Quiz chapter 1

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2.

Define training and development. What are the factors influencing training and development? What is instructional system design?

Training and Organizations Strategic Plan

Training and the Organizations Strategic Plan

Learning Objectives

Define training and strategic training. Explain various elements of a strategic plan. Describe how the organizations strategic plan should influence training. Understand and conduct a SWOT analysis. Explain the training needs created by business strategies.
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What Is Training?

What is training? Training is any planned effort by an organization designed to facilitate employees in the acquisition of job-related competencies. It is a method of enhancing human performance. How is training strategic? Training is strategic to the extent that it helps achieve the organizations strategic plan or business strategy.

Strategic Planning

A strategic plan:
Is a visionary, conceptual and directional outline of the organization. Integrates the organizations goals, policies and actions. Helps direct the organizations activities to reach specific goals.

Strategic training starts with an understanding of the organizations strategic plan. The strategic plan influences how the organization uses: Physical capital: Facilities, technology and equipment. Financial capital: Assets and cash reserves. Human capital: Employees. A good strategic plan must be realistic and attainable to allow trainers to think strategically and act operationally. Strategic training and development initiatives are based on the business environment and an understanding of the organizations goals and resources. The training function adds value to the organization when it is oriented toward helping the organization reach its goals.

Strategic Planning
Phase 1: Identify the organizations business strategy: Mission: Describes the organizations reason for existence. Vision: States the organizations picture of the future. Values: What the organization stands for.

Phase 1
Focuses on developing an organizations identity. This includes defining the organizations mission, and values. Defining these elements requires consultation with all the relevant constituents and stakeholders, including competitors and partners within the internal and external environments. Mission statements express the nature of the organization and indicate the organizations purpose. Business values govern the operation of the organization and its conduct and relationships with society at large, including customers, suppliers, employees, local community and other stakeholders.

Strategic Planning

Phase 2: Develop action plans: How should the organization attain its vision of the future? Goals. Objectives. Strategies. Programs.

Phase 2 In the second phase of strategic planning, organizations create action plans to attain the vision established in the first phase. Whereas vision describes where the organization is going, this second phase addresses how the organization will get there by outlining the strategies to be implemented to achieve the organizations desired goals and objectives. Goals are broad aims for an organization. Goals can be interim or ultimate time-based. Goals should be quantifiable, consistent, realistic and achievable. They can relate to factors like market (sizes and shares), products, finances, profitability, utilization or efficiency.

Objectives relate to the expectations and requirements of all the major stakeholders--including employees--and should reflect the underlying reasons for the organizations existence. Objectives should include growth, profitability, technology, product offerings and markets.
Strategies are the tactics, guidelines and processes by which the mission and objectives are achieved. Programs set out the implementation plans--including training plans--to achieve the key strategies.
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Strategic Planning

Phase 3: Evaluate accomplishments: How will the organization know how it is performing? Measure results. Performance measures.

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Phase 3 This phase focuses on determining how well the organization is doing in achieving its strategic plan. This phase requires the identification of performance measures of success. What metrics or measures will assess how the organization is doing? How will the organization know when goals have been achieved?

The Strategic Training and Development Process

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Training as a Competitive Advantage

Competitive advantage:

A competitive advantage exists when an organization is able to provide the customer a better value than the competition. For example, the ability to produce products at a lower price or of better quality can create a competitive advantage.

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Training as a Competitive Advantage

Training becomes a competitive advantage when:

It is linked to business strategy and organization goals. It focuses on the organizations future. Employees are trained in the knowledge, skills and abilities required to achieve that future. It moves from basic skills to learning, creating and sharing knowledge. Well-trained employees can be a competitive advantage for an organization when employee training focuses on the skills and knowledge needed by employees to achieve the organizations strategic plan.
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Strategic Training

Improves performance toward goals. Focuses on what is needed and when it is needed. Formal training enhanced by informal learning. Learning supported by the organization. Knowledge transfer.

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Strategic training links to the organizations long-term planning and focuses on the skills and knowledge necessary for employees to achieve the organizations goals. It consists of both formal, planned learning activities, such as seminars, workshops and organizationsanctioned mentoring programs, and informal learning that takes place through spontaneous interactions between employees. A great deal of organizational information is passed on through employee interactions at the water cooler or during casual conversations. Planned training activities focus on explicit knowledge, which is transfer of information that can be formalized and codified. Safety training and employee orientation are examples of explicit knowledge. Employee interaction and casual conversation result in the transfer of tacit knowledge, which is knowledge based on individual experience that is impossible to codify and may even be difficult to explain to others. It is knowledge an employee gains just by being there over time. An experienced employee who shows the ropes to a new employee is likely passing on tacit knowledge. Ideally, the organization supports training through intrinsic and extrinsic rewards.

Understanding the Organization

SWOT A strategic planning tool used to evaluate strengths, weaknesses, opportunities and threats. Strengths Weaknesses

Opportunities

Threats

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To plan and design appropriate training, training managers must understand the organization and participate in the strategic planning process. Strengths describe the positive attributes internal to the organization. It answers the questions: What do you do well? What is your advantage in the marketplace? What resources do you have? Weaknesses What does the organization do poorly? Where do we need improvement? What problems could be avoided? Are your employees poorly trained? Opportunities : What do our customers want that we are not providing? What could we be doing that we are not? What trends or changes in the marketplace could we exploit to our advantage? Threats What are your competitors doing well? What obstacles does your organization face? Is your market changing in ways that you are unprepared for?

Strategy impacts training by influencing:

The amount of training devoted to current or future job skills. The extent to which training is customized for the particular needs of an employee or developed based on the needs of a team, unit, or division. Whether training is restricted to specific groups of employees or open to all employees.

Strategy impact on training

(continued)

Whether training is:

planned and systematically administered, or provided only when problems occur, or spontaneously as a reaction to what competitors are doing

The importance placed on training compared to other human resource management practices such as selection and compensation.

Organizational Characteristics That influence Training

Roles of Employees and Managers Top Management Support Integration of Business Units Global Presence

Business Conditions
Other HRM Practices Extent of Unionization Staff Involvement in Training and Development

The Strategic Training and Development Process:

Business Strategy
Mission
Values Goals

Strategic Training and Development Initiatives

Training and Development Activities

Metrics that Show Value of Training

Diversify the Learning Portfolio

Improve Customer Service Accelerate the Pace of Employee Learning Capture and Share Knowledge

Use Web-Based Training

Make Development Planning Mandatory Develop Websites for Knowledge Sharing Increase Amount of Customer Service Training

Learning Performance Improvement

Reduced Customer Complaints

Reduced Turnover Employee Satisfaction

What training needs result from this strategy?

Concentration Internal growth External growth Disinvestment

Implications of Business Strategy for Training(1 of 2)

Strategy Emphasis How Achieved Key Issues

Training Implications

Concentratio n

Increased market share Reduced operating costs Create or maintain market niche Market development Product development Innovation Joint ventures

Improve quality Improve productivity Customize products or services Add distribution channels Expand global markets Modify existing products Create new products Joint ownership

Skill currency Development of existing work force

Team building Cross-training Specialized programs Interpersonal skill training On-the-job training Communication of product value Cultural training Conflict negotiation skills Manager training in feedback and communication Technical competence in jobs

Internal Growth

Create new jobs Create new tasks Innovation

Strategy

Implications of Business Strategy for Training (2 of 2)

Emphasis How Achieved Key Issues
Horizontal integration Vertical integration Concentric diversification Retrenchment Divestiture Liquidation Acquire firms for new market access Acquire firms to supply or buy products Acquire any firm Reduce costs Reduce assets Generate revenue Redefine goals Sell off all assets Integration Restructuring

Training Implications

External Growth (Acquisition)

Determining capabilities of acquired employees Integrating training systems Team building Motivation Goal setting Stress management Time management Leadership training Outplacement assistance Job-search skills training

Disinvestment

Efficiency

Assignment key terms:

on the job training off the job training Intrinsic rewards Extrinsic rewards

QUIZ
What is the difference between explicit and tactic knowledge? How they are learnt? What are the 3 stages of strategic planning. Explain all.

CHAPTER 3 NEED ASSESSMENT AND INSTUCTIONAL DESIGN FOR TRAINING

Instructional Design

The ADDIE model of instructional design:

Assessment. Design. Development. Implementation. Evaluation.

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In the first phase, assessment, information is collected to identify any gaps between actual job performance and desired job performance. If these gaps point to a lack of knowledge and skills, then employee training is desirable.
In the second phase, design, training objectives are identified and methods and strategies to conduct training are determined.

Development is the third phase. In this phase training materials are created. In some cases, off-the-shelf training programs may be available that fit the training need; other times, the training program must be created from scratch.
Implementation is the process of delivering the training to the target audience. Evaluation is the final step where the program results are compared to the original objectives.

Needs Assessment

Needs assessment:

The process used to determine if training is necessary. This is the first step in the instructional design model.

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Overview of Needs Assessment

1. Gather data to identify needs.

2. Determine needs that can be met by training intervention.

3. Propose solutions. 4. Calculate potential cost of training interventions. 5. Choose the training.

6. Implement the training.

ADDIE model needs assessment process:

1.The purpose of the needs assessment is to identify the need for training. This is done by gathering data that will identify the problem and associated needs. There are a number of ways data can be gathered. Most organizations use a combination of methods to generate the greatest variety of valid data.
2.Not all problems can be solved through training. If the needs assessment identifies that employees lack skills or knowledge needed to be successful in their jobs, this is certainly a training issue. But if the problem is a motivation issue caused by poor management, training employees wont help. The second step in the assessment is to determine what needs can actually be met through training. 3.After establishing that a performance gap exists, all possible solutions should be identified and assessed for their ability to address the problem.

4. No organization has unlimited resources. Step four is to estimate the cost of the training intervention(s). Organizations are interested in a return on investment, so training must be cost-justified. Consider the cost of training each employee in relation to the value returned to the organization. 5. Choose the most appropriate training intervention considering the resources available, the needs of the trainees and the long-term strategy of the organization. 6. Implement the training

Pre-Assessment Activities

Do we need a needs assessment?

Training may be the wrong solution. We may conduct the wrong training. Unnecessary money may be spent on training.

If so, whats the triggering event?

Lack of basic skills. Poor performance. New legislation. New technology. New products. New jobs. Change in performance standards.
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The main purpose of conducting a needs assessment is to understand the situation before making training decisions. Generally, training is conducted in an effort to solve a problem. If training is conducted to solve a problem that is not a training problem, however, the training will be ineffective and likely an expensive waste of money. There may be a triggering event that indicates the need for training. For example, if performance is below standard and employees lack the skills necessary to improve their performance, skills training could help. If new technologies, products or procedures are implemented in your workplace, employees may need training to use the new resources properly. These are all pressure points that suggest that training may be necessary. Keep in mind that these pressure points dont guarantee that training is the correct solution for the problem. This is why it is important to clearly understand the situation before embarking on a training project.

Causes and Outcomes of Needs Assessment

Triggers Legislation Lack of basic skills Poor performance New technology Customer requests New products Higher performance standards New jobs
Determines context of training

Context Organization Analysis Person Analysis

Outcomes

Task Analysis What training do they need? The results of training.

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Triggers: these are the events. Context: this is the environment within which the performance problems are occurring. Outcomes of needs assessment: 1. Separation of symptoms from causes/problems. 2. Identification of: Performance problems and causes. What trainees need to learn. Who receives training. Type of training needed. Frequency of training. Buy ready-made training vs. build training vs. hire a consultant. Training decision. Training versus other HR options such as changing selection procedures or job redesign.

Needs Assessment

Goals of needs assessment:

Determine whether a training need exists. Identify who it exists for. Identify what tasks need to be taught.

Who should participate in needs assessment:

Managers (both upper and mid-level managers). Subject matter experts (SMEs). Job incumbents.

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The basic goal of a needs assessment is to determine if a training need exists. Once it is determined that there is a need for training, the needs assessment must identify who needs the training and what tasks or skills should be taught in the training.

So who decides all this? Managers should be involved. Midlevel and lower-level managers are usually the first to identify a training need because they work closest with the staff. Upper management must be involved as well because they will view the needs assessment from a broader perspective. Their interest lies in the relationship between the training need and overall business strategy, and they must agree to provide the financial resources necessary for training to occur.

Trainers and SMEs are primarily interested in obtaining information as to what they will need to administer, develop and support the training program. SMEs are employees, managers, technical experts, customers and even suppliers who are knowledgeable about the tasks to be performed and the skills and equipment necessary for successful performance. And certainly, job incumbents must be included in the assessment process because they are the most knowledgeable about the job and will have insight as to what is needed for successful performance. They are also likely to be much more supportive of the training itself if they have input into the needs assessment.

Key Concerns of Upper- and Midlevel Managers and Trainers in Needs Assessment
Upper-Level Managers Organizational Analysis Is training important to achieve our business objectives? How does training support our business strategy? What functions or business units need training? Does the company have the people with the knowledge, skills, and ability needed to compete in the marketplace? Midlevel Managers Do I want to spend money on training? How much? Trainers Do I have the budget to buy training services? Will managers support training?

Person Analysis

Who should be trained? Managers? Professionals? Core employees? For what jobs can training make the biggest difference in product quality or customer service?

How will I identify which employees need training? What tasks should be trained? What knowledge, skills, ability, or other characteristics are necessary?

Task Analysis

Advantages and Disadvantages of Needs Assessment Techniques (1 of 3)

Technique Observation Advantages Generates data relevant to work environment Minimizes interruption of work Inexpensive Can collect data from a large number of persons Data easily summarized Disadvantages Needs skilled observer Employees behavior may be affected by being observed Requires time Possible low return rates, inappropriate responses Lacks detail Only provides information directly related to questions asked

Questionnaires

Advantages and Disadvantages of Needs Assessment Techniques (2 of 3)

Technique

Interviews

Advantages Good at uncovering details of training needs Good at uncovering causes and solutions of problems Can explore unanticipated issues that come up Questions can be modified Useful with complex or controversial issues that one person may be unable or unwilling to explore Questions can be modified to explore unanticipated issues

Disadvantages Time consuming Difficult to analyze Needs skilled interviewer Can be threatening to SMEs Difficult to schedule SMEs only provide information they think you want to hear Time consuming to organize Group members provide information they think you want to hear Status or position differences may limit participation

Focus Groups

Advantages and Disadvantages of Needs Assessment Techniques (3 of 3)

Technique Documentation (Technical Manuals and Records) Advantages Good source of information on procedure Objective Good source of task information for new jobs and jobs in the process of being created Disadvantages You may not be able to understand technical language Materials may be obsolete

The Needs Analysis Process

Person Characteristics Input Output Consequences Feedback Organizational Analysis Strategic Direction Support of Managers, Peers & Employees for Training Activities Training Resources Do We Want To Devote Time and Money For Training?

Task Analysis or Develop a Competency Model Work Activity (Task) Working Conditions

Organizational Analysis

Involves identifying:
whether training supports the companys strategic direction whether managers, peers, and employees support training activity what training resources are available

Questions to Ask in an Organizational Analysis (1 of 3)

How might the training content affect our employees relationship with our customers? What might suppliers, customers, or partners need to know about the training program? How does this program align with the strategic needs of the business? Should organizational resources be devoted to this program?

Questions to Ask in an Organizational Analysis (2 of 3)

What do we need from managers and peers for this training to succeed? What features of the work environment might interfere with training? Do we have experts who can help us develop the program content and ensure that we understand the needs of the business as we develop the program?

Questions to Ask in an Organizational Analysis (3 of 3)

Will employees perceive the training program as:

an opportunity? reward? punishment? waste of time?

Process for Analyzing the Factors That Influence Employee Performance and Learning

Factors that influence employee performance and learning: (1 of 3)

Person characteristics
cognitive ability reading ability self-efficacy awareness of training needs, career interests, and goals

Input
employees perceptions of the work environment.

Factors that influence employee performance and learning: (2 of 3)

For a work-environment that enhances trainees motivation to learn, managers need to:
Provide materials, time, job-related information, and all work aids required for employees to use new skills Speak positively about the companys training programs to employees Let employees know they are doing a good job when they are using training content in their work Encourage work-group members to involve each other in trying to use new skills on the job Provide employees with time and opportunities to practice and apply new skills or behaviors to their work

Factors that influence employee performance and learning: (3 of 3)

Output
standard to judge successful performers

Consequences
positive consequences/incentives to perform few negative consequences to perform

Feedback
frequent and specific feedback about how the job is performed

Needs Assessment Tools

Performance tests. Questionnaires and surveys. Observations. Focus groups. Interviews. Work samples. Industry standards. Work records. Key employee consultation. Company reports and print media analysis. Checklists.

Performance tests assess participants application of skills acquired through training or in the work environment. Questionnaires and surveys are used to collect standardized data from a large number of participants. Observations are used to examine an activity and record what is seen. Focus groups explore a topic in-depth with a small number of participants. Interviews are used to collect standardized reporting data, in person or over the phone. Work samples are examined to determine level of proficiency. Industry standards provide benchmarks for proficiency levels. Work records are examined to determine past employee performance. Key employee consultation involves interviewing employees considered key in terms of experience, length of service, expertise or other criteria. Company reports and print media analysis provides written records of archived organization information. Checklists are used to identify all steps involved in a job task

Needs Assessment Process

Organizational analysis:

Is training appropriate? Does training support the organizations strategic direction?

Person analysis:

Does employee performance indicate a need for training? Which employees need training?

Task analysis or competency model:

What work activities are required to complete a task? What knowledge, skills and abilities are necessary to successfully perform the task?
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Organizational analysis is used to determine if training supports the organizations mission and if there is management support and adequate resources available to carry out the training. The analysis is done by gathering information from interviews and focus groups of managers and training staff. It determines if the training is appropriate and if the organization will commit to the training. The person analysis is conducted once it is determined that the organization wants to proceed with training. This is an analysis of the factors that will influence employee performance and learning. It will identify who needs training and if the employees are ready for training. If employees lack basic skills, there may be a need for remedial training to ensure that staff are prepared to learn the desired organizational skills. For training to be successful, employees must also have the motivation to learn new skills and the willingness to transfer the skills learned back to the work environment. Person analysis determines who needs training and if they have the basic skills and motivation to learn.

A task analysis looks at the activities performed by an employee and the knowledge, skills and abilities required to complete a task. A task analysis is a time-consuming and tedious process and should only be undertaken once the organizational analysis has determined that the organization intends to engage in training. The task analysis determines what knowledge, skills and abilities need to be taught for successful task performance.
A competency model identifies areas of personal capability that enable employees to successfully perform their jobs. It is used to identify the knowledge, skills and personal characteristics needed for successful performance. A job analysis focuses on what is to be done to accomplish a particular task; a competency model focuses on how the work is to be done.

Needs Analysis

Also referred to as a gap analysis:

Expected performance What is the ideal? What should be happening? Actual performance What is actually happening now?

A needs analysis focuses on the differences between the way work should be done and the way work is actually done. A needs analysis identifies the gap between the actual or current state of performance and the expected or ideal state of performance. These gaps are called performance deficiencies. A needs analysis is a way to capture and make sense of the problem identified in the needs assessment. The needs analysis will identify, document and help prioritize the differences or gaps in results.
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