Module VII: INTRODUCTION STEP 1: NEEDS ASSESSMENT. Needs Assessment. Employee Training & Development. Design

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1 Module VII: Employee Training & Development INTRODUCTION Training vs. Development Training programs are intended to ensure employees are proficient in meeting the requirements of their current role. However development programs are intended to prepare or develop employees for future roles within the organization or in their profession. Why Training & Development Programs? The constant pace of industry and organizational change drives the need for continuous employee learning and development. As a result of increasing skills shortages, it is critical that organizations identify their talent requirements and align training and development programs accordingly. In addition, training and development has been identified as a driver of employee engagement, and for this reason, initiatives must be incorporated into the overall business strategy and planning. Training and development can be initiated for a variety of reasons, including: when performance reviews indicate improvement is needed; as part of an overall professional development program; as part of succession planning to ensure an employee possesses the required knowledge and skills to transition to a new role within the organization; or to train employees about a specific topic such as diversity, ethics, health and safety initiatives, or upgrading computer skills. Elements of Employee Training & Development Programs STEP 1: NEEDS ASSESSMENT Is training the solution to the problem? What training and development programs are required? Which employees require training? Needs Assessment Design: What are the desired learning outcomes? What is the most effective method of presenting content to the learner? Delivery: Evaluation Employee Training & Development Delivery How will employees receive the training? Who will conduct the training? Where and when will the training take place? Evaluation: How will you know if employees have achieved the intended earning outcome of the training program? Has the training resulted in improved performance of the employee, and/or the organization? Design 95

2 How does an organization determine their training and development needs? The needs assessment is the first step in determining what is causing the performance gap, is training the correct solution, what type or training, and who needs to undergo the training. A needs assessment can be broken down into three levels of analysis: 1. Organizational Analysis 2. Task Analysis 3. Person Analysis Organizational analysis takes a look at the organizations goals, constraints, and resources. It answers the question what does the organization want to achieve and how does it plan on getting there? Task analysis reviews job descriptions and specifications and identifies the necessary knowledge, skills, and abilities required for effective performance. Person analysis determines what gaps exist between desired and actual performance, which employees possess which knowledge, skills, and abilities, and which employees require training. In addition, there are several factors that drive the need for employee training and development programs, including: 1. Job Specific Competencies Each position has specific core skills, knowledge, or certification requirements. Examples: strategic thinking, communication, attention to detail, decision-making, persuasiveness, creativity, and innovation 2. Organizational Competencies Organizations may have core skill, knowledge, or certification requirements for all employees regardless of position or level in the organization. Examples: flexibility, judgement, reliability, support of diversity 3. New Product or Service Offerings As a result of revised business strategies, or organizational changes, often new products or service offerings develop, requiring updated training programs for some/all employees. Example: implementation of a web based sales program requiring both process knowledge and technical skills training 4. Industry or Professional Development Requirements Often employees who are members of professional associations or industry groups are required to participate in ongoing professional development activities in order to maintain their membership. Examples: ISP Designation Information Systems Professional, IITP Designation International Information Technology Professional 5. Employee Performance As a result of issues related to employee performance, and a subsequent employee performance plan, there may be a requirement for that employee to participate in training or development programs to further develop their skills, abilities, and competencies 96

3 6. Succession Planning As organizations prepare their succession plan, employees identified for movement within the organization may be required to participate in development programs in preparation for new roles within the organization (for example Leadership Development Program, MBA). Organizations that are unable to provide financial support to employees looking to partake in development programs should consider the types of flexible work arrangements they can offer to help ensure the employees achieves success in both their professional and educational environments. 7. Organizational Strategy Organizational strategy will often drive the need for specific employee training and development programs. Changes in organizational strategy may include the expansion or refinement of the targeted customer base, or possibly changing the entire business delivery model. Example: organizational strategy of expanding operations into another country may require specific language training 8. Regulatory/Legislative Requirements Training and development programs are often driven by existing or changes in regulations or legislation. Examples: WHMIS (health and safety related training), PIPEDA (Privacy Legislation) Also Refer to: Tool 22: Identification Chart for Employee Training Needs Tool 23: Identification Chart for Training Needs STEP 2: DESIGN Considerations for the design of training and development programs Once the program delivery model has been determined, there are critical steps in the design of training development programs, including: 1. Determine Learning outcomes 2. Identify Program Content 3. Organize Program Content 4. Ensure training programs align with overall Business Strategy Learning Outcomes 1. Learning Outcomes: What is the purpose or intended outcome for those participating in the training or development program? (Note: there may be more than one learning outcome for a training initiative). A learning outcome details: An observable task that a learner will be able to perform at the end of the training The conditions utilized to perform the task The criteria that will be used to measure a learner's success Align with Business Strategy Organize Program Content Program Content Example of a learning outcome: At the end of this Learning module, the employee will be able to perform systems analysis / design and programming activities related to the creation of web and business applications. 97

4 CONTENT Determine the key information, directly related to the identified learning outcomes, to be incorporated into the training or development program. The training content will be based on the information gained in the needs assessment. For example, if the need is to learn a new type of software the content would be based on the theory and application of the specific software. The amount of content, complexity of content, and nature of the content will help determine how the content should be organized and the appropriate training method. 2. Content Organization How should content be organized? Determine if any of the identified learning outcomes should be grouped together. You can't teach everything at once, but sometimes it makes sense to put related topics together for the learners. These related topics can form the basis for a training module. Once topics have been grouped together, organize the content into program structure. Step-by-step: divide training content into an logical sequence and have the trainee learn and perform the tasks in proper seuqence Whole-to-part: whether the training is learned all at one time (whole) to one part at a time (part) Massed vs. Distributed: whether training is conducted in a single session (massed) or is divided into several sessions (distributed) Known-to-unknown: start training by reviewing content that the trainees are familiar with before moving onto new information General-to-specific: teach general concepts first before going into depth on specific subject matter How should ideas be presented based on the intended audience and in consideration of diverse learning styles: What are the different learning styles There are various learning styles and designing training programs to reflect this will increase the effectiveness. For more information What types of activities and exercises will best help learners? Group discussions Modeling Case Studies Applied practice How should learners' accomplishments be measured? (See last segment regarding the evaluation of training and development programs) (this segment adapted from Addie Instructional Design Methodology accessed at: Also Refer to: Tool 24: General Training Plan Tool 25: Specific Training Plan 98

5 STEP 3: DELIVERY Delivery of training and development programs There are various considerations in designing training and development programs, including the: expertise required timelines for completion nature of the program content cost and budget parameters; and, geographic location of the employees participating in the training program Based on these considerations, the options for program design include: 1. On-the-Job vs. Off-the-Job Training 2. Informal vs. Formal Training 3. Packaged vs. Customized Program 4. In-Person vs. Web Based Program On-the-Job vs. Off-the-Job Training: Organizations generally have more control over on-the-job training programs, specific to cost, and time and locations of program offerings. Internally delivered programs tend to be high volume, repetitive programming, where content changes infrequently, and expertise is readily available within the organization. (Example: New Employee On-boarding programs) Advantages of On the-job Training: Lower cost Greater likelihood of application of training on-the-job Disadvantages of On the-job Training: Distractions in work environment during training Potential for damage when training on actual equipment Disruption of service, or slow down of production, during training Potential safety issues 99

6 Alternatively, off-the-job training programs tend to be more costly, with less control over times and locations of program offerings, but may be necessary when the programs are required infrequently, and the expertise to deliver programs is not readily available within the organization. Advantages of Off-the-Job Training: Can use wide variety of training methods Can control training environment Large numbers of trainees can be trained at once Disadvantages of Off-the-Job Training: Can be much more costly than on-the-job training Because training environment differs from workplace, there are challenges regarding transfer of training What is most important is mixing and combining methods to best suit a particular training need and objective. Informal vs. Formal Informal learning or development programs may include: Job Shadowing: Employees observer a colleague doing their job; provides the opportunity to watch and learn Coaching: Seasoned employee work closely with another employee to develop insight, motivate, build skills, and provide support through feedback and reinforcement Mentoring: Senior member of an organization provides career support and psychological support to a more junior member of the staff Experience Based, or Self-Directed Learning: Individuals select, manage, and assess their own learning activities There is generally less cost associated with informal learning, as it often occurs throughout daily activities and interactions, and more control over times and locations when learning takes place. The nature of the learning is often related to the development of soft skills, but can also be associated with specific job organizational skill or knowledge requirements. Alternatively, formal training programs tend to be more costly, with less control over times and locations of program offerings, but may be necessary when the nature of the program content is related to obtaining professional accreditation or certification, and the expertise to deliver program content is not readily available within the organization. Comparing Formal and Informal Learning Factor Formal Learning Informal Learning Control Controlled by organization Controlled by learner Relevance Variable High Timing Delay between learning and use of knowledge Learning used immediately on-the-job Structure High structured Unstructured Outcomes Specific Not specific 100

7 Packaged Programs vs. Customized Programs Packaged programs generally are less costly, and there may or may not be more control over times and locations when learning takes place dependent on the trainer. The nature of the learning if often related to development of broad based skill and knowledge requirements, for example workplace health and safety. Advantages of Packaged Programs High quality Immediate delivery Ancillary services Potential to customize Benefits from others experience Extensive testing Often less expensive Alternatively, customized training programs tend to be very costly, with more control over times and locations of program offerings. It may be necessary when the nature of the program content is targeted to the specific needs of the organization, and the expertise to deliver program content is not readily available within the organization. Advantages of Internal Customized Programs Security & confidentiality Use organization s jargon Incorporate organization s values Use internal content expertise Understand audience Pride & credibility Important factors to consider when deciding on whether the purchase or design your own training program include: Cost of each alternative Time and expertise required to design a program Deadline (how soon do you need the training program?) Who needs training? (If a small number need training, you should consider burying; if a larger number need training you should consider designing) In Person vs Web-based vs. Hybrid Whether training takes place in-person or in a web-based format, is largely based on the geographic location of employees and the nature of the content. With the growing trend towards virtual offices and dispersed employee groups, web based training is becoming a more feasible choice and tends to be less costly. However, there are training programs, based on the nature of the content are more suited to in-person training (i.e. Harassment Investigations). Increasingly common is the use of hybrid training which utilizes both in person and web based formats. Complementary tool in order to develop your own e-learning programs: Moodle is an Open Source Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE)

8 STEP 4: EVALUATION Increasingly businesses are evaluating the impact of training and are more focussed on the return on investment. Specifically, has the employee achieved the desired learning outcomes of the training program, and more importantly: has the training or development program improved the performance of the employee and the organization overall. The Kirkpatrick Model provides an effective framework to evaluate the effectiveness of training programs and is based on a four level model: Level: Evaluation: Level 1: Reaction Level 2: Learning Level 3: Behaviour Level 4: Results How did participants react to the program? completed participant feedback questionnaire informal comments from participants focus group sessions with participants To what extent did participants improve knowledge and skills and change attitudes as a result of the training? pre- and post-test scores on-the-job assessments supervisor reports To what extent did participants change their behaviour back in the workplace as a result of the training? completed self-assessment questionnaire on-the-job observation reports from customers, peers and participant s manager What organizational benefits resulted from the training? financial reports quality inspections interview with managers or clients For further information, tools, templates regarding evaluating the effectiveness of your training and development programs, please refer to: Canadian Society of Training & Development Investing in People Evaluation Tools, templates provide evidence of training s positive return on investment Tool 26: Training Evaluation Chart Tool 27: Knowledge Transfer Evaluation Chart 102

9 RESOURCES, TOOLS, TEMPLATES Canadian Society of Training & Development. Investing in People: Evaluation Tools, templates provide evidence of training s positive return on investment Accessed May 2011 at: about.com Human Resources. Training, Development, and Education for Employees. Accessed May 2011 at: ehow.com. Employee Training and Development Resources. Accessed May Learning Theories.com. Addie Model Accessed May 2011 at 103

10 TOOL 22: IDENTIFICATION CHART FOR EMPLOYEE TRAINING NEEDS (to be completed by the immediate supervisor) Employee name: Department: Date: I. POSITION What skills and competencies are required to succeed in this position? Of all the tasks involved, which ones is the employee most comfortable with? In what tasks is the employee not delivering the desired performance? Why? II. TRAINING Give examples of occasions when performance was affected by a lack of training. In your opinion, what are the employee s main training needs? Ideally, what type of training format would be best adapted to the employee and their work? 104

11 TOOL 23: IDENTIFICATION CHART FOR TRAINING NEEDS (To be completed by management) Name of manager: Department: Date: Over the next three years, what major issues will our company face? I. MAJOR ISSUES FACING THE COMPANY Name three major priorities you have set for yourself for the next three years. II. EMPLOYEE SUPPORT AND TRAINING NEEDS Identify your three biggest concerns relating to employee training needs in your company, and the action which must be taken. IT companies normally have the following concerns relating to training: a. Increasing operational efficiency b. Increasing sales c. Improving technical skills and competencies through the use of software applications For each of these elements, identify what training activities are necessary in your organization. Concerns Training 1. Efficiency of operations 2. Sales 3. Technical competencies Other training needs: 105

12 TOOL 24: GENERAL TRAINING PLAN TRAINING PARTICIPANTS INSTRUCTOR COST DURATION SCHEDULE 1- Project One group of XYX Consulting $X/hour 16 hours February to management six people Group March IT analysts and Web developers 2- Teamwork 3-RPG programming 106

13 TOOL 25: SPECIFIC TRAINING PLAN TRAINING PROJECT MANAGEMENT Change and transformation have become standard in our lives. For a successful transition, project management skills can constitute both a personal and professional asset. When delivering a project, effective management makes it possible to attain the objectives set in each of the following dimensions: techniques, cost and schedules. Training objectives Once training is completed, participants should be able to: Use MS Project software throughout the entire project management process Identify the project success factors Expand on each step in the management of a project Develop skills and competencies for the planning, organization and follow-up of a project Develop an awareness of the determining factors in the project team s performance Contents and duration (16 hours) This dynamic training activity presents the opportunity to assess the participant s abilities and to apply the techniques covered. The following themes are covered: The project management process Selection and analysis of the project s feasibility The project s structural planning The project s operational planning The project s execution Management of the project team Project supervision Training format Training is being given by an external resource, specifically XYZ Consulting Group. These theoretical and practical sessions (50/50) consist of brief presentations, simulation activities, discussions and practical application exercises. Target personnel A group of six (analysts and programmer-analysts). 107

14 Task training GRAPHIC DESIGNER ORGANIZATION OF TRAINING Prerequisite: technical graphic designer training SPECIFIC TRAINING PLAN SCHEDULE TRAINING METHOD ELIGIBLE INSTRUCTOR TIME ELIGIBLE EMPLOYEE TIME Weeks 1 and 2 Ongoing twinning 25% 20 hours 100% 80 hours (80 hours) of an experienced employee and an employee in training Weeks 3 and 4 Implementation by 30% 25 hours 60% 48 hours (80 hours) the employee. Monitoring and quality control by the instructor (2 to 3 hours per day). Weeks 5 to 25 Qualified training 100% 100 hours 100% 100 hours (100 hours) by the instructor for advanced options and use of each technology (equipment and software) (5 hours per week) TOTAL 145 hours TOTAL 228 hours Organization of the network and of files Network structure Server structure Position structure Browsing the network File organization and storage File names and extensions Reception and distribution of client files Logos Photos SMP files Security Saving Consulting archives TRAINING CONTENTS 108

15 TOOL 25: SPECIFIC TRAINING PLAN (continued) Mastery of software Use of the main graphics software (QuarkXPress) Opening files Basic commands Photo update method Error trapping Etc. Using the Pre-Page-It software (4 hours) Control and access in each position Managing printing priorities Understanding and resolving basic errors Mastery of equipment Learning the following equipment: Xerox printer, copier and scanner For each piece of equipment: Level 1 (3 to 5 hours) Using the software Formatting and printing Level 2 (8 to 10 hours) Maintenance Replacing cartridges Filling with chemical powder Operation control Troubleshooting Level 3 (6 to 8 hours) Colour calibration Densometer, cleaning, adjustment Work methods Reading production files Client requirements Production norms and standards Verification of deadlines Verification of proofs Photo quality Presence of texts Conversion Work production Formatting Template and benchmarks Saving Printing proofs Approval Using secondary graphic design software Illustrator PageMaker Freehand Corel Using the workstation in a PC environment (4 hours) PC structure Windows environment File management Saving method Print functions Use of other software Acrobat Microsoft Office Learning the following equipment: Grand Sherpa high-resolution printer Iris high-resolution printer AGFA film printer Quality and graphic standards File compression File size optimization *The elements on the left must be taught first 109

16 TOOL 26: TRAINING EVALUATION CHART Training: Project management Group No.: Time: Date: Name of instructor: Were the session objectives attained? a) YES NO b) YES NO c) YES NO d) YES N0 Refer to the following scale and indicate to what extent you agree with each statement below: 1 = completely disagree 2 = disagree 3 = more or less agree 4 = agree 5 = completely agree 1. I was motivated to take the course The training objectives were clear and specific The training contents responded to my needs and concerns The teaching techniques were conducive to learning The exercises and activities were relevant to the training The instructor was clear and dynamic The instructor respected the learning pace of the participants This training helped me to increase my level of knowledge and skills I plan to apply these new skills as soon as I return to work I will recommend that my colleagues take this training Please comment on any aspect that scores 3 or worse. Comments and recommendations 110

17 TOOL 27: KNOWLEDGE TRANSFER EVALUATION CHART (to be completed by the first line manager) Title of training: Project manager Name: Position: First name: Date: Rate the employee s level of expertise for each of the following elements. Consider the application of each one in the normal course of duty. POSITION FUNCTIONS Evaluation Comments + General knowledge Knowledge of the elements of the project definition (scope and objectives) Knowledge of the project management process Operational planning for the project Project delivery Management of the project team Project monitoring Closing the project Competencies Identification of the success factors for a project Mastery of each step in the management of a project Launch Planning Execution/follow-up Post-project evaluation Planning abilities Project organization and monitoring skills Awareness of the importance of the project team s performance Ability to motivate the team Communication skills Attitudes Leadership Creativity Thoroughness Team spirit Willingness to learn Comments and recommendations 111