Training and Development

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The Four Levels of Competence
The Four Levels of Competence
Revised
 Inappropriate Application of
Bloom’s Taxonomy-
1. Understanding Staffing as a strategic priority and its need in organizations.
2. Learn and develop the skill pertaining to various techniques of job analysis
and job design
3. Learn competency modelling techniques and understand its critical
importance in staffing
4. Understanding of criticality of sourcing strategy and realizing strategy to
action to have right and best talent to attract and also learn how to build
employer brand
5. Lean and develop skill of creating an efficient and effective recruitment
process, understand various tools analytical, and psychometric assessment
tools
6. Lean various selection techniques and develop the skill of conducting BEI
accurately select the “best fit’ candidate .
7. Understanding the process of making a final decision with respect to
staffing.
8. Understand and appreciate the process of talent turnover and retention
management.
 Appropriate Application of Bloom’s
Taxonomy-
1. understand the concept and relevance of learning and development (L&D)
in talent development (CLO 1);
2. explain the influence of organization’s strategic plan on L&D (CLO 2);
3. apply the ADDIE method of instructional design to design training that
meets the organization’s strategic goals (CLO 3);
4. develop a training objectives and budget (CLO 4)
5. suggest the appropriate method and session plan for learning program
(CLO 5);
6. curate training content to accomplish the learning objectives (CLO 6);
7. develop learning activities that incorporate adult learning principles (CLO
7); and
8. evaluate the effectiveness of training programs in light of the training
objectives established in the needs assessment process and the strategic goals
of the organization (CLO 8).
What do organizations want?
What Guarantees Profit?

Sales generation
Launch of new products

Target niche segments

Innovation in selling
Stronger and effective teams
What Guarantees Sales Generation?
Channel & Brand Management
Market Intelligence

Product Knowledge and Project Management

Sales Management
Information & Communication Technology,
Commercial Acumen
What Guarantees Channel Management?

Channel Rationalization
Dealer Selection

Relationship Management

Network Planning
Training Content & Training Skills
What Guarantees Channel Rationalization?

Demonstrate advanced skills in assessing channel

rationalization alternatives to provide a progressive
policy framework for improving network effectiveness

Applies advanced proficiency in specialized network

planning tools & stimulations required in formulating
network expansion strategies and evaluating options
for selection of best geographical segment

Behaviour
Organizational Performance is based on behaviors of
employees

People Management
is a planned approach
to reinforce desired
behavior and redirect
undesired behavior
People Management

People Management is a planned approach to

managing people effectively for performance.
It aims to establish a more open, flexible and caring
management style so that staff remains motivated,
developed and engaged in a way that they can and
will give of their best to support departments'
missions
Training and Development: Learning Objectives

By the end of this module, students will:

Understand the training process from needs
assessment through evaluation.
Demonstrate mastery by designing,
conducting and evaluating a training
project for an organization.
Introduction to Training
and Development
2009

17
18

TRAINING:

“A method of enhancing human

performance.”

Silberman
 What Is Training and
Development?
 Training:
An organization’s planned effort to facilitate
employees’ learning of job-related
competencies.
 Development:
Formal education, job experiences,
relationships and assessments of personality
and abilities that help employees prepare
for the future.
20
What’s Changed the Emphasis
on Training?
 Globalization.
 Need for leadership.
 Increased value of human capital.
 Link to business strategy.
 Globalization

 Globalization. Many organizations work

across national borders, and cross-culture
training has become a common
occurrence. In addition, many employees
working in the United States come from
other countries; organizational success
requires that all employees understand
cultural and diversity issues.
 Need for leadership
 Successful organizations need effective leaders.
With the aging of the workforce and imminent
retirement of the Baby Boomers, U.S. organizations
are experiencing a shortage of skilled leaders and
a significant need for leadership training. Skilled
leadership affects the entire workforce; numerous
studies indicate that one of the key reasons that
employees leave jobs is because they are
uncomfortable with the working environment
created by their direct supervisor. Leadership
training could reduce turnover at all levels in an
organization.
 Increased value of human
capital
 Intangible assets may be responsible for an
organization’s competitive advantage, and
organizations are recognizing the increased value
of human capital. Employers are therefore more
willing to invest in training.
Link to business strategy
 Instead of being simply a side issue as it was
in the past, training is increasingly linked to an
organization’s business strategy. Training
professionals are expected to design learning
activities to help the organization successfully
implement strategy and reach organizational
goals.
 What’s Changed the Emphasis on Training?
25

 Attracting and retaining talent.

 Customer service and quality.
 Demographics and workforce diversity.
 New technology.
 Economic change.
Strategic Training
2009

26
 Traditional Training
27
 Traditional training:
 Teach employees skills needed for current jobs.
Traditionally, training has not been seen as a priority in
organizations and, consequently, it was a low-budget item. The
idea of training was to teach employees the skills needed for their
current job with the hope that they would apply those new
techniques to their daily activities.
 Low priority = low budget.
 Today, organizations recognize that simple skills training is not
enough. Organizations are increasingly looking to increase the
value of their intangible assets, and many see their human capital
assets as a way to gain an advantage over competitors. This
attitude change is reflected in the increase spending on training,
28 Strategic Training

 Improves performance toward goals.

 Focuses on what is needed and when it is
needed.
 Formal training enhanced by informal
learning.
 Learning supported by the organization.
 Knowledge transfer.
29 Strategic Training

 Strategic training links to the organization’s long-term

planning and focuses on the skills and knowledge
necessary for employees to achieve the organization’s
goals. It consists of both formal, planned learning
activities, such as seminars, workshops and
organization-sanctioned mentoring programs, and
informal learning that takes place through spontaneous
interactions between employees. A great deal of
organizational information is passed on through
employee interactions at the water cooler or during
casual conversations.
 Planned training activities focus on explicit knowledge,
which is transfer of information that can be formalized
and codified. Safety training and employee orientation
are examples of explicit knowledge.
30 Strategic Training

 Employee interaction and casual conversation result in

the transfer of tacit knowledge, which is knowledge
based on individual experience that is impossible to
codify and may even be difficult to explain to others. It is
knowledge an employee gains just by being there over
time. An experienced employee who shows the ropes to
a new employee is likely passing on tacit knowledge.

 Regardless of how it is communicated, to be effective,

learning must be supported by top management.
Management must provide the physical and technical
resources for learning to be accomplished and must
encourage a psychologically supportive environment as
well. Ideally, the organization supports training through
intrinsic and extrinsic rewards.
Ask questions to Develop Strategic T&D Initiatives

What is the vision and mission of the

company?

What capabilities does the company need

as a result of the business strategy and
business environment challenges?

What types of training and development will

best attract, retain, and develop the talent
needed for success?

Which competencies are critical for

company success and the business strategy?
 Grizzly Bear Toys
• Grizzly Bear Toys are a UK-based toy manufacturer producing a limited range
of low-price toys, for example, die-cast toy cars and cheap plastic toys such as
hula-hoops, yo-yos and dolls. In order to compete with low-cost suppliers
from overseas and having so far resisted the pressure to move production
abroad, Grizzly Bear needs to sell their products as cheaply as possible and to
maximize both production and sales volumes. Marketing their toys explicitly
as ‘pocket money’, Grizzly Bear seek to get their products into as many
specialist toy retailers and supermarkets as possible and to exploit the ‘pester
power’ of young children. In order to maintain supply contracts, however,
Grizzly Bear must meet basic standards in respect of safety, quality and
(limited) durability. Grizzly Bear’s primary business imperative in a highly-
competitive market is to keep costs as low as possible and product design is
kept as simple as possible to minimize production costs. Given their relative
success in winning and maintaining supply contracts with a number of large
retailers, Grizzly Bear expend very little effort on developing new or
improving existing products, rather seeking to lower production costs further
and to refresh their lines by altering minor details which do not require
further investment.
 Competitive Strategy – COST LEADERSHIP

Appropriate People Strategy – CONTROL STRATEGY

Appropriate Behaviors – displays cost consciousness, sticks

Grizzly Bear Toys

to the instructions, demonstrates low risk taking, acts

swiftly, focuses quantity than quality etc.,

Associated L&D Practices

One time training for skill development and inculcating
cost consciousness, swiftness, time management
·
 Panda Bear
• Panda Bear is a family-run business which produces high-quality wooden toys
such as train sets, abacuses, and ‘developmental’ toys such as shape-sorters and
puzzles. Panda Bear have recently celebrated their fiftieth birthday and continue to
produce many of the toys that the founder produced when the business first
began trading. The company seeks to produce toys that appeal not only to
children but also parents by evoking nostalgia for ‘simpler’ toys and ones they
might remember from their childhood. Indeed, a central theme of Panda Bear’s
marketing is to remind parents that they would have played with their toys as
children and emphasize their durability and quality. Panda Bear products are
however at the more expensive end of the toy market and tend to be sold in up-
market toy retailers and department stores, but are increasingly stocked in high-
volume toy superstores as the market for such products grows. Despite recent
sales growth and the need to produce higher volumes, management continues
stress the importance of maintaining consistent high-quality through the use of
the best materials and an explicit focus on minimizing defects, supported by high-
quality customer service. Given their ‘nostalgic’ focus and production of ‘old-
fashioned’ toys, Panda Bear do not focus greatly on developing new products but
recognize the need to continually improve on their existing ranges.
 Competitive Strategy – DIFFERENTIATION through Quality

Appropriate HR Strategy –COMMITMENT STRATEGY

Appropriate Behaviors – demonstrates process orientation,

takes low risk, exhibits improvisation, conforms to
Panda Bear Toys

instructions…

Associated L&D Practices

provide opportunities for training inculcating observation
and reflection, quality focus…
trainings on NWGs, TQM, QCs.

·
 Caribou Toys
Caribou Toys is a small but growing ‘workshop’ company producing high quality, exclusive toys –
principally, rocking horses, stuffed teddy animals and doll houses and accessories – often made-to-
order by a limited number of customers. As many of their orders are bespoke, most of their
products are unique or manufactured in small quantities. They are often either hand-made or hand-
finished. Consumers order directly from the company and are typically either toy enthusiasts or
collectors or buying a present for a special event (for example, a christening). As part of their
service, Caribou offer a ‘consultancy’ and design service to meet the exact requirements of their
customers. Specialization ranges from teddy bears embroidered with special messages or markings
to doll houses designed to the exact specification of a customer’s home or a cherished building. The
high quality, custom-made nature of their products, the length of the design and manufacture
process and the high level of customer service provided, often means that products are very
expensive, often running into several thousand pounds. Whilst Caribou’s products appear
traditional, senior management are constantly looking for new avenues in which to take their
business and new products – particularly those that are not being offered in the wider market -
whilst adhering to their central business model and philosophy. Similarly, whilst many of the
techniques use to produce their toys are based on traditional craft skills, Panda Bear often invest in
new production technology and the development of improved design and materials to meet the
exacting standards of their customers.
 Competitive Strategy – FOCUS/ CUSTOMER SATISFACTION

Appropriate HR Strategy – COMMITMENT STRATEGY

Appropriate Behaviors –cooperates with others,

demonstrates creativity, takes risk, displays concern for
Caribou Toys

process and outcome, and exhibits tolerance for

ambiguity.

Associated L&D Practices

provide lots of opportunities for training inculcating
creative thinking, risk taking, quality focus…
·
38 Group Exercise

 Identify your organization.

 Write your organization’s:
 Mission statement.
 Vision.
 Values.

 Conduct a SWOT analysis for your

organization.
 Describe your organization’s business
strategy.
The Training & Development
Process
Strategic Training Training and
Metrics that Show
Business Strategy and Development Development
Initiatives Activities Value of Training

⚫ Mission ⚫ Diversify learning ⚫ Use web-based ⚫ Learning

portfolio training
⚫ Values ⚫ Performance
⚫ Improve customer ⚫ Make development improvement
⚫ Goals planning mandatory
service ⚫ Reduced customer
⚫ Accelerate pace of ⚫ Develop web sites for complaints
employee learning knowledge sharing
⚫ Reduced turnover
Capture and share ⚫ Increase customer
⚫
service training ⚫ Employee
knowledge satisfaction
Training and
Development Process-
Need Assessment
2009

40
 Training and Development
Process
41

1. Needs assessment and analysis.

2. Training program design.
3. Training program development.
4. Implementation and delivery of training.
5. Training evaluation.

 Though different texts may use different terms, these

are the general steps in the training and
development process.
42 Instructional Design
 The ADDIE model of instructional design:
 Assessment.
 Design.
 Development.
 Implementation.
 Evaluation.
The analysis phase is the
foundation of a learning
or training process. The
deliverables of this
phase are the building
blocks for all subsequent
design and development
activities.

Addie Model
Overview of Needs Assessment

1. Gather data to identify needs.

2. Determine needs that can be

met by training intervention.

3. Propose solutions.

4. Calculate potential cost of

training interventions.

5. Choose the training.

6. Implement the training.

45 Needs Assessment

 Needs assessment:
 The process used to determine if training is necessary. This is
the first step in the instructional design model.

 Needs analysis:
 Analysis of the data collected during the needs assessment.
46 Needs Assessment

 Goals of needs assessment:

 Determine whether a training need exists.
 Identify who it exists for.
 Identify what tasks need to be taught.

 Who should participate in needs

assessment:
 Managers (both upper and mid-level managers).
 Subject matter experts (SMEs).
 Job incumbents.
47 Pre-Assessment Activities
 Do we need a needs assessment?
 Training may be the wrong solution.
 We may conduct the wrong training.
 Unnecessary money may be spent on training.

 If so, what’s the triggering event?

 Lack of basic skills.
 Poor performance.
 New legislation.
 New technology.
 New products.
 New jobs.
 Change in performance standards.
You recently joined the customer service department, which has a renewed focus
on helping employees provide an exceptional customer experience intended to
increase business. Opening your email to begin your day, you see an email from a
senior leader with the subject, “Customer Experience Request.” Intrigued, you
open it to find the following:

Good morning,
We have reviewed our annual customer survey results and realize we have an
opportunity to improve the customer experience. To help our employees who
interact with customers, we would like to develop a learning initiative. As you
know, we have various roles that can provide exceptional customer experiences,
so we anticipate this will be a significant project. Aligned with our values of
service, commitment, respect, and excellence and customer service’s value
proposition of helping to increase business, we are interested in creating a
program that develops employees’ customer service skills to provide an ideal
customer experience. This program will prepare employees to change from the
perceived role of order taker to partner.
We anticipate that the program we are requesting will support this new customer
experience strategy, encouraging employees to evolve from order taker to
partner. These employees may already exhibit some behaviors characteristic of a
partner, but based on the survey data, either not enough employees are using
these behaviors or employees are not using them consistently. After the program
rolls out, we hope customer surveys will reflect an improvement in perceiving our
employees as partners. Also, we hope that the employees who go through the
program will see an improvement in their customer relationships. Finally, we
strive for increased business.
Please let me know your thoughts on the next steps.

What are the triggering events?

50 Needs Assessment Process

 Organizational analysis:
 Is training appropriate?
 Does training support the organization’s strategic
direction?

 Person analysis:
 Does employee performance indicate a need for
training?
 Which employees need training?

 Task analysis or competency model:

 What work activities are required to complete a task?
 What knowledge, skills and abilities are necessary to
successfully perform the task?
 Needs Assessment Process

Organizational analysis is used to determine if training supports the

organization’s mission and if there is management support and
adequate resources available to carry out the training. The analysis
is done by gathering information from interviews and focus groups
of managers and training staff. It determines if the training is
appropriate and if the organization will commit to the training.
Source: https://cag.gov.in/en/page-our-vision-mission-values
U N D E R STA N D I N G T H E O R G A N I Z AT I O N

USEFUL TOOLS- PESTLE & SWOT

 SWOT
 Strengths and weaknesses are internal to the organization.
Opportunities and threats are external.

 Strengths describe the positive attributes internal to the organization. It

answers the questions:
 What do you do well?
 What is your advantage in the marketplace?
 What resources do you have?

 Weaknesses are areas that detract from your competitive edge. They
are areas that are within your control but, for whatever reason, are
not being addressed. It answers the questions:
 What does the organization do poorly?
 Where do we need improvement?
 What problems could be avoided?
 Are your employees poorly trained?
 SWOT

 Opportunities are external factors in the marketplace that represent

potential that your organization is not exploiting. It answers the
questions:
 What do our customers want that we are not providing?
 What could we be doing that we are not?
 What trends or changes in the marketplace could we exploit to our
advantage?

 Threats are external factors that are beyond your control and could
put your organization at risk. It answers the questions:
 What are your competitors doing well?
 What obstacles does your organization face?
 Is your market changing in ways that you are unprepared for?
 Needs Assessment Process

The person analysis is conducted once it is determined that the

organization wants to proceed with training. This is an analysis of the
factors that will influence employee performance and learning. It
will identify who needs training and if the employees are ready for
training. If employees lack basic skills, there may be a need for
remedial training to ensure that staff are prepared to learn the
desired organizational skills. For training to be successful, employees
must also have the motivation to learn new skills and the willingness
to transfer the skills learned back to the work environment. Person
analysis determines who needs training and if they have the basic
skills and motivation to learn.
 Needs Assessment Process

A task analysis looks at the activities performed by an employee

and the knowledge, skills and abilities required to complete a task.
A task analysis is a time-consuming and tedious process and should
only be undertaken once the organizational analysis has
determined that the organization intends to engage in training. The
task analysis determines what knowledge, skills and abilities need to
be taught for successful task performance.

A competency model identifies areas of personal capability that

enable employees to successfully perform their jobs. It is used to
identify the knowledge, skills and personal characteristics needed
for successful performance. A job analysis focuses on what is to be
done to accomplish a particular task; a competency model focuses
on how the work is to be done.

(Noe, 2008)
 COMPETENCIES

 First popularized by Boyatzis (1982) with Research

result on clusters of competencies:
“A capacity that exists in a person that leads to
behaviour that meets the job demands within
parameters of organizational environment, and
that, in turn brings about desired results”
 Underlying characteristics that allow people to
effectively perform in a job
(such as knowledge, skills, abilities, motives, traits,
self-concept, and behavior).

Dr. MG Jomon, XIMB

 Competency Framework

 Competency framework is the term

given to complete collection of clusters,
competencies and behavioral
indicators.
EXPERIENTIAL EXERCISE-
EVERYONE’S A STAKEHOLDER

CUSTOMER

MANAGEMENT SERVICE

COUNTER KITCHEN
 BENEFITS

COUNTER KITCHEN DELIVERY & SERVICE MANAGEMENT CUSTOMER

INCREASED ORDERS KITCHEN STEWARD – LOAD DISTRIBUTION MULTI-TASKING – MORE FASTER ATTENTION
ADDITIONAL HELP ROLES

TURNAROUND TIME MORE WORK FOR MORE CUSTOMERS – GROOMED – CRITICAL TIMELY DELIVERY
REDN KITCHEN SATISFACTION – ROLES - SECOND LINE
EFFICIENT SERVICES –
LESS TIME
SCHEDULING - EASE BACKUP FOR HANDLE NEW BRANCH IN HOT AND HYGIENIC
EXIGENCIES THE LONG RUN PIZZAS

INCREASE FOOTPRINT MORE INCENTIVES – INFORM ON TEAM MORE TIME TO GO

/REACH COMPETITIVE THROUGH MENU
ATTITUDE

EFFICIENCY ATTRITION CLEANER

REDUCTION AMBIENCE

SPECIAL ORDERS JOB SATISFACTION –

LESS STRESS –
ENHANCE
COMPETENCY OF
TEAM
CUSTOMER INTERPERSONAL
SATISFACTION RELATIONS –
 PERFORMANCE EXPECTATIONS

COUNTER KITCHEN SERVICE MANAGEMENT CUSTOMER

TAKES MORE FOLLOWS ORDERS SHARES BURDEN OF FOLLOWS DIRECTIONS SHOWS UP

ORDERS GIVEN BY CHEF TEAM-MEMBERS QUICKLY

TAKES ORDERS HANDLES RESPONDS QUICKLY USES COMPANY HANDLES

QUICKLY CONSIGNMENT TO EMERGENNCIES INFRASTRUCTURE CONSIGNMENT
PROPERLY WISELY PROPERLY
DOES NOT PROVIDES TALKS POLITELY TO HANDLES FINANCIAL BEHAVES
MISS/MESS ORDERS CUSTOMER CUSTOMERS TRANSACTIONS COURTEOUSLY
FEEDBACK HONESTLY
WORKS COORDINATES WELL COORDINATES WELL DEVELOPS HANDLES
SYSTEMATICALLY INTERNALLY INTERNALLY KNOWLEDGE OF FINANCIAL
ROUTES & TRAFFIC TRANSACTIONS
HONESTLY

PLANS TRIP WELL SELLS WELL – SUPPORTS TEAM

DEVELOPS PLAYER
COMPETENCIES

STICKS TO TIME REMAINS CALM – HANDLES FINANCIAL

LISTENS TO OTHERS TRANSACTIONS
HONESTLY
COORDINATES WELL COMMUNICATES
 COMPETENCIES

COUNTER KITCHEN SERVICE MANAGEMENT CUSTOMER

ENERGY LISTENING TEAMWORK LISTENING TIME

ORIENTATION

TIME SINCERE TIME HONESTY COURTESY

ORIENTATION ORIENTATION

PLANNING & TEAMWORK COURTESY OWNERSHIP HONESTY

ORGANIZING
TEAMWORK LISTENING TEAMWORK SINCERE

PLANNING & PLANNING &

ORGANIZING ORGANIZING

RESPONSIVE RESPONSIVE
 Competency Framework
Structure
Competency
Clusters CC2 CC3
CC1

etc etc etc

etc etc etc
C1 C2 C3
Closely related competencies

Behavioral Indicators
organized into related groups
Needs Assessment Tools

 Performance tests.
 Questionnaires and surveys.
 Observations.
 Focus groups.
 Interviews.
 Work samples.
 Industry standards.
 Key employee consultation.
 Company reports
 Checklists.
Performance tests assess participants’ application of skills
acquired through training or in the work environment.
Questionnaires and surveys are used to collect standardized
data from a large number of participants.
Observations are used to examine an activity and record what
is seen.
Focus groups explore a topic in-depth with a small number of
participants.
Interviews are used to collect standardized reporting data, in
person or over the phone.
Work samples are examined to determine level of proficiency.
Industry standards provide benchmarks for proficiency levels.
Work records are examined to determine past employee
performance.
Key employee consultation involves interviewing employees
considered key in terms of experience, length of service,
expertise or other criteria.
Company reports and print media analysis provides written
records of archived organization information.
Checklists are used to identify all steps involved in a job task.
Identify the Needs Assessment Tools
You began by examining roles within the organization and realized many employees interact with customers! 123 Bank
has tellers, personal bankers, branch managers, and call center representatives.

Through initial meetings with stakeholders, including supervisors and high-performing employees, you confirmed
your research on roles and realized that this learning initiative should not be role-specific but an organization-wide
effort. To determine the skills necessary to make this new customer experience strategy successful, you followed up on
the customer survey with focus groups and interviews. The needs assessment results yielded these roles, which will
overlay the audience’s banking roles:

Customer experience leaders – Promote "partner" behaviors and support others in embracing these behaviors.
Customer experience agents – Communicate the importance of the "partner" behaviors, modeling the actions in their
areas of the organization.
All other employees who interact with customers – Develop "partner" skills to provide ideal customer experiences.
Before you began designing, you met with the senior leader who requested the learning initiative to present your
findings and determine the desired business outcome. The senior leader had thought the learning would be role-
specific and was excited to see that this initiative should be at a level that overlays roles, making the project even more
significant than initially thought. As you discussed the desired business outcome, the idea of targeting “increased
business” was intriguing. However, you decided that the initial business outcome should connect with the survey
results that sparked interest in customer experience training. The targeted business outcome for the initial rollout is an
increase of two points in customer survey scores. You requested the opportunity to participate in designing the next
customer survey to seek information about how a change from order taker to partner influences increased business.

Your next step is to begin designing the learning initiative.

Identify the Needs Assessment Tools
You began by examining roles within the organization and realized many employees interact with customers! 123 Bank
has tellers, personal bankers, branch managers, and call center representatives.

Through initial meetings with stakeholders, including supervisors and high-performing employees, you confirmed
your research on roles and realized that this learning initiative should not be role-specific but an organization-wide
effort. To determine the skills necessary to make this new customer experience strategy successful, you followed up on
the customer survey with focus groups and interviews. The needs assessment results yielded these roles, which will
overlay the audience’s banking roles:

Customer experience leaders – Promote "partner" behaviors and support others in embracing these behaviors.
Customer experience agents – Communicate the importance of the "partner" behaviors, modeling the actions in their
areas of the organization.
All other employees who interact with customers – Develop "partner" skills to provide ideal customer experiences.
Before you began designing, you met with the senior leader who requested the learning initiative to present your
findings and determine the desired business outcome. The senior leader had thought the learning would be role-
specific and was excited to see that this initiative should be at a level that overlays roles, making the project even more
significant than initially thought. As you discussed the desired business outcome, the idea of targeting “increased
business” was intriguing. However, you decided that the initial business outcome should connect with the survey
results that sparked interest in customer experience training. The targeted business outcome for the initial rollout is an
increase of two points in customer survey scores. You requested the opportunity to participate in designing the next
customer survey to seek information about how a change from order taker to partner influences increased business.

Your next step is to begin designing the learning initiative.

 Team Project: Needs Assessment

Instructions to students: Design the necessary

needs assessment instruments for your
organization. Conduct the needs assessment and
analyze the results. What training needs have you
identified? Who is the training audience? Are there
other issues identified that are not training issues?
What would you suggest to the organization
regarding the non-training issues? Submit your
needs assessment instruments and analyses.
71 Team Project: Needs Assessment

 Design a needs assessment instrument for

your organization.
 What information do you need?
 What methods will you use to do a needs
assessment?
 Discuss your business strategy as identified
in the SWOT analysis and explain how
training aligns with that strategy.
72 Needs Analysis

 Also referred to as a gap analysis:

 Expected performance – What is the ideal? What should be
happening?
 Actual performance – What is actually happening now?

 A needs analysis focuses on the differences

between the way work should be done
and the way work is actually done.
Training Design and
Preparing the Training
Budget
2009

73
Adult Learning
Principles

74
75 Learning

A relatively permanent change

in human capabilities that is not
a result of growth processes.

Noe, 2008
 Adult Learning Principles
76

Learning objectives: By the end of this unit,

students will:

1. Define andragogy.
2. Define learning as a change in behavior
or cognitive process.
3. Describe characteristics of adult
learners.
4. Describe principles of adult learning.
5. Apply principles of adult learning to
training.
©SHRM 2009
Adult Learning Principles

Adult learners are different.

It’s not like working with children.
 Andragogy

 Andragogy: The art and science of helping

adults learn.

Educating adults involves understanding

adult learning principles.

Knowles, 1970
79 Adult Learning Theory

 The andragogy model is based on several

assumptions:
 Adults have the need to know why they are learning
something.
 Adults have a need to be self-directed.
 Adults bring more work-related experience 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.

Noe (2008) pg. 133

Learning Is Change

 Learning is a change in behavior or

cognitive process.

 In training it is a change in
knowledge, skill or attitude.
Characteristics of Adult Learners

 Control over learning.

 High motivation to learn.
 Pragmatic in learning.
 Learning may be a secondary role.
 Resistant to change.
 Adult learners are more diverse.
 Draw on past experiences in learning.
 Learning is often self-initiated.
 Learning is aimed at an immediate goal.

Houle, 1984 Ball, 1996

What Is Learning?

 Learning is a permanent change in human

capabilities that is not a result of the
growth process.

 Learning outcomes: What do we learn?

 Verbal information.
 Intellectual skills.
 Motor skills.
 Attitudes.
 Cognitive strategy.

Noe, 2008
 LEARNING APPROACHES

▪ Behaviourism is a philosophy based on the proposition ▪ In education, behaviourist approaches

that all things which organisms do — including acting, emphasizes changing behaviour through
thinking and feeling—can and should be regarded as rewarding correct performance.
behaviors.

▪ In education, Constructivism approaches

▪ The Constructivism psychologies theorize about and emphasizes active engagement of learners
investigate how human beings create systems for with the conceptual content through
meaningfully understanding their worlds and strategies such as talking (not just
experiences. listening), writing (not just reading),
interaction, problem-solving and other
'active' approaches.

Cognitivism is a theory of learning that focuses on processes of the mind. Cognitivist learning states
that the way we learn is determined by the way our mind takes in, stores, processes, and then accesses
information.
How does learning occur?
Behaviourism Cognitivism Constructivism
▪ Cognitive theories stress the ▪ Constructivism is a theory that
▪ Behaviorism equates learning with
changes in either the form or acquisition of knowledge and equates learning with creating
frequency of observable internal mental structures. meaning from experience.
performance. Learning is Learning is equated with discrete
changes between states of ▪ Constructivists contend that what
accomplished when a proper we know of the world stems
response is demonstrated knowledge rather than with
changes in the probability of from our own interpretations of
following the presentation of a our experiences. Humans create
specific environmental stimulus. response.
meaning as opposed to acquiring it.
▪ Cognitive theories focus on the
▪ Behaviorism focuses on the ▪ Learners do not transfer knowledge
importance of the consequences conceptualization of students’
learning processes and address from the external world into their
of those performances and memories; rather they build
contends that responses that are the issues of how information is
received, organized, stored, and personal interpretations of the
followed by reinforcement are world based on individual
more likely to recur in the future. retrieved by the mind.
experiences and interactions.
▪ Knowledge acquisition is described Thus, the internal representation of
▪ The learner is characterized as
being reactive to conditions in as a mental activity that entails knowledge is constantly open to
the environment as opposed to internal coding and structuring by change; there is not an objective
taking an active role in discovering the learner. The learner is viewed reality that learners strive to know.
the environment. as a very active participant in the
learning process.
Which factors influence learning?
Behaviourism Cognitivism Constructivism

▪ Although both learner and ▪ Cognitivism emphasizes the role that ▪ Both learner and environmental
environmental factors are environmental conditions play in factors are critical to the
considered important by facilitating learning. Emphasis is Constructivism, as it is the specific
behaviorists, environmental placed on the role of practice interaction between these two
conditions receive the greatest with corrective feedback. variables that creates knowledge.
emphasis. Instructional explanations,
▪ Focuses on the mental activities ▪ Constructivists argue that behavior
demonstrations, illustrative examples
of the learner that lead up to a is situationally determined. It is
and matched non-examples are all
response and acknowledges the essential that content knowledge be
considered to be instrumental in
processes of mental planning, goal- embedded in the situation in which it
guiding student learning.
setting, and organizational strategies is used. Every action is viewed as “an
▪ Behaviorists assess the learners to Learners’ thoughts, beliefs, attitudes, interpretation of the current situation
determine at what point to begin and values are also considered to be based on an entire history of previous
instruction as well as to determine influential in the learning process. interactions”.
which reinforcers are most effective
▪ The real focus of the cognitive ▪ It is critical that learning occur in
for a particular student.
approach is on changing the learner realistic settings and that the
▪ The most critical factor is the by encouraging him/her to use selected learning tasks be relevant to
arrangement of stimuli and appropriate learning strategies. the students’ lived experience.
consequences within the
environment.
What is the role of memory?
Behaviourism Cognitivism Constructivism

▪ Memory is not typically addressed ▪ Memory is given a prominent ▪ The goal of instruction is not to
by behaviorists. Although the role in the learning process. ensure that individuals know
acquisition of “habits” is discussed, Learning results when information particular facts but rather that they
is stored in memory in an elaborate on and interpret
little attention is given as to how these information. Memory is always
habits are stored or recalled for future organized, meaningful manner.
under construction as a cumulative
use. ▪ Teachers/designers are responsible history of interactions.
▪ Forgetting is attributed to the for assisting learners in organizing ▪ Constructivism emphasizes the
“nonuse” of a response over time. that information in some optimal flexible use of pre-existing
The use of periodic practice or review way. knowledge rather than the recall
serves to maintain a learner’s readiness ▪ of prepackaged schemas. Mental
Forgetting is the inability to retrieve representations developed through
to respond. information from memory because task-engagement are likely to increase
of interference, memory loss, or the efficiency with which subsequent
missing or inadequate cues needed tasks are performed to the extent that
to access information. parts of the environment remain the
same.
▪ Memory is not a context-
independent process.
How does transfer occur?
Behaviourism Cognitivism Constructivism

▪ Transfer refers to the application ▪ Transfer is a function of how ▪ Transfer can be facilitated by
of learned knowledge in new information is stored in memory. involvement in authentic tasks
ways or situations, as well as to When a learner understands how to anchored in meaningful contexts.
how prior learning affects new apply knowledge in different
learning. contexts, then transfer has occurred. ▪ Appropriate and effective use comes
from engaging the learner in the
▪ In behavioral learning theories, ▪ Understanding is seen as being actual use of the tools in real-world
transfer is a result of composed of a knowledge base in situations. Thus, the ultimate measure
generalization. Situations involving the form of rules, concepts, and of learning is based on how effective
identical or similar features allow discriminations. the learner’s knowledge structure is in
behaviors to transfer across facilitating thinking and performing in
▪ Not only must the knowledge
common elements. the system in which those tools are
itself be stored in memory but used.
the uses of that knowledge as
well. Specific instructional or real-
world events will trigger particular
responses, but the learner must
believe that the knowledge is useful
in a given situation before he will
activate it.
What types of learning are best explained by this position?
Behaviourism Cognitivism Constructivism

▪ Behaviorists attempt to prescribe ▪ Because of the emphasis on mental ▪ There are 3 stages of knowledge
strategies that are most useful for structures, cognitive theories are acquisition (introductory, advanced,
building and strengthening usually considered more appropriate and expert)
stimulus-response associations. for explaining complex forms of
▪ Constructive learning environments
learning (reasoning, problem-
▪ These have generally been proven solving, information-processing) are most effective for the stage of
reliable and effective in facilitating than are those of a more behavioral advanced knowledge acquisition,
learning that involves perspective. where initial misconceptions and
discriminations (recalling facts), biases acquired during the
generalizations (defining and ▪ However, it is important to indicate introductory stage can be discovered,
illustrating concepts), associations at this point that the actual goal of negotiated, and if necessary, modified
(applying explanations), and instruction for both of these and/or removed.
chaining (automatically performing viewpoints is often the same: to
a specified procedure). communicate or transfer knowledge
to the students in the most efficient,
▪ Behavioral principles cannot effective manner possible.
adequately explain the acquisition
of higher level skills that require a
greater depth of processing (e.g.,
problem solving, inference
generating, critical thinking)
89 The Learning Cycle

 The learning cycle is a dynamic process

that involves four specific stages:
 Concrete experience.
 Reflective observation.
 Abstract conceptualization.
 Active experimentation.

 The key to effective learning is to be

competent in each of the four stages.
90 Learning Styles

 Diverger- Generates ideas and understands multiple

perspectives.
 Assimilator- Good at inductive reasoning, can create
theoretical models and explanations.
 Converger- Good deductive reasoning, decision
making and application of ideas
 Accommodator- Involved in new experiences,
implements decisions and carries out plans.
91 The Learning Process

 How do people learn new information?

 Visual.
 Auditory.
 Kinesthetic.
92 The Learning Process

 Learning occurs through both mental and physical

processes:
 Expectancy.
 Perception.
 Working storage.
 Semantic encoding.
 Rehearsal.
 Organization.
 Elaboration.
 Retrieval.
 Generalizing.
 Gratifying.
93 Learning Theories

Reinforcement theory:
People are motivated to perform or
avoid certain behaviors because of
past experience based on that
behavior.
 Positive reinforcement.
 Negative reinforcement.
 Extinction.

How can this theory be used in

training?
94 Social Learning Theory

 People learn by observing other people

(models) they think are knowledgeable
and credible.
 The model’s behavior is adopted.
 Self-efficacy: The individual must believe
he or she iscapable of learning.
 Four processes in learning:
 Attention.
 Retention.
 Motor reproduction.
 Motivation.
95 Goal Theories

 Goal-setting theory:
 Behavior results from a person’s intentional goals and
objectives

 Goal orientation:
 Learning orientation.
 Performance orientation.
96 Need Theories

 A need is a deficiency that a person

experiences at a certain time.
 A need motivates a person to behave in a
way that satisfies the deficiency.
 Need theory suggests that trainers should
identify the trainee needs and
communicate to them how the training will
satisfy that need.
97 Expectancy Theory

 Behavior is linked to three factors:

 Expectancies: The trainee’s belief that increasing effort
will lead to higher performance.
 Instrumentality: The trainee’s belief that performing a
certain behavior will lead to an expected reward.
 Valence: The value that the trainee places on the
reward.

 How does this relate to training?

98 Information Processing Theory

 Information processing theory:

 Information is taken in by the brain.

 Information undergoes transformation.

 Information is encoded into short-term or
long-term memory.
 Information is stored and available for
later retrieval and use.
 Feedback from the environment.
99 Learning Theories

How will you apply these theories

into your training design?
100 Learning objectives: By the end of this unit,
students should be able to:

1. Distinguish goals from objectives.

2. Write SMART goals for training.
3. Align training objectives to meet the needs
of the learners.
4. Write objectives that align with the
organization’s strategic plan.
5. Describe the link between training and
learning domains
101 Setting Training Goals

 Goal: A concise statement of the

purpose or intent of the training.

 Who is the training for?

 What is the training about?
 Why is the training being conducted?

For example, if the organization’s strategic plan indicates that the

organization will expand its facilities across national boundaries within
the next three years, an appropriate training goal may be:

“The training is designed to increase employee understanding of

cultural differences that may be encountered as the organization
expands into other countries.”
102 Setting Training Objectives
 Objective: The results that the
participants will be able to perform at
the end of the training.

 Provides a focus for training design.

 Tells participants what they should know
at the end of the program.
 Assists in knowledge and skills transfer.
 Establishes parameters for evaluation.

Continuing the same example from the previous slide, an appropriate

training objective may be: “At the completion of the training, supervisors
will conduct performance appraisals that reflect the cultural differences
found in employees who are dispersed geographically across the globe.”
103 Training Objectives

 A training objective has three

components:
 Performance outcomes: A statement about what the
employee is expected to do. This is a task or an
observable action.
 Criterion: A statement about the level of performance
that is acceptable.
 Conditions of performance: A statement about the
conditions under which the trainee is expected to
perform.
104 Setting Training Objectives
 Objective: The results that the
participants will be able to perform at
the end of the training.

 Provides a focus for training design.

 Tells participants what they should know
at the end of the program.
 Assists in knowledge and skills transfer.
 Establishes parameters for evaluation.

Continuing the same example from the previous slide, an appropriate

training objective may be: “At the completion of the training, supervisors
will conduct performance appraisals that reflect the cultural differences
found in employees who are dispersed geographically across the globe.”
105 Learning Objectives
106 The Learning Process for Instruction

 To learn effectively, what do employees

need?
 Employees need:
 To know why they should learn.
 Meaningful training content.
 Opportunities to practice.
 To commit training content to memory.
 Feedback.
 Opportunity for observation, experience and interaction
with others.
 Training to be properly coordinated and arranged.
107 Three Learning Domains

 Cognitive
 Psychomotor
 Affective

©SHRM 2009
 Bloom’s Taxonomy / Cognitive

Bloom’s Original

Revised (Anderson &

Krathwohl)
109 Psychomotor Domain

©SHRM 2009
Affective Domain

(Krathwohl and Anderson 2001)

111 Setting SMART Objectives
 Objectives must be SMART:
 Specific: State desired results in detail.
 Measurable: Results must be observable to evaluate
what has been accomplished.
 Action-oriented: Describe the actions the learner will
perform.
 Realistic: Objectives must be attainable.
 Timely: Objectives identify actions the learner can use
immediately.

For example, if the organization’s strategic plan indicates that the

organization will expand its facilities across national boundaries within
the next three years, an appropriate training goal may be:

“The training is designed to increase employee understanding of

cultural differences that may be encountered as the organization
expands into other countries.”
112 Objectives and Learning Domains
 Learning objectives can be written for all
three learning domains:
 Cognitive: Knowledge, mental skills.
 Affective: Attitudes, growth in feelings or
emotional areas.
 Psychomotor skills: Manual or physical skills.
 Writing Learning Goals and Objectives
113

 Write a learning goal for your

training project.
 Write learning objectives that
address the three components of
training objectives and apply to all
three learning domains.
114 The Training Budget

What have we done so far?

We have:
 Examined the strategic plan of our organization.
 Conducted a SWOT analysis.
 Conducted a needs assessment.
 Examined adult learning theories.
 Written SMART training objectives that reflect the
strategic plan of our organization and meet the
learning needs of our employees.
 The Training Budget
115

Management wants to know –

How much is this going to cost?

116 The Training Budget

 Fixed costs:
 Those costs that remain the same no matter how many
individuals participate in the training.
 Instructor’s salary.
 Marketing/information distribution.

 Variable costs:
 Expenses that will vary depending on the number of
participants in the training program.
 Printed hand-outs.
 Lunch for participants.
117 The Training Budget

 Direct costs
 All of the expenses involved in putting together the
training program:
 Course development or purchase.
 Printing.
 Equipment rental.
 Costs of needs assessment.
 Evaluation of training.
118 The Training Budget

Indirect costs:
 Less obvious expenses, not directly related to the
training:
 Overhead.
 Administrative and clerical salaries.
 Employee fringe benefits.
 Productivity loss.
119 Training Costs
 Trainer’s salary.
 Trainee’s salary or wage.
 Materials and supplies for training.
 Consultant’s or contractor’s service fees.
 Travel and living expense for trainer and trainees.
 Equipment costs: Audiovisual and computer.
 Support costs: Hours spent by clerical staff and
managers
 Postage, misc.
 Lost production (opportunity costs).
Training Budget

Organization: Year:
Department: Submitted by:
Annual training allotment:
1st Quarter Training Budget
Description/ Unit
Item Justification Qty. Cost/Rate Total
1 Courseware development $0
2 Courseware purchase 0
3 Certification 0
4 Train-the-trainer 0
5 Hardware purchase 0
6 Facility rental 0
7 Instructional materials 0
8 Technical equipment 0
9 Consulting fees 0
10 Instructor fees 0
11 Content acquisition 0
12 Travel 0
13 Per diem 0
Grand Total $0

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121 The Training Budget

Prepare a training budget for

your project.
Developing the
Training Program
123 Learning Objectives
By the end of this unit, students will:

 Develop training content following instructional system

design.
 Develop training content to attain the learning objectives.
 Scope and sequence content according to the objectives.
 Describe various logical sequencing techniques.
 Develop a lesson plan.
 Create appropriate visuals for presentation.
124 Program Design
 Program design is the organization and
coordination of the training program.

 For learning to occur, training programs

require:
 Meaningful material.
 Clear objectives.
 Opportunities for practice.
 Feedback.
125 Program Design

 Effective program design includes:

 Course parameters.
 Entry skills and behaviors.
 Course objectives.
 Program objective.
 Learning objectives.
 Assessment of learning objectives.
 Detailed lesson plan.
 Structure and sequence of training.
 Evaluation.
 Content Derivation
126

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127 Evaluate Student Learning

Develop tests for student evaluation:

 Link evaluation to learning objectives.
 Evaluation must simulate conditions of performance in
the real world.
 Evaluation provides student feedback.
 Evaluation aids in learning.
128 Evaluate Learning Domains

 Criterion-referenced test:
 Cognitive domain.

 Performance test:
 Psychomotor domain.

 Attitude survey:
 Affective domain.
129 Developing Content: Scope and
Sequence

SEQUENCE
Topic 1 Topic 2 Topic 3 Topic 4
S
Objective 1
C
O Objective 2
P
E Objective 3
Objective 4

©SHRM 2009
130 Sequence

 Job performance order.

 From simple to complex.
 Critical sequence.
 Known to unknown.
 Dependent relationship.
 Supportive relationship.
 Cause to effect.
131 Lesson Plan

 Lesson plan overview.

 Detailed lesson plan:
 Course title.
 Lesson title.
 Lesson length.
 Learning objectives.
 Target audience.
 Prerequisites.
 Room arrangement.
 Materials and equipment needed.
 Evaluation and assignments.
 Wrap-up.
132 Write a Lesson Plan for Your Project
 Visual Aids and Training Activities
133
 Visual aids should:
 Enhance the presentation.
 Summarize main points.
 Add variety.
 Be simple and clear.
 Have lasting effect.
 Illustrate and reinforce complex ideas or
concepts.

Used poorly, visual aids can be a

distraction to an ineffective
presentation.
134 Visual Aids Examples

 PowerPoint slides.
 Overhead transparencies.
 Graphs and charts.
 Pictures.
 Films and video.
 Flip charts.
 Sketches.
135 Handouts

 Handouts can be used for many

purposes:
 Summary of material.
 To extend information beyond what is presented.
 To allow participation during the seminar.
 To involve participants.
 Follow-up material.
136 PowerPoint Basics

 Use a template.
 Use a set font and color scheme.
 Different styles are disconcerting to the
audience.
137 Appropriate Composition

 One major concept per slide.

 Heading for every slide.
 Simple and balanced slides.
138 Maximizing Visibility

 Text must be large enough to be

visible. (this is a 28 point Arial font).

 This is BOLD.

 For comparison, this is a 14 point Times New Roman font.

 Do not make transparencies directly from

pages in books, reports or papers unless they
can be enlarged.
139 Use of Text (6x6 Rule)

Outline of talk only.

Use 6X6 rule:
≈ 6 lines per slide and 6 words to line.

Full sentences not necessary.

Remove articles (the, a, an).
Illustrate concepts where possible.
140 Fonts

 Choose a font that is easy to read.

 Roman and gothic typefaces are easier
to read than Script or Old English.
 Do not use more than one or two font
types.

 Avoid getting carried away

with fonts, colors, and text sizes.
 The Color Wheel
141
 Colors
142

▪ Contrasting or complementary colors are those

separated by another color.
▪ Adjacent colors (next to each other) harmonize.
▪ Colors that are directly opposite from one
another are said to clash.
143 Backgrounds

 White on dark background should not

be used if the audience is more than 20
feet away.
 Having a dark background on a
computer screen reduces glare.

Light text on dark background is very

effective for computer reading.
 Use of Images

 Use one image per slide.

 Use two images to provide contrast, but
make them big.
 Draw arrows if needed for emphasis.
 Do not enlarge small images – they blur.
 Do not distort the image.
 Credit the source.
145 Use of Animation

 Should enhance, not distract.

 Should not kill time.
 Should be subtle.
 Avoid animation schemes.
 Use same transition between slides.
146 Timing and the Number of Slides

 1 slide = 2 – 3 minutes.
 Image slides may take less time.
 Time yourself.
 Leave time for questions.
147 Illustrations

 Use only when appropriate.

 Relate to the message.
 Use simple diagrams.
148 Design Visual Aids for Your Team
Project