employee learning, development & career mgt

8/13/2019 Employee Learning, Development & Career MGT

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Employee Learning,Training, Developmentand Career Management

Lecture 7


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Training and Australian

Organisations Traditionally a poor effort on the part of

organisations towards planned training anddevelopment.

Karpin Report Ten years onrecognised that expenditure on

training is necessary to gain competitive advantagethrough: Technological change

Quality assurance Changes in management practices Difficulties in recruiting skilled labour Adherence to laws


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Employee learning (also learning,or training)

A planned effort by a company tofacilitate employees learning of job-

related competencies. Competencies include knowledge,

skills or behaviours that are critical for

successful job performance.


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Training Trends: Shift from training to performance

Computer skills

Shift from training to learning

Virtual organizations

Outcomes driven

Performance Measurement

Specific needs driven

Knowledge management emphasis

Rapid development and deployment

Teamwork


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Trends in training Generic learning

Operational learning

Action learning

Self-paced learning

Infotainment Drop-in centres

External facilitators and consultants


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Training . . . Is a process not a program

Develops skills, provides information,

nurtures attitudes Helps the organization

Develops people

Enhances and transforms jobs

Facilitates learning, and learning can be informal or formal

Should maximize learning


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Why is training important?

Increases employees knowledge of foreigncompetitors and cultures.

Provides the skills required to work with newtechnology.

Helps employees understand how to workeffectively in teams.

Ensures that the companys culture emphasisesinnovation, creativity and learning.

Ensures employment security by providing newways for employees to contribute to the company.

Prepares employees to accept each other andwork more effectively together, particularly in a

diverse workforce.


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Intellectual capital

Training should be viewed as a way tocreate intellectual capital.

Intellectual capital includes basic skills,advanced skills, an understanding of thecustomer or manufacturing system, andself-motivated creativity.

Intellectual capital is created through aprocess of combining the knowledge andexperience of different parties andexchange between the parties.


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High-leverage training strategy

Is linked to strategic business goals andobjectives.

Uses an instructional design process toensure that training is effective.

Compares or benchmarks the companystraining programs against trainingprograms in other companies.

Is a characteristic of a learning organisation.


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Learning organisations

Employees continuously attempt to learn newthings and apply what they have learned to

improve product or service quality. An organisation that has an enhanced

capacity to learn, adapt and change.

In a learning organisation, training is seen asone part of a system designed to createintellectual capital.


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Components of instructional design

Conducting needs assessment

Ensuring employees readiness for training

Creating a learning environment

Ensuring transfer of training

Selecting training methods

Evaluating training programs


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Figure 10.1 The needs assessment

process


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Organisational analysis

Organisational analysis involves consideringthe context in which training will occur.

Three factors need to be considered beforechoosing training as the solution to anypressure point:

Support of managers and peers for trainingactivities

Company strategy

Training resources available.


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Person analysis

Person analysis helps to identify who needs training.

Person analysis involves:

Determining whether performancedeficiencies result from a lack of knowledge, skillor ability (a training issue) or froma motivational or work-design problem

Identifying who needs training Determining employees readiness for training.


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Task analysis

Identifying the important tasks andknowledge, skills and behaviours that

need to be emphasised in training, inorder for employees to complete theirtasks.


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Task analysis

Four steps:

Select the job to be analysed.

Develop a preliminary list of tasks performedon the job.

Validate or confirm the preliminary list of tasks.

Once the tasks are confirmed, identify the

knowledge, skills or abilities necessary tosuccessfully perform each task.


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Readiness for training

Employees have the personalcharacteristics (ability, attitudes, beliefs,

and motivation) necessary to learnprogram content and apply it on the

job.

The work environment will facilitatelearning and will not interfere withperformance.


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How can managers ensure employeereadiness for training?

Ensure employees self-efficacy.

Understand the benefits of training.

Be aware of training needs, careerinterests and goals.

Understand work environment characteristics.

Ensure employees basic skills levels. Also consider input, output, consequences

and feedback.


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Creating a learning environment

Employees need to:

Know why they should learn

Use their own experiences as a basis for learning Have opportunities to practise

Receive feedback

Learn by observing and interacting with others

Undergo a well coordinated and arrangedtraining program.


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Figure 10.3 Transfer of training


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Evaluating training programs

Training outcomes:

Cognitive outcomes

Skill-based outcomes

Affective outcomes

Results

Return on investment (ROI)


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Reasons for evaluating training

To identify the programsstrengths and weaknesses.

To assess whether the content, organisation andadministration of the program contribute to learning and the

use of training content on the job. To identify which trainees benefited most or least from the

program.

To gather data to assist in marketing programs.

To determine the financial benefits and costs of the program.

To compare the costs and benefits of training versus non-training investments.

To compare the costs and benefits of different trainingprograms, so as to choose the best program.


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Evaluation designs

There are various models for evaluation

Kirkpatricks model of evaluation

Brinkerhoffs model of evaluation

One used in textbook which is acombination of both of the above.


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Employee developmentand career management

The long-term approach


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Employee development

The acquisition of knowledge, skills andbehaviours that improve an employees ability

to meet changes in job requirements and inclient and customer demands.

Development refers to formal education, jobexperiences, relationships, and assessment of

personality and abilities that help employeesprepare for the future.


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Table 11.1 p 389 Comparison betweentraining and development

Focus

Use of workexperiences

Goal

Participation

Current

Low

Preparation forcurrent job

Required

Future

High

Preparation forchanges

Voluntary

Training Development


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Approaches to employeedevelopment

Formal education

Assessment

Job experiences

Interpersonal relationships


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1 Formal education programs

Employee development programs,including short courses offered by

consultants or universities, executiveMBA programs and university programs.


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2 Assessment

Collecting information and providingfeedback to employees about their

behaviour, communication style, orskills.


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Assessment

Myers-Briggs Type Indicator (MBTI)A psychological test, used for team building

and leadership development, that identifiesemployees preferences for energy,information gathering, decision making andlife-style.


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Assessment

Assessment centres Employ a process in which multiple raters

evaluate employees performance on anumber of exercises.


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Assessment

BenchmarksAn instrument designed to measure the

factors that are important to success.


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Assessment

Performance appraisals 360feedback systems

a performance appraisal process for managersthat includes evaluations from a wide range ofpeoplewho interact with the manager.

the process includes self-evaluations, as well as

evaluations from the managers boss,

subordinates, peers and customers.


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3 Job experiences

The relationships, problems, demands,tasks and other features that employees

face in their jobs.


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Job experiences

Job enlargement

Job rotation

Transfers

Promotions

Downward moves Temporary assignments


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4 Interpersonal relationships

Mentoring

Mentor: an experienced, productive senior

employee who helps develop a less-experienced employee.


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Interpersonal relationships

Coaching

Coach: a peer or manager who works with

an employee to motivate him/her and helphim/her develop skills, and who providesreinforcement and feedback.


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Career management systems

A system aimed at retaining andmotivating employees through

identifying and meeting theirdevelopment needs (also called adevelopment planning system).


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Self-

assessment

Reality

check

Goal

setting

Action

planning

Employee

responsibility

Company

responsibility

Identify

opportunities

and what needsto improve

Provide

assessment

information to

identify

strengths,

weaknesses,

interests and

values

Identify what

needs are

realistic todevelop

Communicate

performance

evaluation;

where employee

fits in long-range

plans of the

company

Identify goal and

method to

determine goalprogress

Ensure goal is

specific,

challenging, and

attainable;

commit to help

employee reach

the goal

Identify steps

and timetable to

reach goal

Identify

resources

employee needs

to reach goal,

including

courses, work

experiences,

relationships

Figure 11.2 Steps and responsibilities inthe career management process


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Succession planning

The identification and tracking ofhigh-potential employees capable offilling higher-level managerialpositions.


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Summary

Most companies use various developmentmethods: formal education, assessment, jobexperiences and interpersonal relationships.

Employees should have a development plan toidentify:

Type of development needed

Goals of development

The best approach for development Whether development goals have been reached.

employee learning, development & career mgt

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