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Training and Learning OrganizationTraining and Learning Organization

TrainingTraining refers to a planned effort by arefers to a planned effort by acompany to facilitate the learning of job relatedcompany to facilitate the learning of job relatedknowledge, skills, or behavior by employees.knowledge, skills, or behavior by employees.HighHigh--leverage trainingleverage training is linked to strategicis linked to strategicbusiness goals and objectives, is supported bybusiness goals and objectives, is supported by

toptop--management, relies on an instructionalmanagement, relies on an instructionaldesign model to ensure the quality of trainingdesign model to ensure the quality of trainingand to contain costs, and is compared orand to contain costs, and is compared or

benchmarked to programs in otherbenchmarked to programs in otherorganizations.organizations.

AA learning organizationlearning organization is one whoseis one whoseemployees are continuously attempting toemployees are continuously attempting to

learn new things and apply what they learn tolearn new things and apply what they learn toimprove product or service quality.improve product or service quality.

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Key Features of a Learning OrganizationKey Features of a Learning Organization

Feature Description

Continuous Learning Employees share learning with each other and use their jobs

as a basis for applying and creating knowledge.

Knowledge generation and

sharing

System are developed for creating, capturing, and sharing

knowledge.

Critical systematic thinking Employees are encouraged to think in new ways, seerelationships and feedback loops, and test assumptions.

Learning culture Learning is rewarded, promoted, and supported by manager

and company objectives.

Encouragement of

Flexibility and

experimentation

Employees are encouraged to take risks, innovate, explore

new ideas, try new processes, and develop new products and

services.

Value of employees System and environment focus ensuring the development and

well-being of every employee.

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Components of Instructional DesignComponents of Instructional Design

Conducting needs assessmentConducting needs assessment Organizational analysisOrganizational analysis

Person analysisPerson analysis Task analysisTask analysis

Ensuring employeesEnsuring employees readings for trainingreadings for training Attitude and motivationAttitude and motivation

Basic skillsBasic skills

Creating a learning environmentCreating a learning environment Identification lf learning objectives and training outcomesIdentification lf learning objectives and training outcomes

Meaningful materialMeaningful material PracticePractice

FeedbackFeedback

Observation of othersObservation of others

Administering and coordinating programAdministering and coordinating program

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Ensuring transfer of trainingEnsuring transfer of training

SelfSelf--management strategiesmanagement strategies Peer and manager supportPeer and manager support

Selecting training methodSelecting training method

Presentational methodsPresentational methods HandsHands--onon--methodsmethods

Group methodsGroup methods

Evaluating training programEvaluating training program Identification of training outcomes andIdentification of training outcomes and

evaluation designevaluation design

CostCost--benefit analysisbenefit analysis

Components of Instructional DesignComponents of Instructional Design

ContdContd

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The Needs Assessment ProcessThe Needs Assessment Process

Training

Pressure Points

- Is it a training problem?

- Who needs training?- Are employees readyfor training?

Person Analysis Organizational Analysis- Support for training?

- Sufficient resources?

- Fit with strategic

objectives?

- identify tasks,

skills, knowledge,and behavior

Task Analysis

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Implications of Business Strategy for Training

Concentration

Internal Growth

External Growth

(acquisition)

Disinvestment

- current skills

- develop

work force

- team building

- cross-training

- people skills- on-the-job

- global

expansion

- new products- joint ventures

- innovation

- creating new

jobs & tasks

- cultural training

- creativity training

- communication- technical skills

- conflict resolution

- acquire firms - integration

- redundancy

- restructuring

- integrate training

systems

- team building

- identify capabilities

- cost/asset

reduction

- redefine goals

- sell assets

- efficiency - stress management

- time management

- cross-training

- outplacement

StrategyHow

Achieved Key IssuesTraining

Implications

- improve

quality

-customizeproducts/services

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Ensuring EmployeesEnsuring Employees Readiness for TrainingReadiness for Training

believebelieve they can learn training contentthey can learn training content

understandunderstand the benefits of trainingthe benefits of training

are awareare aware of their career interests, trainingof their career interests, trainingneeds and goalsneeds and goals

understandunderstand the effects of work environmentthe effects of work environment

situational constraintssituational constraints

social supportsocial support

possesspossess basic (literacy) skillsbasic (literacy) skills

Motivation to learn can be increased byMotivation to learn can be increased by

ensuring that employeeensuring that employeess

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Creating a Learning EnvironmentCreating a Learning Environment

KnowKnow training objectivestraining objectivesLinkLink own experiences to trainingown experiences to training

OpportunitiesOpportunities to practiceto practiceFeedbackFeedback

LearnLearn by observing othersby observing othersCoordinatedCoordinated training programstraining programs

Needs of employees to enhance learning

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Ensure Transfer of TrainingEnsure Transfer of Training

Climate for transferClimate for transfer

Make selfMake self--management a part ofmanagement a part oftrainingtraining

Opportunities to use trainingOpportunities to use trainingPeer and manager supportPeer and manager support

Technological supportTechnological support

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Training MethodsTraining Methods

Presentation TechniquesPresentation Techniques classroom instructionclassroom instruction

distance learning, and audio visualdistance learning, and audio visualHandsHands -- on Techniqueson Techniques

onon--thethe--job training (OJT)job training (OJT)

selfself--directed learningdirected learning apprenticeshipapprenticeship

simulationssimulations

business games, case studiesbusiness games, case studies

behavior modelingbehavior modeling interactive videointeractive video

GroupGroup--building methodsbuilding methods adventure (wilderness) learningadventure (wilderness) learning team training, and action learningteam training, and action learning

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Overview of the Use of

Instrtuctional Methods

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Classro

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Audio

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Role

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Caee

study

Comp

uter-base

dtraini

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-based

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gusin

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Adventu

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Comp

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-based

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Virtu

alreality

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Evaluating Training ProgramsEvaluating Training Programs

Five categories of evaluation include:Five categories of evaluation include:

CognitiveCognitive Knowledge of program contentKnowledge of program content

SkillSkill--basedbased

technical skills or behaviortechnical skills or behavior

AffectiveAffective reaction of trainee programreaction of trainee program

ResultsResults effect on company performanceeffect on company performance

Return on InvestmentReturn on Investment what of value does the company gainwhat of value does the company gain

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Reasons for Evaluating TrainingReasons for Evaluating Training

Determine if program met objectivesDetermine if program met objectives

Determine traineeDetermine trainees reaction tos reaction toprogram content and administrationprogram content and administration

Determine benefits / costs of programDetermine benefits / costs of programHelp select the best programHelp select the best program

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Training Evaluation DesignsTraining Evaluation Designs

Pretest / Posttest with comparisonPretest / Posttest with comparison

groupgroup

Pretest / PosttestPretest / Posttest

Posttest onlyPosttest only

Time seriesTime series

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Factors in Choosing an EvaluationFactors in Choosing an Evaluation

DesignDesignSize of programSize of program

PurposePurposeImplications if program failsImplications if program fails

Company normsCompany normsCosts of conducting evaluationCosts of conducting evaluation

Speed needed in obtaining data onSpeed needed in obtaining data onprogram effectivenessprogram effectiveness

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