HRMP-204-PRELIM-MODULE.docx

**ST. MARY'S COLLEGE BAGANGA, INC.** Conception Street, Baganga Davao Oriental Module of Instruction HRMP 204 LOGISTICS MANAGEMENT (PRELIM) **LEARNING OBJECTIVES** *After studying this chapter, you should be able to:* - Define training - Discuss the forces influencing the workplace and...

**ST. MARY'S COLLEGE BAGANGA, INC.** Conception Street, Baganga Davao Oriental Module of Instruction HRMP 204 LOGISTICS MANAGEMENT (PRELIM) **LEARNING OBJECTIVES** *After studying this chapter, you should be able to:* - Define training - Discuss the forces influencing the workplace and learning, and explain how training can help companies deal with these forces. - Discuss the various aspects of the training design process training - Discuss the key roles for training professionals **INTRODUCTION** Companies are experiencing great change due to new technologies, rapid development of knowledge, globalization of business, and development of e-commerce. Also, companies have to take steps to attract, retain and motivate their work forces. Training is not luxury; it is a necessity of the companies are to participate in the global and electronic marketplaces by offering high-quality products and services. The chapter begins by defining training and discussing how the training function has evolved. Next, the forces that are shaping the workplace and learning are addressed. It introduces you he trainer's role in a business and how the training practices, the types of jobs that trainers may perform, and the competencies needed to be successful trainer. **A. What is Training** **Training** refers to planned effort by the company to facilitate employees' learning of job-related competencies. These competencies include knowledge, skills, or behaviors that are critical for successful job performance. The goal of training is for employees to master the knowledge, skill and behavior emphasized in training programs and to apply them to their day-to-day activities. For a company to gain competitive advantage, a company should view training broadly as a way to create intellectual capital. **High leverage training** is linked to strategic business goals and objectives, uses an instructional design process to ensure that training is effective, and compares or benchmarks the company's training programs in other companies. While, **continuous learning** requires employees to understand the entire work system, including the relationships among their jobs, their work units, and the company. **B.** **The forces influencing the workplace and learning** 1. **Economic cycles** - Provide an opportunity for companies to take a closer look at training and development to identify those activities that are critical for supporting the business strategy as well as those mandated by law 2. **Globalization** - Provide training and development opportunities for global employees. - Provide cross-cultural training to prepare employees and their families to understand the culture and norms of the country to which they are being relocated and assists in their return to their home country after the assignment 3. **Increased value placed on intangible assets and human capital** - Provide competitiveness by directly increasing the company's value through contributing to intangible assets. - A company value includes three types of assets that are critical to provide goods and services: Financial assets, physical assets and intangible assets. ------------------------------------------------------------------------------------------------------------ --------------------------------------------------------------------------------------  https://reader016.vdocuments.mx/reader016/html5/0607/5b185bac257da/5b185bad8cb79.jpg ------------------------------------------------------------------------------------------------------------ -------------------------------------------------------------------------------------- - Focus on knowledge worker employees who contribute to the company not through manual labor but through what they know, perhaps about customers or a specialized body of knowledge. - Employee engagement -- the degree to which employees are - Companies measure employees' engagement levels with attitude or opinion surveys. - Change -- the adoption of a new idea or behavior by a company. - Learning organization -- embraces a culture of lifelong learning, enabling all employees to continually acquire and share knowledge 4. **Focus on link to business strategy** - Provides support to the company's business strategy where it plans for broad goals such as profitability, market share, and quality. - Managers expect training and development learning activities that will help the company successfully implement its strategy and reach goals. 5. **Changing demographics and diversity of the work force** 6. **Talent Management** - **Talent management --** attracting, retaining, developing, and motivating highly skilled employees and managers. - It is becoming increasingly more important because of: - occupational and job changes. - retirement of baby boomers. - skill requirements. - the need to develop leadership skills 7. **Customer service and quality emphasis** - **Total Quality Management (TQM) --** a companywide effort to continuously improve the ways people, machines, and systems accomplish work. - **Core values of TQM** - Methods and processes are designed to meet the needs of internal and external customers. - Every employee in the company receives training in quality, which is designed into a product or service to prevent errors from occurring rather than being detected and corrected - The company promotes cooperation with vendors, suppliers, and customers to improve quality and hold down costs. - Managers measure progress with feedback based on data - The Malcolm Baldrige National Quality Award, created by public law, is the highest level of national recognition for quality that a U.S. company can receive.  - - - - - 8. **New Technology** - Is changing the delivery of training and makes training more realistic. - Allows training to occur at any time and any place. - Reduces travel costs. - Provides greater accessibility to training and consistent delivery. - Provides the ability to access experts and share learning with others. - Provides the possibility of creating a learning environment with - Allows companies greater use of alternative work arrangements 9. **High-performance work systems.** - Work teams -- involve employees with various skills who interact to assemble a product or provide a service. - Cross training -- training employees in a wide range of skills so they can fill any of the roles needed to be performed on the team. - Virtual teams -- teams that are separated by time, geographic distance, culture, and/or organizational boundaries and that rely almost exclusively on technology to interact and complete their projects. - Use of new technology and work designs are supported by human resource management practices. **C. Designing Effective Training** The **training design process** refers to a systematic approach for development training programs. C:\\Users\\Celeste\\Desktop\\1.jpg Here are some e considerations in developing a training program are as follows: 1. **Needs assessment and learning objectives.** This part of the framework development asks you to consider what kind of training is needed in your organization. Once you have determined the training needed, you can set learning objectives to measure at the end of the training. 2. **Consideration of learning styles.** Making sure to teach to a variety of learning styles is important to development of training programs. 3. **Delivery mode.** What is the best way to get your message across? Is web-based training more appropriate, or should mentoring be used? Can vestibule training be used for a portion of the training while job shadowing be used for some of the training, too? Most training programs will include a variety of delivery methods. 4. **Budget.** How much money do you have to spend on this training? 5. **Delivery style.** Will the training be self-paced or instructor led? What kinds of discussions and interactivity can be developed in conjunction with this training? 6. **Audience.** Who will be part of this training? Do you have a mix of roles, such as accounting people and marketing people? What are the job responsibilities of these individuals, and how can you make the training relevant to their individual jobs? 7. **Content.** What needs to be taught? How will you sequence the information? 8. **Timelines**. How long will it take to develop the training? Is there a deadline for training to be completed? 9. **Communication.** How will employees know the training is available to them? 10. **Measuring effectiveness of training.** How will you know if your training worked? What ways will you use to measure this? The training design process above is based on principles of Instruction System Design. **Instructional System Design (ISD)** refers to a process for designing and developing training programs. The training design process sometimes is referred to as the **ADDIE Model**. The Addie model is an instructional design methodology used to help organize and streamline the production of your course content. Developed in the 1970's, ADDIE is still the most commonly used model for instructional design. Addie is an acronym for the five stages of a development process: Analysis, Design, Development, Implementation, and Evaluation. The ADDIE model relies on each stage being done in the given order but with a focus on reflection and iteration. The model gives you a streamlined, focused approach that provides feedback for continuous improvement.  **D. Roles, Competencies and Positions of Training Professional** Trainers can typically holds many jobs, such as instructional designer, technical trainer, or need analyst. Each job has specific roles or functions. The most comprehensive study of training professionals has been conducted by the American Society for Training and Development. The model describes what is takes for an individual to be successful in the training and development professionals can take. The 2004 ASTD Competency Model (Source: Bernthal et al., 2004 \... **Who provides the training** In most companies training and development activities are provided by trainers, managers, in-house consultants, and employee experts. **Outsourcing** means that training and development activities are provided by individuals outside the company. **Who Is in Charge of training\ ** Training and development can be the responsibility of professionals, human resource development, or organizational development. **Human resource development** refers to the integrated use of training and development, organizational development, and career development to improve individual, group, and organizational effectiveness.  **CHAPTER SUMMARY** - Training can play a key role in helping companies gain a competitive advantage and successfully deal with competitive challenges. Learning how training can be used to help companies meet their business objectives to understand the training design and training methods. - The forces influencing working and learning are globalization, need for leadership, increased value placed on intangible assets and human capital, focus on link to business strategy, attracting and retaining talent, customer service and quality emphasis, changing demographics and diversity of the work force, new technology, high-performance models of work systems and economic changes. **LEARNING OBJECTIVES** *After studying this chapter, you should be able to:* - Define and discuss strategic training - Explain how the role of training is changing environment - Describe the strategic training and development process - Explain the training needs created by concentration, internal growth, external growth, and disinvestment business strategies. - Discuss the advantages and disadvantages of organizing the training function according to the faculty, customer, matrix, corporate university, and business-embedded models - Discuss what factors need to be considered before making the decision to outsource training. **INTRODUCTION** The company's strategy determines the amount of training required for current or future job skills, the extent to which training should be customized for particular needs, the extent to which training is restricted to specific groups of employees or open to all, how much of it is planned and systematically administered and the importance such a method has, compared to other HR practices. Recognizing that learning is part of all employees' responsibilities, both mangers and peers, along with training professionals, actively involved in helping other employees gain new skills and perspective. The chapter begins by defining strategic training and discussing the role of training is changing environment. Next, strategic training and development process. It explains the training needs created by concentration, internal growth, external growth, and disinvestment business strategies and the training function according to the faculty, customer, matrix, corporate university, and business-embedded models **A. Strategic Training** **Strategic training** is a form of training that, according to a business's strategic planning, values and goals, provides employees with the necessary tools and information required to complete their tasks successfully. Furthermore, it also increases productivity levels. Learning as a strategic focus means that a company has an enhanced capacity to learn, adapt, and change. It means that it can carefully scrutinize and align training processes with objectives & goals and regards training as part of a system designed to create human capital. The [difference](http://www.slideshare.net/pruthvirajpadhiyar9/strategic-training-30264796?related=1) between a regular training session and a strategic training one is based on the existence of the following variables: **focus**, **tasks**, **available information**, **productivity**, **job satisfaction** and **development**. An **organizational strategy** is a planned effort that produces fundamental decisions and actions, which in turn shape and guide an organization, its goal and activities, focusing every plan on the future. **Strategy** establishes the principal direction, concentrates resources towards a limited number of directions, focusing on the stakeholders' benefits -- it structures a company's vision for the future. It may also provide a starting point from which progress can be measured, from which we can develop a clear focus of the organization and increase productivity by bringing staff and board to work in a coordinated team. The purpose of the strategy is to help the organization do a better job, ensure that employees are working together for the same goals, assess and adjust the organization's direction in response to an ever-changing environment. Adopting a "strategy" means clearly knowing the organization's objectives, being aware of the available resources and use them in a dynamic environment. On top of that, a strategy influences the following organizational elements: **physical, financial and human capital**. Therefore, ensuring your strategy is up to par with your business environments requirements is of paramount importance. **B. The Evolution of Training's Role** The model of a strategic plan has as its main focus the performance results that lead to fulfilling business needs. That is why the entire learning experience has to be linked to the main business goals. strategic In this particular representation of a training's role, **learning** means the acquisition of knowledge by individuals, employees or groups that are willing to apply said knowledge in their daily assignments, in making decisions or accomplishing tasks for the company. **Knowledge** refers what individuals or teams of employees know or how to do (human and social knowledge) as well as company rules, processes, tools and routines (structured knowledge). **C. The Strategic Training and Development Process** The [strategic training process](http://www.slideshare.net/pruthvirajpadhiyar9/strategic-training-30264796?related=1) can be seen here:  +-----------------+-----------------+-----------------+-----------------+ | - Mission | - Diversify | - Use | - Learning | | | the | Web-based | | | - Values | learning | training | - Performance | | | portfolio | | improvement | | - Goals | | - Make | | | | - Improve | development | - Reduced | | | customer | planning | customer | | | service | mandatory | complaints | | | | | | | | - Accelerate | - Develop | - Reduced | | | the pace of | websites | turnover | | | employee | for sharing | | | | learning | knowledge | - Employee | | | | | turnover | | | - Capture and | - Increase | | | | share | amount of | | | | knowledge | customer | | | | | service | | | | | training | | +-----------------+-----------------+-----------------+-----------------+ 1. **Identify the company's business strategy** **Business Strategy** implies reaching the business plan, which consists of the following: mission, vision, goals. - Mission -- is the company's reason for existing. - Vision -- is the picture of the future that the company wants to achieve. - Values -- are what the company stands for. - SWOT analysis -- involves an analysis of the company's operating environment to identify opportunities and threats as well as an internal analysis of the company's strengths and weaknesses including people, technology, and financial resources. 2. **Identify the strategic training and development initiatives that support the strategy.** **Strategic Training Initiatives** contribute to the diversity of a learning portfolio, the improvement of customer satisfaction, acceleration of the pace of employee learning and the rate of gaining and sharing knowledge. - **Diversify the learning portfolio** means that companies may need to provide more learning opportunities than just traditional programs. - **Expand who is trained** refers to the recognition that because employees are often the customer's primary point of contact, they need as much if not more training than managers do. - **Accelerate the pace of employee learning** where companies are beginning to train suppliers to ensure that other parts that suppliers provide will meet their customer's quality standards. - **Capture and share knowledge** ensures that it is important knowledge about customers, products, or processes is not lost if employees have the company. 3. **Provide Training and development Activities linked to Strategic training and development initiatives.** **Strategic Activities** use web-based training, making development planning mandatory, developing websites for knowledge sharing and increasing the amount of customer service training. These activities include developing initiatives related to use of - New technology in training - Increasing access to training programs for certain groups of employees - Reducing development time - Developing new or expanded course offerings. 4. **Identify and collects metrics to show the training success.** **Metrics** that show the value of a training involve learning, performance improvement, reduced customer complaints, reduced turnover and greater employee satisfaction. This particular training model takes into account **metrics** and **the balance scorecard** (tools for measuring the impact of the training session on the business strategy plan). These metrics are business-level outcomes, chosen to measure the overall value of training sessions. The balance scorecard measures the overall company performance and the performance of departments or functions and it deals with four perspectives: internal innovation, learning, financial aspects and the customers. **D. Training Implications of Four Business Strategies** Training and development initiatives are key to facilitate the teaching and understanding of strategy. The ability to shape an organization to meet its is objectives requires purposeful, strategic action. Owners and leaders in small and medium sized organizations are conductors to their organizational orchestra. Every excellent conductor has a strategy, and behind that strategy is teaching and leading members how to perform in perfect sync and rhythm to deliver a dynamic experience. Here, the purpose of this article is to discuss four business strategies and factors to consider in regards to training and development initiatives that either support or hinder such strategic initiatives. 1. **Concentration**. The concentration business strategy focuses on increasing market share, reducing operational costs, and establishing market specialization. The method in which strategy focuses on innovation in product, process and service improvement will vary per firm. From a training perspective, the needs assessment concentrates on competencies needed to develop talent. Potential areas of concern may include costs associated with the training, relevance, and credibility of training initiatives, and actual application of such expertise. 2. **Internal Growth. **The internal growth strategy may focus on a variety of key areas within a firm to expand products, research and development, talent, and other key business initiatives that may help to grow the existing business. Depending on the scope internal growth areas the initiatives established may vary. The initiatives may include expanding product and marketing channels, research and development, quality improvement or revamping product and service lines. From a training perspective, a needs assessment would be a valuable tool to identify specific needs relevant to the specific internal growth strategies, establish the competency-based training needed, and determine the most appropriate forms of training that align with the internal growth initiatives. 3. **External Growth. **The external growth strategy focuses on expanding by incorporating outside approaches, such as horizontal and vertical integrations via strategic alliances. Depending on the strategic alliance, i.e. merger, joint venture, or acquisition the issues associated with such a strategy may vary. For example, one could argue that an acquisition is not "equal" strategic alliance. The idea with such initiatives is that there is a 1+1 = +2 based on some complimentary or other synergies that such a deal would provide. From my dissertation research, this is one of the hardest strategies to achieve because two out of three mergers and acquisitions fail to achieve their proposed synergies. The high impact of failure is the people side of the deal. Therefore, from a training perspective integration preparation focused on HR related areas (talent, procedures, compensation, roles and responsibilities) and culture (blended culture) are encouraged areas of training specialization. 4. **Disinvestment.** The disinvestment strategy focuses on selling or changing investments based on focusing on new organizational objectives. Similar to focusing on ways to grow or expand business operations, the disinvestment strategy focuses on what assets should stop, be liquidated, or downsize specific initiatives. The strategy is designed to minimize costs and increase revenues. The nature of disinvestment may vary. The training implications depend on the specific situation, and a needs assessment is encouraged to determine the best fit of training initiatives to assist with such a strategic initiative. In essence, training implications arise in each of the four business strategies. The key is to understand the difference between concentration, internal growth, external growth, and disinvestment strategies. Likewise, to understand the impact training initiatives may have in each of the strategies. The training initiatives will vary based on the specific needs assessment of the firm and the strategy. The more awareness and understanding of such initiatives will help owners and leadership of small and medium sized businesses to make more informed decisions about training initiatives that align with business strategy **E. Organizational Characteristics that Influence Training** The [organizational characteristics](http://www.slideshare.net/iDocs/ippt-chap002?qid=05c47e14-a69c-48a0-9eda-5f4782071d5a&v=default&b=&from_search=2) that influence training sessions are the following: 1. 2. 3. 4. 5. 6. 7. **E. Models of Organizing the Training Department** **Centralized training** means that training and development programs, resources, and professionals are primarily housed in one location and that decisions about training investment, programs, and delivery methods are made from that department. [The models of strategic training](http://www.slideshare.net/s5750369s/strategic-training-42702953?related=3) are as follows: - - - - - The implications for continuous learning in regards to human capital development is among others, recognition that learning should help (employee performance and achieve business goals), learning should occur on as needed basis, the need to support informational learning and also the fact that learning should include a therapist's overview. It also involves key capabilities such as aligning learning goals to business goals, measurement of learning sessions' impact on a business development, movement of learning outside the company, developing competencies for critical jobs, integrating learning with other human resource functions, including classroom studying as well as e-learning and designing and delivering leadership development courses. Consequentially, in order to have a good strategic learning, a company's top management should first and foremost take note of their institution's vision, values and goals and adapt any learning programs to those factors, in a dedicated manner. **E. Outsourcing Training** **Training Outsourcing** is the business strategy for which a company utilizes an external supplier for the management of training processes and/or activities. Training outsourcing is the broader term, which includes multiple forms, or strategies, for utilizing external resources, including contracting, licensing, selecting outsourcing, and comprehensive outsourcing, and BPO. O utsourcing training is something that no one seems to talk about. Instead, when most people talk about outsourcing training, they are thinking about literally outsourcing their businesses trainings -- policy training, compliance training, etc -- to a third-party. Despite this, since outsourcing has become something that is ubiquitous in the business world of today. You should consider holding actual 'outsourcing training' for your managers so that they know how to find third-party contractors to help them meet their goals and milestone **CHAPTER SUMMARY** - For training to help a company gain a competitive advantage, it must help the company reach business goals and objectives. It empathized how changes in work roles, organizational factors, and role of training influence the amount and type of training as well as the organization of the training functions. - The process of strategic training and development is discussed. It explains how different strategies (concentration, internal growth, external growth, and disinvestment) influence the goals of the business and create different training needs. It includes of different models of the training functions. - As training makes a greater contribution to achievement of business strategies and goals, the business-embedded and corporate university models will become more prevalent. **LEARNING OBJECTIVES** *After studying this chapter, you should be able to:* - Discuss the role of organization analysis, person analysis, and task analysis in needs assessment. - Identify different methods used in needs assessment and identify the advantages and disadvantages of each method. - Discuss the concerns of upper-level and mid-level managers and trainers in needs assessment. - Explain how person characteristics, input, output, consequences, and feedback influence performance and learning. - Create conditions to ensure that employees are receptive to training. - Discuss the steps involved in conducting a task analysis. - Analyze task analysis data to determine the tasks in which people need to be trained. - Explain competency models and the process used to develop them. **INTRODUCTION** This chapter covers the needs assessment process, the various levels, approaches, and issues. The chapter thoroughly describes organizational level analysis, person analysis and task analysis and what each entail. The section on person analysis breaks it down into the factors that influence individual performance and motivation, including basic skills, abilities and self-efficacy of the individual; inputs; outputs; consequences or rewards; and feedback. The section on task analysis also goes into detail regarding tasks and the knowledge, skills and abilities required to perform tasks, as well as describing the steps of a task analysis. The participants of needs assessment, and what each player contributes is also discussed. Further, the various methods of needs assessment are described, as are their strengths and weaknesses, giving the reader the information needed to choose an appropriate method(s) to gather information. Overall, this chapter provides the information needed to develop a general understanding of the needs assessment process and the factors to consider in collecting appropriate information and choosing appropriate methods to collect it. **A. Needs Assessment** Needs assessment refers to the process of determining learning needs and opportunities and whether training is necessary. Also, a systematic process for determining and addressing needs, or \"gaps\" between current conditions and desired conditions or \"wants There are three levels of analysis: 1. **Organizational analysis** involves determining the appropriateness of training, given the company's business strategy, resources, and managerial and peer support for training. 2. **Person analysis involves** - Determining whether performance deficiencies are due to a lack of knowledge, skills or abilities, to problems with motivation, or work design. - Identifying who needs training. - Determining employees' readiness for training. 3. **Task analysis** involves identifying the important tasks performed as well as the knowledge, skills and behaviors that are required to perform those tasks. **B. Why is needs assessment necessary?** - Training maybe incorrectly used as a solution to a performance problem - Training programs may have the wrong content, objectives, or methods - Trainees may be sent to training programs for which they do not have the basic or prerequisite skills - Training will not deliver the expected learning; behavior change or financial results that the company expects - Money will be spent on unnecessary programs The needs assessment process produces information related to who needs training; what they need to learn (i.e., what tasks and knowledge, skills, and behaviors to emphasize); and what the climate is in the company. Needs assessment is the first step in the instructional design process. Reasons or "pressure points include:" legislation, lack of basic skills, poor performance, new technology, customer requests, changes in customer preference, job redesign, new products, higher performance standards, and new jobs. Outcomes of the needs assessment process include: *what trainees need to learn, who receives training, the type of training needed, frequency of training, buy versus build training decision, other options instead of training such as selection or job redesign*. C. **Who Should Participate in Needs Assessment?** 1\. Who initiates the Identification of training needs? - **Managers** -- recognize needs due to department performance results, individual performance appraisals, future plans, new equipments & systems - **Employees** -- to improve current performance or to prepare for other jobs - **Staff department** -- from activities such as employee opinion surveys, exit interviews, succession planning, budget reports etc. - **Training employees** -- Through training courses & performance surveys - **External Consultants** -- As part of organizational study projects, performance assessments **2. Initiating the Identification of Training needs** - A published procedure Requisition forms from anyone in the organization - An Annual survey Conducted by training department - Requirement that all appropriate activities like performance reviews, purchase of new equipment, employee opinion surveys include communication to the training function of any possible training needs **3. Who should participate in Needs Assessment?** - The tasks to be performed. - Knowledge, skills and abilities required to perform tasks effectively. - The necessary equipment. - Conditions under which tasks will have to be performed. 4. **Managers, employees and trainers should be involved in the needs assessment** - Upper-level managers can assess the role of training related to other human resource functions and can determine whether training is related to the company's business strategy. - Mid-level managers are more concerned with the influence of training on the attainment of their units' financial goals; how much of their budgets to devote to training; who should receive training; and for what jobs. - Trainers are primarily interested in needs assessment to provide them with information that they need to administer, develop, and support training programs. C. **Methods Used in Needs Assessment** 1. **Observation** involves analyzing employees' job performance by watching them directly. a. Advantages include generating contextual data; and minimal interruption of workflow. b. Disadvantages include the need for a skilled observer; and the effect that observing may have on employees' performance. 2. **Questionnaire**s are a paper and pencil or on-line instrument that asks employees questions regarding their work, their coworkers, the work environment, etc. a. Advantages include the low cost; the ease of collecting data from a large number of individuals; and obtaining data that is typically easy to summarize. b. Disadvantages include the time requirement; and possible low return rates or inappropriate answers. 3. Interviewing involves asking questions typically face-to-face and one-on-one to gather data, although interviews can also be conducted with a group. Focus groups are a type of SME interview that involves a face-to-face meeting with groups of SMEs in which the questions that are asked relate to specific training needs. a. Advantages include that this is a good means of uncovering feelings and causes and solutions for problems. b. Disadvantages include the large amount of time required; the need for a skilled interviewer; and the difficulty in analyzing or summarizing the data collected. 4. **Focus groups** are a type of SME interview that involves a face-to-face meeting with groups of SMEs in which the questions that are asked relate to specific training needs. a. Advantages: Useful with complex and controversial issues that one person may be unable or unwilling to explore; questions can be modified to explore anticipated issues. b. Disadvantages: Time-consuming to organize; group members only provide information they think you want to hear. 5. **Documentation** (Technical manuals and records) are printed materials about company performance, technology, tasks, the business environment, etc., which can be used as a source of information for needs assessment. a. Advantages include the objectivity and large amount of information that can be obtained; and they are a good source of task information. b. Disadvantages include the highly technical nature and language of some of these sources; and the materials may be obsolete. 6. **Online technology** (documentation) is available to monitor and track employee performance. 1. Advantages include objective report of behaviors, quickly summarization of date into reports, does not require a SME, and minimizes work interruptions. 2. Disadvantages include it is suitable for only a small number of jobs and to be effective managers need to ensure that the information is used to train and not to punish employees. 6. **Benchmarking** is often used by companies to determine best practices. This information is summarized and shared with participating companies. E. **The Needs Assessment Process** a. The **company's strategic direction** influences training to the extent that, in companies where training plays a significant strategic role, more money is invested in training and the training function is more likely to be structured as a virtual training organization or a corporate university. b. **Support of Managers and Peers for Training Activities is critical.** - A key factor is a positive attitude among peers and managers about participation in training. - Another key factor is managers' and peers' willingness to help create opportunities to use new skills, knowledge, and behaviors back on the job and to make trainees aware of those. c. **Training resources**, including money, time and expertise, need to be identified in the organizational analysis phase. - When external consultants will be used for training, a **request for proposal (RFP)**, or a document outlining to potential consultants what services the company is seeking, the timeline, funding, etc., may be made. This creates a standard set of criteria upon which to evaluate consultants. - Questions to ask vendors and consultants include: What type of experience does your company have? What are the qualifications and expertise of your staff? What evidence do you have that your programs have been effective? - When choosing an external consultant, it is important to consider how customized the training will be to one's company. Person Analysis helps to identify who needs training by examining whether current and expected performance match. ----------------------------------------------------------------------------------------------------------------- a. - Employees have the ability, attitudes, beliefs, and motivation to learn - The work environment will maximize learning. - Performance improvement needs are indicated by customer complaints, low performance ratings, accidents, errors and unsafe behavior. b. - **Person characteristics**, including knowledge, skill, abilities, attitudes and motivation. - **Input**, or the instruction and resources provided. - **Output**, which refers to the job's performance standards. - **Consequences**, referring to the incentives employees receive for performing well. - **Feedback**, or information employees receive while they are performing about their performance. c. **Person characteristics** a. **Basic skills** are those that are necessary for employees to perform successfully on the job as well as learn the content of training. A literacy audit can be used to indicate employees' basis skill levels (see Table 3-5, p. 104). a. **Cognitive ability,** related to successful job performance, includes three dimensions: 1. Verbal comprehension, which is an individual's capacity to understand and use written and spoken language. 2. Quantitative ability is how fast and accurately one can solve mathematical problems. 3. Reasoning ability is the person's capacity to create solutions to problems. c. **Reading ability** is related to job performance and training success such that inadequate reading ability impedes performance and learning. Training material should be presented at an appropriate reading level for the trainees. 1. The difficulty of written materials is referred to as **readability**. 2. Readability can easily be determined by analysis of sentence length and word difficulty. 3. If reading ability doesn't match what is needed to comprehend training materials, it should be determined if audiotape or videotape could be used instead; employees' reading skills could be assessed and those lacking the necessary skill could be reassigned to more appropriate positions; or provide remedial training to those with reading deficiencies. d. **Self-efficacy** is the employee's belief that he/she can successfully perform on the job or master the content of a training program. It can be increased by: 1. Letting employees know that the purpose of the training is to improve performance rather than reveal incompetencies. 2. Providing as much information as possible about the training program and its purpose prior to the training. 3. Showing employees the training success of their peers. 4. Making employees aware that learning is under their control and that they have the ability as well as the responsibility to overcome learning obstacles they experience. e. Awareness of training needs, career interests, and goals helps employees be motivated to learn. The link between training and areas where employees need to improve should be emphasized. 4. **Input** relates to the instructions that guide employees on how, what and when to perform. a. **Situational constraints** include lacking the necessary tools and equipment, materials and supplies, budgetary support, and time to perform. b. **Social support** is the managers' and peers' willingness to provide feedback and reinforcement and to provide opportunities. a. To ensure that the work environment supports trainees' motivation to learn: 1. Provide materials, time, information, and work aids necessary for employees to use new skills before the training begins. 2. Speak positively about the company's training initiatives to employees. 3. Reinforcement employees' using new skills, knowledge or behaviors. 4. Provide feedback to encourage work-group members to support each other in using new skills and behaviors. 5. Provide the time and opportunities to practice and apply new skills and behaviors. 5. **Output** refers to the job's performance standards. a. Lack of awareness of performance standards may result in substandard performance. b. Understanding the need to perform up to standards is important for learning to occur. 6. **Consequences** are the incentives that employees receive for good job performance. a. If employees don't believe reward or incentives are adequate, they may not be motivated to perform, even if they have the necessary knowledge, skills, and abilities. b. Trainees' motivation to learn can be enhanced by communicating the them the job, personal and career-related benefits of learning. c. Unmet expectations about training programs will hinder motivation to learn. d. Work group **norms** may encourage employees not to meet performance standards. **Norms** refer to accepted standards of behavior for work-group members. 7. **Feedback** is the information employees receive regarding their job performance and whether they are meeting performance standards a. Employees need specific, detailed feedback regarding performance. b. Feedback also needs to be frequent to influence performance. 8. If employees lack the knowledge and skill to perform and other factors above are in place, training is likely needed. To determine if training is the best solution, assess whether: - The performance problem is important and could potentially cost the company significant money or lost production. - Employees do not know how to perform effectively. - Employees cannot demonstrate the correct knowledge or behavior (i.e., an input problem). - Performance expectations (input) are clear and there are no obstacles to performing well. - There are positive consequences for good performance, and poor performance is not rewarded. - Employees are receiving timely, relevant, specific, constructive feedback about their performance. - Other solutions, such as job redesign or transferring employees to other jobs, are not feasible or are too expensive. **Task analysis** results in a description of tasks performed on a job as well as the knowledge, skills and abilities required to perform those tasks. a. A **job** is a specific work position involving and requiring the completion of a defined set of related tasks. b. A **task** is a specific work activity that is a component of a job. c. Certain **KSAOs**, or Knowledge, Skills, Abilities and Other considerations, are required to perform each task. - **Knowledge** includes facts, figures, and procedures. - **Skill** is the competency to perform a task - **Ability** refers to the physical and mental capacities required to perform a task. - **Other** considerations include conditions under which tasks are performed, such as necessary equipment and environmental features, time constraints, safety considerations, or performance standards. - A job or cluster of jobs are selected to be analyzed. - A preliminary list of tasks performed on the job is developed by interviewing and observing employees and managers as well as talking with others who have performed a task analysis. - The preliminary list of tasks is validated or confirmed, typically by asking a group of subject matter experts (SMEs) to indicate 1. How frequently the task is performed. 2. How much time is spent performing the task. 3. How important or critical the task is for successful job performance. 4. How difficult the task is to master. 5. Whether performance on the task is required of entry-level employees. - The knowledge, skills and abilities required to successfully perform each task are identified via interviews or questionnaires. Training content and prerequisites can then be determined. d. Key points to remember when conducting a task analysis (see Table 3-7, p. 117): - Task analysis should determine both what employees are actually doing on a job and what they should be doing. - Task analysis starts by breaking jobs into their subunits of duties and tasks. - Use more than two methods for collecting task information to increase the validity of the analysis. - Information should be gathered from subject matter experts (SMEs), including job incumbents, managers and other employees familiar with the job. - Emphasis should be placed on tasks that are necessary to achieve company goals and objectives, which may or may not be the same tasks that are the most difficult or time-consuming. F. **Competency Models:** A. A **competency** refers to areas of personal capability that enable employees to perform their jobs successfully by achieving outcomes or completing tasks. It can be knowledge, skills, attitudes, values, or personal characteristics. B. A **competency model** identifies the competencies necessary for job performance and the underlying knowledge, skills, behavior and personality characteristics (see Table 3-8, p. 114). It is used to identify training needs by comparing current competencies to those required by the job. C. To identify competencies and develop competency models: a. b. c. d. e. **CHAPTER SUMMARY** - The important needs assessment phase of the training and development process. A fundamental knowledge of assessing needs, the factors to consider, information to collect, and means of collecting it is essential. - The first step in a successful training effort is to determine that a training need exists. Provided a sound and thorough discussion of the three levels of analysis, i.e., organizational, person, and task, and what each entails. It brought to light the various players in needs assessment and the role of each. - Methods of data collection for assessing needs were presented, along with the strengths and weaknesses of each. Finally, competency models and the steps to develop them were described **LEARNING OBJECTIVES** *After studying this chapter, you should be able to:* - Discuss the five types of learner out comes. - Explain the implications of learning theory for instructional design. - Incorporate adult learning theory into the design of a training program. - Describe how learners receive, process, store, retrieve, and act upon information. - Discuss the internal conditions (within the learner) and external conditions (learning environment) necessary for the trainee to learn each type of capability. - Be able to choose and prepare a training site. - Explain the four components of program design: course parameters, objectives, lesson overview, and detailed lesson plan. **INTRODUCTION** To facilitate training effectively, it is critical to understand learning and how it occurs. In this chapter, learning is defined and specific learning outcomes, e.g., intellectual skills and motor skills, are described. Major theories of learning and motivation are presented and their applicability to and implications for training are discussed. Goal orientation, mastery orientation, and performance orientation are explained in the chapter. The basic learning strategies of rehearsal, organizing, and elaboration are discussed. Learning processes are described as well as the implications of these processes for instruction. Generational differences were explained in the chapter. Major implications of andragogy or adult learning are explained in the chapter. Finally, this chapter outlines considerations in designing effective training programs, in terms of facilities, seating arrangements, and program design. A. **Learning** is defined as a relatively permanent change in human capabilities that is not a result of growth processes. ### Specific learning outcomes include 1. 2. 3. 4. 5. B. 1. a. **Positive reinforcement** involves positively rewarding desirable behaviors. b. **Negative reinforcement** means removing an unpleasant outcome to promote desirable behaviors. c. **Extinction** involves withdrawing positive or negative reinforcers to eliminate a behavior. d. **Punishment** involves decreasing a behavior by presenting an unpleasant outcome after the behavior. e. The training implications of Reinforcement Theory include the importance of the trainer knowing which outcomes a learner finds positive and which are negative. f. Behavior modification is a training method that is based on reinforcement theory by reinforcing appropriate behaviors. g. Different schedules of reinforcement include ratio schedules and interval schedules. Ratio schedules include: fixed-ratio, continuous reinforcement, and variable ratio. Interval schedules can be either fixed or variable. 2. a. Learning is also influenced by **self-efficacy**, which is an individual's belief that he/she can successfully learn knowledge and skills and is an important factor in the readiness to learn. A person's self-efficacy can be increased several ways: - **Verbal persuasion** means offering words of encouragement to convince others they are capable of learning. - **Logical verification** means creating a perceived relationship between a new task and a task already mastered. - **Modeling** is having employees who have mastered the learning outcomes demonstrate them for trainees. - **Past accomplishment** means letting employees build a history of successful accomplishments. b. The theory suggests there are four processes involved in learning: - Attentional processes must occur, for individuals cannot learn by observation unless they are aware of the important aspects of the model's performance. They are influenced by characteristics of the model and the learner. - Retentional processes are involved so that the learner can remember the behaviors or skills they observe and can recall them when appropriate. - Reproductional processes involve the learner trying to reproduce the behaviors or skills observed. - Learners are more likely to adopt the modeled behavior if it results in positive outcomes. 3. a. Goals influence behavior by directing energy and attention, sustaining effort over time and motivating the person to develop strategies for goal attainment. b. Specific, challenging, but not impossible, goals result in better performance than vague, non-challenging goals. c. Goals lead to high performance when one is committed to them. d. In training, goal setting theory suggests that learning can be effectively facilitated by setting specific, challenging goals and objectives with learners. e. **Goal orientation** refers to the goals held by a trainee in a learning situation. This is believed to affect the amount of effort a trainee will expend in learning (motivation to learn). Goal orientation can include: - **Learning 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. 4. a. Maslow and Alderfer's need theories focused on physiological or basic and safety needs, relatedness needs, and self-growth needs. Both believed that individuals are at first motivated to satisfy lower-level (i.e., physiological) needs, then progress up to higher-level needs. b. McClelland's Need Theory focuses primarily on the needs for achievement, affiliation and power, all of which can be learned. c. Need theories suggest that trainers should attempt to understand learners' needs and explain how the training will help them meet their needs. 5. a. **Expectancy**, similar to self-efficacy, is the link between trying to perform and actually performing. b. **Instrumentality** is the belief that engaging in a behavior (e.g., attending training) will result in the desired outcome (e.g., mastering the behavior or skill). c. **Valence** is the value that one places on that outcome. d. In a training context, expectancy theory says that learning is best facilitated when trainees believe they can master the knowledge or skill, when learning is linked to outcomes such as improved job performance or a pay raise, and when the trainees value the outcomes they perceive. 6. **Adult Learning Theory** also called **Andragogy**, as opposed to pedagogy or the theory of educating children, is the model of how adults learn. a. - Adults have the need to know why they are learning something. - Adults have a need to be self-directed in their learning. - Adults bring more work-related experiences into the learning situation. - Adults enter into a learning experience with a problem-centered approach to learning. - Adults are motivated to learn by both extrinsic and intrinsic motivators. b. 7. **Information Processing Theory** (see Figure 4-3, p. 134) proposes that information taken in by the learner undergoes several transformations in the brain: A message is received by the senses; registered; stored in short-term memory; transformed to be stored in long-term memory; and a response to the information is organized. This model highlights how external events, such as the following, influence learning: a. Changes in the intensity or frequency of the stimulus that affect attention. b. Informing the learner of the objectives establishes an expectation. c. Enhancing perceptual features of the material (stimulus) draws the attention of the learner to certain features. d. Verbal instructions, pictures, diagrams, and maps suggest ways to code the training content so that it can be stored in memory. e. A meaningful learning context (e.g., examples, and problems) creates cues that facilitate coding. f. Demonstration or verbal instructions help organize the learners' response as well as facilitate the selection of the correct response.  C. 1. a. **Expectancy** refers to the mental state, including motivation to learn, basic skills and an understanding of the purpose of the instruction, that learners bring to the instructional process. b. **Perception** is the ability to organize messages from the environment to be processed and acted upon. c. In **working storage**, rehearsal and repetition of information occur so that material can be coded for memory. d. **Semantic encoding** is the actual coding process of incoming messages in preparation for storage in long-term memory. 2. a. **Retrieval** refers to the identification of learned material in long-term memory to influence performance. b. **Generalizing** is the ability to adapt what is learned to use in similar but not identical situations. c. **Gratifying** refers to the feedback the learner receives as a result of using what is learned. 3. a. The **diverger** uses concrete experience and reflective observation. A **diverger** tends to be interested in people, culture, and the arts. b. An **assimilator** uses abstract conceptualization and also reflective observation. An **assimilator** is good at inductive reasoning, creating theoretical models, and combining disparate observations into an integrated explanation. c. A **converger** uses abstract conceptualization and active experimentation, and prefers dealing with technical tasks rather than interpersonal issues. d. An **accommodator** uses concrete experience and active experimentation, and is good at implementing decisions, carrying out plans, and getting involved in new experiences. 4. 5. a. b. - A statement of what the employee is expected to do or know (i.e., performance). - A statement of the quality or level of acceptable performance (i.e., criterion). - A statement of the conditions under which the learner is expected to perform the desired outcome (i.e., conditions). c. d. 1. 2. 3. 4. 5. e. 1. 2. 3. f. g. a. h. a. b. D. External conditions are processes in the learning environment, such as appropriate physical equipment as well as opportunities for practice, feedback and reinforcement, that are necessary for learning to occur. ================================================================================================================================================================================================================== E. 1. The **training site** is the physical space in which the training will be conducted. An effective training site a. Is comfortable and accessible. b. Is quiet, private, and free from interruptions. c. Has adequate space for learners to move comfortably in; offers adequate work space; allows learners to see each other, the facilitator and the visuals and materials well; 2. Details to be considered in the training room: a. Seating arrangements of the training site should be based on the desired type of trainee and trainee-trainer interaction - Fan-type seating enables trainees to see the facilitator and each other from each point, they can switch to group activities easily, and they can communicate easily with each other. - A conference-type arrangement, on the other hand, is effective for total group discussion with no small-group activities and limited presentation. - The horseshoe arrangement is appropriate when the training requires both presentation and total-group instruction and interaction. F. **How Trainers Can Make the Training Site and Instruction Conducive to Learning** ### A trainer can take several steps to make the room and instruction conducive to learning. a. - - - b. c. d. ### Program design a. b. - **Program objectives** are broad summary statements of the purpose of the program - **Course objectives or lesson objectives** are goals for the course or lesson and are more specific than the overall program objectives. c. d. **CHAPTER SUMMARY** - Training is the facilitation of learning in the workplace. Learning must occur for training to be effective. It defines learning and highlights some major theories of learning, including reinforcement theory, social learning theory, goal setting theory, need theories, expectancy theories, adult learning theory and information processing theory. - The learning process, involving internal processes and external processes, was discussed as was the basic process of instructional design. Important elements of instruction include making the learner aware of why he/she should learn, making the content meaningful, providing opportunities for practice and feedback, a logical program and an environment conducive to learning. - Schedules of reinforcement, processes of learning, external instructional events, and forms of instruction were also presented in the chapter. Finally, the chapter addresses the preparation of the training site and program design, including developing course parameters, program and course objectives, a lesson plan overview and a detailed lesson plan. **REFRENCES** **Book/s:** Noe, R. (2010). *Employee Training and Development fifth edition. 1221* Avenue of the Americas, New York, NY 10020. McGraw-Hill Companies, Inc. **Websites:** Learn Upon (2019). About the ADDIE Model. Retrieved on July 22, 2020, from the website: About Rubrics on narrative report. Retrieved on July 23, 2020, from the website: Dictionary.com. About concentration strategy. Retrieved on July 23, 2020, from the website: Rubric Campus (2020). About rubrics. Retrived July 24, 2020. from the website: