Chapter 1 - Training and Development

Learning Organization

- A company that has an enhanced capacity to learn, adapt, and change; - an organization whose employees continuously attempt to learn new things and then apply what they have learned to improve product or service quality.

ISO 9000:2000

- A family of standards developed by the International Organization for Standardization that includes 20 requirements for dealing with such issues as how to establish quality standards and document work processes.

Work Teams

- A group of employees with various skills who interact to assemble a product or produce a service.

Malcom Baldrige National Quality Award

- A national award created in 1987 to recognize U.S. companies' quality achievements and to publicize quality strategies.

Training

- A planned effort by a company to facilitate learning of job-related competencies by employees - Involves purposeful design, a priori "historical" allocation of resources - Not Arbitrary - Can be formal/informal

Six Sigma Process

- A process of measuring, analyzing, improving, and then controlling processes once they have been brought within the Six Sigma quality tolerances or standards.

ISO 10015

- A quality management tool designed to ensure that training is linked to a company's needs and performance.

Virtual Teams

- A team that is separated by time, geographic distance, culture, and/or organizational boundaries and that relies almost exclusively on technology to interact and complete projects.

Cross Training

- A training method in which team members understand and practice each other's skills so that members are prepared to step in and take another member's place should someone temporarily or permanently leave the team; also, more simply, training employees to learn the skills of one or several additional jobs.

Job Related Competencies

- KSAOs that enable an employee to perform their current job well

Goal of Training

- Learning - employees to master the knowledge, skills, and behaviors emphasized in training and apply them to their day-to-day activities

Roles for Training and Development Professionals

- Learning Strategist - Business Partner - Project Manager - Professional Specialist

T&D Professional: Project Manager

- Plans, obtains and monitors the delivery of learning and performance solutions to support the business

STEM Skills

- Science, technology, engineering, and math skills that U.S. employers need and value, but employees lack.

ADDIE Model: Analyze

- Systematically exploring the way things are, and comparing them with the way things should be (i.e., identifying gaps/issues/problems) -Revisiting the company's mission, vision, strategy, and if applicable, strategic training and development initiatives -Conducting a needs assessment (or a training needs analysis, TNA)

Outsourcing

- The acquisition of training and development activities from outside a company.

Change

- The adoption of a new idea or behavior by a company.

Human Resource Development

- The integrated use of training and development, organizational development, and career development to improve individual, group, and organizational effectiveness.

Nontraditional Employement

- The use of independent contractors, freelancers, on-call workers, temporary workers, and contract company workers.

Social Capital

- The value of relationships among employees within a company.

Customer Capital

- The value of relationships with persons or other organizations outside a company for accomplishing the goals of the company (e.g., relationships with suppliers, customers, vendors, and government agencies).

T&D Professional: Business Partner

- Uses business and industry knowledge to create training that improves performance

Facilitating

- While training may involve teaching, fundamentally aimed at helping trainees to learn - Setting up an environment for trainees to learn

Instructional System Design (ISD)

- a process for designing and developing training programs - also known as ADDIE

Competency

- a set of knowledge, skills, abilities, and other characteristics (KSAOs)

Training Design Process

- a systematic approach for developing training programs.

Intellectual Capital

- codified knowledge that exists in a company

Factors that influence work and learning

- company size - employee and manager roles; top management's support for training - the company's degree of integration of business units -the company's global presence - business conditions other HRM practices, including staffing strategies and human - resource planning - the extent of unionization - the amount of involvement in training and development by managers, employees, and human resource staff

Training Design Process: Create a Learning Environment

- create an environment that has the features necessary for learning to occur.

ATD Competencies Model

- describes what it takes for an individual to be successful in the training and development field.

Training Design Process: Employees' Readiness for Training

- employees have the motivation and basic skills necessary to master the training content

Training Design Process: Developing an Evaluation Plan

- identifying what types of outcomes training is expected to influence (for example, learning, behavior, or skills), - allows you to determine the influence of training on these outcomes, and planning how to demonstrate how training affects the "bottom line"

Explicit Knowledge

- knowledge that is well documented, easily articulated, and easily transferred from person to person.

Informal Training

- learner initiated, involves action and doing, is motivated by an intent to develop - typically unstructured, with or without a facilitator; breadth, depth, and timing or pacing may be controlled by the employee - occurs on an as-needed basis - includes casual unplanned interactions with peers, e-mail, informal mentoring, or company-developed or publicly available social networking websites such as Twitter or Facebook.

Tacit Knowledge

- personal knowledge based on individual experiences that is difficult to codify

Offshoring

- refers to the exporting of jobs from developed countries, such as the United States, to countries where labor and other costs are lower

Training Design Process: Monitoring and Evaluate Program

- revisit any of the earlier steps in the process to improve the program so that learning, behavior, change, and other learning objectives are obtained

Formalization

- the extent to which a policy or a process is written down, documented, and visibly structured

Employee Engagement

- the extent to which employees are fully involved in their work and the strength of their commitment to their job and the company.

Learning

- the process of acquiring knowledge, skills, attitudes, and/or behaviors

Knowledge Management

- the process of enhancing company performance by designing and implementing tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge.

Flaws with ISD

- training is rarely a neat, orderly, step-by-step process - Additional time and money for iterative process - should be no endpoint of training, iterate for improvement of results - Can be rigid, need flexibility to adapt to business needs

Formal Training

- typically involves courses, programs, or events conducted in pre-specified, controlled conditions (e.g., scheduled, in a particular location) - develop and organized by the Organization - employees are required to attend or complete these programs, which can include face-to-face training programs (such as instructor-led courses) as well as online programs.

Steps of Training Design Process

1) Needs Assessment 2) Employees' Readiness for Training 3) Create a Learning Environment 4) Ensure Transfer of Training 5) Developing an Evaluation Plan 6) Select Training Method 7) Monitoring and Evaluate Program

Relationship between training design process and ADDIE model

Analyze Step 1: Conduct Needs Assessment Step 2: Employees' Readiness for Training Design Step 3: Create Learning Environment Step 4: Ensure transfer of Training Development Step 5: Developing an Evaluation Plan Implementation Step 6: Select a Training Method Evaluation Step 7: Monitoring and Evaluating the Program

ADDIE Model

- Analyze - Design - Development - Implementation - Evaluation

ADDIE Model: Evaluation

- Assessing the effectiveness of the training activity, with respect to the training objectives • Formative and/or summative assessment • Immediate post-training qualitative assessment • Requesting participants (and other relevant individuals) to complete assessment instruments • Analyzing assessment data • Using results to improve training design

Development

- Building the competencies of organizational members to enable them to take on future responsibilities and challenges - Oriented toward the longer term - May come in the form of training activities, or programs that provide resources for formal education, personality and skills assessment, or job/professional experiences

ATD Competencies for Training Professionals

- Business Skills - Global Mindset - Industry Knowledge - Interpersonal Skills - Personal Skills - Technology Literacy

Training Design Process: Select Training Method

- Choose a method based on the learning objectives and learning environment

ADDIE Model: Implementation

- Conducting the actual training program or activity • Monitoring the timetable of activities • Making adjustments, whenever appropriate, in real time • Assisting facilitators and participants • Ensuring a positive training climate

ADDIE Model: Design

- Creating a guiding framework for the training program or intervention, based on the results of the analysis - Formulate Learning Objectives - Prep the Design Document • Outlining elements of the training program • Developing a budget, potential cost-benefit analysis • Identifying metrics and instruments for assessing training effectiveness

ADDIE Model: Development

- Creating, securing, and preparing the resources to be used for the training program, using the design document as a guide -Refining lesson plans •Making final decisions regarding training modes and approaches - Reserving training venue (if face-to-face) - Creating or updating training materials

T&D Professional: Professional Specialist

- Designs, develops, delivers, and evaluates learning and performance solutions

T&D Professional: Learning Strategist

- Determines how workplace learning can be best used to help meet the company's business strategy

Lean Thinking

- Doing more with less effort, equipment, space, and time, but providing customers with what they need and want. Part of lean thinking includes training workers in new skills or how to apply old skills in new ways so that they can quickly take over new responsibilities or use new skills to help fill customer orders

Knowledge Workers

- Employees who own the means of producing a product or service. These employees have a specialized body of knowledge or expertise that they use to perform their jobs and contribute to company effectiveness.

Training Design Process: Ensure Transfer of Training

- Ensure that trainees apply the training content to their jobs

Types of Knowledge

- Explicit - Tacit

Training Design Process: Needs Assessment

- First step necessary to identify whether training is needed.

Types of Training

- Formal - Informal