CHAPTER 1
INTRODUCTION TO EMPLOYEE TRAINING AND DEVELOPMENT
Chapter One, “Introduction to Employee Training and Development,” discusses why
training and development are important to help companies successfully compete in
today’s business environment. The chapter provides an overview of training
practices, the training profession, and how to design effective training. This chapter
is a basic introductory chapter explaining many of the terms used in the area of
training and development. The chapter begins with a discussion of how companies
such as Jiffy Lube International, Seattle City Light, Blue Cross, Blue Shield,
Scotiabank Group, and U.S. Airways Group used training to improve their
competitive advantage in the marketplace. The terms training and development are
defined, and the various forces such as globalization, workforce demographic
changes, new technologies, the changing roles of leadership, rapid development of
knowledge, and development of e-commerce are explained. The importance of
training and development in today’s organizations, and today’s global market is
discussed, including the immense amount of money invested in training by U.S.
companies. A basic Instructional System Design model (ISD) or the ADDIE model is
introduced, and essential roles and competencies of trainer professionals are
identified. Related training and development Web sites, internet, and e-commerce
examples are discussed at the end of the chapter.
Objectives
1. Discuss the forces influencing the workplace and learning, and explain how
training can help companies deal with these forces.
2. Draw a figure or diagram and explain how training, development, informal
learning, and knowledge management contribute to business success.
3. Discuss various aspects of the training design process.
4. Describe the amount and types of training occurring in U.S. companies.
,5. Discuss the key roles for training professionals.
6. Identify appropriate resources (e.g., journals, Web sites) for learning about
training research and practice.
I. Introduction
A. Competitiveness is the company’s ability to maintain and gain market share
in an industry.
B. Human resource management refers to the policies, practices, and systems
that influence employees’ behavior, attitudes, and performance.
C. Stakeholders refer to shareholders, the community, customers, employees,
and all the other parties that have an interest in seeing that the company
succeeds.
,II. Training and Development: Key Components of Learning
A. Learning refers to employees acquiring knowledge, skills, competencies,
attitudes, or behaviors.
B. 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).
C. 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.
D. 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.
E. Formal training and development refers to training and development
programs, courses, and events that are developed and organized by the
company.
F. 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.
G. Explicit knowledge refers to knowledge which is well documented, easily
articulated, and easily transferred from person-to-person. Examples of
explicit knowledge include processes, checklists, flowcharts, formulas, and
definitions.
H. Tacit knowledge refers to personal knowledge based on individual
experiences that is difficult to codify.
I. Knowledge management refers to the process of enhancing company
performance by designing and implementing tools, processes, systems,
structures, and cultures to improve the creation, sharing, and use of
knowledge.
, III. Designing Effective Training
A. The training design process refers to a systematic approach for developing
training programs.
1. It is based on principles of Instructional System Design, which refers to a
process for designing and developing training programs.
2. The training design process sometimes is referred to as the ADDIE model
because it includes analysis, design, development, implementation, and
evaluation.
3. Regardless of the specific Instructional System Design (ISD) approach
used, all share the following assumptions:
a. Training design is effective only if it helps employees reach
instructional or training goals and objectives.
b. Measurable learning objectives should be identified before the
training program begins.
c. Evaluation plays an important part in planning and choosing a
training method, monitoring the training program, and suggesting
changes to the training design process.
B. Overcoming the Flaws of the ISD Model
1. The ISD model is flawed for the following reasons:
a. In organizations, the training design process rarely follows the neat,
orderly, step by- step approach of activities.
b. In trying to standardize their own ISD method used in the training
function, some organizations require trainers to provide detailed
documents of each activity found in the model.
c. The ISD implies an end point: evaluation.
d. Many companies claim to use an instructional design approach but
dilute its application.
2. The training design process should be systematic, yet flexible enough to
adapt to changing business needs.
INTRODUCTION TO EMPLOYEE TRAINING AND DEVELOPMENT
Chapter One, “Introduction to Employee Training and Development,” discusses why
training and development are important to help companies successfully compete in
today’s business environment. The chapter provides an overview of training
practices, the training profession, and how to design effective training. This chapter
is a basic introductory chapter explaining many of the terms used in the area of
training and development. The chapter begins with a discussion of how companies
such as Jiffy Lube International, Seattle City Light, Blue Cross, Blue Shield,
Scotiabank Group, and U.S. Airways Group used training to improve their
competitive advantage in the marketplace. The terms training and development are
defined, and the various forces such as globalization, workforce demographic
changes, new technologies, the changing roles of leadership, rapid development of
knowledge, and development of e-commerce are explained. The importance of
training and development in today’s organizations, and today’s global market is
discussed, including the immense amount of money invested in training by U.S.
companies. A basic Instructional System Design model (ISD) or the ADDIE model is
introduced, and essential roles and competencies of trainer professionals are
identified. Related training and development Web sites, internet, and e-commerce
examples are discussed at the end of the chapter.
Objectives
1. Discuss the forces influencing the workplace and learning, and explain how
training can help companies deal with these forces.
2. Draw a figure or diagram and explain how training, development, informal
learning, and knowledge management contribute to business success.
3. Discuss various aspects of the training design process.
4. Describe the amount and types of training occurring in U.S. companies.
,5. Discuss the key roles for training professionals.
6. Identify appropriate resources (e.g., journals, Web sites) for learning about
training research and practice.
I. Introduction
A. Competitiveness is the company’s ability to maintain and gain market share
in an industry.
B. Human resource management refers to the policies, practices, and systems
that influence employees’ behavior, attitudes, and performance.
C. Stakeholders refer to shareholders, the community, customers, employees,
and all the other parties that have an interest in seeing that the company
succeeds.
,II. Training and Development: Key Components of Learning
A. Learning refers to employees acquiring knowledge, skills, competencies,
attitudes, or behaviors.
B. 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).
C. 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.
D. 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.
E. Formal training and development refers to training and development
programs, courses, and events that are developed and organized by the
company.
F. 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.
G. Explicit knowledge refers to knowledge which is well documented, easily
articulated, and easily transferred from person-to-person. Examples of
explicit knowledge include processes, checklists, flowcharts, formulas, and
definitions.
H. Tacit knowledge refers to personal knowledge based on individual
experiences that is difficult to codify.
I. Knowledge management refers to the process of enhancing company
performance by designing and implementing tools, processes, systems,
structures, and cultures to improve the creation, sharing, and use of
knowledge.
, III. Designing Effective Training
A. The training design process refers to a systematic approach for developing
training programs.
1. It is based on principles of Instructional System Design, which refers to a
process for designing and developing training programs.
2. The training design process sometimes is referred to as the ADDIE model
because it includes analysis, design, development, implementation, and
evaluation.
3. Regardless of the specific Instructional System Design (ISD) approach
used, all share the following assumptions:
a. Training design is effective only if it helps employees reach
instructional or training goals and objectives.
b. Measurable learning objectives should be identified before the
training program begins.
c. Evaluation plays an important part in planning and choosing a
training method, monitoring the training program, and suggesting
changes to the training design process.
B. Overcoming the Flaws of the ISD Model
1. The ISD model is flawed for the following reasons:
a. In organizations, the training design process rarely follows the neat,
orderly, step by- step approach of activities.
b. In trying to standardize their own ISD method used in the training
function, some organizations require trainers to provide detailed
documents of each activity found in the model.
c. The ISD implies an end point: evaluation.
d. Many companies claim to use an instructional design approach but
dilute its application.
2. The training design process should be systematic, yet flexible enough to
adapt to changing business needs.
