TrainingTraining

MANA 3320 MANA 3320

Dr. Jeanne MichalskiDr. Jeanne Michalski

Training and Development Training and Development and and

Other HRM FunctionsOther HRM Functions

T&D in the U.S.T&D in the U.S. Estimated $16 billion to $55 billion annually. Estimated $16 billion to $55 billion annually.

1% of payroll are best estimates for large companies. 1% of payroll are best estimates for large companies.

93% of establishments have formal training programs93% of establishments have formal training programs

50% of all employees experience some kind of 50% of all employees experience some kind of company-sponsored training program in last 12 mos. company-sponsored training program in last 12 mos.

Steady increase technical training and the % of Steady increase technical training and the % of employees trained over last 10 years.employees trained over last 10 years.

Most common types of training are new employee Most common types of training are new employee orientation and supervisory / managerial training. orientation and supervisory / managerial training.

Training vs. DevelopmentTraining vs. Development Training is a planned effort by companies to Training is a planned effort by companies to

facilitate the learning of job-related facilitate the learning of job-related competencies.competencies.

Focus on current jobFocus on current job Mainly required on company timeMainly required on company time

Development is the formal education, job Development is the formal education, job experiences, and background that prepares experiences, and background that prepares employees for future jobs.employees for future jobs.

Focus on future jobs and preparation for changeFocus on future jobs and preparation for change More generally applicable skillsMore generally applicable skills May be on company time or voluntary on employee’s May be on company time or voluntary on employee’s

own time.own time.

Adult Learning TheoryAdult Learning Theory

Adults need to know why they are learning Adults need to know why they are learning something.something.

Adults desire to be self-directed.Adults desire to be self-directed. Adults bring more work-related experiences to Adults bring more work-related experiences to

the learning situation.the learning situation. Adults enter into a learning experience with a Adults enter into a learning experience with a

problem-solving orientation.problem-solving orientation. Adults are motivated by both extrinsic and Adults are motivated by both extrinsic and

intrinsic motivators.intrinsic motivators.

Training DesignTraining Design Implications of Adult Learning TheoryImplications of Adult Learning Theory

Mutual planning and collaboration in instruction.Mutual planning and collaboration in instruction. Use learner experience as a basis for examples and Use learner experience as a basis for examples and

applications.applications. Develop instruction based on learner’s interests and Develop instruction based on learner’s interests and

competencies.competencies. Immediate application of content.Immediate application of content. Problem-centered rather than subject centered learning.Problem-centered rather than subject centered learning.

Formal vs. Informal TrainingFormal vs. Informal Training Most powerful learning experiences come on-the-jobMost powerful learning experiences come on-the-job Informal training difficult to manage.Informal training difficult to manage.

Training ProcessTraining Process

Needs Assessment

Evaluation

Training Implementati

on

Program Design

Phase 1 Needs AnalysisPhase 1 Needs Analysis

Skills RequirementsSkills Requirements•Current jobsCurrent jobs•Future initiativesFuture initiatives

Employee SkillsEmployee Skills•Current Current Employees Employees •New HiresNew Hires

Organizational Analysis:Organizational Analysis:Strategic Direction / Managerial Support / Strategic Direction / Managerial Support /

ResourcesResources

Phase 2: Designing the Phase 2: Designing the Training ProgramTraining Program

Instructional ObjectivesInstructional Objectives Represent the desired outcomes of a training Represent the desired outcomes of a training

programprogram Performance-centered objectivesPerformance-centered objectives

Provide a basis for choosing methods Provide a basis for choosing methods and materials and for selecting and materials and for selecting the means for assessing the means for assessing whether the instruction whether the instruction will be successful.will be successful.

Principles of LearningPrinciples of Learning

Recognition of individual learning differencesRecognition of individual learning differences

Meaningfulness of presentationMeaningfulness of presentation

Focus on learning and transferFocus on learning and transfer

Goal setting - What’s the value?Goal setting - What’s the value?

Behavioral modelingBehavioral modeling

Principles of Learning Principles of Learning (cont’d)(cont’d)

Feedback and reinforcementFeedback and reinforcement

Whole versus-part learningWhole versus-part learning

Active practice and repetitionActive practice and repetition

Massed-vs-distributed learningMassed-vs-distributed learning

Focus on method and processFocus on method and process

Training DeliveryTraining Delivery Classroom instructionClassroom instruction

By far the most common means of instructionBy far the most common means of instruction VideotapesVideotapes On-the-job trainingOn-the-job training

Formal – job shadowing / apprenticeshipsFormal – job shadowing / apprenticeships Informal – job rotationInformal – job rotation

CBT – Computer-Based TrainingCBT – Computer-Based Training Technical skillsTechnical skills Business simulationBusiness simulation

EPSS – Electronic Performance Support – Job AidEPSS – Electronic Performance Support – Job Aid SimulationsSimulations

Virtual Reality Prepares Soldiers for Real Virtual Reality Prepares Soldiers for Real WarWar

"There's been a huge change in the way we prepare for war” says retired Rear Adm. Fred Lewis. "Live training on the field is still done, of course," but, he adds, "using simulations to train them is not only natural, it's necessary.“

In the mid-1990s, David Bartlett, the former chief of operations at the Defense Modeling and Simulation Office, created "Marine Doom," the military version of the original "Doom." The simulation was conducted in a lab with six PCs networked together. It served as a precursor for more expensive, highly immersive, state-of-the-art military simulation centers and PC labs.

Some, like “Asymmetric Warfare” largely train soldiers how to coordinate complicated missions. Think of it as a sort of military "EverQuest" that can be played by multiple people in multiple places at the same time. With the Indoor Simulated Marksmanship Trainer, soldiers train to shoot their weapons by holding a rifle that looks like an M16, except it fires a laser and the target is a giant screen.

Washington Post 2.14.06Washington Post 2.14.06

Topics of Training ProgramsTopics of Training Programs Technical TrainingTechnical Training Customer ServiceCustomer Service Sales/NegotiationSales/Negotiation LeadershipLeadership Professional SkillsProfessional Skills

Business Writing Business Writing Time ManagementTime Management

Company ProcessesCompany Processes Performance AppraisalPerformance Appraisal SystemsSystems

… … and many moreand many more

Training Methods for Training Methods for Nonmanagerial EmployeesNonmanagerial Employees

On-the-Job Training (OJT)On-the-Job Training (OJT) Apprenticeship TrainingApprenticeship Training Cooperative Training, Cooperative Training,

Internships, and Internships, and Governmental TrainingGovernmental Training

Classroom InstructionClassroom Instruction Programmed InstructionProgrammed Instruction Audiovisual MethodsAudiovisual Methods Computer-based Training Computer-based Training

and E-Learningand E-Learning Simulation MethodSimulation Method

On-the-Job TrainingOn-the-Job Training

Overcoming OJT training problemsOvercoming OJT training problems1.1. Develop realistic goals and/or measures for Develop realistic goals and/or measures for

each OJT area.each OJT area.

2.2. Plan a specific training schedule for each Plan a specific training schedule for each trainee, including set periods for evaluation trainee, including set periods for evaluation and feedback.and feedback.

3.3. Help managers establish a nonthreatening Help managers establish a nonthreatening atmosphere conducive to learning.atmosphere conducive to learning.

4.4. Conduct periodic evaluations, after training is Conduct periodic evaluations, after training is completed, to prevent regression.completed, to prevent regression.

Training Methods for Training Methods for EmployeesEmployees

E-Learning E-Learning Learning that takes place via such web and Learning that takes place via such web and

computer-based training (CBT)computer-based training (CBT) Allows the firm to bring the training to Allows the firm to bring the training to

employeesemployees Allows employees to customize their own Allows employees to customize their own

learning in their own time and space (just-in-learning in their own time and space (just-in-time learning)time learning)

Provides continuously updated Provides continuously updated training materialstraining materials

Electronic Training Methods Electronic Training Methods for Employeesfor Employees

Learning Management Systems (LMS)Learning Management Systems (LMS) are “virtual learning environments”are “virtual learning environments” Can assess the skills of employeesCan assess the skills of employees Can register them for coursesCan register them for courses Can deliver interactive learning modules directly Can deliver interactive learning modules directly

to their desktops when they need or want themto their desktops when they need or want them Can evaluate and track their progress, and Can evaluate and track their progress, and

determine when they are ready to be promoteddetermine when they are ready to be promoted

Training Methods for Training Methods for Nonmanagerial Employees Nonmanagerial Employees

SimulationSimulation The simulation method emphasizes realism in The simulation method emphasizes realism in

equipment and its operation at minimum cost equipment and its operation at minimum cost and maximum safety.and maximum safety.

Used when it is either impractical or unwise to Used when it is either impractical or unwise to train employees on the actual equipment used train employees on the actual equipment used on the job.on the job.

For example: One of the more common ways to For example: One of the more common ways to train pilots train pilots

Methods for Management Methods for Management DevelopmentDevelopment

On-the-Job ExperiencesOn-the-Job Experiences Seminars and ConferencesSeminars and Conferences Case StudiesCase Studies Management GamesManagement Games Role PlayingRole Playing Behavior ModelingBehavior Modeling

On-the-Job ExperiencesOn-the-Job Experiences CoachingCoaching Understudy Understudy

AssignmentAssignment Job RotationJob Rotation Lateral TransferLateral Transfer Special ProjectsSpecial Projects Action LearningAction Learning Staff MeetingsStaff Meetings Planned Career Planned Career

ProgressionsProgressions

Case StudiesCase Studies The use of case studies is most appropriate The use of case studies is most appropriate

when:when:1.1. Analytic, problem-solving, and critical thinking Analytic, problem-solving, and critical thinking

skills are most important. skills are most important.

2.2. The KSAs are complex and participants need time The KSAs are complex and participants need time to master them.to master them.

3.3. Active participation is desired.Active participation is desired.

4.4. The process of learning (questioning, interpreting, The process of learning (questioning, interpreting, and so on) is as important as the content.and so on) is as important as the content.

5.5. Team problem solving and interaction are Team problem solving and interaction are possible.possible.

Behavior ModelingBehavior Modeling

Behavior ModelingBehavior Modeling An approach that demonstrates desired behavior An approach that demonstrates desired behavior

and gives trainees the chance to practice and and gives trainees the chance to practice and role-play those behaviors and receive feedback.role-play those behaviors and receive feedback.

Involves four basic components:Involves four basic components: Learning pointsLearning points

ModelModel

Practice and role playPractice and role play

Feedback and reinforcementFeedback and reinforcement

Corporate University Corporate University

Over 1000 companies have corporate Over 1000 companies have corporate universities.universities.

GE’s CrotonvilleGE’s Crotonville Hamburger UniversityHamburger University

Vary from traditional training programs to Vary from traditional training programs to offering all types of degrees.offering all types of degrees.

Combination of designed instruction and Combination of designed instruction and partnering with universities.partnering with universities.

Phase 4: Evaluating the Phase 4: Evaluating the Training ProgramTraining Program

Level 1 – did they enjoy the trainingLevel 1 – did they enjoy the training ““Smile sheets”Smile sheets”

Level 2 Level 2 – did they learn anything– did they learn anything Pre and post testsPre and post tests Follow-up evaluations Follow-up evaluations

Level 3 – did they transfer new skills to the jobLevel 3 – did they transfer new skills to the job Depends on the work environmentDepends on the work environment Needs support of boss and co-workersNeeds support of boss and co-workers

Level 4 – did the training impact the businessLevel 4 – did the training impact the business Detailed ROI studyDetailed ROI study Seldom straightforwardSeldom straightforward

Level 1: ReactionsLevel 1: Reactions Participant ReactionsParticipant Reactions

The simplest and most common approach to training The simplest and most common approach to training evaluation is assessing trainees.evaluation is assessing trainees.

Potential questions might include the following:Potential questions might include the following: What were your learning goals for this program? What were your learning goals for this program? Did you achieve them?Did you achieve them? Did you like this program?Did you like this program? Would you recommend it to others who have similar learning Would you recommend it to others who have similar learning

goals? goals? What suggestions do you have for improving the program?What suggestions do you have for improving the program? Should the organization continue to offer it?Should the organization continue to offer it?

Level 2: LearningLevel 2: Learning

Checking to see whether they actually Checking to see whether they actually learned anything.learned anything.

Pre and Post Testing -Testing knowledge and Pre and Post Testing -Testing knowledge and skills before beginning a training program skills before beginning a training program gives a baseline standard on trainees that can gives a baseline standard on trainees that can be measured again after training to determine be measured again after training to determine improvement.improvement.

However, in addition to testing trainees, test However, in addition to testing trainees, test employees who did not attend the training to employees who did not attend the training to estimate the differential effect of the training.estimate the differential effect of the training.

Level 3: BehaviorLevel 3: Behavior

Transfer of TrainingTransfer of Training Effective application of principles learned to Effective application of principles learned to

what is required on the job.what is required on the job. Maximizing the Transfer of TrainingMaximizing the Transfer of Training

1.1. Feature identical elementsFeature identical elements

2.2. Focus on general principlesFocus on general principles

3.3. Establish a climate for transfer.Establish a climate for transfer.

4.4. Give employees transfer strategiesGive employees transfer strategies

Level 4: Results, or Return Level 4: Results, or Return on Investment (ROI)on Investment (ROI)

Measuring the Utility of Training ProgramsMeasuring the Utility of Training Programs Calculating the benefits derived from training:Calculating the benefits derived from training:

How much did quality improve because of the How much did quality improve because of the training program?training program?

How much has it contributed to profits?How much has it contributed to profits? What reduction in turnover and wasted materials did What reduction in turnover and wasted materials did

the company get after training? the company get after training? How much has productivity increased and by how How much has productivity increased and by how

much have costs been reduced?much have costs been reduced?

Level 4: Results or Return Level 4: Results or Return on Investment (ROI)on Investment (ROI)

Return on InvestmentReturn on Investment Viewing training in terms of the extent to Viewing training in terms of the extent to

which it provides knowledge and skills that which it provides knowledge and skills that create a competitive advantage and a culture create a competitive advantage and a culture that is ready for continuous change.that is ready for continuous change.

ROI = Results/Training CostsROI = Results/Training Costs If the ROI ratio is >1, the benefits of the training If the ROI ratio is >1, the benefits of the training

exceed the cost of the programexceed the cost of the program If the ROI ratio is <1, the costs of the training If the ROI ratio is <1, the costs of the training

exceed the benefits.exceed the benefits.

Calculating Training ROI: Examples

If the ROI ratio is >1, the benefits of the training exceed the cost of the program, and if the ratio is <1, the costs of the training program outweigh the benefits.

Example 1: A program to train new machine operators costs $15,000 to develop and implement. After completing the training program, the average number of parts produced each year increased by 3,000, and the profit on each new part is $10, producing a net result of $30,000.

ROI = $30,000/$15,000 = 2

Example 2: A safety program costs the company $25,000 to develop and implement. One year later, there had been a small decrease in accidents, saving the company a total of $10,000.

ROI = $10,000/$25,000 = 0.4

In Example 1, the program resulted in a ROI of 2, indicating that the benefits of the program outweigh its cost. However, in Example 2, the ROI was only 0.4, indicating that the costs of the program outweigh the benefits.

ROI Impact Study ROI Impact Study Program Title: Program Title: Preventing Sexual Harassment at Healthcare, Inc.Preventing Sexual Harassment at Healthcare, Inc.Target Audience: Target Audience: All employees through group meetings (6,844)All employees through group meetings (6,844)Fully-loaded Program Costs:Fully-loaded Program Costs: $277,987 $277,987

Level 1: Overall Rating 4.11 out of 5Level 2: 65% Increase in post-test versus pre-test

Skill practice demonstrationLevel 3: 96% conducted meetings

4.1 out of 5 on behavior change survey68% complete all action items 92% complete

some Level 4: Turnover reduction $2,840,632

Complaint reduction $360,276

Total improvement $3,200,908 / Program Cost $277,987

ROI 1,051%