Learning Talent Development Learning Development Learning By the

Learning & Talent Development

Learning & Development Learning By the end of this unit you will be able to 1. Describe and distinguish between learning, education, training, development, competencies and learning organisations. 2. Describe the reasons why organisations need to invest in training and the benefits of training 3. Describe what is meant by an organisations training policy and the factors that may influence it 4. Describe 6 models of employee development 5. Identify the key stages in the training process 6. Describe how to identify training needs in an organisation 7. Discuss the process of implementing training 8. Evaluate different methods for training and development 9. Discuss how to evaluate training and development in organisations.

UL/CIPDLearning & Development Survey, Ireland 2007 • Workplace training investment is falling • As a % of total payroll costs – 2001 3. 85% – 2003 3. 55% – 2007 3. 13 • MNCs and companies with > 500 employees continue to be the leaders in this area

UL/CIPD Learning & Development Survey, Ireland 2007 • Line mgr & top team buy in & commitment is the greatest challenge • Leadership development is one of the most strategically important areas of training • Emphasis on return on investment versus return on expectation • Emphasis on qualifications based training

UL/CIPDLearning & Development Survey, Ireland 2007 Role of line manager in training includes • Induction • Providing challenging work assignments • Job rotation & multi skilling • Coaching & guiding • Training needs identification • Provision of informal learning • Management of secondments

CIPD 2009 Learning & Development Survey • • Line Manager development (61%) a priority Building an L&D culture (50%) a priority Line manager role as a coach still seen as key Interpersonal (79%) & communication skills (74%) seen as the most important to recruit for in an employee • Developing management & leadership skills (81%)seen as most important in meeting business goals over next two years. • Talent management is more prevalent in large organisations. Most popular methods are in house programmes & coaching • 2/3 of organisations use coaching and is generally viewed positively as an L&D method

Learning • A process through which people assimilate knowledge/skills that results in relatively permanent change in behaviour • Conscious or unconscious • Formal or informal • Requires some element of practice or experience • Continuous payback to the company

Education • person oriented, • broad, abstract, • Assimilation of knowledge & understanding • Lifelong • Pass or fail • Not necessarily linked to company aims

Training • “Planned programmes designed to improve performance at the individual, group, and/or organisational levels. ”Cascio, 1995 • Acquisition of knowledge, skills & abilities, • Job oriented • Requires a change in performance • Can be very specific • Short term • Very structured • Immediate payback to company

Development • Broad concept • Future oriented • About growth and enhancement of the individual • Preparation for future roles • Long term • Medium to long term pay back

Competencies • 1. 2. Lots of different definitions and meanings but broadly speaking there are 2 basic meanings: Vocationally based – the competencies for a job i. e the behavioural characteristics and standards of performance that need to be attained Focuses on the nature of skills & abilities that the individual brings to a job e. g creativity, managerial courage, presentation skills, customer focus

Learning Organisation or Learning Culture? • Associate with Argyris & Schon (1978), Morgan (1986), Sage (1990), Pedal, Burgoyne & Boydell (1991) • A distinct concept • Relatively new • Different interpretations • A participative learning system that places an emphasis on information exchange and on being open to enquiry & self criticism • About a company facilitating continuous development & transformation • An organisation that facilitates the continuous learning of all of its members and continuously transforms itself (Pedlar et al 1991)

Task : Read the CIPD Factsheet Learning & Talent Development – an overview 1. 2. 3. 4. 5. Define learning? What is talent management? How do people learn? Explain the term learning intervention? Which type of learning interventions do employees prefer?

TASK: List reasons why training is important in a food retail organisation?

Why is training important to the organisation? • • • A means of increasing effectiveness Key to competitive advantage Improve ability to innovate Cope with rapid technological development Cope with greater competition

Why is training important to the organisation? (1) • • • Organisational delayering Employee empowerment Flexibility Demographic changes Peters & Waterman (1982); Excellence Movement

Why is training important to the organisation? (2) • Mc. Lagan (1989) identified reduced cycle times, quality, teams as significant factors which required greater flexibiliyt and commitment from employees • Barrow & Mc. Loughlin (1992) suggest that companies in the ’ 90 s require employees that are – – – Ability to learn new skills & adapt Conceptual skills Work on own initiative with minimum supervision Customer focus Skills such as problem solving, creative thinking, innovativeness

Benefits of Training • • Improve performance Improve operational flexibility Attract high-quality employees Increase employee commitment Help manage change Help develop a positive culture Provide higher levels of service to customers

Training Policy • Explains company’s overall attitude to training • Sets out priorities, standards, scope of training activities • Provides the framework • Can be seen as a cost or as competitive advantage • Explicit or implicit

Influences on Training Policy • • • Legislation Economic climate Company performance Technological changes Labour market Company resources Nature of the product/service Employee expectations/level of influence Management views on the value of training

Above is a list of factors which may influence training policy – can you think of a ‘real life’ example of each factor. Please list below.

Question 1 Question 2

Range of employee development models • • • Unsystematic model Problem centred model Systematic model Cycle of training model Effective improvement model Business-focused strategic model

Training & Developmen t Cycle http: //www. hrobjective. com/en/training. htm

Key Stages in the employee training and development process 1. Assessment of needs Organisational analysis Task/job analysis Individual analysis 2. Training Design & Delivery Define objectives Develop training methods Select & prep trainees Conduct training 3. Transfer & evaluation of learning Facilitate learning transfer Conduct evaluation

STAGE 1: ASSESSMENT OF NEEDS • “A systematic process of determining and ordering training goals, measuring training needs, and deciding on priorities for training action. ” Gunnigle et al 1997 • Also known as identification of training needs or training needs analysis (TNA) • Key question here is: What is the gap? • Can be current, future or both?

3 levels of need analysis 1. Organisational 2. Job 3. Individual

Organisational • • Long term training and development needs Sparrow & Bognanno (1993) refer to the development of a competency profile for the organisation. There are 4 different categories of competency which a company needs to recognise 1. 2. 3. 4. Emerging competences Maturing competences Transitional competences Core competences

Where would you find out about organisational needs? Organisational Needs – Data sources • • Corporate objectives and business plan Human Resource plans Staffing plans Skills inventories Statistics System changes Management requests Exit interviews

Where would you find data about job needs? Job needs – Data sources • • • Staffing plans Job analysis/ job descriptions Task analysis Person specifications Training surveys Performing the job Observation Review of literature Ask questions Working groups Analyse operating problems

Where would you find data about individual needs? Individual Needs: Data sources

Training Needs Analysis at Soupstock 1. List the methods that Jill used to obtain training needs. 2. Training needs can be identified at main levels; organisational, job and individual. Identify the sources of information used by Jill under each of these headings. 3. How might Jill now organise and analyse the training needs further? 4. Which model of training does this organisation fit ?

UL/CIPD Learning & Development Survey, Ireland 2007 How training needs are identified in Ireland 1. Specific requests from line managers 2. Performance appraisal process 3. Training & development surveys 4. Employee requests for training 5. Competency profiling

STAGE 2: Training Design and Delivery Steps involved for the design and delivery of each training need • Set training objectives • Select employees for training • Identify training method • Conduct training

Training & Development Methods ON THE JOB OFF THE JOB • • • • • Sitting by Nellie Coaching Mentoring Job rotation In house courses Job enlargement Job enrichment Projects External courses Workshops Computer based training Open /distant learning External placements Video Reading Case studies Role Play Outdoor learning

1. Try to explain each of the above training methods in your own words 2. Give a practical example of each 3. List the strengths and weaknesses of each

UL/CIPDLearning & Development Survey, Ireland 2007 How Managers rate training methods How employees rate training methods 1. 2. 3. 4. 5. 6. • 1. 2. 3. On the job Coaching Mentoring Direct instruction Job Rotation Shadowing Off the job such as Education programmes Class room based E learning

Sitting by Nellie ADVANTAGES • Inexpensive • Natural learning • High transfer of learning DISADVANTAGES • Pick up bad habits • Time consuming • Feedback might be poor

Coaching ADVANTAGES • Job specific • Paced to the employee • Immediate & direct feedback • Useful of succession planning DISADVANTAGES • Time constraints • Lack of individual attention

Mentoring ADVANTAGES • Flexible • Useful of succession planning • Paced to the employee • Immediate & direct feedback DISADVANTAGES • Infrequent contact • Dependent on the manager’s mentoring skills • Dependent on the manager’s commitment & availability • Manager may be too far removed

Job Rotation ADVANTAGES • Relatively inexpensive • Facilitates communication & teamwork • Exposure to different situations • Motivating DISADVANTAGES • Unsettling • Jack of all and master of none • Difficult to monitor • Feelings of inequity

In house courses ADVANTAGES • Can be tailored to company needs • Confidentiality • Away from the workplace DISADVANTAGES • Costly • Will they do their job any differently? • Not specific enough to the job • Not practical enough

External courses ADVANTAGES • Exposure to broader range of knowledge • Promotes networking • Time to absorb information/to focus DISADVANTAGES • Costly • Learning transfer • Cause friction with other employees

Workshops ADVANTAGES • Group approach facilitates problem solving • High learning transfer DISADVANTAGES • Advance preparation required • May be difficult to manage • Releasing all the right people

Computer based training ADVANTAGES • Individual centred • Self paced learning • Monitoring of performance • Cater for large numbers DISADVANTAGES • Expense • Not suitable for all employees • False learning situation

Open/Distance learning ADVANTAGES • Facilitates career development • Self paced learning DISADVANTAGES • Expensive • High drop out rate • Balancing with work load • Lonely • Learning transfer

External placements ADVANTAGES • Broaden horizons • Good for senior positions • Build networks DISADVANTAGES • Learning transfer • Costly • Employee perception

Group Work: Coaching 1. Explain the term coaching in the context of employee training and development 2. Explain how coaching might be different to mentoring 3. Coaching is the ideal training method in today’s organisations. Discuss

Group Work: E-learning 1. Define e-learning 2. What do the CIPD surveys tell us about the use of e-learning in the workplace today? 3. What are the strengths and weaknesses of e -learning and a training method? 4. What do you think the term blended learning means?

Group Activity: On the job training 1. The CIPD (2005) Training & Development survey identified ‘on-the job training’ as “a more effective means of learning than any other method”. Give reasons for this finding. 2. Discuss how ‘on-the-job training’ can be delivered effectively?

Review Questions 1. Identify the 3 stages in developing a training and development plan 2. List 3 key sources of information to help identify training and development needs in an organisation. Give a practical example under each source 3. List 3 off the job and 3 on the job training methods

Question 3 Question 4

STAGE 3: Evaluation of Training • • Assessment of outcome and/or methods. Assessment of the overall impact of programme Easterby-Smith (1986) – 1. 2. 3. 3 general purposes of training evaluation Summative…was training effective? Formative…as training is happening Learning…. can the learning be transferred?

CIPD Evaluation Factsheet See questions on next slides

Explain the 4 levels of training evaluation? Explain the difference between training & learning. Summarise the key considerations for training and learning evaluation in the future. What is ROI and how is it different to the traditional four levels of evaluation? Explain the difference between the terms summative and formative in relation to training evaluation.

Why should we evaluate training? Why might organisations NOT evaluate training?

Transfer of Learning The extent to which skills & abilities acquired during a learning/training session are applied to the actual work situation or the learning of a new, but related, skill • Vertical transfer – involves the acquisition of additional knowledge or skills that build upon existing skills & abilities • Lateral transfer – training simulates a particular type of task & allows the learner the opportunity to practice in a safe environment

Validation versus Evaluation Validation of Training – Observing the results of the course – Measuring whether the objectives have been met Evaluation of Training Comparing the cost of the scheme against the assessed benefits

Validation The measurement of terminal behaviour • • Trainee reactions to the experience Trainee learning Changes in job behaviour following training Impact of training on organisational goals

Evaluation Costs : * * Benefits : Training materials * Quicker working The time * Greater accuracy Travelling expenses * More extensive skills Salaries or fees of * Reduced labor the training staff turnover * Labour flexibility

Levels of training evaluation • Kirkpatrick (1959) – Level 1: Reaction – Level 2: Learning – Level 3: Behaviour – Level 4: Results • Hamblin (1974) – Level 4: Department – Level 5: Organisational

Reaction – The Smile Sheet • Seeks opinions of trainees • Questionnaire at end of training • Easy to collect • Subjective • Does not evaluate learning or learning transfer

Learning • Seeks knowledge, principles & facts learned by trainees • Test, exam, project • Evaluates level of learning • Does not measure impact of learning on job performance

Behaviour • Seeks to determine positive changes in behaviour • Observation, measurement before and after • An objective assement of impact of training on the job • Can be difficult to assess and time consuming

Results • Seeks to determine contribution to organisational objectives • General indicators: profit, turnover • Specific indicators: absenteeism, accidents • Evaluates ROI • Difficult to quantify sometimes • Difficult to link the two

Summary of Evaluation of Training • Difficult to measure • Vital to effective organisational functioning – Spending money wisely – Maintaining credibility of training • Some perceived benefits of training are difficult to measure e. g. morale, job satisfaction, employee relations

Summary 1. Define key terms in training and developmnet 2. Why train? What are the benefits? 3. Training policy – what is it, what influences it 4. Models of employee development 5. 3 Key stages in the process of employee development 6. How do you identify 7. 8. 9. training needs How do you design and deliver training and development Describe various training methods How do you evaluate training and development

Extra Reading – all in Moodle! • Chapter 10 • Learning & Development Survey Ireland 2007 • CIPD Factsheets: – – – Learning & Development Overview Training Overview Identifying Learning and Development Needs On the job training Coaching Evaluation • Class handouts/articles Human Resource Management 70

Sample exam questions 1. 2. 3. 4. 5. Discuss the importance of training and development in the organisation Analyse the factors that influence an organisation’s training and development policy Evaluate 3 different methods of training and development Describe the four levels of evaluation of training and comment on their usefulness You have just been appointed as Human Resource Manager in a medium sized food retail store. Your first task is to produce a comprehensive training and development plan for the store. Describe the process you would go through to devise the plan.

Exam Papers 04/05 QUESTION 3 You are the manager of a leisure centre within a hotel which is part of a large hotel group. You have recently recruited a leisure centre attendant and are required to draft a training and development plan for this individual. (a) Describe the process you would go through to devise this plan. (15 marks) (b) Draft the possible content of the plan. This should include the training method to be used for each item of training identified. (15 marks) QUESTION 3 a) Describe THREE training methods. Your description should include the strengths and weaknesses of each method. (14 marks) b) Give ONE example of when you might use each of these methods in training a leisure centre attendant. (6 marks) c) Describe Hamlin’s (1974) FOUR levels of training evaluation (10 marks)