13 Training and Development

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Training and Development

MHR 3200Dr. Larry InksDepartment of Management and Human ResourcesFisher College of BusinessThe Ohio State University


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Linkage to Earlier Class Topics

Training Basics and Training vs. Development

Important training issues, concepts, vehicles, etc.

Coaching and Mentoring

Experiential Development

Overview


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Development

Helps organizations achieve their strategic and tactical objectives

Is a major way to influence an organizations culture

Facilitates an organization becoming more effectively global in nature

Is strongly related to motivation, job satisfaction, engagement, etc.

Is an obvious action that can help improve performance (both individual

and team level)

Helps build critical skills for success (e.g., leadership skills, etc.)

Helps an organization build a culture of continuous learning/improvement



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Training vs. Development


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The Larger Context--Development

1) Evaluate current effectiveness and contribution

2) Identify areas of strength and weakness

3) Determine best mix of development actions

- Fix any derailers or fatal flaws that will cause you to fail

- Identify other development needs/issues (e.g., information)- Develop ways to improve existing strength areas

(go From Good to Great)

- Use both direct and indirect development

4) Execute development plans/action

- Address both strength and need areas

- Be thoughtful and introspective and learn from the experience

This broadened approach will lead to greater success


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A Variety of Approaches to Development

On the Job/Experiential

- Start something new

(new system, product or

service, etc.)

- Managing new projects

- Serve on a task force

- Lead a task force/ team

- Improve a process/product

- Take a new assignnment

(temporary or permanent)

Working with Others

- Model the behavior of

those who excel in the

need area

- Interview role model(s)to find out what they

do, tips, etc.

- Ask role models to serve

as informal mentors

- Ask for feedback from

others

- Build relationships with

customers

Formal Programs,Books, etc.

- Workshops, training

courses

- Formal education (e.g.,college classes,

executive education,

etc.)

- 360 feedback

- Books, articles, manuals


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Need to Invert the Typical Training Pyramid

10%

20%

70%

10%

20%

70%

Typical Training

Approach

Better, More Balanced

Approach

Formal

programs,

books, etc.

Working with

others

On the job/

experiential


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Definition of Training:A planned effort to facilitate the learning of job-relatedknowledge, skills and abilities by employees.

Planned and formal vs. informal

Specific learning objectives

Some typical examples of traditional training programs- Time Management- Project Management- Presentation Skills- Customer Service Skills- Planning and Organizing- Finance for Non-Financial Managers

Training Basics


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TrainingCurrent

Tactical

Low

Success in

current job

Required

Traditional Training vs. Development

DevelopmentFuture

Strategic

High

Success in current and

Future jobs

Voluntary (generally)

Focus

Tactical vs.

Strategic

Use of Work

Experiences

Goal

Participation

Distinction becoming more fuzzy as training becomes more strategic


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P=A x M x O: Performance = Ability x Motivation xOpportunity

Needs Assessment

Continuous learning

Transfer of training

Return On Investment (ROI) and Return On Mission (ROM)

RFP: request for proposal

Some Important Terms/Issues for Consideration


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Classroom

Computer-based (CBT)

Audiovisual (e.g., DVD, videotape, etc.)

E-learning

On the Job Training (OJT), Action Learning, etc.

Experiential

Simulations, Games, etc.

Case Studies

Podcasting

Different Types of Training Methods


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When going through training, people should:

Know why they should learn

Get training content that is meaningful to them

Have the opportunity to practice

Be given feedback on their performance

Be given a variety of ways to learn (observing, experience, etc.)

Be given help/frameworks for committing information to memory

Have a training program that is smooth and well-coordinated

Creating a Good Learning Environment

Bad training is just painful; dont need to give Dilbert more examples


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Opportunity to use/apply learnings and new skills

Climate (e.g., supportiveness) for transferring learning

Technological support

Manager/supervisor support

Peer/coworker support

Self-management skills

Reinforcement (e.g., compensation, other rewards)

Issues Related to Transfer of Training


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Selling the program to senior leadership

Getting a senior leader(s) to champion the program

Who participates? Individuals and/or teams?

Voluntary vs. required?

In what order? Senior to lower-level?

How/when/where/how long to schedule?

Internal or external facilitators?

Who pays for the program? Lodging? Travel? Materials?

How to make sure learning can be transferred/applied and/or rolleddeeper into the organization?

Other Important Reality Issues re: Training


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Selling and sponsorship are extremely important

Programs should be seen as important (for whatever reason)

Participants get out of it what they put into it

Need to mix it up with different exercises, discussions, etc.

Most people will not want to be spending their time in trainingyour

goal should be to have them walk out thinking it was a great use of

their time

Interaction and learning between participants is often as powerful andbeneficial as the material itself

Think through the different ways to deliver training--use technology

effectively, but dont forget the value of personal interaction

Summary Thoughts on Training


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Great Coaches

Challenge individuals to do their best and dont let them give up easily

Set a good example

Care about people and how theyre doing

Provide feedback/performance corrections in private

Want to help others stretch and develop their skills

Make people feel confident in their abilities

Are great listeners and are willing to spend time with others

Are typically straight shooters who give direct feedback

Celebrate successes, even small ones


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Characteristics of Effective Mentoring Programs

Participation is voluntary and enthusiasm is high

Both mentors and mentees are committed to making time for the program

A good mentor-mentee matching process is used

People chosen as mentors have proven abilities to develop others

Purpose of the program and program length are clearly specified

Minimum levels of mentor-mentee contact are specified

Collective group meets regularly (e.g., quarterly) for guaranteed qualitytime, mentor-mentee discussions, development, mentor discussions, etc.

Program is evaluated and changes made as appropriate

Program participants are recognized and/or rewarded


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Success and failure are both possible and will be apparent to others

Requires take charge individual with strong leadership qualities

Involves working with new people, a lot of people, or both.

Creates high levels of personal pressure (e.g., tight timelines)

Requires influencing people, activities over which the person has noformal control.

Involves a large variety of situations, tasks, etc.

It will be watched closely (and assessed) by important individuals.

(next page)

What Makes an Experience Developmental?*

* Source: Center for Creative Leadership


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(continued from previous page)

Requires building a team, starting something from scratch, fixingor turning around a team in trouble, etc.

Is intellectually challenging.

Has a significant strategic element.

Involves interacting with an especially good, or bad, boss.

Has an important element missing (e.g., top management support)

What Makes an Experience Developmental?*


Think through these when contemplating a developmental experience


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Small projects and start ups

Small scope jumps and fix its

Small strategic assignments

Coursework and coaching assignments

Activities away from work

Large leaps in scope and scale

Laterals and/or development moves

Switches (line-to-staff or staff-to-line)

Different Types of Experiential Development*


Can take placein different orcurrent job(development

in place)

Occurs indifferent job


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Small projects and start ups

Small scope jumps andfix its

Small strategic assignments

Coursework and coaching

assignments

Activities away from work

Assignments for Development in Place*


Task force

Plan a meeting or conference Install a new system/launch a new product Follow a product/system through entire cycle

Manage a group of difficult people Deal with a business crisis Supervise cost-cutting/improvement

Propose a new system, product, etc. Study innovation of customers, competitors Write up contingency scenario(s)

Teach a course or workshop Do a self-study project

Coach someone else/receive coaching Study new technical area(s)

Become active in a professional organization Serve with a community agency/join a board


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What Does/Could This Look Like For You?

If your job here at OSU is to develop, what developmentactions could you identify in each of these categories?

- Formal programs

- Learning from others

- Experiential development

The big question: Are you doing everything you can to develop?


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Maximizing Your Experiential Development

Be introspective and aware of the areas in which you want to improve

Make a list of the things you want to improve and keep it handy

(e.g., in a learning logbook)

Ask yourself what can I learn from this? when working on a project,

task force, team assignment, or even from everyday work.

If you dont have a lot of development potential in a job, tasks, etc.,

seek them out elsewhere

On a regular basis (e.g., weekly), take note of things that went well,

things that didnt go so well, learnings you had, and things youll do

differently in the future (vs. things you would have done differently).

Always be thinking How can I improve? and How can what Im

working on/doing help me improve?

Purposeful development is much better than incidental development


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Training Basics and Training vs. Development

Important training issues, concepts, vehicles, etc.

Coaching and Mentoring


Review


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What Questions Do You Have?

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13 Training and Development