Training - a planned effort by a company to facilitate employees’ learning of job-related

competencies.

Competencies include knowledge, skills or behavior critical for successful job performance.

The goal of training is for employees to master the competencies and apply them to their day-to-
day activities.

High-leverage training
 Is linked to strategic business goals and objectives.

 Uses an instructional design process to ensure that training is effective.

 Compares or benchmarks the company's training programs against training

programs in other companies.

Continuous learning - requires employees to understand the entire work system,

including the relationships among their jobs, their work units, and the company.

ANALYZING Training Needs:

Training Needs Analysis

Performance Analysis:
Task Analysis: Assessing
Assessing current
new employees’ training
employees’ training
needs
needs
Business strategy: A plan that integrates the company's goals, policies, and actions.
The strategy influences how the company uses:

Physical capital, financial capital, and human capital.

 Explicit knowledge – knowledge that can be formalized, codified, and communicated.

 Tacit knowledge – personal knowledge based on individual experience that is difficult to

explain to others.
Six Sigma processes - a process of measuring, analyzing, improving, and then controlling
processes once they have been brought within the narrow six sigma quality tolerances or
standards.

ISO 10015 - a quality management tool designed to ensure that training is linked to company
needs and performance.

Training Design Process:

 Is sometimes referred to as the ADDIE model because it includes analysis, design,
development, implementation, and evaluation.

Balance scorecard – means of performance measurement that provides managers with a chance
to look at the overall company performance or the performance of departments or functions It
considers four perspectives: customers, internal (processes that influence customer satisfaction),
innovation and learning, and financial.

Learning - a relatively permanent change in human capabilities that is not a result of growth
processes.

Learning Theories:

• Reinforcement theory - emphasizes that people are motivated to perform or avoid

certain behaviors because of past outcomes that have resulted from those behaviors.
 – Several processes in reinforcement theory are positive reinforcement, negative
reinforcement, extinction, and punishment.

• Social learning theory - emphasizes that people learn by observing other persons (models)
whom they believe are credible and knowledgeable.

 Goal setting theory - assumes that behavior results from a person’s conscious goals and
intentions.
– Goals influence a person’s behavior by:

• directing energy and attention.

• sustaining effort over time.

• motivating the person to develop strategies for goal attainment.

• Need theories

– Helps to explain the value that a person places on certain outcomes.

– Need - a deficiency that a person is experiencing at any point in time.

– Maslow’s and Alderfer’s need theories focused on physiological needs, relatedness

needs, and growth needs.

– The major difference between Alderfer’s and Maslow’s hierarchies of needs is that
Alderfer allows the possibility that if higher-level needs are not satisfied, employees will
refocus on lower-level needs.

– McClelland’s need theory focused primarily on needs for achievement, affiliation, and
power

• Information processing theory

– It highlights how external events influence learning, which include:

• Verbal instructions, pictures, diagrams, and maps suggesting ways to code the
training content so that it can be stored in memory.

 Transfer of Training Theory

Transfer of training is more difficult when tasks during training are different from the work
environment.
 Closed skills: Training objectives that are linked to learning specific skills that are to be
identically produced by the trainee on their job

Open skills: Linked to more general learning principles

Learning Styles:

Succession planning is a process for identifying and developing new leaders, who can replace
old leaders when they leave, retire or die. Succession planning increases the availability of
experienced and capable employees that are prepared to assume these roles as they become
available.

Training Methods:

 Traditional training methods

Require an instructor or facilitator

Involve face-to-face interactions

 Presentation Methods

Trainees are passive recipients of information, which may include:

Facts or information

Processes

Problem-solving methods

Includes lectures and audio-visual techniques

Lecture: Trainers communicate through spoken words

Least expensive and least time-consuming ways to present information

 Hands-on Methods
Require trainee to be actively involved in learning

On-the-job training (OJT) New or inexperienced employees learn work by:

Observing peers or managers performing the job

Trying to imitate their behavior

Needs less investment in terms of time or money

Simulation: Represents a real-life situation

Trainees’ decisions and the resulting outcomes mirror what would happen in real work
situations Replicates the physical equipment that employees use on the job

Is used to teach production, process skills, management, and interpersonal skills

Case studies: Description about how employees or an organization dealt with a difficult
situation.

Business games: Require trainees to gather information, analyze it, and make decisions

Primarily used for management skill development

Mimic the competitive nature of business

Designed to demonstrate understanding or application of knowledge, skill, or behavior and

provides several alternative courses of action

Rules limit participant behavior

Role plays: Trainees act out characters assigned to them. Trainees need to engage in several
activities before, during, and after the role play

Behavior modeling: Demonstrates key behaviors to replicate.

Provides trainees with the opportunity to practice the key behaviors

Based on the principles of social learning theory

More appropriate for teaching skills and behaviors than factual information

Modeling display: Key behaviors that the trainees will practice to develop the same set of
behaviors.

Application planning: Prepares trainees to use the key behaviors on the job  Involves
identifying specific situations in which to use the key behaviors