NETA ENGAGEMENT
Enriched Instructor’s Manual
to accompany
Prepared by
Steven G. Robinson, Okanagan College
, Table of Contents
Preface to the Enriched Instructor’s Manual......................................................................iv
About NETA.............................................................................................................iv
The Enriched Instructor’s Manual.............................................................................vi
Additional Teaching Resources..............................................................................viii
Chapter 1: The Training and Development Process......................................................C1-1
Chapter 2: Organizational Learning...............................................................................C2-1
Chapter 3: Learning and Motivation..............................................................................C3-1
Chapter 4: The Needs Analysis Process........................................................................C4-1
Chapter 5: Training Design............................................................................................C5-1
Chapter 6: Off-the-Job Training Methods.....................................................................C6-1
Chapter 7: On-the-Job Training Methods......................................................................C7-1
Chapter 8: Technology-Based Training Methods..........................................................C8-1
Chapter 9: Training Delivery.........................................................................................C9-1
Chapter 10: Transfer of Training.................................................................................C10-1
Chapter 11: Training Evaluation..................................................................................C11-1
Chapter 12: The Costs and Benefits of Training Programs.........................................C12-1
Chapter 13: Training Programs....................................................................................C13-1
Chapter 14: Management Development......................................................................C14-1
C15-1
CHAPTER 1
THE TRAINING AND DEVELOPMENT PROCESS
ESSENTIAL OUTCOME
After completing the lesson on this chapter, if nothing else, students should comprehend
that training and development is an integral part of strategic human resources
management (SHRM), be able to describe the key concepts of instructional system design
(ISD), and appreciate how this model forms the foundation for all of the chapters and
lessons that follow.
CHAPTER LEARNING OUTCOMES
By the end of this chapter, students should be able to:
,1. Understand the meaning of the terms performance management, training,
development, and human resource development.
2. Describe the performance management process and the role of training and
development.
3. Describe the benefits of training and development for organizations, employees, and
society.
4. Discuss training and development in Canada.
5. Understand and explain the role of the environmental and organizational context of
training and development and the human resources system.
6. Understand the meaning of strategic human resources management (SHRM), strategic
training and development (ST&D), and high-performance work systems (HPWS).
7. Discuss the instructional systems design (ISD) model of training and development.
KEY CONCEPTS: HOW DOES THIS CHAPTER CONNECT TO THE WORLD
OF TRAINING AND DEVELOPMENT?
1. This introductory chapter provides a context for the field of training and
development as it relates to the Canadian and global economy, to organizational
strategy and effectiveness, and to individual employees. As the vignettes and
examples illustrate, we are all impacted by training in some way virtually every
day—either directly through our work, or through our interaction with someone
whose training (or lack of training) affects our experiences.
2. Training and development is a vital component of the performance management
process, (described on page 5 and illustrated in Figure 1.1), which utilizes
performance goals, feedback, and performance evaluation to direct and manage
employee development. The key concept to reinforce here is that if it is to be most
effective, training should not be viewed as an isolated activity or event; but rather
a carefully constructed part of an ongoing process. Related to this idea, students
should become comfortable with defining the terms training, development, and
human resource development, as described on pages 6 and 7.
3. To provide further context regarding the importance and value of training and
development, students should reflect upon the benefits to organizations (strategy,
effectiveness, employee recruitment and retention), employees (intrinsic and
extrinsic), and society (educated and skilled population and economy and
standard of living). Using the examples and statistics cited, compare and contrast
the priority given to training and development in Canada (several metrics
provided) compared to other countries. This comparison is relevant and important
in the context of a global and increasingly interconnected economy.
4. To reinforce the points above, students should have a good grasp on the overall
context of training and development as shown in Figure 1.2, on page 17. This
diagram illustrates how the external environment and the internal (organizational)
environment influence the Human Resource Management System (HRMS),
, which in turn drives the training and development approaches used to improve
individual and organizational effectiveness.
5. Lastly, emphasis should be placed on the Instructional Systems Design (ISD)
model, as shown in Figure 1.4 on page 22. It is important that students have firm
grasp on this closed-loop model that consists of training needs analysis, training
design and delivery, and training evaluation, which feeds back into the first two
components. It should be made clear that this ISD model forms the basis for the
remainder of the text, and the lessons that will follow.
STUDENT MOTIVATION: WHY SHOULD STUDENTS CARE?
As the introductory chapter, students will likely be surprised by just how big the impact
training has on their day-to-day lives. While they need to understand the greater context
of how training and development contributes to helping organizations compete in a
globalized world, this chapter will help peak their interest and motivation when they can
directly relate training and development to their own experiences as an employee, and as
a consumer of products and services.
For students who are perhaps more interested in other aspects of human resources
management (labour relations, recruitment and selection, or compensation and benefits,
for example), using HRMS to illustrate that training and development does not exist
within a vacuum will definitely help them appreciate the importance of the field of
training and development to prospective HR generalists and specialists alike.
Also for this chapter, student motivation will be increased if you emphasize the
significance of the ISD model and explain how the components of the model form the
foundation for the remainder of the text.
BARRIERS TO LEARNING: WHAT ARE SOME COMMON STUDENT
MISCONCEPTIONS AND STUMBLING BLOCKS?
Students taking a training and development course may have existing biases (positive or
negative) toward training or preconceived notions about training which may affect their
learning. For example, students in a human resources management program who are
planning on specializing in HR functions such as recruitment and selection or labour
relations may see their planned specialty as “core,” and training as “peripheral,” and
therefore of lesser value. At the other end of the spectrum, some students may be drawn
toward potential careers in training and development but may have unrealistic
perceptions about what the role entails because they see only the “glamorous” aspects of
delivering engaging training workshops.
In either case, these biases or misconceptions represent opportunities for excellent
learning moments. The concepts of SHRM and ISD covered in this chapter will help to
dispel these notions by illustrating the important role that training and development plays
Enriched Instructor’s Manual
to accompany
Prepared by
Steven G. Robinson, Okanagan College
, Table of Contents
Preface to the Enriched Instructor’s Manual......................................................................iv
About NETA.............................................................................................................iv
The Enriched Instructor’s Manual.............................................................................vi
Additional Teaching Resources..............................................................................viii
Chapter 1: The Training and Development Process......................................................C1-1
Chapter 2: Organizational Learning...............................................................................C2-1
Chapter 3: Learning and Motivation..............................................................................C3-1
Chapter 4: The Needs Analysis Process........................................................................C4-1
Chapter 5: Training Design............................................................................................C5-1
Chapter 6: Off-the-Job Training Methods.....................................................................C6-1
Chapter 7: On-the-Job Training Methods......................................................................C7-1
Chapter 8: Technology-Based Training Methods..........................................................C8-1
Chapter 9: Training Delivery.........................................................................................C9-1
Chapter 10: Transfer of Training.................................................................................C10-1
Chapter 11: Training Evaluation..................................................................................C11-1
Chapter 12: The Costs and Benefits of Training Programs.........................................C12-1
Chapter 13: Training Programs....................................................................................C13-1
Chapter 14: Management Development......................................................................C14-1
C15-1
CHAPTER 1
THE TRAINING AND DEVELOPMENT PROCESS
ESSENTIAL OUTCOME
After completing the lesson on this chapter, if nothing else, students should comprehend
that training and development is an integral part of strategic human resources
management (SHRM), be able to describe the key concepts of instructional system design
(ISD), and appreciate how this model forms the foundation for all of the chapters and
lessons that follow.
CHAPTER LEARNING OUTCOMES
By the end of this chapter, students should be able to:
,1. Understand the meaning of the terms performance management, training,
development, and human resource development.
2. Describe the performance management process and the role of training and
development.
3. Describe the benefits of training and development for organizations, employees, and
society.
4. Discuss training and development in Canada.
5. Understand and explain the role of the environmental and organizational context of
training and development and the human resources system.
6. Understand the meaning of strategic human resources management (SHRM), strategic
training and development (ST&D), and high-performance work systems (HPWS).
7. Discuss the instructional systems design (ISD) model of training and development.
KEY CONCEPTS: HOW DOES THIS CHAPTER CONNECT TO THE WORLD
OF TRAINING AND DEVELOPMENT?
1. This introductory chapter provides a context for the field of training and
development as it relates to the Canadian and global economy, to organizational
strategy and effectiveness, and to individual employees. As the vignettes and
examples illustrate, we are all impacted by training in some way virtually every
day—either directly through our work, or through our interaction with someone
whose training (or lack of training) affects our experiences.
2. Training and development is a vital component of the performance management
process, (described on page 5 and illustrated in Figure 1.1), which utilizes
performance goals, feedback, and performance evaluation to direct and manage
employee development. The key concept to reinforce here is that if it is to be most
effective, training should not be viewed as an isolated activity or event; but rather
a carefully constructed part of an ongoing process. Related to this idea, students
should become comfortable with defining the terms training, development, and
human resource development, as described on pages 6 and 7.
3. To provide further context regarding the importance and value of training and
development, students should reflect upon the benefits to organizations (strategy,
effectiveness, employee recruitment and retention), employees (intrinsic and
extrinsic), and society (educated and skilled population and economy and
standard of living). Using the examples and statistics cited, compare and contrast
the priority given to training and development in Canada (several metrics
provided) compared to other countries. This comparison is relevant and important
in the context of a global and increasingly interconnected economy.
4. To reinforce the points above, students should have a good grasp on the overall
context of training and development as shown in Figure 1.2, on page 17. This
diagram illustrates how the external environment and the internal (organizational)
environment influence the Human Resource Management System (HRMS),
, which in turn drives the training and development approaches used to improve
individual and organizational effectiveness.
5. Lastly, emphasis should be placed on the Instructional Systems Design (ISD)
model, as shown in Figure 1.4 on page 22. It is important that students have firm
grasp on this closed-loop model that consists of training needs analysis, training
design and delivery, and training evaluation, which feeds back into the first two
components. It should be made clear that this ISD model forms the basis for the
remainder of the text, and the lessons that will follow.
STUDENT MOTIVATION: WHY SHOULD STUDENTS CARE?
As the introductory chapter, students will likely be surprised by just how big the impact
training has on their day-to-day lives. While they need to understand the greater context
of how training and development contributes to helping organizations compete in a
globalized world, this chapter will help peak their interest and motivation when they can
directly relate training and development to their own experiences as an employee, and as
a consumer of products and services.
For students who are perhaps more interested in other aspects of human resources
management (labour relations, recruitment and selection, or compensation and benefits,
for example), using HRMS to illustrate that training and development does not exist
within a vacuum will definitely help them appreciate the importance of the field of
training and development to prospective HR generalists and specialists alike.
Also for this chapter, student motivation will be increased if you emphasize the
significance of the ISD model and explain how the components of the model form the
foundation for the remainder of the text.
BARRIERS TO LEARNING: WHAT ARE SOME COMMON STUDENT
MISCONCEPTIONS AND STUMBLING BLOCKS?
Students taking a training and development course may have existing biases (positive or
negative) toward training or preconceived notions about training which may affect their
learning. For example, students in a human resources management program who are
planning on specializing in HR functions such as recruitment and selection or labour
relations may see their planned specialty as “core,” and training as “peripheral,” and
therefore of lesser value. At the other end of the spectrum, some students may be drawn
toward potential careers in training and development but may have unrealistic
perceptions about what the role entails because they see only the “glamorous” aspects of
delivering engaging training workshops.
In either case, these biases or misconceptions represent opportunities for excellent
learning moments. The concepts of SHRM and ISD covered in this chapter will help to
dispel these notions by illustrating the important role that training and development plays
