ADM 4338

Needs analysis > Job Level Analysis process > 2. Choose your methodologies > BARS

(using observation type method, dividing job into key dimensions where each has range of statements about job behavior anchored to a # dep on how important the statement is to job)

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > taxonomy of green behaviours > conserving

-Reducing use Turning off lights; printing double-sided Using excessive water; leaving equipment running -Reusing Reusing disposable plastic products -Relying on single-use disposable products -Repurposing Using a Cleantech garbage incinerator to heat building; diverting cooking oil for biodiesel; composting; Throwing out surplus material that could be used for something else -Recycling Recycling cans, bottles, paper Failing to separate waste

Off the Job Training Methods > REALLY Off-the-Job....Adventure Learning for Teams (beyond the classroom)

-Structured outdoor activities (e.g., outdoor & wilderness training training). -Best suited for developing personal growth skills related to group effectiveness: self-awareness problem solving conflict management risk taking. -To be successful: exercises should match objectives Careful debrief must follow as a skill facilitator; how does it relate to job sitch, how to apply what we learned to the job

Off the Job Training Methods > 3. CLASSROOM GROUP DYNAMICS > When Formal Training Delivery goes bad > Trainer trainee interaction

8. Participation 9. Questions (get trainees to discuss with other trainees) 10. Feedback (polls and kahoots) 11. Adjusting instruction 12. Timing 13. Difficult learners

Off the Job Training Methods > List of Classroom methods > presentation/lecture

A training method in which the trainer presents to trainees the content to be learned Trainees are passively absorbing info, doesn't accommodate diffs in ability; abstract Cost is low, least time consuming; add a discussion that can help ppl reflect on what they don't/should know, opp to learn from one another, reflect questions back to group Serve as a facilitator to direct info/guide (thru discussion, help them discover how info can be useful)

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Green competencies > critical thinking

Capacity to question existing assumptions and practices (from what is → what's possible)

Needs analysis > Person level analysis > 2. Rule out other explanations for performance gap > Evaluate whether skill deficit is the culprit > expectancy theory

Check in on employee understanding for not only perf criteria, but dig deeper into consequences and antecedents of performance Outcomes: Are outcomes valued? Punishment or rewarding? Rewards affect motivation

On the job training methods > informal vs formal > Nokia Supplier Team: How was this informal action learning? > tasks

Collaboratively identifying real problems Developing solutions Testing solutions Evaluating & being held accountable for consequences (tricky when no predetermined "right answers" to dilemma questions!) Granted some release from normal work

Training and development process > TD Benefits > employees > intrinsic (internal)

Improved knowledge and skills Confidence or self-efficacy Feelings of increased usefulness Increased sense of belonging Positive attitudes toward their job and organization/organizational commitment

International Career Development > Repatriation Mal-Adjustment > General living (sociocultural) adjustment

Loss of status and pay The expat has changed Spouses' career issues & general adjustment Childrens' adjustment

Off the Job Training Methods > 4. E-Learning Training Methods

Rich content, links that can increase motivation, opps for online collaboration and sharing, delivery methods are primarily driven by learner, who can practice at own pace, get feedback almost immediately Flexibility, lower cost, but costs can increase after you make the transition too (but long run, cheaper) Other considerations: Technical constraints Motivation (vibes can be diff, esp if you're more extroverted)

Training and development process > TD Context > technology

Seeing a shift from manufacturing to service jobs More and more service jobs are emerging, particularly with IT and comm tech, with that comes increasing job complexity Big influencing force in the broader environment that creates a lot of need for training

Training and development process > internal context components

Strategy, structure, culture

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > learning culture > Elements of a Supportive Org'l Climate > Organizational development

Systematic change process that uses behavioural science knowledge/techniques to improve org effectiveness by increasing learning/problem solving capabilities use when ppl capital needs improvement, and or the culture/climate isn't supportive Get the sense that itch is imp, make change (May involve shifting work interactions and reporting relationships to better meet org goals, ppl might not like this Need a plan of how to proceed to get these forces for/against change in your favor Any org dev is a change process and people fundamentally don't like change)

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Diversity focus competencies > Ethical/empathetic

Value-focused, ethical thinking: Commitment to ensuring that social-ecological systems ought to be developed in a way that balances (and even enhances) socio-economic activities & environmental capacities Empathetic: Extending the boundary of care and concern beyond the immediate and personal to a participative sense of solidarity with others (distant people, future generations, & even other environments and species)

Training and development process > terms > Development

acquisition of KSAOs required to perform future job responsibilities and in the long-term achievement of individual career goals and organizational objectives Need people who are skilled to take over ppl who are leaving through attrition

Evaluate and Sell Training Impact > To Compare Programs > Utility Analysis > Pilot testing

early preview or reality check of training program. Must provide feedback on training and methods of delivery → improvements Could be used for Formative (and limited summative) purposes: To refine the program as a 'dress rehearsal' (to get preliminary feedback from managers, trainees and customers)

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Green competencies > Innovation

implementing those ideas eg came up with a prototype

Off the Job Training Methods > What detail should any Lesson Plan cover > "OFF the Job" Training Methods > general pros and cons

-Advantages WIDE VARIETY CONTROLLED ENVIRONMENT (no distractions/safety concerns bc not on the job like training on how to use LRT) UTILITY FOR GROUP TRAINING -Disadvantages POTENTIAL COST (if want a controlled environment to replicate things that aren't safe IRL, methods can be simulations which are $$) TRANSFER & TRAINEE APTITUDE (will have to target to the middle; some ppl will be bored/ahead, others will feel like going too quickly = large groups)

Learning Theory and Training Design > Applying learning theory to training design > 4. Planning for Transfer of Training > types of transfer

Positive (ideal): from learning context → work context Zero transfer (waste of $) Negative transfer (target perf has gotten worse)

On the job training methods > informal vs formal > distinction

Doesn't always have to be one or the other (formal vs informal), be mindful of reward system at leverage though; 70% of what we learn is informal in orgs, formal classroom learning is reserved for very technical/interpersonal training/elearning

On the job training methods > coaching > process

Six steps (PROPER) (first two steps go together) (process of picking a coach; someone trained in a coach and on the material they're supposed to teach) prepare, reassure, observational instruction, perform, evaluate, review These steps, esp 2-6, may have to be repeated iteratively to gradually increase trainee ownership of learning and progress (ongoing dialogue)

Evaluate and Sell Training Impact > How does Evaluation connect "Transfer of Training"?

reminder, ultimately, our goal is a positive transfer of training to the workplace on top of demonstrating competencies in training context

Learning Theory and Training Design > How do people learn? > Conditioning theory > Conditioning process > negative reinforcement (consequence)

removal of a negative stimulus after an act (increase or maintains behaviours, encouraging the behaviour in some way) Relief of a burden for eg

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Green competencies > Complex systems thinking/interconnectedness

The ability to collectively analyze complex systems (comprehend, empirically verify, articulate their structure, key components & dynamics) across different domains (society, environment, economy, etc.) & across different scales (local to global) while considering systemic features related to sustainability (e.g., cascading effects, inertia, feedback) Relies on many other competencies

Evaluate and Sell Training Impact > How to determine training ROI? > Determining measures > determining training costs

Then ROI = Net Program Benefits (=benefits-costs) / Cost of the Program Gives you an $ benefit of each $ you invested in the program

On the job training methods > coaching > effective at building?

Attitudes towards people coaching them and the organization general Can increase rate of development, salary Increased productivity, sense of commitment bc someone has taken the time to help you Decrease in customer complaints interpersonal communication skills leadership skills self-management skills

Evaluate and Sell Training Impact > evaluation and marketing

Designate an account rep, get them to buy-in as it's being developed, act on feedback from clients/managers/employees, identify champion who supports the training Target your audience Advertise In your ads (& at in-person presentations), give evidence of effectiveness of specific business needs; need evaluations first

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change

High level strengths/weaknesses of org context Investigates 1) official org strategy, stated response to external pressures like goals, values, formal structure 2) people related strengths and weaknesses for being able to meet that stated strategy If mix of strengths and weaknesses aren't well positioned to meet external threats, perf gap Can fix this bc internal part is under your control, but must analyze which of those two above parts it's affecting (internal part, or official strategy) If tweak the official part, need to then change internal to better support goals and mission

Needs analysis > Job Level Analysis process > 2. Choose your methodologies > Data collection sources

Incumbent? Peer? etc.

Training and development process > TD in Canada > Who has access to employer sponsored training?

Just over half of workers (56 percent) in < half (47 percent) of Canadian organizations 44 percent have no access to employer-provided training. In tech and finance sectors, a bit more investment in training, but still seen as cost > investment When training program is pitched, still be a sales job

On the job training methods > coaching

Largely Formal, structured method, job-specific. A seasoned employee works closely with another employee (to develop insight, motivate, build skills & provide support via feedback). These are specific to jobs, but only works if the coach knows how to do it Key elements: Agreed-upon plan or set of objectives Work environment as training laboratory

Evaluate and Sell Training Impact > How to determine training ROI? > Calculating Monetary benefits & costs

Take conservative approach, explain assumptions and choices, make sure results appear realistic (get second opinion), if you can use hard data that makes sense use it When converting Measures of Criteria to Monetary Values: Step 1: Focus on a single unit Step 2: Determine a value for each unit Step 3: Calculate the change in performance Step 4: Obtain an annual amount Step 5: Determine the annual value

Needs analysis > Person level analysis

Tells you who needs to be trained, how many people, and in what areas of the organization Just bc you find a need in a certain level, the deficit of the competency might be uneven at lower levels Benefit from going to deeper levels

Off the Job Training Methods > List of Classroom methods > Simulation

The use of operating models of physical or social events designed to represent reality

International Career Development > Repatriation Mal-Adjustment

Ultimately, can lead to turnover problems. Might have made some sacrifices, don't feel recognized → many will leave after 1 year of returning (huge loss of intellectual capital) Lead all these to turnover

Evaluate and Sell Training Impact > What is evaluation data used for?

Used to make informed comparisons: (sometimes eval won't even happen bc of political obstacles) Compare different training programs in terms of their costs & benefits Verify the training transfers to the post-training work environment Comply with legislation Market the training programs

Training and development process > T&D benefits: organizational

Win win for everyone (organization, employees), research supports link between training and org performance Not only training more ppl to be more confident → produce better products, customer service, etc. Can also attract better quality employees, lets org be more competitive Want to be able to evaluate Empirical link between training and org perf only holds if we have a good training system in place (remember training =/= learning, necessarily)

Evaluate and Sell Training Impact > How to determine training ROI? > Determining criteria > kirkpatrick's framework > learning

acquisition of KSAOs, cognitive outcomes, thoughts. Measure what they learn thru paper/pencil test, exam, etc.

Off the Job Training Methods > List of Classroom methods

as you go down, more experimental/hands on aspects (choose acc to KSAO you want to target) Presentation/Lecture (+/- discussion) Behaviour modelling (can be a video or live demo) Conceptual Activity like Kahoot, debate, etc Case studies (can be in video or written format) Role plays Simulations/Scenario-based Games Situational-based Behavioural-choice activities Action Learning (work sample while in classroom)

Evaluate and Sell Training Impact > How to determine training ROI? > Determining criteria > kirkpatrick's framework > results

business results achieved by trainees, eg salary increase before and after training

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > Life Cycle Assessment for Sustainable Product Innovation

consider sustainability at each stage of the product's design Design Manufacturing Transport Usage Recycling

On the job training methods > coaching > process > review

delivery of feedback to trainee to create a sense of accountability and raise awareness of strong/weak points; gradually, coach tapers off instruction as employee gains skills and confidence

Off the Job Training Methods > List of Classroom methods > Action Learning

e.g., Your projects, instructor facilitates question periods when applying concepts, or work with a new software (but that's usu. CBT) Trainees solve problem of interest to them, instructor serves as facilitator/resource

On the job training methods > coaching > process > evaluate

monitors, assess; notes how trainee has done

Off the Job Training Methods > 3. CLASSROOM GROUP DYNAMICS > When Formal Training Delivery goes bad > instructor characteristics

1. Fear 2. Credibility 3. Personal experiences (humanize)

Training and development process > Instructional systems design model > scope of needs analysis

1. Purchase model: org doesn't want you to diagnose your problem bc they already know what it is, just want you to implement the fix and develop the program 2. Doctor Patient mode: org doesn't have a clue, just know that performance is poor, must come in and do a full fledged diagnosis at all levels to tell them what's wrong 3. Process model: some idea the problem is related to some aspect of the organization (could be communication processes, conflict resolution processes, manufacturing like ppl aren't trained to use equipment properly, etc.)

Learning Theory and Training Design > How do people learn? > Applying learning theory to training design > Four key applications

1. Setting Learning Objectives (measurable) *** MUST emerge from your needs analysis *** Reworking what u produced into learning objectives, summing up: here's where we need to go 2. Setting the Emotional Stage for Training ("pre-training intervention"); building confidence/SE: remind trainees that learning is a bumpy road, journey, how to recognize those bumps/curves 3. Creating appropriate "Conditions of Practice" 4. Planning for Transfer of Training

Intro to sustainability > Environmental pressures for sustainability > A timeline of climate change events

1970 --- Earth day began 1998 --- Highest temperatures ever were reported 54 countries hit by floods 45 by drought 1999 --- 52,000 deaths due to weather-related events 2009 --- Earth's temperature rose ~0.8 C above 1850 (& The atmosphere had 35% more carbon dioxide than in previous 800,000 years)

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Global cleantech/green tech sector financial opps

"Brown" firms will need Cleantech to go Green Cleantech firms offer careers in R&D/Global Mktg & Sales → Growth Special group of MNEs for whom climate change is of particular interest; highly global (esp Canadian ones) With steady investment, cleantech industry can grow fast too; globally, the cleantech is more than aerospace and with liberalization of trade, more room for growth in this sector too

International Career Development > Myth: great technical performers will do well anywhere

"The primary causes of failure in multinational ventures stem from a lack of understanding of the essential differences in managing human resources, at all levels, in foreign environments..... These 'human' considerations are as important as the financial and marketing criteria upon which so many decisions to undertake multinational ventures depend" (Dowling & Welch, p.17)

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > Green team

"any functional group of employees that convenes with the intent of advancing the organization's environmental performance" Organizations making use of green teams were more likely to Promote awareness of environmental sustainability at the workplace, Engage in proactive environmental management behaviours The company with the best environmental performance had not only established a green team within various organizational functions BUT ALSO established an overarching green team to collaborate across the various units. Multiplier effect: it was beneficial to not just set up green team within org functions, but then to coordinate the green team overarching that collaborated across various units = those orgs had the best enviro perf

Off the Job Training Methods > 5. When to use Classroom vs. E-Learning methods? When to use a combination (blended)? > compared to classroom delivery alone

(+) Provides increased learner control (allows for self-directedness) eg volume, can arrange your time (-) Requires learners to take more responsibility for their learning

Off the Job Training Methods > 5. When to use Classroom vs. E-Learning methods? When to use a combination (blended)? > Compared to online delivery alone

(+) Provides more face-to-face social interaction (+) Allows learners to gain live feedback from peers (exchange insights) which is preferable to asynchronous feedback received online. Can read non verbal queues, richer (+) Ensures that at least some of the instruction is presented in a dedicated learning environment

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > How org leaders can support a learning culture that builds/retains intellectual capital > 1. Create CIO & CLO positions

(SOCIAL & RENEWAL Capital) (All about cataloging and exchanging info; social capital = external/internal relationships; who aer go to ppl internally for acquisition and dissemination of info, and management of ext reins? All abt knowing who to go to for help when trying to acquire knowledge, figuring out who you should share knowledge with) Renewal capital: about the why we innovate; market value of patents, copyrights; intellectual outputs Not HR focus but imp when understanding what consumer markets want. Why we're doing what we're doing, why we're innovating etc.

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > How org leaders can support a learning culture that builds/retains intellectual capital > 2. Develop informational maps /directories

(STRUCTURAL Capital to support SOCIAL Capital) that identify where knowledge is stored in the company; lists what other employees do, how they can be contacted, the type of knowledge they have (formal repository, creates structure), can help to build relns

Career Management & Development Systems > What do managers do? > Functional level

(behaviours that are performed; what they do) Controlling: process by which ppl are monitored to make sure they're contributing positively to org's goals/objectives like finance, accounting, also a duty of managers Organizing: systems that must be established to make sure efforts of employees who are working on major tasks are coordinating/organized Planning: defining of directions to which efforts of individuals are to be directed (goal setting, strategizing side of things) Leading: visionary, role modelling side of things, influencing actions of others so their actions are coordinated in a harmonious way to accomplish outcomes (could mean challenging status quo and encouraging others to do so)

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Diversity focus competencies > Collaborative

(being able to work with others to make a shift from generation of ideas/creativity to application of them/making it into tangible innovations) A strong capacity to understand/participate in/facilitate stakeholder collaborations (& inc dealing with power dynamics in negotiations)

Training and development process > Types of training

(can all be directed towards a sustainability purpose, can point them to the direction you want your strategy to be) Technical Skills training/Job specific Team training: very broad, can be communication, negotiations, conflict resolution Cross-functional training: when ppl shift roles to gain experience in other functional areas Communication: involves variety of soft skills like active listening Diversity training: most commonly thought of as demographic, but also cultural, ethnic, etc. also psychographic diversity like differences in personality Ethics training: provide from the start, remind from time to time Retraining: as the environment changes, training will change and what ppl will need to know will change Creativity training Literacy training Crisis training: so well rehearsed people can do it in their sleep Health and Safety Customer satisfaction training

Needs analysis > big picture of TD → ISDM

(can also be applied to design of career dev programs in addition to training programs; would just need to replace training design and delivery with career dev program design and delivery, with diff methods in the middle box) How can we tell if an itch is imp to the business/org? Not so much what the itch is, but how can we determine if it's important

Needs analysis > Job Level Analysis process > 2. Choose your methodologies > FJA

(can be done in an interview setting, taps into 3 essential elements of people, data, things → rated acc to intensity and imp)

Off the Job Training Methods > List of Classroom methods > Case studies

(can be in video or written format): A training method in which trainees discuss, analyze, and solve problems based on a real situation, build problem solving skills, group decision making skills, analyze/critique, give suggestions, identify alternatives, give timelines, etc. can also encourage vicarious learning if connecting to challenges in the real world Drawback: oversimplified, real life is more complicated; remedy by adding uncertainty

Needs analysis > Job Level Analysis process > 2. Choose your methodologies > PAQ

(comes with predetermined, standardized items that many jobs might have eg info input, fundamental processes required, work output, relationships with other workers, job context and works satisfaction)

Needs analysis > Needs analysis process > Step 2: Internal environmental scan > learning culture > Elements of a Supportive Org'l Climate > Organizational development > lewin's change model > change

(communicate and enable) Make sure org structure is supportive; emps are given skills/authority needed to implement the change Empower them; any org processes, whether HR or otherwise, must all support change

Career Management & Development Systems > What do managers do? > Skill level

(competencies of what they must have to view those functional behaviours) Technical skills, using excel, powerpoint, knowing the tax laws, conceptual skills, problem solving, decision making, planning, perf management) Interpersonal: communication, managing conflict and stress Each role has corresponding functions → corresponding skill sets

Career Management & Development Systems > programs for dev

(have done assessment, figured someone can benefit from a development) Formal education programs include: (these can be supplemented too with other kinds of experiential training/dev activities, eg for MBAs, int'l work/study experiences) short courses offered by universities of consultants university programs (e.g., Executive MBA programs) off-site and on-site programs customized to the organisation's employees, distanced programs relationships, job experiences for dev, job rotation

On the job training methods > informal action learning > Components of COPS > Shared meaningful domain of knowledge and identity

(i.e., Shared Learning Agenda & emerging connected identities) Guides the learning and gives meaning to actions (this shared identity/domain of knowledge) = knowing what matters to this community, bc knowing = belonging + intellectual process (motivational aspect, knowing how people feel that they belong/see themselves as fitting) What do members see as the broader meaning/ implications of this CoP for their lives & external communities? How does each member see their role/professional identity? How do they view others' identities/roles within the group?

Training and development process > Outcomes of a high performance work system

(interesting jobs --> satisfied workers -->low absenteeism --> lower costs --> low turnover. High quality --> satisfied customers-->higher sales-->higher profits)When all goes well with training - works if it's treated like an assessment Problem: sometimes put more $ into equipment than into HR bc it's more complicated to predict and manage Possible if TD is managed strategically Could have the best international management strategy in the world, but can't accomplish strong TD outcomes if people aren't invested in strategically

On the job training methods > types

(list goes from structured → informal learning approaches) -Performance Aids: reminders; eg checklist in Cineplex bathroom, visual to do lists; decision support systems for medical personnel (can work with handheld tablets to input condition aspects) -Coaching -Apprenticeship programs -Informal ("Situated" or "Action") Learning* (can also take place in a classroom) -Communities of Practice (CoPs) -Multi-Stakeholder Alliances => * Everyone is Learning from interactions with wise & experienced PEERS

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > SAP continuum > Resource Productivity

(not a bad idea, might save $) Sustainable strategies do not only make money, they save money as well (not higher ethical/moral reasoning or social concern) By reducing inefficiencies in areas such as energy consumption, paper and printing, and airline travel, SAP was able to deliver savings of €90 million

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > taxonomy of green behaviours > Taking leadership initiative

(not just about compliance and saving money, it's recognizing that it engages employees, makes it easier to attract ppl to the org) -Putting environmental interests first Turning down a lucrative but very environmentally unfriendly project Using air conditioners on hot days because unwilling to compromise own comfort/convenience to reduce energy resource use -Initiating programs and policies Starting a new environmental program; instituting a policy on reduced energy use Stopping an environmental program for business reasons -Lobbying and activism arguing for environmental issues on board Refusing to disclose organizational environmental record

Off the Job Training Methods > OFF-the-job methods for Team Building

(not restricted to just one method) When you have team working together for the first time, imp work, need them to trust each other, know strengths and weaknesses, want social processes well oiled and working well together Start with needs analysis, team task analysis, know what perf measures are/how you'll assess perf, make sure you have feedback measures in place → decide which methods are most effective Diff is that focus is on the team level rather than ind. Still need needs analysis and diff methods

Learning Theory and Training Design > What are learning outcomes > learned capabilities > Behaviour

(observable, eg., in simulation) Differs from skills bc behavioural skills are usually assessed in a simulated environment Behaviour level of learning is usually something that's looked at right after training, eg in the work context after you've left the training context

Needs analysis > Job Level Analysis process > 2. Choose your methodologies > CIT

(qualitative, interview based, produces behavioural statements that range from indicating superior - ineffective perf for a specific job) Usually reserved for more costly and important jobs

Needs analysis > Needs analysis process > Step 2: Internal environmental scan > learning culture > Elements of a Supportive Org'l Climate > Organizational development > lewin's change model > refreeze

(reinforce and communicate) new fundamental direction; may also involve HR

Career Management & Development Systems > What do managers do? > core level

(roles; who they are) Interpersonal: must be good at cultivating and developing relationships Informational: must beagle to monitor environment to acquire, disseminate, and act as a spokesperson to external stakeholders + ppl within the org Decisional: make decisions about ppl/goals, act as an entrepreneur, resource allocator, negotiator, troubleshooter

Training and development process > TD context > internal > strategy > Culture

(set by leaders) Structure and culture must be supported by strategy Eg CEO felt that carpets could be manufactured in a more environmentally friendly way If the leadership has certain values, can bring in change even if it's not pressing forcefully upon employees See impending risk, be proactive before organization faces that as an imminent risk

Career Management & Development Systems > programs for dev > formal education programs

(these can be supplemented too with other kinds of experiential training/dev activities, eg for MBAs, int'l work/study experiences) short courses offered by universities of consultants university programs (e.g., Executive MBA programs) off-site and on-site programs customized to the organisation's employees, distanced programs

Evaluate and Sell Training Impact > To Compare Programs > Utility Analysis

(typically use theme methods for summative evaluations bc formative is mostly about reactions, feelings, etc. not scores) Numerical approaches to calculating the relative utility (beneficial gain or loss) of a training program so you can compare options (benchmark/study to compare to)

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > SAP continuum > Re-energizing the Workforce

(values) Working for a sustainable company gives employees a sense of pride and a 'purpose' to work for. Employees will become more satisfied with their work, which will thus make them more efficient. Energies emps when they know the company is sincere, ppl feel they're working towards something meaningful

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > SAP continuum > compliance

(you have to) Companies in regulated industries often have sustainability requirements in their codes of conduct (legislation around it) Many companies are demanding their suppliers have a sustainable strategy in order to continue their business relationship.

Evaluate and Sell Training Impact > How to determine training ROI? > Determining criteria - what to use?

* Distinguish abstract learning outcome from metric* Kirkpatrick's four-level framework (abstract constructs). results, behaviour, learning, reactions

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > taxonomy of green behaviours > Working sustainably

-Choosing responsible alternatives Using Eco-Friendly or Natural Chemicals/Ingredients & Non-Disposable equipment Using raw materials from unsustainable sources -Changing How Work is Done Optimizing distribution system to reduce carbon footprint Knowingly relying on a work process that is not environmentally sustainable -Creating Sustainable Products & Processes Designing a completely new product or Mftg process to substitute for an eco-UNFRIENDLY one Same as above -Embracing Innovation for Sustainability (as it emerges) -Choosing virtual video conferences over air travel; hybrid cars for co. fleet Relying on printouts when tablets are available, affordable, & eco-efficient

Needs analysis > Person level analysis > 2. Rule out other explanations for performance gap > Criteria for Effective Perf Goals what are they

-Clear and specific timely feedback -Acceptability and commitment -Challenging but attainable Org things when setting perf goals/standards, ppl are evaluated acc to things that matter to the org: Fit with strategy, Validity, Reliability

Learning Theory and Training Design > What are learning outcomes > learned capabilities > knowledge (3 types)

-Declarative: factual information; know "what", eg understand environmental problem a sector is trying to solve Anderson's ACT Theory: Declarative knowledge comes first before procedural in a piecemeal approach until it becomes automatic it's almost tacit Need facts before you know how to use them -Procedural: knowing "how" to apply the concepts, rules, procedures eg cook in a restaurant who knows how to repurpose leftover cooking oil -Metacognitive: understanding how and when to apply various kinds of knowledge/procedural techniques eg recognizing which situations call for clean tech vs other interventions

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > taxonomy of green behaviours > Subtly influencing others

-Encouraging and supporting others Encouraging carpooling & providing the benefits for it Observing co-workers using space heaters when they could simply dress more warmly but saying nothing -Educating and training for sustainability Hiring a sustainability education coordinator Knowing that you &/or co-workers should probably learn more about how to safely handle toxic materials in your workplace but not signing up for a course on it

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability

-Look at how work is done, how ppl must approach work → not just for engineers to be aware of how to make processes more efficient; it's for everyone -Identify NA databases for green jobs (titles, descriptions); could also outsource to consulting firms, ECO, Onet Green Economy -Describe the taxonomy of green behaviours

Learning Theory and Training Design > What are learning outcomes > learned capabilities > skills (Behavioural or cognitive (motor, interpersonal)

-Motor skills: physical movements, like operating machinery -Interpersonal skills: successfully resolving conflicts, leading a group discussion -Cognitive skills: intrapersonal; risk assessment, math calculations, etc., why some ppl categorize metacognitive knowledge as a cognitive skill instead bc it must be cultivated

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > taxonomy of green behaviours > avoiding harm

-Preventing pollution Preventing sewer overflow from contaminating drinking water Improper disposal of hazardous waste &/or contaminated soil -Monitoring environmental impact to see if pollution is happening Routinely testing emissions, groundwater, soil for contamination Failing to follow up with cleanup effort after an accident -Strengthening ecosystems Limiting construction distance Unnecessary clearcutting that destroys surrounding wildlife habitat

Off the Job Training Methods > 3. CLASSROOM GROUP DYNAMICS > When Formal Training Delivery goes bad > presentation techniques

4. Dependence on notes (avoid) 5. Opening and closing techniques 6. Media/materials (as lively as possible, always have backup options) 7. Facilities

Learning Theory and Training Design > Self-Management modules can also support Transfer of Training > self management

= a person's attempt to self-inoculate against transfer obstacles by controlling certain aspects of decision making and behaviour. Pre Training interventions: setting the stage for preparation of potholes during training; same concept here; regards to post training institution tho, issues might face when applying training to actual work context Could give queues of commonly experienced situations, can use newly acquired training It involves: Scanning the post-training situation for 'potholes'/queues of forces/ppl/entities that are supportive for the change you want to bring to workplace (determining degree of support in the work situation; may have one obstacle, but look broadly; may be more sources that are supportive) Applying conditioning theory to yourself (setting goals for how you'll use learned capabilities, pursuing those goals; I'll apply learned capabilities on the job, can engage manager) (inc. EMT (error-mgmt.) / self-regulation trng when you make mistakes)

Training and development process > terms > Training bond

A contract between the employer and employee that states that the employer will pay for the employee's training as long as the employee remains with the organization for a minimum period of time following completion of the training program (fine print) Will have to pay back if you leave before that period, in some cases For ex executive MBA program

Learning Theory and Training Design > How do people learn? > Need theories

A need is a deficiency that a person is experiencing at any point in time. Needs theories suggest that to motivate learning, trainers should: identify trainees' needs, and communicate how training programs will relate to fulfilling these valued needs. If needs aren't addressed, they're unlikely to see importance of learning outcomes and unlikely to be motivated to direct attention/persistence (can't see bigger picture)

Off the Job Training Methods > List of Classroom methods > Role plays

A training method in which trainees are given the opportunity to practice new behaviours in a safe environment, useful to build interpersonal skills, to change attitudes, to practice in safe environment Development, enactment, and debriefing stages (last part takes 2-3x longer than acting, highlight correct/incorrect behaviours) Types: branching story, interactive spreadsheet, virtual lab (most high tech) Advantage: physical fidelity to actual job, psychological fidelity (requires you to think on your feet the same way you would the actual job) Always follow up with a debrief

Needs analysis > big picture of TD → ISDM > 2) Training design and delivery

Actual training doesn't appear until this box, but the training process starts in needs analysis Way before any trainees walk into the room; also shows you that the training process doesn't end when they leave the classroom either Underscores the amount of pre/post training analysis required to help the program be executed effectively and be of value to the org, and be something that sustains learning rather than bodies in a chair Since training design is only effective if it helps trainees reach successful job perf, need measurable learning objectives identified before training (at very start) Should align with org strategies (not only skill deficits of particular employees) Only evaluate against goals and objectives set out at the beginning (so they must be quantifiable)

Learning Theory and Training Design > What are learning outcomes > learned capabilities > other

Affective outcomes affecting motivation (related to feelings; diff capabilities that influence motivation) Attitude [eg., importance]: preferences associated with beliefs and feelings Goal orientation [e.g., value/interest]: goal to learn more about cleantech sectors Self-efficacy: confidence/ability to perform a specific task eg how confident am I in ability to apply knowledge and skills to perform / apply cleantech to managerial job Belongs here because considered a motivational variable that allows ppl to persevere in the face of obstacles

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > learning culture > Elements of a Supportive Org'l Climate > post training

After trainees come out of program, will go into post-training environment If learned how to approach problem diff, but post training work environment are forced to get things done differently, culture is at odds with training Eg innovation but not supportive climate for sustainable application of learning

Evaluate and Sell Training Impact > Choosing an Evaluation Design Methodology (Guidelines for collection of criteria measurement data) > threats to validity

Alternative explanations for evaluation results Internal vs external validity Sample threats (internal validity) History (learning from some external event); eg training course on diversity, CBC runs a special on that (has been exposed to another source, results might be due to that) Maturation (learning from natural maturation, growth in an individual not from training) Testing (Instrumentation/Priming effects, might know what you're looking for, dev feel for what question in post-test will look like + how to answer) Selection (pre-existing differences in sample before the start of training; difficult to conduct completely random assignments) Mortality (drop-outs from trng distort final results): even if trainees and control group start off with no diffs, might have been sig diffs between those who ended up dropping out and those who persisted = couldn't have anticipated these before hand

Training and development process > terms > Learning

An activity which enhances knowledge, understanding, awareness and skills, and allows for a relatively permanent change in behaviour Difference between this and training: a relatively permanent change, while training doesn't equal learning (learning sticks, and can improve the likelihood) Training is more short-term, you're a body in a seat

Evaluate and Sell Training Impact > Comparison of evaluation designs > post test and pretest with control group

Analysis methods used: ANOVA for eg But can be tricky to find a suitable control group Change from time 1 to time 2 must be greater than change from time 1 to time 1 for the control group w/o doing training; otherwise, suggests that threat to internal validity allowed for control group to learn just as well without the training intervention

Learning Theory and Training Design > Should we design our own training program or outsource it?

And, if we're going to outsource it (or do training on a really small scale, like just coaching a peer), do we really need to go thru all this???

Evaluate and Sell Training Impact > HRM impact > 5 Cs model

Another way of looking at effectiveness by looking @ HR impact of any HR intervention (similar to balanced scorecard approach) compliance, client, culture, cost, contribution, divided up between formative and summative evaluation

Needs analysis > Job Level Analysis process > New or existing jobs?

Applicable to new jobs, but could also be important to do it for existing jobs if you have new org strategy that requires job redesign → need to see what KSAOs/perf expertise standards are for the redesigned job Also redesign if problems associated with performance of job If existing org strategy isn't served well by current way jobs are done, redesign them

Learning Theory and Training Design > Theories for designing training to promote transfer

Appropriate conditions: the kind of condition you/your trainee might be feeling in work environment Eg Graduate in finance/accounting, doing it in a cleantech company (near transfer) Eg marketing student join cleantech company, work on new product dev team, work with engineers, finance ppl etc. → each product is new, team members must figure out how to contribute = adaptive expertise that's needed to innovate in that space (variable situation) More of a far transfer, stimulus generalization Type of transfer: based on type of condition, suggests you're facing a certain type of transfer Then, certain things to emphasize during practice, training program itself Theory (what is the terminology of the theory that's guiding emphasis) Where the theory component comes from

Training and development process > Instructional systems design model

Arrows between first two boxes → where you can determine if there is a knowledge gap, real purpose of the needs analysis process To determine the nature of the performance gap: gap between strategic objectives and what you're actually seeing in the organization, and if training should be the solution (is it the only solution? Or what other mix of HR interventions could be called upon? Sometimes training is just 1 solution, sometimes it's the only solution, and other HR activities like perf appraisal or compensation, need to be included too. See if this is necessary.

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > learning culture > Elements of a Supportive Org'l Climate - how to know if we have one?

Ask if there's tangible support at top for specific learning strategy (not learning in general, but specific strategy), is there support in the form of knowledge management infrastructure/reward systems that support that specific strategy?

Career Management & Development Systems > What is Management Development about?

Assessing candidates (on personality and abilities) to see if they can perform effectively in future appointments (training, not dev) in managerial roles (grooming in an effective way) + Providing development programs that build on those weaknesses in dev managerial competencies Do this for all employees - helps with retention, creates positive work environment, sends wrong message when only recruiting externally Also differs from training bc it uses more work experiences, while management dev uses more classroom type activities (skill based at times), more mentoring, more voluntary

Career Management & Development Systems > Performance Assessment for Career Development

Assessment is used most frequently to: Measure current managers' strengths and weaknesses Identify managers with potential to move into higher-level executive positions Work with teams to identify members' strengths and weaknesses, and factors that inhibit productivity

Learning Theory and Training Design > How do people learn? > Goal setting theories (motivational)

Assumes behaviour arises from people's conscious goals and intentions Goal Setting Principles (SMART) Specific outcomes (so they can be measurable) (will get better perf than if it's a vague, unchallenging goal) Measurable (!!!!!) Acceptable (getting commitment to accomplish the goal) Realistic (challenging but feasible) Mastery/Learning (mastering the learning journey) vs Performance goals (all about the outcome; ppl might differ in their anxiety levels, focusing just on outcome could be derailing) Timely Feedback Relative feedback value of Proximal vs Distal goals (feedback every day vs at the end; but low ambiguity cultures would appreciate the former)

On the job training methods > coaching > process > perform

Attempts to perform the task under instructor's guidance, who provides insightful feedback/reinforcement Coach pays attention to conditions of practice; ask trainee to start with a part of performance, not necessarily to do whole thing all at once Be mindful of task sequencing, less difficult parts first and incrementally build capabilities by allowing them to eventually perform whole job, gradually building self efficacy

Learning Theory and Training Design > How do people learn? > Applying learning theory to training design > 2. Setting the Emotional Stage for Training

Attentional and absorbable advice: get them to think about how new material connects with existing knowledge, builds on info processing theory notion of absorptive capacity Advance organizers (roadmap): agenda, course outline, visual graphic, theory Some ppl are more visually oriented, abstract thinkers so cognitive model; know learning styles and give versions of roadmap acc to that Mastery / learning goal orientation (look outside window, not just front ones): journey not destination (no penalties for wrong answers in the process) Goals that focus on process mastery - more effective Realistic preparatory info (potholes): give realistic preview of issues people have had before Fits under self regulation and relapse prevention; even within training context, giving ppl headsup is helpful for enabling perseverance and SE Metacognitive strategies (check GPS): `knowing all resources at your disposal by assessing where you were in learning, if you need additional resources to draw on and improve Supported by self regulation theory bc it's about evaluating your own obstacles

International Career Development > Repatriation Mal-Adjustment > work adjustment

Availability of, & level of, post-asmt job (affected by visibility, org'l changes), relative to psychological contract Maximization of int'l KSAOs Career concerns Loss of status and pay New role behaviours (moderated by role clarity & role discretion)

Intro to sustainability > Social (Institutional) Pressures for Sustainability > The necessary strategic MNE response > triple bottom line > particular impact on MNEs

Because MNEs operate on a global scale, huge impact on environment, so visible to stakeholders worldwide, and know how to manage internationally, must learn how to do things more sustainability; doesn't nec mean a loss of profit. Marginal impact on cost and respecting labour laws has more benefit

Evaluate and Sell Training Impact > How to determine training ROI? > Determining measures > using Kirkpatrick

Behaviour can be assessed thru self reports, observation, ind's productivity indicators (eg individual sales perf), results (hard criteria = quantities sold/prod at company level, wastage, scrap rates, product returns, downtime, customer satisfaction; soft criteria = softer judgement eg customer satisfaction, manager return on expectations; will mostly rely on this) Attitudes can be perceived org support, can assess after the training even if not objective (how much org support are you getting to make use of learned skills? Attitudes towards good customer service, sustainability, etc.?), could assess self efficacy or other components of expectancy theory like instrumentality COMA = cognitive skills, has organizational environment been supportive, motivation of trainees to apply learned skills to the job, attitudes/beliefs that allow trainees to feel capable (this term is heavily derived from affective outcomes) Useful for formative evaluations

Learning Theory and Training Design > How do people learn? > Adult learning theory/andragogy

Bring a wealth of experience to the classroom unlike children for whom pedagogical approaches work; want prior learning/exp to be validated, why they're learning Want input into (& rationale for) learning objectives/methods, jointly set them eg topic choice How will a training program help with their problems? Preference for Problem-Centered Learning (content & methods)

Training and development process > Strategic model of TD

Business strategy → HRM strategy → Learning and training strategy → training and development programs (align everything from business strategy); eg low cost strategy, focus on minimizing waste, lowering input costs (supply sourcing), understanding where the gaps are; maybe problem isn't training, but compensation or don't have the right consequences to stop making waste Could be technological eg equipment to process goods more effectively Don't dive in, straightaway, to training and dev programs

Needs analysis > Job Level Analysis process > 2. Choose your methodologies

CIT, BARS, PAQ, functional job analysis, the hay system. Job analysis techniques (record job related behaviours required for the job, including duties, tasks, responsibilities, etc.; extract competencies required to perform those behaviours and take note of the conditions under which job must be performed) What behaviours lead to good outcomes, what leads to bad outcomes → extract competencies Choose the method by costs, time required, flexibility of method, degree to which you need in depth info, and validity/reliability (how legitimate does it look)

Intro to sustainability > Environmental pressures for sustainability > Causes of climate change > 2 main Greenhouse gases

CO2 and methane most dangerous when produced to excess, when natural rhythm is interrupted

Evaluate and Sell Training Impact > How to determine training ROI? > Determining measures

COMA model(suggests the measurement of variables that fall into four categories: cognitive, organizational environment, motivational, and attitudinal variables.) inc ludes affective: mainly to assess reactions, but can assess all levels mentioned above Also measures outcomes that can be used to concretely assess abstract constructs mentioned in Kirkpatrick model

Evaluate and Sell Training Impact > How to determine training ROI? > Calculating ROI

Calculate the Benefits: incremental change in operational outcomes (criteria) anticipated to be achieved (or actually achieved) due to training - can't conclude the gain is due training and not extraneous noise unless using appropriate design methodology for training eval The way you collect your data matters

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Green competencies > creativity

Capacity to develop diverse (novel & appropriate) options for innovative action based on present conditions (thinking between the boxes; what's absent = meaningful) For this to happen, need critical thinking and risk taking skills Nec to be creative bc it's the definition of thinking outside the box I'll come up with something diff, go outside the box; something isn't right, think critically to come up with something different, particularly imp in group work

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Green competencies > Risk taking

Capacity to identify potential opportunities and risks (harmful unintended consequences) inherent in present and future developments, and discern when/how to manage those risks (debate on whether it's inherent or can be learned, but can set up the context, create safe environment for risks)

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Green competencies > Long term focus

Capacity to think beyond the present...to anticipate, analyze, evaluate, and craft rich "pictures" of a sustainable future in a way that prioritizes the imperative of intergenerational equity

Intro to sustainability > Environmental pressures for sustainability > Causes of climate change > Greenhouse effect

Carbon cycle has worked for millennia Everything in the world gives off radiation type energy, whether it's heat or light 30% of radiation bounces off bright surfaces that reflect UV rays back into space Other 70% is absorbed into the earth by plans, soil, water Greenhouse gasses trap sun's heat in the lower atmosphere, around Earth (blanket around earth), blocks heat escaping from the earth Ozone layer blocks some of the UV radiation from the earth to keep it from scorching Normally enough snow etc to get rid of 30% excess heat back into the sun, enough land/plants to absorb excess energy and heat, and bounce back heat

Intro to sustainability > Environmental pressures for sustainability > climate action > Paris agreement > key elements and economic implications

Changes in energy systems: Switching to renewables and transitioning away from coal Protecting land by transitioning away from land-intensive farming: Ex animal products => sustainable diet (more plant-based), more plant based food, meatless Mondays Promote green buildings/infrastructure: Improving city and industrial design, not only homes Transportation: Transitions into green public/private options

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > How org leaders can support a learning culture that builds/retains intellectual capital > 3. Use technology and software

Choose tech/software that allows for online info exchange (STRUCTURAL capital to support HUMAN capital: KSAOs, tacit/explicit) (catalog seminars, journals, etc.)

Off the Job Training Methods

Classroom (usually), but also: E-Learning (from home, at one's desk) Team Building (usually delivered away from the job, hence labeled "off the job")

Intro to sustainability > Environmental pressures for sustainability > climate change and sustainable development and international managers

Climate change is a global problem, will affect everyone eventually; multinationals operate on a global basis, focus of many global performance standards for sustainability Stakeholder pressures; ethical, stakeholder, consumer advocacy group, motivational, affects employee interest → these pressures are affecting MNCs too Highly visible, and must learn how to manage things more sustainably; as long as there's competition, consumers can still have a choice and vote with their dollars Boutique green sectors: engage in climate change mitigation; engineering firms, clean tech, that are highly global, know how to be sustainable, but need to learn how to manage things internationally

Intro to sustainability > Environmental pressures for sustainability > Wicked problem

Complex, Interconnected, Contradictory (how can we have global warming and snow the next day) Located in an uncertain environment, & Embedded in landscapes that are rapidly changing Question of what we should do with uncertainty is moot; principle states that where there are threats that are serious/irreversible, the lack of full certainty shouldn't be used to postpone measures to prevent environmental degradation So complex that it needs all hands on deck, needs peoples from all fields and professions working within their own expertise and knowledge

Evaluate and Sell Training Impact > HRM impact > 5 Cs model and formative/summative evals

Compliance (with legislation), internal process excellence -FORMATIVE EVALUATION Client satisfaction (client=trainee experience with being treated well/fairly) Culture management (In a T&D context, this means using the org'l culture to work in favor of positive transfer) -SUMMATIVE EVALUATION Cost control (efficiency), addressing stakeholder interest Contribution (makes a practical & effective contribution), internal value creation in terms of KSAOs, tech, etc.

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > SAP continuum

Compliance, resource productivity, competitive edge, reenergizing the workforce, sustaining the business model

Evaluate and Sell Training Impact > Comparing Formative vs Summative Evaluations > Summative

Conducted to determine the extent to which a training program has actually been effective: Have trainees ACTUALLY changed as a result of participating in the training program? It can also measure the $ return on investment (ROI) that the organisation receives from these training gains. How to measure eg attitudes? Score before training and after Establish correlation between learning context and perf score on appraisal instrument

Needs analysis > Needs analysis process > Step 3 of org analysis: a strategic approach to TD must fit with a high performance HR system

Consider whether we need to adjust or engage 1+ HR activities to better support strategic objectives and close performance gap How can HR help → do we need to acquire the needed ppl thru staffing, or will our training function need to be engaged?

Career Management & Development Systems > What do managers do?

Core functions and responsibilities include some kind of leadership (process of getting things done efficiently, effectively, thru/with other ppl) → shapes direction of the org + inspires ppl to pursue direction in the face of obstacles/constraints

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > Principles of Eco Design

Cradle to Cradle Design: leave nothing but footprints principle Circular Economy: one person's garbage becomes someone else's raw material eg Xerox taking broken parts that became inputs to their own new subunit that made millions Biomimicry: imitating the way our lungs work and other aspects of nature eg co2 filtration, and mimicking that with artificial processes → integrate into dev of new products to absorb CO2 that'll hasten decomposition of a product so it goes back into the earth

Needs analysis > Person level analysis > 2. Rule out other explanations for performance gap > Trainability

Cross-cultural training relies on a certain openness to experience, and a tolerance to ambiguity. This is not easy for those whose personality type is strongly dogmatic (black & white thinkers). Not everyone is equally cross-culturally trainable Personality & Intellectual ability can be considered fixed constraints to learning These represent upper limits to what training can achieve, Can throw training at them but won't stick to the same degree it would to someone w/ diff character, won't be as effective overseas Be able to assess personalities, situation where tests would be useful; don't block straight up, but if not fitting, be careful abt how u enable them

Training and development process > TD Context > Labour market

Demographics changes; not only cultural differences, and need for cultural training (more multicultural teams), but also people are starting to work virtually more and more Need some training on how to work in virtual meetings rather than face to face meetings Netiquette Can be more specific in terms of skill sets - critical shortage of stem workers, must be strategic bc competitors are also being strategic Are you going to hire more stem workers? Need to look internally - are there people who could be trained, either in-house or in external programs, to do the work needed in those stem fields?

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > sustainable dev definition

Development that meets the needs of the present without compromising the ability of future generations to meet their own needs Always tie training strategy back to organizational strategy Keep in mind the purpose: multinational that's business strategy/org strategy looks at sustainable dev = must be our starting principle Systems re open and dynamic, they can change, no need to go back to the horse and buggy; can utilize our tech in an innovative fashion

On the job training methods > informal action learning "unit" example: Tata Group

Didn't work in isolation, broader org was involved, passed lessons onto organization Goal: Reduce greenhouse gasses in the top 5 Tata companies Created: a "Climate Change Cell" Complemented by other T&D activities: formal training/workshops about eco policies & code of conduct online communication on sustainability initiatives volunteering placement opportunities

Training and development process > TD Context > Environmental change

Different concerns in different places Some organizations, even if there wasn't legislation, were proactive about it Legislation is an external force as well and can motivate action + need for training and awareness around how we should do things differently But can sometimes come from values of the leadership team itself, simple awareness hat environment is a concern, can't do things the way we used to do Attuned and takes initiative to instigate change in HR activities

Evaluate and Sell Training Impact > How to determine training ROI? > Calculating Monetary benefits & costs > Direct costs and indirect costs at each level

Direct: salaries and benefits of trainees and/or replacement costs of other employees for overtime, consultants/trainers/etc costs like acquiring program materials and supplies, dev and delivering training, equipment, facilities, travel lodging, evaluation costs Indirect: overhead including office supplies, facilities, equipment, related expenses not directly related to training, travel and expenses not billed to one particular program, training dept/management/staff salaries not related to specific training program Offset: government incentives for ppl/populations, tax credits, etc. Costing: identifying all expenditures used in training

On the job training methods > disadvantages

Distractions in work environment during training Potential safety issues (e.g., damage/injury of self or others when training on actual equipment) Disruption of service, or slow down of production, during training Unprepared trainer (inc transmits bad habits / attitudes) If not managed properly, if small business, only solution is to outsource to training consultancy that can offer off the job training in their contexts (safely) Must consider what makes the most sense for safety in that context, of employees, managers, and general public

Learning Theory and Training Design > How do people learn? > Accommodating individual differences in learning > convergers vs accomodators vs assimilators

Diverger: likes to gather info thru experiencing concrete examples, then working reflective up from that to appreciate theoretical principles that might be behind it Converger: prefers top down; start in head with info in the form of ideas, then deductively work down from that to gather info thru concrete experimentation Accomodators: challenging to learn with if you're more introverted, prefers to learn independently by analyzing from distance, very interpersonally dependent, interactive, concrete approach Differ from convergers bc they like to test out ideas, but don't involve everyone; reach ah ha moment without needing lots of interaction (introversion/extra diff) Assimilators: tend to process more intellectually and in own mind, hands off and reflective; avoid putting them and accommodators in same group

Evaluate and Sell Training Impact > training and legal responsibilities

Do NOT: Reproduce/Use copyrighted material without permission Breach confidentiality or defame Fail to provide required training EQUITABLY - don't exclude ppl, not providing equal treatment while in training (no accommodation) Fail to provide training SAFELY - allowing employees to incur injury during training activity, incurring injuries publicly due to training error

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > top box questions

Do the internal objective elements of strategy respond appropriately to external opps and threats? $ where mouth is? Stated strategy accurately reflect what environment demands of us? How much financial capital have we allocated to diff places in org structure?

Evaluate and Sell Training Impact > How does Evaluation connect "Transfer of Training"? > work environment/characteristics

Don't neglect a issues Climate for transfer (manager and peer support): organizational learning climate, support for learning and application for learning competencies on the job Work conditions: competing time pressures (not independent of managers either), supplier delays, etc. Why so imp to do eval at the end of training to see what ppl learned, check in, remind to look for opps; expectancy theory highlight this Between effort → perf, not just about SE; also here, where interference of work conditions can abstract things

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > What does it look like in a business context

ECO-Innovations are actions taken by individuals or teams (anyone in the company) that improve the environmental performance of companies" and can include reducing wasteful outputs, reducing inputs, changing inputs Broadly what we're looking for in an organization; the presumption is that MNEs are seeking improved perf in some of these areas, and they see a gap in some of them (but clearly too many companies are falling short and facing a perf gap)

Intro to sustainability > Environmental pressures for sustainability > climate change

Ecosystems have limited regenerative capacity Earth's land, air, water, biodiversity → compromised by irresponsible actions = will affect life as we know it The world your children will inherit Intra-generational equity

Training and development process > TD Benefits > societal benefits

Educated and employed population (more likely to stay employed bc they're more qualified, more likely to perform better, greater health and safety, less likely to have workplace injuries) Raises standard of living (Improves status of company, economically Health and safety Of employees and consumers Employees can create products that are safer, have better instructions, constructed more effectively Consumers are more informed and benefit from this Canadian Tire bike vs specialist bike store bike - difference in customer experience and product quality, as well as keeping people safe) Economy and standard of living

Needs analysis > Person level analysis > 2. Rule out other explanations for performance gap > Criteria for Effective Perf Goals general idea

Employee side of the picture (needs to experience criteria in these ways; if org has done their part right, emp will experience the smart aspects of the goal, it will be:) if any are missing, can't conclude that training is required, can only conclude that it was the manager that didn't do their job right

Career Management & Development Systems > Design factors of effective career management systems

Employees and managers (inc Senior Mgrs & HR managers) must ALL participate in development of the system. Employees need access to career information sources. Managers need "read" access to information about career plans/talent, & "write" access re:career opportunities The system must be linked to other HR practices, & evaluated in tandem with them, & improved in response

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > Lewin's change model > Change

Engaging a variety of HR processes like comp, perf management systems to ensure they don't undermine but support the change Org structure must support the change

Needs analysis > Job Level Analysis process > 3. Analyze & Interpret the info you collected about the job

Ensure that your analyses include: a 360-degree perspective (for important jobs) Cognitive Task Analysis (procedures that focus on understanding mental processes/requirements for performing a job, can differ from trad task analysis bc not so easily observable; decision making, pattern recognition) Team Task Analysis (focuses on team based interactions associated with a task; interdependencies amongst team members, task coordination, any cognitive skills req for that)

International Career Development > 1. Why is repatriation mal-adjustment & turnover so frequent?

Everybody is proceeding on the basis of assumptions; myth/expectation: MNC will do everything they can to ensure that my international assignment goes smoothly. REALITY: The Psychological Contract for International Assignments = mistakenly (unrealistically) formed & thus broken. The psychological contract: breached Initially, good relationship, will work couple extra hours When violated, more transactional relationship; they don't care about me (best case if they stay)

Training and development process > TD Context > external context

External forces that impact how you proceed/address TD Global competition, technology, labour market, environmental change, Climate change

Evaluate and Sell Training Impact > Choosing an Evaluation Design Methodology (Guidelines for collection of criteria measurement data)

Factors that influence the type of evaluation design; from who, what, when, and how info will be collected to determine effectiveness of the training program Determines confidence that can be placed in the results, so it's imp But no training program is 100% certain that results of eval are completely true

International Career Development > need for international career development

Faster time to global market of innovations (esp. green innovations), need for rapid, tacit knowledge sharing = also need leadership that can do this rapidly

Intro to sustainability > Social (Institutional) Pressures for Sustainability > SDGs: sustainable development goals

Focus on ending poverty, protecting planet, ensuring prosperity, etc. 17 in total Guided UN policy dev since 2016, meant to go until 2030 Implemented across 170 countries Now the guideline for how businesses, countries, and entities should operate if they want to be responsible; has been filtered down in a way that can now be measured

Learning Theory and Training Design > How do people learn? > Applying learning theory to training design > 3. Creating appropriate "Conditions of Practice" > Special conditions of practice

For routine high stress situations: overlearning is needed (when you need to be on autopilot, routine expertise that needs reproduction of behaviours) Give continued opps to practice even after trainees have left Determine how long training will last before ppl forget, how often do u need to retrain Eg first aid, occupational health and safety, evacuation, etc. For particularly unpredictable/variable jobs that require adaptive expertise: Emotional self regulation (error management training): when encountering obstacle or error you've made that you know how to recalibrate and get back on right path, frame errors in a positive way And exploratory/discovery learning: prepare thru active learning; match variety of random tasks they might encounter; guide trainees to each task but give little guidance on how to do it; let them know what must be done, but don't impose Encourage hit and miss until they figure it out

Career Management & Development Systems > Management development and career dev must go hand in hand

Forces for and against change (org vs employee perspective) Why is career management important? Organisation's perspective (force for change) a shortage of employees to fill open positions lower employee commitment inappropriate use of monies allocated for training and development programs. Employees' perspective (has eye on longer term for career, need common ground to make everyone happy) frustration feelings of not being valued by the organisation being unable to find suitable employment should a job change be necessary

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > Lewin's change model > Prepare for opposing forces

Forces for change -Trusting learning environment Forces against change -Employees: Fear loss of control -Task: Uncertainty over how to manage task redefinition -Formal Org'n: Misunderstanding need/way to change -Informal Org'n: Overt/Covert resentment of shift in power balance = resistance to change

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > learning culture > Elements of a Supportive Org'l Climate > Organizational development > forces for and against change

Forces for change -Trusting learning environment Forces against change -Formal Org'n: Resentment/Misunderstanding of need to change -Task: Uncertainty over how to manage task redefinition -Employees: Fear about loss of control -Informal Org'n: Overt/Covert resentment of shift in power balance/resistance to change

On the job training methods > INTERNATIONAL Informal Learning Example: Volkswagen

GOAL: Resolve social sustainability (H&S) problems in its global supply chain, did this by creating formal learning alliances with suppliers through multifunctional, cross functional sustainability team Created in 2004 Multi-functional Sustainability teams (Consultants, Factory inspectors, Planners) Also, the teams formed learning alliances with suppliers (from Mexico, South Africa, Brazil) Knowledge Dissemination: With ILO & GTZ, developed replicable model for "best social sustainability practices" in supply chain management Govs, NGOs, etc all have commitments to sustainable development, but only thru shared partnerships and memberships in the sustainability networks can they get onto the same page about raising respective employee awareness and sustainability knowledge + work in tandem for shared goals Not enough for each org to have a commitment and work in isolation

Evaluate and Sell Training Impact > Comparing Formative vs Summative Evaluations > formative

Goal is to inform the training provider how to make the program better from the perspective of trainees' experience. About reactions to the training. Takes place during design and development; expose key focus group trainees to try it and give feedback on instructional experience. It helps to ensure that: the training materials & processes were useful & enjoyable The program is well organized and runs smoothly Trainees are satisfied with their experience in the program.

Training and development process > Criteria for performance management effectiveness

Goals must fit these criteria (if missing, can't conclude that employee lacks skills, bc may be that they lack the proper guidance eg supervisor needs training in goal setting) (rule this out first before you decide that training is needed, bc could be that performance criteria wasn't set right) Fit with strategy Validity: be pertinent to the job Specific feedback: specific enough that employee knows what to achieve Acceptability: be challenging enough to be interesting, but also realistically achievable Reliability: for example within the job holder's control

Off the Job Training Methods > What detail should any Lesson Plan cover

Guide for the trainer, blueprint that outlines program in terms of script (sequence of activities/events); also helps org if responding to request for proposal, outlining lesson plan = can also help org that receives it to evaluate how your proposal compares to others (gives idea of what your approach will be, can judge if ur package)

Training and development process > TD context > Human resources system context

HR planning: forecasting supply and demand for labour in different job categories Job analysis: coming up with job description and specifications, where the KSAOs/competencies are Compensation Recruitment: generating a pool of potential candidates, eg job fair, getting interested candidates Selection: picking from that pool Performance appraisal Health and safety Labour relations All these factors must work like a well oiled machine, can't have mixed messages that undermine the training function

Career Management & Development Systems > Popular assessment tools > a) Myers-Briggs Type Indicator® (MBTI)

Help employees understand how their (or others') default preferences contribute to (or detracts from) problem solving. Every "type" has its strengths/weaknesses MBTI is not reliable enough for judgemental purposes, but good enough for developmental purposes Can help salespeople develop Can help teams develop by matching team members with assignments Preferences: What energizes an individual (interpersonal interactions, or reflections on personal thoughts/feelings?) Info gathering (Sensing and intuition) (sensors like facts and details before making decisions, while ppl who are more intuitive focus less on facts and more on possibilities) Decision making: lean more towards thinking or feeling (other people's)? Purely intellectual or more concerned? Knowing how to phrase things e.g. salespeople? Lifestyle: judging and perceiving (tendency to be flexible or adaptable; those who lean more judging, tend to be more rigid, focusing on specific goals, establishing deadlines, having a preference, while other ppl are more adaptable, free)

International Career Development > Myth: There are no impediments to mobility other than C/C capability

Helps to have people be mobile, but there are other considerable impediments to global mobility Families with aging families and young children, split couples and shared custody, unwillingness to relocate on familie's part (but legally can't make decs based on this, must present info and ask expats if they want to make that decision) = complicates departure Ppl may have become less mobile while world may have gotten more international Why companies are keen to get pool of qualified global leaders; don't want to do anything wrong in how you manage them → if employees see that expats are treated badly, acc to learning theory = social learning theory and behaviour modelling → if another expat has been treated badly, impacts your willingness to go

Needs analysis > How can Politics/Inertia MESS UP A Job-Level Needs Analysis?

High Time (time intensive) / Costs (eg interview based, consulting fees, licensing fees, loss production, overtime, administrative costs) => shortcuts Management Assumptions / Political Agendas => Contamination & Deficiency (realized some jobs are redundant, getting paid too much, agenda for what to tell ppl; contamination might be where you're prompted to give incumbent puffery, to make job look imp; bring in other attributes to make it seem like they're part of the job → compensation) (deficiency is the reverse; fails to incorporate imp aspects of job required for success) Overly Vague / Rigid Job Descriptions so not having to redo job descriptions every 2 years How to overcome these risks? Make sure person conducting job analysis is well aware of why it's being conducted the way it is, and that they can communicate this to ppl participating in the process with them, and that ppl conducting it are adequately rewarded/not penalized

Training and development process > TD Benefits > employees > intrinsic (internal) > Extrinsic (external)

Higher earnings Improved marketability Greater security of employment Enhanced opportunity for advancement and promotion

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > The role of training and organizational change/development in sustainable development

How all the itches described earlier bring us to training, and how training plays a role/respond to those itches

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > green behaviours and org-level strategic objectives

How the green behaviours can contribute to org-level strategic objectives for eco innovation outcomes If org is serious about working towards reducing wasteful outputs/inputs/changing quality of inputs, engaging and realizing these green behaviours are of interest to org To close the sustainability perf gap, org should adapt existing job descriptions formally to include some of these green behaviours, to modify job descriptions, and add in green behaviours if they aren't already in there All emps can and should contribute Adapt existing formal job descriptions to incorporate some 'enviro' responsibilities by integrating green behaviours => NOT limited to "green" jobs => ALL employees can potentially contribute => Up to the organization to harness that potential with a supportive org'l climate

Career Management & Development Systems > The development planning CONVERSATION should look something like this:

Identifying development needs Choosing a development goal Identifying the actions by the organization and the employee Determining how progress towards goal attainment will be measured investing time and energy to achieve the goal establishing a timetable for development.

Training and development process > The performance management process

If performance is off, monitor performance is about perf appraisals Before that it's about setting goals and setting expectations After that is clear consequences eg disciplinary action like suspension or training programs It's meant to underscore how training and development isn't meant to work in isolation, should work ni broader PM process (otherwise garbage in garbage out) If amazing training program but don't monitor after to make sure they're applying it on the job, not effective Increasingly, managers must train their direct reports, so this process (Monitoring, consequences, training) applies to everyone in an effectively learning organization

Intro to sustainability > Environmental pressures for sustainability > A timeline of climate change events > why 1850 base year and 2-6 degrees Celsius increase

If present trends continue, earth's average temperature will keep rising 2-6 degrees celsius above 1850 temps ⇒ dramatically raise risk of quality of life Hone in on this year because 1850 is that's just before the industrial revolution Avg temp at or below 2-6 degrees celsius because the rate of warming in the arctic regions is twice the global average; at 3 degrees celsius more, entire ice sheets would melt, more dark water, increase sea levels 4 degrees will become inevitable, and so on 2 degrees will keep it right below the danger tipping point

Needs analysis > Needs analysis process

If right after your analysis that you determine the itch isn't particularly important to org strategy, discard and terminate process Ex: emps laughing loudly, no sign that productivity is off or that ppl are complaining = don't go there If important, start consulting stakeholders and collect data to determine extent to which it's important, and urgency with which it needs to be addressed Key stakeholders: anyone who has vested interest in org, eg employees, union reps, technical specialists, ppl who deal with external stakeholders (eg public relations dept, media, nonprofit orgs that monitor org)

Needs analysis > Summarize what they must determine

If training is a solution Where training is needed in the org'n What type of training is needed Who needs it in the organization

Career Management & Development Systems > Management development and career dev must go hand in hand > Traditional Career vs. Protean Career

In careers, should be more adaptable, don't stay at one place forever Think of self as what are my core competencies; if I must market/sell myself as a business, what are my needs, core customers, etc. Always keep ur own marketability up Now about employability for flexibility; experiences, training, rather than just job security; org isn't completely hands off, but much rests on employee's shoulders to take ownership of their careers Now in the age of knowledge economy; ability to learn → part of your skillset Less org driven, more on relationships and job experiences, social networking, gathering info, experiential learning thru experiences and int assignments, build skills of knowledge translation

International Career Development > Categories

International Growth means managing people from around the globe HQ - PCNs: parent country nationals (these might be the expats traveling to the host country) Host country - HCNs: host country nationals (may not have international business as their focus; may be thinking of themselves as local workers) 3rd country - TCNS: third country nationals (expats from third country) PCNs and TCNs might be the only ones thinking they're international Eg Bombardier in Montreal, subsidiary in Northern Ireland; Canadian PCN going to Northern Ireland Locals would be HCNs If someone from europe or england, coming to work in Northern Ireland branch, they'd be TCNs

Learning Theory and Training Design > How do people learn? > How learning theories inform instructional design

Involve adult trainees in setting their measurable learning objectives Focus on mastery learning goals rather than perf goals to take edge off learning Draw on trainees' prior experience as examples = build self efficacy, persuade trainee that what they're learning isn't diff from what they know, build on absorbed capacity/strength to classify info into existing schema Create opportunities for Observation (social cognitive theory: models need to be credible to build SE) Create opportunities for Practice Provide Feedback (with valued consequences) Accommodate individual differences in learning whenever possible (not always possible)

International Career Development > The W curve of the CC readjustment

It's not technical capabilities that determines success; it's more interpersonal side of things Eg new product dev in relation to sustainability, much more sustainability and dealing with more diverse stakeholders and cultures Cultural layer: U curve when you first go abroad, followed by another that happens when you come back home Don't expect the issues when you come home; neither does HR Not prepared well for expats to repatriate upon return

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Job specifications: which competencies are needed to perform green behaviors?

KSAOs (abilities = fixed, intellectual, personality? Other? Motivation, attitudes) Creativity → innovation (and other competencies in between) (Competencies needed:) Those competencies might not all be needed for all jobs, make a judgment call of which ones are most important for green behaviors. Could also be specific knowledge that's required, not on list

On the job training methods > informal action learning > How to Facilitate Informal Learning in a CoP

Know what goes into each component of an effective CoP Develop your facilitation skills for managing those Develop your teamwork skills (because in action learning, everyone's a trainer/learner) They're engaging in a process of knowledge management: every member might come with different knowledge, go back after acquiring it thru the informal community practice, interpret it, disseminate it

Learning Theory and Training Design > What are learning outcomes?

Learned capabilities - knowledge, skills, other, behaviour, Results ("transfer" of learning to the job)

Learning Theory and Training Design > How do people learn? > Conditioning theory

Learning is a result of reward/punishment contingencies that follow a response to a stimulus/queue, which is followed by a response that is reinforced (the reinforcement strengthens the likelihood that the response will occur again and learning will result)

Learning Theory and Training Design > How do people learn? > Accommodating individual differences in learning

Learning styles differ; by accommodating these, make it easier for trainees to learn Arises from how people like to gather info (concrete or abstract) and how they like to process info (active or reflective) Convergers vs divergers vs accomodators vs assimilators: work in opposite ways Know audience, promote self knowledge so they can speak up and advocate for needs based on how they like to learn; pause and assess learning styles to help them help you better direct pitch and delivery style

On the job training methods > advantages

Lower cost, sometimes only job when resources = low, short time, limited skills of trainers/availability Greater fidelity increases likelihood of transfer to the job because resembles the job most closely

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > MNEs

MNEs so critical to sustainability mainly bc they have such a huge global footprint (carbon, social impact); anything they do that's harmful to the environment/societies, felt on a large scale Global Carbon Footprint / Social Impact => Solutions have wide implications If want larger scale impact, approaching MNEs is good way Keep in mind that the resources of some multinationals are as large if not larger than some small countries... Global brown sector examples: Fuji Xerox and Interface Carpet ($$ Saving)

Needs analysis > Needs analysis process > Step 3: TD and High perf HR system > make or buy decision

Make or buy decision, where make = train with what we have, buy = recruit new emps How easily can existing emps adapt to needed change? How quickly does it need to happen? Sometimes acquiring new knowledge by acquiring new employees seems simple but can also involve its own needs assessment process and usually requires up front training/orientation, how to promote knowledge exchange, whether we have expertise to guide knowledge exchange in areas of expertise, need to bring in more HR/training experts? Keep in mind whole knowledge process: both acquisition and utilization/dissemination/continuous learning, keep in mind even during staffing Managers should also know how to evaluate training HR ppl need to know enough abt the knowledge work/competencies to know how to hire for it/recommend training for it

Learning Theory and Training Design > How do people learn? > Applying learning theory to training design > 3. Creating appropriate "Conditions of Practice" > mass vs distributed practice, whole vs part learning, task sequencing

Massed vs distributed practice: massed approach is cramming, with no rest in between. Distributed: over the course of the sem, breaks in between Whole vs part learning: whole thing in one chunk or part by part Unless very simple, best taught in a part by part basis, then pulled together thru conditioning Task sequencing: organization of the parts Part learning: learning to play piano, doing right hand first then left; task sequencing: ordering of the parts might be, learn each individual hand, then put it together for one bar, then whole row Following tasks in logical sequence before total task is performed

Career Management & Development Systems > programs for dev > Relationships (e.g., mentoring)

Mentoring Benefits: Accelerate career progress of underrepresented groups Transmit culture and values to newer managers (particularly useful with HCNs) Pass on accumulated wisdom of seasoned leader Difference between this and coaching: for present moment, present job; mentoring is more career dev, focusing on cultivating employee for future evolution and development (often used with regards to underrepresented groups) HR personnel need clear policy basis for matching mentors and proteges to ensure high SE, defer to protege's preference

Off the Job Training Methods > List of Classroom methods > Behaviour modelling

Model demonstrates key behaviours to replicate; depend on vicarious reinforcement Model experiences consequence, trainee identifies that of the model; appropriate for learning skills/behaviours eg interpersonal skills rather than facts

Evaluate and Sell Training Impact > How to determine training ROI? > Determining criteria > barriers to credibility (face validity) of criteria

Most to least: reactions, cognitive, behaviour, results, return on investment If eval is only limited to end of training, not assessing if transfer has occurred We're interested in the training program bc we want learning to stick and transfer to the job

Intro to sustainability > Social (Institutional) Pressures for Sustainability > 3 sources of pressure > Secondary stakeholders

NGOs, non profits, activist groups, local community associations, governments eg investor responsibility research center that tracks shareholder resolutions, interfaith center and corporate responsibility

Needs analysis > Job Level Analysis process > Why?

Need to identify: To identify the variety (& levels) of KSAOs needed for successful performance of those tasks To identify the relative importance of the tasks in a job What are the tasks involved

On the job training methods > informal action learning > Components of COPS > Shared Practice

Newcomers need broad access to the practice, no sequestering or exclusion from learning bc they're new Initial interactions should permit them to learn from seasoned members; incremental, short and simple, useful Organization of Learning Activity (task partition) Does the process keep lines of communication/observation open? Make sure newcomers aren't blocked to arenas where senior members are practicing, make sure it's not seen as wasting their time Does the process give practitioners a [hands-on] chance to build their reputation as contributors? Technologies Do Concrete (e.g., tools, shared docs) & Abstract (e.g., jargon, stories) technologies permit observational learning?

Training and development process > TD Benefits > employees > intrinsic (internal) > Increased sense of belonging - elaborate

No guarantee emps will stay, orgs must make this a thing Nature of careers are changing too; companies are no longer shaped like triangles There was a loyalty for decades, companies you worked with for life Individuals become competitive depending on the skills they possess; sign of companies helping you on your career, when they invest in your competency development Investing in your competitiveness, not only theirs

International Career Development > Repatriation Mal-Adjustment > interaction adjustment

No one wants to hear your stories Culture (& topical issues, jargon) have changed Social networks may have moved on

Intro to sustainability > Social (Institutional) Pressures for Sustainability > International performance standards > triple bottom line

OECD's Responsible Guidelines for MNEs UN Global Compact & the Sustainable Development Goals (SDGs) => Global Reporting Initiative

Career Management & Development Systems > programs for dev > Job Rotation

Objective: To learn a variety of skills required for future jobs (or colleagues' current jobs: cross training) Serves an org'l development purpose too

Needs analysis > Job Level Analysis process > 2. Choose your methodologies > Data collection methods

Observation Questionnaires Interviews Key consultation Group discussion Tests Print media Records & reports Work samples

Career Management & Development Systems > Management development and career dev must go hand in hand > Responsibilities in the development planning process

Org can never predict completely the jobs that will come down the line, another reason we need a shared responsibility with regards to international assignments Need recognition on employee's part that there maybe won't be a position at headquarters, maybe need another international assignment with another org

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > Lewin's change model

Org dev creates change by benchmarking, communicating, and enabling: we've recognized our business strategy, HR strategy has also been decided (is training really the solution? Other solutions?) → this is where Lewin's change model comes in

International Career Development > 1. Why is repatriation mal-adjustment & turnover so frequent? > repatriate proactivity

Organizations assume too much (that employees will be proactive) Both org, HR/managers and employees, must assume respective roles Even emps with high career motivation can become discouraged if org environment doesn't permit them to take initiative When repatriation situation is weak, personality characteristics will kick in These are distributed normally across the population, some ppl might not be interested in doing information searching / reach out for social networking Could have talented emp who will work off job and go to a competitor otherwise

Off the Job Training Methods > 5. When to use Classroom vs. E-Learning methods? When to use a combination (blended)? > Blended approach > example

Orientation Training Anticipatory socialization → receiving info, more relationships, understand role, org commitment, reduce turnover (can take place online, can review information on their own) Encounter → exchanging info Settling in → independently seeking info

Intro to sustainability > Social (Institutional) Pressures for Sustainability > 3 sources of pressure > Institutionalized societal pressures

Other groups that don't fit others, like media rankings, financial institution reports Not just global standards but also emergence of rankings like best of, reporting initiatives that focus on multiple bottom lines Eg Fortune's global most admired companies, corporate conscience awards, Dow Jones sustainability index, etc.

Intro to sustainability > Social (Institutional) Pressures for Sustainability > 3 sources of pressure > Primary stakeholders

Owners, employees, customers, suppliers in immediate vicinity of firm

Training and development process > TD in Canada > Who lacks access?

Part-time, temporary workers and those less educated and older are less likely to receive training Those employed in small- and medium-sized organizations, no large scale HR departments Increasing the number of gig and temporary workers so less investment in them, and those less educated are also less likely to receive training

Career Management & Development Systems > Management development and career dev must go hand in hand > traditional model of career dev

People used to stay with companies throughout life stages Predictable path, could see down the line where jobs would take them (both managers and employees could predict) If you stuck around, would find your way to the top Now orgs are flatter, ppl don't stay for as long; things change a lot

Intro to sustainability > Social (Institutional) Pressures for Sustainability > The necessary strategic MNE response > triple bottom line

People, profit, planet; triple bottom line: based on the integration of 3 communities which have, as main interest, the economic angle, ecological angle for planet, and social angle for people To make it work, must have synergistic approach that seeks mutual gain across the 3 Ps, treating them as interdependent or complementary; not competing Far more innovative and forward thinking to take company in this direction;

Career Management & Development Systems > Management development: a waste of money?

Per capita training expenditures are greater for managers than any other category of employee Due to the critical role it plays in organizational effectiveness, bc bad decisions $$$ Due to the complex and diverse nature of management work Corporate expenditures on management development are estimated at $45 billion annually

Learning Theory and Training Design > How do people learn? > Applying learning theory to training design > 1. Setting Learning Objectives (measurable)

Performance outcome: statement of behaviour that employee is expected to learn to do; goal as per goal setting theory, needs to be constructed in accordance with goal setting principles (SMART) Ex: "Trainees will gain a better understanding of the corporate values for sustainability" Conditions: statement of conditions under which desired outcomes are performed under, by whom, when, with what. Tools, equipment, information Ex with criterion and conditions: Criterion/Standards (absolute or relative): "Trainees will achieve a score of at least 90% on a test about what the corporate norms and values are, & why they are important" [or gains of 50%] Condition: "Trainees achieve this criteria even when presented with novel scenarios which pose ethical dilemmas" OR SIMPLY "Trainees achieve this criteria after a 1-hour training session" Criterion (performance standard): standard by which perf will be judged; why it's so important to make it measurable, like an elaboration of a perf outcome (measurable, behavioural terms) Could be checklist of behaviours that should be performed in a certain way

Learning Theory and Training Design > How do people learn? > Social learning theory aka Social Cognitive Theory (diagram)

Physiological state: in real world, it's a source of info eg hairs are standing on edge Verbal persuasion: using words to encourage, building on self efficacy to persuade them Vicarious learning: where the coach may go beyond you can do this to look at me as a role model, I had those fears, etc. Experience: most powerful, you have hands on experience of having attempted something Self regulation: after you've observed how the model has reinforced and rewarded themselves, internalize that process and take it with you beyond training context + into working world Consequence: unlike conditioning theory, it doesn't have to happen to you, or be a direct experience; still learn from what's happened to other role models Can build ppl's self efficacy Has implications for learning context: speakers chosen, what they convey abt themselves, diverse models in every sense for diverse trainees

Intro to sustainability > Environmental pressures for sustainability > Causes of climate change

Population growth: expanding considerably, leads to increased consumption Increasing consumption: food, animal products, fossil fuels, etc. Depletion of natural resources Pollution (air/water) Pushing the earth's limits

Evaluate and Sell Training Impact > Comparison of evaluation designs

Post test only (no pre training): cheap, timely, low strength Most appropriate when only interested in whether a specific performance level has been achieved, not when you're interested in how much change has occurred Pre and post test: low cost, timely, strong reliability and validity No control group which is helpful bc it allows for isolating and identifying training as a likely cause of the change Posttest only design with the control group Pretest and posttest with control group is most helpful when determining if training helped come up with the desired change

International Career Development > What can organizations do about it? Design an Empowering Repatriation Program

Pre-Entry Training that addresses career expectations: address potential of mismatch of expectations; what are people expecting, and tone that down; maybe certain things can't be promised Re-Entry counseling: re discuss potential for a mismatch of expectations as the person returns, see what expectations have been met and what hasn't Assigning a mentor: more senior person from a descending unit who knows the expat personally, who can facilitate provision of info, and can stop 'out of sight out of mind' feeling Accommodating protean initiatives (e.g., online jobs database, contact details) & managerial "write" access: in between talking abt mentor and repatriate, there's a role for expats to do a knowledge translation to help HQ with current challenges, so you can market yourself (give expat access to job database, see what's out there, recognize where they can make a diff, comm with ppl ahead of time) Involving previous repatriates in the development of a repatriation program for new repatriates: can feel like their international competencies are being put to good use

Off the Job Training Methods > What detail should any Lesson Plan cover > sample

Present the Training objectives, can drill down into KSAOs Instructor selection (& trainee selection or N/A) (why, why, qualifications) Trainee methods, materials (expendable items) & equipment Time allocation (inc any lunch/coffee breaks) Classroom/Location info IF it changes from lesson to lesson (specify to org in advance) Equipment & Seating requirements IF these, too, change from lesson to lesson but sometimes beyond your control

Intro to sustainability > Social (Institutional) Pressures for Sustainability > 3 sources of pressure

Primary stakeholders Secondary stakeholders Institutionalized societal pressures (Customers and firms that want to serve them are being influenced by public shaming eg thru public reporting of worst ranked companies etc.) (These pressures are giving firms an itch for action, which they must respond to)

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > How org leaders can support a learning culture that builds/retains intellectual capital > 5. Space

Provide SPACE for info acquisition/sharing (HUMAN capital: KSAOs, tacit/explicit) Can convey that this is an org that has a learning culture and that it values learning

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > How org leaders can support a learning culture that builds/retains intellectual capital > 4. Time

Provide TIME for info acquisition/sharing (HUMAN capital: KSAOs, tacit/explicit) Can take time to "get it" when acquiring info Knowledge is both tacit and explicit; tacit = know intuitive, builds innovative CA; but can't be done quickly

Needs analysis > Job Level Analysis process > 4. Provide Feedback on the Results (job description & job specification)

Provide job description (inc. importance & frequency of tasks) Provide job specification (i.e., KSAOs - inc noting any hardship conditions under which these capabilities must hold up - e.g., noisy envmt) Formalize (FREEZE) these specs ("expertise requirements") as performance standards for the job/task and indicate weighting on which they're evaluated when a perf review is done

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > eco innovation elaborate

Reducing wasteful outputs: Decreasing an organization's environmental impact, inc less energy use to operate it (reuse or recycling) Reducing inputs: Developing a more eco-efficient product/service, inc less energy use Changing inputs: Solving an environmental problem for the company (reduce use of hazardous substances)

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > Lewin's change model > Refreeze

Reestablish and reinforce fundamental values and assumptions Doesn't need nec formal training, but examples of role models; how well XYZ does something Informal learning, sharing stories that creates culture that's supportive of learning

On the job training methods > Informal (situated) vs formal learning > factors

Relevance to work: can be variable; sometimes distance between what you've been trained on and work context. Informal situated learning, relevance to work is extremely high Timing: delay bc of classroom based context, or because formal coaching w/o doing the work with customers; vs learning as you're doing Control: informal learning is done by immediate team or coach, some element of guidance by org, but can't really be controlled bc it's dynamic, evolutionary, nonroutine, learning as you're going

On the job training methods > informal vs formal > Nokia Supplier Team: How was this informal action learning?

Relevance to workplace: very high, right at work Timing: immediate use on job, minute they saw something that needed fixing, got immediate feedback along with final feedback at the end too Control, structure, outcomes: learning on supplier's part couldn't be fully controlled by Nokia, very learner and team controlled (and supported/enc by Nokia); objectives weren't too specific either bc they were making suggestions, reassuring; not in a position to impose a timeline Structuring action/informal learning: projects must involve real org concerns, involve small groups (complex), org should monitor the group and present solutions, ppl involved should have release from normal work duties/deadlines to focus

Learning Theory and Training Design > How do people learn? > Applying learning theory to training design > 3. Creating appropriate "Conditions of Practice"

Remember trainees must have many opps to observe the practice they need to learn, and many opps to engage in it; what is the appropriate condition for that, to maximize learning?

Learning Theory and Training Design > How do people learn? > Conditioning theory > Conditioning process > Extinction

Removal of a positive stimulus after an undesirable act (decreases/eliminates behaviour)

Needs analysis for sustainability > Applying Org-Level Needs Analysis to Sustainability > Identify eco innovation objectives > achieve this by considering role of clean tech

Role of clean tech in achieving eco innovation objectives Integrate cleantech into operations / building Upstream Biorefinery products: bioenergy, green biochemicals, power generation Power generation: solar, wind hydro Downstream How earth, air, and water are used Industrial activities, extractive processes, transportation, infrastructure Energy infrastructure: smart grids Energy efficiency in green buildings: reduce wasteful outputs Industrial processes and products: nanotech, air pollution, advanced batteries Extractive processes and products Recycling, recovery, remediation: waste to energy, cooking oil → fuel, contaminated sites and fixing soil, cleaning up thru special processes Transportation Other Wastewater, water Agriculture: growing food closer, less shipping

Needs analysis > Needs analysis process > Step 1: External environmental scan reveals issue importance

SWOT analysis, where first column (external environment) is looking @ opps/threats; second looks at org strengths and weaknesses External: beyond your control Variables that are usually (not always tho) main source of itch (laws like battles over patent agreements, tech where competitor comes out with better tech, labour markets, something in natural environment has changed and emps are unequipped to deal, scarcity in the economy, inc cost of resources (climate change can impact this), cost of produce, social climate like shareholder activism, etc)

Needs analysis > Needs analysis process > Step 2: Internal environmental scan > learning culture > Elements of a Supportive Org'l Climate > Organizational development > lewin's change model > unfreeze

Senior management commitment: asking ourselves who the key stakeholders are that can make this process easier, who understands goals well (make sure employees see ppl in power support the change) Information gathering Clarity of purpose (of practice to benchmark): ppl can understand and buy in to reasons to be motivated to change (ppl are free critical thinkers), share quantitative/qualitative data transparently, show how you compare to base, be mindful of forces for/against change during data collection

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > Lewin's change model > deconstruct/freeze

Senior management commitment: sustainability is what's needed, make sure key stakeholders see that the managers and ppl in power support the change. Stakeholders are freethinking adults, treat them as such Communicate openly to build trust and reduce fear Information gathering (both quantitative and qualitative; allow data collection process itself to be transparent, then feed back the info) Look at forces for and against, identify obstacles, who's afraid of the change Get everybody on board and figure out who's not What HR tools in addition to training - is training nec to close this gap? Clarity of purpose (of practice to benchmark): everyone sees why the itch is important

On the job training methods > informal action learning > Components of COPS

Shared meaningful domain of knowledge and identity (i.e., Shared Learning Agenda & emerging connected identities) Shared Practice (Engage in technologies and social relationships) Shared Community

Learning Theory and Training Design > Training program or outsource? Purchase when

Short lead time: poor HR plan that has left lack of design training choices, haven't discussed the amount/extent of training req to prepare ppl for upcoming project Reactive, poor approach Staff lack of expertise: not the best explanation; sometimes, can use line managers to deliver training, blend this with HR help; if you have the time, can usually find expertise Cost benefit analysis warrants it: might only use training program a couple times for small # of employees, maybe training that's needed is generic, not specific to org; might be cheaper for experts to provide training (EOS) eg sexual harassment training Stronger reason Unconcerned about security and confidentiality No need for org specific content: training is generic, opposite is orientation programs

Training and development process > TD Context Diagram - what does it show

Shows how TD fits into a high performing HR system, strategy, and broader organizational context Achieved thru everyone's individual performance TD is just one of the HR interventions, know how others can complement/substitute TD Staffing/training tradeoff Bigger picture knowledge of how all the HR function together

Off the Job Training Methods > simulations

Situational-based Behavioural-choice activities with: "nice try, but try again" type feedback Could be super simple individualized paper format (e.g., cultural assimilator) or self-directed E-learning (e.g., with quiz format) or complex group activity business games (eg. Intopia - see Next slide)

Career Management & Development Systems > programs for dev > Job experiences for employee development

Sometimes lateral moves are reasonable, exposes you to diff part of company, gives diff perspective b4 moving up Downward move could expose to more customer facing, front hand perspective International assignments (transfer, job rotation, temporary assignment)

Evaluate and Sell Training Impact > To Compare Programs > Utility Analysis > approaches

Standard deviation of job performance in dollars of untrained employees (SDp) (wider margin of error for someone who hasn't done training, SD would be smaller for someone who's been thru it) Effectiveness (statistical effect size or use ROI) Training Investment Factor = Total Training Cost / HR headcount Duration that the training benefits will last Break Even analysis: point where benefits = costs, and utility = 0; imp to address if conducting a pilot study, where you breakeven

Needs analysis > Job Level Analysis process > 1. Determine the target job to be analyzed

Start with the job title. Don't reinvent the wheel if you don't have to. If you can, work with the existing job description (if it already exists) or adapt a sample job description from a database (see below) NOC, DOT, ONET

Learning Theory and Training Design > How do people learn? > Conditioning theory > Conditioning process

Stimulus: Events or cues in the environment attract our attention → Behaviour: A response or set of responses → Consequence Build on this process when applying to training programs, to each step in a bigger process until it's mastered; each step is reinforced this way (shaping) Incrementally repeat that for an entire sequence of tasks Ensure fidelity of context (to facilitate transfer of training; environment should be as similar to training as possible)

Learning Theory and Training Design > How do people learn? > Expectancy theory (motivational)

Suggests that learning is more likely to occur when emps have appropriate goals and expectations Behaviour can arise from less conscious, competing goals eg goal to perform certain task rather than work on research paper = outcomes you value might be more valuable than research paper Will sit at effort box and decide thru probability estimates, which path is of more value to you Performance of task A or B, based on how they add up EP expectancy (prob of how likely you believe your effort → certain perf), PO expectancy (instrumentality, certain valued outcome → performance of task) (knowing performance goals, what makes those effective)

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Diversity focus competencies > Diversity management competencies

The capacity to collaborate (& negotiate) in the context of interdisciplinary diversity (diverse perspectives, positions, & preferences among scientists, politicians, entrepreneurs, artists, farmers, business & community leaders) AND cultural diversity Including more ppl in product development, eg marketers and finance people with engineers Also racial or cultural diversity gets included (cross cultural competencies)

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Diversity focus competencies > Tolerance ambiguity/uncertainty

The capacity to tolerate (deal with) ambiguity/uncertainty (i.e., to work outside your comfort zone of expertise)

On the job training methods > informal action learning > Components of COPS > Shared Community

There must be some kind of process thru which the community validates and endorses new suggestions as new options for the community What's the norm in terms of giving space to members to share their perspective → indicator of how much it enables learning Recruitment process (into the learning alliance) What/Who determines the status of membership? (expert/novice) Relations between Senior & Junior members Tone & Power dynamics: Do senior members confer legitimacy on participation ? (& How are they motivated to do so?) Identity negotiation: newcomer asks, am I still just novice, or starting to be recognized as an expert who deserves to have opinion heard?

International Career Development > 1. Why is repatriation mal-adjustment & turnover so frequent? > MNC responses to repatriate concerns

Though more companies are holding them, quality is poor; most are informal Reentry discussions, timing of these has varied (most didn't hold them after the expats came back) How many? How formal? When held? Inclusion of spouses/family? (started including this more) Use of mentors for the above practices has been mixed; 26% of respondents provided mentors, among whom were mostly larger firms, and more likely to include mentorship if expats were managed by HR or international division, also more used by European companies than US firms

Evaluate and Sell Training Impact > why evaluate

To determine whether it's worth the investment. For Whom? Which trainees benefited most or least from the program? & Why? (want to evaluate strengths/weaknesses of program for emps and org)

International Career Development > TD implications

Train managers at top levels how to do this effectively across national boundaries Formal management development for global leadership multi-directional int'l networks for formal & informal knowledge sharing, knowledge management training Competency transfers must be done quickly, and sometimes can do this by getting ppl at HQs transfer; another way, have people themselves be moved (expats will go on location to host country, tacit/informal/situation learning can occur, social ties can be built, ppl from host countries have contacts when they go back to HQ, know who to reach out to) This use of international manages helps organizations develop, and also helps managers dev their capacities to understand better how subsidiaries work, dev their careers, better equips them to move up in the orgs

Training and development process > TD context > internal > strategy > Strategic training and development (ST&D)

Training =/= learning Just bc someone reads that 'legos increase creativity' doesn't mean they can instill and teach people this Natural linkage between provision and usefulness of training can be broken if training isn't properly evaluated

On the job training methods > apprenticeship programs (trade specific)

Training for skilled trades that combines on the job training and classroom instruction (which usually doesn't make up more than 20% of apprenticeship) Coaching is applied to a specific job, but apprenticeship is a specialized training that's applied to a job in a trade So structured that it's legally regulated eg electrician; covers +65 trades in 4 sectors (construction, motor vehicle, industrial, service) which makes it diff from other coaching There is some restriction on interprovincial mobility of environmental trades (eg certification in Quebec vs Ontario) - Much of Canada's is out of date compared to European countries, esp in Cleantech

Training and development process > terms > Training vs development

Training: focus - current job scope - individual time frame - immediate goal - fix skill deficit --- Development: focus - current/future jobs scope - group/org time frame - long term goal - prepare for the future

Career Management & Development Systems > Evaluating career management systems

Two types of outcomes can be used as metrics: Reactions of the customers (employees and managers) who use the career management system Results of the career management system should be based on its objectives.

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > upstream, downstream, other

Upstream -Biorefinery products -Power generation (3 choices) Downstream -Energy infrastructure -Energy efficiency in Green buildings -Industrial Processes & products (many choices) -Extractive processes & products -Recycling, Recovery & Remediation (3+ choices) -Transportation Other -Water & Wastewater -Agriculture

Evaluate and Sell Training Impact > Choosing an Evaluation Design Methodology (Guidelines for collection of criteria measurement data) > Ways to control for threats to validity

Use of pre/post tests: most imp, has behaviour changed in between? Pre test = baseline, can circumvent many challenges of internal validity if needs analysis questionnaire was designed in a way that is aligned with what pretests should be / how we tested in the post test = perfect match Use of a control group: imp bc employees can perform higher just bc of the attention in the control group (hawthorne effect), rules out factors other than training as a result of changes in training (participates in the evaluation part of the study, but don't receive training); training group = treatment / experimental group Random assignment: assigning employees to control/training group on basis of chance Can make sure the two groups are of somewhat similar makeup, but can be impractical or impossible to do in an organization setting

Needs analysis > Needs analysis process > When training goes bad

Using training when training is not even the problem (eg suppliers are slow, compensation issue) Overdesigning training (Overkill) (more $$, time consuming, complex) Failing to following through on what the HRD program has "promised" (Underkill) (breached psychological contract) Failing to Evaluate T&D programs (Clueless of kill) (confirm that it's been effective) How to avoid - Corporate and business strategists and HR managers need to talk to each other; enough time given to HR ppl to develop training programs, do needs analysis, etc. HR needs to understand strategy language/models, sit at dec making table, when they see strategic move being made, can think of implications on HR end

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > Green competencies > Complex system thinking and long term ethical thinking

Want product development to evaporate into nature Biomimicry, think in terms of complex systems, how product interacts with clients and environment, long term ethics

Learning Theory and Training Design > Training program or outsource? > RFP

When Purchasing training, issue an RFP (info to include in bids, responses to requests) Description of company Description of opportunity: Needs & Scope of project Budget aligned with needs Vendor pre-qualification checklist 10-20 items of products/services desired Questionnaire for additional vendor info Experience, other products, etc Instructions on how to apply/respond Info on how Vendor applications will be scored

International Career Development > Consequences of a "Crash Landing"

When people see this, other staff are impacted in terms of willingness to be mobile Repatriate Turnover rates hold implications for: Staff mobility for further int'l assignments Knowledge transfer Return on Investment (ROI) Why does this happen? Should pay attention to expats and investments in international HR?

On the job training methods > informal action learning > community of practice

When the informal action-learning alliance is ongoing: Nokia and Tat: temporary informal action learning Might exist with people within sectors

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > learning culture > Elements of a Supportive Org'l Climate?

a supportive org climate has ppl at all levels who are committed to specific org learning goals Tho culture may support continuous learning in general, current climate may/may not be of the specific targeted strategy For ex, could there be an org that's super oriented towards learning/innovation, but is it oriented towards sustainable innovation? Efforts taken to ensure raw materials aren't toxic, efforts taken to learn about them?

Needs analysis > Person level analysis > 1. Determine the gap between desired vs actual individual perf (main objective)

a) Performance Appraisal (self & supervisor) (need this to be reliable so you can have an accurate training system, but also can't conclude that someone who has a poor resp on the appraisal is due to a lack of competency; possible that it's due to other systems) b) 360-degree feedback systems (Like (a), but with different sources e.g., colleagues, peer, customer, etc) c) Assessment centre (work samples, observation to see who emerges as a leader) d) Formal tests, personality tests (must be legally defensible, provide reasons for why certain questions were asked)

Training and development process > terms > training

acquisition of KSAOs to improve performance on one's current job Knowledge and skills can be learned Abilities can be done even without learning, more fixed Other, which includes likes, dislikes, attitudes, commitment to job, satisfaction with diff aspects Within sustainability, can be an attitude about taking care of environment

Career Management & Development Systems > Popular assessment tools > d) Benchmarks

an instrument designed to measure important factors (criteria) in being a successful manager. For eg: (normative scores should be compared to a control group, eg similar professions in other companies; need something to compare against) Dealing with subordinates compassionately & decisively Resourcefulness Creating a productive work climate Being a "quick study"

Learning Theory and Training Design > How do people learn? > Conditioning theory > Conditioning process > positive reinforcement (consequence)

application of a consequence after an act (increase or maintains behaviours, encouraging the behaviour in some way)

Learning Theory and Training Design > How do people learn? > Conditioning theory > Conditioning process > punishment (consequence)

application of a negative consequence after an undesirable act (decreases/eliminates behaviour)

International Career Development > 3 dimensions of CC adjustment

apply when they go overseas also apply upon repatriation General living + interaction with people socially + work adjustment = cc adjustment Video conferencing and improvement of tech → connect to expats easier, but still sense of "out of sight out of mind"

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > bottom box questions

are our workplace relationships, including customer relationships, and approach to dev internal intellectual capital, able to help us fulfill desired strategy? Focus is on asking more people/human resources type questions May have to tweak financial resources in top box to rectify situation, but lower box is about leadership and culture mostly

Training and development process > T&D benefits: organizational > strategy > Employee recruitment, engagement, and retention

attracts, engages, and helps keep top talent

Needs analysis for sustainability > Applying job/task level needs analysis to sustainability > taxonomy of green behaviours

avoiding harm, conserving, working sustainably, subtly influencing others, taking leadership initiative As you go down, more proactive and more activist in green behaviours

Off the Job Training Methods > 5. When to use Classroom vs. E-Learning methods? When to use a combination (blended)? > Blended approach

can give you best of both worlds; independence, and bring that into the class (often, fip learning is recommended; some info acquisition is done on your own, then come into class for more experiential bits)

International Career Development > Topics for Empowering Protean Repatriates

can make life easier for expat when they come back Work-Related -Workplace changes (e.g., corporate culture, structure, decentralization) Re-Entry position & career-path assistance Establishing networking opportunities (for repat & spouse) -General living logistics Information (how to prepare for return home, how the company will help with physical relocation and transition) -Financial/Tax assistance (inc. benefit/tax changes; loss of overseas allowance) -Socio-Cultural Re-Integration Issues for the Family (support group) -Reverse culture shock (inc. family disorientation) Stress management, communication-related training Help in forming new social contacts School systems and children's education/re-adaptation

On the job training methods > coaching > process > observational instruction

coach tells, shows, explains, and demonstrates the task, repeating key points in detail. Tarinee can see whole job, how each task fits into it, repeatedly

Needs analysis > Person level analysis > 2. Rule out other explanations for performance gap > Evaluate whether skill deficit is the culprit > expectancy theory > effort performance expectancy

connection between effort exerted and level of perf they can achieve Org support: can be tangible; is computer working, equipment, support services, conflicted team norms, uncooperative coworkers Self efficacy: how efficacious I believe myself to be, with regards to specific perf of task/behaviour; how high is my confidence that if I exerted a level of effort, I could achieve a level of performance Might state at a high level that criteria are clear and achievable, but what's their level of confidence? Is improving self efficacy a matter of coaching, or are they trainability constraints that might not be remedied by training? Is training or another HR intervention the way to improve their confidence/self efficacy

On the job training methods > coaching > process > reassure

develop comm strategy and goals that fit trainee based on first step; managing coach/trainee relationship on a good start. Coach must be able to relate; build understanding, trust, motivation, understanding, and together, challenging goal orientation Jointly set objectives and guarantee learning, build self efficacy, encourage

Intro to sustainability > Environmental pressures for sustainability > climate action > Paris agreement

drafted in Dec 2015, includes 195 countries Goal: to limit the increase in global temperature to below 2 degrees and cap global temperature increase at 1.5 degrees

On the job training methods > Domestic interorganizational COP

example - Flood-risk management in Dutch urban planning; recognized that urban floods are increasing worldwide multiple stakeholders → increase democracy of the process, reach consensual decision making; all stakeholders have valuable knowledge to share to incorporate everyone's primary objectives early on → came up with a set of design alternatives quickly GOAL: Urban floods a growing concern Land-use planning can mitigate those CREATED: multi-stakeholder collaboration urban planning experts flood risk management experts, etc 3 types of joint action-learning activities: Co-establishing/prioritizing facts & problems Rapidly developing imagery solutions that serve those multiple objectives/views Politically correct governance (inclusive, jargon) By allowing interests to be included, felt part of the discussion process Change everyone's perspective that they were fighting the floods Shifting from flood fighting → risk management

Intro to sustainability > Environmental pressures for sustainability > Causes of climate change > Major consequences of global warming > extreme weather

extreme snow falls, droughts, seasonally unusual temperatures

Intro to sustainability > Environmental pressures for sustainability > Causes of climate change > Major consequences of global warming

extreme weather, melting polar ice, increased extinctions, warming oceans, affecting people

Training and development process > TD Context > global competition

force companies to improve their productivity, quality of goods and services, and consumer behaviour in global markets shapes this If consumers looking to higher quality goods and services, will go to a competitor Will create an itch for change in organization

Intro to sustainability > Environmental pressures for sustainability > Causes of climate change > 2 main Greenhouse gases > methane

gas emissions where CO2 is responsible for 60% of global warming over time, methane is responsible for 19% of global warming. Much of it is frozen into the arctic 2/3rds comes from agriculture (most from rice crops, planted in flooded fields that allow dead matter to create airless environment for decomposition) and the rest is from rotting garbage (dumps, treating of wastewater, swamps; anything that decomposes matter in an environment without air, and natural gas)

Evaluate and Sell Training Impact > Choosing an Evaluation Design Methodology (Guidelines for collection of criteria measurement data) > External validity

generalized ability of application of evaluation results to other groups external to current training group Does a sample of MBA trainees perform diff than real managers? Indicative of how a manager might perform? Training research studies will have greater external validity if a sample like MBA student pop is chosen, or undergrad pop, or part time pop

Intro to sustainability > Social (Institutional) Pressures for Sustainability > International performance standards

global reporting initiative that allows orgs to indicate how their activities meet the triple bottom line (aligned with all 3 corners of the triple BL, aligned with OECD's responsible guidelines for MNEs and flows with SDGs) there are other subsets of standards and reporting metrics that could be implemented; some that fall specifically under each aspect Cost of some of these certifications can be high, some execs feel that the cost of certifying is higher on brown firms (not green, more polluting), and spend more time catching up. But our best tool right now is the global reporting initiative

Off the Job Training Methods > What detail should any Lesson Plan cover > List of Classroom methods > Conceptual activity

good for understanding concepts and imparting knowledge. Debates can be good for that too, and also be used for problem solving skills, justifying why certain solutions might be better than others; can also be used for changing attitudes/perspectives

Evaluate and Sell Training Impact > How to determine training ROI? > Determining criteria > kirkpatrick's framework > behaviour

improvement of behaviour on the job, more motor skills related, technical, interpersonal; requires behavioural assessments Needs analysis will decide which skill based outcome we're interested in and need observed skill assessors on hand to clearly identify how the trainees have performed relative to unsuccessful performers

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Role of training and organizational change/development in sustainable development > Sustainable innovation jargon

in addition to getting employees to start thinking about product design in a more sustainable way, which can be the task for trainers, there's also new language that must be introduced when getting ppl to think more sustainably - sustainable supply chain management - life cycle assessment for new product development - principles of eco design - new business dev and open innovation

Training and development process > T&D benefits: organizational > strategy > effectiveness

increases competitive advantage

On the job training methods > coaching > process > Prepare

initial assessment discussion coach has with trainee; needs assessment; assess competency needs, determine what trainee already knows RE nature of task, assess emotional needs (anxiety levels, attitudes, motivations, learning style)

Learning Theory and Training Design > How do people learn? > Applying learning theory to training design > 3. Creating appropriate "Conditions of Practice" > two directional feedback

key: opps for trainee to get/give feedback on how they're learning (for goal setting to be effective, needs to be SMART and positive first)

Learning Theory and Training Design > Applying learning theory to training design > 4. Planning for Transfer of Training > Directions of transfer

know direction of interest → can build/plan for it Near (to similar situations): applying training to situations that are v similar to training context (might not be fully possible, might do far transfer instead) The closer, the higher fidelity situation (truer to real world context) Stronger results of positive transfer Far (to novel/different situations): diff situations from which training occurred Horizontal (to diff situations @same org level) (perform behaviour at same rog level or diff with higher/lower level of responsibility) (may impact how they go about doing that task) Vertical (impact on org-level outcomes)

Intro to sustainability > Environmental pressures for sustainability > Causes of climate change > Major consequences of global warming > Melting polar ice

leads to sea levels rising/less deflection of heat/oceans getting warmer/exposed methane release from permafrost/unabsorbed carbon going into air and killing coral reefs → risk of food security for seafood

Career Management & Development Systems > Management development and career dev must go hand in hand > The value of career motivation

make up part of a person's career motivation (career insight and identity might be of greater value to the employee; career resilience might be of greatest value to org, but when put it all together, career motivation as a whole = value to both) Not all employees will be equally equipped to undertake career self management process on their own; may benefit from some career oriented training on how to do career self assessment Career resilience: extent to which employees are able to cope with problems that affect their work Enables them to adapt to unexpected changes, better remain committed to org when changes come up Career insight: how much do employees know abt their own skills, strengths, weaknesses, interests? What's their awareness of all that? Career identity: about to what degree do employees define their personal values on the basis of their work How engaged are they in participating in learning activities and avoiding things like skill obsolescence? How committed to having that be a central part to what they want to hold onto?

Career Management & Development Systems > Popular assessment tools > b) Assessment centre

managers are observed by evaluators, who decide which ones they want Eg role play exercise, in-basket exercise (deciding between priorities, how to delegate), scheduling, leaderless group discussion (organizational dilemma, identify how potential managers discuss things, resolve things)

Intro to sustainability > Environmental pressures for sustainability > Causes of climate change > 2 main Greenhouse gases > Co2

measured in PPM, resp for 63% of global warming over time, 91% since 2004 Comes from natural sources (cycle between oceans which is the world's largest carbon sink, soil, plants, living creatures that breathe in air and breathe out CO2) Also comes from manmade sources (carbon emitters burning fossil fuels like coal and oil; 50% of our carbon usage is from these methods) Deforestation (clearing land for agriculture and economic development), less opp for CO2 to be absorbed, stays in the air, carbon sinks that are being eliminated thru human dev and adding more to the atmosphere

Needs analysis > Needs analysis process > Step 2: Internal environmental scan can also reveal need for change > learning culture > elements of a LC?

members of org value knowledge management; actively seeking knowledge skills and acquisition, delivering formal learning and informal learning that results in explicit/tacit knowledge acquisition, interpreting and retaining knowledge (codifying it somehow so it's in shared mental models and everyone's on the same page) Shared understanding of perception of problems Disseminating knowledge and sharing with other emps Knowledge acquisition, utilization, and dissemination w/ continuous learning approach Knowledge Management valued Continuous Learning approach used; everyone is considered a learner, part of everyone's job resp to learn, and recognized as an investment by top management, sharing knowledge with others

Intro to sustainability > Social (Institutional) Pressures for Sustainability > The necessary strategic MNE response > triple bottom line > balanced scorecard

method of performance management that allows management to view its overall org perf from perspective of internal and external stakeholders, and look at diff functions within it Eagle eyed view: are we balancing all stakeholder concerns

Evaluate and Sell Training Impact > How to determine training ROI? > Determining measures > When selecting criteria & their measures, be mindful of:

minimizes discrimination later on in the process, legal defensiblity, etc.) Criteria contamination: if training eval measures tap into capabilities that weren't covered in training/if measurement conditions are different from training conditions Criterion deficiency: when the training evaluation process/measures used for it fail to reflect all of the criterion of interest that have been covered in the training program (outcomes of interest) Reliability: degree to which training outcomes can be measured consistently in a variety of ways; measure things in a way it makes sense Discrimination (high vs low performers): if evaluation can't identify high/low performers; ensures criteria you're assessing htem on makes that distinction and clearly evaluates them on basis of perf rather than other things Practicality: ease with which outcome measures can be collected; reactions = easy, learning within training context = easy, but job perf/results level measures = harder (imp bc it tells manager abt emp's potential → effects career dev)

Evaluate and Sell Training Impact > Comparison of evaluation designs > time series etc.

more sophisticated Collect outcomes at various levels both pre and post training Allows for analysis of outcomes like accident rates, productivity, etc overtime to observe changes that occur over time Can also be improved using reversal (time period where participants no longer receive training intervention) Solomon four group design: provides most controls for internal and external validity, but also one of the most difficult/costly to employ Hybrid method: internal referencing strategy Used for cases where pre-post design can be used, but no comparison group Where, assuming it's questionnaire based, will have items truly related to outcome of interest + outcomes that are very irrelevant Would expect to see items that are relevant to outcomes of interest, trainees would do better These methods are more used in emergency preparedness training

Needs analysis for sustainability > Applying Org-Level Needs Analysis to Sustainability > Identify eco innovation objectives

must first identify eco innovation objectives Sustainable development is an objective: actions taken by individuals or teams that improve the environmental performance of companies Can strive for any of these Organizational-Level Eco-Innovation objectives/broad categories: Reduced waste/outputs (eg recycling), reduced waste/inputs (eg less energy use), more eco inputs/outputs (less toxic ones)

Training and development process > Instructional systems design model > needs analysis

not strictly reserved to HR/training and dev professionals, it's something international management professionals could be included in as well

International Career Development > The W curve of the CC readjustment > repatriation

often not handled well If expat has consecutive overseas assignments, treated like just another posting rather than a proper reentry → if you wanted them to consider knowledge acquired from host country and bring it back to HQ on how things are done in host country, need debrief to take place, integrate the KS before they rush off Imp process in such a competitive economy (proper repatriation process) for company + expat themselves (bc they might go to competitors) Physical relocation logistics: breaking personal ties, physically moving onto next location

Needs analysis > big picture of TD → ISDM > 1) needs analysis box

org, task, person analysis Arrow: degree of perf gap Do the NA when we have a concern that something might be wrong, the perf isn't where we want it to be By going thru this process we can have a sense that this is a problem, determine the scale of it, what parts/how many ppl are affected = get an idea of how severe the issue is, contrast that with org strategy = is it something that needs action right away

Intro to sustainability > Connection to ISDM

our itch is sustainability, so focus on needs analysis in particular → how it applies to sustainability and look at it thru that lens (assuming that the perf gap we're finding is related to a gap in org's capacity to meet sustainability objectives)

Intro to sustainability > Environmental pressures for sustainability > Causes of climate change > Major consequences of global warming > Affecting people

ppl with least financial resources to adapt to the effects, food and water security are more challenging, diseases more prevalent in warmer climates

Intro to sustainability > Environmental pressures for sustainability > Causes of climate change > Major consequences of global warming > Increased extinctions

some environments may no longer be hospitable to certain plants/animals, will need to relocate to survive; real possibility for many species, a loss of culture, lifestyle, food; unable to adapt quickly enough to environmental changes

Learning Theory and Training Design > How do people learn? > Information processing theory

stresses recognition of internal cognitive constraints when providing training content. Eg: Expectations must be clear so ppl know what to shoot for Working Storage ("RAM") is limited = limit topics at same time, give lots practice opps to build SE Explains why haste makes waste if rushing the procedural part b4 chance to absorb Relation to existing concepts facilitates long-term storage (absorptive capacity), allows adults to connect to what they know = can learn better Coding/Retrieval of training content is facilitated by external cues; customize those to diverse learning styles in the audience (eg help visual learners by giving maps, images) The way you embed info can help to ensure transfer of knowledge later on

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > Sub sectors in the cleantech sector

tech companies can use to make operations cleaner, applies more to manufacturing type businesses (if strictly human/professional services, won't make as much use of these tech) upstream, downstream, and other

Training and development process > terms > Continuous learning

the ability to learn to learn and strengthening it Organizations, bc we're competing on knowledge increasingly in our economy, what keeps you competitive is the ability to learn to learn Ability to think of things in abstract frameworks, tackle a problem in a strategic/abstract way How to break down problems into different steps

Learning Theory and Training Design > Learning

the process of acquiring capabilities to permit a corresponding change in behaviour

Evaluate and Sell Training Impact > How to determine training ROI? > Determining criteria > kirkpatrick's framework > reactions

trainees perspective of facilitators, trainers, etc. don't just stop on this level though even tho it's easiest

Training and development process > T&D benefits: organizational > strategy

training employees to have knowledge and skills to help achieve organizational goals and objectives

Career Management & Development Systems > Popular assessment tools > c) 360-degree Performance feedback Systems

way to provide managers feedback from different perspectives, including peers, managers, supervisors, subordinates, direct reports, customers

Learning Theory and Training Design > How do people learn? > Individual diffs in learning

what's malleable (which ind differences can an org influence, and which ones can it not?) Aside from job attitudes and self efficacy, the rest can't be easily influenced Adult motivation to learn influences an ind's capability to engage with the learning process and retain what's taught → is influenced by a host of individual attitudes like org commitment, satisfaction, etc. Get sense at the start of workshop, esp attitudes towards workshop topics and how it relates to the job Expectancy and social learning theory = lots of ind differences, same with personality (more fixed)

On the job training methods

when new/inexperienced employees learn through observing peers/managers performing on the job, and try to imitate their behaviour with instructions from them. Work well for mostly small businesses when structured properly

Needs analysis > Person level analysis > 2. Rule out other explanations for performance gap > Evaluate whether skill deficit is the culprit > expectancy theory > performance expectancy

when they've reached a level of perf, how instrumental do they believe it is in realizing the valued outcome? Psychological contract; whether or not the valued rewards are 1) officially linked to accurate perf appraisals 2) seen and believed by employee to be instrumental and contingent to performance If either of these are missing, doesn't mean training is the solution; could be comp that must improve the links, could be perf consequence, etc.

Training and development process > TD context > internal > strategy > SHRM

within this is strategic human resources planning, which includes issues of attrition, succession planning, etc. Look ahead, leaving org through natural causes, how can we replace them Must do things because it makes sense for org, environmental and contextual problems they're facing Not just bc it's trendy

Intro to sustainability > Economic Pressures (Business Case for Sustainability) > SAP continuum > Competitive Edge

(Proactive, but for a competitive reason) SAP estimated the market for sustainability software to be worth over €7.3 billion from 2009 to 2014 Being a first mover in this large, emerging market gives SAP an advantage over their competitors