HR Management Chapter 7

Factors That Influence Motivation to Learn | Work environment

Proper tools and equipment, materials, supplies, budget time. Managers' and peers' willingness to provide feedback and reinforce use of training content. Actions: Give employees opportunities to practice and apply skills to their work. Encourage employees to provide feedback to each other. Encourage trainees to share training experiences and situations where use of training content was beneficial. Acknowledge use of training content in their work. Provide resources necessary for training content to be used in their work.

Inclusion

Refers to creating an environment in which employees share a sense of belonging, mutual respect, and commitment from others.

Diversity Training

Refers to learning efforts that are designed to change employee attitudes about diversity and or/develop skills needed to work with a diverse workforce.

Return on Investment (ROI)

Refers to the estimated dollar return from each dollar invested in learning.

Onboarding

Refers to the process of helping new hires adjust to social and performance aspects of their new jobs.

Teleconferencing

Synchronous exchange of audio, video, or text between individuals or groups at two or more locations.

Cross-Training

Team members understand and practice each other's skills.

Action Learning

Teams work on an actual business problem, commit to an action plan, and are accountable for carrying out the plan.

Learning Management System (LMS)

Technology platform that automates the administration, development, and delivery of a company's training program.

Factors That Influence Motivation to Learn | Conscientiousness

Tendency to be reliable, hardworking, self-disciplined, and persistent. Communicate need for learning.

Motivation to Learn

The desire of the trainee to learn the content of a training program.

Repatriation

The preparation of expatriates for return to the parent company and country from a foreign assignment

Managing Diversity and Inclusion

The process of creating an environment that allows all employees to contribute to organizational goals and experience personal growth.

Cross-Cultural Preparation

The process of educating employees (and their families) who are given an assignment in a foreign country.

Task Analysis

The process of identifying the tasks, knowledge, skills, and behaviors that need to be emphasized in training.

Needs Assessment

The process used to determine if training is necessary.

Transfer of Training

The use of knowledge, skills, and behaviors learned in training on the job.

Opportunity to Perform

Trainee is provided with or actively seeks experience using newly learned knowledge, skills, or behavior. Performance Support Systems Computer applications that can provide (as requested) skills training, information access, and expert advice.

Conditions for Learning and Their Importance | Opportunities for practice

Trainees need to demonstrate what is learned (knowledge, skill, behavior) to become more comfortable using it and to commit it to memory. Let trainees choose their practice strategy.

Support Network

Trainees who meet to discuss their progress in using learned capabilities on the job.

Formal Training

Training and development programs and courses that are developed and organized by the company.

Presentation Methods

Training methods in which trainees are passive recipients of information.

Hands-on Methods

Training methods that actively involve the trainee in learning.

Experiential Programs

Training programs in which trainees gain knowledge and theory, participate in behavioral simulations, analyze the activity, and connect the theory and activity with on-the-job situations

Group- or Team-Building Methods

Training techniques that help trainees share ideas and experiences, build group identity, understand the dynamics of interpersonal relationships, and get to know their own strengths and weaknesses and those of their co-workers.

Team Leader Training

Training the team manager or facilitator.

Coordination Training

Trains the team in how to share information and decisions.

Outcomes Used in Evaluating Training Programs | Cognitive outcomes:

What: • Acquisition of knowledge How: • Pencil-and-paper tests • Work sample E.g. • Safety rules • Electrical principles • Steps in appraisal interview

Outcomes Used in Evaluating Training Programs | Results:

What: • Company payoff | How: • Observation • Data from information system or performance records| E.g. • Absenteeism • Accidents • Patents

Outcomes Used in Evaluating Training Programs | Return on investment:

What: • Economic value of training How: • Identification and comparison of costs and benefits of the program E.g. • Dollars

Outcomes Used in Evaluating Training Programs | Affective outcomes:

What: • Motivation • Reaction to program • Attitudes How: • Interviews • Focus groups • Attitude surveys E.g • Satisfaction with training • Beliefs regarding other cultures | Outcomes Used in Evaluating Training Programs

Outcomes Used in Evaluating Training Programs | Skill-based outcomes:

What: •Behavior • Skills How: • Observation • Work sample • Ratings E.g. • Jigsaw use • Listening skills • Coaching skills • Airplane landings

Strategic Initiatives and Their Implications for Training Practices | Enhance Innovation and Creativity

• Capture insight and information from knowledgeable employees • Logically organize and store information • Provide methods to make information available (e.g., resource guides, websites) • Dedicate physical space to encourage teamwork, collaboration, creativity, and knowledge sharing

The Training Process | 3rd Layer

• Creating a learning environment • Identification of learning objectives and training outcomes • Meaningful material • Practice • Feedback • Observation of others • Administering and coordinating program

Strategic Initiatives and Their Implications for Training Practices | Improve Employee Engagement

• Ensure that employees have opportunities to develop • Ensure that employees understand career opportunities and personal growth opportunities • Ensure that training and development addresses employees

Strategic Initiatives and Their Implications for Training Practices | Improve Customer Service

• Ensure that employees have product and service knowledge • Ensure that employees have skills needed to interact with customers • Ensure that employees understand their roles and decision-making authority

The Training Process | 2nd Layer

• Ensuring employees' readiness for training • Attitudes and motivation • Basic skills

The Training Process | 4th Layer

• Ensuring transfer of training • Self-management strategies • Peer and manager support

The Training Process | 6th Layer

• Evaluating training programs • Identification of training outcomes and evaluation design • Cost-benefit analysis

The Training Process | 1st Layer | Needs assessment

• Organizational analysis • Person analysis - knowledge skills attitudes • Task analysis - identify jobs, developer task list, identify knowledge, skills and abilities, validate tasks

Strategic Initiatives and Their Implications for Training Practices | Growth in Global Markets

• Prepare high potential managers to take over global leadership positions • Cross-cultural preparation of expatriates • Train local workforce in company culture

The Training Process | 5th Layer

• Selecting training methods • Presentational methods • Hands-on methods

Steps in Cross-Cultural Preparation

1. Competent in their areas of expertise. 2. Able to communicate verbally and nonverbally in the host country. 3. Flexible, tolerant of ambiguity, and sensitive to cultural differences. 4. Motivated to succeed, able to enjoy the challenge of working in other countries, and willing to learn about the host country's culture, language, and customs. 5. Supported by their families

The Four Steps in Onboarding

1. Compliance • understand company policies, rules, and regulations 2. Clarification • understand job and performance expectations 3. Culture • understand company history, traditions, values, norms, mission 4. Connection • understand and develop working and interpersonal relations

Determining the Financial Benefits of Learning

1. Identify outcomes (e.g., quality, accidents). 2. Place a value on the outcomes. 3. Determine the change in performance after eliminating other potential influences on training results. 4. Obtain an annual amount of benefits (operational results) from training by comparing results after training to results before training (in dollars). 5. Determine the training costs (direct costs + indirect costs + development costs + overhead costs + compensation for trainees). 6. Calculate the total savings by subtracting the training costs from benefits (operational results).

The Training Process

1. Needs assessment 2. Ensuring employees' readiness for training 3. Creating a learning environment 4. Ensuring transfer of training 5. Selecting training methods 6. Evaluating training programs

Continuous Learning

A learning system that requires employees to understand the entire work process and expects them to acquire new skills, apply them on the job, and share what they have learned with other employees.

Training

A planned effort to facilitate the learning of job-related knowledge, skills, and behavior by employees.

Organizational Analysis

A process for determining the business appropriateness of training.

Person Analysis

A process for determining whether employees need training, who needs training, and whether employees are ready for training.

Training Design Process

A systematic approach for developing training programs.

Simulation

A training method that represents a real-life situation, allowing trainees to see the outcomes of their decisions in an artificial environment.

Training Outcomes

A way to evaluate the effectiveness of a training program based on cognitive, skill-based, affective, and results outcomes.

Apprenticeship

A work-study training method with both on the- job and classroom training.

Conditions for Learning and Their Importance | Observe, experience, and interact with training content, other learners, and the Instructor

Adults learn best by doing. Gain new perspectives and insights by working with others. Can learn by observing the actions of models or sharing experiences with each other in communities of practice or through social networking. Interact and manipulate content through reading or using tools that allow for building ideas and solving problems, such as worksheets and online interactions.

Webcasting

Classroom instruction provided online via live broadcasts.

Factors That Influence Motivation to Learn | Basic skills

Cognitive ability, reading, and writing skills. Actions: Ensure trainees have prerequisite skills needed for understanding and learning training content. Provide remedial training. Use video or other visual training methods. Modify training program to meet trainees' basic skill levels.

Avatars

Computer depictions of humans that can be used as imaginary coaches, co-workers, and customers in simulations.

Virtual Reality

Computer-based technology that provides trainees with a three-dimensional learning experience. Trainees operate in a simulated environment that responds to their behaviors and reactions.

Manager Support

Degree to which trainees' managers emphasize the importance of attending training programs and stress the application of training content to the job.

Blended Learning

Delivering content and instruction with a combination of technology based and face-to-face methods.

Repurposing

Directly translating instructor-led training online.

Action Plan

Document summarizing what the trainee and manager will do to ensure that training transfers to the job.

Conditions for Learning and Their Importance | Good program coordination and administration

Eliminate distractions that could interfere with learning, such as cellphone calls. Make sure the room is properly organized, comfortable, and appropriate or the training method (e.g., movable seating for team exercises). Trainees should receive announcements of the purpose of raining, place, hour, and any pretraining materials such as cases or readings.

Factors That Influence Motivation to Learn | Self-efficacy

Employee belief that they can successfully learn content of the training program. Actions: Show employees training success of their peers. Communicate that purpose of training is to improve, not identify, area of incompetence. Communicate purpose and activities involved in training. Emphasize that learning is under their personal control.

Readiness for Training

Employee characteristics that provide them with the desire, energy, and focus necessary to learn from training.

Expatriate

Employee sent by his or her company to manage operations in a different country.

Characteristics of Effective Onboarding Programs

Employees are encouraged to ask questions | Program includes information on both technical and social aspects of the job | The employee manager has some onboarding responsibility | Debasing or embarrassing new employees is avoided | Employees learn about the company culture, history, language, products, services, and customers | Follow-up of employee progress occurs at different points up to one year after joining the company | Program involves participation, active involvement, and formal and informal interaction between new hires and current employees | Relocation assistance is provided (such as house hunting or information sessions on the community for employees and their significant others)

Conditions for Learning and Their Importance | Need to know why they should learn

Employees need to understand the purpose or objectives of the training program to help them understand why they need training and what they are expected to accomplish.

Conditions for Learning and Their Importance | Commit training content to memory

Facilitate recall of training content after training. Examples include using concept maps showing relationships among ideas, using multiple types of review (writing, rawing, role-plays), teaching key words, providing a visual image, or asking trainees to reflect on what they learned. Limit instruction to manageable units or chunks that don't exceed memory limits; review and practice over multiple days overlearning). Use short quizzes or other activities to help trainees retrieve what they learned and emphasize its importance.

Conditions for Learning and Their Importance | Feedback

Feedback helps learner modify behavior, skill, or use knowledge to meet objectives. Videotape, other trainees, and the trainer are useful feedback sources.

Factors That Influence Motivation to Learn | Goal orientation

Goals held by employees in a learning situation. Actions: Create a learning goal orientation by deemphasizing competition between trainees, allowing trainees to make errors and to experiment with new knowledge, skills, behavior during training, and setting goals-based learning and experimenting.

Communities of Practice

Groups of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished.

E-Learning

Instruction and delivery of training by computers through the Internet or company intranet.

Factors That Influence Motivation to Learn | Benefits or consequences of training

Job-related, personal, career benefits that can result from attending training. Actions: Realistic communication about short- and long-term benefits from training.

Tacit Knowledge

Knowledge based on personal experience that is difficult to codify.

Factors That Influence Motivation to Learn | Awareness of training needs

Knowledge of skill strengths and weaknesses. Actions: Communicate why they were asked to attend training program. Share performance appraisal information. Encourage trainees to complete self-evaluation of all strengths and weaknesses. Allow employees to participate in choice of training to attend.

Explicit Knowledge

Knowledge that is well documented and easily transferred to other persons.

Adventure Learning

Learning focused on the development of teamwork and leadership skills by using structured outdoor activities.

Informal Learning

Learning that is learner initiated, involves action and doing, is motivated by an intent to develop, and does not occur in a formal learning setting

Conditions for Learning and Their Importance | Meaningful training content

Motivation to learn is enhanced when training is related to helping learner (such as related to current job tasks, problems, enhancing skills, or dealing with jobs or company changes). The training context should be like the work environment.

Internship

On-the-job learning sponsored by an educational institution, or part of an academic program.

Social Media

Online and mobile technology used to create interactive communications.

Massive Open Online Courses (MOOCs)

Online learning designed to enroll large numbers of learners who have access to the internet, and composed of interactive coursework including video lectures, discussion groups, wikis, and assessment quizzes.

On-the-Job Training (OJT)

Peers or managers training new or inexperienced employees who learn the job by observation, understanding, and imitation.

Kaizen

Practices participated in by employees from all levels of the company that focus on continuous improvement of business processes.

Knowledge Management

Process of enhancing company performance by using tools, processes, systems, and cultures to improve the creation, sharing, and use of knowledge