module01 t&d

8/11/2019 Module01 T&D

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Introduction to Employee

Training and Development

MODULE 01

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WHAT IS TRAINING?

Training refers to a planned effort by a

company to facilitate employees’ learning of

job-related competencies

The goal of training is for employees to:

master the knowledge, skill, and behaviors

emphasized in training programs, and

apply them to their day-to-day activities

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HIGH-LEVERAGE TRAINING

Linked to strategic goals and objectives

Uses an instructional design process to ensure

that training is effective

Compares or benchmarks the company’s

training programs against training programs in

other companies

Creates working conditions that encourage

continuous learning

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CONTINUOUS LEARNING (1 OF 2)

Continuous Learning requires employees to

understand the entire work system including

the relationships among:

their jobs

their work units

the entire company

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CONTINUOUS LEARNING (2 OF 2)

Employees are expected to:

acquire new skills and knowledge

apply them on the job

share this information with other employees

Managers take an active role:

in identifying training needs helping to ensure that employees use training in

their work

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TRAINING AND PERFORMANCE

Emphasis on high-leverage training has been

accompanied by a movement to link training to

performance improvement

Training is used to improve employee

performance

This leads to improved business results

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TRAINING AND PERFORMANCE: TODAY’S

EMPHASIS (1 OF 2)

Providing educational opportunities for allemployees

An on-going process of performance improvementthat is directly measurable

not one-time training events

The need to demonstrate the benefits of training

to executives, managers, and trainees

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TRAINING AND PERFORMANCE: TODAY’S

EMPHASIS (2 OF 2)

Learning as a lifelong event

senior management, training managers, and

employees have ownership

Training used to help attain strategic business

objectives

helps companies gain a competitive advantage

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FORCES INFLUENCING THE WORKPLACEAND TRAINING: (1 OF 2)

Globalization

Need for leadership

Increased value placed on knowledge

Attracting and retaining talent

Customer service and quality emphasis

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FORCES INFLUENCING THE WORKPLACEAND TRAINING: (2 OF 2)

Changing demographics and diversity of the

work force

New technology

High-performance models of work systems

Economic changes

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ROLES OF TRAINERS

Strategic Adviser

Systems Design and Developer

Organization Change Agent Instructional Designer

Individual Development and Career

Counselor

Coach / Performance Consultant

Researcher

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Learning: Theories andProgram Design

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INTRODUCTION (1 OF 2)

Two conditions necessary for learning to occur:

1. opportunities for trainees to practice

2. meaningful content

For learning to occur it is important to identify

what is to be learned

i.e., to identify learning outcomes

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INTRODUCTION (2 OF 2)

Understanding learning outcomes is crucial

they influence the characteristics of the training

environment that are necessary for learning to

occur

The design of the training program is also

important for learning to occur

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WHAT IS LEARNING?

Learning is a relatively

permanent change in humancapabilities that is not a

result of growth processes.

These capabilities are

related to specific learning

outcomes.

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LEARNING OUTCOMES (1 OF 3)

Verbal information

Includes names or labels, facts, and bodies ofknowledge

Includes specialized knowledge employees need in their jobs

Intellectual skills

Include concepts and rulesThese are critical to solve problems, serve customers,

and create products

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Motor skills

Include coordination of physical movements

Attitudes

Combination of beliefs and feeling that pre-dispose aperson to behave a certain way

Important work-related attitudes include jobsatisfaction, commitment to the organization, and jobinvolvement

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Cognitive strategies

Regulate the process of learning

They relate to the learner’s decision regarding:

what information to attend to (i.e., pay attention to)

how to remember how to solve problems

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LEARNING THEORIES

ReinforcementTheory

Social LearningTheory

Goal Theories

Need Theories

Expectancy Theory

Adult Learning

Theory

Information

Processing Theory

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REINFORCEMENT THEORY (1 OF 2)

Emphasizes that people are motivated to

perform or avoid certain behaviors because of

past outcomes that have resulted from those

behaviors

Positive reinforcement

Negative Reinforcement

Extinction

Punishment

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REINFORCEMENT THEORY (2 OF 2)

From a training perspective, it suggests that forlearners to acquire knowledge, changebehavior, or modify skills, the trainer needs to

identify what outcomes the learner finds mostpositive (and negative)

Trainers then need to link these outcomes tolearners acquiring knowledge, skills, orchanging behaviors

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SCHEDULES OF REINFORCEMENT

Ratio Schedules

Fixed-ratio schedule

Continuous

reinforcement

Variable-ratio schedule

Interval Schedules

Fixed-interval schedule

Variable-interval

schedule

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SOCIAL LEARNING THEORY (1 OF 2)

Emphasizes that people learn by observingother persons (models) whom they believe arecredible and knowledgeable

Recognizes that behavior that is reinforced orrewarded tends to be repeated

The models’ behavior or skill that is rewarded isadopted by the observer

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SOCIAL LEARNING THEORY (2 OF 2)

Learning new skills or behavior comes from:directly experiencing the consequences of using

behavior or skills, or

the process of of observing others and seeing the

consequences of their behavior

Learning is also influenced by a person’s self

efficacy

self efficacy is a person’s judgment about whether

he or she can successfully learn knowledge andskills

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PROCESSES OF SOCIAL LEARNING THEORY

Match

Modeled

Performance

Attention RetentionMotor

Reproduction

Motivational

Processes

• Model Stimuli

• Trainee Characteristics

• Coding

• Organization

• Rehearsal

• Physical Capability

• Accuracy

• Feedback

• Reinforcement

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GOAL THEORIES

Goal Setting

TheoryGoal Orientation

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GOAL SETTING THEORY (1 OF 3)

Goal setting theory assumes behavior results

from a person’s conscious goals and intentions

Goals influence behavior by:

directing energy and attention

sustaining effort over time

motivating the person to develop strategies for goal

attainment

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Specific challenging goals result in better

performance than vague, unchallenging goals

Goals lead to high performance only if people

are committed to the goal

Employees are less likely to be committed to a

goal if they believe it is too difficult

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Goal setting theory is used in training programdesign

It suggests that learning can be facilitated byproviding trainees with specific challenging goalsand objectives

The influence of goal setting theory can be seen inthe development of training lesson plans

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GOAL ORIENTATION (1 OF 3)

Goal orientation refers to the goals held by a

trainee in a learning situation

Mastery orientation: relates to trying to increase

ability or competence in a task

Performance orientation: refers to a focus of

learners on task performance and how they

compare to others

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Goal orientation affects the amount of effort a

trainee will expend in learning (motivation to

learn)

Learners with a high mastery orientation

direct greater attention to the task

learn for the sake of learning

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Learners with a high performance orientation

direct more attention to performing well

devote less effort to learning

Trainees with a learning orientation exert

greater effort to learn and use more complex

learning strategies than trainees with a

performance orientation

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NEED THEORIES

Help explain the value that a person places oncertain outcomes

Suggest that to motivate learning: trainers should identify trainees’ needs, and

communicate how training program content relatesto fulfilling these needs

If the basic needs of trainees are not met, theyare unlikely to be motivated to learn

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EXPECTANCY THEORY (1 OF 2)

Expectancy theory suggests that a person’s

behavior is based on three factors:

expectancy

instrumentality

valance

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EXPECTANCY THEORY (2 OF 2)

Expectancy theory suggests that learning is

most likely to occur when employees believe:

They can learn the content of the program

(expectancy)

Learning is linked to outcomes such as better job

performance, a salary increase, or peer recognition

(instrumentality)

Employees value these outcomes

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EXPECTANCY THEORY OF MOTIVATION

X X = EffortExpectancy Instrumentality Valance

Effort Performance Performance Outcome Value of Outcome

Does Trainee Have

Ability to Learn?

Does Trainee Believe HeCan Learn?

Does Trainee Believe

Training Outcomes

Promised Will Be

Delivered?

Are Outcomes Related

to Training Valued?

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ADULT LEARNING THEORY

It is based on several assumptions:Adults have the need to know why they are learning

something

Adults have a need to be self-directed

Adults bring more work-related experiences into the

learning situation

Adults enter into a learning experience with a

problem-centered approach to learningAdults are motivated to learn by both extrinsic and

intrinsic motivators

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IMPLICATIONS OF ADULT LEARNING THEORYFOR TRAINING:

Design Issue Implications

Self – concept Mutual planning and collaboration in instruction

Experience Use learner experience as basis for examples and applications

Readiness Develop instruction based on learner’s interests and competencies

Time perspective Immediate application of content

Orientation to

learning

Problem – centered instead of subject – centered

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INFORMATION PROCESSING THEORY

These theories give more emphasis to theinternal processes that occur when training

content is learned and retained

Highlights how external events influence

learning

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A MODEL OF HUMAN INFORMATION PROCESSING

Stimulus

or

Message

Receptors

Eyes

Ears

Nose

Skin

Sensory

Register

Short-Term

Memory

Long-Term

Memory

Response

GeneratorEffectorsEnvironment

Feedback

Reinforcement

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THE LEARNING PROCESS

This material asks three questions:

1. What are the physical and mental processes

involved in learning?

2. How does learning occur?

3. Do trainees have different learning styles?

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THE LEARNING PROCESS:

MENTAL AND PHYSICAL PROCESSES

LEARNING

Expectancy

Perception

WorkingStorage

Semantic

EncodingLong –Term

Storage

Retrieval

Generalizing

Gratifying

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THE LEARNING PROCESS:

LEARNING STYLES

Diverger

Concrete experience

Reflective observation

Assimilator

Abstract

conceptualizationReflective observation

Converger

Abstractconceptualization

Active experimentation

Accommodator

Concrete experienceActive experimentation

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IMPLICATIONS OF THE LEARNING PROCESS FOR

INSTRUCTION: (1 OF 2)

Employees need to know why they should learn

Employees need meaningful training content

Employees need opportunities to practice Employees need to commit training content to

memory

Employees need feedback

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IMPLICATIONS OF THE LEARNING PROCESS FORINSTRUCTION: (2 OF 2)

Employees learn through:

Observation

Experience

Interacting with others

Employees need the training program to be

properly coordinated and arranged

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TRAINING OBJECTIVES

Employees learn best when they understandthe objective of the training program

The objective refers to to the purpose andexpected outcome of training activities

Training objectives based on the training needsanalysis help employees understand why theyneed the training

Objectives are useful for identifying the types oftraining outcomes that should be measured toevaluate a training program’s effectiveness

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A TRAINING OBJECTIVE HAS THREECOMPONENTS:

1. A statement of what the employee is expected

to do (performance or outcome)

2. A statement of the quality or level of

performance that is acceptable (criterion)

3. A statement of the conditions under which the

trainee is expected to perform the desired

outcome (conditions)

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TRAINING ADMINISTRATION INVOLVES: (1 OF 2)

Communicating courses and programs to

employees

Enrolling employees in courses and programs

Preparing and processing any pre-training

materials such as readings or tests

Preparing materials that will be used in instruction

Arranging for the training facility and room

Testing equipment that will be used in instruction

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TRAINING ADMINISTRATION INVOLVES: (2 OF 2)

Having backup equipment should equipment

fail

Providing support during instruction

Distributing evaluation materials

Facilitating communications between trainer

and trainees during and after training

Recording course completion in the trainees’

records or personnel files

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INTERNAL AND EXTERNAL CONDITIONS

NECESSARY FOR LEARNING OUTCOMES (1 OF 2)

Learning Outcome Internal Conditions External ConditionsVerbal Information

(Labels, facts, and

propositions)

Previously learned knowledgeand verbal information

Strategies for coding informationinto memory

Repeated practice

Meaningful chunks

Advance organizers

Recall cues

Intellectual Skills(Knowing how)

Link between new and previouslylearned knowledge

Cognitive Strategies

(Process of thinking and

learning)

Recall of prerequisites, similartasks, and strategies

Verbal description of strategy

Strategy demonstration

Practice with feedback

Variety of tasks that provideopportunity to apply strategy

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INTERNAL AND EXTERNAL CONDITIONS

NECESSARY FOR LEARNING OUTCOMES (2 OF 2)

Learning Outcome Internal Conditions External ConditionsAttitudes

(Choice of personal action)

Mastery of prerequisites

Identification with model

Cognitive dissonance

Demonstration by a model

Positive learning environment

Strong message from credible

source

Reinforcement

Motor Skills

(Muscular actions)

Recall of part skills

Coordination program

Practice

Demonstration

Gradual decrease of external

feedback

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CONSIDERATIONS IN DESIGNING EFFECTIVE

TRAINING PROGRAMS:

Selecting and preparing the training site

Selecting trainers

Making the training site and instructionconducive to learning

Program design

HOW TRAINERS CAN MAKE THE TRAINING SITE

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HOW TRAINERS CAN MAKE THE TRAINING SITE

AND INSTRUCTION CONDUCIVE TO LEARNING:

Creating A LearningSetting

Preparation

Classroom

Management

Engaging Trainees

Managing Group

Dynamics

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PROGRAM DESIGN

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