Human Resource Management Lecture 3: Learning & Development PDF

HUMAN RESOURCE MANAGEMENT LECTURE 3: Learning & Development Learning & Development: Once employees have joined organization Formal and informal approaches o Develop o Knowledge o Skills o Abilities Can take at different mov...

HUMAN RESOURCE MANAGEMENT LECTURE 3: Learning & Development Learning & Development: Once employees have joined organization Formal and informal approaches o Develop o Knowledge o Skills o Abilities Can take at different movements: o At start → Onboarding o Training to understand systems o Training & development: Improve level of employees Reasons: 1. Attract and retain talent 2. Achieve business results → Also financial results 3. Remain competitive → Changes in jobs Takeaways: Learning can be understood from perspective of: o Cognitivism o Behaviorism o Experiential learning Effective onboarding access information and relationships and are critical for the retention of employees The ADDIE model is a standardized instructional design approach consisting of: o Analysis o Design o Development o Implementation o Evaluation Most robust form of training evaluation relies on measuring behavioral changes and organizational outcomes Learning and development is becoming more mobile, social and adaptive Key theories: Three schools of learning: Cognitivism: Focuses on the mind Learning process: Receiving organizing, storing and retrieving Outcome: Create associations between information → Change in mental schema o Retention and recalling information is essential Key figure: Jean Piaget (1886-1980) → Theory of Cognitive Development Ex: Quizzes, chunking information, graphic organizers Learning & development activities: o Stimulate previous Behaviorism: Learning process: Learning and behavioral change through punishments and rewards Outcome: Change in behavior Key figure: Ivan Pavlov (1849-1936): Operant conditioning Ex: Bonus for job well done, poor performance review Learning & development activities: o Apply positive feedback, encouragement & reinforcement o Link practice to feedback o Design training room to guide and promote positive behaviors Experiential learning: Learning process: Learning from experience, through reflection, thinking and experimenting Outcome: New skills through experimenting Key figure: David Kolb → Experiential Learning Cycle (1984) Ex: Cycling faster, after event review Learning & development activities: o Encourage or creating experiences, reflecting on experience & thinking about lessons learnt o Encourage active experimentation and planning to do things Learning styles: Instructional principles: Information: Provides the concepts, facts, and information trainees need to know Demonstration: Shows examples of the knowledge, attitudes, and behaviors targeted by the training Practice: Creates opportunities to practice using the trained knowledge, attitudes, and behavioral skills Feedback: Provides timely, meaningful, and diagnostic feedback with opportunities to make corrections Onboarding: Onboarding: Formal and informal practices, programs, and policies enacted or engaged in by an organization or its agents to facilitate newcomer adjustment When organizations deliver formal, structure onboarding, newcomers develop more positive job attitudes Socialization: Psychological process by which employees come to think of themselves as organizational insiders It is an outcome of the onboarding process Learning about processes and how to get work done Identify with work and organization Effective Onboarding → Information: Basics → Information needed for all employees: o Wifi access, laptop, organization credentials o General company policies Job specific → what is needed for the employee to be successful in their specific job: o Online training o In-person training Orientation → Creating an insider identity o Values of the organization o History and important people in the organization Effective Onboarding → Relationships: Avenues for information Ensure people belong o Day 1 meeting o Connect to newcomers o Connect to mentors Your role as manager: Two baskets:  o Basic information → Can it be delivered through technology? o Information that might need more customization § Need to understand the larger context What does your employee need to know? Make time for your new employee Meet early and often: Most important thing: Meet with your new hire Use one-on-ones: o Help new hire achieve role clarity o Guidance o Constructive feedback o Identify other people in organization your hire should know o Need to be regular Encourage new hires to be proactive: Encourage proactivity Supportive managers encourage employees to be more vulnerable Maintain momentum: Before employee’s first day: o Send essential job & organization information to new hire & complete as much administrative paperwork as possible o Make virtual introductions to team members On Day 1: o Make it special o Ensure new hire meets coworkers and have a plan for lunch During first few weeks → Schedule regular one-on-ones with new hire and lock them into your calendar During first 3 months → Encourage proactivity Nearing 6-month mark → Emphasize importance of social connections During next 18 months → Continue identify key milestones & check employee’s progress Takeaways: It sets tone for a new employee’s experience and long-term success in the organization First three months are critical for fostering role clarity, self-efficacy and social acceptance Should combine essential information with relationship-building activities to support: o Job performance o Employee retention Tailor onboarding strategies to align with your organization’s culture, values, and the unique needs of the role Managers are crucial by providing guidance, support, and opportunities for new employees to connect and integrate Helping new hires: Training programs: Focus on knowledge and skills employees need to perform their particular job Orientation programs: Occur on or near the new employee’s start date Usually formal, well-organized Technological support systems: Technology is a great way of communicating information to newcomers o It can miss out on some social elements contributing to a successful socialization process Establishing relationships: Lay foundation for high-quality relationships between new hires and other organizational insider relationships Importance of relationships: o Open information channels o Create a support system Team member introductions Make introductions before Day 1 Send brief itinerary about first day Cohort orientations: Opportunities for relationship building Peer Mentors: Can provide safe haven for employees to ask questions and learn the ropes Good mentor can keep the new hire’s socialization process on track How to identify ways to help new hires? Who will my new hires work with most closely? Who else is joining the company around the same time? Who are the best people to mentor my new hires and answer their questions? Mythbusting → What Onboarding isn’t: Want to hire employees who align with the company’s core values and also bring some unique skills & perspectives Onboarding helps employees to “fit” → Doesn’t mean that goal is assimilation Want employees to approach work in a personalized way that reflects unique selves Possible situations: Hires having too clear roles: o Encourage experiments o Encourage to test ideas in safe environment Move onboarding online: o Deliver basics  o To be successful → Need for interactive and interpersonal mode of delivery Think that onboarding is an ongoing process Maximize training effectiveness →ADDIE model: 1. Analysis 2. Design 3. Develop 4. Implement 5. Evaluate It helps organizations to provide learning & development programs that meet organizational goals Managers have a critical role to play in maximizing the effectiveness of training Analysis: Describes process of gathering and analyzing data to determine learning & development needs within an organization What skills? Who needs training? Design: Involves building a program that meets the learners’ needs by defining an overall approach to the learning and development content Four key steps: o Formulation of learning objectives o Planning of assessment strategy o Determining levels, types and difficulty o Selection of delivery method Develop: Involves constructing content and materials Involves drafting, producing and testing of learning materials Instructional designers need to select learning and development methods that are suitable for the proposed learning and development program Implement: Involves delivering learning and development programme How manager can add value: o Enhance motivation o Frame learning opportunity o Demonstrate behavior Manager can help: Transfer of training: Using the knowledge, skills, and attitudes developed in training on the job  Maximize by: o Support employees o Opportunities to practice o Performance feedback o Follow up Evaluation: Training: Formal training will help your employees continue to develop their knowledge and skills Can make teams more effective and improve an orgs operational & financial performance It can help a company attract the best talent May ensure a company’s long-term survival Many managerial actions boosting learning in formal training also boos informal learning o May account 75% of learning in organizations Training Content, instructional principles and Methods: Training Content: Core material that is the focus of the training program Training is sometimes described as focusing on: o Hard skills: Quantifiable technical skills & knowledge tied to specific tasks & techniques o Soft skills: Interpersonal people skills related to teamwork, communication, leadership or conflict resolution Instructional principles: Information Demonstration Practice → Creates opportunities to practice using trained knowledge, attitudes & behavioral skills Feedback Training methods: Materials and means used to share training content with trainees Include classroom lectures, behavioral modeling, workbooks, etc Uses a blended learning approach drawing on a combination of: o Instructor-led learning o Virtual classrooms  o Online training Category of training methods focusing specifically on training people working in teams: o Team coordination o Training o Distributed team training o Cross-training: § Teaching team members how to perform one another’s jobs § Gives associates broader skill sets Training trends: E-learning → Save time and money Use of virtual reality Increased use of technology-based training: o Interest in microlearning → employees receive training in bite-size chunks § Spaced across time o Self-directed learning: § Trainees make their own decisions about what to learn, how quickly and when they are ready Before training: Conduct a needs assessment to inform your decisions about who gets trained and kind of training they receive Motivate employees to actively engage in training to get most value from training investment Conducting needs assessment: Identify what skills need to be trained and who needs those new skills Might even tell that training is not appropriate Task assessment → Assesses the What Person assessment → Assesses the Who: o Assesses individuals who are most likely to benefit from training and suggest type of training most appropriate for them Organizational assessment: o Can help identify training priorities based on company’s strategic goals Motivating employees: More likely to attend training in first place More intensively with training and more keen to apply to their jobs Job for managers → Stimulate motivation Communication: Framing can influence whether employees approach the training with a learning orientation or a performance orientation Trainees with learning orientation → Develop new skills and master new challenges Trainees with performance orientation → Other people to see them as capable Consider to frame training as voluntary or mandatory  Training will be more effective when employee has realistic expectations Behavior: Importance for managers to demonstrate importance of training Practical and emotional support you give to employees can have a big impact Climate: The way employees perceive their employer’s policies, procedures and activities o Operate in relation to specific goals o Learning climate → Supports learning? Employees view their training as more successful when their supervisors show an interest and provide encouragement Making better decisions about training opportunities: Who should I send to training? Who initiated the training request? Does the training focus on a skill that is essential for job performance? What support can I provide to my employees? After training: Encouraging transfer of training: 52% to 92% of trainee’s learning is lost within a year after training Post-training work environment: o Support o Opportunities to practice o Performance feedback o Follow up Learning climate lays foundation for learning transfer climate Support: Also important after training Show interest by creating opportunities to discuss the training Opportunities to Practice: Employees can’t apply their learning to their jobs if they aren’t given opportunities to do so Lack of opportunity is often identified as single best obstacle to training transfer Performance feedback: Post-training feedback can reinforce what your employees learned in training Can help maintain new skills Follow up: Debriefs → reinforce lessons in one-on-one conversations with trainees After action reviews (AARs) → Reflect on shared experience & extract lessons that can be applied to future team activities Job aids → Checklists, worksheets, etc to help apply training on the job Knowledge repositories → Put individual-level learning about best practices into a central location  Communities of practice (CoPs) → Groups of people who voluntarily share expertise about particular topic or activity Kirkpatrick’s Training Evaluation model: Organizations often don’t have resources or capability to evaluate their training o Fear that training is not effective A structured approach to training evaluation Level 1 → Trainee Reactions o How do trainees feel about the training, curriculum, training environment, and/or the instructor? Level 2 → Trainee Learning: o How does the training affect the trainees’ attitudes, knowledge, or skills on the job Level 3 → Trainee Behavior: o Does the trainee use what was learnt on the job? Level 4 → Results: o Does the training affect outcomes relevant to the organization, such as profit, customer satisfaction, absenteeism, and accident rates? Sample metrics within Kirkpatrick’s evaluation framework: 1. Trainee reactions: a. Satisfaction surveys asking: i. What were most important things you learnt from training? ii. How useful was the training for you? iii. To what extent was training worth your time? iv. How likely is it that you would recommend the training to a colleague? 2. Trainee learning 3. Trainee behavior 4. Results Employee training: When to do what: Well before training: o Have ongoing conversations with employees about developmental needs o Guide employees to right training o Established training needs → Explain reasons and benefits to employees Several weeks before training: o Provide info about what training will cover and what employee should expect o Encourage employees to approach training with learning orientation During training: o Show interest o Provide emotional and practical support o Answer questions Immediately after training: o Debrief training & discuss how content can be applied to the job o Create opportunities for employees to practice their skills and encourage them to use newly learned skills on the job  o Reinforce correct use of newly learned skills & correct misuse of newly learnt skills Several months following training: o Ensure ongoing opportunities to practice what was learned in training o Reinforce what is learned on job o Model trained behaviors o Encourage other manager sand coworkers to support employees’ training o Evaluate training outcomes Trends: Digital future? Mobile, social and adaptive: Mobile learning: Learning by means of portable devices, such as smartphones 47% of companies are leveraging mobile learning More orgs are looking to provide accessible, engaging, bite-sized learning that is available anywhere and anytime Social learning: Learning through digital interactions with others 59% of orgs use it → only 24% say it is effective Orgs are looking to adopt effective social learning strategies to foster collaboration, knowledge sharing and a strong learning culture Adaptive learning: Learning through personalized programs Use of data mining to put together individualized learning content Orgs are looking to provide personalized learning responsive to specific employee’s skill gaps, learning needs and interests Key takeaways: Digital transformation enables learning and development activities to become more learner- centered, by being more mobile, social and adaptive Vodafone has adopted fuse as a digital learning platform to enable sales employees to learn in mobile, social, and adaptive ways