Training and Development

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Training and Development
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Training vs. Development

• Training is a planned effort by companies to
  facilitate the learning of job-related
  competencies.
• Focus on current job
• Mainly required on company time
• Development is the formal education, job
  experiences, and background that prepares
  employees for future jobs.
• Focus on future jobs and preparation for change
• More generally applicable skills
• Mainly voluntary on employees own time.

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Training Process
Training Design
Needs Analysis
Training Delivery
Evaluation
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Setting Training Objectives

• Align/match identified training needs with
  training objectives.
• Define objectives in specific, measurable terms
• In terms of desired employee behaviors.
• In terms of the results that are expected to
  follow from such behaviors.
• Information for setting objectives should come
  from the organizations performance management
  system.

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Adult Learning Theory

• Adults need to know why they are learning
  something.
• Adults desire to be self-directed.
• Adults bring more work-related experiences to the
  learning situation.
• Adults enter into a learning experience with a
  problem-solving orientation.
• Adults are motivated by both extrinsic and
  intrinsic motivators.

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Strategies to Transfer Learning

• Effective Scheduling of Training Session
• Morning hours, fewer hours per session, more
  frequency.
• Training at the Appropriate Time
• Deliver training as close to the actual time when
  learning will used/needed on the job.
• Pre-training Preparation
• Employees need to be made aware of the benefit
  and importance of training.
• Training Delivery
• Training and transfer are enhanced by using a
  variety of training techniques.

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Training Design

• Implications of Adult Learning Theory
• Mutual planning and collaboration in instruction.
• Use learner experience as a basis for examples
  and applications.
• Develop instruction based on learners interests
  and competencies.
• Immediate application of content.
• Problem-centered rather than subject centered
  learning.
• Formal vs. Informal Training
• Most powerful learning experiences come
  on-the-job
• Informal training difficult to manage.

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Training Delivery

• Classroom instruction
• By far the most common means of instruction
• Videotapes
• On-the-job training
• Formal job shadowing / apprenticeships
• Informal job rotation
• CBT Computer-Based Training
• Technical skills
• Business simulation
• EPSS Electronic Performance Support
• Simulations

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Evaluation

• Level 1 did they enjoy the training
• Smile sheets
• Level 2 did they learn anything
• Pre and post tests
• Follow-up evaluations
• Level 3 did they transfer new skills to the job
• Depends on the work environment
• Needs support of boss and co-workers
• Level 4 did the training impact the business
• Detailed ROI study
• Seldom straightforward

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General vs. Specific Skills

• General skills are useful at all or most firms.
• TD which develops skills useful at other firms.
• Increases the likelihood that employees will be
  bid away or poached for higher salaries.
• Specific skills are useful for only certain jobs
  at certain firms.
• Increases job performance but does not prepare
  employees for future jobs.

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You Paid for Grads' Skills. Now Use Them.

• October 15, 2001BusinessWeek's 2001 survey say
  their employers should have more clearly defined
  how an EMBA degree would affect their career
  paths. No surprise, then, that recent EMBA grads
  report that anywhere from 40 to 70 of their
  classmates changed jobs during or after the
  program.

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Tuition-Reimbursement

• Most general development provided by firms.
• Broadly useful skills
• Degree as a signaling mechanism
• 75-80 of firms provide some type of T.R.
• 33 Fortunes 100 Best Companies to Work For
  offer 100 T.R.
• Typically used by 7-10 of employees

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Gold-Plated Tuition Reimbursement

• Any program reimbursed.
• 10,000 stock bonus for completing a degree.
• 3 hours per week time off.
• Stock awards totaled 88 million since 1996.
• In 2001
• 45 million in tuition for 14,000 employees
• 16 million in stock awards for 1,900 employees
• Chairman and CEO
• Our goal is to have the best-educated workforce
  on the planet

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Reasons to Provide T.R.

• Attract Quality Employees
• Employer of Choice
• Who values tuition-reimbursement?
• Improve Employee Skills
• Engineers getting MBAs
• Stay on the cutting-edge
• Retain Skilled Employees
• Employability or learning contract

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Study Info

• 10,000 full-time salaried employees.
• 12,000 current and former employees 1996-2000
  were analyzed using HRIS records.
• 1,000 survey responses.
• U.S. employees only.
• Tuition-reimbursement 1996-2000
• 38 salaried employees participated
• 9 salaried employees earned a degree

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Participation in Tuition Reimbursement and
Voluntary Turnover 1996-2000
N 12,360
Those who earned a degree split by receiving
reward afterward
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Promotion, Tuition-Reimbursement and Voluntary
Turnover 1996-2000
N 12,360 ?2 (p lt .001)
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Findings

• Tuition-reimbursement contributes to retention
  while taking classes and voluntary turnover after
  graduation.
• Earning a degree interacts with promotions.
• Makes promotion a more powerful retention tool.
• Integration with performance management and
  career systems is crucial.
• If well managed, tuition-reimbursement can
• Attract high-quality employees
• Strengthen employee capabilities
• Reduce turnover

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Managing General Skills Development

• Before development
• Feature development in recruiting
• Clear career pathways with defined competencies
• Integrated with performance management
• During development
• Apply course material and projects to work
  problems
• Managers should follow-up regularly with
  employees
• After development
• Put the employees new skills to use
• Reward employees for new skills
• Challenge employee to apply new skills
• Lateral moves and stretch assignments

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When to Develop General Skills?

• Desired length of relationship with employee
• Permanent employees and mostly full-time
• Career progression
• Type of relationship with employees
• High-involvement workplaces
• People are our most important asset
• Type of skills required
• High-skilled workforce
• Unique skills that are not readily available
• Degree of technological change and innovation
• Half-life of knowledge
• Need to support change initiatives