SHRM book: strategic training chapter

1. Training and Strategic
Development of Employees
Strategic Human Resource Management
EMBA
University of Hail

2. Strategic Training and Development
• Training refers to planned programmed designed to improve
performance and to bring about measurable changes in knowledge,
skills, attitude, and social behavior of employees for doing a particular
job.
• Integrating training with strategy requires identifying employee
behaviors and competencies the firm will require to execute its
strategy

3. Strategic training and development involves
• Integratingtraining and development with corporate strategies
• Building long-term competencies
• Encouraging a continuous andongoing approach to acquiring new
knowledge
• Building a dynamic organization through multi-skilling
• Shifting the focusfrom traditional training to learning

4. Training versus Learning

5. Learning organization
• A place where people continually expand their capacity to create the
results that they desire, where there is consideration for collective
aspiration and where people are continuously learning how to learn
together.
• A firm that purposefully creates structures and strategies to enhance
learning.
• A learning organization facilitates the learning of all its members and
continuously transforms itself

6. Strategic Training Process (ADDIE Model)
The ADDIE model entails:
• Analyzing the training need
•Designing the training strategy and programme
•Developing the training content
•Implementing the training programme
•Evaluating the effectiveness of training

7. 1. Strategic learning needs analysis
• Strategic learning needs analysis focuses on identifying the know-how
that employees will need in order to become employable for future
jobs.
• For strategic training needs analysis, managers take help of
competency profiling: a precise overview of the competencies
(knowledge, skills, and behaviors) someone would need to do a job
well.

8. 3 Levels of Need analysis
• Level 1: Organizational analysis
An organizational analysis considers the context in which training will
occur, that is, organizational analysis involves determining the
appropriateness of training, given the company’s business strategy, its
resources available for training, and support by managers and peers fro
training activities.

9. • Level 2: Person Analysis
Person analysis helps to identify who needs training. It involves
1. determining whether performance deficiencies result from a lack
of knowledge, skill, or ability or from a motivational or work-design problem.
2. identify who needs training
3. determining employees’ readiness for training

10. • Level 3: Task Analysis
It identifies the important tasks and knowledge, skills and behaviors
that need to be emphasized in training for employees to complete their
tasks.

11. 2. Designing the Learning Strategy
• During this stage, the organization designs the long-term learn–act–
share strategy.
• The typical steps in designing a learning strategy are:
Setting objectives
Designing a learning approach
Laying down a training budget

12. 3. Developing the Content
• Developing the programme means actually creating the training
content and materials, developing the training method (for example,
lab training and computer-based training [CBT]) and arranging
training equipment andmaterials needed (such as books, reading
material, trainer’s resources, and computers).

13. 4. Implementing Learning Strategy
• 1. On-the-job Methods
• Coaching
• Mentoring
• Job rotation
• Job Instructional Technique (JIT)
• step-by-step, structured, and systematic on-the-job training method in which a trainer
(a) prepares a trainee with an overview of the job, (b) demonstrates the task or the skill
to the trainee, (c) allows the trainee to show the demonstration on his or her own, and
(d) follows up to provide feedback and help
• Action learning
• Action learning programmed involve analyzing and solving problems and learning in the
process. It usually involves teams and assigning them real-world business problems that
extend beyond their usual areas of expertise. Teams explore through the problems,
brainstorm, collaborate, and try to solve the problem

14. • 2. off the job methods
• Lectures and conferences
• Vestibule training
• the workers are trained in a prototype environment on specific jobs in a special part of
the plant. An attempt is made to create working conditions similar to the actual
workshop conditions.
• 3. Simulation Exercises
• Case studies
• Management games
• Role Play
• Behavior modeling

15. Transfer of Learning and Assessing
Effectiveness of Training and Development
Transfer of training/learning - Transfer of training refers to
trainees’ effectively and continually applying what they
learned in training (knowledge, skills, behaviors, cognitive
strategies) to their jobs.

16. A Model of the
Transfer Process

17. • Training Evaluation Process of collecting and analyzing data in order
to determine whether and to what degree objectives have been or
being achieved for the purpose of informing decisions about the
program’s efficiency, effectiveness or impact.

18. Two main types of Evaluation
• Formative Evaluation:
• Is carried out while a program is in process in order to
obtain data that permit design changes and other
adjustment while the program progresses.
• It is a feed-forward assessment, allowing for
improvement before the conclusion of the program.
• Summative Evaluation
• Is post or end of process assessment, providing feedback
on the program’s effectiveness after it has been delivered
and contributing to adjustments in the next cycle of
program delivery.
• Summative evaluation can also include assessment of the
program’s impact on the organization.

19. Four Level Kirkpatrick Taxonomy of Program
Evaluation
Kirkpatrick first advanced his four step taxonomy of
program evaluation in the late 1950.
1. Participant Reaction: measuring participants’
satisfaction with the program as well as their stated
intensions to take future actions based on what they
have learned
2. Participants learning: measuring participants’ changes
in skill, knowledge, or attitude.
3. Application of Participant’s learning on the job:
measuring changes in participants’ behavior or
application of practices transferred from the program
back to the job setting
4. Results: measuring the impact of changes resulting
from learning in the program in term of specific
organizational results…..

20. Comprehensive Assessment system for the core learning value chain
Organizational or
individual
performance
Need
assessment
Program
design
Participant
learning and
development
Application
Individual
Performance
Organizational
Impact
Post-program
transfer climate and
motivation to
transfer
Formative Evaluation
(in process)
Summative evaluation (post process) impact and
cost effectiveness
On going performance