Human Resources Management

Program

Training and Development

Course
Instructor: Lily Bale - Feldman

January 2016
Based on:
Copyright© 2016, 2013, 2010 by Nelson Education Ltd.
An invitation

2
 Introductions
 Your name

 Do you have work experience? If so, please provide a brief

summary of it.

 What functions of Human Resources Management are of most

interest to you?

 Name one quality that describes one of the “best learning

experiences” you had.

3
 Our Journey
T & D contributes to Engage and
Enable the people in the organization
to transform Strategy into Results

Results
Tactics

Strategy

Vision
E E
n n
a g
b a
l g
e e

4
 Learning Outcomes
On completion of this course, students will:

 Understand how training and organizational development fits into the

overall business strategy;

 Apply adult learning theories and principles to organizational development

initiatives and use different training methodologies to facilitate the transfer
of learning;

 Know how synchronous and asynchronous learning systems supports the

online learning process;

 Identify individual and organizational training needs using needs analysis

and evaluate how performance management fits into this process;

 Design and deliver a training session and incorporate appropriate learning

resources;

 Measure the effectiveness of various training initiatives using recognized

evaluation practices and cost/benefit analysis.
5
 A systemic approach to T & D
How does this program connects and leverages prior learning?

 Effective Oral Communication

• Mind Mapping
• Business Fundamentals
• Accounting Fundamentals •Ethics
• Organizational Behaviour • Financial Management
• Principles of HR Management • Training and Development
• Strategic HR Planning • Leadership Development
• Essential skills for managers • Resume Building
• Recruitment and Selection • Cultural Dimension &
• Effective written Communication Environmental Influences
• Financial Management • Project Management

• HR Legislation
6
 T & D and
CHRP expected competencies
T & D Course will help you develop the HR competencies expected by
CHRP,
identified in the document “HR Competencies by Functional Area”
Strateg
HR
y
Metrics,
Professio
Reporting,
nal
&Financial
Practice
Manageme
nt
Health,
Wellness,
HR Engage-
& Safe
Competenci ment
Workplac
e es /
Functional
Area
Workforce
Learning Planning/
&
Develop- Talent
Manageme
ment nt

Total Labour
Reward Relation
s s

7
 Course Topics and Schedule
Class 1 – Jan 7,2016 Class 4 – February 4, 2016
•Course Overview & Expectations •Mid-term Exam (Invigilated) 9:00 – 11:00 am
•Chapter 1 -Training and Development Process •Chapter 9 - Training Delivery
•Chapter 2 - Organizational Learning
•Chapter 3 - Learning and Motivation In-class group work scheduled from 3:00 pm –
Assignment of Groups and Needs Analysis 4:00 pm.
Assignment Topics

Class 2 – Jan 14, 2016 February 11, 2016 – No class scheduled

•Chapter 4 - Needs-Analysis Process Submission of Needs Analysis Assignment to the
•Chapter 5 - Training Design Registration office by 12noon.
Training Presentation Instructions for delivery
In-class group work scheduled from 3:00 pm – 4:00
pm. Attendance by all group members during this time
is critical for the success of the project.

January 21, 2016 – No class scheduled Class 5 – Feb 18, 2016

•Chapter 13 - Training Programs
Training Presentations (part 1)

Class 3 – Jan 28, 2016 Class 6 – Feb 25, 2016

• Chapter 6 - Off-the- Job Training Methods •Chapter 14 - Management Development
• Chapter 7 - On-the-Job Training Methods •Chapter 15 - Training Trends and Best Practices
• Chapter 8 - Technology Based Training Methods Training Presentations (part 2)

Mid-term Exam Review Class 7 - March 3, 2016

In-class group work scheduled from 3:00 pm – 4:00 •Final Exam (Invigilated) 1:00pm-4:00pm 8
pm.
 Expectations
• Pre-reading is highly recommended – Material will be posted on Drop-Box
• Deliverables and Method of Evaluation
Val Deliverable Details Due date
ue
25% Mid-term Exam Chapters 1 – 7 February 4, 2016 – 9 to 11am

15% Needs Analysis and Instructions to be posted by January 7, 2016 Submit to Registration Office
Program on February 11, 2016 – am
Recommendation
Assignment
25% Presentation Instructions to be distributed in class on Present on February 18 and
January 14, 2016 February 25, 2016
25% Final Exam The final exam will include some testing March 3, 2016 (pm)
 Participation: class activity,
material fromgroup work,
the classes and
prior to class
the mid- discussion
term exam (approximately 20%) and all
lecture content and readings from the
classes following the mid-term exam.
10% Participation
Poor 0-2% Does not participate in class discussion. Does not ask questions. Does not listen when others
speaks. Is distracted during discussion.
Fair 3-5% Is present, but responds minimally when asked. Adequately prep for class, but does not analyze
or provide interpretation. Rarely asks questions.
Good 6-8% Well prepared and offers analysis in discussion. Consistent involvement. Contributes and
interacts in class discussions – listens and responds to other students, asks questions, offers
support.
9
Excellent 9
Very well prepared. Read materials and relates it to other content. Evaluates, analyses material,
9-10% offers insightful approaches. Contributes to and fosters meaningful discussions.
 Expectations
 Mute or turn off personal communication devices
 All examinations should be written at the time specified by the University,
unless there is legitimate absence
 No make up presentations will be permitted. Students who arrive late will not
be admitted into the classroom
 It is student’s responsibility to get acquainted with Academic Regulations and
Policies
 Policy for late assignments – comply with deadline, retain an electronic
Letter copy
and submit assignment on time in order to avoid late penalty Graded
Penalty Days Details A+ 96 - 100
Late A 91-95
5% 2 days According to the assigned value of this A- 83-90
deliverable B+ 75-82
10% 4 days According to the assigned value of this B 70 - 74
deliverable C+ 66-69
15% 6 days According to the assigned value of this C 57-65
deliverable
D 50-56
20% 8 days According to the assigned value of this F Failure
deliverable
I Incomple
100% 8+ days A value of “O” will be registered for this te 10
deliverable
What are your expectations?

11
 Ground rules for Great Learning

 Own your learning ... we get out of it what we put into it

 We learn by doing... we build the knowledge
 Lead by example ... share knowledge... give and you will get
 Learn from each other... be a sponge
 Be candid, curious and confidential
 Start and finish on time
 Have fun!

12
Module 1: Training and
Development Process

13
 Module 1: Training and Development
Process

 Relevance of Training and Development

 Performance Management
 Benefits of Training and Development
 Training and Development in Canada
 Context of Training and Development
 Instructional Systems Design Model

T & D plays a key role in managing performance

to achieve the expected outcomes.

14
Relevance of Training and Development

Redefines Drives need

Changing expectations for
Different
business of development
products /
environment employees, through
services
or customer’s leaders and training and
required
needs the developmen
organization t

PM

15
 Performance Management
What is performance?
There are two dimensions of performance:

What How
Work is + Work is = Performance
Outcomes
Done Done

Our development efforts need to focus on

what we do and how we do what we do

16
 What is Performance Management?
 On-going business process of establishing performance
goals, providing learning and development opportunities,
evaluating performance and developing accordingly

Learning
Setting Performanc
and Dev.
Performanc e
Opp.
e Goals Evaluation
(Feedback)

Employee
Developmen
t

17
 Exercise
 Individual Work – Reflect on “what is the impact of not having a
Performance Management process in place” (2”)

 In pairs – Discuss your thoughts with another student (2”)

 Large group discussion (3’’)

18
 Benefits of a PM process
 Allows to manage performance
 Enables organization’s to achieve success
 Builds transparency
 Provides direction
 Enables to build accountability
 Contributes to motivate and engage
 Allows to provide focused feedback
 Directs budget
 Provides information to compare performance vs. Business goals
(Strategy)
 Informs the instructional design process
 Contributes to create meaningful career paths
 Enables the identification of individual and team strengths and
opportunities for improvement
 Informs the identification of high potential employees
19
What do we mean by Training and
Development?
Training Development
Formal, planned Formal, planned
efforts to help EEs efforts to help
acquire/maintain employees
KRAs* to improve acquire/maintain KRAs
performance in to perform future job
current job responsibilities

HR Development
Systematic, planned activities designed to
provide with opportunities to learn the
necessary KSA to meet current and future job
demands

*KRA: Key Responsibility Areas

20
 Benefits of Training and Development

Clients / Employee’s
Employee
Customers supervisor

Organization Society*

•Lack of training in “stakeholder” impacts on all others.

•However, lack of training or development is not the only cause of inefficienc

21
 Training and Development in Canada*
 “Canada currently lags behind its major competitors in its productivity, growth and

innovation”. This impacts on income per capita, and quality of social progress

 “Investment in Training and Development varies across sector, region and size”

“The overall trend in training and development investment in Canada is cause

of concern. Canada is lagging in:

Total average investment in Training and Development across all industries.
Amount spent on Training and Development/ EE has been in steady decline
 Average # of hours on training received / EE in decline.”

* Source: Conference Board of Canada, 2014

22
 Training and Development in Canada
Report Card on Innovation

Rankin Country Ranki Country

g ng
1 Switzerla 8 Ireland
nd
2 Sweden 9 Japan
3 U.S. 10 France
4 Denmark 11 Germany
5 Netherlan 12 Australia
ds
6 U.K. 13 Canada
7 Finland 14 Norway
15 Austria

•Source: The Conference Board 16of Canada

Belgium
2014 – Data from the most
recent year available were used.
23
 The context of Training and
Development
 What conditions the type and extent to which T & D is provided?

Environment Internal HR Systems*

Factors
Laws Business goals HR Planning
Technology Strategy Job Analysis

ORGANIZATIONAL
EFFECTIVENESS
Demographics Structure Compensation

Development
Training and
Labour Market Org. Culture Recruitment

.
Economy Selection
Change Performance
Mgt.
Competition Health and
Safety
Social Values Labour
Relations
Let’s reflect on other examples
Employee
Relations 24
 A strategic model for Training and
Development
 The alignment of HR practices with an organizations business
strategy is known as Strategic Human Resources Management
(SHRM)

 The alignment of T & D practices with an

organization’s business strategy and human
resources strategy is known as Strategic Training and
Development.
Training and Training and
Business HRM
Developmen Development
Strategy Strategy
t Strategy Programs

Now, how are Training and Development Programs

designed?
25
 Instructional Systems Design Model
of T & D
 What it is: A rational and scientific model that reflects the training
and development process.
Components
Needs Analysis Training Design and Training
A Delivery Evaluation
Determine gap
Performanc and explore if The goal is
e training is the performance
solution improvement
gap is
1. Org. Analysis 1. Training Objectives 1. Evaluation
(where?) Criteria
identified
2. Training Content

Customer Where is “training” If training is the solution: Evaluation Criteria

complaint, needed? Define 1, 2, 3 based on the needs to mirror
What should the position information from Needs training objectives.
EE deliver? Analysis. How are you going
underperforming 2. Task
What Analysis
is the individual to allow practice, provide 2. Evaluation
Evaluation Design
(what?)
delivering? feedback, evaluate. Design
looks at evaluation
Employee Is training the 3. Training Method levels
frustrated w/ 3. Person Analysis
solution?
26 (who?) 26
Manager 4. Learning Principles
 Exercise

Why do some training programs fail?

 In pairs discuss why some Training and Development Programs fail

(3 min.)

 Large group discussion (3 min.)

27
 Summary
 The value of training and development is increased when linked to
SHRM, aligned with other HR practices (and a HPWS), and tied to
an organization’s business strategy

 Introduced instructional systems design (ISD) model

 Key concepts to be addressed in subsequent chapters, such as
needs analysis, training design and delivery, and the evaluation
of training programs

28
End Module 1

29
 Module 2:
Organizational Learning

30
 Module 2: Organizational Learning
 Principles of a Learning Organization

 Knowledge Management

 Multilevel Systems Approach to Organizational Learning

31
 Organizational Learning
 What it is: A strategic, purposeful and dynamic, business
process of creating, sharing, distributing and applying knowledge

 Relevance: to survive and grow, organizations must learn to

manage organizational learning. They must build the capacity to
learn and change, consciously, continually and quickly. Managing
organizational learning can create a competitive advantage

 Focused on: the systems used to create and distribute knowledge

across the organization

32
 High-Impact Learning

Bersin by Deloitte High-Impact Learning Organization Maturity

Model
33
 A Learning Organization...
Achieves
Informati its
on &
objectives
Knowledg
e and
improves
its
effectivene
Creates Acquires
ss

Organiz
es
Changes
Shares behaviour
s
Retains

34
 The case for Learning Organizations
“ A learning organization represent more than an environment for personal
development and continuous challenge. It represents the only type of work
environment that can be competitive in the knowledge era”*

High learning organizations**,

 are 50% more likely to have higher overall levels of productivity and
profitability than organizations not rated as learning organizations.
 outperform other organizations in terms of employee return, employee
satisfaction, production of products and services, ability to satisfy their
customers, and overall performance.
 Positive correlation between practices of learning organizations and
financial performance.

*Learning Organizations – Edited by John Renesch

**Conference Board of Canada, 2001

35
 Characteristics of a Learning
Organization
 Has established systems and structures to acquire, code, store,
distribute, important knowledge so it is available to those who
needed it when they need it

 Organizational values, systems, structures and policies encourage

and support an accelerated learning of all employees

 Has an enhanced capacity to learn, adapt and transform its culture

 Is able to make sense of and respond to the surrounding

environment

Peter
Senge 36
Learning Organization Model

37
 Becoming a Learning Organization

5 Disciplines to becoming a Learning Organization

• Organizations develop a shared vision for Learning and
Build a Development
Shared Vision •Everyone needs to agree and commit to the vision for learning
for Learning and and development
Development • The vision is founded on the organization’s values and is aligned
with organizational goals
• Reviews images and assumptions that people have about
themselves and the world
Review and •Reviews Mental Models because they condition the way in which
Challenge we select, process and act upon the information / learning
Mental Models received
• Employees are aware of their mental models and challenge
them.
Foster • Learning is a social process (described in the next slide)
Team Learning • Learning takes place teams through dialogue, discussion and
thinking and practicing together
Demonstrate •Employees are open to others
Personal •Employees are willing to learn and to share (responsible for their
Mastery learning)
•Employees are able to show that they don’t know everything
38 38
(humble)
 Learning is a Social Process

 Today’s learning needs to be personal, social and global

 Everything that we learn is situated within a social context

 During early years we learn by observing and copying

 Individual experimentation and reading, thinking is still shaped by

previous social encounters

 Personal Learning Network - Learning is not exclusively something

that we internalize, but can reside outside of the individual within
the social context he/she inhabits and the tools he/she employs.
Learning is about know how, know what and know where

39
 Principles of a Learning Organization
 Everybody is a learner

 Learners are actively involved in their development

 Learner learn through formal and informal training

 Learning and change are closely correlated

 Continuous learning is a regular part of every employee’s job

 Learning is considered an investment in Human Capital

40
 Aligned with
Organizational
Vision

Culture
Supports and Encourages
Learning

Learning Dynamics
Organization

&
Systems

Knowledge
Management
& Infrastructure
Pillars of a Learning Organization

41
 What is organizational knowledge?
 The sum of what is known in the minds of the employees, stored
and transferred

 The information that has been edited, put into context, analyzed,
in a way that is valuable to the organization

 The facts, theories, principles, mental representations, models,

assumptions about the world, org. and their jobs

Knowledge is critical and a main resource used in an Information

Economy
 Types of knowledge: Explicit or Implicit/Tacit

42
 Intellectual Capital
 Is Composed by: The ability to learn, to reason, to imagine, to
find new insights, to generate alternatives and make wise
decisions

 Is Expressed through: information, knowledge, experience,

relationships, process, discoveries, innovations, market presence
and community influence

 It grows with use: socializes it, then modifies it, then ....

 It is often divided into four types: Human Capital, Renewal

Capital, Structural Capital and Relationship Capital

43
 Intellectual Capital
Source of Innovation and Wealth

Org. Relations Human Synergy

Relationship
with
hip Capital of EEs KSAs
stakeholders Capital Explicit
and competitors Knowledge
that influence
Informatio
E
n
Implicit
Knowledge

Formal and informal Structural Renewal Explicit

structures, systems to Capital Capital Knowledge
communicate, solve,
make decisions

44
 What is Knowledge Management?

&
Creation
Distribution
Acquisitio Collection
/ Sharing
Application
n

KM integrates people, processes and technology so that important

knowledge (know how, know what) is coded, stored, and made available
when need to who needs it.
What is the relevance of managing knowledge? – Case: NASA
45
Practices used to Manage Knowledge
Knowledge Retention
* Knowledge resides in the minds of the EEs and on systems
created to store
* Knowledge repositories that encourage and facilitate use of
information
Examples: Databases, list of lessons learned, oral histories,
interviews)
Knowledge Sharing
* Using systems and informal ways to disseminate knowledge
* Strongly impacts on individual and team performance.
Examples: Internet, Intranet, Communities of Practice

Knowledge Interpretation
* Dependant on mental models
* The possibility of success in the adoption of new knowledge is
increased with shared perspective (through teams)

Knowledge Acquisition
* Through creation or acquisition
* Through the implementation of strategies such as
brainstorming, benchmarking, best practices, simulation,
environmental scan – looking for new ideas.
46
 Communities of Practice
• A development strategy that enables acquire, interpret, share and
retain knowledge.
•Groups of employees who share similar interests, concerns and
problems (Domain)
• Meet regularly to share their experience and knowledge and learn
from each other. Very often the information exchanged is implicit
knowledge (Community)
• Identify new approaches to working and solving problems
(Community)
• Face to face and/or technology mediated (Community)
• Members are practitioners on the matter with examples, resources,
tools to solve the problem (Practice)
•Most COP are self - initiated by its members and other times by a
leader.
Can express as formal learning or informal learning practices 47
 Workplace Learning
Process of acquiring job-related knowledge and skills through both
formal training and social interactions among employees

Informal Training (70%) Formal Training (30%)

Initiated by the employee. Controlled Initiated by the organization.
primarily by the employee Controlled primarily by the
organization.
May not have specific outcomes Has expressed goals, outcomes and
structure defined by the organization
Usually unstructured, occurs Highly structured and scheduled
spontaneously
Learning tends to be used Use of learning may be gradual /
immediately delayed
Highly relevant and need specific to Variable relevance. Is not completely
the individual tailored to the employee’s needs.
Occurs naturally as part of the job Involves formal/planned/structured
activities
48
Listening, observing, some types of Instructor led, on-the – job programs,
48
 Reflection Time
 Why do you think that informal learning is on the rise in
Canada?

 Would you recommend formal training or informal training ?

 To Transfer of corporate information
 To transfer specific knowledge
 To transfer a consistent information across a large number of
employees
 To transfer knowledge of a stable process
 To transfer evolving information in a fast paced work
environment.

 Can formal and informal training “work together” to maximize the

learning experience? If so, how?

49
 Encouraging and Enabling
the use of Informal Learning?
 Encourage employees to actively look for informal learning experiences on
their own.

 Reward/recognize those pursue informal learning

 Form / enable the forming of group discussions (example: creating cross

functional teams)

 Create areas where EEs can congregate and communicate with each other

 Create overlaps between shifts

 Allow groups to learn break from their routines and engage in team
discussions

 Provide groups some autonomy to improve their processes based on their

findings

 Match new hires with seasoned employees so they new EEs can learn both
from informal and formal orientation
50
 Multi-level Systems Model of
Organizational Learning
 Learning in the organization is dynamic and occurs at three levels:
organizational, group and individual learning
 Learning at each level is influenced by the previous level
 There are learning practices associated with each level
 In order for an organization to learn, systems and processes
must be in place at each level.
each level
Organizational Learning
Practices: Offers an environment for learning and
acquisition / exchange of new knowledge
Group Learning
Practices: Offers opportunities for groups to
interact, communicate and share information.
Learning and transfer of knowledge at the group level
is expected and rewarded
Individual Learning
Practices: Individuals have formal and informal
opportunities for learning. Learning and transfer
of knowledge at the individual level is expected
and rewarded.
51 51
 Summary
 Discussed learning and knowledge management

 Described the five disciplines and principles of a learning organization

as well as the four dimensions necessary for creating and sustaining a
learning organization

 Discussed different types of knowledge in organizations and intellectual

capital

 Described knowledge management practices

 Described multilevel systems model and connection of organizational

learning to training and development

52
End Module 2

53
 Module 3:
Learning and Motivation

54
 Module 3: Learning and Motivation
 Learning, Learning Outcomes and Stages of Learning

 Learning Styles and Theories

 Adult Learning Theory

 Theories of Motivation

 Training Motivation

55
 Our roadmap ...

1. What is Motivati
Learning? on

2. Learning 3. Stages of 4. Learning 5. Learning

Outcomes Learning Styles Theories

Implications for T & D

56
 1. Learning - Definition

The process of acquiring knowledge and skills, and

a change in individual behaviour as a result of an

Experience

What are learners to learn through T & D?

They learn what has been set as a learning outcome

57
 2. Learning Outcomes
 Set the intention of and direction for the learning experience. Generally
interrelated.
 Offer a parameter against which learning effectiveness can be
evaluated
 Are to be defined with the input from stakeholders (Supervisor, Employee,
others)
 Implications for T&D:
 Learning program can focus on one or more learning outcomes
Learning Outcomes Classification Schemes
Some learning outcomes are associated with certain learning stages

Gagne’s Classification
 Best Schemedepends in
training methods Kraiger, Ford
part on the& Salas Classification
desired learning outcomScheme
es
•Verbal Information (declarative •Cognitive (quantity and type of knowledge)
knowledge) • Verbal Knowledge,
• Knowledge Organization (mental models)
•Intellectual Skills (procedural
• Cognitive Strategies
knowledge)
•Cognitive Strategies (how/when to
apply)
•Motor skills (physical movements) • Skill-based (technical and motor skills)
• Compilation (fluid performance -procedural Know.)
• Automaticity (performance w/out monitoring)
58 (internal states)
•Attitudes • Affective 58
 3. Stages of Learning &
Resource Allocation Theory
 The learning process unfolds in three stages (ACT Theory)
 How people learn in each stage depends on the resources required to learn
a new task. Individuals possess limited cognitive resources that be used to
learn a task (Resource Allocation Theory)
 Implications for T&D:
 Learning is a sequential and stage like process that involves three stages
 Different types of learning take place at different stages
 Motivational interventions might be more or less effective depending on the
stage of learning
The stages of learning – Reflect on how you learned how to drive
Stage 1 Stage 2 Stage 3
Learning Declarative Knowledge Procedural
knowledge Compilation Knowledge
Knowledge, facts, Integrating tasks into Task mastery
info sequences
Performanc Resource - Fragmented- Automatic –
e dependent Piecemeal Habitual
Slow, prone to Faster and more Fast and accurate
mistakes accurate
Attention & Full attention and Attention Resource
59
Cognitive cognitive resources requirement are insensitive
 4. Learning Styles
The way an individual gathers information, processes, and evaluates
it during the learning process

60
 4. Learning Styles – Cont’d
 People can learn best by using all four styles

 Kolb notes the importance of a “learning cycle” in which people use all
four modes of learning in a sequence

 Learning is most effective when all four steps in the learning cycle are
part of the learning experience

61
 4. Learning Styles – Cont’d
Implications for Training and Development

 Recognizes that people differ in the way they prefer to learn

 Success and comfort in training depends on how training approach and

learning style match

 Design training programs to appeal to people’s different learning styles

 Programs should be designed with each learning mode as part of a

sequence of learning experiences

62
 5. Learning Theories
Conditioning Theory
 Principle: “Learning is a result of reward and punishment
contingencies that follow as a response to a stimulus”
 Managers and trainers use conditioning theory principles when they
attempt to influence employee behaviour
 Implications for T&D: Training tasks should be broken into meaningful
part so learners can be encouraged along the learning process (shaping,
chaining and generalization)

The conditioning process:

Stimulus Behaviour Consequence

Events or cues A response to a *+reinforcem

in the stimulus ent
environment *-
attract reinforcemen
attention (ex.: t
a presentation,
a podcast, * No
feedback) reinforcemen
t
* Punishment 63
 5. Learning Theories –Cont’d
Social Cognitive Theory
 Principles: Learning requires interaction with others: observe, make
choices, manage own behaviour. Learning also occurs through imitation
and modelling

 Implications for T & D: provide models, strengthen learner’s self efficacy, teach
how
to self-regulate learning process.
Observation Self-Efficacy / Self-
Self- Regulation /
Confidence Self-
Management
* Attention
* Task
* Retention performance * Self-awareness
* Reproduction outcomes * Setting
*Reinforcemen * Observation performance
t * Verbal goals
persuasion/ * Practicing new
Social Influence behaviours
*One’s emotional * Self –
state evaluation 64
 Exercise – Prompting Self-Regulation
Instruction: Respond to these questions using a 5-point scale with anchors
1= not at all to 5=definitely. Reflect on your results and outline a plan for
action

• Am I concentrating on learning the training material? 4

• Do I understand all of the key points of the training material? 5

• Are the study strategies I am using helping me learn the training material?
4

• Am I setting goals to help me remember the material after I finish the

course? 2

• What can I do differently to enhance my learning process?

• How can I leverage my strengths and address my opportunities for

improvement?
65
 Adult Learning Theory
Teaching Children versus Adults

Factor Children Adults

Personality Dependent Independent
Motivation Extrinsic Intrinsic and extrinsic
Roles Student Employee
Child Parent, volunteer, spouse,
citizen
Openness to Keen Ingrained habits and attitudes
change
Barriers to change Few Negative self-concept
Experience Limited Vast
Orientation to Subject- Problem-centred
learning centred
66
 Adult Learning Theory
Implications for Training and Development

 Impacts at every stage of learning process

 Importance of design and instruction as a joint process:

 Communicate why learners are expected to learn
 Engage learners in providing input in all steps of the
Instructional Design Process
 Design content that is meaningful and related to an
organizational need
 Leverage trainees experience
 Address the different ways in which adults learn
 Adults are motivated by extrinsic and intrinsic rewards
 Adults should be given opportunities to practice

67
 Theories of Motivation (cont'd)
Definition: Degree of persistent effort that one directs toward a goal

 Extrinsic motivation: Stems from factors in the external environment

 Intrinsic motivation: Stems from a direct relationship between worker and task

Major Motivation Theories:

A. Need Theories (Maslow/Alderfer’s ERG) -
Focuses on people’s needs and the conditions that allow to satisfy them. Physiological and
psychological
desires
A.1. Maslow’s Need Hierarchy
A.2 Alderfer’s ERG Theory

B. Process Theories (Expectancy/Goal Setting) - Address the process of motivation and

how motivation
occurs
B.1 Expectancy Theory
• Proximal and Distal
B.2 Goal-Setting Theory
• Mastery and Performance
68
 Theories of Motivation (cont'd)
A. Need Theories (Maslow/Alderfer’s ERG)

 The “things” that motivate people and the conditions in

which they will be motivated to satisfy them

 Needs refer to physiological and psychological desires

 Needs are motivational because people are motivated to

obtain the things that will satisfy their needs

69
 Theories of Motivation (cont'd)
A.1. Maslow’s Hierarchy of Needs

70
 Theories of Motivation (cont'd)
A. 2. Clayton Alderfer’s ERG theory

 Three needs:

• Existence needs

• Relatedness needs

• Growth needs

71
 Theories of Motivation (cont'd)
Implications for Training and Development

 Employees’ needs must be considered in the design of a training

program

 Employees not likely to be motivated to attend training, learn the

training material, and apply it on the job if it doesn’t fulfill needs

72
 Theories of Motivation (cont'd)
B. Process Theories (Expectancy/Goal Setting)

 Address the process of motivation and how motivation

occurs
• Expectancy Theory
 Proximal and Distal

• Goal-Setting Theory
 Mastery and Performance

73
 Theories of Motivation (cont'd)
C. Expectancy Theory

The energy or force that a person directs toward an activity is a

direct result of three factors:

1. Expectancy: individual’s subjective probability that he or

she can achieve a particular level of performance on a
task.

2. Instrumentality: subjective likelihood that attainment of

a first level outcome such as an “A” or “B” in this course
will lead to attractive consequences that are known as
second level outcomes

3. Valence: refers to the attractiveness of the first & second

level outcomes

Effort = Expectancy x (Instrumentality x Valence)

74
 Theories of Motivation (cont'd)

Implications for Training and Development

 Trainee motivation to attend training, learn the material and apply

it on the
job will be influenced by their belief that they will be able to
learn the
material and fulfill the objectives and that doing so will result in
an attractive
consequence for them

75
 Theories of Motivation (cont'd)
D. Goal Setting Theory (cont'd)

 People’s intentions are a good predictor of their behaviour

 Goals are motivational because they direct people’s efforts

and energies and lead to development of strategies to help
them reach their goals

 Consider stage of learning and complexity of task for kind of

goal

Characteristics for goals to be motivational are:

 Specific in terms of their level and time frame
 Challenging
 Must be accompanied by feedback
 People must accept them and be committed to them

76
 Theories of Motivation (cont'd)
D. Goal Setting Theory (cont'd)

 Distal goals:
• Long-term, end goal
• Sometimes too far removed to provide markers of one’s
progress: difficult to know how one is doing and adjust
strategies
• Can have negative effect on performance of a complex task
unless accompanied by proximal goals

 Proximal goals:
• short-term, sub goal instrumental for achieving a distal goal
• especially important for complex tasks
• involves breaking down a distal goal into smaller more
attainable sub-goals
• provides clear markers of progress toward a distal goal
resulting in more frequent feedback

77
 Theories of Motivation (cont'd)
Implications for Training and Development

 Reinforces that prior to a training program trainees should have

specific and challenging goals for learning; that they should be
provided with feedback during and after the training to determine
if they have accomplished the goals

 Special attention needs to be given to the stage at which goals are

set and the complexity of the task

 Important to distinguish between distal, proximal, and other kinds

of goals

78
 Theories of Motivation (cont'd)
Implications for Training and Development (cont'd)

 Reinforces that prior to a training program trainees should have

specific and challenging goals for learning; that they should be
provided with feedback during and after the training to determine
if they have accomplished the training goals

 Special attention needs to be given to the stage at which goals are

set and the complexity of the task

 Important to distinguish between distal, proximal, and other kinds

of goals

79
 Theories of Motivation (cont'd)
D. Goal Setting Theory (cont'd)

 Goal orientation
• Mastery/Learning goals:
Process-oriented goals that
focus on
learning process

• Performance goals:
Outcome-oriented goals that
focus attention on
achievement of specific
performance outcomes

 Goal orientation influences task

performance as well as cognitive,
affective, and motivational
processes and skill acquisition and
learning 80
 Theories of Motivation (cont'd)
D. Goal Setting Theory (cont'd)
 Trainees with mastery goals found to have
higher intrinsic motivation, self-efficacy, and
metacognitive * activity

 Individuals differ with respect to their

preference for mastery or performance goals

 Mastery goals especially important for

learning

 Performance goals can distract attention from

learning

 Once KSA are learned then focus on

performance goal

* Metacognitive activities: Activities such as planning how to approach

a given learning task, monitoring comprehension, and evaluating
progress toward the completion of a task are metacognitive in
nature. Metacognition refers to higher order thinking which involves
active control over the cognitive processes engaged in learning.
81
 Theories of Motivation (cont'd)
Implications for Training and
Development

 Trainers should consider goal orientation of

trainee and type of goals that are set for
training

 Trainers should emphasize the importance

of learning and the need to focus on
mastery goals during training

 Mastery goals should be set for learning

and performance goals for motivation once
learning has been achieved

82
 Motivation to Learn
 What it is. The direction, intensity and persistence of learning-
directed behaviour in T&D context

Motivatio
Predictor Learning
n to Outcomes
s
Learn

With high
motivation:
Individu Situation
al al • increased
Factors Factors declarative
knowledge and
Personality Associated w/one’s skills acquisition
Factors: career and job: • Increased
• Locus of Control •Job involvement likelihood of
• Achievement Or. • Org. Commitment to application on the
• Anxiety growth job
• Self awareness • Supervisor, peer
support

83
 Motivation to Learn
Implications for Training and Development

 Trainer/Manager assesses trainee motivation prior to training

 Ensure trainees are motivated to learn

 Management should try to influence factors that predict motivation

to learn

84
 A Model of Training Effectiveness
Transfer of
learning

Training & Individual Organization

Learning &
Developmen behaviour & al
Retention
t performance Effectiveness

Cognitive Self
Motivati
Ability / Efficacy /
on to
Intelligen Self
learn
ce Confiden
ce

Individu Situation
al al
Factors Factors

85
 Summary
 Discussed several theories related to learning and the implications
of these to training including:

 Two major learning theories (conditioning and social cognitive)

as well as adult learning theory

 Needs theories and process theories of motivation and their

predictors and consequences

 Identified model of training effectiveness and its linkages to

effective training

86
End Module 3

87
 Wrap-Up: The ABCs
 In groups …

 Appoint a scribe

 Write all letters of the alphabet in order

 On the facilitator’s cue..

 Write a word from today’s class that begins with each letter
 Must progress through the alphabet in ORDER
 First team to reach Z wins
 We will “audit” group results!

88