Attract – Acquire – Retain – Develop - Deploy

1. Attract – Acquire – Retain – Develop - Deploy

2. Training and Development Module 5

3. Training vs. Development • Development tends to be a longer term shift in thinking and “being”. • Development is broader in scope, focusing on individuals gaining new capabilities useful for both present and future jobs. • Pen/Paper- reflect and then briefly describe in writing a “moment” that changed your life. Think about the most significant things that have happened to you, which one REALLY shaped who you are?

4. Leaders are Readers • Warren Bennis • On Becoming a Leader (2003) • “more leaders have been made by accident, circumstance, sheer grit, or will than have been made by all the leadership courses put together.” • Development happens….we want to expedite it if we can.

5. Nature of Training • Training • A process whereby people acquire capabilities to aid in the achievement of organizational goals. • Includes both hard and soft skills • New Context of Training • Organization Competitiveness and Training • Training makes organizations more competitive • Training helps retain valuable employees • Training is no longer the first casualty of a business downturn. • Technology changes so fast training is not optional • Global environment requires cultural training for increased financial performance and decision making • Not everyone loves training

6. Changes in the Nature of Training • Training as a Revenue Source • Marketing training with or alongside products (e.g., I.T. products) can contribute significantly to a firm’s revenues. • Integration of Performance and Training • Training is moving “closer to the job” to achieve “real time” learning- Training occurs closer to the job

7. Strategic Training • HR, Chief Learning Officer and Training Professionals • Are more likely to get involved with the business, partner with operating managers to help solve problems, and to make significant contributions to organizational results. • Are less likely to chase fads or the hottest or latest type of training gimmick. • Are less likely to think that training alone can solve most employee or organizational performance problems.

8. Developing Strategic Training Plans • A good training plan deals with the following questions: • Is there really a need for the training? • Who needs to be trained? (e.g., job and legal/discrimination needs) • Who will do the training? • What form will the training take? • How will knowledge be transferred to the job? • How will the training be evaluated?

9. Systematic Training Process

10. Sources of the Information Used in Training Needs Assessment Organizational Analyses Job/Task Analyses Individual Analyses

11. Establishing Training Objectives and Priorities • Gap Analysis • The distance between where an organization is with its employee capabilities and where it needs to be. • Types of Training Objectives • Knowledge: Impart cognitive information and details to trainees. • Skill: Develop behavior changes in how job and tasks are performed. • Attitude: Create interest and awareness of the training importance.

12. Learning Styles Adult Learning Principles Have need to know why they are learning something. Have need to be self-directed. Bring more work-related experiences into the process. Employ a problem-solving approach in the experience. Are motivated by both extrinsic and intrinsic factors.

13. Learning Styles Tactilelearners Auditorylearners VisualLearners Training Design

14. Self-Efficacy Ability to Learn Motivation to Learn PerceivedUtility/Value Learner Readiness Training Design (cont’d)

15. Learning Styles (cont’d) • Behavior Modeling • Copying someone else’s behavior by observing how another person deals with a problem. • Reinforcement • Law of effect states that people tend to repeat behaviors that are rewarded and avoid behaviors that are punished. • Immediate Confirmation • Reinforcement and feedback are most effective when given as soon as possible after training.

16. Learning: Types of Training Required and Regular Training (e.g., hazardous chemicals Job/TechnicalTraining (e.g., new machines) Types ofTraining Developmental andInnovative Training Interpersonal and Problem-SolvingTraining

17. Vendor Training and Certification Government-Supported Job Training Educational Assistance Programs (includes contract to stay. Buyouts?) Outsourcing Training: Sources of External Training External Training

18. Advantages and Disadvantages of E-learning Source: Developed by Lisa A. Burke and Robert L. Mathis.

19. Cooperative/OJT Training Instructor-Led Classroom and Conference Training Distance Training/Learning Simulations and Training Training Approaches (generational and culture issues) TrainingMethods

20. Stages for On-the-Job Training FIGURE 8–8

21. Levels of Training Evaluation

22. Training Evaluation (cont’d) • Cost-Benefit Analyses • A comparison of costs and benefits associated with organizational training efforts • Measurement of both the costs and the benefits may be difficult. • Return on Investment (ROI) Analysis • CRITICAL to maintaining training efforts and establishing credibility with organization • Pinpointing whether it actually was training that caused the changes.

23. Some Typical Costs and Benefits of Training

24. Post-Measure Pre-/Post-Measure Pre-/Post-Measure with a Control Group Evaluation Designs EvaluationDesign The issue and value of random assignment. Addresses the “prove it” issue.

25. Reading Callouts • What has happened to training costs in the last decade? • 5 steps to analyzing a training need • When developing assessment tools what are the training guidelines? • What should training designers leverage? • What are three activities when developing training content? • What is the first step when implementing training is • What is the final phase when designing a systematic training system • What is a successful case example of a systematic training system? • During what time was training literature voluminous?