introduction-employee training & development

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    Introduction to Employee

    Training and Development

    MODULE 01

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    WHAT IS TRAINING?

    refers to a planned effort by a

    company to facilitate employees learning of

    job-related competencies

    The is for employees to:

    master the knowledge, skill, and behaviors

    emphasized in training programs, and

    apply them to their day-to-day activities

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    HIGH-LEVERAGE TRAINING

    Linked to strategic goals and objectives

    Uses an instructional design process to ensure

    that training is effective

    Compares or benchmarks the companys

    training programs against training programs in

    other companies

    Creates working conditions that encourage

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    CONTINUOUS LEARNING (1 OF 2)

    requires employees to

    understand the entire work system including

    the relationships among:

    their jobs

    their work units

    the entire company

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    CONTINUOUS LEARNING (2 OF 2)

    Employees are expected to:

    acquire new skills and knowledge

    apply them on the job

    share this information with other employees

    Managers take an active role:

    in identifying training needs helping to ensure that employees use training in

    their work

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    TRAINING AND PERFORMANCE

    Emphasis on high-leverage training has been

    accompanied by a movement to link training to

    performance improvement

    Training is used to improve employee

    performance

    This leads to improved business results

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    TRAINING AND PERFORMANCE: TODAYS

    EMPHASIS(1 OF 2)

    Providing educational opportunities for allemployees

    An on-going process of performance improvementthat is directly measurable

    not one-time training events

    The need to demonstrate the benefits of training

    to executives, managers, and trainees

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    TRAINING AND PERFORMANCE: TODAYS

    EMPHASIS(2 OF 2)

    Learning as a lifelong event

    senior management, training managers, and

    employees have ownership

    Training used to help attain strategic business

    objectives

    helps companies gain a competitive advantage

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    FORCES INFLUENCING THE WORKPLACEAND TRAINING: (1 OF 2)

    Globalization

    Need for leadership

    Increased value placed on knowledge

    Attracting and retaining talent

    Customer service and quality emphasis

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    FORCES INFLUENCING THE WORKPLACEAND TRAINING: (2 OF 2)

    Changing demographics and diversity of the

    work force

    New technology

    High-performance models of work systems

    Economic changes

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    ROLES OF TRAINERS

    Strategic Adviser

    Systems Design and Developer

    Organization Change Agent Instructional Designer

    Individual Development and Career

    Counselor

    Coach / Performance Consultant

    Researcher

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    Learning: Theories andProgram Design

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    INTRODUCTION (1 OF 2)

    Two conditions necessary for learning to occur:

    1. opportunities for trainees to practice

    2. meaningful content

    For learning to occur it is important to identify

    what is to be learned

    i.e., to identify learning outcomes

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    INTRODUCTION (2 OF 2)

    Understandinglearning outcomes is crucial

    they influence the characteristics of the training

    environment that are necessary for learning to

    occur

    The design of the training program is also

    important for learning to occur

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    LEARNING OUTCOMES (1 OF 3)

    Includes names or labels, facts, and bodies ofknowledge

    Includes specialized knowledge employees need in theirjobs

    Include concepts and rulesThese are critical to solve problems, serve customers,

    and create products

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    LEARNING OUTCOMES (2 OF 3)

    Include coordination of physical movements

    Combination of beliefs and feeling that pre-dispose aperson to behave a certain way

    Important work-related attitudes include jobsatisfaction, commitment to the organization, and jobinvolvement

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    LEARNING OUTCOMES (3 OF 3)

    Regulate the process of learning

    They relate to the learners decision regarding:

    what information to attend to (i.e., pay attention to)

    how to remember how to solve problems

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    LEARNING THEORIES

    ReinforcementTheory

    Social LearningTheory

    Goal Theories

    Need Theories

    Expectancy Theory

    Adult Learning

    Theory

    Information

    Processing Theory

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    REINFORCEMENT THEORY(1 OF 2)

    Emphasizes that people are motivated to

    perform or avoid certain behaviors because of

    past outcomes that have resulted from those

    behaviors

    Positive reinforcement

    Negative Reinforcement

    Extinction

    Punishment

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    REINFORCEMENT THEORY(2 OF 2)

    From a training perspective, it suggests that forlearners to acquire knowledge, changebehavior, or modify skills, the trainer needs to

    identify what outcomes the learner finds mostpositive (and negative)

    Trainers then need to link these outcomes tolearners acquiring knowledge, skills, orchanging behaviors

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    SCHEDULES OF REINFORCEMENT

    Fixed-ratio schedule

    Continuous

    reinforcement

    Variable-ratio schedule

    Fixed-interval schedule

    Variable-interval

    schedule

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    SOCIAL LEARNING THEORY(1 OF 2)

    Emphasizes that people learn by observingother persons (models) whom they believe arecredible and knowledgeable

    Recognizes that behavior that is reinforced orrewarded tends to be repeated

    The models behavior or skill that is rewarded isadopted by the observer

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    SOCIAL LEARNING THEORY(2 OF 2)

    Learning new skills or behavior comes from:directly experiencing the consequences of using

    behavior or skills, or

    the process of of observing others and seeing the

    consequences of their behavior

    Learning is also influenced by a persons

    is a persons judgment about whether

    he or she can successfully learn knowledge andskills

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    PROCESSES OF SOCIAL LEARNING THEORY

    Match

    Modeled

    Performance

    Attention RetentionMotor

    Reproduction

    Motivational

    Processes

    Model Stimuli

    Trainee Characteristics

    Coding

    Organization

    Rehearsal

    Physical Capability

    Accuracy

    Feedback

    Reinforcement

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    GOAL THEORIES

    Goal Setting

    TheoryGoal Orientation

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    GOAL SETTING THEORY(1 OF 3)

    assumes behavior results

    from a persons conscious goals and intentions

    Goals influence behavior by:

    directing energy and attention

    sustaining effort over time

    motivating the person to develop strategies for goal

    attainment

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    GOAL SETTING THEORY(2 OF 3)

    Specific challenging goals result in better

    performance than vague, unchallenging goals

    Goals lead to high performance only if people

    are committed to the goal

    Employees are less likely to be committed to a

    goal if they believe it is too difficult

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    GOAL SETTING THEORY(3 OF 3)

    Goal setting theory is used in training programdesign

    It suggests that learning can be facilitated byproviding trainees with specific challenging goalsand objectives

    The influence of goal setting theory can be seen inthe development of training lesson plans

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    GOAL ORIENTATION (1 OF 3)

    refers to the goals held by a

    trainee in a learning situation

    relates to trying to increase

    ability or competence in a task

    refers to a focus of

    learners on task performance and how they

    compare to others

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    GOAL ORIENTATION (2 OF 3)

    Goal orientation affects the amount of effort a

    trainee will expend in learning (motivation to

    learn)

    Learners with a

    direct greater attention to the task

    learn for the sake of learning

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    GOAL ORIENTATION (3 OF 3)

    Learners with a

    direct more attention to performing well

    devote less effort to learning

    Trainees with a learning orientation exert

    greater effort to learn and use more complex

    learning strategies than trainees with a

    performance orientation

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    NEED THEORIES

    Help explain the value that a person places oncertain outcomes

    Suggest that to motivate learning: trainers should identify trainees needs, and

    communicate how training program content relatesto fulfilling these needs

    If the basic needs of trainees are not met, theyare unlikely to be motivated to learn

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    EXPECTANCY THEORY(1 OF 2)

    Expectancy theory suggests that a persons

    behavior is based on three factors:

    expectancy

    instrumentality

    valance

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    EXPECTANCY THEORY(2 OF 2)

    Expectancy theory suggests that learning is

    most likely to occur when employees believe:

    They can learn the content of the program

    (expectancy)

    Learning is linked to outcomes such as better job

    performance, a salary increase, or peer recognition

    (instrumentality)

    Employees value these outcomes

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    EXPECTANCY THEORY OF MOTIVATION

    X X = EffortExpectancy Instrumentality Valance

    Effort Performance Performance Outcome Value of Outcome

    Does Trainee Have

    Ability to Learn?

    Does Trainee Believe HeCan Learn?

    Does Trainee Believe

    Training Outcomes

    Promised Will Be

    Delivered?

    Are Outcomes Related

    to Training Valued?

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    ADULT LEARNING THEORY

    It is based on several assumptions:Adults have the need to know why they are learning

    something

    Adults have a need to be self-directed

    Adults bring more work-related experiences into the

    learning situation

    Adults enter into a learning experience with a

    problem-centered approach to learningAdults are motivated to learn by both extrinsic and

    intrinsic motivators

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    IMPLICATIONS OF ADULT LEARNING THEORYFOR TRAINING:

    Design Issue Implications

    Self concept Mutual planning and collaboration in instruction

    Experience Use learner experience as basis for examples and applications

    Readiness Develop instruction based on learners interests and competencies

    Time perspective Immediate application of content

    Orientation to

    learning

    Problem centered instead of subject centered

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    INFORMATION PROCESSING THEORY

    These theories give more emphasis to theinternal processes that occur when training

    content is learned and retained

    Highlights how external events influence

    learning

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    A MODEL OF HUMAN INFORMATION PROCESSING

    Stimulus

    or

    Message

    Receptors

    Eyes

    Ears

    Nose

    Skin

    Sensory

    Register

    Short-Term

    Memory

    Long-Term

    Memory

    Response

    GeneratorEffectorsEnvironment

    Feedback

    Reinforcement

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    THE LEARNING PROCESS

    This material asks three questions:

    1. What are the physical and mental processes

    involved in learning?

    2. How does learning occur?

    3. Do trainees have different learning styles?

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    THE LEARNING PROCESS:

    MENTAL AND PHYSICAL PROCESSES

    LEARNING

    Expectancy

    Perception

    WorkingStorage

    Semantic

    EncodingLongTerm

    Storage

    Retrieval

    Generalizing

    Gratifying

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    THE LEARNING PROCESS:

    LEARNING STYLES

    Concrete experience

    Reflective observation

    Abstract

    conceptualizationReflective observation

    Abstractconceptualization

    Active experimentation

    Concrete experienceActive experimentation

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    IMPLICATIONS OF THE LEARNING PROCESS FOR

    INSTRUCTION: (1 OF 2)

    Employees need to know why they should learn

    Employees need meaningful training content

    Employees need opportunities to practice Employees need to commit training content to

    memory

    Employees need feedback

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    IMPLICATIONS OF THE LEARNING PROCESS FORINSTRUCTION:(2 OF 2)

    Employees learn through:

    Observation

    Experience

    Interacting with others

    Employees need the training program to be

    properly coordinated and arranged

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    TRAINING OBJECTIVES

    Employees learn best when they understandthe objective of the training program

    The refers to to the purpose andexpected outcome of training activities

    Training objectives based on the training needsanalysis help employees understand why theyneed the training

    Objectives are useful for identifying the types oftraining outcomes that should be measured toevaluate a training programs effectiveness

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    A TRAINING OBJECTIVE HAS THREECOMPONENTS:

    1. A statement of what the employee is expected

    to do (performance or outcome)

    2. A statement of the quality or level of

    performance that is acceptable (criterion)

    3. A statement of the conditions under which the

    trainee is expected to perform the desired

    outcome (conditions)

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    TRAINING ADMINISTRATION INVOLVES:(1 OF 2)

    Communicating courses and programs to

    employees

    Enrolling employees in courses and programs

    Preparing and processing any pre-training

    materials such as readings or tests

    Preparing materials that will be used in instruction

    Arranging for the training facility and room

    Testing equipment that will be used in instruction

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    TRAINING ADMINISTRATION INVOLVES:(2 OF 2)

    Having backup equipment should equipment

    fail

    Providing support during instruction

    Distributing evaluation materials

    Facilitating communications between trainer

    and trainees during and after training

    Recording course completion in the trainees

    records or personnel files

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    INTERNAL AND EXTERNAL CONDITIONS

    NECESSARY FOR LEARNING OUTCOMES (1 OF 2)

    Learning Outcome Internal Conditions External ConditionsVerbal Information

    (Labels, facts, and

    propositions)

    Previously learned knowledgeand verbal information

    Strategies for coding informationinto memory

    Repeated practice

    Meaningful chunks

    Advance organizers

    Recall cues

    Intellectual Skills(Knowing how)

    Link between new and previouslylearned knowledge

    Cognitive Strategies

    (Process of thinking and

    learning)

    Recall of prerequisites, similartasks, and strategies

    Verbal description of strategy

    Strategy demonstration

    Practice with feedback

    Variety of tasks that provideopportunity to apply strategy

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    INTERNAL AND EXTERNAL CONDITIONS

    NECESSARY FOR LEARNING OUTCOMES (2 OF 2)

    Learning Outcome Internal Conditions External ConditionsAttitudes

    (Choice of personal action)

    Mastery of prerequisites

    Identification with model

    Cognitive dissonance

    Demonstration by a model

    Positive learning environment

    Strong message from credible

    source

    Reinforcement

    Motor Skills

    (Muscular actions)

    Recall of part skills

    Coordination program

    Practice

    Demonstration

    Gradual decrease of external

    feedback

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    CONSIDERATIONS IN DESIGNING EFFECTIVE

    TRAINING PROGRAMS:

    Selecting and preparing the training site

    Selecting trainers

    Making the training site and instructionconducive to learning

    Program design

    HOW TRAINERS CAN MAKE THE TRAINING SITE

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    HOW TRAINERS CAN MAKE THE TRAINING SITE

    AND INSTRUCTION CONDUCIVE TO LEARNING:

    Creating A LearningSetting

    Preparation

    Classroom

    Management

    Engaging Trainees

    Managing Group

    Dynamics

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    PROGRAM DESIGN