This document discusses employee training and development. It begins by outlining objectives of understanding how training can help companies deal with workplace forces and learning the training design process. It then defines training and describes the typical training design process. Key sections include discussing forces influencing the workplace that training can address, such as globalization and new technology. It also outlines the roles and competencies required of training professionals, such as understanding adult learning principles for instructors and business understanding for strategic roles.

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Employee Training and
Development
Employee Training and
Development

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Introduction: Training for
Competitive Advantage
Introduction: Training for
Competitive Advantage

3. Objectives
After reading this chapter, you
should be able to:
1. Discuss the forces influencing the
workplace and learning, and explain how
training can help companies deal with these
forces.
2. Discuss various aspects of the instructional
system design model.
3. Describe the amount and types of training
occurring in various companies.
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4. Objectives (continued)
4. Discuss the key roles and competencies
required for training professionals.
5. Identify appropriate resources (e.g.,
journals, websites) for learning about
training research and practice.
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5. What is training?
 Training refers to a planned effort by a
company to facilitate employees’ learning of
job-related competencies.
 The goal of training is for employees to
 master the knowledge, skill, and behaviors
emphasized in training programs, and
 apply them to their day-to-day activities
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6. Training Design Process
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Conducting Needs
Assessment
Ensuring
Employees’
Readiness for
Training
Creating a
Learning
Environment
Ensuring Transfer
of Training
Developing an
Evaluation Plan
Select Training
Method
Monitor and
Evaluate the
Program

7. Assumptions of Training Design
Approaches
 Training design is effective only if it helps
employees reach instructional or training
goals and objectives.
 Measurable learning objectives should be
identified before training.
 Evaluation plays an important part in
planning and choosing a training method,
monitoring the training program, and
suggesting changes to the training design
process.
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8. Forces Influencing the
Workplace
and Training
 Globalization
 Need for leadership
 Increased value placed on knowledge
 Attracting and winning talent
 Quality emphasis
 Changing demographics and diversity of the
work force
 New technology
 High-performance model of work systems
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9. Core Values of Total Quality
Management
 Methods and processes are designed to meet
the needs of internal and external customers.
 Every employee in the company receives
training in quality.
 Quality is designed into a product or service
so that errors are prevented from occurring,
rather than being detected and corrected.
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10. Core Values of TQM (continued)
 The company promotes cooperation with
vendors, suppliers, and customers to improve
quality and hold down costs.
 Managers measure progress with feedback
based on data.
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11. Skills needed to manage a
diverse work- force include:
 Communicating effectively with employees
from a wide variety of backgrounds.
 Coaching and developing employees of
different ages, educational backgrounds,
ethnicities, physical abilities, and races.
 Providing performance feedback that is free
of values and stereotypes based on gender,
ethnicity, or physical handicap.
 Creating a work environment that allows
employees of all backgrounds to be
innovative.
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12. How Managing Cultural Diversity Can
Provide Competitive Advantage
1. Cost argument As organizations become more diverse, the cost of
a poor job in integrating workers will increase.
Those who handle this well will thus create cost
advantages over those who don’t.
2. Resource-
acquisition
argument
Companies develop reputations on favorability as
prospective employers for women and minorities.
Those with the best reputations for managing
diversity will be the most attractive employers for
women and minority groups.
An important edge in a tight labor market.
3. Marketing argument The insight and cultural sensitivity that members
with roots in other countries bring to the
marketing effort should improve these efforts in
important ways.
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13. How Managing Cultural Diversity Can
Provide Competitive Advantage
(continued)
4. Creativity argument Diversity of perspectives and less emphasis on
conformity to norms of the past should improve
the level of creativity.
5. Problem-solving
argument
Heterogeneity in decisions and problem-solving
groups potentially produces better decisions
through a wider range of perspectives and more
through critical analysis of issues.
6. System flexibility
argument
An implication of the multicultural model for
managing diversity is that the system will become
less determinant, less standardized, and therefore
more fluid.
The increased fluidity should create greater
flexibility to react to environmental changes (i.e.,
reactions should be faster and cost less).
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14. Use of new technology and work design
needs to be supported by specific HRM
practices:
 Employees choose or select new employees
or team members.
 Employees receive formal performance
feedback and are involved in the
performance improvement process.
 Ongoing training is emphasized and
rewarded.
 Rewards and compensation are linked to
company performance.
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15. Use of new technology and work design
needs to be supported by specific HRM
practices: (continued)
 Equipment and work processes
encourage maximum flexibility and
interaction between employees.
 Employees participate in planning
changes in equipment, layout, and work
methods.
 Employees understand how their jobs
contribute to the finished product or
service.
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16. Roles and Competencies of
TrainersRoles Competencies
Analysis/Assessment Role Industry understanding; computer competence; data
analysis skill; research skill
Development Role Understanding of adult learning; skills in feedback;
writing, electronic systems, and preparing objectives
Strategic Role Career development theory; business understanding;
delegation skills; training and development theory;
computer competence
Instructor/Facilitator Role Adult learning principles; skills related to coaching,
feedback, electronic systems, and group processes
Administrator Role Computer competence; skills in selecting and
identifying facilities; cost-benefit analysis; project
management; records management
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