Designing Employee Training Slide 13
Learning Outcome 5: Explain the ADDIE model of training design.
All organizations need well-adjusted, trained, and experienced people to perform its
activities.
Slide 14
Employee training is a learning experience designed to achieve a relatively permanent
change in an individual that will improve the ability to perform on the job.
The ADDIE model of instructional system design, recognized by ATD and other training
and instructional design sources is addressed in this section. ADDIE is an acronym for
Analyze, Design, Develop, Implement and Evaluate.
Analyze Slide 15
Job requirements as determined by job analysis.
How effectively employees accomplish job requirements.
Employee characteristics
Training methods
Design
Learning objectives
How to assess learning
Content of training
How to deliver training
Develop
Create instructional materials
Select and coach trainers
Implement
Training takes place
Important concepts to consider
Know the audience
Apply adult learning principles
Use a variety of activities to increase retention
Practice presentations, have back up plan for technology.
Use effective verbal and non-verbal communication.
Use open-ended questions
Use visual aids effectively.
Evaluation
Demonstrate return on training investment (ROI)
Conduct evaluation activities.
Exhibit 8-4 What Adults Remember page 181 compares the effectiveness of different
ways to present information.
Tips for Success: Becoming a Trainer page 182 Training is a function of HR that is a
common entry to the profession.
Diversity Topics: Training, Development and EEO page 179 addresses how training
can contribute to unequal opportunities for women and minorities.
Employee Training Methods Slide 17
Learning Outcome 6: Outline a variety of employee training methods.
The Develop and Implement elements of the ADDIE model of instructional design
require HR Training specialists to determine the best way to help employees learn a
particular skill. E-learning is evolving quickly, but tried-and-true traditional methods are
still effective.
On-the-Job Training (OJT)
Working alongside of experienced workers.
Most commonly used. Often because employer isn’t aware of other methods that
may be more effective.
Often informal.
Trainers need training in order to be effective, understand culture and not pass on
bad habits.
Job Rotation
Involves lateral transfers to different jobs with a variety of tasks.
Increases understanding of interdependence of jobs and motivation.
Apprenticeships
Working alongside an experienced employee in combination with classroom
training or other formal instruction.
Frequently used in skilled trades.
Internships
Students training in a chosen profession as part of their education.
Vary from highly structured to no structure at all.
May include college credit.
Classroom Lectures
Good for providing a lot of information in a short timeframe.
Instructors need to understand characteristics of adult learners and adjust
instruction methods.
E-Learning
Evolving quickly through technology.
May be tailored to specific jobs or individual performance issues by HRIS.
Includes:
Videos
Quizzes
Games
Animations
Virtual Reality
Cloud-Based Training
Employee Orientation
May not be as effective as face-to-face experience for many concepts.
Simulations
Artificial environment that simulates actual work tasks and conditions.
Useful when the job or training involves dangerous situations or expensive
equipment such as firefighting and pilot training.
Vestibule Training uses actual tools or equipment.
Includes:
Cases
Experiential Exercises
Computer Simulations
Virtual Reality
Role-Playing
Evaluating Training Effectiveness Slide 18
Learning Outcome 7: Describe the methods and criteria involved in evaluating training
programs.
Training results are easier to measure when some output can be analyzed, such as in
increase or decrease in sales, costs, production, employee turnover, or revenue.
Kirkpatrick’s Model Slide 19
Is useful when training results are more difficult to measure in terms of Return on
Investment (ROI)
Level one measures the reaction of participants toward the training.
Level two measures how much the participants learned.
Level three measures whether or not the training actually changes the
employee’s behavior when he or she returns to the job.
Level four measures whether the training benefited the employer or not.
Typically, employee and manager opinions are used, but these opinions or
reactions are not necessarily valid measures, since things like difficulty,
entertainment value or personality of the instructor influence them.
Performance-based measures (benefits gained) are better indicators of training’s
cost-effectiveness. Did the training program achieve its desired results?
Performance-Based Evaluation Measures Slide 21
Post-training performance method
Participants’ performance is measured after attending a training session to
determine if behavioral changes have been made.
Pre-post-training performance method
Employee’s job performance is assessed both before and after training, to
determine whether a change has taken place.
Pre-post-training performance with control group method
This sophisticated technique compares the pre-post-training results of the
trained group with the concurrent job performance of a control group, which
does not undergo instruction. The approach is used to control for factors other
than training which may affect job performance.
Class Activity: Contemporary Connection – Training Expenditures page 185 If you
have working students, consider asking them how their employer spent $1,195 on their
training last year. That’s the average spent by U.S. employers according to the
Association for Talent Development. Questions in this feature explore student feelings
about how they prefer to learn new skills.
Employee Development Slide 22
Learning Outcome 8: Explain the purpose of employee development and methods used.
Employee Development differs from training in that the focus is on helping the employee
grow personally in ways that help the organization.
Skills include:
Problem-solving and critical thinking.
Teamwork skills
Leadership and supervisory skills
Customer service orientation.
Employee Development Methods Slide 23
Assistant-to positions allow employees with potential to work under and be
coached by successful managers.
Committee assignments provide opportunities for decision-making, learning by
watching others, and becoming more familiar with organizational members and
problems.
Classes, conferences and seminars are often sponsored by professional
organizations and provide access to experts in a variety of areas.
Online seminars (webinars) and streaming are popular.
SHRM offers many real-time and on-demand online seminars.
Cases studies, decision games and role plays allow trainees to study actual or
simulated cases. This is very popular in business and HRM classes.
Adventure training typically involves challenges which teach trainees the
importance of teamwork.
Organizational Development Slide 24
Learning Outcome 9: Discuss the term organizational development and the role of the
change agent.
Organizational development (OD) is the process that an organization moves through
when it changes with respect to continuous improvements, diversity, and work process
engineering.
Change agent Regardless of the role of OD in an organization, a change agent is needed
to foster the environment in which change can occur, and to help employees to adapt to
the change.
Change is a Popular Topic Slide 25
OD efforts support changes that are usually made in four areas:
Systems
Technology
Processes
People.
These changes are designed to foster the strategic direction of the business.
Two metaphors clarify the change process. Slide 26
The calm waters metaphor describes unfreezing the status quo, changing to a
new state, and refreezing to ensure that the change is permanent.
The white-water rapids metaphor recognizes today’s business environment
which is less stable and not as predictable requiring employees to face rapid and
uncertain change where they must adjust quickly and react properly to unexpected
events
Exhibit 8-5 Lewin’s Change Process page 188 illustrates the calm waters metaphor in
the context of an office move with new equipment.
Class Activity: Students can share their personal work change experiences in small
groups and with the class.
OD Methods Slide 27
Organizational development facilitates long-term organization-wide changes.
OD techniques include survey feedback, process consultation, team building, and
intergroup development.
Survey feedback assesses organizational members’ perceptions and
attitudes. The summarized data are used to identify problems and clarify
issues so that commitments to action can be made.
Process consultation uses outside consultants to help organizational
members perceive, understand, and act upon process events.
Team building may include goal setting, development of interpersonal
relationships, clarification of roles and team process analysis. Team
building attempts to increase trust, openness, and team functioning.
Intergroup development helps promote cooperation and cohesion
between different work groups.
The Learning Organization Slide 28
Learning Outcome 10: Explain the term learning organization.
Learning organizations value continued learning and believes a competitive advantage
can be gained from it.
Learning organizations characteristics:
Capacity to continuously adapt
Employees continually acquire and share new knowledge
Collaboration across functional specialties
Teams are an important feature
International Training and Development Issues Slide 29
Learning Outcome 11: Explain issues critical to international training and development.
Cross-Cultural Training
It is necessary for expatriate managers and their families before assignments (to
learn language and culture); during, and after foreign assignments (to adjust to
changes back home).
Cross-cultural training is more than language training; it includes learning about
the culture’s history, politics, economy, religion, social climate and business
practices and may involve role playing, simulations and immersion in the
culture.
After overseas assignments end, the employee and the family members must
reacclimatize to life in the United States.
Development
Overseas assignments are vital in developing top-level executives and should be
part of a career development program.
Often, organizations do not do a good job of planning for the return of overseas
managers. This leads to the managers’ being frustrated with lack of recognition
and opportunity back home and to others’ reluctance to take overseas
assignments.
Returning expatriates can be assigned a domestic position, can prepare for a new
overseas assignment, can retire, or can be terminated.
HRM Workshop
The HRM Workshop includes several different types of activities requiring students to apply
chapter concepts aligned with the learning objectives. Suggested answers are provided.