CH 7 Training

MBA 423:
HUMAN RESOURCE
MANAGEMENT
Dr Rick Cotton
February 8, 2024
Ch. 7 - Training
© McGraw Hill, LLC 1
Delivery Chapters that Can Be Utilized Deliverable Type Group?
Thur, Feb 1 Chapter 1: HRM: Gaining a Competitive Advantage, Chapter 2: Seminar Kaikoa Team
Strategic Human Resource Management, Chapter 3: The Legal Presentation 1
Environment: EEO and Safety
Thur, Feb 1 Chapter 1: HRM: Gaining a Competitive Advantage, Chapter 2: Mini Conference and PetSMart/
Strategic Human Resource Management, Chapter 3: The Legal Plenary Discussion 1 PETCO Case
Environment: EEO and Safety
Mon, Feb 5 Chapter 4: The Analysis and Design of Work Seminar Burt’s Bees
Presentation 2 Case
Mon, Feb 5 Chapter 4: The Analysis and Design of Work Mini Conference and Team
Plenary Discussion 2 Fe’amokaki
Thur, Feb 8 Chapter 5: Human Resource Planning and Recruitment, Seminar Kuini Team
Chapter 6: Selection and Placement Presentation 3
Thur, Feb 8 Chapter 5: Human Resource Planning and Recruitment, Mini Conference and Kaikoa Team
Chapter 6: Selection and Placement Plenary Discussion 3
Wed, Feb 14 Chapter 7: Training, Chapter 9: Employee Development Seminar Pascall Team
Presentation 4
Wed, Feb14 Chapter 7: Training, Chapter 9: Employee Development Mini Conference and Kuini Team
Plenary Discussion 4
Thur, Feb 15 Chapter 8: Performance Management, Chapter 10: Employee Seminar The Fishers
Separation and Retention Presentation 5
Thur, Feb 15 Chapter 8: Performance Management, Chapter 10: Employee Mini Conference and The Fishers
Separation and Retention Plenary Discussion 5
Wed, Feb 21 Chapter 11: Pay Structure Decisions, Chapter 12: Recognizing Seminar Team Fe’amokaki
Employee Contributions with Pay Presentation 6
Wed, Feb 21 Chapter 11: Pay Structure Decisions, Chapter 12: Recognizing Mini Conference and Hindustan Unilever
Employee Contributions with Pay Plenary Discussion 6 Case
Mon, Feb 26 Chapter 13: Employee Benefits, Chapter 14: Collective Seminar Ruffian Apparel
Bargaining and Labour Relations Presentation 7 Case
Mon, Feb 26 Chapter 13: Employee Benefits, Chapter 14: Collective Mini Conference and Pascall Team
© McGraw Hill, LLC
Bargaining and Labour Relations Plenary Discussion 7 2
Product/Service Leadership Alignment at

Key Definition
Talent Development – 1) building the knowledge,

skills, and abilities of others and helping them
develop and achieve their potential so that the
organizations they work for can succeed and grow;
2) developing and guiding those star employees who
are most able to contribute to the company’s
success and growth by understanding, managing
and developing their talents in the best possible way.

Of Jobs and Careers – Canadian Example…
1990 - 2000 2000 - Present
People who stayed in their same job less than two years.
People who stayed in their same job more than four years.
The average Canadian, currently in the workforce, should

expect to have 15 different jobs and 3+ different careers
during their work lives. WOW!
Source: Workopois. Thinkopolis IV: Time to Work..

Job Sequencing, Learning Cycles & Career Success
Subjective Career Success
Time
Source: Hall & Mirvis, 1995.

Job Families, Jobs, Competencies and Learning

A Single Job Competency
Bloom’s Revised Taxonomy

Determining Training Method
Training
Needs, Goals,
Content
Formal Informal
Learning Learning
Functionally Job Coaching Networks

General
Specific Experience
Training
Training
- ‘Open - Function, team, - Highly visible - Specific - Specific
Enrollment’ or job specific opportunities - Flexible - Flexible
- Often not - Focus on - Requires - Requires - Requires
job-specific development in careful manager developer
- Flexible ‘same place, matching availability, availability,
- Lower Cost same time’ - ‘Learn by time, skill, and time, skill, and
- Customized Doing’ motivation motivation
- Must cultivate
11

Formal and Informal Learning Integration and Retention
Higher Integration
Knowledge
Sharing/
Discussion
Lower Integration
Personal Board of
Advisors (a.k.a.
Developmental Network,
Success Network)
Lower Higher
Retention Retention

Because learning changes everything. ®
Chapter 7
Training
Human Resource Management

Gaining A Competitive Advantage
THIRTEENTH EDITION
Raymond Noe, John Hollenbeck, Barry
Gerhart, Patrick Wright
© 2023 McGraw Hill, LLC. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw Hill, LLC.
Learning Objectives 1
7-1 Discuss how training, informal learning, and knowledge

management can contribute to continuous learning and
companies’ business strategy.
7-2 Explain the role of the manager in identifying training
needs and supporting training on the job.
7-3 Conduct a needs assessment.
7-4 Evaluate employees’ readiness for training.
7-5 Discuss the strengths and weaknesses of presentation,
hands-on, and group training methods.

7-6 Explain the potential advantages of e-learning for

training.
7-7 Design a training session to maximize learning.
7-8 Choose appropriate evaluation design and training
outcomes based on the training objectives and
evaluation purpose.
7-9 Design a cross-cultural preparation program.
7-10 Develop a program for effectively managing diversity.

Introduction
Strategic Training:
• Business functions must show how they contribute to
business success.
• Training helps employees develop skills needed to
perform their jobs, which directly affects business
success.
• Training creates positive work environment, attracting
new talent and motivating current employees.

Training: Its Role in Continuous Learning
and Competitive Advantage 1
Continuous Learning:
• Requires employees to understand entire work process,
acquire and apply new skills, and share what they learn.
• Training one part of larger emphasis on continuous
learning.

Figure 7.1 Key Features of Continuous Learning

Training: Its Role in Continuous Learning
and Competitive Advantage 2
Training:
• Formal training.
• Informal learning:
• Explicit knowledge
• Tacit knowledge
• Knowledge management
LO 7-1
Designing Effective Formal Training
Activities 1
Training Design Process:

• Six stages
• Two common types:

• Instructional System Design (I SD)
• ADDIE model
LO 7-2
Figure 7.2
The Training
Process
(Stages 1 – 3)

Figure 7.2
The Training
Process
(Stages 4 – 6)

Activities 2
First Stage: Needs Assessment

• Pressure points determine if training is necessary.
• Training is not always correct solution.
• Involves:
• Organizational analysis
• Person analysis
• Task analysis
LO 7-3
Figure 7.3 The Needs Assessment Process

Activities 3
Needs Assessment (continued)

• Organizational analysis:
• Support of managers and peers
• Company strategy
• Training resources

Table 7.1 Examples of Strategic Initiatives and
Their Implications for Training Practices 1
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
engagement to 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.

Table 7.1 Examples of Strategic Initiatives and
Their Implications for Training Practices 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 (for example, 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.

Activities 4

• Person analysis:
• Potential indicators of needing training:
• Poor performance
• If job changes
• Analyze characteristics of performer, input, output,

consequences, and feedback.

Activities 5

• Task analysis:
• Identifies conditions in which tasks are performed.
• Four steps:
1. Identify job(s) to be analyzed.
2. Develop list of tasks performed on the job.
3. Validate or confirm the tasks.
4. Identify the knowledge, skills, abilities, and other factors
needed to successfully perform tasks.

Activities 6
Second Stage: Ensuring Employees’ Readiness for Training:

• Readiness for training includes employee characteristics
that provide desire, focus, and energy to learn.
• Motivation to learn is desire to learn the content of
training program.
LO 7-4
Table 7.3 Factors That Influence Motivation to Learn
FACTOR DESCRIPTION
Self-efficacy Employee belief that they can successfully learn the
content of the training program.
Benefits or consequences of Job-related, personal, career benefits that can result
training from attending training.
Awareness of Knowledge of skill strengths and weaknesses.
training needs
Work environment Proper tools and equipment, materials, supplies, budget
time; managers’ and peers’ willingness to provide
feedback and reinforce use of training content.
Basic skills Cognitive ability, reading and writing skills.
Goal orientation Goals held by employees in a learning situation.
Conscientiousness Tendency to be reliable, hardworking, self-disciplined,
and persistent.
SOURCES: Based on J. Colquitt, J. LePine, and R. Noe, “Toward an Integrative Theory of Training Motivation: A Meta-Analytic Path Analysis of 20 Years of Research,” Journal of
Applied Psychology 85 (2000), pp. 678–707; R. Noe and J. Colquitt, “Planning for Impact Training: Principles of Training Effectiveness,” in K. Kraiger (ed.), Creating, Implementing, and
Managing Effective Training and Development (San Francisco: Jossey-Bass, 2002), pp. 53–79.

Activities 7
Third Stage: Creating a Learning Environment:

• Learning changes behavior
• Microlearning delivers small pieces or chunks of

information.
• Microlearning engages trainees, motivates learning, and
helps facilitate retention.

Table 7.4 Conditions for Learning
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.
SOURCES: K. Kraiger and J. Ford, “The Science of Workplace Instruction: Learning and Development Applied to Work,” Annual Review of Organizational Psychology and
Organizational Behavior 8 (2021), pp. 45–72; R. M. Gagne, “Learning Processes and Instruction,” Training Research Journal 1 (1995/1996), pp. 17–28; M. Knowles, The Adult Learner,
4th ed. (Houston: Gulf, 1990); A. Bandura, Social Foundations of Thought and Action (Englewood Cliffs, N J: Prentice Hall, 1986); E. A. Locke and G. D. Latham, A Theory of Goal
Setting and Task Performance (Englewood Cliffs, N J: Prentice Hall, 1990); B. Mager, Preparing Instructional Objectives, 2nd ed. (Belmont, C A: Lake, 1984); B. J. Smith and B. L.
Delahaye, How to Be an Effective Trainer, 2nd ed. (New York: Wiley, 1987); K. A. Smith-Jentsch, F. G. Jentsch, S. C. Payne, and E. Salas, “Can Pretraining Experience Explain
Individual Differences in Learning?” Journal of Applied Psychology 81 (1996), pp. 110–16; H. Nuriddin, “Building the Right Interaction,” T + D, March 2011, pp. 32–35; R. Feloni, “This
Simple Daily Exercise Boosts Employee Performance,” Business Insider India, www.businessinsider.in.com; G. Di Stefano, F. Gino, G. Pisano, and B. Staats, “Learning by Thinking:
How Reflection Aids Performance,” Harvard Business School Working Paper 14-093 (March 25, 2014); M. Plater, “Three Trends Shaping Learning,” Chief Learning Officer, June 2014,
pp. 44–47; A. Kohn, “Use It or Lose It,” T + D, February 2015, pp. 56–61; J. Karpicke and Henry Roediger III, “The Critical Importance of Retrieval for Learning,” Science, February
2008, pp. 966–68; A. Paul, “Microlearning 101,” HR Magazine, May 2016, pp.6–42; M. Cole, “Microlearning: Delivering Bite-Sized Knowledge” (Alexandria, V A: Association for Talent
Development, 2017).

Activities 8
Fourth Stage: Ensuring Transfer of Training:

• Use of knowledge, skills, and behaviors learned in training.
• Manager support:
• Facilitate transfer through action plans.
• Peer support:
• Support network
• Blogs, websites, newsletters

Figure 7.4 Work Environment Characteristics
Influencing Transfer of Training

Activities 9
Ensuring Transfer of Training (continued)

• Opportunity to use learned capabilities.
• Opportunity to perform influenced by:
• Work environment.
• Trainee motivation.
• Degree to which trainee takes personal responsibility to

actively seek out assignments.

Activities 10

• Technological support: performance support and
knowledge management systems.
• Performance support systems:
• Computer applications that can provide skills training,
information access, and expert advice.
• Knowledge management systems:

• Communities of practice.

Activities 11

• 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.
• Understand it is natural to encounter difficulty in trying to use
skills on the job.
• Need to create own reward system and ask peers and
managers for feedback.
Activities 12
Fifth Stage: 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

Activities 13
Selecting Training Methods (continued)

• Presentation methods:
• Instructor-led classroom instruction.
• Distance learning:
• Web conferencing software
• Virtual classroom
• Audiovisual training

Activities 14

• Hands-on methods:
• On-the-job training (OJT):
• Apprenticeship
• Internship
• Simulation:
• Virtual reality
• Augmented reality (AR)
• Games and case studies:
• Serious games
• Gamification

Activities 15

• Hands-on methods continued:
• Behavior modeling
• E-learning:
• Massive open online courses (MOOCs).
• Mobile learning
• Blended learning
• Learning management systems (L MS)
LO 7-6
Activities 16

• Group- or team-building methods:
• Experiential programs:
• Adventure learning
• Team training
• Cross-training
• Coordination training
• Team leader training
• Action learning

Activities 17
Advice for Selecting a Training Method:

• Identify type of learning outcome training is to influence:
• Verbal information, intellectual skills, cognitive strategies,
attitudes, motor skills, or some combination.
• Consider training budget.
LO 7-7
Evaluating Training Programs 1
Sixth Stage: Evaluating Training Programs:
Training Outcomes:
• A way to evaluate effectiveness of training program based
on:
• Cognitive outcomes
• Skill-based outcomes
• Affective outcomes
• Results
• Return on investment
LO 7-8
Table 7.7 Outcomes Used in Evaluating
Training Programs
OUTCOME WHAT IS MEASURED HOW MEASURED EXAMPLE
Cognitive outcomes • Acquisition of • Pencil-and-paper tests • Safety rules
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 outcomes • Motivation • Interviews • Satisfaction with
• Reaction to program • Focus groups training
• Attitudes • Attitude surveys • Beliefs regarding
other cultures
Results • Company payoff • Observation • Absenteeism
• Data from information • Accidents
system or • Patents
performance records
Return on • Economic value of • Identification and • Dollars
investment training comparison of costs
and benefits of the
program

Evaluation Designs:
• Post-test only
• Pre-test/Post-test
• Post-test only with comparison group
• Pre-test/Post-test with comparison group
• Time series

Determining the Financial Benefits of Learning:

• Can determine financial benefits of learning through return
on investment (ROI):
1. Identify outcomes.
2. Place a value on outcomes.
3. Determine change in performance.
4. Obtain annual amount of benefit.
5. Determine training costs.
6. Calculate total savings.
7. Calculate ROI.
Kirkpatrick’s Model of Training Evaluation

Special Training Issues 1
Cross-Cultural Preparation:
• Expatriates work in a country other than his/her country of
origin.
• Steps in cross-cultural preparation:
• Competent in area of expertise.
• Able to communicate in host country.
• Culturally sensitive.
• Motivated to succeed.
• Supported by family.
LO 7-9
Cross-Cultural Preparation continued:

• Predeparture phase:
• Receive language training and orientation.
• Include the family.
• Discuss career plans and positions expected upon return.
• Training methods include presentational techniques,

immersion experiences, or experiences in home country in
culturally diverse communities.

Cross-Cultural Preparation (continued)

• On-site phase:
• Continued orientation through formal programs or mentoring
relationship.
• Develop social relationships inside and outside work.
• May be paired with employee from host country.
• Websites to answer questions.

Cross-Cultural Preparation (continued)

• Repatriation phase:
• Likely to experience high levels of stress and anxiety upon
return.
• Employees encouraged to self-manage.
• Provide company newsletters and local newspapers to keep
them updated.
• May have to adjust to lower standard of living.
• May decide to leave company.

Managing Workforce Diversity and Inclusion:

• Inclusion.
• Diversity training:
• Reduce unconscious bias.
• Managing diversity and inclusion:
• Creating environment that allows all employees to contribute
to organizational goals and experience personal growth.
• May require changing company culture.
• Success of diversity training requires long-term
commitment, not just stand-alone program.
LO 7-10
Table 7.9 Key Components of Effective Diversity
Management Programs 1
Top Management Support:

• Make the business case for diversity.
• Include diversity as part of the business strategy and corporate goals.
• Participate in diversity programs and encourage all managers to attend.
• Ensure that the composition of the executive management team mirrors the
diversity of the workforce.
Recruitment and Hiring:

• Ask search firms to identify wider arrays of candidates.
• Enhance the interviewing, selection, and hiring skills of managers.
• Expand college recruitment at institutions that serve minority ethnic groups.
SOURCES: F. Dobbins and A. Kalev, “Why Diversity Programs Fail,” Harvard Business Review, July/August 2016, pp. 52–60; B. Groysberg and K. Connolly, “Great Leaders Who
Make the Mix Work,” Harvard Business Review, September 2013, pp. 68–76; K. Bezrvkova, K. Jehn, and C. Spell, “Reviewing Diversity Training: Where Have We Been and Where
Should We Go?” Academy of Management Learning & Education 11 (2012), pp. 207–27; R. Anand and M. Winters, “A Retrospective View of Corporate Diversity Training from 1964 to
the Present,” Academy of Management Learning & Education 7 (2008), pp. 356–72; C. Chavez and J. Weisinger, “Beyond Diversity Training: A Social Infusion for Cultural Inclusion,”
Human Resource Management 47 (2008), pp. 331–50.

Talent Identification and Development:

• Form a partnership with internship programs that target students from
minority ethnic and racial groups for management careers.
• Establish a mentoring process.
• Refine the company’s global succession planning system to improve
identification of talent.
• Improve the selection and development of managers and leaders to
help ensure that they are capable of maximizing team performance.
• Ensure that all employees, especially women and minority ethnic and
racial groups, have access to management development and
leadership programs.

Employee Support:
• Form resource groups or employee network groups, including employees with common
interests, and use them to help the company develop business goals and understand the
issues they are concerned with (for example, Asian Pacific employees, women, gays,
lesbians, transgender employees, Americans Indians, veterans, Hispanics).
• Celebrate cultural traditions, festivities, and holidays.
• Make work–life balance initiatives (such as flextime, telecommuting, and eldercare)
available to all employees.
Fair Treatment:
• Conduct extensive diversity, unconscious bias, and ally training.
• Implement an alternative dispute resolution process.
• Include women and minority ethnic and racial groups on all human resources
committees throughout the company.

Manager Accountability:
• Link managers’ compensation to their success in meeting diversity goals and creating
openness and inclusion in the workplace.
• Use employee attitude or engagement surveys to track employees’ attitudes on
inclusion, fairness, opportunities for development, work–life balance, and perceptions of
the company culture.
• Implement 360-degree feedback for all managers and supervisors.
Relationships with External Stakeholders:

• Increase marketing to diverse communities.
• Provide customer service in different languages.
• Broaden the company’s base of suppliers and vendors to include businesses owned by
people from minority ethnic and racial groups and women.
• Provide scholarships and educational and neighborhood grants to diverse communities
and their members.

Onboarding or Socialization:
• Onboarding:
• Establish relationships to increase satisfaction.
• Clarify goals and expectations to improve performance.
• Provide feedback, coaching, and follow-up activities to reduce
turnover.
• Socialization:
• Enhance new hires’ self-confidence and feelings of acceptance.
• Ensure new hires understand role and job expectations.
• Help them “fit in” and understand company culture.

Figure 7.6 The Four Steps in Onboarding
SOURCE: Based on T. Allen, L. Eby, G. Chao, and T. Bauer, “Taking Stock of Two Relational Aspects of Organizational Life: Tracing the History and Shaping the Future of
Socialization and Mentoring Research,” Journal of Applied Psychology 102 (2017), pp. 324–37; T. Bauer, Onboarding New Employees: Maximizing Success (Alexandria, V A: S HRM
Foundation, 2010); G. Chao, A. O’Leary-Kelly, S. Wolf, H. Klein, and P. Gardner, “Organizational Socialization: Its Content and Consequences,” Journal of Applied Psychology 79
(1994), pp. 730–43.

Table 7.10 Characteristics of Effective Onboarding
Programs
Characteristics of Effective Onboarding Programs

• Employees are encouraged to ask questions.
• Program includes information on both technical and social aspects
of the job.
• The employee manager has some onboarding responsibility.
• Debasing or embarrassing new employees is avoided.
• Employees learn about the company culture, history, language,
products, services, and customers.
• Follow-up of employee progress occurs at different points up to
one year after joining the company.
• Program involves participation, active involvement, and formal and
informal interaction between new hires and current employees.
• Relocation assistance is provided (such as house hunting or
information sessions on the community for employees and their
significant others).

Corporate Universities – A Great Way to Link Competencies
to Training & Development
GE – Product/Service https://www.youtube.com/watch?v=sk4OhmAUojg
Leadership
https://www.youtube.com/watch?v=dq8AF_lnfo0
Subway – Operational
Excellence

Homework for Monday – Strengths Assessments
As we have touched on, it is so important to leverage your
strengths and your team strengths as such, I would like to
follow these instructions to take these two valid and reliable
strengths assessments, under the premise that if you can
better understand and leverage your own strengths, you can
better do the same with your team’s strengths.

7-1 Discuss how training, informal learning, and knowledge

management can contribute to continuous learning and
companies’ business strategy.
7-2 Explain the role of the manager in identifying training
needs and supporting training on the job.
7-3 Conduct a needs assessment.
7-4 Evaluate employees’ readiness for training.
7-5 Discuss the strengths and weaknesses of presentation,
hands-on, and group training methods.


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MBA 423:

© McGraw Hill, LLC 3

Talent Development – 1) building the knowledge,

© McGraw Hill, LLC 4

The average Canadian, currently in the workforce, should

© McGraw Hill, LLC 5

© McGraw Hill, LLC 6

© McGraw Hill, LLC 7

© McGraw Hill, LLC 10

Functionally Job Coaching Networks

© McGraw Hill, LLC 11

© McGraw Hill, LLC 12

Human Resource Management

7-1 Discuss how training, informal learning, and knowledge

© McGraw Hill, LLC 14

7-6 Explain the potential advantages of e-learning for

© McGraw Hill, LLC 15

© McGraw Hill, LLC 16

© McGraw Hill, LLC 17

© McGraw Hill, LLC 18

Training Design Process:

• Two common types:

© McGraw Hill, LLC 21

© McGraw Hill, LLC 22

First Stage: Needs Assessment

© McGraw Hill, LLC 24

Needs Assessment (continued)

© McGraw Hill, LLC 25

STRATEGIC TRAINING AND

© McGraw Hill, LLC 26

STRATEGIC TRAINING AND

© McGraw Hill, LLC 27

Needs Assessment (continued)

• Analyze characteristics of performer, input, output,

© McGraw Hill, LLC 28

Needs Assessment (continued)

© McGraw Hill, LLC 29

Second Stage: Ensuring Employees’ Readiness for Training:

© McGraw Hill, LLC 31

Third Stage: Creating a Learning Environment:

• Microlearning delivers small pieces or chunks of

© McGraw Hill, LLC 32

© McGraw Hill, LLC 33

Fourth Stage: Ensuring Transfer of Training:

• Blogs, websites, newsletters

© McGraw Hill, LLC 34

© McGraw Hill, LLC 35

Ensuring Transfer of Training (continued)

• Degree to which trainee takes personal responsibility to

© McGraw Hill, LLC 36

Ensuring Transfer of Training (continued)

• Knowledge management systems:

© McGraw Hill, LLC 37

Ensuring Transfer of Training (continued)

Fifth Stage: Selecting Training Methods:

© McGraw Hill, LLC 40

Selecting Training Methods (continued)

• Web conferencing software

© McGraw Hill, LLC 41

Selecting Training Methods (continued)

© McGraw Hill, LLC 42

Selecting Training Methods (continued)

• Learning management systems (L MS)