve performance
• provide feedback, coaching, and follow-up activities to
reduce turnover.

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 5.4 Special Issues
Onboarding or Socialization

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 5.4 Special Issues
Career planning process

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 5.4 Special Issues
Career planning process

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 5.4 Special Issues
Melting the Glass Ceiling
• A barrier to advancement to higher-level jobs of
affects women and minorities.
• Due to stereotypes, lack of access to training,
appropriate developmental job experiences, and
developmental relationships.

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 5.4 Special Issues
Succession Planning
• The process of identifying and tracking high-potential
employees who are capable of moving into different
positions.
• Requires senior management to systematically review
leadership talent in the company.
• Ensures that top-level managerial talent is available.

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 5.4 Special Issues
Succession Planning
• 9 box grid

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