Employee Training

After reading this chapter, you

should be able to:

 Understand what is meant by

employee training.
 Assess training needs.

 Learn the steps in an employee

training process.
 Evaluate employee training
programmes.
After reading this chapter, you
should be able to (contd.):
 Discover the issues in employee
training.
 Explain an effective training
programme.
 Present an overview of e-learning.
What is training?

Training is the process by which an

employee acquires the necessary
knowledge and skills to perform the
job.
Significance of employee
training
 Enlargement of skills and
competency.
 Effective utilization of the existing
human resources.
 Enhancement of customer
satisfaction.
 Enhancing competitive advantage.

 Enrichment of team spirit.

Significance of employee
training (contd.)
 Ensuring personal growth.
 Enabling a learning culture.

 Establishing a positive organizational

climate.
 Encouraging better health and safety
measures.
 Enduring organizational growth and
development.
 Training need assessment:
sources
The sources of assessing training
needs are:
 Performance evaluation

 Job analysis

 Attitude survey

 Advisory panel

 Ability test score and feedback

 Training need assessment:
sources (contd.)

Performance
Evaluation Training Advisory panel
Need
Assessment
Job Analysis
Ability Test
Score

Attitude Survey
Feedback
Steps in the training process

The steps in an employee training

process are
 The determination of training
needs.
 The determination of training
objectives.
Steps in the training process
(contd.)
 The selection of training techniques,
identifying the trainer.
 Implementing the training
programme.
 The evaluation of the training
programme.
Steps in the training process
(contd.)
Methods of training
On-the-job training methods

On-the-job training methods include

 Apprenticeship training

 Job rotation

 Internship and assistantship

 Job instruction training

Off-the-job training methods

Off-the-job training methods include

 Programmed learning

 Simulation method

 Laboratory training
Off-the-job training methods
(contd.)
 Case study
 Lecture method

 Role-playing

 Video-conferencing
 Evaluation study designs

 Time series design- In this, the process

of evaluation starts even before the
beginning of the actual training
programme and it involves a series of
measures before and after the training
programme.
Evaluation study designs
(contd.)
 Pre-Test–Post-Test control group
design- In this method, the inter-
period (before and after training)
and the inter-group (between the
experimental group and the
control group not subjected to any
training programme during the
same period) comparisons of
performance are done.
Effects to be measured in
evaluation
 Participants’ impressions
 Learning level
 Behavioural improvements
 Accomplishment of training and
development objectives
Issues in training at micro level

 The absence of corporate

commitment.
 The risk of poaching.
 The unaffordable cost of training.
 The treatment of training as
expenses by the accounting rules.
Issues in training at macro level

 Lack of adequate support from the

government.
 The absence of candidates with
adequate skills.
 Lack of cooperation between
university and industry in research
programmes.
Conditions necessary for an
effective training programme
 Top-management support.
 A receptive mindset of trainees.
 A continuous process.
 Technological advances.
 The form and timing of training.
E-learning

 E-learning is generally related to

the planned use of networked
information and communications
technology in learning.
Types of e-learning

 Online learning
 Web-based training
 Technology-based training
 Computer-based training
Merits of e-learning

 A substitute for instructor-based

learning.
 The flexibility of time and place.
 Information storage.
 Multimedia application.
Merits of e-learning (contd.)

 A simulated real-time experience,

personalized learning.
 The lack of notional cost.
 Better measurement.
 Learning on demand.
 Key Components of
Learning

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McGraw-Hill Education.
 Key Components of
Learning
 Learning
⚫ Acquiring knowledge, skills,
competencies, attitudes, or behaviors
 Human Capital
⚫ Knowledge
⚫ Advanced skills
⚫ System understanding and creativity
⚫ Motivation to deliver high-quality products
and services
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 Key Components of
Learning
 Training
⚫ Facilitates learning job-related
competencies, knowledge, skills or
behavior
 Development
⚫ Future focused—includes formal education,
job experiences, relationships, and
assessments
 Formal Training and Development
2017Developed
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distribution company
without the prior written consent of
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 Key Components of
Learning
 Informal learning
⚫ Learner initiated
⚫ Occurs without a trainer or instructor
⚫ Motivated by an intent to develop
⚫ Does not occur in a formal learning
setting
⚫ Breadth, depth, and timing is
controlled by the employee
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 Key Components of
Learning
 Explicit Knowledge
⚫ Well documented, easily articulated, and
easily transferred from person-to-person
⚫ Primary focus of formal training

 Tacit Knowledge
⚫ Personal knowledge based on individual
experiences that is difficult to codify
⚫ Facilitated by informal learning

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 Key Components of
Learning
 Knowledge Management
⚫ Tools, processes, systems, structures,
and cultures to improve the creation,
sharing, and use of knowledge

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 Systematic Training Design

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 Analysis

Evaluation Design

ADDIE

Implementatio
Development
n

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 Questions

 Why is it important to systemically

design training?
 What are the limitations of the ISD
and ADDIE models?
 What should you do in practice?

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 Forces Impacting Learning

 Economic cycles  Generational

 Globalization differences
 Value of intangible  Talent management
assets and human  Customer service and
capital quality emphasis
 Focus on links to  New technology
business strategy  High-performance
 Changing models of work
demographics and systems
diversity
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of McGraw-Hill Education.
 Economic Cycles

 In difficult times, companies may

be tempted to reduce training
expenditures
 However, doing so may be
detrimental
 For example, companies that used
more selective staffing and training
before the recession of 2009
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performed better and recovered

more quickly
 Globalization

 Global companies must find

talented employees
 Expatriates require training for
success
 Individuals from different countries
come to the U.S. for low-skill work
and highly technical positions
 There are pros and cons of
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outsourcing
 Intangible Assets

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 Implications

 Knowledge workers are becoming

more important
 A greater focus on employee
engagement is needed
 There is an increasing need for
companies to become “learning
organizations”
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 Links to Business Strategy

 Given the importance of intangible

assets and human capital, training
has greater strategic importance
 Training is no longer an isolated
function, but rather an integral part of
business success
 Different companies have different
strategic training needs—one size
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does not fit all McGraw-Hill Education.
 Racial and Ethnic Diversity

 The U.S. labor force will continue to

grow more racially and ethnically
 The projected annual growth rates
are higher for Hispanics and “other
groups” than for African Americans
 By 2022, the workforce is projected
to by 78% Caucasian
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 Snapshot of Training
Practices
 Direct expenditures have remained
stable
 Increased demand for specialized
learning that includes professional or
industry-specific content
 Use of technology-based learning has
increased
 Self-paced online learning is the most
common technology-based learning

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 Snapshot of Training
Practices
 Technology-based learning has
helped improve learning efficiency
 Technology-based learning has
resulted in a larger employee–
learning staff member ratio
 The percentage of services
distributed by external providers
has remained the same since 2010
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 Training Roles

 Learning Strategist
⚫ Determines how learning can be
used to align with business strategy

 Business Partner
⚫ Uses business knowledge and
industry expertise to create training
that improves performance

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 Training Roles

 Project Manager
⚫ Plans and monitors delivery of
learning and performance
solutions to support the business
 Professional Specialist
⚫ Designs, develops, delivers, and
evaluates learning and
performance systems
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 Professional Associations

 Association for Talent Development (ATD)

 Academy of Human Resource
Development (AHRD)
 Society for Human Resource Management
(SHRM)
 Society for Industrial and Organizational
Psychology (SIOP)
 Academy of Management (AOM)
 International Society for Performance
Improvement (ISPI)
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 Importance of Training

 There are many challenges and

opportunities in the workplace today
 Training equips individuals with
necessary knowledge, skills, and
abilities
 Training serves to attract
employees to companies, engages,
them, and promotes retention
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 Training helps to create a

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competitive advantage
 A Learning System

 Guided Competency Learning

⚫ well defined competencies trained
via lecture and online methods
 Social Competency Learning
⚫ well defined competencies learned
via mentoring, job experiences,
and coaching

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 A Learning System

 Guided Contextual Learning

⚫ context dependent competencies
trained via simulation, on-the-job
training, behavior modeling, and
experiential learning
 Social Contextual Learning
⚫ context dependent competencies
learned via social media and
informal interactions through
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others
 Traditional Training Methods

On-the-job Self-Directed
Lecture Audiovisual
Training Learning

Business
Apprenticeship Simulations Case Studies
Games

Behavior Adventure
Role Plays Team Training
Modeling Learning

Action Learning

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 Lecture
 Standard lecture: trainer speaks
and trainees listen
 Team teaching: two or more
trainers present
 Guest speakers: speakers visit

 Panel: multiple speakers present

and ask questions
 Student presentations: groups of
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trainees present McGraw-Hill Education.
 Lecture
 Advantages
⚫ relatively inexpensive and efficient
for large groups
⚫ useful when the instructor is the
main knowledge holder
 Disadvantages
⚫ passive
⚫ potentially weak connection to the
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work environment McGraw-Hill Education.

 Audiovisual
 Includes overheads, slides, and
video
 Video is highly popular, but rarely
used alone
 Video can be effective for
illustrating communication skills,
interviewing skills, customer-
service skills, and step-by-step
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procedures
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 Video
 Advantages
⚫ can demonstrate content that
cannot be easily demonstrated live
⚫ provides consistency
⚫ useful complement to other
methods
 Disadvantages
⚫ creative approach may be weak
⚫ may become obsolete
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⚫ passive
 On-the-Job Training (OJT)
 Involves learning by observing others
and emulating their behavior
 Considered informal because it does
not occur in a classroom and
because managers or coworkers are
trainers
 Useful for training new employees,
upgrading experienced employees’
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skills, and cross-training McGraw-Hill Education.

 On-the-Job Training (OJT)
 Advantages
⚫ requires less time and cost than
formal training
⚫ customized and offered at any
time
⚫ focuses on actual job content

 Disadvantages
⚫ may be inconsistent
⚫ bad habits may be passed on
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 Enhancing OJT
 Break tasks down into important
steps
 Prepare resources and support
 Show trainees how to perform the
task and explain key points
 Have the trainee practice small
parts and then entire tasks
 Provide feedback
 Have the trainee practice until
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accurate reproduction is achieved

 Self-Directed Learning
 Places complete responsibility for
learning on the learner, including
when learning will take place and
with whom
 Content is pre-determined, but
trainees can learn the content at their
own pace and in their own way
 Trainers should be available to
answer questions and facilitate
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learning
 Self-Directed Learning
 Advantages
⚫ flexibility for trainees
⚫ fewer trainers, facilities, and
resources required
⚫ consistent training content

 Disadvantages
⚫ may place too much responsibility
on learners
⚫ may be costly
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 Developing Self-Directed
Learning
 Conduct a job analysis to identify
the tasks
 Write trainee-centered learning
objectives
 Develop the content for a learning
packet
 Break content into small chunks
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 Develop an evaluation package

 Apprenticeships
 Work-study type training involving
on-the-job and classroom training

 Typically sponsored by a company

or trade union

 Common in skilled trades, such as

for an electrician, carpenter, and
plumber
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 Apprenticeships
 Trainee advantages
⚫ earn pay while they learn
⚫ wages increase as skills improve
⚫ competitive job offers

 Trainee disadvantages
⚫ historically restricted access to
women and minorities
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 Apprenticeships
 Employer advantages
⚫ meet specific business needs
⚫ attract talented employees
⚫ trainees are skilled and motivated

 Employer disadvantages
⚫ costly
⚫ potentially narrow skill set
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 Simulations
 Training method that represents a
real-life situation where trainees’
decisions result in outcomes that
mirror what would happen on the
job

 The best simulations have a high

degree of identical elements
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 Simulations
 Advantages
⚫ highly realistic hands-on practice
⚫ allow trainees to make mistakes

 Disadvantages
⚫ potentially expensive to develop
⚫ may be difficult to incorporate
identical elements
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 Case Study
 In-depth scenario how employees
or an organization dealt with a
difficult situation
 Trainees are required to analyze
and critique the actions taken,
indicate appropriate actions, and
suggest what should have been
done differently
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 Individuals learn through a McGraw-Hill Education.

process of discovery
 Case Study
 Advantages
⚫ useful for developing intellectual
skills
⚫ engage learners

 Disadvantages
⚫ trainees must be highly motivated
and have a degree of expertise
⚫ recommendations are merely
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hypothetical McGraw-Hill Education.

 Business Games
 Primarily used for management
skill development
 Require trainees to actively gather
information, analyze, and make
decisions
 Stimulate learning because
participants are actively involved
and because games mimic the
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competitive nature of business

 Business Games
 Common characteristics of games:
⚫ involve a contest or competition
⚫ designed to demonstrate an
application of a knowledge or skill
⚫ alternative courses of action are
available
⚫ trainees do not know for certain
the consequences of their actions
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⚫ rules limit participant behavior McGraw-Hill Education.

 Business Games
 Advantages
⚫ can be used for training that would
otherwise involve risk of accident
or high cost
⚫ active involvement

 Disadvantages
⚫ difficult to develop
⚫ not always realistic
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⚫ trainees must be motivated
 Role Plays
 Require trainees take on a role,
such as a manager or disgruntled
employee, and explore what is
involved in the role

 Often included in programs

focused on the development of
interpersonal skills
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 Role Plays
 Advantages
⚫ allow trainees to practice skills
⚫ trainees are engaged

 Disadvantages
⚫ trainees may not always take role
playing seriously
⚫ scenarios may not be realistic

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 Enhancing Role Plays
 Explain the background and
context
 Provide a script with sufficient
detail
 Arrange the room so other
trainees can see
 Provide observation sheets and
checklists that highlight key issues
 Provide sufficient time to debrief
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and provide feedback

 Behavior Modeling
 Hands-on method that involves
presenting to trainees a model,
highlighting the key aspects of the
model, practice, and feedback

 Based on social learning theory

 Highly effective for interpersonal

skills
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 Effective Modeling Displays
 Clear presentation of the key
behaviors
 A model that is credible to trainees

 An overview of the behaviors

 Repetition of each behavior

 A review of the behaviors

 Models using the behaviors

correctly and incorrectly
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 Behavior Modeling
 Advantages
⚫ hands-on practice
⚫ highly effective in promoting
transfer
 Disadvantages
⚫ potentially time-consuming to
implement
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 Adventure Learning
 Method aimed at developing
teamwork, leadership skills, and
self-awareness
 Activities range from highly
strenuous and challenging ones,
such as mountain climbing, to less
challenging ones, such as rope
courses
Exercises must be related to a
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 McGraw-Hill Education.

specific learning objective

 Adventure Learning
 Advantages
⚫ trainees interact and build
relationships
⚫ can be self-enlightening and
invigorating
 Disadvantages
⚫ potential physical harm
⚫ costly
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⚫ not all trainees may be motivated

 Team Training
 Three key aspects of team
performance
⚫ Behavior—teams must
communicate, coordinate, adapt,
and complete complex tasks
⚫ Knowledge—teams must have
“mental models” that allow them to
function effectively
⚫ Attitudes—members must have
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favorable attitudes toward each McGraw-Hill Education.

other
 Elements of Team Training

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 Team Training
 Advantages
⚫ when properly designed, team
training generally results in more
effective teams
 Disadvantages
⚫ potentially costly
⚫ time consuming
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 Action Learning
 Involves assigning teams an
actual problem, committing to an
action plan, and holding them
accountable
 Used to solve important problems,
develop leaders, build teams, and
transform organizational cultures
 Typically involves teams of 6 to 30
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 Action Learning
 Advantages
⚫ highly interactive and engaging
⚫ highly effective in developing the
target skills and promoting transfer
 Disadvantages
⚫ requires trainees with a high level
of ability
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 Choosing a Method

 A variety of considerations should

be taken into account
⚫ The learning outcome, which the
most important
⚫ The learning environment
⚫ Transfer of training considerations
⚫ Cost
⚫ Overall effectiveness
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 General Trends

 There is considerable overlap in

learning outcomes across methods
 Hands-on methods are more
effective than presentation methods
 Presentation methods are less
expensive
 Where possible, use multiple
methods to capitalize on the
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strengths of each