The document presents a lecture on training program administration in industrial psychology, emphasizing the importance of talent development as an investment for corporations. It covers topics like the objectives of corporate training, management responsibilities, and the necessity of aligning training with organizational goals. Additionally, it outlines various training approaches, competencies needed in new graduates, and evaluation methods for training effectiveness.

1. Training Program Administration
Lecture in Industrial Psychology
University of Iceland Business School
February 2011
Randy Fleckenstein
– Sr. Mngr. HR & Facilities

2. Topics covered:
 The profession and the promise
 Objectives and scope of corporate training
 Organizing corporate training

3. Mobilizing Minds
(Bryan, L.L. & Joyce, C., McKinsey & Co., 2007)
• Real engines of wealth are intangibles
– created by people
– R&D, marketing and quality of training
• Value of intangibles*
– Intangible capital of world’s 150 largest firms
• $7.5 trillion in 2005 vs. $800 billion in 1985
*market capitalization minus invested financial capital

4. Talent development is viewed today as ...
• The responsibility of management and staff
• An investment rather than a cost
• A necessity rather than a luxury
• Creating value through “social capital”
• Necessary to attract employees with higher levels of education
who demand continuing education opportunities
• A business support function with professionally trained
management and staff
• Necessary to coordinate company needs with the vast array of
vendors and institutions marketing knowledge and skills
• Necessary for meeting certification and compliance
requirements
• A vital element in maintaining the company’s competitive
advantage

5. Your Career - Learning & Talent Development Path
(BC HRMA Career Path Model, PeopleTalk, 14 (3), Fall 2010
HR Executive
Director, HR
• Director, Talent Management
Manager, HR
• Manager, Recruitment; Manager, Learning Services
Sr. HR Generalist
• Sr. Recruitment Specialist; Corporate Trainer; Sr. Learning
Services Specialist
HR Generalist
• Recruitment Specialist; Learning Services Specialist
HR Assistant

6. Website content areas – the scope
Chartered Institute of Personnel & Development (http://www.cipd.co.uk/)
Learning, training and development
• Appraisal training
• Blended and e-learning
• Career management and development
• Coaching and mentoring
• Design and delivery
• Evaluation
• Induction
• Management development
• Learning and training needs
• Secondment
• Self-development
• Strategies and policies

7. Objectives in managing training and development
• To increase productivity
• To insure that the right skills are in the right place
at the right time
• To develop and encourage improved management
practices
• To disseminate the corporate culture and sense of
being a member of a team
• To ease employee adaptation to change
• To increase job satisfaction, competence and
engagement

8. Loose alignment Tight alignment
Focuses on financial measurement and Establishes & implements annual learning
delivery objectives
Does not include learning and associated Builds learning objectives into the strategic
objectives in the strategic plan plan at the outset of the planning process
Equips people with the basic skills they Learning enables the org. to adapt to future
need to do their current jobs requirements or shape it’s future
Employees participate in training designed Employees seek and act on widely relevant
to improve job-related skills learning opportunities
Rarely provides occasions when learning Encourages continuous learning &
opportunites can be identified identifies outcomes from learning
Value of learning, CIPD 2007, bls. 8

9. Adult Education in Iceland
• Endurmenntun HÍ • Fjölmennt, fullorðinsfræðsla
• Opni háskólinn - HR fatlaðra
• Háskólinn á Akureyri • Efling stéttarfélag
• Viðskiptaháskólinn á Bifröst • Verkalýðsfélagið Hlíf
• Landbúnaðarháskóli Íslands • Fræðslunet Suðurlands
• Hólaskóli, Hólum í Hjaltadal • VISKA - Fræðslu- og
• Alþjóðlegt samstarf símenntunarstöð Vestmannaeyja
• Sókrates/Grundtvig • Miðstöð símenntunar á
Suðurnesjum (MSS)
• Nordplus Voksen
• Símenntunarstöðin á Vesturlandi
• Sókrates/Mínerva
• Fræðslumiðstöð Vestfjarða
• Námsflokkar
• Farskólinn - Miðstöð
• Námsflokkar Hafnarfjarðar – Miðstöð símenntunar á Norðurlandi
símenntunar vestra
• Mímir-símenntun • Símey - Símenntunarstöð
• Fræðslusetrið Starfsmennt Eyjafjarðar
• Fræðslumiðstöð atvinnulífsins • Þekkingarsetur Þingeyinga
• IÐAN – fræðslusetur • Þekkingarnet Austurlands
• Fullorðinsfræðsla hjá stéttarfélögum

10. CIPD statistics from 2009
• Investment/employee £250
• Training days/employee 4

11. Organization of Training
Preparation, development,
Schedule course/learning administration
Management
of the
Needs analysis: training
Strategy, managers, staff &
function Learning
objectives the “environment”
Budget
Evaluation The Job
Support

12. What do directors of training do?
(CIPD 2009 - Chartered Institute for Personnel & Development, U.K.)
Verkefni
1. General management and design of education and
training
2. Teaching and oversight with the training centre
3. Managing and organizing training conducted by
external instructors/vendors
4. Needs analysis and gaining management support
5. Supervision and evaluation of education and training

13. Needs Analysis:
Define activities, knowledge and skills that are likely
to bridge the gap between the current and desired
situation.
Needs identified from
strategies, policies,
plans, procedures,
regulations and laws.
Needs that stem from
insufficient outcomes
Needs that stem from
exceptional outcomes
(the next challenge?)

14. Sample objectives for a municipality
• Disposal of hazardous materials will be emphasized
with the public and business including proper sorting
of waste and economical and safe disposal.
• Departments with larger numbers of employees shall
conduct staff meetings at least twice a year.
• Each employee will enhance their communication
skills in alignment with his/her job responsibilities.
• Improved trimming and cleaning of parks and public
areas.
How would you assess training needs with the above in hand?

15. What do new graduates lack?
(Learning & Talent Development 2010, CIPD)
Competencies %
1. Management/leadership skills 59
2. Business skills and strong commercial awarenss 56
3. Customer service skills 41
4. Work ethic 37
5. Communication/interpersonal skills 34

16. What methods work best?
(Learning & Talent Development 2010, CIPD)
Aðferðir %
1. In-house training and plans 56
2. Coaching supervised by front-line 51
managers
3. On the job training 30
4. Transfers, job swaps and internships 30
5. Support and study groups/networks 21
Near bottom: Conferences 9

17. Requirements for getting results from training
• Is the instruction likely to increase company success?
• Is the material and are the methods suitable for the
participants?
• Are the participants active?
• Are examples used?
• Are the participants prepared?
• Are the participants required/encouraged to use their
new knowledge and skills following instruction?
• Is follow-up built into the program?
• Is the instructor competent and does he/she command
respect?

18. Sample decision chart – who pays for training
and when?
VALITOR and employee
VALITOR pays Employee pays
share the costs
Employee is on salary, VALITOR and the employee The employee finances the
company pays participant share costs of education, training/education. The
fees and other costs e.g. the employee applies company may provide leave
associated with education for a grant from the union without pay and the union
and training. education fund while the may reimburse some of the
company allows the tuition fee.
employee to participate
during working hours.
Education/training that The training may be useful No recognized connection
enhances the employee’s to VALITOR (now or in the with current or future job
competence in current or future) but is not a priority requirements within the
future positions that he/she for the company or for the company.
is being groomed for. employee’s current job.

19. Evaluation of training
Levels:
1. Reaction, attitudes
2. Participant learning
3. Implementation support and plans
4. Use of new knowledge and skills on the job
5. Improvements to the job, service levels and
bottom line
Adapted from: Guskey, T. R. "Staff Development
and Teacher Change." EDUCATIONAL
LEADERSHIP 42:7 (April 1985): 57-60.

20. Basic record keeping
Employee Job Title Description of training Training method
Participant fees Hours or units awarded Dates of training Confirmed

21. Professional Associations:
http://www.astd.org/astd
http://www.cchra.ca/en/
http://www.cstd.ca/
http://www.shrm.org/Pages/default.aspx
http://www.cipd.co.uk/
http://www.hrnorge.no/English/
http://www.dhrmf.dk/
and many Linkedin T&D interest groups
Welcome to the profession!
Randy Fleckenstein
randver@valitor.is