TRAINING &

DEVELOPMENT
❑ Employee Training and Development,
Raymond A. Noe, McGraw Hill
Education
❑ Training and Development:
Enhancing Communication &
Leadership Skill, Beebe, S.A., Mottet,
T.P., & Roach, K.D., Pearson
Education.
Dr. Agustinus Setyawan, M.M.
Email: agustinus.setyawan@uib.ac.id
Mobile #: 082172021470

o Lecturer of S1 & S2 Study Program Management

Faculty of Economics Universitas Internasional
Batam
o Certified Professional Human Resource (CPHR),
Certified Professional Talent Management (CPTM),
and Certified Supply Chain Analyst (CSCA)
o Director of Vocational Training and Education (VET)
and Senior Manager People Development at Coal
Mining Company
o Human Resource Manager at Oil and Gas
Construction Companies
o Head of Training Center at Oil and Gas Construction
Company
o Manufacturing & Industrial Engineer at Several
Multinational Companies (Manufacturing Consumer
Products).
 Introduction to Employee Training and
1 Development

2 Strategic Training

3
CONTENTS Need Assessment

(1/2) 4 Learning and Transfer of Training

5 Developing Training Plan

6 Program Design

Practical/Simulation: Develop Training

7 Modules
 8 Training Evaluation

9 Traditional Training Methods

10
CONTENTS Technology Based Training Methods

(2/2) 11 Employee Development

Management (Part 1)
and Career

Employee Development and Career

12 Management (Part 2)

Social Responsibility: Legal Issues, Managing

13 Diversity, and Career Challenges

14 The Future of Training and Development

03
Need Assessment
Learning Objectives
Discuss the role of organization analysis, person analysis, and task analysis in needs
assessment.
Identify different methods used in needs assessment and identify the advantages and
disadvantages of each method.
Discuss the concerns of upper- and mid-level managers and trainers in needs assessment.
Explain how personal characteristics, input, output, consequences, and feedback influence
performance and learning.
Create conditions to ensure that employees are receptive to training.
Discuss the steps involved in conducting a task analysis.
Analyze task analysis data to determine the tasks for which people need to be trained.
Explain competency models and the process used to develop them.
 Needs Assessment at MasTec
MasTec, a construction company that engineers, procures, constructs, and maintains the
infrastructures for electric transmission and distribution, oil and natural gas pipeline, and
communications companies, wanted to develop an online learning management system through
which employees could access training and development courses. MasTec conducted a needs
assessment to determine the technology and functionality that was needed to support new training
programs, and to identify unique employee needs. As a result, the development team started by
conducting a stakeholder analysis. This involved considering who would be involved in the
process, understanding how to partner with them, and determining what type of information
they could offer. It included meeting with safety team leaders, trainers, and construction crew
members, observing employees performing their jobs, and attending existing training classes.

The development team recorded every need and request made throughout this process. As a
result of this analysis, they identified four goals for the learning management system. These
goals include increasing accessibility of training content, increasing flexibility and variety in how
training was delivered and completed, improving the training registering process for employees, and
creating reporting tools that make training requirements, participation, and completion visible to
employees, their managers, and the employee development group.
 Need Assessment
Refers to the process used to determine whether
training is necessary.

Organizational analysis Person analysis involves (1) determining Task analysis identifies the
involves determining the whether performance deficiencies result important tasks and
appropriateness of training, from a lack of knowledge, skill, or ability knowledge, skills, and
given the company’s business (a training issue) or from a motivational behaviors that need to be
strategy, its resources available or work-design problem; (2) identifying emphasized in training for
for training, and support by who needs training; and (3) determining employees to complete their
managers and peers for training employee readiness for training. tasks.
activities.
 Needs assessment is If a manager requests
important because a training for a performance
manager or other client problem, what he or she is
asking for training looking for is a solution to
Why is Needs (which focuses on closing
skill gaps resulting from
a problem that may (or
may not) involve training.
Assessment a lack of knowledge or In conducting a needs
Necessary? skill) could really be
asking for or need
assessment, your role is to
determine if training is the
something else, such as appropriate solution.
employee motivation,
changing perspectives or
attitudes, or redesigning
workflow.
 o Training may be incorrectly used as a solution to
a performance problem (when the solution
should deal with employee motivation, job
design, or a better communication of
Why is Needs performance expectations).
Assessment o Training programs may have the wrong content,
objectives, or methods.
Necessary? o Trainees may be sent to training programs for
which they do not have the basic skills,
Needs assessment is the first prerequisite skills, or confidence needed to
step in the instructional design learn.
process, and if it is not
properly conducted, any one o Training will not deliver the expected learning,
or more of the following behavior change, or financial results that the
situations could occur: company expects.
o Money will be spent on training programs that
are unnecessary because they are unrelated to
the company’s business strategy.
Figure 3.1 shows the three types of analysis involved in needs assessment and the causes and
outcomes that result. There are many different causes or “pressure points” that suggest that
training is necessary. These pressure points include performance problems, new technology,
internal or external customer requests for training, job redesign, new legislation, changes in
customer preferences, new products, or employees’ lack of basic skills.
 Who Should Participate in Needs Assessment?
▪ Because the goal of needs assessment is to determine whether a training need
exists, who it exists for, and for what tasks training is needed, it is important that
all stakeholders are included in the needs assessment.
▪ Stakeholders include persons in the organization who have an interest in training
and development and their support is important for determining its success (or
failure).
▪ Stakeholders include company leaders and top-level managers, mid-level
managers, trainers, and employees who are end users of learning.
▪ There are several ways to ensure that stakeholders are involved in needs
assessment. One way is through establishing formal advisory groups that meet
on a regular basis to discuss learning issues. Another way is to ensure that
relevant stakeholders are included in interviews, focus groups, crowdsourcing,
and surveys used for needs assessment.
▪ Traditionally, only trainers were concerned with the needs assessment process.
 Key Concerns of
Company Leaders,
Mid-Level Managers,
Trainers, and
Employees in Needs
Assessment
 Methods Used in Needs
Assessment
Several methods are used to conduct
needs assessment, including observing
employees performing the job, using
online technology, reading technical
manuals and other documentation,
interviewing SMEs, conducting focus
groups with SMEs, and asking SMEs to
complete surveys designed to identify the
tasks and knowledge, skills, abilities, and
other characteristics required for a job.
 The Needs
Assessment Process
This section examines the three
elements of needs assessment:
organizational analysis, person
analysis, and task analysis.
In practice, organizational
analysis, person analysis, and
task analysis are not conducted in
any order. The question of
whether time and money are
devoted to training is contingent
on the results of organizational,
person, and task analyses. While
any one analysis can indicate the
need for training, companies
need to consider the information
from all three types of analysis
before the decision is made to
devote time and money to
training.
 Organization Analysis
Organizational analysis involves identifying whether training supports the company’s strategic direction; whether
managers, peers, and employees support training activity; and what training resources are available. Table 3.3
provides questions that trainers should address in an organizational analysis. Some combination of documentation,
interviews, focus groups, or surveys of managers, individuals in the training function, and employees should be
used to answer these questions.
For example, to stay competitive, IBM has to stay up-to-date on the
newest technology and business trends. IBM has to constantly
reinvent itself to ensure that it can meet the needs of its customers.
This means that employees also have to continue to develop new
knowledge and skills.

From a learning perspective, IBM has to ensure that the learning

content it offers, including both face-to-face and online courses,
provide employees with the latest knowledge and skills. To
accomplish this, IBM keeps track both of how often employees use the
learning content it offers as well as of the usefulness of employees’
evaluations. At the end of 2013 IBM eliminated 39 percent of the
learning content that few employees found useful or used. This
included 7,600 courses!
 Person Analysis
Person analysis helps identify employees who need training; lack of training or poor
training is one possible explanation. This is often referred to as a gap analysis. A gap
analysis includes determining what is responsible for the difference between employees'
current and expected performance.

Person analysis also helps determining employees’ readiness for training. Readiness for
training refers to whether (1) employees have the personal characteristics (ability,
attitudes, beliefs, and motivation) necessary to learn program content and apply it on the
job, and (2) the work environment will facilitate learning and not interfere with
performance. This process includes evaluating person characteristics, input, output,
consequences, and feedback.

A major pressure point for training is poor or substandard performance. Poor

performance is indicated by customer complaints, low performance ratings, or on-the-job
incidents such as accidents and unsafe behavior. Another potential indicator of the need
for training is if the job changes such that current levels of performance need to be
improved or employees must be able to complete new tasks.
 Person Analysis
Person characteristics refer to employee
knowledge, skill, ability, and attitudes.
Input relates to the instructions that tell
employees what, how, and when to
perform. Input also refers to the
resources that the employees are given
to help them perform. These resources
may include equipment, time, or
budget. Output refers to the job’s
performance standards. Consequences
refer to the type of incentives that
employees receive for performing well.
Feedback refers to the information that
employees receive while they are
performing.
 o Basic skills refer to skills that are necessary for employees to perform on the job
and learn the content of training programs successfully. Basic skills include
cognitive ability and reading and writing skills. Cognitive ability includes three
dimensions: verbal comprehension, quantitative ability, and reasoning ability.
Readability refers to the difficulty level of written materials. Lack of the
appropriate reading level can impede performance and learning in training
programs. Material used in training should be evaluated to ensure that its
reading level does not exceed that required by the job. A readability assessment
usually involves analysis of sentence length and word difficulty.
o Self-efficacy is employees’ belief that they can perform their job or learn the content of

Personal the training program successfully. The job environment can be threatening to too many
employees who may not have been successful performers in the past.

Characteristics o To be motivated to learn in training programs, employees must be aware of their skill
strengths and weaknesses and of the link between the training program and
improvement of their weaknesses. Managers should make sure that employees
understand why they have been asked to attend training programs, and they should
communicate the link between training and improvement of skill weaknesses or
knowledge deficiencies.
o There is biological evidence that certain mental capacities decrease from age twenty to
age seventy. Short-term memory and the speed at which people process information
decline as we age. However, with age comes experience, which can compensate for the
loss of memory and mental quickness. Although mental quickness and memory losses
diminish at a steady pace, at older ages, memory loss is much greater because mental
resources are more depleted than at earlier ages.
 Input
Employees’ perceptions of two characteristics of the work environment—situational
constraints and social support—are determinants of performance and motivation to learn.
Situational constraints include lack of proper tools and equipment, materials and supplies,
budgetary support, and time.
Social support refers to managers’ and peers’ willingness to provide feedback &
reinforcement.
If employees have the knowledge, skills, attitudes, and behavior needed to perform but do
not have the proper tools and equipment needed, their performance will be inadequate.
To ensure that the work environment enhances trainees’ motivation to learn, managers
should take the following steps: (1) Provide materials, time, job-related information, and
other work aids necessary for employees to use new skills or behavior before participating in
training programs. (2) Speak positively about the company’s training programs to
employees. (3) Let employees know they are doing a good job when they are using training
content in their work. (4) Encourage work-group members to involve each other in trying to
use new skills on the job by soliciting feedback and sharing training experiences and
situations in which training content has been helpful. (5) Provide employees with time and
opportunities to practice and apply new skills or behaviors to their work.
 Output
Poor or substandard performance can occur on the job because employees do not know
at what level they are expected to perform. For example, they may not be aware of
quality standards related to speed or the degree of personalization of service that is
expected.

Employees may have the knowledge, skill, and attitudes necessary to perform and yet
fail to perform because they are not aware of the performance standards. Lack of
awareness of the performance standards is a communications problem, but it is not a
problem that training can “fix.”

Understanding the need to perform is important for learning. Trainees need to

understand what specifically they are expected to learn in the training program. To
ensure that trainees master training content at the appropriate level, trainees in training
programs also need to understand the level of proficiency that is expected of them. For
example, for tasks, level of proficiency relates to how well employees are to perform a
task. For knowledge, level of proficiency may relate to a score on a written test.
 Consequences
If employees do not believe that rewards or incentives for performance are adequate,
they will be unlikely to meet performance standards even if they have the necessary
knowledge, behavior, skill, or attitudes. Also, work-group norms may encourage
employees not to meet performance standards.

Norms refer to accepted standards of behavior for workgroup members. For example,
during labor contract negotiations, baggage handlers for Northwest Airlines worked
slowly loading and unloading baggage from airplanes. As a result, many passenger
departures and arrivals were delayed. The baggage handlers had the knowledge, skills,
and behaviors necessary to unload the planes more quickly, but they worked slowly
because they were trying to send a message to management that the airlines could not
perform effectively if their contract demands were not met.

Consequences also affect learning in training programs. Incentive systems, such as

providing gift cards redeemable for food, clothes, or movies or accumulating points that
can be used toward paying for enrollment in future courses, may be useful for
motivating some employees to attend and complete training courses.
 Feedback
Performance problems can result when employees do not receive feedback regarding the
extent to which they are meeting performance standards.

Training may not be the best solution to this type of problem if employees know what
they are supposed to do (output) but do not understand how close their performance is
to the standard.

Employees need to be given specific, detailed feedback of effective and ineffective

performance. For employees to perform to standard, feedback needs to be given
frequently, not just during a yearly performance evaluation.

Keep in mind that feedback is critical for shaping trainees’ behaviors and skills.
 Task Analysis
Task analysis results in a description of work activities, including tasks performed by the
employee and the knowledge, skills, and abilities required to complete the tasks. A job is
a specific position requiring the completion of certain tasks.
Sample Task
Statement
Questionnaire
 Key Points to Remember When Conducting
Task Analysis
→ A task analysis should identify both what employees are actually doing and what
they should be doing on the job.

→ Task analysis begins by breaking the job into duties and tasks.

→ Use more than two methods for collecting task information to increase the validity of
the analysis.

→ For task analysis to be useful, information needs to be collected from SMEs, including
job incumbents, managers, and employees familiar with the job.

→ In deciding how to evaluate tasks, the focus should be on tasks necessary to

accomplish the company’s goals and objectives. These may not be the tasks that are
the most difficult or take the most time.
Competency
Model
04
Learning and Transfer of
Training
Learning Objectives
Discuss the five types of learner outcomes.
Explain the implications of learning theory for instructional design.
Incorporate adult learning theory into the design of a training program.
Describe how learners receive, process, store, retrieve, and act upon information.
Discuss the internal conditions (within the learner) and external conditions
(learning environment) necessary for the trainee to learn each type of capability.
Discuss the implications of open and closed skills and near and far transfer for
designing training programs.
Explain the features of instruction and the work environment that are necessary for
learning and transfer of training.
 Energizing Training Means Better Learning and Transfer
of Training

Boring lectures, lack of meaningful content in e-learning, training that

doesn’t give employees the opportunity to practice and receive feedback—
all demotivate trainees and make it difficult for them to learn and use what
they learned on the job.

However, many companies are using innovative instructional methods to

make training more interesting and to help trainees learn and apply it to
their work.
Di PNC Financial Services Group, PNC University memberikan pelatihan
berbasis web kepada semua karyawannya untuk membantu dalam
konversi ke sistem SDM baru. Pelatihan tersebut disesuaikan dengan peran
dan organisasi karyawan di dalam perusahaan untuk memastikan bahwa
pelatihan tersebut relevan dan bermakna. Fitur bantuan online
memungkinkan karyawan menggunakan metode pembelajaran yang
mereka sukai melalui salah satu dari empat pendekatan: "Lihat!"
"Cobalah!" “Lakukan!” Atau “Cetak!” Lihat itu! menyediakan video
instruksional singkat yang menunjukkan bagaimana tugas diselesaikan.
"Cobalah!" biarkan karyawan berlatih memasukkan transaksi dengan
pembinaan, dalam versi simulasi sistem. "Lakukan!" mengizinkan
karyawan untuk memasukkan transaksi dalam sistem langsung dengan
alat pelatihan bantuan, melalui tugas langkah demi langkah. "Cetak ini!"
mengizinkan karyawan untuk mencetak prosedur langkah demi langkah
untuk menyelesaikan transaksi.
Umpan balik tentang program pembelajaran di Mindtree Limited, sebuah
perusahaan solusi teknologi informasi global, menyarankan bahwa peserta
pelatihan tidak mengalihkan pembelajaran ke pekerjaan. Program ini
dirancang ulang untuk memastikan bahwa karyawan akan mempelajari
keterampilan seperti menganalisis dampak perubahan dan cara
mengintegrasikan dengan sukses, meninjau, dan menyelesaikan masalah
pengkodean. Program baru ini mencakup empat fase, masing-masing
dengan tujuan yang jelas dan hasil yang diharapkan. Peserta pelatihan
secara aktif terlibat dalam pembelajaran melalui penggunaan simulasi
proyek di mana mereka bekerja dalam tim, di bawah pengawasan
karyawan teknis yang lebih berpengalaman, untuk memperbaiki
kerusakan, mengatasi adanya perubahan, dan menerapkan fitur baru.
Peserta pelatihan dievaluasi dan diberikan umpan balik selama program
mengenai keterampilan analisis, desain, pengkodean, dan dokumentasi,
waktu penyelesaian, dan keterampilan kolaborasi mereka.
 Introduction
Regardless of the training method, certain conditions must be present for
learning to occur and employees to use what they learned on their jobs.

These include:
(1) providing opportunities for trainees to practice and receive feedback, i.e.,
information about how well people are meeting the training objectives,
(2) offering meaningful training content,
(3) identifying any prerequisites that trainees need to complete the program
successfully,
(4) allowing trainees to learn through observation and experience, and
(5) ensuring that the work environment, including managers and peers,
support learning and use of skills on the job.
 Introduction
Learning refers to a relatively permanent change in human capabilities that can include
knowledge, skills, attitudes, behaviors, and competencies that are not the result of
growth processes. A key part of learning is that trainees commit to memory (i.e.,
remember) what they have learned and can recall it.

Transfer of training refers to trainees effectively and continually applying what they
have learned in training to their jobs. As the organizations in the chapter opener
illustrate, trainee characteristics, the design of the training program (or what occurs
during training), and the work environment influence whether trainees learn and use or
apply what they have learned to their jobs.

Generalization refers to a trainee’s ability to apply what they learned to on-the job work
problems and situations that are similar but not necessarily identical to those problems
and situations encountered in the learning environment, i.e., the training program.

Maintenance refers to the process of trainees continuing to use what they learned over
time.
A Model of Learning and Transfer of Training
 What is Learning? What is Learned?
Understanding learning outcomes is crucial because they influence the
characteristics of the training environment that are necessary for learning to occur.
For example, if trainees are to master motor skills such as climbing a pole, they
must have opportunities to practice climbing & receive feedback about their
climbing skills.
Verbal information includes names or labels, facts, & bodies of knowledge. Verbal
information includes specialized knowledge that employees need in their jobs. For
example, a manager must know the names of different types of equipment as well
as the body of knowledge related to Total Quality Management (TQM).
Intellectual skills include concepts and rules, which are critical to solve problems,
serve customers, and create products. For example, a manager must know the
steps in the performance appraisal process (e.g., gather data, summarize data, or
prepare for an appraisal interview with an employee) in order to conduct an
employee appraisal.
 What is Learning? What is Learned?
Motor skills include coordination of physical movements. For example, a telephone
repair person must have the coordination and dexterity required to climb ladders and
telephone poles.

Attitudes are a combination of beliefs and feelings that predispose a person to behave
a certain way. Attitudes include a cognitive component (beliefs), an affective
component (feeling), and an intentional component (the way a person intends to
behave with regard to the focus of the attitude). Important work-related attitudes
include job satisfaction, commitment to the organization, and job involvement.
Suppose you say that an employee has a “positive attitude” toward her work.

Cognitive strategies regulate the processes of learning. They relate to the learner’s
decision regarding what information to attend to (i.e., pay attention to), how to
remember, and how to solve problems. For example, a physicist recalls the colors of
the light spectrum through remembering the name “Roy G. Biv” (red, orange, yellow,
green, blue, indigo, violet).
Learning Outcomes
 Learning Theories
Each theory about how people learn relates to different aspects of the learning process.
Many of the theories also relate to trainees’ motivation to learn

1. Reinforcement Theory: emphasizes that people are motivated to perform or avoid

certain behaviors because of past outcomes that have resulted from those behaviors.
2. Social Learning Theory: emphasizes that people learn by observing other persons
(models) whom they believe are credible and knowledgeable.
3. Goal Theories: assumes that behavior results from a person’s conscious goals and
intentions. Goals influence a person’s behavior by directing energy and attention,
sustaining effort over time, and motivating the person to develop strategies for goal
attainment.
4. Need Theories: Need theories help explain the value that a person places on certain
outcomes. A need is a deficiency that a person is experiencing at any point in time. A
need motivates a person to behave in a manner that satisfies the deficiency.
5. Expectancy Theory: suggests that a person’s behavior is based on three factors:
expectancy, instrumentality, and valence.
6. Adult Learning Theory: was developed out of a need for a specific theory of how adults
learn.
7. Information Processing Theory: give more emphasis to the internal processes that occur
when training content is learned and retained.
 Transfer of Training Theory

✓ Transfer of training is ✓ Transfer of training is ✓ The tasks that are

more likely to occur more difficult when used during training
when the trainee tasks during training are relate to the training
works on tasks different from the work objectives.
during training (e.g., environment, i.e., far
knowledge, transfer, such as
equipment, or applying customer
processes) that are service principles to
very similar, if not interaction with an angry
identical, to the work customer in front of a
environment (near long line of customers at
transfer). a cash register.
 Transfer of Training Theory
→ In contrast, open skills are linked to
more general learning principles. For
→ Closed skills refer to example, customer service skills are
training objectives that are examples of open skills. There is not a
linked to learning specific single correct way to perform and the
skills that are to be learner is given some general
identically produced by the principles to follow. For example a
trainee on their job. There is sales clerk is likely trained on general
only one correct way to principles or process for how to
complete a task if it requires interact with an angry customer but
closed skills. has the freedom to choose how to
interact with them because their
intentions and responses are not
entirely predictable.
Transfer
of
Training
Theory
 The
Relationship
Among
Learning
Process,
Instructional
Events, and
Forms of
Instruction
Learning Styles
Features Instruction & the Work Environment that
Facilitate Learning and Transfer if Training

→ Objectives
→ Meaningful content
→ Opportunities to practice
→ Methods for committing training content to memory
→ Feedback
→ Observation, experient, and social interaction
→ Proper coordination and arrangement of the training program
→ Encourage trainee responsibility and self-management
→ Ensure that the work environment supports learning and transfer
Instructional
Emphasis for
Learning
Outcomes
Table 4.15 shows what is
needed during instruction at
each step of the learning
process. For example, during
the process of committing
training content to memory,
verbal cues, verbal links to a
meaningful context, and
diagrams and models are
necessary.