Training

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 Learning Objectives 1 of 2
LO -1 Discuss how training, informal learning, and
knowledge management can contribute to
continuous learning and companies’ business
strategy.
LO -2 Explain the role of the manager in identifying training
needs and supporting training on the job.
LO -3 Conduct a needs assessment.
LO -4 Evaluate employees’ readiness for training.
LO -5 Discuss the strengths and weaknesses of
presentation, hands-on, and group training
methods.
 Learning Objectives 2 of 2
LO -6 Explain the potential advantages of e-learning for
training.
LO -7 Design a training session to maximize learning.
LO -8 Choose appropriate evaluation design and training
outcomes based on the training objectives and
evaluation purpose.
LO -9 Design a cross-cultural preparation program.
LO -10 Develop a program for effectively managing
diversity.
 Why is the emphasis on strategic training important?

Companies are in business to make money, and every

business function is under pressure to show how it
contributes to business success or it may face spending
cuts and even outsourcing. To contribute to a company’s
success, training activities should help the company
achieve its business strategy.
 Introduction
Business functions must show how they contribute to
business success.
• Training activities should help the company achieve its
business strategy.
• Training can help employees develop skills needed to
perform their jobs, which directly affects the business.
Training: Its Role in Continuous Learning and Competitive Advantage 1 of 2

Continuous learning
• Requires employees to understand the entire
work process, acquire and apply new skills and
share what they have learned
Training: Its Role in Continuous Learning and Competitive Advantage 2 of 2

Training
• Formal training
• Informal learning
• Explicit knowledge
(Examples of explicit knowledge include processes, checklists, flowcharts,
formulas, and definitions. Explicit knowledge tends to be the primary focus of
formal training. )
• Tacit knowledge
(refers to personal knowledge based on individual experiences that make it difficult to
codify)

• Knowledge management

LO 7-1
Figure 7.1 Key Features of Continuous Learning

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Designing Effective Formal Training Activities 1 of 14

The Training Design Process

• Instructional System Design (ISD)
• ADDIE model
• Analysis
• Design
• Development
• Implementation
• Evaluation

LO 7-2
 The
Training
Process

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Designing Effective Formal Training Activities 2 of 14

Needs Assessment
• First step in instructional design process
• Pressure points determine if training is necessary
• Performance problems
• New technology
• Internal or external customer requests for training
• Job redesign
• New legislation
• Changes in customer preferences

LO 7-3
The Needs Assessment Process

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Designing Effective Formal Training Activities 3 of 14

Organizational analysis
• Support of managers and peers
• Company strategy
• Training resources
Person analysis
Task analysis
Examples of Strategic Initiatives and Their Implications for Training Practices 1 of 2

Strategic Training and

Development Initiatives Implications
Improve customer service • Ensure that employees have product and
service knowledge
• Ensure that employees have skills needed to
interact with customers
• Ensure that employees understand their roles
and decision-making authority
Improve employee • Ensure that employees have opportunities to
engagement develop
• Ensure that employees understand career
opportunities and personal growth
opportunities
• Ensure that training and development
addresses employees’ needs in current job as
well as growth opportunities

SOURCE: Based on S. Tannenbaum, “A Strategic View of Organizational Training and Learning,” in Creating, Implementing and Managing Effective Training and Development, ed. K. Kraiger (San Francisco: Jossey-Bass, 2002), pp. 10–52.
Examples of Strategic Initiatives and Their Implications for Training Practices 2 of 2

Strategic Training and

Development Initiatives Implications
Enhance innovation and • Capture insight and information from
creativity knowledgeable employees
• Logically organize and store information
• Provide methods to make information
available (e.g., resource guides, websites)
• Dedicate physical space to encourage
teamwork, collaboration, creativity, and
knowledge sharing
Growth in global markets • Prepare high potential managers to take over
global leadership positions
• Prepare expatriates to function cross-culturally
• Train local workforce in company culture

SOURCE: Based on S. Tannenbaum, “A Strategic View of Organizational Training and Learning,” in Creating, Implementing and Managing Effective Training and Development, ed. K. Kraiger (San Francisco: Jossey-Bass, 2002), pp. 10–52.
 Questions to Ask Vendors and Consultants

February 2010, pp. 122–125.CES: Adapted from R. Zemke and J. Armstrong, “Evaluating Multimedia Developers,” Training, November 1996,
pp. 33–38; B. Chapman, “How to Create the Ideal RFP,” Training, January 2004, pp. 40–43; M. Weinstein, “What Vendors Wished You Knew
B. Chapman, “How to Create the Ideal RFP,” Training, January 2004, pp. 40–43; M. Weinstein, “What Vendors Wished You Knew,” Training,
SOURSOURCES: Adapted from R. Zemke and J. Armstrong, “Evaluating Multimedia Developers,” Training, November 1996, pp. 33–38;
How do your products and services fit our needs?
How much and what type of experience does your company have in designing
and delivering training?
What are the qualifications and experiences of your staff?
Can you provide demonstrations or examples of training programs you have
developed?
Can you provide references from clients for whom you worked?
What evidence do you have that your programs work?
How long will it take to develop the training program?
How much will your services cost?
What instructional design methods do you use?

,” Training, February 2010, pp. 122–125.

What about recurring costs, such as those related to administering, updating,
and maintaining the training program?
Do you provide technical support?
 The
Training
Process

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Designing Effective Formal Training Activities 4 of 14

Ensuring Employees’ Readiness for Training

• Readiness for Training includes the employee
characteristics that provide them with the desire,
focus, and energy to learn.
• Motivation to Learn is the desire to learn the
content of a training program.
• Self-efficacy reflects the employee belief that
they can learn content of training program.
Factors that Influence Motivation to Learn

Self-efficacy

Benefits/Consequences

Awareness of Needs

Work Environment

Basic Skills

Goal Orientation

Conscientiousness
 Conditions for Learning and Their Importance
Conditions for Learning
• Need to know why they should learn.
• Meaningful training content.
• Opportunities for practice.
• Feedback.
• Observe, experience, and interact with training
content, other learners, and instructor.
• Good program coordination and administration.
• Commit training content to memory.
 The
Training
Process

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Designing Effective Formal Training Activities 5 of 14

Ensuring Transfer of Training

• Manager support
• Action plan
• Peer support
• Support network
Work Environment Characteristics Influencing Transfer of Training

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Designing Effective Formal Training Activities 7 of 14

Ensuring Transfer of Training continued

• Technological Support: Performance Support and
Knowledge Management Systems
• Performance support systems
• Computer applications that can provide, as requested,
skills training, information access, and expert advice
• Knowledge management systems
 Designing Effective Formal Training 8 of 14

Ensuring Transfer of Training continued

• Self-management skills
• Set goals for using skills or behaviors on the job
• Identify conditions under which they might fail to use them
• Identify the positive and negative consequences of using
them
• Monitor their use of them
 The
Training
Process

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Designing Effective Formal Training Activities 9 of 14

Selecting Training Methods

• Instructor-led classroom
• Online learning
• Mobile learning
• Social learning
• Blended learning

LO 7-5
Figure 7.5 Overview of Use of Training Methods

Data from “2014 Industry Report” Training,

Designing Effective Formal Training Activities 10 of 14

Selecting Training Methods continued

• Presentation Methods
• Instructor-led classroom
• Distance learning (Distance learning is used by geographically
dispersed companies to provide information about new products,
policies, or procedures as well as skills training and expert lectures to
field locations)
• Teleconferencing (Trainees attend programs in facilities in which
they can communicate with trainers (who are at another location)
and other trainees using the telephone or personal computer.
Second, distance learning can include a virtual classroom. A third
type of distance learning also includes individualized, personal
computer–based training)
• Webcasting (online through live broadcasts)
• Audiovisual training (They also allow instruction to include video clips,
podcasts, charts and diagrams, learning points, and lectures.)
(Audiovisual training can easily be made available on desktop
computers, smartphones, and tablet computers. )
For example, sales representatives at Coca-Cola Bottling
Company Consolidated (CCBCC) are responsible for business
development and customer relationships.
Most of their time is spent traveling to meet customer needs or
visiting prospects for new business. To help sales reps better
manage their workload and meet their sales quotas, CCBCC
developed an online learning program. Sales reps can use an
iPad to access an app that links to the program’s content as well
as videos on key concepts and action planning templates. The
program’s content covers how to get work done, how to work
smart, and how to handle information overload. The app also
includes editable PDF files that allow sales reps working with their
managers during on-the-job coaching sessions to create and
update action plans. The app is frequently used by sales reps,
and its use has contributed to a 20% increase in daily sales calls.
Designing Effective Formal Training Activities 11 of 14

Selecting Training Methods continued

• Hands-on Methods (Hands-on methods include on-the-job training,
simulations, business games and case studies, behavior modeling,
interactive video, and Web-based training. )
• On-the-job training (OJT) (refers to new or inexperienced employees
learning through observing peers or managers performing the job
and trying to imitate their behavior. )
• Apprenticeship (A work-study training method with both on-the-job
and classroom training)

• Internship (is on-the-job learning sponsored by an educational

institution or is part of an academic program)
• Simulation (Simulations, which allow trainees to see the impact of their decisions
in an artificial, risk-free environment, are used to teach production and process
skills as well as management and interpersonal skills. Simulations are used for
training pilots, cable installers, and call center employees)
• Games and case studies (training content is turned into a game but has business
objectives.)
Principles of On-the-Job Training
PREPARING FOR INSTRUCTION
Break down the job into important steps.
Prepare the necessary equipment, materials, and supplies.
Decide how much time you will devote to OJT and when you expect the employees
to be competent in skill areas.
ACTUAL INSTRUCTION
Tell the trainees the objective of the task and ask them to watch you demonstrate it.
Show the trainees how to do it without saying anything.
Explain the key points or behaviors. (Write out the key points for the trainees, if
possible.)
Show the trainees how to do it again.
Have the trainees do the entire task and praise them for correct reproduction.
If mistakes are made, have the trainees practice until accurate reproduction is
achieved.
Designing Effective Formal Training Activities 12 of 14

Selecting Training Methods continued

• Hands-on Methods continued
• Behavior modeling (Each session presents the rationale behind key
behaviors, a video of a model performing key behaviors, practice
opportunities using role-playing, evaluation of a model’s performance in
the video, and a planning session devoted to understanding how the
key behaviors can be used on the job. In the practice sessions, trainees
get feedback regarding how closely their behavior matches the key
behaviors demonstrated by the model. )
• E-learning (Instruction and delivery of training by computers through
the Internet or company intranet)
• Blended learning (refers to combining technology methods, such as e-
learning, simulations, or social media, with face-to-face instruction, for delivery
of learning content and instruction.)

LO 7-6
 Designing Effective Formal Training Activities 13 of 14

Group- or Team-Building Methods

• Group- or team-building methods (Group techniques focus on helping teams
increase their skills for effective teamwork. All involve examination of feelings,
perceptions, and beliefs about the functioning of the team; discussion; and
development of plans to apply what was learned in training to the team’s performance
in the work setting.)
• Adventure learning (Adventure learning appears to be best suited for developing
skills related to group effectiveness, such as self-awareness, problem solving, conflict
management, and risk taking. Adventure learning may involve strenuous, challenging
physical activities such as dogsledding or mountain climbing. It can also use
structured individual and group outdoor activities such as climbing walls, going
through rope courses, making trust falls, climbing ladders, and traveling from one
tower to another using a device attached to a wire that connects the two towers.)
• Team training
• Cross-training (Training in which team members understand and practice each other’s
skills so that members are prepared to step in and take another member’s place should
he or she temporarily or permanently leave the team.)
• Coordination training (trains the team in how to share information and decisions to
maximize team performance. )
 The
Training
Process

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 Evaluating Training Programs 1 of 3

Training outcomes can be categorized five ways

• Cognitive outcomes
• Skill-based outcomes
• Affective outcomes
• Results
• Return on investment

LO 7-8
 Outcomes Used in Evaluating Training Programs
OUTCOME WHAT IS MEASURED HOW MEASURED EXAMPLE
Cognitive Acquisition of Pencil-and-paper tests Safety rules
outcomes knowledge Work sample Electrical principles
Steps in appraisal
interview
Skill-based Behavior Observation Jigsaw use
outcomes Skills Work sample Listening skills
Ratings Coaching skills
Airplane landings
Affective Motivation Interviews Satisfaction with
outcomes Reaction to program Focus groups training
Attitudes Attitude surveys Beliefs regarding
other cultures
Results Company payoff Observation Absenteeism
Data from information system Accidents
or performance records
Return on Economic value of Identification and comparison Dollars
investment training of costs and benefits of the
program
 EVIDENCE-BASED HR

Each of Pfizer’s 2,500 medical sales representatives in India uses an iPad for
communicating with the customer and reporting sales. Pfizer developed and
launched Roket, a mobile learning app, to increase the sales competencies of
the medical representatives.
Roket’s key features include access to videos and reading materials; quizzes
on training content as well as a leaderboard, which allows the sales reps to
compete against each other to see who gets the highest quiz score; video
sharing; and built-in coaching forms that sales reps’ managers used to provide
an application-of-training score at the end of a joint sales trip with a sales rep.
Pfizer found that utilization of the app was good: 66% of the sales reps use
the app each week, and 42% use it more than three times each week. Sales
proficiency scores were based on weighting quiz scores by 40% and
application score by 60%.
Using a time series design in which outcome measures are collected at
several different points in time following training, Pfizer found that sales reps’
proficiency scores increased 24% over a 16-week period. Also, the number of
coaching sessions managers held with sales reps that focused on how they
could improve their application scores increased 29%. 
SOURCE: Based on S. Ramachandran, “From Idle Time to Time to Learn,” TD, December 2015,
 Evaluating Training Programs 3 of 3
Determining the Financial Benefits of Learning
• Return on Investment refers to the estimated dollar return from each
dollar invested in learning.
Identify outcomes (e.g., quality, accidents).
Place a value on the outcomes.
Determine the change in performance after eliminating other potential
influences on training results.
Obtain an annual amount of benefits (operational results) from training by
comparing results after training to results before training (in dollars).
Determine the training costs (direct costs + indirect costs + development costs
+ overhead costs + compensation for trainees).
Calculate the total savings by subtracting the training costs from benefits
(operational results).
Calculate the ROI by dividing benefits (operational results) by costs. The ROI
gives an estimate of the dollar return expected from each dollar invested in
training.
 Special Training Issues 1 of 5
Cross-Cultural Preparation
• Expatriate (Expatriate-is an employee sent by a company to
manage operations in a different country. Cross-cultural
preparation involves educating employees (and their
families) who are given an assignment in a foreign country.

• Competent in area of expertise

• Able to communicate in host country
• Culturally sensitive
• Motivated to succeed
• Supported by family

LO 7-9
 Special Training Issues 2 of 5
Cross-Cultural Preparation continued
• Predeparture phase
• Receive language training and orientation
• Include the family
• Discuss career plans and positions expected upon
return
 Special Training Issues 3 of 5
Cross-Cultural Preparation continued
• On-site phase
• Orientation to host country
• Develop social relationships
• Repatriation phase
• Self-managed
• Provide company newsletters and local
newspapers
 Special Training Issues 4 of 5
Managing Workforce Diversity and Inclusion
• Manage diversity
• Inclusion
• Diversity training
• May enhance performance and impact:
• Cognitive outcomes
• Affective outcomes
• Behavioral outcomes

LO 7-10