1
Q
Learning
A
– process of acquiring tacit and explicit knowledge (includes training and development, experience, formal education…etc.)
2
Q
Training
A
– systematic process of providing employees with competencies (through formal and informal activities) – KSAs – required to do their current jobs.
3
Q
Development
A
– prepares employees to take on additional responsibilities in different jobs usually at a higher level. Preparing employees for future positions.
4
Q
High-potential employees
A
– employees with greatest likelihood of being successful and making significant contributions to organizational goal achievement.
5
Q
Employee Orientation
A
Is a process designed to :
- Ensure employees know policies and procedures of the company
- Provide an overview of company history and culture
- Help employees to understand their roles in achieving organizational goals.
6
Q
Socialization
A
a long-term process of planned and unplanned, formal and informal activities and experiences through which an individual acquires the attitudes, behaviors, and knowledge needed to successfully participate as an organizational member.
7
Q
Onboarding/Socialization
A
Ensures smooth transition of new employees into their jobs and the company, including helping them acclimate to the culture and goals of the company.
8
Q
Phases of socialization - Anticipatory socialization
A
interaction with the company before starting a job. Recruiters, managers…etc. help in developing expectations about the company and job.
9
Q
Phases of socialization - Encounter
A
start of the job interactions. Learning about the organization’s culture, norms and how to do the job.
10
Q
Phases of socialization - Settling in
A
employee starts to focus on evaluation systems and future career options.
11
Q
How to implement the Onboarding/socialization process?
A
- One-time or staggered approach (Staggered approach reduces the risk of information overload)
- Collective or individual socialization
- Formal or informal socialization
- Sequential or random
- Fixed or variable
- Whether the probation period is preset or not.
12
Q
Approaches to Socialization/Onboarding:
Tournament or contest
A
- Tournament: each stage of socialization act as an elimination round
- Contest: newcomers build up a performance record over time.
13
Q
Approaches to Socialization/Onboarding:
Serial or disjunctive
A
- Serial: employees are expected to follow the steps of their role model or mentor
- Disjunctive: Employees are left to develop their own interpretations
14
Q
Approaches to Socialization/Onboarding:
Investiture or divestiture
A
- Investiture: encourages employees to keep their own knowledge and personal characteristics.
- Divestiture: conforms newcomers with characteristics and specific body of knowledge. Ex: military boot camp.
15
Q
Needs Assessment
A
- Process of identifying any gaps between what exists and what is needed in the future in terms of employee performance, competencies, and behaviors.
16
Q
Organizational needs analysis
A
identifies where in the organization development or improvement opportunities exist. It asses the company progress toward achieving its goals and objectives.
17
Q
Task needs analysis
A
identifies gaps between the KSAs needed to perform work required to support organizational objectives and the current KSAs of employees.
Training should focus to close the gap between what employees know and currently able to do and the KSAs that they should possess to add value to organizations.
- Job or competency analysis
- Observations
- Performance appraisals
- Quality control analysis
18
Q
Person Needs Analysis
A
assessment of the gap between an individual’s performance and desired job outcomes.
Which employees actually need to participate in training programs?
- Performance appraisals
- Customer surveys
- individual assessments
- Performance issues
- skill inventories
Remember that employees might not be performing well due to lack of motivation and not because they are incompetent.
19
Q
Based on the Analysis, management knows…
A
Where in the organization training is needed?
(Organization Analysis).
What the focus of the training initiative should be? (Task Analysis)
Which employees should participate in the training programs? (Person Analysis).
20
Q
Instructional objectives
A
statements that describe what is to be accomplished in a training program and, therefore, drive the design of the program.
Employees should appreciate the significance of training on their performance and how its will benefit the organization, team and themselves.
21
Q
Lesson planning
A
Provide a Map of what should be done during each training session to achieve stated objectives
22
Q
Sensory modality
A
is a system that interacts with the environment through one of the basic senses
- Visual: learning by seeing (40%) (Map, Tables, Videos)
- Auditory : learning by hearing (20-30%) (Lectures and Discussions)
- Tactile: learning by touching (need to interact with the material (writing activities, keep their hands busy).
- Kinesthetic: learning by doing (role-plays, experimental learning)
23
Q
Discovery learning (learning preference)
A
a preference for exploration during learning, such as subjective assessments, interactional activities, informational methods, and active-reflective activities.
24
Q
Experiential learning (learning preference)
A
a desire for hands-on approaches to instruction, active learning activities.
25
Observational learning (learning preference)
a preference for external stimuli such as demonstrations and diagrams
26
Structured learning (learning preference)
likes to take notes, writing down task steps…etc.
27
Group Learning (learning preference)
preference to work with others while learning.
28
Learning agility
willingness to seek new experiences and opportunities to learn new knowledge and skills.
Employees with high learning agility tend to be willing and able to incorporate information in their tasks.
Employees with high learning agility tend to be high-potential employees.
29
Self-efficacy
having confidence that one can perform a particular task.
High self-efficacy towards a training subject will result in better knowledge acquisition and transfer
Low self-efficacy can cause employees to work harder to learn the material and/or skill to overcome their lack of confidence.
30
Interest in training
- Training is more effective when employees are interested in the subject and motivated to learn.
- Make the training interesting
- Illustrate how the training will benefit the employees personally and improve their performance.
31
On-the-job training (OJT) (training method)
- training that occurs when a manager or coworker teaches an employee how to perform some aspect of a job in the actual job location rather than in a separate training location.
32
Operations and procedures manuals (training method)
provide input on company policies and procedures in addition to operational guidelines.
33
Classroom training (training method)
- traditional learning that includes lectures, role plays, discussions and other experiential activities. It is usually conducted face-to-face with a trainer instructing an individual or group of learners.
- Lectures do not necessarily facilitate behavioral change
34
E-learning (training method)
- involves utilizing the internet, computers and other electronic tools to deliver training programs.
- Training can be deliver on demand, 24/7 and at any location.
- Training can be conducted massively, efficiently, faster and at less cost.
- One setback is that employees are in full control over how long and how often they practice the material.
35
Audiovisual training (training method)
- Providing instruction on a topic to employees by having them watch or listen to a video or other visual or audio presentation
- Preparing custom videos is expensive and of-the shelf material might be expensive as well.
- It is an efficient method to disseminate knowledge.
36
Simulations (training method)
- Training activity that replicate the work the employees will be doing without the safety and cost concerns often associated with various jobs.
- Usually, they have higher rates of completion than online learning as it engages employees better.
- Usually, it is complex to design and deliver and at some instances requires substantial initial investment.
37
Gamification (training method)
adding game elements, game mechanics and game design to nongame systems or turning the content into a game with business objectives.
38
Blended learning (training method)
- use of multiple modes of training to accomplish a training goal, often with one part being online.
- Usually basic knowledge is acquired online, then practiced through workshops.
- Less cost, less time from work, increased productivity and greater participation.
- Blended learning is more effective than face-to-face classes and online learning alone.
39
College and university programs (training method)
- building partnerships with universities to deliver formal training to employees, or reimbursing employees for college education.
- Often, education needs to be directly related to the job.
- Reimbursement level might differ among organizations.
- Some organizations requires the completion of minimum credit hours or/and achieving a certain grade in a class.
40
Coaching (training method)
Short-term training provided one-on-one and primarily focused on performance improvement relative to a specific skill or ability.
41
Mentoring (training method)
- a long-term relationship that involves a more senior employee teaching a junior employee how the organization works and nurturing that person as she progresses in her or his career.
42
Legal Compliance Training (compliance training)
ensures that managers and employees know what they can and cannot do from a legal standpoint. Examples: sexual harassment training and ADA training.
43
Diversity Training (compliance training)
helps reduce discrimination by making employees more aware of discrimination that occurs overtly or covertly in the workplace.
44
Knowledge Training
to increase some type of knowledge (e.g., knowledge of accounting practices)
45
Behavioral Training
to change an attitude, relationship, or appreciation (e.g., diversity and inclusion training, teamwork)
46
Career development
Most large organizations have well-designed career development programs.
47
Competency analysis
Assists an organization in creating career paths that are logical for employees to follow and assists in identifying that experiences employees need to acquire along the way.
48
Career development activities
Managers, mentors, coaches and career counselors assist individuals in acquiring the competencies needed.
Also, rotations, assessment centers, career workshops help employees decide on their career paths.
Career development plans optimally need to identify the requirements, expectations and outcomes of each available career path.
49
Strategy : Level of investment
| Learning and Development in Practice: Organizational Demands
- Low-cost strategy focuses on training employees as quickly and cost-efficiently as possible.
- Low-cost strategy firms tend to focus on hiring employees who already have the skills.
- Differentiation strategy focus on providing organization-specific skills that contributes to their competitive advantage.
- Always conduct a cost-benefit analysis of training.
50
Strategy : Emphasis of investment
| Learning and Development in Practice: Organizational Demands
- What is the focus of training? Customer service, efficiency…etc.
- Who are the key employees to train?
- No matter what the strategy is, training on legal compliance and safety need to occur, regardless of cost.
51
Company Characteristics : Where training is done
| Learning and Development in Practice: Organizational Demands
Younger and smaller organizations usually utilize on-the-job training.
Older and bigger organizations invest in other training methods (such as e-learning), where training is more structured and developed in-house.
52
Company Characteristics : Who handles training
| Learning and Development in Practice: Organizational Demands
In small organizations, line managers are usually responsible of training, or at some instances, employees might be sent for external training.
Larger organizations tend to have their training departments that can help in identifying appropriate training opportunities and resources.
53
Company Characteristics : Type of training
| Learning and Development in Practice: Organizational Demands
Larger organizations tend to provide a wide array of training, including safety and compliance, knowledge, skills and behavioral training.
54
Company Characteristics : How training is provided
| Learning and Development in Practice: Organizational Demands
Larger organizations are more able to provide training efficiently due to economies of scale. They tend to have more standardized delivery methods that can be utilized to train several employees.
55
Culture : Focus of training
| Learning and Development in Practice: Organizational Demands
- The corporate culture influence the focus of training.
- For example, an organization that values diversity, train its employees accordingly.
- Training could also be used to change the organizational culture.
56
Culture : Employees’ willingness to participate in training
| Learning and Development in Practice: Organizational Demands
If organizations reward employees for participating in and transferring training, employees are more likely to be motivated and willing to participate in training programs.
57
Employee Concerns : Fairness and equity
| Learning and Development in Practice: Organizational Demands
- Always have a job-related reason for deciding who participate in the training
- Avoid discriminating based on age – among other demographical characteristics
- Training might be expected by employees
- Employees also expect to be rewarded.
58
Employee Concerns : Work/life balance
| Learning and Development in Practice: Organizational Demands
- Provide training that minimize stress such as time and financial management.
- Also, training might affect work/life balance when it comes to participation; try to help employees to fit the training in the schedule and provide accommodations.
59
Labor Market : Who needs training
| Learning and Development in Practice: Environmental Influences
- In a loose labor market, employers tend to be more selective, choosing employees with sufficient skills. Thus, limited training is needed.
- In a tight labor market, employers might be forced to recruit less skillful employees than desired, thus training is needed to fill the skill gap.
60
Labor Market : Type of training
| Learning and Development in Practice: Environmental Influences
- As the workforce gets more diversified, training needs to address various needs.
- For example, providing English language skills to immigrants.
- You might need to deliver the training in languages other than English.
61
Technology : Skills inventories
| Learning and Development in Practice: Environmental Influences
- Helps in identifying who exactly needs training and keeping track of employees’ skill development.
- Training programs feed the skill inventories.
62
Technology : Method of delivery
| Learning and Development in Practice: Environmental Influences
- Organizations have the option to deliver high-tech training.
- Yet, not all employers have the capabilities, not all employees have accessibility and skills to deal with learning technology.
63
Technology : Communication of options
| Learning and Development in Practice: Environmental Influences
- Intranets allows employers to communicate their training program; more awareness and participation.
- Employees and managers can be more selective and decide on the career paths.
64
Globalization : Where training will be offered
| Learning and Development in Practice: Environmental Influences
Shall we train at the headquarters or locally?
Shall we utilize e-learning and/or blended learning to maximize efficiency and minimize mobility?
65
Globalization : When training will be offered
| Learning and Development in Practice: Environmental Influences
Expatriates need to be trained before their international assignment, during their assignment and as part of repatriation.
Both international assignees and their families might need training.
66
Globalization : How training will be offered
| Learning and Development in Practice: Environmental Influences
Cultures differ when it comes to learning preferences, power distance and uncertainty avoidance.
Accordingly, some cultures might prefer the classroom settings, while others might prefer role-play, exercises and simulations.
67
Globalization : What training will be offered
| Learning and Development in Practice: Environmental Influences
Cross cultural training is needed for international assignees
Also, each country has distinctive legal systems and regulations, where international assignees should be knowledgeable of.
68
Ethics : Obligation to train
| Learning and Development in Practice: Environmental Influences
Employers should train their employees on what constitutes an ethical behavior.
69
Ethics : Content of training
| Learning and Development in Practice: Environmental Influences
Include ethics and social responsibility in the orientation.
Continuously provide training on ethics
Customize ethics training base on professions, if needed.
Organizations have ethical obligations to:
- Ensure employees are training on diversity and nondiscrimination behavior
- Ensure that all employees have access to training appropriate to their jobs.
- Ensure that all employees are trained to do their jobs safely and effectively.
70
Ethics : Use of training to change behavior
| Learning and Development in Practice: Environmental Influences
- Training helps in changing behaviors within organizations
- When organizational leadership participates in training and practice ethical behavior, they signal the right message to employees.
Human Resource Management
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Decks in class (7)
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