Training and Learning Organization

Training refers to a planned effort by a company to facilitate the learning of job related knowledge, skills, or behavior by employees. High-leverage training is linked to strategic business goals and objectives, is supported by top-management, relies on an instructional design model to ensure the quality of training and to contain costs, and is compared or benchmarked to programs in other organizations. A learning organization is one whose employees are continuously attempting to learn new things and apply what they learn to improve product or service quality.

Key Features of a Learning Organization

Feature
Continuous Learning Knowledge generation and sharing Critical systematic thinking Learning culture Encouragement of Flexibility and experimentation Value of employees

Description
Employees share learning with each other and use their jobs as a basis for applying and creating knowledge. System are developed for creating, capturing, and sharing knowledge. Employees are encouraged to think in new ways, see relationships and feedback loops, and test assumptions. Learning is rewarded, promoted, and supported by manager and company objectives. Employees are encouraged to take risks, innovate, explore new ideas, try new processes, and develop new products and services. System and environment focus ensuring the development and well-being of every employee.

Components of Instructional Design

Conducting needs assessment
Organizational analysis Person analysis Task analysis

Ensuring employees readings for training

Attitude and motivation Basic skills

Creating a learning environment

Identification lf learning objectives and training outcomes Meaningful material Practice Feedback Observation of others Administering and coordinating program

Components of Instructional Design Contd

Ensuring transfer of training
Self-management strategies Peer and manager support

Selecting training method

Presentational methods Hands-on-methods Group methods

Evaluating training program

Identification of training outcomes and evaluation design Cost-benefit analysis

The Needs Assessment Process

Training Pressure Points

Person Analysis
- Is it a training problem? - Who needs training? - Are employees ready for training?

Organizational Analysis
- Support for training? - Sufficient resources? - Fit with strategic objectives?

Task Analysis
- identify tasks, skills, knowledge, and behavior

Implications of Business Strategy for Training

Strategy
Concentration

How Achieved

Key Issues

Training Implications
- team building - cross-training - people skills - on-the-job - cultural training - creativity training - communication - technical skills - conflict resolution - integrate training systems - team building - identify capabilities - stress management - time management - cross-training - outplacement

- current skills - improve - develop quality work force -customize products/services - global expansion - new products - joint ventures - acquire firms - innovation - creating new jobs & tasks

Internal Growth

External Growth (acquisition)

- integration - redundancy - restructuring - efficiency

Disinvestment

- cost/asset reduction - redefine goals - sell assets

Ensuring Employees Readiness for Training

Motivation to learn can be increased by ensuring that employees believe they can learn training content understand the benefits of training are aware of their career interests, training needs and goals understand the effects of work environment
situational constraints social support

possess basic (literacy) skills

Creating a Learning Environment

Needs of employees to enhance learning

Know training objectives Link own experiences to training Opportunities to practice Feedback Learn by observing others Coordinated training programs

Ensure Transfer of Training

Climate for transfer Make self-management a part of training Opportunities to use training Peer and manager support Technological support

Training Methods
Presentation Techniques
classroom instruction distance learning, and audio visual

Hands - on Techniques
on-the-job training (OJT) self-directed learning apprenticeship simulations business games, case studies behavior modeling interactive video

Group-building methods
adventure (wilderness) learning team training, and action learning

100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

0%

C la ss ro om

Vi do e Au di ov is ua l R ol e pl ay

C om pu te r-b as ed tra in in g st ud y us in g C D -R O M C ae e

C om pu te rba se d tra in in g us in g G am es

Overview of the Use of Instrtuctional Methods

C om pu te r-

ba se d

Ad ve nt ur tra in in g

in te rn et e

le ar ni ng us in g

in te rn et Vi rt

ua lr

ea lit y

Evaluating Training Programs

Five categories of evaluation include: Cognitive
Knowledge of program content

Skill-based
technical skills or behavior

Affective
reaction of trainee program

Results
effect on company performance

Return on Investment
what of value does the company gain

Reasons for Evaluating Training

Determine if program met objectives Determine trainees reaction to program content and administration Determine benefits / costs of program Help select the best program

Training Evaluation Designs

Pretest / Posttest with comparison group Pretest / Posttest Posttest only Time series

Factors in Choosing an Evaluation Design

Size of program Purpose Implications if program fails Company norms Costs of conducting evaluation Speed needed in obtaining data on program effectiveness