Training and Development

MHR 3200 Dr. Larry Inks Department of Management and Human Resources Fisher College of Business The Ohio State University

Overview
Linkage to Earlier Class Topics Training Basics and Training vs. Development Important training issues, concepts, vehicles, etc. Coaching and Mentoring Experiential Development

Linkage to Earlier Class Topics

Development Helps organizations achieve their strategic and tactical objectives

Is a major way to influence an organizations culture

Facilitates an organization becoming more effectively global in nature Is strongly related to motivation, job satisfaction, engagement, etc. Is an obvious action that can help improve performance (both individual and team level) Helps build critical skills for success (e.g., leadership skills, etc.)

Helps an organization build a culture of continuous learning/improvement

Training vs. Development

The Larger Context--Development

1) Evaluate current effectiveness and contribution

2)
3)

Identify areas of strength and weakness

Determine best mix of development actions - Fix any derailers or fatal flaws that will cause you to fail - Identify other development needs/issues (e.g., information) - Develop ways to improve existing strength areas (go From Good to Great) - Use both direct and indirect development Execute development plans/action - Address both strength and need areas - Be thoughtful and introspective and learn from the experience This broadened approach will lead to greater success
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4)

A Variety of Approaches to Development

Formal Programs, Books, etc. - Workshops, training courses - Formal education (e.g., college classes, executive education, etc.) Working with Others On the Job/Experiential

- Model the behavior of those who excel in the need area

- Interview role model(s) to find out what they do, tips, etc.

- Start something new (new system, product or service, etc.)

- Managing new projects - Serve on a task force Lead a task force/ team Improve a process/ product Take a new assignnment (temporary or permanent)
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- Ask role models to serve - 360 feedback as informal mentors - Books, articles, manuals - Ask for feedback from others - Build relationships with customers

Need to Invert the Typical Training Pyramid

70%

Formal programs, books, etc. Working with others On the job/ experiential

10% 20%

20% 10%

70%

Typical Training Approach

Better, More Balanced Approach

Training Basics
Definition of Training: A planned effort to facilitate the learning of job-related knowledge, skills and abilities by employees. Planned and formal vs. informal Specific learning objectives Some typical examples of traditional training programs - Time Management - Project Management - Presentation Skills - Customer Service Skills - Planning and Organizing - Finance for Non-Financial Managers

Traditional Training vs. Development

Focus Tactical vs. Strategic Use of Work Experiences Goal Training Current Tactical Development Future Strategic

Low

High

Success in current job

Success in current and Future jobs

Participation

Required

Voluntary (generally)

Distinction becoming more fuzzy as training becomes more strategic

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Some Important Terms/Issues for Consideration

P=A x M x O: Performance = Ability x Motivation x Opportunity Needs Assessment Continuous learning Transfer of training Return On Investment (ROI) and Return On Mission (ROM) RFP: request for proposal

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Different Types of Training Methods

Classroom Computer-based (CBT) Audiovisual (e.g., DVD, videotape, etc.) E-learning On the Job Training (OJT), Action Learning, etc. Experiential Simulations, Games, etc. Case Studies Podcasting
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Creating a Good Learning Environment

When going through training, people should: Know why they should learn Get training content that is meaningful to them Have the opportunity to practice Be given feedback on their performance Be given a variety of ways to learn (observing, experience, etc.) Be given help/frameworks for committing information to memory Have a training program that is smooth and well-coordinated Bad training is just painful; dont need to give Dilbert more examples
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Issues Related to Transfer of Training

Opportunity to use/apply learnings and new skills Climate (e.g., supportiveness) for transferring learning Technological support Manager/supervisor support Peer/coworker support Self-management skills Reinforcement (e.g., compensation, other rewards)

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Other Important Reality Issues re: Training

Selling the program to senior leadership Getting a senior leader(s) to champion the program Who participates? Individuals and/or teams? Voluntary vs. required?

In what order? Senior to lower-level?

How/when/where/how long to schedule? Internal or external facilitators? Who pays for the program? Lodging? Travel? Materials? How to make sure learning can be transferred/applied and/or rolled deeper into the organization?
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Summary Thoughts on Training

Selling and sponsorship are extremely important Programs should be seen as important (for whatever reason) Participants get out of it what they put into it Need to mix it up with different exercises, discussions, etc. Most people will not want to be spending their time in trainingyour goal should be to have them walk out thinking it was a great use of their time Interaction and learning between participants is often as powerful and beneficial as the material itself Think through the different ways to deliver training--use technology effectively, but dont forget the value of personal interaction
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Great Coaches
Challenge individuals to do their best and dont let them give up easily
Set a good example Care about people and how theyre doing Provide feedback/performance corrections in private Want to help others stretch and develop their skills

Make people feel confident in their abilities

Are great listeners and are willing to spend time with others Are typically straight shooters who give direct feedback Celebrate successes, even small ones
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Characteristics of Effective Mentoring Programs

Participation is voluntary and enthusiasm is high
Both mentors and mentees are committed to making time for the program A good mentor-mentee matching process is used People chosen as mentors have proven abilities to develop others Purpose of the program and program length are clearly specified Minimum levels of mentor-mentee contact are specified Collective group meets regularly (e.g., quarterly) for guaranteed quality time, mentor-mentee discussions, development, mentor discussions, etc. Program is evaluated and changes made as appropriate Program participants are recognized and/or rewarded
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Experiential Development

What Makes an Experience Developmental?*

Success and failure are both possible and will be apparent to others

Requires take charge individual with strong leadership qualities

Involves working with new people, a lot of people, or both. Creates high levels of personal pressure (e.g., tight timelines)

Requires influencing people, activities over which the person has no formal control.
Involves a large variety of situations, tasks, etc.

It will be watched closely (and assessed) by important individuals.

(next page)
* Source: Center for Creative Leadership
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What Makes an Experience Developmental?*

(continued from previous page)

Requires building a team, starting something from scratch, fixing or turning around a team in trouble, etc.
Is intellectually challenging. Has a significant strategic element. Involves interacting with an especially good, or bad, boss. Has an important element missing (e.g., top management support)

* Source: Center for Creative Leadership

Think through these when contemplating a developmental experience

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Different Types of Experiential Development*

Small projects and start ups Small scope jumps and fix its Small strategic assignments Can take place in different or current job (development in place)

Coursework and coaching assignments

Activities away from work Large leaps in scope and scale Laterals and/or development moves Switches (line-to-staff or staff-to-line)

Occurs in different job

* Source: Center for Creative Leadership

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Assignments for Development in Place*

Small projects and start ups Task force Plan a meeting or conference Install a new system/launch a new product Follow a product/system through entire cycle Manage a group of difficult people Deal with a business crisis Supervise cost-cutting/improvement Propose a new system, product, etc. Study innovation of customers, competitors Write up contingency scenario(s) Teach a course or workshop Do a self-study project Coach someone else/receive coaching Study new technical area(s) Become active in a professional organization Serve with a community agency/join a board
* Source: Center for Creative Leadership

Small scope jumps and fix its

Small strategic assignments

Coursework and coaching assignments

Activities away from work

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What Does/Could This Look Like For You?

If your job here at OSU is to develop, what development actions could you identify in each of these categories? - Formal programs - Learning from others - Experiential development

The big question: Are you doing everything you can to develop?

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Maximizing Your Experiential Development

Be introspective and aware of the areas in which you want to improve
Make a list of the things you want to improve and keep it handy (e.g., in a learning logbook) Ask yourself what can I learn from this? when working on a project, task force, team assignment, or even from everyday work.

If you dont have a lot of development potential in a job, tasks, etc., seek them out elsewhere
On a regular basis (e.g., weekly), take note of things that went well, things that didnt go so well, learnings you had, and things youll do differently in the future (vs. things you would have done differently). Always be thinking How can I improve? and How can what Im working on/doing help me improve? Purposeful development is much better than incidental development
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Review
Linkage to Earlier Class Topics Training Basics and Training vs. Development Important training issues, concepts, vehicles, etc. Coaching and Mentoring Experiential Development

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What Questions Do You Have?