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Module Four: Learning and Development

Module overview
This module discusses the purpose of employee orientation, onboarding,
training, and development. It provides a perspective on how adults learn while
considering several methods of training. Finally, it gives insight into
determining whether training is successful.

The module covers three topics:

 4.1: Training Program Design
 4.2: Orientation, Onboarding, and Professional Development
 4.3: Training Evaluation

Module objectives
At the completion of this module, you will be able to:
 Define training.
 Define development.
 Understand the importance of learning styles and adult learning principles
in developing training.
 Explain the purposes of orientation, onboarding, training, and
development.
 Identify on- and off-the-job training strategies.
 Identify key professional development tools.
 Understand the four levels of training evaluation.

4.1 Training Program Design

Learning and development refers to a variety of formal and informal activities
that impart knowledge to employees, provide them with job competencies, and
help to improve their job performance. Training is the process of formally
providing knowledge, skills, and abilities (KSAs) specific to a task or job;
development refers to activities focusing on building employees’ current job
competencies while preparing them for future responsibilities.

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Training teaches employees the basic skills they need to do their jobs.
Learning, of course, occurs on an ongoing basis, with or without formal
training. Training, however, accelerates the learning that is specific to the
needs of the organization. It is intended to close the gaps between an
employee’s current performance and the desired performance. Training is
appropriate to support learning; it may also be a tool to correct some
performance issues.

Training seeks to create a learning climate by adhering to the following:

 Learning is performance-based and tied to business objectives.
 The intent is to improve the employee’s KSAs.
 Importance is placed on how to learn, not just what to learn.
 Facilitators help employees develop critical thinking skills.
 Employees take responsibility for their own learning.

The primary goal of a training program is to support the goals of the

organization and to ensure that employees are effective and efficient in their
jobs. It is not enough that employees gain new KSAs; they must be able to
apply what they learn to improve and sustain good job performance. Work-
related training can be regarded as successful only if the learning transfers to
the job.

Adult Learning Principles and Learning Styles

When designing or selecting learning activities, it is important to consider adult
learning principles and learning styles. Both elements contribute to the quality
of the learning experience.

Adult learning principles

The table below lists some basic principles of adult learning.

These principles provide insight as to how adults learn best and should be the
starting point for the design of training programs.

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Adult Learning Principles Training Applications

 Adults want a focus on “real world”  Show how participants can immediately
issues. transfer the learning back to the job.
 Emphasis on how the learning can be  Apply training to current and future
applied is desired. needs.
 Adult learners will come with goals  Discover the participants’ expectations
and expectations. at the onset of the program and
address those that will not be covered.
 Allow debate and challenge of ideas,  For some participants, this interaction
but adults must be motivated to keep enhances the learning.
disagreements unheated.  Create a safe learning environment.
 Listening to and respecting their  Promote a learning environment that is
opinions is what adults expect. collaborative between the instructor
and the participants.
 Allow participants to receive feedback
from the instructor and each other.
 Adults will wish to be resources to  Allow for planning between the
you and to each other. instructor and the group.
 Take the knowledge and experience of
participants into account.

Learning styles
Learning styles describe the ways individuals learn and how they process ideas.
There are three distinct styles—visual, auditory, and kinesthetic (tactile).

 Visual learners learn best through seeing. These learners need to see body
language and facial expression to fully understand content. They may think
in pictures and learn best from visual displays, including diagrams, slide
presentations, and computer-based training.

 Auditory learners learn best through hearing. Verbal lectures,

discussions, and listening are auditory learners’ preferred methods of
learning. These learners often benefit from reading text aloud or using a
recording device.

 Kinesthetic (tactile) learners learn best through an activity-based

(hands-on) approach. They prefer to actively explore the physical world
around them. They may find it hard to sit still for long periods and may
become distracted by their need for activity and exploration.

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Most adult learners have a preferred learning style but are able to adapt to use
the other, non-preferred styles. Trainers and instructional designers should try to
incorporate all three styles into their courses. Understanding learning styles and
modifying instruction to address all styles helps to increase the retention rate of
adult learners.

Competency Connection

Communication: Listening is a key element of the Communication

competency. When designing training programs, HR professionals
must use active listening to understand the perspectives and needs of
employees. They may also use surveys or other tools to gather
feedback from employees.

Learning activities
The following are types of learning activities that are frequently incorporated
into training programs. Using a well-balanced mix of learning activities that
incorporate various levels of participation is a good way to accommodate all
learning styles. There are no right or wrong learning activities; they depend on
the audience, the trainer, and the content to be covered.

Type Description Useful When . . .

Icebreaker activities Activities used at the beginning of The success of the seminar depends
training to allow a group to get on the trainees’ ability to work
acquainted and to encourage together throughout the event.
involvement and participation. This
type of activity allows for early
engagement of the learners and
helps set the tone for the course.
Lecture The primary purpose of lecture is to There is a great deal of information
provide information. For the most to be disseminated and the learner is
part, the trainer presents not expected to retain the
information via slides or handouts information for the long term.
and communication is primarily one-
way.
Group discussions Trainees take part in small-group The size of the group allows time for
discussions designed to elicit a discussion and trainees are
variety of ideas and viewpoints. In comfortable working together.
many cases, groups are given a
problem and asked to provide an
answer.

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Type Description Useful When . . .

Demonstration Trainees are shown how to perform Trainees will benefit from practicing
a task correctly. They are given in a nonthreatening environment, the
feedback at appropriate steps training environment supports such
throughout the process. practice, and the trainer is skilled in
the task.
Role plays Trainees assume roles and act out The training environment allows
situations related to the job. trainees to take risks and make
mistakes. Trainers are skilled at
providing feedback and identifying
teaching points.
Case studies Case studies are descriptions of Trainees are preparing for a role that
real or hypothetical job situations is new to them—for example, a
that contain information that management or executive role—and
trainees will analyze to understand the cases are relevant to their jobs;
what has occurred and why. Based also useful when there is a skilled
on the information provided, trainer and adequate time to discuss
trainees will formulate responses to and debrief the complexities of the
the situations. cases.
Scenarios Scenarios are similar to case Trainees have sufficient knowledge
studies but are usually fictional and of the concepts behind scenarios to
limited in length and learning describe appropriate responses to
objectives. questions. Trainers are skilled at
providing feedback.
Simulations Simulations are similar to case Trainees have adequate time to
studies but are generally more participate in the simulation and
complex and are highly interactive. when it is important for trainees to
The path of the simulation is often see the link between their decisions
directly tied to the trainee’s and the results.
decisions.

Developing Training Programs

A five-step instructional design process commonly referred to as the ADDIE
model serves as a guide for training program development and implementation.
The steps, followed in order, lead to the development of training programs that
enable the organization to meet its mission, goals, and objectives.

The diagram on the next page visualizes the ADDIE process and provides an
example for each step of the process. The example is based on the development
of a training program for employees who sell replacement cartridges for printers.

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While the ADDIE model is preferred by SHRM, HR professionals should be

aware that other instructional design models may be used. Unlike ADDIE,
which is a linear process, the Successive Approximation Model (SAM)
develops training in multiple design and development phases that are broken
down into small steps. Agile is a version of SAM that emphasizes collaboration
and feedback. In the agile method, design, development, implementation, and
evaluation occur iteratively so that changes can be made quickly.

Types of Training

On-the-job training
On-the-job training (OJT) is training provided to employees at the work site
utilizing demonstration and performance of job tasks. OJT can be highly
structured or informal. Either the employee’s manager or an experienced coworker
assumes the role of trainer. The ultimate effectiveness of the training effort
depends on the trainer’s expertise and the time and personal commitment he or she
gives to the effort. When done well, OJT can be highly effective and can bring a
trainee’s performance up to standards quickly. OJT is the preferred training
method of many organizations because:
 The transfer of learning to the job is enhanced. Training occurs in the job
setting.
 Training is relatively inexpensive. It involves no separate facility and no
professional trainer.
 Trainees are motivated to learn. The relevance of the training is typically
linked to outcomes that will benefit the employee.

A possible disadvantage of OJT is its dependence on the skills and

commitment of the “trainer.” Managers or experienced coworkers who do not
take their role seriously or who have limited time to train the employee often
leave the trainee in a “sink or swim” predicament. If the trainer is ineffective or
if there are too many competing demands on the trainer’s time, the trainee
suffers the consequences.

The following table reviews some of the more common forms of on-the-job
training.

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OJT Method Description

Formal training Usually provided in a classroom or meeting
room at the work location and led by an
instructor, manager, or experienced colleague.
Learner-controlled Usually provided in the form of computer-based
instruction instruction, trainees are able to progress
through this type of training at their own pace.
Apprentice training Trainees work with an accomplished, skilled,
and certified worker to learn their craft. This is
most common in union environments and
skilled crafts (e.g., plumbing, carpentry,
welding).
Shadowing Trainees spend a period of time observing an
experienced employee who performs the work
tasks associated with the requirements of the
job.

Off-the-job training
Off-the-job training occurs away from the actual work site, often in an
organization’s training facility or a hotel conference room. Depending on the
training content and the materials involved, it can be the most economical way
to deliver training to a group of employees.

Advantages include the following:

 The controlled environment ensures that all attending trainees will receive
the same information.
 When they are removed from the daily demands of their jobs, trainees can
focus more fully on the training task.
 Organizations may use professional trainers from outside the organization
who can often enhance the effectiveness of training while introducing
trainees to novel points of view (helping them to think “out of the
organization’s box”).

The main challenge of off-the-job training is to ensure that the design of the
training incorporates methods that will help trainees transfer to the job what
they learn in the classroom.

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Common off-the-job training methods include:

 Workshops.
 Conferences/seminars.
 Simulations.
 Multimedia.
 Case studies and scenarios.
 Role plays and management games.
 Computer- or web-based learning.

Consider . . .

Business Acumen: Your manager has asked you to put together a

budget for the upcoming performance evaluation training sessions that all
employees will attend. This requires you to determine if you will use an
internal or outside trainer. After a thorough needs analysis, you
determine that hiring an outside consultant is the best option. You contact
three possible training companies and request a proposal from each.

4.2 Orientation, Onboarding, and Professional Development

An organization relies on its employees to help meet its goals and objectives.
Through employee orientation, onboarding, and professional development, an
organization ensures that its employees understand the business of the
organization and have the critical skills necessary to work safely and effectively.

Orientation

Orientation is the first step in the formal process of training employees.

Through orientation, employees become familiar with the organization, their
department, their coworkers, and their job. The purpose is to help them become
productive members of the organization as quickly as possible.

The orientation process is often divided into two parts—general orientation and
department orientation. While HR serves as a valued coach/counsel to each
manager, it is ultimately the manager’s responsibility to ensure that employees
understand how they fit into the organizational structure and how they
contribute to the overall success of their department. The illustration below

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