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Kavanagh4e_PPT11Chapter11TrainingandDevelopmentIssuesandHRISApplications1.pptxCHAPTER 11
Training and Development: Issues and HRIS Applications
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LEARNING, TRAINING, AND DEVELOPMENT OF EMPLOYEES
The learning, training, and development (LT&D) of employees is now center stage in today’s organizations to ensure long-term competitiveness, excellence, quality, flexibility, and adaptability.
Changing work practices and new services and products necessitate new knowledge, competences, and skills.
Today’s organizations ought to learn faster and more effectively than their rivals in order to remain competitive.
Enable employees to cope with daily workloads.
Alleviate possible future skill shortages
To foster employee motivation and satisfaction (Pfeffer, 1996, 1998)
Employees place much greater emphasis on career prospects and career development in their choice of employer.
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TRAINING AND DEVELOPMENT CONTRASTED
Training
Short-term objectives
Knowledge, skills, and abilities (KSA)
Improving current job performance
Development
Longer-term objectives
Competencies
Preparing for future job performance
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TRAINING AND LEARNING IN ORGANIZATIONS
Training refers to a planned effort by a company to facilitate the learning of job-related knowledge, skills, or behavior by employees.
High-leverage training is linked to strategic business goals and objectives, is supported by top management, relies on an instructional design model to ensure the quality of training and to contain costs, and is compared or benchmarked to programs in other organizations.
A learning organization is one whose employees are continuously attempting to learn new things and apply what they learn to improve product or service quality.
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LEARNING ORGANIZATIONS
Learning recognized as a source of competitive advantage
Use knowledge management
Make sure knowledge from employees, teams, and units is captured, remembered, stored, and shared
Technologies provide software to share knowledge electronically
Chief learning/knowledge officer coordinates activities
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ESSENTIAL FEATURES OF LEARNING ORGANIZATIONS
Continuous learning
Knowledge generation and sharing
Critical systematic thinking
Learning culture
Encouragement of flexibility and experimentation
Valuing of employees
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TRAINING AND DEVELOPMENT: STRATEGIC IMPLICATIONS
Learning is defined as the process of assimilating new knowledge and skills in consequence of experience or practice that will bring about relatively permanent changes in behavior.
Outcomes of learning include skills, competences, know-how or tacit knowledge, and higher-level cognitive and other skills (Collin, 2007).
Skills are directly related to performance and the ability to carry out a task.
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TRAINING AND DEVELOPMENT: STRATEGIC IMPLICATIONS
Competences comprise the KSA and underlying characteristics of a person that allow the jobholder to perform a task effectively.
The knowledge of employees is a tacit commodity, an intangible asset. It is associated with an understanding of and a constructive application of information (Grant, 1996).
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Knowledge Management (KM)
Acquisition
Documentation
Transfer
Creation
And application of knowledge
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ORGANIZATIONAL LEARNING
Argyris and Schon (1978) suggested a three-level model of organizational learning
Single-loop
Double-loop
Triple-loop
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ORGANIZATIONAL LEARNING
Peter Senge’s book, The Fifth Discipline, put forward five interrelated disciplines that organizations should cultivate among their employees to engender learning and success (Senge, 1990).
Personal mastery: Individual growth and learning
Mental models: Deep-rooted assumptions that affect the way in which employees perceive people, situations, and organizations
Shared visions: A shared view of the organization’s future
Team learning: A shift from individual learning to collective learning
Systems thinking: Or the fifth discipline, which connects the previous disciplines (Burnes, 2004)
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SYSTEMS MODEL OF TRAINING
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IDENTIFYING T&D NEEDS
Training needs analysis (TNA): Establishing what is needed, by whom, when, and where, so that training objectives can be determined
Organizational level
Job level
Person level
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DEVELOPING T&D INITIATIVES
The development of T&D initiatives, objectives, and methods, which should be capable of meeting the three levels of needs identified during the TNA.
Successful learning events must achieve a best fit between
content of what is to be learned,
media through which content is delivered, and
method used to facilitate learning
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BEST-FIT LEARNING EVENT MODEL
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TRAINING METHODS
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E-LEARNING
E-learning is an umbrella term and broadly refers to any learning facilitated using electronic means. E-learning can capitalize on a variety of delivery media depending on the approach taken:
Printed media (including textbooks but also online text and online magazines and journals)
Audio (e.g., traditional audio tapes, CDs, MP3s, WAV, and other electronic file formats)
Video (e.g., traditional videotape, CD-ROM, interactive video, DVDs, video streaming, satellite or cable transmissions)
Other combined media including hypermedia, collaborative software or social networking technology (e.g., websites, discussion forums, e-mail, blogs, wikis, MySpace, YouTube, Second Life)
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E-LEARNING METHODS
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E-LEARNING METHODS
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E-LEARNING
Digital collaboration
The online collaboration between learners tends to increase learning and learning transfer
Groupware (electronic meeting software)
Lotus Notes is the most common groupware
Synchronous/asynchronous communication
Blended learning (hybrid blend of e-learning and face to face)
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E-LEARNING TYPOLOGY
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RAPID E-LEARNING (REL) SOLUTIONS
Key characteristics
It has a short development time
Subject matter experts (SMEs) act as key source of content development
It can be created using standard presentation software
It allows for easy assessment and tracking of training
Auxiliary multimedia tools (including flash applications) can be used to enhance training experience
Training units can be undertaken in minutes rather than hours
It can be synchronous as well as asynchronous
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REL SHOULD BE USED IN SITUATIONS BELOW
Short shelf life of training
Critical information needs and standard information broadcasts
Training that is purely informational in nature
Training that does not require mastery
Prerequisite and introductory training
Training updates
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EVALUATION OF E-LEARNING
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RESEARCH-BASED GUIDELINES FOR E-LEARNING
Only provide e-learning when you are sure it meets the organization’s specific learning and development needs.
Train learners on computer basics before offering computer-based training.
Take into consideration human cognitive processes when designing e-learning programs.
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RESEARCH-BASED GUIDELINES FOR E-LEARNING
Enhance the learning experience by including graphics, texts, and learning games in the presentation of learning topics.
Keep learners engaged by offering blended learning and allowing interaction among trainees and between trainees and facilitators.
Offer trainees control over certain aspects of instruction, and guide them through the learning process by using tools such as cognitive maps.
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IMPLEMENTING T&D
Closing linked with developing T&D initiatives (Stage 2)
Implementation plan should include the following:
The resources required
How training should be carried out
Who should facilitate training
The period within which training should occur
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TRANSFER OF TRAINING
Positive and long-lasting changes in employee behavior and, ultimately, increased shareholder value can only be attained if training (or learning) transfer occurs.
Training transfer is the continuous application of KSA acquired during the training exercise.
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TRANSFER OF TRAINING
Various classifications of transfer of training exist depending on the context.
Near vs. far (How close is the training task to the actual job task?)
Specific vs. general (transfer of skills vs. transfer of principles)
Positive vs. negative (linked to the perception of the training experience)
Lateral vs. vertical (Hayashi et al., 2005)
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TRANSFER OF TRAINING
Training transfer depends on the following variables:
Trainee characteristics (the trainee’s predisposition to training)
Training design (the organization of the learning environment)
Work environment (immediate factors at work, which affect transfer)
Learning and retention
Generalization and maintenance (ensure trainee is given the opportunity to continuously use the acquired KSA)
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EVALUATING T&D
In order to assess whether a particular training initiative, method, or solution has met the training needs and objectives of the firm and whether transfer of learning has taken place, organizations must evaluate their T&D efforts.
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EVALUATION PROCESS
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PURPOSES OF EVALUATION
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COST–BENEFIT APPROACHES
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TRAINING COSTS
Development costs
Fee for program purchase
Instructor training
Registration fee
Travel and lodge
Salary
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TRAINING COSTS
Overhead costs
General organizational support
Top-management time
Compensation for trainees
Trainees’ salaries and benefits based on time away from job
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TRAINING METRICS AND COST–BENEFIT ANALYSIS
The costs involved in training can be established relatively easily. These overheads can be substantial and involve direct costs and indirect costs.
The actual benefits to the firm may be much more difficult to ascertain, as many of the benefits take a long time to materialize or can often be of an intangible nature
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TRAINING COSTS
Direct costs
Instructor
Travel expenses
Materials
Classroom space and audiovisual equipment
Refreshments
Indirect costs
Training management
Clerical and administrative salaries
Pre- and post-training materials
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TRAINING BENEFITS
Trainee productivity
Productivity increase without training vs. with training
Turnover costs and future increases
Decrease in turnover
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TRAINING METRICS AND COST–BENEFIT ANALYSIS (2)
Three critical factors in human resource development evaluation, which complicate the assessment of training outcomes (Russ-eft & Preskill, 2005):
Evaluation occurs within a complex, dynamic, and variable environment
Evaluation is essentially a political activity
Evaluation ought to be purposeful, planned, and systematic
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TRAINING METRICS AND COST–BENEFIT ANALYSIS (3)
Post-training data should be analyzed and converted into monetary values to establish ROI
Phillips’s ROI methodology produces six types of data:
Reaction, satisfaction, and planned action
Learning and application
Implementation
Business impact (See Table 13.7)
ROI
Intangibles
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T&D DATA ELEMENTS FOR HRIS
Training costs:
Cost of trainers and future increases
Equipment, depreciation, and maintenance
Compensation per trainee
Cost per facility
Preparation time
Training materials
Number of trainees
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HRIS APPLICATIONS IN TRAINING
Useful HRIS information should possess three key characteristics:
It must be presented in a user-friendly manner.
It must be meaningful and appropriate (Keebler & Rhodes, 2002).
It must be used effectively in the decision-making process to support an organization’s overall business strategy (Kovach & Cathcart, 1999)
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COST–BENEFIT ANALYSIS FORMULA
The following formula can be used to determine the economic value of a training program:
T
U= [∑ (1/1+i)^t)N SDy dt (1+V) (1-TAX)] – N C (1-TAX)
t=1
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HRIS/LEARNING APPLICATIONS: LMS
The capabilities of today’s HRIS T&D applications, also called learning management software (LMS), range from training administration to training management to talent management.
Training management systems can facilitate the entire T&D process, from TNA to training evaluation
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LEARNING MANAGEMENT SYSTEM CLASSIFICATION
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HRIS/LEARNING APPLICATIONS: LMS
The degree to which LMS can assist strategic decision making may be assessed using Beckers and Bsat’s (2002) decision support system (DSS) classification.
Management Information Systems (MIS)
Decisions Support Systems (DSS)
Group Decision Support Systems (GDSS)
Expert Systems (ES)
Artificial Intelligence (AI)
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HRIS T&D APPLICATIONS: IMPLEMENTATION ISSUES
Many HRIS T&D projects fail to meet the expectations of key decision-makers. The reasons for this include the following:
Some firms introduce new TMS only because competitors have done likewise, without having the necessary expertise to operate the system.
False expectations of ROI or apply training metrics that merely focus on cost savings and fail to take note of intangible gains derived from T&D (see section on training metrics).
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HRIS T&D APPLICATIONS: IMPLEMENTATION ISSUES
HRIS T&D application strategy is not aligned with training needs and the overall T&D, HR, and business strategies.
Few organizations involve employees during the implementation stage of the HRIS, which can lead to underutilization and dissatisfaction with the system (Burbach & Dundon, 2005).
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SUGGESTIONS FOR SUCCESS
A number of authors have suggested success factors for the introduction of HRIS T&D applications (Gascó et al., 2004; Noe, 2002; Sadler-Smith, 2006) and for increasing e-learning completion rates (Frankola, 2001):
Align e-learning strategy with T&D strategy, HR strategy, and overall business strategy
Create a corporate learning culture that fosters e-learning and the use of HRIS T&D applications
Assess HRIS T&D projects by their suitability to meet the T&D strategy of the organization rather than the technical sophistication and elegant features of the system
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SUGGESTIONS FOR SUCCESS
Carefully plan HRIS T&D projects to guarantee compatibility with legacy systems and sufficient budget allocation and expertise to use the system
Involve line managers and employees in HRIS T&D projects to ensure greater buy-in
Match HRIS T&D applications and e-learning initiatives with their ability to meet training needs to encourage learning transfer
Establish a suitable evaluation strategy to assess the extent to which training technology meets training needs, and evaluate regularly
Promote the use of HRIS T&D applications and e-learning
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SUGGESTIONS FOR SUCCESS
Identify suitable T&D metrics that take account of all direct and indirect training outcomes
Make managers accountable for uptake of e-learning and HRIS T&D utilization
Reward employees for use of e-learning
Ensure T&D systems and e-learning are user-friendly and provide quality information
Develop a data security policy for the T&D system and applications
Do not focus on financial gains from HRIS T&D projects alone
Train managers and employees in the use of T&D technologies
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