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coft
hePhili
ppines
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ver
sit
yofNort
hernPhil
ippi
nes
Tamag,ViganCit
y

COLLEGEOFBUSI
NESSADMI
NISTRATI
ONANDACCOUNTANCY

I
NSTRUCTI
ONALMANUAL
I
n

TRAI
NINGANDDEVELOPMENTMANAGEMENT
Mgt114

By
:

PRI
NCESSNEPTALI
AR.QUEBRAL,DBA
PAULRI
CHARDG.MARTIN,BSBA-HRDM

ForHRM St
udent
s
LEARNI
NGOBJECTI
VES:

1.Di
scussthef or
cesinfl
uencingtheworkplaceandlearning;andexpl
ainhowt rai
ning
canhel
pcompani esdealwiththesefor
ces.
2.Expl
ainhowt herol
eoft r
ainingi
schanging.
3.Cr
eateawor kenvir
onmentt hatwi
llf
aci
li
tatetr
ansferoft r
aini
ng.
4.Di
scussthetechnologi
esthatcanbeusedt osupporttransferoft
rai
ning.
5.Todiscusstheimpor t
anceofdev el
opmenti ntheperformanceandpr oduct
ivi
tyof
humanresources.

LESSON1

TRAI
NINGANDDEVELOPMENT

 Organizat
ionsandj obsar eneverstati
c;t heykeeponchangi ng.They
changeast hecompet i
ti
veglobaleconomychanges.Thent hereisthe
scarcit
y of economi c changes,rapidly changing technology,new
businessdemands, andcultur
alandgener ati
onalshif
tsofthewor kf
orce
andt hechangingnatureoftheworkitself
.Alltheseconf
luenceofevents
maket rai
ninganddev el
opmentimperativ
e.

 Employees,regardl
essofr ankand status,need tol earn new ski
ll
s,
developnew abili
ti
esandcompet enci
est orespondt ot hesechanges.
Withholdt r
aini
ng and development and y our people willrust i
n
obsolescence;y
ourorgani
zati
onwilll
osei
tscompet it
iveness.

 Plants and equi pment need

retooling and mai ntenance not
onlyt o mai nt
aint heiref fi
ciency
but t
o impr ove out put
performance.We al lknow t hat
upgr ades and addi t
ional
component sar eneededt okeep
ourcomput erup-to-datebecause
oft hef astchangingt echnologyi n
micr o-chips and ot her
component s. Similarl
y,t r
aini ng
and dev elopmenthel psf ightt he
obsol escenceofhumanr esour ces.

 The organi
zat
ion’s abi
l
ityto competeintoday’
s hi
ghl
y competi
ti
ve
marketpl
ace r
equires a t
alent
ed poolofworker
s.Onlythrough t
he
cont
inuousupgradi
ngofskill
sofit
sworker
scananorgani
zat
ionachi
eve
 andmai
ntai
nit
scompet
it
iveadv
ant
age.

 Trai
ningandDev el
opmentisanev erendi
ngdemandt hatacompany
mustaddress.Thedevel
opmentofski
ll
sandexper
ti
seoft heempl
oyees
remainsasoneofthemostvi
talkey
stobusi
nesssuccess.

WHATI
STRAI
NINGANDDEVELOPMENT?

Itisthef
iel
dconcer nedwiththeor
ganizati
onalacti
vit
yaimedatbett
eri
ngthe
per
formanceofindi
vidual
sandgr oupsi
norganizat
ionalset
ti
ngs.I
thasbeenknownby
sever
alnamessuchas“ Empl oy
eeDev el
opment ”and“ HumanResourcesLearni
ng
andDev el
opment”.

Itrefer
st o organi
zed l
earni
ng act
ivi
ti
es i
nt he or
gani
zat
ion toimprove
per
formance and/orpersonalgrowt
hf orthe pur
pose ofimpr
ovi
ng the j
ob,the
employeeandtheorgani
zati
on

Thegoaloftr
aini
ngisforempl
oyeest
omast erknowledge,
ski
ll
sandbehavi
ors
emphasi
zedintr
aini
ngprogramsandtoappl
ythem tothei
rday-
to-
dayact
ivi
ti
es.

Learni
ngreferstotheacquisi
ti
onofknowledgebyindi
vi
dual
employees orgroupofempl oyeesorgroupsofemployeeswho
arewil
l
ingtoapplythatknowledgeinthei
rjobsi
nmakingdeci
sions
and accompl i
shingtasksforthecompany .

Knowledgeref
erst
owhati ndi
vi
dualsorteamsofempl oyeesknow
orknowhowt odo(humanandsocialknowledge)as wel
l as
company r ul
es,processes,tools,and r outi
nes (
struct
ured
knowledge)

Knowl
edgei
sei
therTACI
TKNOWLEDGEorEXPLI
CITKNOWLEDGE.

TacitKnowl edge-Per sonalKnowledgebasedoni ndi

vidualexper
iencethatis
di
ffi
cul
ttoexplai
nt oot hers.Becausetaci
tknowl
edgeisdiffi
culttocommuni cat
e,i
tis
passed along t
o ot herst hrough di
rectexperi
ence.(e.g.
,i nt
eract
ing with ot
her
employees,wat
chingot herempl oy
ees.
)

Expl
icitknowledge-r
efer
stotheknowledget
hatcanbeformali
zed,codi
fi
edand
communi
cated.Itcanbefoundinmanual
s,formul
as,andspeci
fi
cat
ions.

Compet encies-measur
abl
eskil
ls,
abil
i
tiesandper
sonal
it
ytr
ait
sthati
dent
if
y
successfulemploy
eesagai
nstdefi
nedroleswi
thi
nanorgani
zat
ion.
Corecompetencies-competenciesthatanysuccessful
empl oyeewillneedtori
se
thr
oughtheorganizati
on;
thelev
el ofaccompl i
shmentmayv arybuttheessenti
al
competencywillr
emainthesame.Compet enci
escan,ofcourse,changeov ert
imeand
shoul
dnotber egardedasimmutable.

Accor
dingt
oSpencerandSpencer(
2003)
,compet
enci
esi
ncl
udef
ivear
eas:

1.Skil
l
s-demonst r
ationofexper t
ise
2.Knowledge-accumul atedinf ormat i
on
3.Self
-concept
s-atti
tudes, values, sel
f-
image
4.Trai
ts-gener
aldispositiontobehav eincer
tai
nways
5.Motives-r
ecurr
entt hought st hatdri
vebehavi
ors

CoreCompet enciesthatar
especi
fi
ctot
hej
obi
tsel
fsuchas:
a.Int
egri
ty
b.Customerfocus
c.Quali
tyWor k
d.Servi
ce
e.Persever
ance
f.Teamwor k
g.Emot i
onalInt
ell
igence

Othercompet enci
es:
a.Stati
sti
calCompetency
b.Presentat
ionSkil
l
s
c.TechnicalCompetency

Exampl esofCompet enci

esinGeneral
a.Busi nessSav v y l.Judgment
b.Flexibility m.Pr obl
em-
sol
vi
ng
c.Self-conf idence
d.Anal ytical Thinki
ng
e.Leader ship
f.I
nterper sonal Ski
ll
s
g.Serv i
ceDel i
very
h.Achi ev ement -Ori
ented
i
.Techni cal Skil
ls
j
.Communi cationSkill
s
k.I
nitiative

Ty
pesofLear
ningout
comes:

1.VerbalInf
ormati
on-incl
udesnamesorl
abels,f
act
s,andbodi
esofknowledge.
Ver
bal
Inf
ormationincl
udesspeci
ali
zedknowl
edgethatemploy
eesneedi
ntheirj
obs.
 2.I
ntel
lect
ualSki
ll
s-incl
udeconceptsandr
uleswhi
char
ecr
it
icalt
osol
ve
pr
obl
ems,
serv
ecustomers,andcr
eat
eproduct
s.

3.Mot
orSki
ll
s-i
ncl
udecoor
dinat
ionanddext
eri
tyofphy
sical
mov
ement
s

4.At
ti
tudes-combi
nat
ionofbel
i
efsandf
eel
i
ngst
hatpr
edi
sposeaper
sont
o
behav
eacertai
nway.

LESSON2

TRAININGisseenasser i
esofpr ogramsorev entsthat
employeesattend.Aft
erattendi
ngt het r
ainingprogram,
employeesareresponsi
bleforusi
ngwhatt heylearnedin
tr
aini
ngont hejob,andanysupportt heymi ghtr
eceiveis
basedonthewhi msoftheirmanager.

Tr
aini
ngaimstoincr
easehuman,
cust
omer
,soci
al
andi
ntel
l
ectual
capi
tal
.

Human Capi t
alrefer
st othe sum ofthe at
tri
but
es,l
i
fe experi
ences,knowledge,
i
nventi
veness,ener
gy,andent
husiasm t
hatthecompany
’sempl oy
eesi nv
estintheir
work.

I
ntel
lect
ualCapi
talr
efer
stot
hecodi
fi
edknowl
edget
hatexi
stsi
nacompany
.

Soci
alCapi
talr
efer
stor
elat
ionshi
psi
nthecompany
.

Customer Capi
talref
erst othe val
ue of rel
ati
onshi
ps wi t
h persons or ot
her
organi
zati
onsoutsi
dethecompanyf oraccompli
shing t
hegoal soft hecompany.
(r
elati
onshi
pwit
hsuppl
ier
s,cust
omer
s,vendor
s,gover
nment sagenci
es.)

HUMANCAPI TAL
 Cognit
iveKnowledge( know-
what)
 AdvancedSkil
ls(know- how)
 Syst
em UnderstandingandCr eat
ivi
ty(
Knowwhy
)
 Motiv
atedcreati
vit
y( Carewhy)

CUSTOMERCAPI TAL
 CustomerRelati
onshi
p
 Brands
 CustomerLoyalt
y
 Dist
ribut
ionChannel
s

SOCI
ALCAPI
TAL
  Corpor
ateCul
ture
 ManagementPhi l
osophy
 ManagementPractice
 I
nformalNet
wor ki
ngSy stems
 Coachi
ng/Mentori
ngRel ati
onshi
ps

I
NTELLECTUALCAPI TAL
 Patent
s
 Copyri
ghts
 TradeSecrets
 Int
ell
ect
ual Pr
oper
ty

Trai
ningandDev elopmenthasadi recti
nfl
uenceonhumanandsoci alcapit
albecause
i
taffectseducati
on,wor k-rel
atedknow-howandcompet ence,andworkr el
ati
onshi
ps.
Trai
ningandDev elopmentcanhav eani ndi
rectinfl
uenceoncust omerandsoci al
capi
talbyhelpi
ngempl oy eestobetterser
vecust omersandbypr ov
idi
ngthem withthe
knowledgeneededt ocreatepat ent
sandintell
ectual
propert
ies.

Knowledge Worker
s are empl
oyees who contr
ibut
etot he companynotthrough
manuallaborbutthroughwhattheyknow,perhapsaboutcustomersorspeci
ali
zed
bodyofknowledge.

REMEMBER: Employeescannotsi mplybeorder

ed
toperformtasks;theymustshare
knowledgeandcol l
aborat
eon
solut
ions.

Empower mentmeansgivi
ngempl oyeesresponsi
bil
i
tyandaut
hor i
tytomakedeci
sions
regar
dingal
laspectsofpr
oductdevelopmentorcustomerser
vice.Employ
eesarethen
heldl
iabl
eforproduct
sandservi
ces;inret
urn,t
heysharet
herewar dsandl
ossesofthe
resul
ts.

Change-Referstot
headopt
ionofanewi
deaorbehav
iorbyacompany.Technol
ogical
advances,changesint
hewor kfor
ceorgover
nmentregul
ati
ons,gl
obali
zati
on,and
new compet i
tor
sareamongt hemanyfact
orsthatrequi
recompanies,andentir
e
i
ndustri
estochange.

DEVELOPMENT-i st
heprocessofcr eat
ingapr ogressi
vepat t
erninanempl oyee’
s
car
eertomaximizehi
spotenti
alintheor gani
zati
on.Thiscouldinvol
veav ariet
yof
act
ivi
ti
esandpr
ogramsthatenr
ichthetotali
ty(
greatermind,orbehavi
orchange)ofa
per
son

REVI
EW QUESTI
ONS:

1.Howmi ghttechnol
ogyinf
luencetheimpor
tanceoftrai
ningprof
essional
’srol
es?Can
technol
ogyreducetheimportanceofanyoft
heroles?Cani tr
esul
tinaddit
ional
rol
es?

2.Expl
ainhow t
rai
ningr
elat
est
oat
tract
ingnew empl
oyees,empl
oyeer
etent
ion,and
moti
vati
on.

LESSON3

REASONSWHYWENEEDTRAI
NINGANDDEVELOPMENT?

1.Awell
-t
rai
nedwor kf
orcemostl
i
kel
yresul
tinbet
terser
vicewhi
chl
eadst
ohi
gher
cust
omersat
isf
act
ion.

2.Trai
ning,part
icul
arlyquali
tyt
rai
ning,pr
omot
esenhanced empl
oyeemor
aleand
possi
blyloweremployeetur
nover
.

3.Tr
aini
ngmi ni
mizesoper
ati
ngl
ossesr
esul
ti
ngf
rom i
ncompet
enceandcar
elessness
ofemployees.

4.Tr
aini
ngcreat
esapoolofgoodandcompetentempl
oyeeswhomaybegr
oomedf
or
morechall
engi
ngrol
eswit
hint
heorgani
zat
ion.

5.Toi ncr
easej
obsati
sfact
ion,empl
oyeemot
ivat
ion,andcapaci
tyt
oadoptt
onew
technol
ogi
esandmet
hods.

6.To“benchmar
k”t
hest
atusofi
mpr
ovementsof
ari
naper
for
mancei
mpr
ovement
ef
for
t.

7.Aspar
tofanov
eral
lpr
ofessi
onal
dev
elopmentpr
ogr
am.

8.Aspartofsuccessi
onpl
anni
ngt
ohel
panempl
oyeeel
i
gibl
eforapl
annedchangei
n
rol
eint
heor gani
zati
on.

9.Toi
ncr
easeknowl
edgeandchangebehav
iorofempl
oyees.

10.Toenhancet
hei
mageoft
hecompany(
e.gconduct
ingcust
omerser
vicet
rai
ning)
LESSON4

Tr
aini
ngNeedsAnal
ysi
s(TNA)

Training Needs Analysisi s a sy stematic process of

i
dent i
f y
ingperf
ormancegapsi nanor ganizati
on.Inor derto
determi netheappr
opri
at etr
ainingprogram f oragr oupof
empl oyeesinanorganizati
on,itisimportanttoassesst he
tr
aining needs atpossi bl
yt hr ee l
evels:Or gani
zat i
onal
Analy si
s,TaskAnaly
sisandPer sonAnaly si
s

 Or ganizational Anal ysis examines br oad

factorslikeor ganizati
onalcul t
ure,mission,visi
on
andv alues, businesscl i
mat e,businessgoals(short-
term orlong-term),organizat ionalstr
uct ure,andcompet iti
on.
 TaskAnal y
sisi sanexami nat i
onoft hejobt obeper for med.Itfocusesont he
duties,responsi bil
it
ies and t asks ofj obs t hroughoutt he organizati
on to
deter mi
newhi chjobsr equiret r
aini
ng.I tisimpor tanttodet erminewhatneedst o
bedonei nt hej obandwhatqual if
icat i
onsar er equiredt oaccompl ishthese
tasks.
 Person Anal ysisi st hef i
nalphaseoft heTNA.I ti sal so cal
ledEmpl oyee
Assessment .Itdetermi neswhi chempl oy eesneedt rainingbyexami ninghow
well employeesar ecar ryi
ngoutt hetaskst hatmakeupt hejobs.

A companymayhav esev er alsy mpt omsori ndicator sofpoorper for

mance
suchas:
 POORQUALI TYofpr oduct sandser v i
ces( customercompl ai
nts,
cust omerswi tching)
 Inabilit
yt omanaget ime( absenteeism, tardiness, undertime)
 Mat er i
alsv ariances( pil
ferage, breakages, spoilage, wastages)
 Laborv ariances ( hi
gh pay r
ollcost ,unnecessar yov erti
me pay ,
over staffing, hi ghlypai dunder per f
ormer s)
 Ov erheadv ariances( unpr ecedentedi ncreasei nener gy,util
iyand
telecommuni cat ionbi l
ls)
 Lowpr oduct iv i
ty( i
nef fi
cientuseoft echnol ogy,laidbackat ti
tudeof
empl oyees,l ackoff ocusonpr oduct i
ongoal s,l azi
ness,l ackof
discipline)
 Organi zat ion conf li
ct or f ri
ction (empl oyee gr i
evances,hi gh
turnov erofempl oyees,ani mosityamongst aff
,lackoft eamwor k,
poorcommuni cation,lackofr espectofst aff
,r umor -mongering,
factionalism)
 Otherobser vations( st r
essandpoorheal t
hofempl oyeesdrivenby
li
fest yl
e, act sofdi shonest y,poorpersonal f i
nancial management )

Sour
cesofI
nfor
mat
ion:
 1.Offi
cialRecords
2.PerformanceAppr aisal
3.TimeRecor ds
4.Logbooks
5.Summar yofGuestFeedbacks
6.ExpenseRepor t
s
7.AuditInvest
igationreports
8.CCTVcamer ar ecordings
9.ActualObserv ati
on
10.Co-employeeFeedback
11.I
nternetSocialNet works(Facebook)
12.Int
erview

Fact
orst
hatI
nfl
uencePer
for
manceandLear
ning:

1.ReadinessforTrai
ning-ref
erst owhetheremploy
eeshav ethe
personalcharact
eri
sti
cs(abil
it
y,atti
tudes,bel
i
efsandmot i
vati
on)
necessarytolear
nprogram contentandapplyi
tonthejob.

2.PersonCharact
erist
ics-r
efert
otheempl
oyees’knowl
edge,
ski
ll
s,abi
li
tyandat
ti
tudes

3.I
nput
-rel
atestothei
nst
ruct
ionst
hatt
ellempl
oyeeswhat
,how,
andwhentoperfor
m.

4.Out
put
-r
efer
stot
hej
ob’
sper
for
mancest
andar
ds

5.Consequences-
ref
erst
othe t
ype ofi
ncent
ives t
hatempl
oyees r
ecei
vef
or
perf
ormi
ngwell.

6.Feedback-r
efer
stot
he i
nfor
mat
ion t
hatempl
oyees r
ecei
ve whi
l
ethey ar
e
perf
orming

7.Mot
ivat
iont
olear
n-i
str
ainee’
s’desi
ret
olear
nthecont
entoft
het
rai
ningpr
ogr
ams.

LESSON5

PERSONCHARACTERI
STI
CS

1.Basicskil
lsr
efert
oskil
l
sthatar
enecessar
yforemployeesto
successful
lyper
form ont
hejobandlear
nthecontentoft
raini
ng
pr
ogr
ams.Basi
cski
l
lsi
ncl
udecogni
ti
veabi
l
ity
,readi
ngandwr
it
ingski
l
ls.

Forexampl
e:

Oneassumpt iont hatyourprofessorismakingint

hiscoursei
st hat you
havethenecessar yreadingleveltocompr ehendthisi
nst
ructi
onalai
d and the
othercoursemat eri
alssuchasov erheadtranspar
enci
es,vi
deos,orreadings. If you
l
ackedt henecessaryr eadinglev
el,youwoul dnotlear
n much about t rai
ning in
thi
scour se.Iti
simpor tanttonotethatpossession ofahi ghschooldi pl
omaora
coll
egedegr eeisnoguar ant
eethatan empl oyeehas100%basicskill
s.

St
epsi
nPer
for
mingaLi
ter
acyAudi
t:

1.Observ
eemployeestodeterminethebasicski
ll
stheyneedt obesuccessf
uli
nthei
r
j
ob.Notethemateri
alstheempl oy
eeusesont hejob,t
het asksperf
ormed,andthe
r
eadi
ng,wri
ti
ngandcomput at
ionscompletedbytheemployee.

2.Col
lectallmateri
alst
hatar
ewr i
ttenandreadont hejobandi dent
if
ycomput ati
ons
t
hatmustbeper for
medt odeter
minet henecessarylevelofbasicskil
lprofi
ciency
.
Mat
eri
alsincludebil
l
s,memos,andformssuchasi nv
entoryli
stsandrequi
sit
ionneeds.

3.I
nter
view employeest
odeterminet
hebasi
cski
l
lsneededt
odot
hej
ob.Consi
der
t
hebasi
cskil
l r
equir
ementsoft
hejobit
sel
f.

4.Determinewhetherempl oy
eeshavet hebasicski
ll
sneededtosuccessf ul
l
yperform
thejob.Combi netheinformationgatheredbyobservingandinter
viewingemployees
andev aluat
ingmateri
alstheyuseont heirj
ob.Writ
eadescr i
pti
onofeachj obinterms
ofreading,wri
ti
ng,
andcomput ati
onskil
lsneededtoperfor
m successful
l
y .

5.Dev
eloporbuyt
est
st hataskquesti
onsr
elat
ingspeci
fi
cal
l
ytot
heempl
oyees’j
ob.
Askemployeest
ocompletethet
ests.

6.Compar
et estr
esult
sfrom step5wi t
ht hedescr
ipti
onofthebasicskil
lrequi
redfor
thejobf
rom step4.Ifthelevelofemployees’r
eading,wr
it
ing,andcomput ati
onskil
ls
doesnotmatchthebasicskil
l
sr equi
redbyt hej
ob,t
henabasicskil
lsprobl
em ex i
sts.

2.Cognit
iveAbili
ty-i
ncl
udest hr
eedimensions:ver
balcomprehensi
on,quanti
tat
ive
abil
i
ty,and reasoni
ng abi
li
ty.Resear
ch shows thatcogni
ti
ve abil
it
yisr el
ated to
successf
ulperfor
manceinallj
obs.

VerbalCompr
ehensi
onr
efer
stot
heper
son’
scapaci
tyt
ounder
standanduse
spokenl
anguage.
 Quant
it
ati
veAbi
li
ty-r
efer
stohowf
astandaccur
atel
yaper
soncansol
vemat
h
pr
obl
em.

Reasoni
ng Abi
li
ty-r
efer
stot
he per
son’
s capaci
tyt
oinv
entsol
uti
ons t
o
pr
obl
ems.

ForExampl
e:

Asuper mar ketcashi erneedsl owt omoder atelev elsofal lthr eedi
mensi onsof
cogni ti
v eabi l
itytosuccessf ull
yper formt hatjob.Anemer gencyr oom phy sicianneeds
higherl evelofv erbalcompr ehensi on, quantit
at i
v eabi l
it
yandr easoni ngabi l
i
tyt hanthe
super mar ketcashi er.The super mar ketcashi erneeds t o under stand basic mat h
oper ations( additi
on, subtr
actionet c. )togivecust omer st hecor r
ectamountofchange.
Thecashi erneedst oi nventsol utionst o pr obl ems.( Likehow t o dealwi th mad
cust omer s).Thecashi eralsoneedst ounderst andandcommuni cat ewithcust omer s.
(verbal compr ehensi on).Thephy sicianal soneedsquant i
tativeabi l
ity,butahigherl evel
.
Forexampl e,whendeal i
ngwi t
hani nfantexper i
encingsei zuresi nanemer gency
situation,thephy si ci
anneedst obeabl etocal cul atet hecor r
ectdosageofmedi ci
ne
(basedonanadul tdosage)t ostopt hesei zuresaf terconsi deringt hechildwei ght.The
phy sicianhast obeabl etoqui cklydi agnoset hesi t
uati
onanddet ermi newhatact i
ons
(bloodt ests,X- r
ay s,r espi
ratoryt her apy)arenecessar y .Thephy sicianalsoneedst o
communi cat eclear l
yt othepat i
ent ’spar entsthet reat mentandr ecov eryprocess.

3.ReadingAbil
it
y-Lackoftheappropri
ater eadinglevelcanimpedeperf
ormanceand
l
ear
ningintr
aini
ngpr ogr
ams.Mat er
ialusedi nt r
aini
ngshouldbeev al
uatedt
oensure
t
hati
tsreadi
ngleveldoesnotexceedthatrequiredbythej ob.

Readabi
li
ty-r
efer
stot
hedi
ff
icul
tyl
evel
ofwr
it
tenmat
eri
als.

Exampl
eofReadi
ngExam-“
Readi
ng-
to-
do”
,“Readi
ng-t
o-l
ear
n”

4.Sel
f-Effi
cacy
-istheemployee’
sbeli
eft
hatt
heycansuccessf
ull
yper
for
mthei
rjob
orlear
nt hecont
entofthet
rai
ningprogr
am.

-I
tisaperson’
sjudgmentaboutwhetherheorshecansuccessf ul
l
ylear
nknowledge
andskil
l
s.Self
-ef
fi
cacyisimpor
tantfactortoconsi
derintheper
sonanaly
sisphaseof
needsassessment.I
tisadet
erminantofreadi
nesstolear
n.

Example:Atrai
neewit
hhi gh-
eff
icacywil
lputf
ort
heffor
ttolear
ninatrai
ningpr
ogram
andismostl ikelyt
oper si
stinlearni
ngeveniftheenvi
ronmentisnotconduci
veto
l
earning(e.
g.noisyt
rai
ningroom)

Thej obenvi
ronmentcanbet
hreat
eni
ngl
i
ket
heuseofhi
gh-
technol
ogyandt
he
presenceofhosti
l
etr
ainer
s.
Empl
oyee’
sEf
fi
cacyLev
elcanbei
ncr
easedby
:

1.Letti
ngt heemploy
eesknow thatthepur
poseoftrai
ningi
stotrytoimprove
perf
ormancer at
hert
hantoi
dent
if
yar easi
nwhi
chempl
oyeesarei
ncompet .(
ent Ver
bal
Persuasion)

2.Provi
dingmuchinf
ormationaspossibl
eaboutthetrai
ningpr
ogr
am andpur
poseof
t
rai
ningpr
iort
otheactual
trai ng.(Logi
ni calVer
if
icat
ion)

3.Showingempl
oyeest
het
rai
ningsuccessoft
hei
rpeer
swhoar
enowi
nsi
mil
arj
obs.
(
Modeli
ng)

4.Pr
ov i
dingemployeeswithfeedbackthatlear
ningi
sundert
heircontr
olandthey
havet he abi
l
ityand the r
esponsi
bil
it
yt o over
come anyl
ear
ning di
ff
icul
ti
es t
hey
exper
ienceinthepr
ogram.(PastAccomplishments)

REVI
EW QUESTI
ONS

1.Assumey ouhav etoprepar

eolderempl oy
eeswi
thli
tt
lecomputerexper
ienceto
attendatrai
ningcourseonhowtouset heWor l
dWi
deWeb.Howwi lly
ouensur et
hat
theyhavehighlevel
sofreadi
nessf
ortraini
ng?Howwil
lyouensur
ethei
rreadi
nessfor
trai
ning?

2.Expl
ainhowy ouwoulddet
ermi
nei
fempl
oyeeshadt
her
eadi
ngl
evelnecessar
yto
succeedinatr
ainingpr
ogram.

LESSON6

LEARNI
NG

THEORI
ESOFLEARNI
NG

THELEARNI
NGCYCLE

Lear
ningrefer
stot heacqui
sit
ionofknowledgebyindi
vidualempl
oyees orgroup of
employeesorgroupsofempl oyeeswhoarewi l
l
ingtoapplyt hatknowledge i
ntheir
j
obsinmaki ngdecisionsand accompl
i
shingtasksforthecompany.

THEORI
ESOFLEARNI
NG

Sever
alTheori
esrel
atetohowpeopl
elear
n.EachTheor
yrel
atest
odi
ff
erentaspect
s
ofthelear
ningpr
ocess.
 1.Reinf
orcementt heoryemphasizesthatpeoplearemot i
vat
edt operform oravoi
d
certai
nbehav i
orsbecauseofpastoutcomest hathaveresul
tedfrom t
hosebehav i
ors.
From atrai
ningperspect
ive,r
einf
orcementtheorysuggest
sthatforl
earnerstoacquir
e
knowledge,change behav i
or,ormodi fyskil
ls,the t
rai
nerneeds toi dent
ifywhat
outcomesthel ear
nerfi
ndsmostposi t
ive(andnegati
ve)

Ther
ear
esev
eralpr
ocessesi
nrei
nfor
cementt
heor
y:

- Posi
ti
veRei
nfor
cement
-isapl
easur
abl
eout
comer
esul
ti
ngf
rom abehav
ior
.

- Negat
iveRei
nfor
cement
-ist
her
emov
alofanunpl
easantout
come

2.SocialLearningTheor yemphasizesthatpeoplelearnbyobservingotherperson’
s
(models)whom t heybeli
evearecredibl
eandknowl edgeabl
e.Soci
alLearningTheory
alsorecogni
zest hatbehaviort
hati
sr ei
nforcedorrewardedisadoptedbytheobserver
.
Accordingtothist heor
y,l
earni
ngnewski l
lsorbehaviorscomesfrom thef
ollowi
ng:

a.Di
rect
lyexper
ienci
ngt
heconsequencesofusingthatbehavi
ororski
l
l b.
Thepr
ocessofobservi
ngother
sandseeingtheconsequencesofthei
rbehavi
ors.

3.GoalSet ti
ngTheor yassumest hatbehaviorresult
sf r
om aper son’sconscious
goalsandi ntenti
ons.Goalsi nfl
uenceaper son’sbehav i
orbydirecti
ngener gyand
attenti
on,sustaini
ngef f
ortovertime,andmot i
vati
ngt hepersont
odev elopstrat
egies
forgoalat t
ainment .Goalsettingtheor
ysuggest sthatlearni
ngcanbef aci
l
itat
edby
providi
ngtraineeswi t
hspecif
icgoalsandobjectiv
es.

Lear
ningOr
ient
ati
on-r
elat
est
otr
yingt
oincr
easeabi
l
ityorcompet
encei
nat
ask.

REMEMBER:

Peoplewithalear
ningori
entati
onbeli
evethat
t
raini
ngsuccessisdefi
nedasshowi ng
i
mprovementandmaki ngprogress.I
tisbett
er
t
ov i
ewer r
orsandmistakesaspartofthe
l
ear
ningprocess.
4.NeedTheories-helptoexpl
aint
heval
uet hatapersonpl
aceson
cert
ain outcomes.A need i s a defi
ciency t
hat a person i
s
experi
enci
ngatanypoi ntinti
me.A needmot i
vat
esaper sonto
behav
einamannertosatisf
ythedefici
ency.

NeedTheori
essuggestt
hatt
omot iv
atelearning,t
rai
nersshouldident
if
ytrai
nee’
s
needsandcommunicat
ehowtr
aini
ngcont
entrelatest
ofulf
il
li
ngtheseneeds.

(
e.g.Masl
ow’
s,McCl
ell
and’
sNeedsTheor
ies)

5.ExpectancyTheory-Expectancyt
heorysuggest
st hataper
son’
sbehav
iori
sbased
onthreefactor
s:Expectancy
,Instr
umental
it
y,andValence.
 Expectancy-
bel
iefsabouttheli
nkbetweentr
yingt
oper
for
m abehav
iorandact
ual
l
y
perfor
mi ngwell
.Iti
ssimil
artosel
f-
eff
icacy

I
nstrumental
ity
-a bel
i
eft
hatper
for
ming a gi
ven behav
iori
s associ
ated wi
tha
part
icul
aroutcome

Val
encei
sthev
aluet
hataper
sonpl
acesonanout
come.

6.AdultLearningTheorywasdev el
opedoutofneedf oraspeci
fi
ctheor
yofhow
adultslearn.Andragogyisthetheoryofadultlear
ning.Mal
col
m Knowlesismost
frequentl
yassociated wi
th adul
tlearni
ng t
heor
y.Thismodelisbased on sev
eral
assumpt i
ons.

1.Adul
tshav
etheneedt
oknowwhyt
heyar
elear
ningsomet
hing.

2.Adul
tshav
eaneedt
obesel
f-di
rect
ed.

3.Adul
tsbr
ingmor
ewor
k-r
elat
edexper
iencesi
ntot
hel
ear
ningsi
tuat
ion.

4.Adult
senteri
nto al
ear
ning exper
ience wi
th a pr
obl
em-
cent
ered appr
oach t
o
l
earni
ng.

5.Adul
tsar
emot
ivat
edt
olear
nbybot
hext
ri
nsi
candi
ntr
insi
cmot
ivat
ors.

LearningSt
yleTy
pe Domi
nantLearni
ngAbil
it
ies Lear
ningChar acteri
stics
Diverger  Concr et
eExperi
ence  I sgoodi ngener ating
 Reflecti
veObser
vati
on i
deas, seei ng a
situati
on f
rom
mul ti
pleper spect i
ves,
and bei ng awar e of
meani ngandv alue
 Tendst obei nt erested
i
npeopl e,culture,and
thear ts
Assi
mil
ator  Abstr
act  I s good ati nduct ive
Conceptual
i
zat
ion reasoni ng, cr eating
 Refl
ecti
veObserv
ati
on theoret i
cal model s,
and combi ning
disparat e obser vation
obser vations i nto an
i
nt egratedexpl anat i
on
  Tends t o be l ess
concerned with
peoplet hanwi t
hi deas
andabst r
actconcept s
Conv
erger  Abstr
act  Is good at
Concept
uali
zat
ion decisi
v eness,
 Acti
veExper
imentat
ion practi
cal appl i
cat ion
of i
deas and
hypothet i
cal deduct ive
reasoning
 Prefer
s deal ing wi th
techni
calt asksr at her
than interpersonal
i
ssues
Accomodat
or  Concret
eExper
ience  Is good at
 Acti
veExper
imentat
ion i
mpl ement ing
decisi
ons, carry
ingout
plans, and get ting
i
nv ol
ved i n new
experi
ences
 Tendst o beatease
with peopl e but
may be seen as
i
mpat ientorpushy .

LESSON6

AGEI
NFLUENCESI
NLEARNI
NG

Therei sabiol
ogi
calev
idencet
hatcer
tainmental
Capaci t
ies decr
ease fr
om age 20-70.Shor t
-t
erm
memor yspeedatwhichpeopleprocessinf
ormati
on
decli
ne as we age. Howev er,with age comes
experience, whi
ch can compensate, which can
compensat ef orthe l
oss ofmemor y and mental
quickness

FourGener
ati
onofEmpl
oyees:

1.Mil
lenni
ums/ Mil
leni
alsandNext ers-ref ert
o
peopl
ebornaf t
er1980,theyareoptimistic, wi
ll
ingtoworkandlearn,andt echnology-
l
it
erat
e.Mil
lenni
alsaret
heyoungestgenerationinthewor
kfor
ce.Theyarepredominatelywel
l-
educat
ed, hopefult
ocr eatechangeinthewor kpl
ace,det
erminedtosucceed, andhighly
ambiti
ous.But ,t
heiryouthandopt i
mism causesmanyt olabelt
hem asnar ci
ssisti
c,andmany
havehighexpect at
ionsf orwhattheworkplaceshoul
dofferthem i
nt er
msofbenef i
ts,pr
oject
s,
andsatisf
action.Theyv aluework/l
if
ebalance,fl
exi
bleworkschedules,andchallengingwork.
Alsol
abeledthe“I
nter
net”generat
ion,t
heyarethemosttech-
savvygener
ati
ont
odate,and
theyv
aluecutti
ng-
edgetechnology.Theyar
ealsover
yclosetotheirf
amil
yandval
ueteamwor
k
andcoll
aborati
on

2.GenXers(Generati
onX)–refer
st opeoplebornfr
om 1961-
1980,GenXers needfeedback
andfl
exi
bil
it
y;theydisl
ikecl
osesupervisi
on.Theyhaveexper
iencedchangeallthei
rli
ves(
in
ter
msofparents,homes,andci
ti
es).Theyvaluebal
ancebet
weenwor kandnon-work.

Thi
sgenerati
onhasbeendescr i
bedasr ebel
li
ousandskept icalofaut hori
ty,hav
ing
grownupami dstgreatsocialchange.Ast hefi
rstlat
chkeykids,t
heywer einsti
l
ledwi t
hagreat
senseofi ndependenceandconf i
dence.Theirpar ents’work-
to-
li
vement al
itycausedt hi
s
generati
ontov al
uewor k/lif
ebal ance.Theirentrancei nt
othewor kforceinspir
edmanyt o
i
nterj
ectnew way softhinkingintot hebusinesswor ld.Now,unafr
aidoft akingrisks,many
hav
ebecomeent
repr
eneur
s.Theyar
etechnol
ogi
cal
l
ysav
vyandcr
avechal
l
engi
ng,
exci
ti
ngpr
oject
s.

3.Babyboomers(MeGenerat
ion)-ar
ebornbet
ween1945to1960.Theyar
ecompet
it
ive,
har
dworki
ngandconcer
nedt
hatall
employ
eesbefai
rl
ytr
eat
ed.

Thi
sgroupcurr
entl
ymakesupthelar gestpor
ti
onoft
hewor kfor
ce,buttheyarequickl
y
approachi
ngret
ir
ementage.Atonepoi
nt,theywer el
eavi
ngt
hewor kfor
cefasterthanyoung
workerswereent
eri
ngit
,causi
ngpredi
cti
onsofamassi veworkershort
age.

Howev er,expert
snownot ethatthei
rseriousworkethicandworkaholi
ctendenci
esmayl eada
vastnumberofBabyBoomer storemaininthewor kf
orceforanextendedperi
odoft i
me.Thi s
createdt ensionbetweenBoomer sandthey oungergenerati
onswhoatonepoi ntexpectedto
quicklybecal ledtofi
l
ltheshoesoft hi
sexperienced,har
d-worki
nggenerat
ion.Boomer sare
compet i
tive,
knownast he“Me”gener at
ion,andplaceastrongvalueonself
-suf
fici
ency.

4.Tradi
ti
onal
ist
sarepeopl
ebornbet
ween1920and1944.Theyarepat
ri
oti
candl oy
al,and
theyhav
eagreatdeal
ofknowl
edgeofthehi
stor
yoft
heor
gani
zati
onandworkli
fe.

Mostt r
adi
t i
onali
stsarepastr eti
rementage,butsomehav echosentoremaininor
retur
nt othewor kfor
ceatl eastpartti
me.Theirli
veswerei
nfl
uencedbyeconomichardship
andwor ldwar,experienceswhichunitedthem andcausedmanytori
setoposit
ionsofgreat
responsibi
li
ty,
suchasmi l
it
aryservi
ce,atayoungage.

Example:Tradi
ti
onali
stspr
eferatrai
ningr oom wit
hst able,
orderl
ylearni
ngenvir
onment .They
donotliketobeputont hespoti nfrontofothertrainees.Theyv al
uedirectpresentat
ionof
i
nformationandtrai
ningmateri
alsorganizedlogi
cally.Theyli
ketrai
nerstoaskthem t oshare
thei
rexperi
encesandanecdotes.Buttheyalsolookt othetrai
nertoprovi
deexper t
ise.
Lesson7
SELECTI
NGANDPREPARI
NGTHETRAI
NINGSI
TE

Thetr
aini
ngsit
er ef
erst
othewher
etr
aini
ngwi
l
lbeconduct
ed.Agoodt
rai
ningsi
teof
fer
sthe
fol
l
owingfeat
ures:

1.Iti
scomf ortabl
eandaccessible.
2.Iti
squiet,pri
vate,
andfreefrom i
nter
rupt
ions.
3.Ithassuf f
ici
entspacef ortrai
neestomov eeasil
yar oundin,offer
senoughr oom for
trai
neestohav eadequatewor kspace,andhasgoodv i
sibi
li
tyf
ortrai
neestoseeeachother,
thetrai
ner,andanyv i
sualdispl
aysorexampl esthatwi l
lbeusedint rai
ning(
e.g.vi
deos,
productsamples,chart
sandslides).

Det
ail
stobeconsi
der
edi
nat
rai
ningr
oom:

Noi
se Checkt henoi sef r
om heat ingandai rcondi ti
oning
sy stems,f r
om adj acentr oomsandcor ridors,and
from out sidet hebui l
ding.
Col
ors Past elhuessuchasor anges,gr eens,bl ues,and
yellowsar ewar m col or
s.
Room St
ruct
ure User oomst hatar esomewhatsquar ei nshape.
Long,nar row r oomsmakei tdi ff
icultf ort rainees
tosee, hearandi dentif
ywi tht hedi scussi on.
Li
ght
ing Mai n sour ce ofl i
ghting shoul d be f luor escent
l
ight s.I ncandescentl i
ghting shoul d be spr ead
throughoutt he r oom and used wi th di mmer s
whenpr oj ecti
oni srequi r
ed.
Wal
landf
loorcov
eri
ng Car petingshoul dbepl acedi nt hemeet ingar ea.
Sol i
dcol orsar epr eferablebecauset heyar enot
distract ing.Onl ymeet i
ng- r
elatedmat erialsshoul d
beont hemeet i
ngr oom wal ls.
Meet
ingr
oom chai
rs Chai rsshoul d hav ewheel s,swi vels,and backs
thatpr ov i
desuppor tfort helowerl umbarr egion.
Gl
are Checkandel i
mi nateglaref r
om met alsur faces, TV
Moni t
or s, andmi r
rors.
Cei
li
ng Ten- foot -highcei l
ingsar epr eferable.
El
ectr
ical
out
let
s Out letsshoul dbeav ail
ableev erysi xf eetar ound
ther oom.
Acoust
ics Checkt hebounceorabsor pt i
onofsoundf r
om t he
wal ls,cei li
ng,f l
oor,andf urniture.

Lesson9

Tr
adi
ti
onalTr
aini
ngMet
hods

Pr
esent
ati
on Met
hods-ar
e met
hods i
n whi
ch t
rai
nees ar
e passi
ver
eci
pient
s of
i
nfor
mat
ion.Thi
sinf
ormat
ionmayi
ncl
udef
act
s,pr
ocesses,
andpr
obl
em sol
vi
ngmet
hods.

Ki
ndsofPr
esent
ati
onMet
hods:
a.Lect
ur eMet hod
 inal ectur
e,t
rai
nerscommuni cat
ethroughspokenwor dswhatt
heywantthetrai
nees
tolearn.
 t hecommuni cati
onoflearnedcapabilit
iesispr i
mari
lyone-
way-fr
om t
hetr
ainertothe
audience.
 Al ectur
eisoneoft heleastexpensiv
e,l easttimeconsumingwayst
opresentalarge
amountofi nf
ormationeffi
cientl
yinanor ganizedmanner.

ExamplesofLectur
eMethods:
1.Team Teachi
ng
2.Inv
iti
ngGuestSpeaker
s
3.Inv
iti
ngPanel
s

b.Audi
ovi
sualTechni
ques

Audi
ovi
sual
inst
ruct
ioni
ncl
udesov
erheads,
sli
des,
andv
ideo

a.Use ofVi deos-is a popul ari

nstr
ucti
onalmet
hod.Ithas been used f
ori mprov
ing
communi cat
ionskil
l
s,inter
viewingski
ll
s,andcust
omerser
viceski
l
lsandf ori
l
lust
rati
nghow
procedur
es(e.g.wel
ding)shouldbefol
lowed.

b.Over
headsandsl
i
des-ar
eusedt
oshowi
magesandhi
ghl
i
ghti
mpor
tantpoi
ntsandt
erms
duri
ngalect
ure

Hands-
onMet
hods
Hands-onmet hodsaretraini
ngmet hodst hatrequi
rethetrai
neet obeactiv
elyi
nvolvedin
l
earning.Thesemethodsar eidealfordevel
opingspecif
icski
ll
s,underst
andi
nghowskill
sand
behavior
scanbet ransf
erredtot hejob,experi
encingallaspect
sofcompl eti
ngat ask,or
deal
ingwi t
hint
erper
sonalissuesthatari
seont hejob.

Ki
ndsofHands-
onmet
hods

1.OJT( On-
the-
JobTr ai
ning)ref
erstoaneworinexperiencedempl oyeesl earni
nginthework
setti
nganddur i
ngwor k byobser vi
ngpeersormanager sperformingt hej obandt ry
ingto
i
mi tat
ethei
rbehavior
.
-OJTi soneoft heoldestandmostusedt ypesofinformaltraini
ng.OJToccur sonthejob
usingtheact
ualtoolsandequipment.Asr
esult
,tr
aineesarehighlymot ivatedtolearn.

Pr
inci
plesofOn-
the-
JobTr
aini
ng

Preparingf
ori
nstructi
on:
1.Breakdownthejobi ntoi
mport
antsteps
2.Preparet
henecessar yequi
pment,
mat er
ial
sandsuppl
i
es.
3.Decidehowmucht i
mey ouwil
ldevotetoOJTandwheny ouexpectt
heempl
oyeest
obe
compet enti
nski
ll
ar eas.
ActualInst ruction:
1.Tellthet raineest heobjecti
veoft hetaskandaskt hem towatchy oudemonst r
ateit
.
2.Showt het raineeshowt odoitwithoutsayinganythi
ng.
3.Explaint hekeypoi nt
sorbehav iors.
4.Showt het raineeshowt odoitagai n.
5.Hav et het raineesdo oneormor esinglepartsoft het askand pr aisethem cor
rect
r
eproduction.
6.Hav ethet r
aineesdot heent i
retaskandpr aisethem forcor
rectreproducti
on.
7.I
fmi stakesar emade, havethetraineespracti
ceuntil
accuratereproducti
onIachiev
ed.
8.Praiset het raineesforthei
rsuccessi nlearni
ngthetask.

For
msofOJT:

1.Self
-Dir
ectedLearni
ng-employeestaker esponsi
bil
i
tyf
orallaspectsoflear
ning.Trai
nees
mast
erpredeter
minedtr
ainingcontentatthei
rownpacedwithoutaninst
ruct
or.
2.Apprenti
ceshi
pisawor kstudytrai
ningmet hodwit
hbot
hon- t
he-
jobandclassroom t
rai
ning

Occupat i
onsf oracti
v eapprenti
ceshi
p
1.El
ect ri
cian
2.Carpent er
3.Plumber
4.PipeFi t
ter(Constructi
on)
5.Sheetmet alworker
6.El
ev atorConst r
uctor
7.Roof er
8.Painter(construct
ion)
9.Cook( Hot elandrestaurant)
10.ChildCar eDev el
opmentSpeci ali
st

2.Simulati
ons-isatr
aini
ng method t
hatrepr
esent
sar eal
-l
if
e si
tuat
ion,wi
thtrai
nee’
s
deci
sionsresul
ti
ngi
nout
comesthatmir
rorwhatwoul
dhappeni
ftheywereonthej
ob.

Si
mul
ator
-repl
i
caoft
hephy
sical
equi
pmentt
hatempl
oyeesuseont
hej
ob

Exampl
e:Fl
i
ghtsi
mul
ator
sforpi
l
ots

3.CaseStudy-isadescr i
pti
onabouthow empl
oyeesoranor gani
zat
iondeal
twit
hdif
fi
cult
sit
uat
ion.Tr
aineesarerequi
redtoanal
yzeandcri
ti
quetheact
ionsandsuggesti
ngwhatmight
havebeendonediff
erentl
y.

Ar
easofi
ntel
lect
ualski
ll
sbei
ngdev
eloped:anal
ysi
s,sy
nthesi
sandev
aluat
ion

4.Busi
nessGames-r equi
retraineestogatheri
nfor
mation,analy
zeit
,andmakedecisi
ons.
Gamessimulatel
earni
ngbecausepar t
ici
pant
sareacti
vel
yinvolvedandbecausegamesmimic
t
hecompet i
ti
venatur
eofthebusiness.

Quest
ionstoUsef orDebri
efi
ngaGame:
1.Howdidthescor eofthegameaff
ecty
ourbehavi
orandt
hebehav
ioroft
het
eam.
2.Whatdidyoulearnfrom t
hegame.
3.Whataspect
soft hegamer emi
ndyouofsi
tuat
ionatwor
k?
4.Howdoesthegamesrel
atet
oyourwork?
5.Whatdi
dyoulear
nfr
om thegamethatyoupl
ant
ouseatwor
k?

Typicalgameshav ethef oll

owingcharacteristi
cs:
1.Involvesacont estamongt hetr
aineesort eamsoftrai
neesoragai nstanest abl
i
shed
cri
teri
onsuchast i
meorquant i
ty.
2.Desi gnedtodemonst rateanunder standingoforappl i
cat
ionofaknowl edge,skil
lor
behav i
or.
3.Tr ai
nees do notknow whatt he consequencesoft heiract
ions willbe because t
he
consequencesarepar ti
all
ybasedont hedeci sionsofot
hergameparti
cipants.
.
4.Ruleslimi
tpar
ticipantbehavior.

5.RolePlays-hav
etrai
neesactoutcharact
ersassi
gnedtot
hem.I nf
ormat
ionr
egar
dingt
he
sit
uat
ion(e.gworkori
nter
personal
probl
em)isprovi
dedtot
hetr
ainees.
GROUP-BUILDINGMETHODS

Group-Bui l
ding Met hods ar e t raini
ng
met hods desi gned t oi mprov et eam or
groupef fectiveness.Tr ai
ningi sdirectedat
i
mpr ovi
ng t he t rai
nees’ski l
l
s as wel las
team ef fectiveness. I n gr oup bui ldi
ng
met hods, t rainees shar e i deas and
exper i
ences, bui l
d gr oup i denti
ty,
under st
and t he dy nami c ofi nter
personal
rel
at i
onships and gett o know t heirown
strengths and weaknesses and t hose of
theirco-empl oy ees.

ADVENTURELEARNI
NG

Focusesont hedevelopmentoft eamwor kandleadershipskill

sthroughtr
aini
ng st
ruct
ured
activi
ti
es.Advent
urelearningincl
udeswilder
nesstraini
ng,outdoort r
aini
ngandevencooking
classes.
.Itmayinvol
v est r
enuous,chal
l
engingphysicalacti
vi
tiessuchasmount ai
nclimbing,
l
addercl i
mbing,r
opecour ses,wal
lcli
mbingandotherphy si
calactiv
iti
es.
LESSON10

E-
LEARNI
NGANDUSEOFTECHNOLOGYI
NTRAI
NING

Technology is havi
ng a maj or impact on t he delivery of training pr ograms.
Organizat
ionsnowaday suset echnologyf ortraini
ngbecauseoft hel earning and
accessibi
li
tyadvant
agesov ertradit
ionalcl
assroom trai
ning.Theuseoft echnologyfor
l
earningrequir
escollaborati
onamongt heareasoft r
aining,i
nformat iont echnology
andt opmanagement .Technologyi schangingl earni
ng andt raining i ncor por
ate
sett
ingsaswel l
asingr adeschools,hi
ghschools,coll
egesanduni versi
ties.

Technol
ogy
’si
nfl
uenceonTr
aini
ngandLear
ning

1.Empl oyeescangai ncont roloverwhenandwher etheyreceivetraini

ng
2.Empl oyeescanaccessknowl edgeandexper tsystemsonanas- neededbasis
3.Thr ought heuseofav atars,vir
tualr
eal
ity,simulati
ons,thelearningenvir
onmentcan
l
ook, feel,
andsoundj ustli
ket hewor kenvironment
4.Empl oyeescanchooset hetypeofmedi a( pri
nt,sound,vi
deo)t heywantt ouseina
trai
ningpr ogram
5.Cour seenr ol
lment,testing,and trai
ning recordscan behandl ed el
ectr
oni
call
y,
reducingthepaper workandt i
meneededf oradmi nistr
ati
veact i
vi
t i
es.
6.Empl oyee’saccomplishment sdur i
ngtr
ainingcanbemoni tored

Technol
ogyandCol
labor
ati
on:

Technol
ogyal
l
owsdi
git
alcol
l
abor
ati
ont
ooccur
.

Digi
talcollaborat
ioni stheuseoft echnol
ogy t oenhanceandext endempl oyee’s
abil
i
ties t
o wor kt oget
herregardless oft hei
rgeographic pr
oxi
mi t
y .Itincl
udes
el
ectroni
cmessagi ngsystems,onlinecommuni ti
esoflearni
ngorganizedbysubj ect
whereempl oy
eescanaccessi nteracti
vediscussi
onareasandsharet rai
ningcontent
andWebl inks.

Di
git
alcol
l
abor
ati
oncanbesy
nchr
onousorasy
nchr
onous.

Synchr
onouscommunicat
ion-t
rai
ners,exper
ts,andlearnersint
eractwi
theachother
l
iveandinrealti
methesamewayt heywoul dinface-t
o-faceclassr
oom i
nstr
uct
ion.
(v
ideo-
conf
erenci
ng)

Asynchronouscommunicati
on-r
eferstothenon-r
eal-
ti
mei nter
act
ions.Per
sonsare
noton-li
ne andcannotcommuni cate witheachotherwi t
houtat imedelay
,but
l
earnerscansti
l
laccessi
nfor
mati
onr esour
ceswhentheydesir
ethem.(e-mai
l
s)
Technol
ogyandLear
ningEnv
ironment
:

Thei nter
net i
spr i
maril
yresponsi
blef
orcreati
ngourr evol
uti
oninlearning.Int
ernet
technologyhaspermitt
edthedevel
opmentofelectr
oni
cnet wor
ksthatintegrat
ev oi
ce,
video,anddataconnecti
onsamonglear
ner
s,instr
uctor
s,andexper
ts.

Cont
ri
but
ionsofTechnol
ogy
:

1.Technol
ogyhasallowedl
earningtobecomeamoredy namicprocess.
2.Technol
ogyhasenabledtrai
ningtobedeli
ver
edtodif
ferentgeographicall
ocati
ons,
toaccompanytr
aineeswherevertheyar
eatworkorathome.( mobil
et echnol
ogy)
.

Technol
ogyandMul
ti
medi
a

Technol
ogyDev
elopment
sal
l
owt
heuseofanumberofdi
ff
erentmedi
afort
rai
ning.

Mult
imedia combinesaudiov
isualtr
aini
ng methodswi t
h comput
er-based tr
aini
ng.
Mult
i-
mediat r
aini
ngincl
udecomputer-
basedtrai
ning,CD-
ROM,e-
int
eracti
vevideo,the
I
nter
net,
video,vir
tual
real
it
yandsimulati
ons.

LESSON11

Developmentreferst othe f
ormaleducati
on ,j
ob exper
iences,rel
ati
onshi
ps and
assessmentsofper sonal
it
yandabil
it
iesthathel
pemployeesper f
orm eff
ect
ivel
yin
thei
rcurr
entorfutur
ejobandcompany.

Dev
elopmenti
sfut
ureor
ient
ed,
iti
nvol
vesl
ear
ningt
hati
snotnecessar
il
yrel
atedt
othe
employ
ee’
scurr
entj
ob.

WhyisEmployeeDev el
opmenti mportant?
1.Toi
mprovequalit
y
2.Tomeetchall
engesongl obalcompetit
ionandsoci
alchange
3.Toi
ncor
poratetechnologi
caladvancesandchangesinworkdesi
gn.
COMPARI SONBETWEENTRAI NINGANDDEVELOPMENT

Training Development
Focus Current Future
Useofworkexperi
ences Low High
Goal Pr
epar
ati
onf orcurr
entj
ob Pr
eparati
onf orchanges
Par
ti
cipati
on Requi r
ed Voluntar
y

Appr
oachest
oEmpl
oyeeDev
elopment
:

1.For malEducat i
on Programs-i nclude off-
sit
e and on-si
te pr
ogr
ams designed
specif
ical
lyforthecompany ’s empl oyees,shortcour
sesof f
eredbyconsul
tantsor
uni
v er
siti
es,execut
iveMBApr ograms,anduni ver
sit
yprogramsi nwhi
chpart
ici
pants
actual
lyli
veattheuniver
sit
ywhiletakingclasses.

Tui
ti
onr
eimbur
sement
-ref
erst
othepr
act
iceofr
eimbur
singempl
oyees’cost
sfor
col
l
egeanduni
ver
sit
ycour
sesanddegr
eepr
ogr
ams.

2.Assessment -i
nvolvescol
lecti
nginfor
mationandprovi
dingf
eedbacktoemploy
ees
abouttheirbehavi
or,communi cat
ionsty
le,v
aluesorski
l
ls.Theemployeesaswel
las
thei
rpeers,managers,andcustomersmaybeaskedt oprovi
dei
nfor
mation.

3.JobExperiences-ref
ertot
her elati
onshi
ps,pr
obl
ems,demands,t
asks,orot
her
feat
urest
hatempl oy
eesfacei
ntheirjobs.

CAREER DEVELOPMENT-i stheprocessbywhichempl oyeesprogr

essthrougha
ser
iesofstages,eachchar
act
eri
zedbyadif
fer
entsetofdevelopmentt
asks,
acti
vit
ies,
andrel
ati
onships.

Car
eerSt
ages:

1.Expl
orat
ionst
age

-i
ndivi
dualsattempttoident
ifythety pe ofwor kthati
nter
est
st hem.Theyconsider
thei
rinterest
s,val
ues,andwor kpreferences,andtheyseekinformati
onaboutjobs,
careers,andoccupati
onsf r
om co-
wor ker
s,fri
ends,andfamil
ymember s.Oncethey
i
dent i
fythetypeofwor koroccupation t hatint
erest
sthem ,indiv
idualscanbegin
pursuingtheneedededucati
onortr
aining.

2.Est
abl
i
shmentSt
age

Indi
vi
dualsfi
ndt hei
rplacei
nt hecompany ,makeanindependentcont
ri
buti
on,achi
eve
morer esponsibil
it
y and financialsuccess,and establ
ish a desi
rabl
el i
fest
yle.
Employees att hi
s stage arei nter
est
ed in bei
ng v
iewed as contr
ibut
orstot he
company ’
ssuccess.

Employees who havereached the est

abl
i
shmentst age are consi
der
ed to be
coll
eagues.Col
l
eaguesare employeeswho can wor
ki ndependent
lyand pr
oduce
resul
ts.

3.Mai
ntenanceSt
age

Theindivi
dualisconcer
nedwi t
hkeepi ngskil
lsuptodateandbeingperceiv
edby
other
sassomeonewhoi ssti
llcont
ributi
ngtothecompany.I
ndi
vi
dual
sinthisst age
have many y ears of j
ob experi
ence,much j ob knowl
edge and an in-depth
underst
andingofhowthecompanyexpect sbusi
nesst
obeconduct
ed.

Empl
oyeescanbeconsi
der
edasMent
ors.

Ment
or-is an exper
ienced empl
oyee who t
eaches orhel
ps l
ess exper
ienced
empl
oyees.

4.Di
sengagementSt
age
I
ndi
vi
dualspref
erf
orchangeinthebal
ancebet
weenwor
kandnonwor
kact
ivi
ti
es.They
maytakeot
herrol
esofsponsor
.

Sponsor
-pr
ovidesdi
rect
iont
oot
heremploy
ees,
repr
esent
sthecompanyt
ocust
omer
s,
i
nit
iat
esact
ionsandmakesdeci
sions.

Disengagementt
ypical
l
yr efer
stoolderemployeeselecti
ngtoret
ir
eandconcentr
ate
enti
rel
yonnon-workacti
vi
tiessuchassport
s,hobbies,t
ravel
i
ngorvolunt
eerwor
k.