Introduction to Employee

Training and Development

Chapter 1
6th Edition
Raymond A. Noe
McGraw-Hill/Irwin Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved.
Training and Development: Key Components of
Learning
Learning: Acquiring knowledge, skills,
competencies, attitudes, or behaviors
Training: Facilitates learning job-related
competencies, knowledge, skills or behaviour
Development
Future focused
Includes:
Formal education
Job experiences
Relationship
Assessments of personality, skills, and abilities

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Training and Development: Key Components
of Learning
Formal training and development
Programs, courses, and events that are developed and
organized by the company

Informal learning
Learner initiated
Occurs without a trainer or instructor
Motivated by an intent to develop
Does not occur in a formal learning setting
Breadth, depth, and timing is controlled by the
employee 1-3
Figure 1.1-The Business Role of Training and Development

Informal
Formal Training & Learning
Employee
Development

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Training and Development: Key Components of
Learning
Explicit knowledge
Well documented, easily articulated
Easily transferred from person-to-person
Primary focus of formal training
Easy to access

Tacit knowledge
Personal knowledge based on individual experiences
Difficult to codify
Result of informal learning
Unsaid, Untaught, Intuitive
Difficult to access
Lost with person
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Designing Effective Training
Training design process
Systematic approach for developing training programs
Based on Instructional System Design (ISD)
ADDIE model- Analysis, design, development,
implementation, and evaluation
Should be systematic yet flexible to adapt to business
needs

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 Figure 1.2 - Training Design Process
ISD MODEL
3. Creating a Learning
1. Conducting Needs Environment
Assessment 2. Ensuring Employees’
Readiness for Training Learning Objectives
Organizational Analysis’
Attitudes and Motivation Meaningful Material
Personal Analysis
Basic Skills Practice
Task Analysis
Feedback
Community of Learning
Modeling
Program Administration
5. Developing an Evaluation Plan 4. Ensuring Transfer of Training
Identify Learning Outcomes Self-Management
Choose Evaluation Design Peer and Manger Support
Plan Cost-Benefit Analysis

7. Monitoring and Evaluating the

Program
6. Selecting Training Method
Conduct Evaluation
Traditional
Make Changes to Improve the Program
E-Learning

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ADDIE MODEL

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Designing Effective Training
Flaws of the ISD model
Step by-step approach is rarely followed in real life
Necessary requirement of trainers adds time and cost
Implies an end point: evaluation
May lead to assumption that training is the best and only
solution

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 Table 1.1 - Forces Influencing Working
and Learning
• Economic cycles
• Globalization
• Increased value placed on intangible assets and human
capital
• Focus on link to business strategy
• Changing demographics and diversity of the workforce
• Talent management
• Customer service and quality emphasis
• New technology
• High-performance work systems
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Globalization
Offshoring: Process of moving jobs to other
locations in the world
Advantage
Lower labour costs
Disadvantage
Possibility of low standards of health and safety
Lack of necessary skills to perform the job

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Increased Value Placed on Intangible Assets and
Human Capital
Implications of intangible assets and human
capital
Focus on knowledge worker
Who contribute not through manual labor but through what they
know
Employee engagement
Degree to which employees are fully involved in their work
Strength of employee engagement
Attitude or opinion surveys measure level of engagement

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Increased Value Placed on Intangible
Assets and Human Capital
Human capital:
Knowledge (know what)
Advanced skills (know how)
System understanding and creativity (know why)
Motivation to deliver high-quality products and services (care why)

Refers to employees
Attributes
Life experiences
Knowledge
Inventiveness
Energy and enthusiasm
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Increased Value Placed on Intangible
Assets and Human Capital
Customer capital: Value of relationships with
persons or other organizations
Social capital: Relationships in the company
Intellectual capital: Codified knowledge that
exists in a company

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Table 1.2 - Examples of Intangible Assets
Human Capital
• Tacit knowledge
• Education
• Work-related know-how
• Work-related competence
Customer Capital
• Customer relationships
• Brands
• Customer loyalty
• Distribution channels
Social Capital
• Corporate culture
• Management philosophy
• Management practices
• Informal networking systems
• Coaching/mentoring relationships
Intellectual Capital
• Patents
• Copyrights
• Trade secrets
• Intellectual property
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Increased Value Placed on Intangible Assets
and Human Capital
• Continuous learning
• Learning organization
– Culture of lifelong learning
– Enables all employees to continually acquire and share
knowledge
– Requires financial, time, and content resources

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 Changing Demographics and Diversity of
the Work Force
Increase in racial and ethnic diversity
Ethnically and racially diverse labour force
Increased participation of minorities in the work force
Aging labour force
Increased work-force participation of individuals 55
years or greater
Generational differences

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 Changing Demographics and Diversity of
the Work Force
To manage diversity managers and employees must be
trained in:
Communicating effectively
Coaching, training, and developing
Providing performance feedback that is free of stereo types
Recognizing and responding to generational differences
Allowing employees of all backgrounds to be creative and
innovative

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 Talent Management
Systematic, planned, and strategic effort by a
company
To attract, retain, develop, and motivate highly skilled
employees

 Involves
acquiring and assessing employees
learning and development
performance management, and compensation

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Talent Management
Is important due to:
Changes in demand for certain occupations and jobs
Skill requirement
Anticipated retirement of baby boomer generation
Requirement to develop managerial talent

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Customer Service and Quality Emphasis
Total Quality Management (TQM)
Companywide effort to continuously improve the ways
people, machines, and systems accomplish work
Core values of TQM
Methods and processes designed to meet the needs of
internal and external customers
Every employee receives training in quality
Errors are prevented from occurring rather than being
detected and corrected

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New Technology
Influence on training
Makes training more realistic
Allows flexibility of time and any place
Reduces travel costs
Provides greater accessibility and consistency
Increased ability to access experts and share learning
with others
Creates a learning environment that provides feedback,
self-pacing, and practice exercises
Allows greater use of alternative work arrangements

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 High performance models of work
systems
Work teams
Employees with various skills interact to assemble a product or
provide a service
Cross training
Training employees in a wide range of skills to fill any of the roles
needed to be performed

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 High performance models of work
systems
Virtual teams
Separated by time,
geographic, cultural,
and/or organizational
boundaries
Rely on technology to
interact and complete
their projects

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