Lecture 9

Training and Development

 Part 3:
Learning and development
 1. Why is T&D important?

• Higher level skills lead to higher

productivity
• Higher individual capacity raises
competitiveness of the business in the
market place
• Training enables individuals to adopt to
change better
• It has a symbolic value and raises
International HRM © Bex Hewett 2014 Slide 3
organisational commitment
 2. Developing Human Resources

• Development: Efforts to improve employees’ abilities to:

• Handle a variety of assignments
• Cultivate employees’ capabilities beyond those required by the
current job
 3. Defining Training & Development

• Training = planned and systematic

modification of behaviour through learning
events which develop the knowledge, skills and
abilities (KSA) to perform their job effectively
(Armstrong, 1999)

• Development = growth a realisation of a

person’s ability and potential (Armstrong, 1999)
aimed at developing them for a future role orSlide 5
International HRM © Bex Hewett 2014

career (Dowling and Welch, 2004)

3. Development versus Training
 4. Possible Development Focuses

• Lifelong learning
– For professionals
• Meeting continuing education requirements to retain certificates

– For other employees

• Training to expand existing skills
• Prepare for different jobs, promotions, or new jobs after
retirement
• Redeveloping people in the capabilities they need is logical and
important
 5. Development Needs
Analyses
• Assessment centers: Collections of instruments and exercises designed to diagnose
individuals’ development needs
• Psychological testing - Determines employee’s developmental potential and needs
• Performance appraisals - Source of development information
– Productivity
– Employee relations
– Job knowledge
• Development metrics - Assessments that target the proper skills needed to perform
work
– Can be used to identify content that should be included in development programs
• TRAINING addressing the ISSUES,
PROBLEMS in the area of ATTITUDE,
KNOWLEDGE, SKILLS
• Training Needs Assessment (TNA): A
process of identifying GAPS/PROBLEMS
IN ATTITUDE, KNOWLEDGE, SKILLS
• How?
+ INTERVIEW
+ SURVEY
 6. Systematic Training Process

Mathis & Jackson 2005, Human Resource Management Practice, 11th Ed, Thomson Business &
Professional Publishing.
 Examples for TNAshttps://elearningindustry.com
/training-needs-analysis-7-questions-ask-during

https://www.zoho.com
/survey/training-needs-assessment-survey.html

https://hr-survey.com/sdtn5q.htm
 Assignment:
1. Choose a training topic
2. Designing the training proposal
- Training needs assessment TNA: how to identify
the GAPS, who
- Training design: Content?, training methods?,
David Kolb
- Training delivery: Schedule?
- Training evaluation: Kirkpatrick's Four-Level
Training Evaluation Model
- Training Budget
 Sources of the Information Used in
Training Needs Assessment

Job/Task Analyses Individual Analyses

Organizational Analyses
 TNA survey

Knowledge/Skills/Attitude Desired level Existing level

Questions for Knowledge
1. 5
2. 5
..
Questions for Skills
1. 5
2. 5
..
Questions for Attitude
1. 5
2. 5
Open-ended questions Opinion
1.
2.
 Establishing Training Objectives
and Priorities

• Gap Analysis
– The distance between where an organization is with its employee
capabilities and where it needs to be.
• Types of Training Objectives
– Knowledge: Impart cognitive information and details to trainees.
– Skill: Develop behavior changes in how job and tasks are performed.
– Attitude: Create interest and awareness of the training importance.
 Learning: The Focus of Training

• Learner Readiness
– Ability to learn
• Learners must possess basic skills (3Rs).

– Motivation to learn
• Learners must desire and value training.

– Self-efficacy
• Learners must believe that they can successfully learn
the training content.
 7. Methods of learning and
development

7.1. Off-job methods: education and training courses

- External consultancy courses vary from a half-day to several weeks in
length, and run by consultants or professional bodies for all corners.
E.g: in-house courses, outdoor-type courses (Outward Bound)
- Main problems: transferring of learning back to the workplace, that
depends on a supportive climate in organizations
 External Training

• Reasons for External Training

– May be less expensive to outsource training
– Insufficient time to develop training
– Lack of expertise
– Advantages of interacting with outsiders
• Outsourcing of Training
– Declining due to cost concerns, a greater emphasis on internal
linking of training to organizational strategies, and other issues.
– Training and certification by vendors is increasing in popularity.
 Sources of External Training

Vendor
VendorTraining
Training
and Certification
and Certification

Government-Supported
Government-Supported
Job External
ExternalTraining
Training
JobTraining
Training

Educational
EducationalAssistance
Assistance
Programs
Programs
 7. Methods of learning and
development

7.2. Learning on the job

 Natural training and self-development
-Self-development may be seen as a conscious effort to gain the most
from natural learning in a job and to use the learning cycle, which was
explained in the previous chapter, as a framework.
-1st step is to understanding self strengths and weaknesses
-2nd step is to choose methods and goals
-Self-development focuses on specific skills development, attitude
development and personal growth
 7. Methods of learning and
development

7.2. Learning on the job

 Manager coaching and other internal and external coaching
-Coaching is a formal approach to individual development based on a
close relationship between the individual and one other person, either
internal or external to the organization. The coach is often immediate
managers
-Main tasks of managers: asking searching questions, actively listening,
discussion, exhortation, encouragement, understanding, counselling and
providing information and honest feedback, creating opportunities to join
activities .
 7. Methods of learning and
development

7.2. Learning on the job

 Manager coaching and other internal and external coaching
-Internal coaches operate broadly in the organization, just in a coaching
role.
-External executive coaching is often provided by consultancies and
specialist coaching organizations.
-Forms of coaching: career coaching, performance coaching, skills
coaching, business coaching and life coaching
 7. Methods of learning and
development

7.2. Learning on the job

 Mentoring
-Purposes of mentors are to share their greater understanding of the
workplace to enhance career advancement
-8 individual mentoring functions: personal and emotional guidance,
coaching, advocacy, career development facilitation, and friendship.
 7. Methods of learning and
development

7.2. Learning on the job

 Peer relationships
-Supportive peer relationships share information and skills, provide job-
related feedback and friendship, share career planning.
-Others can focus on emotional support, personal feedback, friendship
and confirmation
 7. Methods of learning and
development

7.2. Learning on the job

 Self-development groups
-Peers join to discuss their personal development, organizational issues
and/or individual work problems.
-The group itself is the primary source of information and may operate
without outside help as its members’ process skills develop.
 7. Methods of learning and
development

7.3. E-learning and blended learning

- E-learning: learning is delivered, enabled or mediated by electronic
technology
- Peers join to discuss their personal development, organizational issues
and/or individual work problems.
- The group itself is the primary source of information and may operate
without outside help as its members’ process skills develop.
 E-Learning: Online Training
• E-Learning: Training Online
– The using the Internet or an organizational intranet to conduct
training online.
• Criteria for adopting e-learning:
– Sufficient top management support and funding
– Accepting the idea of decentralized and individualized training
– Current training methods not meeting needs
– Computer literacy and access to computers
– Time and travel cost concerns for trainees
– The number and self-motivation of trainees
 Training Approaches

Cooperative
Cooperative
Training
Training

Instructor-Led
Instructor-Led
Distance
Distance
Training
Training Classroom
Classroomand
and
Training/Learning
Training/Learning Methods
Methods
Conference
Conference
Training
Training

Simulations
Simulations
and
andTraining
Training
 7. Methods of learning and
development

7.3. E-learning and blended learning

- Facebook and Twitter have become a learning and development tool
- Blog and wikis can be used as social network sites
- E-learning can be used for refreshers, for self-checking of understanding
and planning how to apply the learning gained on the course.
- E-learning can be used in combination with manager coaching, that is
“blended learning” (combination of e-learning and face-to-face
experiences)
 8. Kirkpatrick’s evaluation model

Reaction
Of the learners following an activity

Learning
Skills and knowledge gained as a result of the activity

Behaviour
The effect on the performance of the learner within the workplace

Results
The effect of changes in performance n measurable results at work
(e.g. Sales or production figures, customer feedback)
Kirkpatrick (1983)
 Training results
evaluation
• Cost-Benefit Analyses
– A comparison of costs and benefits associated with organizational training
efforts
• Measurement of both the costs and the benefits may be difficult.
– Return on Investment (ROI) Analysis

– Benchmarking
• Comparison of internal training with training done in other organizations
Some Typical Costs and Benefits of
Training
 The problem with evaluation

1. Senior management often not insisting on or requesting information on the

impact of the training that was provided.
2. The lack of expertise among L&D professionals on how to carry out training
evaluations.
3. A lack of clear objectives attached to training programmes so that actually
knowing what to evaluate against is difficult if not impossible.
4. The limited budgets available to training departments means that resources
are devoted to training provision rather than training evaluation.
5. The risks associated with evaluation may be too great, given that the
evaluation data might reveal that the training had little impact
 9. Responsibility for
the implementation of learning

• Individuals should be expected to take a considerable degree of responsibility for

managing their own learning (self-directed or discretionary learning) but they need
the help and support of their line managers and the organization, including the
L&D function
 Training Day

• Choose a training topic by conducting

TNAs
• Design the training by Applying David Kolb
experiential learning theory
• Conduct Training evaluation by applying
Kirkpatrick model
 Group work

• Choose a company
• Research and present how the chosen
company offers learning/training
opportunities and develop employees?
• 30 minutes