Training and Development

Chapter 1

The Training and Development Process

 Crew Resource Management Training is a team training that focuses on communication and
decision making by using all available resources.
 Poor training can have dramatic results like loss of life or defective products and poor service.
 Performance Management is the process of establishing performance goals and designing
interventions and programs to motivate and develop employees to improve their performance.
o It is a continuous, ongoing, and comprehensive process.
o Process:
 Setting expectations and goals
 Monitoring performance and providing feedback
 Performance evaluation and consequences
 Employee training and development occurs throughout the process.
 Training is the formal and planned efforts to help employees acquire knowledge, skills, and
abilities to improve performance in their current job.
o Is short term focused.
 Development is the formal and planned efforts to help employees acquire knowledge, skills, and
abilities to improve future job responsibilities.
 Human Resource Development is the larger field under which training and development
operates. It is the systematic and planned activities that are designed by the organization to
provide employees with opportunities to learn necessary skills to meet current and future
development.
o Comprised of training and development, organization development, and career
development.
o Learning is the core of all three functions.
 Training Benefits:
o Organizations –
 Strategy – Linking training to organizational goals.
 Effectiveness – Trained employees to more and better work with fewer errors.
Training is linked to human resource outcomes, performance outcomes, and
financial outcomes.
 Recruitment and Retention – Effective tool for attracting and retaining talent,
especially employees under the age of 30.
o Employees –
 Intrinsic – Increase in confidence and self-efficacy.
 Extrinsic – Increased salary and better jobs.
o Society –
 Educated and Employed Population – Reduces unemployment.
 Health and Safety – Strong training in critical jobs save lives.
  Economy and Standard of Living – Strong training, across the country,
contributes to the overall economy.
 Skills Mismatch is an insufficient number of workers with the skills needed to satisfy the number
of available jobs.
 Quebec legislation requires companies with more than $1 million in payroll to invest 1% of
payroll in training.
 Training Bond is a contract between the employer and employee that states the employer will
pay for the employee’s training as long as the employee remains for a minimum period of time
upon completion of a training program.
 Environmental factors change organizational goals which change training and development:
o Global Competition
o Technology
o Labour Market
 Internal environment also affects training and development:
o Strategy is an organization’s objectives and action plans for realizing its objectives and
gaining a competitive advantage.
 Strategic Training and Development (ST&D) is the alignment of training to
organization’s strategy and objectives.
o Structure
o Culture the shared beliefs, values and assumptions that exist in an organization.
 High Performance Work System (HPWS) consists of an integrated system of human resource
practices and policies that includes rigorous recruitment and selection procedures,
performance-contingent incentive compensation, performance management, a commitment to
employee involvement, and extensive training and development programs.
 Instructional Systems Design Model (ISD) depicts training and development as a rational and
scientific process that consists of three major steps:
o Performance Gap – The first step when something needs addressing.
 Feedback, incentives, or other human resource interventions which determine if
training is suitable.
 If training is suitable objectives need to be written out to reduce the gap based
on the needs analysis
o Needs Analysis – It’s an analysis of the nature of the problem and whether training is
the best solution.
 Organizational Analysis – Gather information on where training is needed in the
organization.
 Task Analysis – What training is required.
 Person Analysis – Who needs to be trained.
o Design and Delivery – Designing training program-based needs analysis.
o Evaluation – Creating standards to find if the training program achieved its goals.
 o

Chapter 2

Learning and Motivation

 The goal of training and development is learning.

 Learning is the process of acquiring knowledge and skills. It involves a change of state that
makes possible a corresponding change in one’s behavior.
 Workplace Learning is the process of acquiring job-related knowledge and skills through formal
training programs and informal social interactions among employees.
 Training occurs in the 70-20-10 Model which is 70% on the job, 20% relationships and
interactions, and 10% formal learning.
 Every hour of formal training leads to 4 hours of informal training.
 Learning Outcomes (Gagne):
o Verbal Information – Facts, knowledge principles.
o Intellectual Skills – Concepts, rules and procedures.
o Cognitive Strategies – Application of information and techniques.
o Motor Skills – Coordination and execution of physical movements.
o Attitudes - Preference and internal states associated with beliefs and feelings.
 Learning Outcomes (Kurt):
o Cognitive Outcomes – Verbal knowledge, knowledge organization, and cognitive
strategies.
o Skill-Based Outcomes – Compilation, fast and fluid performance, and automaticity,
performing task without conscious monitoring.
o Affective Outcomes – Attitudinal and motivational.
 Training programs can focus on one or more of the learning outcomes and it will impact the
desired outcomes.
 Adaptive Character of Thought Theory (ACT Theory) states that learning occurs in three stages
known as declarative knowledge, knowledge compilation and procedural knowledge.
o Resource Allocation Theory explains what happens during each stage and recognizes
that individuals possess limited cognitive resources that can be used to learn a new task.
o Declarative Knowledge – Knowledge, facts, and information. Requires all attention.
Performance is low.
o Knowledge Compilation – Integrating tasks into sequences to simplify and streamline
the task. Requires less attention. Performance is mediocre.
o Procedural Knowledge – Mastery of the task. Requires least attention. Performance is
high.
 Learning Styles is the way in which an individual prefers to learn.
 Kolb’s Learning Style – The way in which an individual gathers information and processes and
evaluates it during the learning process.
o Concrete experience is gathering information through direct experience.
o Abstract conceptualization is gathering information through thinking about issues and
ideas.
o Reflective observation is observing and reflecting on information and points of view.
o Active experimentation is acting on actually doing something practically for learning.

o
o Learning Cycle is people using four modes of learning in a sequence that begins with
concrete experience followed by reflective observation, abstract conceptualization, and
active experimentation.
 VARK Model or Fleming’s Learning Style is an individual’s preferred ways of gathering,
organization and thinking about information.
o Visual
o Aural/Auditory
o Read/Write
o Kinesthetic
o VARK questionnaire measures people’s preferential learning style or combination of
learning styles.
 Learning Theories:
o Conditioning Theory
  A stimulus cue is followed by a response which is then followed by a positive or
negative consequence which is reinforced for learning.
 Shaping is the reinforcement in each step until the process is mastered.
 Chaining is the reinforcement of the entire sequence of tasks.
 Generalization is that the conditioned response occurs in circumstances
different than when it’s learned.
o Social Cognitive Theory
 Learning through interactions with others.
 Observation – attention, retention, reproduction, and reinforcement.
 Self-Efficacy – belief that people have about their own ability to perform a task.
 Self-Regulation – managing own behavior through internal processes.
o Adult Learning Theory
 Andragogy is a training method that takes into account the difference between
child and adult learning. Differences are:
 Need to know.
 Learner self-concept.
 Learner’s experience.
 Readiness to learn.
 Orientation to learning.
 Motivation to learn.
 Pedagogy is the traditional approach used to teach children.
 Motivation is the degree of persistent effort that one directs towards a goal.
 Goals must be specific, challenging, be accompanied by feedback, and must be committed to for
motivation to occur.
 Distal Goal is a long-term end goal. Proximal Goal is a short-term goal required to accomplish
the distal goal.
 Goal Orientation is a dispositional or situational goal preference in achievement situations.
o Learning Goal Orientation is most concerned with developing competence by acquiring
new skills and mastering new tasks.
o Prove Performance Goal Orientation are individuals focused on favorable judgements
from others for performance.
o Avoid Performance Goal Orientation are individuals who focus on avoiding negative
judgements from others for one’s performance outcomes.
 Learning Goals are process-oriented goals that focus on the learning process.
 Performance Goals are outcome-oriented goals that focus on the achievement of specific
performance outcomes.
 Learning goals, not performance goals, should be set for training to maximize learning and
performance.
 Training Motivation is the direction, intensity, and persistence of learning-directed behaviour in
training contexts.
 Achievement Motivation is the desire to perform challenging tasks.
 Core Self-Evaluation (CSE) is an individual’s self-appraisal of their worthiness, competence, and
capability as a person that consists of four specific traits – self-efficacy, self-esteem, locus of
control, and emotional stability.
Chapter 3

The Needs Analysis Process

 Needs Analysis is a process to identify gaps or deficiencies in employee and organizational

performance.
o Concerned with the gap between the actual performance and desired performance.
 Need is the gap between the way things are the way they should be.
 Needs analysis is done by soliciting information from those affected by the problem.
 Needs = required results – current results.
 Needs analysis consists of an organizational analysis, task analysis, and person analysis.
o

 Organizational Analysis – where is training needed in the organization?

 Task Analysis – What knowledge, skills, and abilities are required to perform the job effectively?
 Person Analysis – Who needs to be trained?
 Steps:
o 1. Concern identified.
o 2. Importance of concern.
o 3. Consult stakeholders.
o 4. Data collection.
 Organizational Analysis is the study of the entire organization including its strategy,
environment, resources, and context.
o Strategic Alignment – training has to be aligned with the overall organizational vision
and goal.
o Environment – the external environment can drastically impact training.
o Resource Analysis – does the organization have the resources to design and deliver the
training program.
o Organizational Context – how effective will the training be given the context of the
organization.
 Organizational Climate refers to the collective attitudes of employees towards
work supervision, company goals, policies, and procedures.
 Training Transfer Climate refers to the characteristics in the work environment
that can either facilitate or inhibit the application of training on the job. Cues
that remind application of training on the job is a strong training transfer
climate.
  Task Analysis is the process of obtaining information about a job by determining the duties,
tasks, and activities involved and the knowledge, skills, abilities (KSAs) required to perform the
tasks.
o Identify the target jobs – which jobs have a discrepancy for which training is required.
o Obtain a job description.
 Competency is a cluster of related knowledge, skills, and abilities that enables
the job holder to perform effectively.
 The goal is to develop competencies that are teachable.
o Develop rating scales to rate the importance and difficulty of each task and the
frequency with which it is performed.
o Survey a sample of job incumbents.
o Analyze and interpret the information.
o Provide feedback on the results.
o Cognitive Task Analysis is a set of procedures that focuses on understanding the mental
processes and skills required for performing a job.
o Team Task Analysis is an analysis of tasks as well as the team-based competencies
associated with the tasks.
 Person Analysis analyzes which specific people have the missing KSAs and need training.
o Desire performance is to be defined, determine the gap between performance and
what’s desired, identify the obstacles to the desired performance.
 Contingency Management is practices based on the belief that every act has a consequence and
if the consequence is rewarded then the act will be repeated.
 Key question is – can the employee do the task if their life depended on it? If the answer is yes,
then training is not required, resources and a correct environment are.
 Needs Analysis Methods:
o Observation
o Questionnaires
o Key consultation
o Print media
o Interviews
o Group discussion
o Tests
o Records and reports
o Work samples
 Rapid Needs Analysis is gathering available information and using data that already exists.

Chapter 4

Training Design

 Training Design involves the process of preparing and planning events to facilitate learning.
 Training Objective is a statement of what trainees are expected to be able to do after a training
program.
 Training objectives:
o Who is to perform the desired behaviour? Not names but classifications.
o What is the actual behaviour to be used to demonstrate mastery of the training content
or objective?
o When and when is the behaviour to be demonstrated and evaluated?
o What is the standard by which behaviour will be judged?
o Example – A sales representative will be able to make 10 calls per day to new customers
in the territory assigned and will be able to generate three sales worth at least $500
from these calls.
 It should resemble a better version of the task analysis.
o Objectives must contain:
 Performance – what they will do after training.
 Condition – conditions required to perform behaviour.
 Criterion – acceptable level of performance for judgement.
 Outsourcing is the use of an external supplier to provide training and development programs
and services.
 Developing a program in house has the benefit of incorporating your own culture.
 Request for Proposal is a document that outlines to potential vendors and consultants the
organizations training and project needs.
o Detailed RFP ensures you’re purchasing what you really need.
 Training Methods:
o Active vs. passive
o One-way versus two-way communication
o Informational vs. experiential
o On-the-job vs. off-the-job
o In-person vs. online
 Productive Responses are those in which the trainee actively uses the training content rather
than passively watching, listening, or imitating the trainer.
 Active Practice is when the trainee has the opportunity to practice the task during training.
 Conditions of Practice are practice conditions that are implemented before and during training
to enhance the effectiveness of active practice and maximize learning and retention.
 Pre-Training Interventions are activities or materials provided before a training program to
improve the potential for learning as well as the efficiency and effectiveness of practice during
training.
o Attentional Advice – Involves providing trainees with information about task process
and general task strategies that can help them learn to perform a task.
o Metacognitive Strategies – Self-regulatory process that helps people guide their learning
and performance. Thinking about one’s thinking – asking questions like “Do I understand
this?”.
o Advance Organizers – Structures such as outlines, text, diagrams, and graphic organizers
to help trainees assimilate and integrate training content.
o Goal Orientation – Focusing on learning rather than performance.
 o Preparatory Information – Providing trainees with information about what to expect
during practice sessions.
o Pre-Practice Briefs – Involves sessions in which team members establish their roles,
responsibilities, and performance expectations prior to a team practice session.
 Conditions of practice during training:
o Massed or Distributed Practice – Massed practice is with no rest periods and distributed
practices is modules of training.
o Whole or Part Learning – Whether the training material is learned and practiced at one
time or one part at a time. Whole learning is better if task is simple and consists of a
number of closely related tasks.
o Overlearning – Learning something until behaviour becomes automatic.
o Task Sequencing – Manner in which learning tasks are organized and arranged.
o Feedback and Knowledge of Results – Providing trainees with feedback and information
about their performance.
 Feedback should be timely, specific, correct performance mentioned, and
reinforced.
 Routine Expertise is the ability to reproduce specific behaviours in similar setting and situations.
 Adaptive Expertise is the ability to use knowledge and skills across a range of tasks, settings, and
situations.
 Active Learning is to give trainees control over their learning, so they become active
participants.
o Exploratory/Discovery Learning provides trainees with the opportunity to explore and
experiment with training tasks to infer and learn the rules, principles, and strategies for
effective task performance.
 Proceduralized Instruction is providing step-by-step instructions on how to
perform a task.
o Emotion Control helps trainees control their emotions during training because training
can provoke stress and anxiety.
 Error-Management Training (EMT) is training that explicitly encourages trainees to make errors
during training and to learn from them.
o Most beneficial post-training not during training.

Chapter 5

Off-the-Job Training Methods

 Instructional Methods are the techniques used to stimulate learning. Usually in a classroom or
formal setting.
o Lecture – Trainer presents material to be learned.
 Useful for stating same information to everyone, highlights key points, people
are comfortable due to lack of participation.
 Not useful in development of skills or changing attitudes.
 Flipped Classroom is where participants view a video lecture outside of the
classroom and spend the lecture time engaging in activities.
 o Discussion – Two-way communication between trainer and trainees.
 Helps trainees recognize what they don’t know, receive answers to questions,
get advice, share ideas, learn about others.
 Negatives are some people can be dominant, takes a lot of time, and must be
facilitated well.
o Case Study – Trainees discuss, analyze, and solve problems based on a real situation.
 Encourages analysis and open discussion, introduces realism, deals with a
variety of problems, teaches trainees how to make decisions, how to be
creative.
 Case studies require time and space.
o Case Incident – One problem or concept is presented for analysis.
 The case is usually short as it focuses on one learning point.
 Problem is that it lacks background material.
o Behaviour Modelling Training – Trainees observe a model performing a task and then
attempt to imitate the observed behaviour.
 Based on observation, rehearsal, reinforcement, and transfer.
 Mixed Modelling Strategy is showing trainees what should be done and what
shouldn’t be done.
o Role Play – Trainees are given an opportunity to practice in a safe environment.
 Consists of development, enactment, and debrief.
 Reverse role play is trainee putting themselves in a different position than their
regular position.
o Simulations – Uses operating models of physical or social events that are designed to
represent reality.
 Very useful for jobs that require mechanical equipment like flight training.
 Downside is cost.
 Physical Fidelity is the similarity to the physical aspects in a simulation.
 Psychological Fidelity is the similarity to the psychological conditions in a
simulation.
o Games – Structured competition that allows trainees to learn specific skills.
 Not a lot of evidence for improving on-the-job skills.
o Action Learning – Training method in which trainees solve real-world problems and
accept responsibility for solution.
 Problem-Based Learning requires trainees to solve real or simulated open-
ended problems.
 Involves more of the adult learning principles than any other form of training.
 Instructional Media is the medium used to deliver training content.
 Case study method is most useful for problem-solving skills, computer-based training for
knowledge retention, and role play for changing attitudes.
 Factors in choosing training method:
o Cost and resource availability.
o On-the-job application.
o Trainer skills and preferences.
o Trainee preferences and characteristics.
  Aptitude-Treatment Interaction are situations which effect training method
dependent on trainee characteristics.

Chapter 6

On-the-Job Training

 On-the-Job Training is when a trainee receives instruction and training at his or her workstation
from a supervisor or experienced co-worker.
 Problem with OTJ is that it is not well planned or structured usually and the people training
don’t usually have the knowledge or ability to train.
o It requires structure and planning to be highly effective.
 Job Instruction Training is a formalized structured and systematic approach to on-the-job
training that consists of:
o Preparation
 Job to be broken down into small steps and have all equipment and supplies
ready.
 Develop communication strategy that fits the trainee – knowledge of trainee
background is essential.
 Put the trainee at ease, guarantee the learning, and build interest by showing
advantage to the training for learning.
o Instruction
 Show trainee how to perform the job.
 Repeat and explain key points in more detail.
 Allow the trainee to see the whole job again.
o Performance
 Ask the trainee to perform less difficult parts of the job – try not to tell how.
 Allow the trainee to perform the entire job – provide feedback.
o Follow-Up
 Keeping track of trainee’s performance and providing feedback.
 Primary incentive for wanting to train is recognition, change from normal routine, respect from
new employees, training certificates, prospect for promotion, and pay.
 Performance Aid is a device at the job site that helps an employee perform his/her job.
o Can be signs, troubleshooting aids, instructions, special tool, flash cards, a picture, or
posters/checklists.
 Job Rotation is a training method in which trainees are exposed to different jobs, functions, and
areas in an organization.
o Broadens an individual’s knowledge and skills by providing him/her with multiple
perspectives and areas of expertise.
 Cross-Training is where employees perform other people’s jobs.
 Stretch Assignments are job assignments meant to stretch employees by having them work on
challenging tasks and projects involving learning new knowledge and skills.
 Apprenticeships are for skilled trade workers that combine on-the-job training and class-room
instruction.
  Regulation and administration of apprenticeship programs and certifications of tradespersons is
the responsibility of province and territories.
o Federal government supports interprovincial mobility of skilled trades.
 Coaching is on-the-job training and development method in which an experienced and
knowledgeable person is formally called upon to help another person develop insights and
techniques pertinent to the accomplishment of their job.
o One-on-one learning method that consists of:
 Formation and maintenance of relationship
 Formally defined agreement or contract that includes goals and objectives.
 Providing tools, skills, and opportunities for growth.
 Fulfillment of the agreement and achievement of the objectives.
 Mentoring is when a senior member of an organization takes personal interest in the career of a
junior employee.
 Career Support activities include coaching, sponsorship, exposure, visibility, protection and the
provision of challenging assignments.
 Psychosocial Support includes being a friend who listens and counsels, who accepts and
provides feedback, and who offers a role model for success.
 Implementation of mentoring:
o Choice of mentors – Mentors should have the option to close the relationship as well.
o Matching mentors and proteges – Gender considerations, retirement considerations.
o Training – Mentors and proteges should be trained in how to be effective in their role.
o Structuring the relationship – Time limits, minimum levels of contact, goals, projects,
etc.
 Off-the-job training has more methods that can be used than on-the-job.
 Off-the-job has the advantage of training large numbers of trainees.
 On-the-job training is a lot cheaper and more applicable than off-the-job training.

Chapter 14

The Evolution and Future of Training and Development

 Learning 2.0 is a shift from learning as a product that is created by organizations for learners to
a learner-initiated collaborative process.
 Social Constructivism is an approach to learning that emphasizes interactive learning
environments in which training participants learn from instructors, participants learn from each
other, and the instructor learns from participants.
 Organizational Learning refers to the process of creating, sharing, diffusing, and applying
knowledge. Its systems used to create and distribute knowledge on an organizational-wide
basis.
o Consists of organizational level, group level, and individual level.
o Organizational level consists of leadership, culture, vision, strategy, and structure.
 Group level learning is influenced by group climate, culture, norms, dynamics, and processes.
 Individual level is facilitated by structured formal training programs for employees to gain new
knowledge and skills and they must be reward for applying training.
  Each level influences the other levels.
 Performance Consultant is a training professional responsible for providing solution to
performance problems.
 Canada - Institute for Performance and Learning Competencies:
o Evaluating training
o Assessing performance needs
o Designing curricula
o Designing learning experiences
o Facilitating learning
o Supporting transfer of learning
 Certified training practitioner and certified training and development professional are
designations in Canada.
 United States - ATD Competency Model:
o Change management.
o Performance management.
o Instructional design.
o Training delivery.
o Learning technologies.
o Evaluating learning impact.
o Managing learning programs.
o Integrated talent management.
o Coaching.
o Knowledge management.

Chapter 7

Technology-Based Training Methods

 Technology-Based Training is training that involves the use of technology to deliver training
programs such as web-based training, computerized self-study, satellite or broadcast TV, and
video, audio, or tele-conferencing.
 Traditional Training is classroom training with or without technology use within that setting.
 E-Learning is a specific type of computer-based learning that uses the internet or intranet.
 Instructor-Led Training (ILT) is when an instructor or facilitator leads the training online.
 Self-Directed Learning (SDL) occurs when individuals or groups take the initiative and
responsibility for learning and managing their own experience.
 Multimedia Training Program is computer-based training that includes text, graphics,
animation, audio, and video.
 Online and Distance Education involves the use of a computer and the internet to deliver
education content and courses.
 Massive Open Online Courses (MOOCs) are courses that are available on the internet and are
usually free and have open enrolments.
  Electronic Performance Support Systems (EPSS) is a computer-based system that provides
access to integrated information, advice, and learning experiences to improve performance.
 Knowledge Sharing involves providing task information and know-how to help and collaborate
with others to solve problems, develop new ideas, or implement policies or procedures.
 Communities of Practice are groups of employees who share similar concerns and problems and
meet regularly to share their experiences and knowledge, learn from one another, and identify
new approaches for working and solving problems.
 Web 2.0 refers to internet tools that enable communicating and sharing information and
knowledge.
 Generative Learning is a self-initiated and learner-controlled form of collaborative learning in
which individuals in a social network share ideas and information, and in the process solve
problems and create new knowledge.
 Microlearning is giving small amounts of bite-sized chunks of focused information to meet a
specific learning outcome.
 Synthetic Learning Environments (SLEs) refers to technology based training media that
augment, replace, create, and/or manage a leaner’s experience with the world by providing a
realistic content with instructional features.
 Gamification is the use of game mechanics and elements from video games to engage and
motivate employees in the workplace.
o Should include a story that provides the context and includes characters and settings
that are relevant to trainees.
o Parameters that indicate the basic framework and rules for the game
o Rewards that highlight and recognize player achievement.
 Adaptive Learning tailors and adjusts training content and material to the specific needs of
trainees, that they may focus on what they need to focus on.
 Personalization is making the training conversational rather than formal.
 Learner-Controlled Practice Difficulty is the extent to which trainees have control over the level
of difficulty of practice opportunities during a training program.
 Adaptive Guidance is an instructional strategy to assist trainees in making effective learning
decisions.
 Technology based training has advantages for the trainees and the organization.

Chapter 8

Training Delivery

 Lesson Plan is the blueprint that outlines the sequence of activities that will take place in the
training program.
o Lesson is a cohesive unit of instruction with a specific learning objective.
o Lesson plan should focus on what the trainee will be doing.
o Should reflect interaction of content, sequence, trainer, trainee, and the norms of the
organization.
 Trainer Expressiveness is the degree to which a trainer uses linguistic devices and is physically
animated.
 Seductive Details is entertaining and interesting information that is irrelevant or only
tangentially related to the training material.
 Trainability Test measures an individual’s ability to learn and perform training tasks in order to
predict whether an individual will successfully complete a training program.
 Training Plan indicates who in an organization needs training, the type of training, and how the
training will be delivered.
 Training Administration involves the coordination of all the people and materials involved in a
training program.
 Ethics is the use of systematic thinking about the moral consequences of one’s actions and
decisions on various stakeholders.
 Learning Climate is the climate that is conducive to learning and consists of pre-arrival factors,
greeting participants, the learning facility/environment, and the trainer’s style and behaviour.
o Pre-arrival Factors – Can include contacting trainees prior to training, pre-work readings,
assignments, etc.
o Greeting Participants – Make trainees feel welcome by greeting or providing coffee etc.
o Learning Facility/Environment – Setup of the room, lighting conditions, etc.
o Trainer’s Style and Behaviour – Introduction to trainer, information about program, etc.
standing and sitting during training, interaction with trainees, etc.
 Events of Instruction are external events that are designed to help learning occur.
 Gagne’s Nine Events of Instruction:
o Gain Attention – Draw trainees into the learning process such as by starting with a
thought-provoking question.
o Describe Objectives – What is expected to be learned in the training program.
o Simulate Recall of Prior Knowledge – Help trainees connect to what they already know
and build from there.
o Present Material to be Learned – Organization of the material is important.
o Provide Guidance for Learning – What way is best for trainees to learn material. The use
of examples, questions, and discussion should help guide trainees toward the main
learning points.
o Elicit Performance Practice – The opportunity to practice training material.
o Provide Informative Feedback – Trainees should receive feedback on performance
during training.
o Assess Performance – Test trainees after modules before moving on to new modules.
o Enhance Retention and Transfer – Apply learning to actual situations the trainees will
encounter.
 12 common training programs:
o Fear – lack of confidence and anxiety when delivering the training program.
o Credibility – Perception that credibility is lacking from trainees.
o Personal experiences – Lack of stories that can be relatable.
o Difficult learners – How to handle problem trainees.
o Participations – Difficulty getting trainees to participate.
o Timing – Trouble pacing the training.
o Adjusting instruction – Meeting the needs of the trainees.
 o Questions – Difficult using questions effectively and responding to difficult questions.
o Feedback – Unable to read trainee’s feedback.
o Media, materials, facilities – Concern in how to use supplemental supports.
o Opening, closing techniques – Icebreakers, intros, etc.
o Dependence on notes – Feeling too dependent on notes.

Chapter 12

Training Programs

 Orientation Training – Programs that introduce new employees to the job, the people they will
be working with, and the organization.
 Essential Skills Training – Program designed to provide employees with essential skills required
to perform their job.
 Technical Skills Training – Training in specific job related skills that all employees need to
perform their jobs.
 Non-Technical Skills Training – Training for soft skills required to interact with each other.
 Information Technology Training – Training in computers and computer systems.
 H&S Training – Programs that educate employees in safe work methods and practices and how
to recognize hazards in the workplace.
 Total Quality Management – Systematic process of continual improvement of the quality of
products and services.
 TQM Training – Team training and training in the use of statistical tools that are used for
problem solving and decision-making processes.
 Team Training – Programs designed to improve the functioning and effectiveness of teams in
communication and coordination.
o Focuses on task-work skills – skills required to perform team tasks – and teamwork skills
– communication with the team.
o Crew Resource Management Training – Teaching the use of all available resources,
people, information, and equipment, in a team environment to accomplish a goal.
 Sales Training – Programs designed to upgrade sales professionals skills and help them with new
competitive challenges.
 Customer Service Training – Provides employees with interpersonal and customer service skills.
 Sexual and Racial Harassment Training – Training programs designed to educate employees
about sexual and racial harassment and the organization’s policies and procedures regarding
sexual and racial harassment.
 Ethics Training – Programs that educate employees about the organization’s values and ethical
policies on making ethical decisions.
 Diversity Training – Programs designed to address differences in values, attitudes, and
behaviours of people from different backgrounds.
 Cross-Cultural Training – Programs for developing individuals working overseas.
 Training Rigour – The degree of mental involvement and effort that must be expended by the
trainer and the trainee in order for the trainee to learn the required concepts.
  Health and Wellness Training – Programs that educate employees on how to improve their
health and lifestyle.

Chapter 9

Transfer of Training

 Transfer of Training is the generalization of knowledge and skills learned in training on the job
and the maintenance of acquired knowledge and skills over time.
o Generalization refers to the use or application of learned material on the job.
o Maintenance refers to the use or application of learned material on the job over a
period of time.
 Generalization is the application of training, maintenance is if the application
improves or becomes worse over time.
o Transfer can be:
 Positive is application of new knowledge and skills.
 Zero is the training made no difference.
 Negative is the training had a negative effect on trainees.
 Near in which situations at work are similar to training.
 Far in which situations are different from training.
 Horizontal is when the transfer of knowledge and skills is across the same level.
 Vertical is when the transfer of skills is upward towards the organization.
 Horizontal transfer is necessary for vertical transfer.
 60 to 90% of what is learned in training is not applied to the job.
 Supervisor Support is the extent to which supervisors reinforce and encourage the use of
learning on the job.
 Baldwin and Ford’s model of the transfer of training process:
o Training Inputs – Trainee characteristics, training design, and work environment.
o Training Outputs – Learning and retention.
o Conditions of Transfer – Generalization and maintenance.
 Training inputs have a direct influence on training outputs.
 Training inputs, aside from design, and outputs have direct influence on
conditions of transfer.
 Trainee Characteristics are the capabilities, personality traits, motivational factors, values and
interests, attitudes and emotions, and perceptions.
 Motivation to Transfer is the trainees intended efforts to use on the job skills and knowledge
learned in training.
 Identical Elements involved providing trainees with training experiences and conditions that
closely resemble those in the actual work environment.
 General Principles is the general rules and theoretical principles that underlie the application of
training knowledge and skills.
 Stimulus Variability is providing trainees with a variety of training and stimuli experiences, such
as multiple examples of a concept or practice experience in a variety of situations.
 Pre-Training Environment is about sending messages from management about the importance
of training.
o Management:
 Decide who is to join the program.
 Readiness to Learn/Trainability refers to the extent to which an individual has
the KSAs and motivation to learn the training content.
 Readiness to Learn and Trainability = Ability x Motivation x Perceptions
of the Work Environment.
o Trainer:
 Ensure alignment with ISD.
 Meet with supervisors to discuss training objectives.
 Outline what supervisors expect from trainees.
 Ensure trainees have all prerequisite courses and materials.
o Trainee:
 WIIFM – What’s in it for me?
 Valence is the beliefs about the desirability of outcomes obtained from training.
 Do pre-training exercises.
 Learn about the objectives.
 Post-Training Environment can encourage, discourage or prevent employees from applying new
knowledge and skills.
o Management:
 Ensure employees have immediate and frequent opportunities to practice what
they learned.
 Reward and recognize those that transfer skills.
o Trainer:
 Conduct field visits to observe training transfer.
 During training transfer of training strategies:
o Management:
 Show support for training by attending training.
 Performance Contract is a statement that is drafted by the trainee and the
trainer jointly near the end of a training program.
o Trainees:
 Begin with positive attitude and motivation to learn.
 Training Transfer Climate refers o characteristics in the work environment that can either
facilitate or inhibit the application of training on the job.
 Transfer of Training Interventions are interventions provided at the end of a training program
to facilitate the transfer of training.
o Relapse Prevention is an intervention that instructs trainees to anticipate transfer
obstacles and high-risk situations in the work environment and to develop coaching
skills and strategies to overcome them.
o Self-Management is a post-training transfer intervention that teaches trainees to
manage their transfer behaviour.
o Goal-Setting Intervention teaches trainees to set goals that are specific for using skills
on the job.
  Post-Training Supplements are transfer interventions that take place on the job following a
training program and include booster sessions, self-coaching, and upward feedback.
o Booster Sessions are extensions of training programs that involve a review of the
training material.
o Self-Coaching involves reflecting on one’s performance and setting transfer goals
several weeks following completion of a training program.
o Upward Feedback involves providing trainees with data on the frequency with which
they engaged in the trained behaviours along with written comments from subordinate
on their performance.

Chapter 11

Training Costs and Benefits

 Costing is the process of identifying all the expenditures used in training.

o Direct Costs are costs that are linked directly to a particular training program.
 Trainer’s salary, benefits, equipment rental, course materials, food, travel etc.
 Would not be incurred if the training program was cancelled.
o Indirect Costs are costs that support training activities and are not directly linked to a
particular training program.
 Administrative support, trainer preparation and planning, training materials
sent to trainees, cost of marketing training programs.
 Costs that would still be incurred if the training program were cancelled.
o Developmental Costs are costs incurred in the development of a training program.
 Needs analysis, developing instructional media, design of training materials, etc.
o Overhead Costs are incurred by the training department but not associated with any
particular training program.
 General training function, maintaining training facilities, equipment, salaries of
administrative staff.
 Portion of these costs is to be allocated to each training program.
o Trainee Compensation are the costs of the salaries and benefits paid to the trainees
while they are attending a training program.
 Includes costs of replacing employees while they are in training.
 Cost-Effectiveness Evaluation involves comparing the monetary cost of training to the benefit of
training in monetary terms.
 Cost-Benefit Evaluation compares the cost of training in monetary terms to the benefits of
training in non-monetary terms.
o Includes turnover, absenteeism, customer satisfaction, etc.
 Net Benefit is the estimated value of the benefit minus the cost of the training program.
 Benefit-Cost Ratio is the benefit divided by the cost of the training program.
 Return on Investment (ROI) is a comparison of the cost of a training program to its benefits by
dividing the net benefit by the cost of the training program.
o Benefit – Cost/Cost
  Investing in People is a program that helps organizations with methods and tools to assess the
impact of their training investments.
 Utility Analysis is a method used to forecast financial benefits that result from human resource
programs.
o Effect Size is the difference between employees that are trained and those that are not.
o Standard Deviation of Job Performance is the difference in job performance and the
monetary value of the difference.
o Number of Employees Trained – the greater number trained the greater the utility.
o Time the Training Benefits Will Last – the longer the effects the greater the utility.

o
 Break-Even Analysis is finding the value at which benefits equals costs and utility is equal to
zero.
 ROI and utility calculations makes assumptions and thus is not an exact science.

Chapter 13

Management and Leadership Development

 Management is the process of getting things done, efficiently and effectively, through and with
other people.
 Management development is different from training.
o Management development focuses on people skills – how to improve their workers.
o Relies heavily on experiential techniques.
o Influenced by manager’s personality and preferences.
o Longitudinal and gradual process.
o Strategic significance for organizational survival.
 Management Development is the complex processes by which individuals learn to perform
effectively in managerial roles.
 Three key roles for managers is controlling, organizing, and planning.
 Leadership refers to the individual qualities and behaviours that define and shape the direction
of the organization and that inspire others to pursue that direction in the face of obstacles and
constraints.
 Day to day activities include interpersonal, informational, and decisional activities.
 o Interpersonal Roles – Relationships the manager develops with other people.
o Informational Roles – Monitors the environment to accumulate information pertinent to
the attainment of organizational goals.
o Decisional Role – Entrepreneur for change in the unit.
 Functions of Management is controlling, organizing, and planning (COP).
o Controlling – Ensure that members are contributing positively to organizational goals.
o Organizing – Establish systems that ensure the efforts are coordinated and organized
effectively and efficiently.
o Planning – Defining objective and developing goals for the organization, departments, or
units for which the manager is responsible.
o Leading – Influencing the actions of others such that the actions are coordinated to
produce the desired outcomes.
 Transactional Leadership refers to the style in which leaders make clear to the followers the
behaviours and attitudes that are associated with rewards and punishment.
 Transformational Leaders influence their followers by inspiring them into engaging wilfully in
the attainment of goals.
o Charismatic leaders present an idealized vision, an overarching gaol and can convince
their followers that the vision can be achieved.
o Important personal traits are self-confidence and unconventionality.
 Important managerial skills:
o Human relation skills
o Competitiveness and control
o Entrepreneurship and innovation
o Order and rationality
 Emotional Intelligence is the ability to manage your own and other’s emotions and your
relationship with others.
o Self-Awareness – Being aware of oneself and understanding one’s own emotions.
o Self-Control – Managing and regulating one’s emotions that arise from encounters and
events.
o Motivation and Drive – Channelling emotions and energies in support of one’s goals.
o Empathy – Reading and recognizing the emotions of others and responding
appropriately.
o Interpersonal Skills – The ability to manage interactions with others effectively.
 Models of Management Skills:
o Initial skills assessment – Self-awareness of their own skills and weaknesses.
o Skill acquisition – The reason for and the principles for learning.
o Skill practice – Practice builds self-efficacy.
o Skill application on the job – Applying the skills learned on the job itself.
 Error Management Training is not useful if you’re just reproducing what you’ve learned in
training – it’s useful for generalizing and learning from mistakes.
 Conceptual Skills
o Problem Solving and Decision Making
o Planning Skills
 o Performance Management and Goal Setting
 Technical Skills
o Including how to use excel or attending conferences to learn new medical procedures
for doctors.
 Interpersonal Skills
o Communication
o Managing Conflict
 Avoidance, accommodation, forcing, compromise, and collaboration
o Managing Stress
 After Event Reviews are formal structured debriefs after a training to ensure the right elements
were learned.
 Three general approaches towards management development
o Management Education Programs – Broad range of managerial knowledge and general
conceptual skills.
o Management Training Programs
o On-the-job management development
 Management Training refers to training programs that involve activities and experiences
designed to develop specific, immediately applicable managerial skills.
 Common on-the-job management development programs include job rotation and coaching.
 Coaching is one-on-one individualized and structure learning experience in which a more
experienced and knowledgeable person helps another person develop insights and techniques
pertinent to the accomplishment of their job.
o Goal orientation
o Challengers
o Person-focused

Chapter 10

Training Evaluation

 Training and development is to improve technical competencies, modify attitudes, and modify
behaviours.
 Training Evaluation is a process designed to assess the value – the worthiness – of training
programs to employees and to organizations.
 Barriers to training are pragmatic and political.
o Costs some money, even though it is very little, to do evaluations.
o How can the person conducting the training also evaluate? Ethical issue.
 Types of training evaluation:
o Data Collected – Evaluations differ with respect to the type of information that is
gathered.
 Training perceptions, psychological states, information about the work
environment.
o Evaluation Purpose
  Formative Evaluation is to provide data about various aspects of a training
program. Find out value of the training materials and process.
 Summative Evaluations provide data about the worthiness or effectiveness of a
training program. Usually a cost-benefit analysis.
 Descriptive Evaluations provide information that describes the trainee once
they have completed a training program.
 Casual Evaluations provide information to determine whether training cased
post-training behaviours.
 Models of Training Evaluation:
o Kirkpatrick’s Hierarchical Model:
 Uses four fundamental levels to assess training. The training program is effective
when:
 Trainees report positive reactions to the program – Level 1 = reactions.
 Trainees learn the training material – Level 2 = learning.
 Trainees apply on the job what they learn in training – Level 3 =
behaviours.
 Training has a positive effect on organizational outcomes – Level 4 =
impact or results.
o COMA Model:
 Involves the measurement of cognitive, organizational, motivational, and
attitudinal variables.
 Cognitive variables refer to the level of learning the trainee has gained.
 Organizational variables refers to the cluster of variables that are
generated by the work environment and that impact transfer of
training.
 Motivation refers to the desire to learn and to apply the learned skill on
the job.
 Attitudes refers to individual’s feelings and thinking processes – self-
efficacy, perceptions of control, and expectations about self and the
environment.
 Focuses on analysis of the factors that affect transfer.
 Does not require on-the-job behaviours for evaluation.
 Requires the person to list the trained skills.
o Decision-Based Evaluation Model:
 Training evaluation model that specifies the target, focus, and methods of
evaluation.
 It invites evaluators to custom fit their evaluations to the requirements of the
situation.
 Target of the evaluation.
 Focus of the evaluation.
 Methods appropriate for conducting the evaluation.
 Focuses on trainee change, organizational payoff, and program
improvement.
 Variables measured in training evaluation:
o Reactions
 Satisfaction with instructor, the training process, the materials, the course
structure, the assessment process, the utility of the training.
 Affective Reactions assess trainees’ likes and dislikes of a training program.
 Utility Reactions assess the degree to which trainees perceive the training
program to be useful.