The document discusses employee training and development. It defines training and development, and key related terms like socialization. It outlines factors to consider in training needs analysis, including organizational, job, personal, and demographic needs. Methods of training delivery are addressed, such as on-the-job, on-site, and off-site training. The roles of managers, HR professionals, and employees in training are defined. The document also covers developing program content, evaluating training impact, and maintaining performance after training.

1. Employee Training
and
Development

2. Training and Development Practices
within the Integrated HR System
Training and Development
Intentional efforts to improve
current and future performance
By helping employees acquire
• Skills
• Knowledge
• Attitudes
Required of a competitive
workforce

3. Key Terms
 Training
Improving employee competencies needed today
or very soon
Typical objective is to improve employee
performance in a specific job.
 Development
Improving employee competencies over a longer
period of time
Typical objective is to prepare employees for future
roles.

4. Key Terms (cont’d)
 Socialization
Learning how things are done in the organization
• Objective is to teach new employees about the
organization’s history, culture and management
practices.

5. Learning Organizations
 Learning recognized as a source of
competitive advantage
 Use knowledge management:
Make sure knowledge from employees, teams, and
units is captured, remembered, stored and shared
Technologies provide software to
share knowledge electronically
Chief Learning/Knowledge Officer
coordinates activities

6. Training and Development within
an Integrated HR System
•Other HR
Activities
• HR Planning
• Job Analysis
• Recruitment
• Selection
• Measuring
Performance
Global Environment
• Labour Market
• Technology
Organizational
Environment
Needs Analysis
• Organization
• Job
• Person
• Demographic
Key Design
Choices
• Focus
• Who receives?
• Who delivers?
• Where and when?
• What methods?
• Content
Evaluation
and Revision
Outcomes
•Attitudes
•Skills
•Behavior
•Performance
•Advancement
•Retention

7. Socialization
Training
Development
• Competencies that match
strategy
• Cohesiveness and
commitment
• Improved recruitment and
retention
• Improved performance
• Legal compliance and
protection
• Smoother mergers and
acquisitions
The Strategic Importance of Training
and Development

8. Improving Performance
 Improving Service
 Training for Customers
 Productivity
 New Technology

9. Roles and Responsibilities in
Training and Development
Line Managers
• Link business plans
to TandD
• Participate in
delivery
• Help employees
identify needs
• Support employee
participation
• Reinforce transfer of
learning
• Do OTJ training
HR Professionals
• Identify needs, with
line mgrs
• Help employees to
identify needs
• Communicate TandD
opportunities and
consequences
• Develop/administer
TandD activities
• Train trainers
• Evaluate
Employees
• Identify own needs
• Accept
responsibility for
finding opportunities
• Actively participate
in TandD activities
• Assist with TandD of
coworkers
• Participate in
evaluation of TandD
activities

10. Managers
HR
Professionals
Employees
Cooperate
Support
Train
Assist
Communicate
Train
Identify
Accept
Participate
Partnership Perspective

11. Determining Training and
Development Needs
Organization
Needs
Perso
n
Needs
Demographic
Needs
Job
Needs

12. Organizational Needs Analysis
 Assess short-and long-term strategic
objectives
 Analyze:
 Human resource needs
 Efficiency indices
 Training climate
 Resources and constraints
 Clearly state T and D objectives

13. A Supportive Training Climate
 Incentives encourage employees to
participate
 Managers make it easy for employees to
attend T and D programs
 Employees encourage each other
 Use of new competencies is rewarded
 No hidden punishments for participating
 Managers who are effective trainers are
rewarded

14. Job Needs Analysis
 Identify specific skills, knowledge and behavior
needed in present or future jobs
 Use job analysis with competency modeling

15. Person Needs Analysis
 Identify the gap between current capabilities and
those that are necessary or desirable using:
 Output measures
 Self-assessed training needs
 Career planning discussions
 Attitude surveys

16. Demographic Needs Analysis
 Determine needs of specific populations of
workers
 May be used to determine if all are given
equal access to growth experiences and
developmental challenges

17. Assessment
Phase
Training and
Development Phase
Evaluation
Phase
• Select training media
and learning
principles
• Conduct training
• Establish conditions
for maintenance
• Develop
criteria
• Pretest
• Monitor
training
• Evaluate
Training and Development Process
Assess needs:
• Organizational
• Job
• Person
• Demographic

18. Setting Up a Training and
Development System
 Creating the Right Conditions:
Insight
Motivation
New skills and knowledge
Real World Practice
Accountability

19. Cognitive
Knowledge
Skill-Based Outcomes
Affective
Outcomes
Developing Program Content
Program
Content

20. Choosing the Program Format
 Traditional Formats
On-the-job
On-site, but not on-the-job
Off the job
 E-Learning
New technology allows integration
of multiple learning methods
Includes teleconferencing, multimedia, computer-
based learning
Can speed communication and cut costs

21. On the Job Training
 Job instruction training
 Apprenticeship training
 Internships and
assistantships
 Job rotation and
developmental job
assignments
 Supervisory assistance
and mentoring
 Coaching

22. Components of a Developmental Job
 Unfamiliar responsibilities
 Responsibility for creating change
 High levels of responsibility
 Boundary-spanning requirements
 Dealing with diversity

23. On-Site, but Not On the Job Training
 Programmed instruction on intranet or
internet
 Videos and CDs
 Interactive video training: Combines
programmed instruction with video
 Teleconferencing
 Corporate Universities and executive
education

24. Off the Job Training
 Formal courses
 Simulation
 Vestibule method: simulates actual job
 Assessment centers
 Role-playing
 Business board games
 Sensitivity training
 Wilderness trips and outdoor training

25. On-the-Job
On-Site, not On-the-Job
Off the Job
Job instruction
Apprenticeship
Internships
Job rotation
Programmed instruction
Interactive video and
web-based training
Teleconferencing
Formal courses
Simulation
Assessment centers
Role playing and sensitivity training
Wilderness trips
Program Location

26. Maintaining Performance After Training
 Develop learning points to assist
retention
 Set specific goals
 Identify reinforcers
 Train significant others to reinforce
behaviour
 Teach trainees self-management skills

27. Evaluating Training and Development:
Long-Term Consequences
 Organizational
Improved productivity
Lower cost
Improved customer
service
Improved retention
Increased applicant
pool
 Individual
Reduced stress
Increased job
satisfaction
Career advancement
Family satisfaction
Employability