introduction-employee training & development
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Introduction to Employee
Training and Development
MODULE 01
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WHAT IS TRAINING?
refers to a planned effort by a
company to facilitate employees learning of
job-related competencies
The is for employees to:
master the knowledge, skill, and behaviors
emphasized in training programs, and
apply them to their day-to-day activities
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HIGH-LEVERAGE TRAINING
Linked to strategic goals and objectives
Uses an instructional design process to ensure
that training is effective
Compares or benchmarks the companys
training programs against training programs in
other companies
Creates working conditions that encourage
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CONTINUOUS LEARNING (1 OF 2)
requires employees to
understand the entire work system including
the relationships among:
their jobs
their work units
the entire company
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CONTINUOUS LEARNING (2 OF 2)
Employees are expected to:
acquire new skills and knowledge
apply them on the job
share this information with other employees
Managers take an active role:
in identifying training needs helping to ensure that employees use training in
their work
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TRAINING AND PERFORMANCE
Emphasis on high-leverage training has been
accompanied by a movement to link training to
performance improvement
Training is used to improve employee
performance
This leads to improved business results
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TRAINING AND PERFORMANCE: TODAYS
EMPHASIS(1 OF 2)
Providing educational opportunities for allemployees
An on-going process of performance improvementthat is directly measurable
not one-time training events
The need to demonstrate the benefits of training
to executives, managers, and trainees
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TRAINING AND PERFORMANCE: TODAYS
EMPHASIS(2 OF 2)
Learning as a lifelong event
senior management, training managers, and
employees have ownership
Training used to help attain strategic business
objectives
helps companies gain a competitive advantage
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FORCES INFLUENCING THE WORKPLACEAND TRAINING: (1 OF 2)
Globalization
Need for leadership
Increased value placed on knowledge
Attracting and retaining talent
Customer service and quality emphasis
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FORCES INFLUENCING THE WORKPLACEAND TRAINING: (2 OF 2)
Changing demographics and diversity of the
work force
New technology
High-performance models of work systems
Economic changes
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ROLES OF TRAINERS
Strategic Adviser
Systems Design and Developer
Organization Change Agent Instructional Designer
Individual Development and Career
Counselor
Coach / Performance Consultant
Researcher
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Learning: Theories andProgram Design
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INTRODUCTION (1 OF 2)
Two conditions necessary for learning to occur:
1. opportunities for trainees to practice
2. meaningful content
For learning to occur it is important to identify
what is to be learned
i.e., to identify learning outcomes
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INTRODUCTION (2 OF 2)
Understandinglearning outcomes is crucial
they influence the characteristics of the training
environment that are necessary for learning to
occur
The design of the training program is also
important for learning to occur
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LEARNING OUTCOMES (1 OF 3)
Includes names or labels, facts, and bodies ofknowledge
Includes specialized knowledge employees need in theirjobs
Include concepts and rulesThese are critical to solve problems, serve customers,
and create products
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LEARNING OUTCOMES (2 OF 3)
Include coordination of physical movements
Combination of beliefs and feeling that pre-dispose aperson to behave a certain way
Important work-related attitudes include jobsatisfaction, commitment to the organization, and jobinvolvement
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LEARNING OUTCOMES (3 OF 3)
Regulate the process of learning
They relate to the learners decision regarding:
what information to attend to (i.e., pay attention to)
how to remember how to solve problems
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LEARNING THEORIES
ReinforcementTheory
Social LearningTheory
Goal Theories
Need Theories
Expectancy Theory
Adult Learning
Theory
Information
Processing Theory
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REINFORCEMENT THEORY(1 OF 2)
Emphasizes that people are motivated to
perform or avoid certain behaviors because of
past outcomes that have resulted from those
behaviors
Positive reinforcement
Negative Reinforcement
Extinction
Punishment
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REINFORCEMENT THEORY(2 OF 2)
From a training perspective, it suggests that forlearners to acquire knowledge, changebehavior, or modify skills, the trainer needs to
identify what outcomes the learner finds mostpositive (and negative)
Trainers then need to link these outcomes tolearners acquiring knowledge, skills, orchanging behaviors
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SCHEDULES OF REINFORCEMENT
Fixed-ratio schedule
Continuous
reinforcement
Variable-ratio schedule
Fixed-interval schedule
Variable-interval
schedule
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SOCIAL LEARNING THEORY(1 OF 2)
Emphasizes that people learn by observingother persons (models) whom they believe arecredible and knowledgeable
Recognizes that behavior that is reinforced orrewarded tends to be repeated
The models behavior or skill that is rewarded isadopted by the observer
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SOCIAL LEARNING THEORY(2 OF 2)
Learning new skills or behavior comes from:directly experiencing the consequences of using
behavior or skills, or
the process of of observing others and seeing the
consequences of their behavior
Learning is also influenced by a persons
is a persons judgment about whether
he or she can successfully learn knowledge andskills
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PROCESSES OF SOCIAL LEARNING THEORY
Match
Modeled
Performance
Attention RetentionMotor
Reproduction
Motivational
Processes
Model Stimuli
Trainee Characteristics
Coding
Organization
Rehearsal
Physical Capability
Accuracy
Feedback
Reinforcement
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GOAL THEORIES
Goal Setting
TheoryGoal Orientation
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GOAL SETTING THEORY(1 OF 3)
assumes behavior results
from a persons conscious goals and intentions
Goals influence behavior by:
directing energy and attention
sustaining effort over time
motivating the person to develop strategies for goal
attainment
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GOAL SETTING THEORY(2 OF 3)
Specific challenging goals result in better
performance than vague, unchallenging goals
Goals lead to high performance only if people
are committed to the goal
Employees are less likely to be committed to a
goal if they believe it is too difficult
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GOAL SETTING THEORY(3 OF 3)
Goal setting theory is used in training programdesign
It suggests that learning can be facilitated byproviding trainees with specific challenging goalsand objectives
The influence of goal setting theory can be seen inthe development of training lesson plans
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GOAL ORIENTATION (1 OF 3)
refers to the goals held by a
trainee in a learning situation
relates to trying to increase
ability or competence in a task
refers to a focus of
learners on task performance and how they
compare to others
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GOAL ORIENTATION (2 OF 3)
Goal orientation affects the amount of effort a
trainee will expend in learning (motivation to
learn)
Learners with a
direct greater attention to the task
learn for the sake of learning
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GOAL ORIENTATION (3 OF 3)
Learners with a
direct more attention to performing well
devote less effort to learning
Trainees with a learning orientation exert
greater effort to learn and use more complex
learning strategies than trainees with a
performance orientation
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NEED THEORIES
Help explain the value that a person places oncertain outcomes
Suggest that to motivate learning: trainers should identify trainees needs, and
communicate how training program content relatesto fulfilling these needs
If the basic needs of trainees are not met, theyare unlikely to be motivated to learn
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EXPECTANCY THEORY(1 OF 2)
Expectancy theory suggests that a persons
behavior is based on three factors:
expectancy
instrumentality
valance
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EXPECTANCY THEORY(2 OF 2)
Expectancy theory suggests that learning is
most likely to occur when employees believe:
They can learn the content of the program
(expectancy)
Learning is linked to outcomes such as better job
performance, a salary increase, or peer recognition
(instrumentality)
Employees value these outcomes
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EXPECTANCY THEORY OF MOTIVATION
X X = EffortExpectancy Instrumentality Valance
Effort Performance Performance Outcome Value of Outcome
Does Trainee Have
Ability to Learn?
Does Trainee Believe HeCan Learn?
Does Trainee Believe
Training Outcomes
Promised Will Be
Delivered?
Are Outcomes Related
to Training Valued?
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ADULT LEARNING THEORY
It 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 experiences into the
learning situation
Adults enter into a learning experience with a
problem-centered approach to learningAdults are motivated to learn by both extrinsic and
intrinsic motivators
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IMPLICATIONS OF ADULT LEARNING THEORYFOR TRAINING:
Design Issue Implications
Self concept Mutual planning and collaboration in instruction
Experience Use learner experience as basis for examples and applications
Readiness Develop instruction based on learners interests and competencies
Time perspective Immediate application of content
Orientation to
learning
Problem centered instead of subject centered
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INFORMATION PROCESSING THEORY
These theories give more emphasis to theinternal processes that occur when training
content is learned and retained
Highlights how external events influence
learning
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A MODEL OF HUMAN INFORMATION PROCESSING
Stimulus
or
Message
Receptors
Eyes
Ears
Nose
Skin
Sensory
Register
Short-Term
Memory
Long-Term
Memory
Response
GeneratorEffectorsEnvironment
Feedback
Reinforcement
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THE LEARNING PROCESS
This material asks three questions:
1. What are the physical and mental processes
involved in learning?
2. How does learning occur?
3. Do trainees have different learning styles?
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THE LEARNING PROCESS:
MENTAL AND PHYSICAL PROCESSES
LEARNING
Expectancy
Perception
WorkingStorage
Semantic
EncodingLongTerm
Storage
Retrieval
Generalizing
Gratifying
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THE LEARNING PROCESS:
LEARNING STYLES
Concrete experience
Reflective observation
Abstract
conceptualizationReflective observation
Abstractconceptualization
Active experimentation
Concrete experienceActive experimentation
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IMPLICATIONS OF THE LEARNING PROCESS FOR
INSTRUCTION: (1 OF 2)
Employees need to know why they should learn
Employees need meaningful training content
Employees need opportunities to practice Employees need to commit training content to
memory
Employees need feedback
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IMPLICATIONS OF THE LEARNING PROCESS FORINSTRUCTION:(2 OF 2)
Employees learn through:
Observation
Experience
Interacting with others
Employees need the training program to be
properly coordinated and arranged
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TRAINING OBJECTIVES
Employees learn best when they understandthe objective of the training program
The refers to to the purpose andexpected outcome of training activities
Training objectives based on the training needsanalysis help employees understand why theyneed the training
Objectives are useful for identifying the types oftraining outcomes that should be measured toevaluate a training programs effectiveness
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A TRAINING OBJECTIVE HAS THREECOMPONENTS:
1. A statement of what the employee is expected
to do (performance or outcome)
2. A statement of the quality or level of
performance that is acceptable (criterion)
3. A statement of the conditions under which the
trainee is expected to perform the desired
outcome (conditions)
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TRAINING ADMINISTRATION INVOLVES:(1 OF 2)
Communicating courses and programs to
employees
Enrolling employees in courses and programs
Preparing and processing any pre-training
materials such as readings or tests
Preparing materials that will be used in instruction
Arranging for the training facility and room
Testing equipment that will be used in instruction
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TRAINING ADMINISTRATION INVOLVES:(2 OF 2)
Having backup equipment should equipment
fail
Providing support during instruction
Distributing evaluation materials
Facilitating communications between trainer
and trainees during and after training
Recording course completion in the trainees
records or personnel files
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INTERNAL AND EXTERNAL CONDITIONS
NECESSARY FOR LEARNING OUTCOMES (1 OF 2)
Learning Outcome Internal Conditions External ConditionsVerbal Information
(Labels, facts, and
propositions)
Previously learned knowledgeand verbal information
Strategies for coding informationinto memory
Repeated practice
Meaningful chunks
Advance organizers
Recall cues
Intellectual Skills(Knowing how)
Link between new and previouslylearned knowledge
Cognitive Strategies
(Process of thinking and
learning)
Recall of prerequisites, similartasks, and strategies
Verbal description of strategy
Strategy demonstration
Practice with feedback
Variety of tasks that provideopportunity to apply strategy
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INTERNAL AND EXTERNAL CONDITIONS
NECESSARY FOR LEARNING OUTCOMES (2 OF 2)
Learning Outcome Internal Conditions External ConditionsAttitudes
(Choice of personal action)
Mastery of prerequisites
Identification with model
Cognitive dissonance
Demonstration by a model
Positive learning environment
Strong message from credible
source
Reinforcement
Motor Skills
(Muscular actions)
Recall of part skills
Coordination program
Practice
Demonstration
Gradual decrease of external
feedback
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CONSIDERATIONS IN DESIGNING EFFECTIVE
TRAINING PROGRAMS:
Selecting and preparing the training site
Selecting trainers
Making the training site and instructionconducive to learning
Program design
HOW TRAINERS CAN MAKE THE TRAINING SITE
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HOW TRAINERS CAN MAKE THE TRAINING SITE
AND INSTRUCTION CONDUCIVE TO LEARNING:
Creating A LearningSetting
Preparation
Classroom
Management
Engaging Trainees
Managing Group
Dynamics
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PROGRAM DESIGN
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