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Kavanagh, Human Resource Information Systems, Third Edition© 2015 SAGE Publications, Inc.

CHAPTER 13

Training & Development: Issues and HRIS Applications


LEARNING, TRAINING, AND DEVELOPMENT OF EMPLOYEES

• The Learning, Training, And Development (LT&D) Of Employees Is Now Center Stage In Today’s Organizations To Ensure Long-term Competitiveness, Excellence, Quality, Flexibility, And Adaptability.

• Changing Work Practices And New Services And Products Necessitate New Knowledge, Competences, And Skills.

• Today’s Organizations Ought To Learn Faster And More Effectively Than Their Rivals In Order To Remain Competitive.

• Enable Employees To Cope With Daily Workloads.

• Alleviate Possible Future Skill Shortages

• To Foster Employee Motivation And Satisfaction (Pfeffer, 1996, 1998).

• Employees Place Much Greater Emphasis On Career Prospects And Career Development In Their Choice Of Employer.


TRAINING AND DEVELOPMENT CONTRASTED

Training

• Short-Term Objectives

• Knowledge, Skills And Abilities (KSA)

• Improving Current Job Performance

Development

• Longer-Term Objectives

• Competencies

• Preparing For Future Job Performance


TRAINING AND LEARNING IN ORGANIZATIONS

• Training Refers To A Planned Effort By A Company To Facilitate The Learning Of Job Related Knowledge, Skills, Or Behavior By Employees.

• High-leverage Training Is Linked To Strategic Business Goals And Objectives, Is Supported By Top-management, Relies On An Instructional Design Model To Ensure The Quality Of Training And To Contain Costs, And Is Compared Or Benchmarked To Programs In Other Organizations.

• A Learning Organization Is One Whose Employees Are Continuously Attempting To Learn New Things And Apply What They Learn To Improve Product Or Service Quality.


LEARNING ORGANIZATIONS

• Learning Recognized As A Source Of Competitive Advantage

• Use Knowledge Management:

– Make Sure Knowledge From Employees, Teams, And Units Is Captured, Remembered, Stored And Shared

– Technologies Provide Software To Share Knowledge Electronically

– Chief Learning/Knowledge Officer Coordinates Activities


ESSENTIAL FEATURES OF LEARNING ORGANIZATIONS

• Continuous Learning

• Knowledge Generation And Sharing

• Critical Systematic Thinking

• Learning Culture

• Encouragement Of Flexibility And Experimentation

• Valuing Of Employees


TRAINING AND DEVELOPMENT: STRATEGIC IMPLICATIONS

• Learning Is Defined As The Process Of Assimilating New Knowledge And Skills In Consequence Of Experience Or Practice Which Will Bring About Relatively Permanent Changes In Behavior.

– Outcomes Of Learning Include Skills, Competences, Know-how Or Tacit Knowledge, And Higher Level Cognitive And Other Skills (Collin, 2007).

• Skills Are Directly Related To Performance And The Ability To Carry Out A Task.

• Competences Comprise The KSA And Underlying Characteristics Of A Person That Allow The Jobholder To Perform A Task Effectively.

• The Knowledge Of Employees Is A Tacit Commodity, An Intangible Asset. It Is Associated With An Understanding Of And A Constructive Application Of Information (Grant, 1996).


Knowledge Management (KM)

• Acquisition

• Documentation

• Transfer

• Creation

• And Application of Knowledge


ORGANIZATIONAL LEARNING

• Argyris and Schon (1978) suggested a three-level model of organizational learning

– Single-loop

– Double-loop

– Triple-loop


ORGANIZATIONAL LEARNING (CON’T)

• Peter Senge’s Book, The Fifth Discipline, Put Forward Five Interrelated Disciplines That Organizations Should Cultivate Among Its Employees To Engender Learning And Success (Senge, 1990).

– Personal Mastery: Individual Growth And Learning

– Mental Models: Deep-rooted Assumptions That Affect The Way In Which Employees Perceive People, Situations And Organizations

– Shared Visions: A Shared View Of The Organization’s Future

– Team Learning: A Shift From Individual Learning To Collective Learning

– Systems Thinking: Or The Fifth Discipline, Which Connects The Previous Disciplines (Burnes, 2004)


Phase 4:

Evaluation • Reactions •Learning •Behavior

•Results

Phase 3: Implementation

• On-the-job methods •Off-the-job methods

Phase 2: Design

• Instructional objectives •Trainee readiness

•Learning principles

SYSTEMS MODEL OF TRAINING Figure 13.1

Phase 1:

Needs Assessment •Organization Analysis

•Task analysis •Person Analysis

•Demographic Analysis

Note: US organizations spend over $60 billion

annually on training (1.7 billion training hours).

Much of that investment is wasted because

it is not done in a systematic way.


IDENTIFYING T&D NEEDS

Training Needs Analysis (TNA): Establishing What Is Needed, By Whom, When And Where, So That Training Objectives Can Be Determined

1. Organizational Level

2. Job Level

3. Person Level


DEVELOPING T&D INITIATIVES

The Development Of T&D Initiatives, Objectives And Methods, Which Should Be Capable Of Meeting The Three Levels Of Needs Identified During The TNA.

Successful Learning Events Must Achieve A ‘Best Fit’ Between:

– Content Of What Is To Be Learnt

– Media Through Which Content Is Delivered And

– Method Used To Facilitate Learning


Content

Method

Media

Successful Learning

Event

External Consistency

Internal Consistency

BEST-FIT LEARNING EVENT MODEL Figure 13.2.


TRAINING METHODS Table 13.1

On-the-Job Training Methods Off-the-Job Training Methods

Observation

Mentoring

Coaching

Job rotation

Apprenticeship

Self-directed learning

Simulation

Role play

Case study

Business games

External course or workshop

Behavior modeling

Placement

Open, distance, or blended learning


E-LEARNING

E-learning Is An Umbrella Term And Broadly Refers To Any Learning Facilitated Using Electronic Means. E-learning Can Capitalize On A Variety Of Delivery Media Depending On The Approach Taken:

•Printed Media (Including Textbooks, But Also Online Text And Online Magazines And Journals)

•Audio (E.G. Traditional Audio Tapes, Cds, Mp3s, Wav, And Other Electronic File Formats)

•Video (E.G. Traditional Video Tape, CD-ROM, Interactive Video, Dvds, Video Streaming, Satellite Or Cable Transmissions)

•Other Combined Media Including Hypermedia, Collaborative Software Or Social Networking Technology (E.G. Web Sites, Discussion Forums, E-mail, Blogs, Wikis, MySpace, Youtube, Second Life).


E-LEARNING METHODS

Table 13.3

e-Learning Methods Explanation

Computer-based training (CBT) or technology-based training, computer-managed instruction (CMI), computer-aided (assisted) instruction (CAI), computer-based learning (CBL)

Interactive training experience using a stand-alone computer, when no collaboration and access to external resources is necessary; media used include CD-ROM, DVDs, interactive video

Multimedia-based training (MBT) Training experience that combines text, colors, graphics, audio, and video to engage the learner; MBT can range from a simple graphical presentation of text to a complex flight simulation

Distance learning (or education)

Learner and tutor are in different locations; the approach uses both synchronous and asynchronous communication; the course provider usually provides online support and supplies students with a course pack, including printed and audio visual materials; courses follow a predetermined curriculum and schedule

Open learning (or education) Learner has complete control over how, what, when, where, and at what pace learning occurs; any type and combination of media may be used

Open distance learning (ODL) Umbrella term that covers both open and distance learning

Virtual learning environment (VLE) or virtual classroom

Online environment in which learning takes place

Web-based training (WBT) or online learning (or education), Internet-based training (IBTs)

Any training and learning that takes place online, that is, via the World Wide Web

Mobile learning Any T&D that involves mobile technologies. Mobile technologies include personal digital assistants (PDA), cell/mobile phones, MP3 players


E-LEARNING

• Digital Collaboration

– The Online Collaboration Between Learners Tends To Increase Learning And Learning Transfer

– Groupware (Electronic Meeting Software)

• Lotus Notes Is The Most Common Groupware

– Synchronous/Asynchronous Communication

• Blended Learning (Hybrid Blend Of E-learning And Face-to-face)


Synchronous Virtual learning environments (VLEs)

Instant messaging services

Audio and video conferencing

Digital chat rooms

Shared whiteboard applications

Application sharing

Asynchronous e-Mail

Discussion forums/weblogs

Threaded discussions

Self-paced learning

E-LEARNING TYPOLOGY Table 13.4


RAPID E-LEARNING (REL) SOLUTIONS

Key Characteristics:

• It has a short development time

• Subject Matter Experts (SMEs) act as key source of content development

• It can be created using standard presentation software

• It allows for easy assessment and tracking of training

• Auxiliary multimedia tools (including flash applications) can be used to enhance training experience

• Training units can be undertaken in minutes rather than hours

• It can be synchronous as well as asynchronous


REL SHOULD BE USED IN SITUATIONS BELOW

• Short Shelf Life Of Training

• Critical Information Needs And Standard Information Broadcasts

• Training That Is Purely Informational In Nature

• Training That Does Not Require Mastery

• Prerequisite And Introductory Training

• Training Updates


EVALUATION OF E-LEARNING Table 13.5

Advantages Disadvantages Cost advantages compared with traditional methods

Improves computer skills

Self-paced

High degree of learner control

Choice of learning environment

Interactive

Easy tracking of learner progress and engagement

Real-time feedback

Consistent delivery method

Variety of formats and methods available

Consistent content

Unlimited access in terms of time and locale

Better support, help functions, knowledge base than other methods

Appeals to several senses simultaneously

Increased benefits through the combination with traditional training methods

Can be both synchronous and asynchronous

Accommodates different learning styles

Basic computer skills necessary

Use of computers might cause apprehension

Not suitable for certain content

Privacy concerns if based online

Requires self-motivation to learn

Learners may feel isolated from instructors and peers

Lack of human contact in general

Technical difficulties impede access


RESEARCH- Based GUIDELINES FOR E-LEARNING

• Only Provide E-learning When You Are Sure It Meets The Organization’s Specific Learning And Development Needs.

• Train Learners On Computer Basics Before Offering Computer-based Training.

• Take Into Consideration Human Cognitive Processes When Designing E-learning Programs.

• Enhance The Learning Experience By Including Graphics, Texts And Learning Games In The Presentation Of Learning Topics.

• Keep Learners ‘Engaged’ By Offering Blended Learning And Allowing Interaction Amongst Trainees And Between Trainees And Facilitators.

• Offer Trainees Control Over Certain Aspects Of Instruction And Guide Them Through The Learning Process By Using Tools, Such As Cognitive Maps.


IMPLEMENTING T&D

• Closing Linked With Developing T&D Initiatives (Stage 2)

• Implementation Plan Should Include:

– The Resources Required

– How Training Should Be Carried Out

– Who Should Facilitate Training

– The Period Within Which Training Should Occur


TRANSFER OF TRAINING

• Positive And Long-lasting Changes In Employee Behavior And, Ultimately, Increased Shareholder Value Can Only Be Attained If Training (Or Learning) Transfer Occurs.

• Training Transfer Is The Continuous Application Of KSA Acquired During The Training Exercise.

• Various Classifications Of Transfer Of Training Exist Depending On The Context.

– Near Vs. Far (How Close Is The Training Task To The Actual Job Task?)

– Specific Vs. General (Transfer Of Skills Vs. Transfer Of Principles)

– Positive Vs. Negative (Linked To The Perception Of The Training Experience)

– Lateral Vs. Vertical (Hayashi Et Al., 2005)


TRANSFER OF TRAINING

Training Transfer Depends On The Following Variables: • Trainee Characteristics (The Trainee’s Predisposition To Training)

• Training Design (The Organization Of The Learning Environment)

• Work Environment (Immediate Factors At Work, Which Affect Transfer)

• Learning And Retention

• Generalization And Maintenance (Ensure Trainee Is Given The Opportunity To Continuously Use The Acquired KSA)


EVALUATING T&D

In order to assess whether a particular training initiative, method or solution has met the training needs and objectives of the firm and whether transfer of learning has taken place, organizations must evaluate their t&d efforts.


SOURCE: Developed from Noe (2002).

EVALUATION PROCESS Figure 13.3.

Needs

Analysis

Implemen

t

Evaluatio

n

Analyze

Results

Define

Outcome

Measures

Select

Appropria

te

Evaluatio

n Strategy

Formulate

Measurab

le

Learning

Outcomes


PURPOSES OF EVALUATION Table 13.5

Summative Quantitative in nature; establishes whether T&D program was effective, was efficient, has

added value, and has met its objectives

Formative Qualitative in nature; assesses how training, learning, and development can be improved,

that is, how they could be made more efficient and effective

Learning Quantitative and qualitative assessment of learner’s post-training performance to evaluate

whether learning transfer has occurred

Power and

Politics

Subjective in nature; is used to serve the interests of specific stakeholders within the

organization

Kavanagh, Human Resource Information Systems, Third Edition© 2015 SAGE Publications, Inc. SOURCE: Sadler-Smith (2006).

COST-BENEFIT APPROACHES

Table 13.7 Approach Explanation

Benefit-cost ratio (BCR) Monetary benefits of T&D projects

Costs of T&D projects

Cost-benefit ratio (CBR) Costs of T&D projects

Monetary benefits of T&D projects

Payback period Costs of T&D projects

Annual savings

Return on investment (ROI) Monetary benefits of T&D projects

Costs of T&D projects


TRAINING COSTS (CONT.)

• Development Costs

– Fee For Program Purchase

– Instructor Training

• Registration Fee

• Travel And Lodge

• Salary

• Overhead Costs

– General Organizational Support

– Top Management Time

• Compensation For Trainees

– Trainees Salaries And Benefits Based On Time Away From Job


TRAINING METRICS AND COST-BENEFIT ANALYSIS

• The costs involved in training can be established relatively easily. These overheads can be substantial and involve direct costs and indirect costs

• The actual benefits to the firm may be much more difficult to ascertain, as many of the benefits take a long time to materialize or can often be of an intangible nature


TRAINING COSTS

• Direct Costs – Instructor

– Travel Expenses

– Materials

– Classroom Space And Audiovisual Equipment

– Refreshments

• Indirect Costs – Training Management

– Clerical And Administrative Salaries

– Pre And Post-training Materials


TRAINING BENEFITS

• Trainee Productivity

– Productivity increase without training vs. with training

• Turnover Costs & Future Increases

• Decrease In Turnover


TRAINING METRICS AND COST-BENEFIT ANALYSIS (2)

Three Critical Factors In Human Resource Development Evaluation, Which Complicate The Assessment Of Training Outcomes (Russ-eft And Preskill, 2005):

•Evaluation Occurs Within A Complex, Dynamic, And Variable Environment

•Evaluation Is Essentially A Political Activity

•Evaluation Ought To Be Purposeful, Planned, And Systematic


TRAINING METRICS AND COST-BENEFIT ANALYSIS (3)

Post training data should be analyzed and converted into monetary values to establish roi

Phillips’s ROI methodology produces six types of data:

1. Reaction, Satisfaction And Planned Action

2. Learning And Application

3. Implementation

4. Business Impact (See Table 13.7)

5. ROI

6. Intangibles


T & D DATA ELEMENTS FOR HRIS

Training Costs:

• Cost Of Trainers & Future Increases

• Equipment, Depreciation, Maintenance

• Compensation Per Trainee

• Cost Per Facility

• Preparation Time

• Training Materials

• Number Of Trainees


HRIS APPLICATIONS IN TRAINING

Useful HRIS information should possess three key characteristics:

1. It must be presented in a user-friendly manner.

2. It must be meaningful and appropriate (Keebler & Rhodes, 2002).

3. It must be used effectively in the decision making process to support an organization’s overall business strategy (Kovach & Cathcart, 1999)


COST BENEFIT ANALYSIS FORMULA

• The following formula can be used to economic value of a training program:

T

U= [∑ (1/1+i)^t)N SDy dt (1+V) (1-TAX)] – N C (1-TAX)

t=1


HRIS/LEARNING APPLICATIONS: LMS

• The capabilities of today’s HRIS T&D applications, also called learning management software (LMS), range from training administration, to training management to talent management.

• Training management systems can facilitate the entire T&D process from TNA to training evaluation

Kavanagh, Human Resource Information Systems, Third Edition© 2015 SAGE Publications, Inc. SOURCE: Adapted from e-Learning Consulting (2007).

LEARNING MANAGEMENT SYSTEM CLASSIFICATION Table 13.9

Classification Uses and Capabilities

Administration system Basic employee and T&D records Calculation of training costs Administrative permissions (who has data access, who can enter data)

Training management system (including learning content management system)

Scheduling and access to training courses Set up of training courses and initiatives Assignment of training based on skills and certification requirements Authoring of training courses and initiatives Online access to courses Training evaluation Tracking of training attendance and results ROI measurement

Talent management system KSA assessment Performance reviews and appraisals Recruiting Succession planning Career planning Management development


HRIS/LEARNING APPLICATIONS: LMS

The Degree To Which LMS Can Assist Strategic Decision Making May Be Assessed Using Beckers And Bsat’s (2002) Decision Support System (DSS) Classification.

1. Management Information Systems (MIS)

2. Decisions Support Systems (DSS)

3. Group Decision Support Systems (GDSS)

4. Expert Systems (ES)

5. Artificial Intelligence (AI)


HRIS T&D APPLICATIONS: IMPLEMENTATION ISSUES

Many HRIS T&D Projects Fail To Meet The Expectations Of Key Decision-makers. The Reasons For This Include:

• Some Firms Introduce New TMS Only Because Competitors Have Done Likewise, Without Having The Necessary Expertise To Operate The System.

• False Expectations Of ROI Or Apply Training Metrics That Merely Focus On Cost Savings And Fail To Take Note Of Intangible Gains Derived From T&D (See Section On Training Metrics).

• HRIS T&D Application Strategy Is Not Aligned With Training Needs And The Overall T&D, HR And Business Strategies.

• Few Organizations Involve Employees During The Implementation Stage Of The HRIS, Which Can Lead To Underutilization And Dissatisfaction With The System (Burbach & Dundon, 2005).


SUGGESTIONS FOR SUCCESS

A Number Of Authors Have Suggested Success Factors For The Introduction Of HRIS T&D Applications (Gascó Et Al., 2004; Noe, 2002; Sadler-smith, 2006) And For Increasing E-learning Completion Rates (Frankola, 2001):

• Align E-learning Strategy With T&D Strategy, HR Strategy And Overall Business Strategy

• Create A Corporate Learning Culture That Fosters E-learning And The Use Of HRIS T&D Applications

• Assess HRIS T&D Projects By Their Suitability To Meet The T&D Strategy Of The Organization Rather Than The Technical Sophistication And Elegant Features Of The System

• Carefully Plan HRIS T&D Projects To Guarantee Compatibility With Legacy Systems And Sufficient Budget Allocation And Expertise To Use The System

• Involve Line Managers And Employees In HRIS T&D Projects To Ensure Greater Buy-in

• Match HRIS T&D Applications And E-learning Initiatives With Their Ability To Meet Training Needs To Encourage Learning Transfer


SUGGESTIONS FOR SUCCESS (CONT.) • Establish A Suitable Evaluation Strategy To Assess The Extent To

Which Training Technology Meets Training Needs And Evaluate Regularly

• Identify Suitable T&D Metrics That Take Account Of All Direct And Indirect Training Outcomes

• Promote The Use Of HRIS T&D Applications And E-learning • Make Managers Accountable For Uptake Of E-learning And HRIS

T&D Utilization • Reward Employees For Use Of E-learning • Ensure T&D Systems And E-learning Is User-friendly And

Provides Quality Information • Develop A Data Security Policy For The T&D System And

Applications • Do Not Focus On Financial Gains From HRIS T&D Projects Alone • Train Managers And Employees In The Use Of T&D Technologies

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