STRATEGIC

HUMAN CAPITAL
MANAGEMENT
▪ Human Resource Management, Dressler,
G., Pearson Education.
▪ Fundamentals of Human Resource
Management, Noe, R.A., Hollenbeck, J.R.,
Gerhart, B., & Wright, P.M., McGraw Hill
Education.
▪ Strategic Human Resource Management,
Armstrong, M., Kogan Page.
 07
LEARNING AND
DEVELOPMENT
STRATEGY
 Learning Objectives (LO)
▪ Explain the forces affecting the workplace make training a key ingredients of
company success.
▪ Describe the business role of training and development.
▪ Explain the links learning and development to business strategy.
▪ Explain the important of Learning Needs Assessment (LNA).
▪ Describe a model of learning and transfer of training.
▪ Explain the training plan and program design.
▪ Explain the evaluation of training program.
▪ Describe the relationship of employee development and career management.
▪ Describe the future of training and development.
 Forces Affecting the Workplace Make Training a Key
Ingredientof Company Success
▪ Customer service, productivity, safety, employee retention and growth,
uncertainty in the economy, extending learning beyond the classroom, the
use of new technology—these are just some of the issues affecting companies in
all industries and sizes and influencing training practices.
▪ Blue Cross and Blue Shield of Michigan uses KnowIt and MISource to reach
employees at forty different locations. KnowIt includes wikis, web courses,
podcasts, discussion boards, and e-learning to provide information on more than
eighty business topics.
▪ US Airways provides extensive training for flight attendants and pilots. Newly
hired flight attendants receive five weeks of training, including an introduction
to the aviation industry, and Airbus cabin simulators include “door trainers” to
practice opening emergency exits under difficult evacuation conditions, such as
total darkness and billowing smoke. Training also includes jumping into a pool
and inflating a life raft and helping passengers into and out of a raft.
 The Business Role of Training and Development
▪ Learning refers to employees acquiring knowledge, skills,
competencies, attitudes, or behaviors.
▪ Human capital refers to knowledge (know what), advanced
skills (know how), system understanding and creativity
(know why), and motivation to deliver high-quality products
and services (care why).
▪ Training refers to a planned effort by a company to facilitate
learning of job-related competencies, knowledge, skills, and
behaviors by employees. The goal of training is for employees
to master the knowledge, skills, and behaviors emphasized in
training and apply them to their day-to-day activities.
▪ Development refers to training as well as formal education,
job experiences, relationship, and assessments of personality,
skills, and abilities that help employees prepare for future
jobs or positions.
▪ Formal training and development refers to training and
development programs, courses, and events that are
developed and organized by the company.
▪ Informal learning refers to learning that is learner initiated,
involves action and doing, is motivated by an intent to
develop, and does not occur in a formal learning setting.
 Possible Business Goals Influenced by Training
✓ Productivity
✓ Reduced scrap and rework
✓ Increased customer satisfaction
✓ Reduced operational risks and accidents due to employee carelessness
✓ Increased employee satisfaction and retention
✓ Increased time and value producing goods, such as increase in billable
project time hours
✓ Better management decisions
✓ Increased development of human capital
✓ Succession planning needed for competitive advantage and growth

Sources: Based on R. Rivera, “How to Demonstrate Value: Key Measures Every Learning Professional
Should Know,” in WLP Scorecard: Why Learning Matters (pp. 17–24). Alexandria: VA: ASTD Press.
Links Learning and Development to Business Strategy
 TopManagement Support
▪ Setting a clear direction for learning (vision).
▪ Encouragement, resources, and commitment for strategic learning (sponsor)
▪ Taking an active role in governing learning, including reviewing goals and
objectives and providing insight on how to measure training effectiveness (governor)
▪ Developing new learning programs for the company (subject-matter expert)
▪ Teaching programs or providing resources online (faculty)
▪ Serving as a role model for learning for the entire company and demonstrating a
willingness to learn constantly (learner)
▪ Promoting the company’s commitment to learning by advocating it in speeches,
annual reports, interviews, and other public relations tools (marketing agent).
 ▪ Training may be incorrectly used as a solution
to a performance problem (when the solution
Why is Needs should deal with employee motivation, job
Assessment design, or a better communication of
Necessary? performance expectations).
▪ Training programs may have the wrong
content, objectives, or methods.
Needs assessment is the first ▪ Trainees may be sent to training programs for
step in the instructional design
process, and if it is not which they do not have the basic skills,
properly conducted, any one prerequisite skills, or confidence needed to
or more of the following learn.
situations could occur:
<Penilaian kebutuhan adalah
▪ Training will not deliver the expected learning,
langkah pertama dalam proses behavior change, or financial results that the
desain instruksional, dan jika company expects.
tidak dilakukan dengan benar, ▪ Money will be spent on training programs that
salah satu atau lebih dari situasi
berikut dapat terjadi:> 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.
A Model of Learning and Transfer of Training
trainee’s ability to apply
what they learned to on-
the job work problems
and situations that are
similar

process of trainees
continuing to use what
they learned over time.
 Training Plan: Methods
TRAINING PLAN

OLD METHOD NEW METHOD

HR Competency Based Assessment

HR Line Department Head
Make a list of training for Competency Development
his/her team Framework

Assessment
Send to HR

IDP-Specific to his/her
gaps and required courses
HR put the list of training
into Annual Training Plan
Department Training Plan
Figure 5.1 shows the three phases of the program design

Program Design
process: pretraining, the learning event, and post-training.
As discussed in previous chapter, “Needs Assessment,”
information collected during the needs assessment is
important in identifying appropriate pretraining activities,
designing the learning event, and helping to ensure that
transfer of training occurs after training ends. Phase 1,
pretraining, involves preparing, motivating, and energizing
trainees to attend the learning event. Phase 1 also involves
ensuring that the work environment (i.e., climate, managers,
and peers) supports learning and transfer. Phase 2, the
learning event, involves preparing instruction (classes, the
overall program) and the physical environment to facilitate
learning. Phase 2 focuses on creating a positive learning
environment, including planning the activities that occur
during training, selecting a high-quality instructor or trainer,
choosing a training room and creating positive interaction
with learners, and having a proper program design. Phase 3,
post-training, refers to transfer of training, or getting learners
to apply what they have learned to their work. Typically, most
effort, attention, and financial resources tend to be devoted to
designing and choosing the learning event itself. However,
what happens before the learning event (pretraining) and after
the learning event (post-training) may be equally, if not more,
important in determining if learners are motivated to learn,
acquire new knowledge and skills, and apply, share, and use
what they have learned.
 Outcome Used in the Evaluation of Training Programs
Table 6.1 shows the six categories of
training outcomes: reaction outcomes,
learning or cognitive outcomes, behavior
and skill-based outcomes, affective
outcomes, results, and return on
investment. Table 6.1 shows training
outcomes, the level they correspond to in
Kirkpatrick’s evaluation model, a
description of each of the outcomes and
how they are measured, and the question
that each outcome can help answer.
Kirkpatrick’s original evaluation model
included only four levels (reaction,
learning, behavior, and results) but recent
thinking suggests a fifth level, return on
investment (ROI), is necessary to
demonstrate the financial value of training.
 The Relationship Among Development,
Training, and Careers
▪ Development refers to formal education, job experiences, relationships, and
assessment of personality and skills that help employees prepare for the
future.
▪ Development also helps employees prepare for changes in their current
jobs that may result from new technology, work designs, new customers, or
new product markets.
▪ Development is especially critical for talent management, particularly for
senior managers and employees with leadership potential.
▪ Companies report that the most important talent management challenges
they face include developing existing talent and attracting and retaining
existing leadership talent.
▪ Both training and development will be required and will focus on current
and future personal and company needs.
 The Relationship Among Development,
Training, and Careers
▪ A career has also been described in the context of mobility within an
organization. For example, an engineer may begin her career as a staff engineer.
As her expertise, experience, and performance increase, he/she may move
through advisory engineering, senior engineering, and senior technical positions.
▪ Finally, a career has been described as a characteristic of the employee. Each
employee’s career consists of different jobs, positions, and experiences.
▪ Development planning or career management system refers to a system to retain
and motivate employees by identifying and helping to meet their development
needs.
 Development Planning Systems
Companies’ development planning systems (also known as development planning
processes) vary in the level of sophistication and the emphasis they place on different
components of the process. Steps and responsibilities in the development planning
system are shown in Figure 9.1.
 Increased Use of New Technologies for Training
Delivery & Instruction
The use of social media, smartphones, and other new technologies will likely increase in
the future for several reasons <Penggunaan media sosial, smartphone, dan teknologi baru
lainnya kemungkinan akan meningkat di masa mendatang karena beberapa alasan>.
▪ First, the cost of these technologies will decrease <Pertama, biaya teknologi ini akan
berkurang>.
▪ Second, companies can use technology to better prepare employees to serve customers
and generate new business <Kedua, perusahaan dapat menggunakan teknologi untuk
mempersiapkan karyawan dengan lebih baik guna melayani pelanggan dan menghasilkan bisnis
baru>.
▪ Third, use of these new technologies can substantially reduce the training costs related
to bringing geographically dispersed employees to one central training location (e.g.,
travel, food, and housing) <Ketiga, penggunaan teknologi baru ini secara substansial dapat
mengurangi biaya pelatihan terkait dengan membawa karyawan yang tersebar secara geografis
ke satu lokasi pelatihan pusat (misalnya, perjalanan, makanan, dan perumahan)>.
 Increased Use of New Technologies for Training
Delivery & Instruction
▪ Fourth, these technologies allow trainers to build into training many of the desirable
features of a learning environment (e.g., practice, feedback, reinforcement) <Keempat,
teknologi ini memungkinkan pelatih untuk membangun banyak fitur yang diinginkan dari
lingkungan belajar ke dalam pelatihan (misalnya, praktik, umpan balik, penguatan)>.
▪ Fifth, as companies employ more contingent employees (e.g., part-timers and
consultants) and offer more alternative work arrangements (e.g., flexible work
schedules and working from home), technology will allow training to be delivered to
any place and at any time <Kelima, karena perusahaan mempekerjakan lebih banyak
karyawan tidak tetap (mis., Pekerja paruh waktu dan konsultan) dan menawarkan lebih
banyak pengaturan kerja alternatif (mis., Jadwal kerja yang fleksibel dan bekerja dari rumah),
teknologi akan memungkinkan pelatihan disampaikan ke mana saja dan kapan saja>.
▪ Sixth, new technologies will make it easier for training and performance support to be
accessible to learners anytime and anyplace <Keenam, teknologi baru akan
mempermudah pelatihan dan dukungan kinerja agar dapat diakses oleh peserta didik kapan
pun dan di mana pun>.
Increased Use of Stakeholder-Focused Learning,
Training Partnerships, & Outsourcing Training
Table 11.4 shows the skills that trainers will need to develop in the future.