Understanding the Training and Development Process: Key Insights

EDUC 240 NOTES: LESSON 2: THE TRAINING AND DEVELOPMENT PROCESS INTRODUCTION VIDEO: - This lesson will introduce you to the training and development process by emphasizing the crucial role that it plays in promoting an organization’s competitiveness in the global marketplace - A firm’s investments in human capital, through training and development, have the potential to yield dividends for the individual, the organization, and even society at large - After presenting you with some of the basic definitions you will need to get started, one of the first issues we will tackle will be the similarities and di ff erences among key concepts including training, development, knowledge, learning and education - We will then turn our attention to the state of training and development in Canada and in Quebec - We will discuss how the evolution of information technologies, the rapid development of business strategies, the rate of change of products and services, and an aging workforce have all contributed to a need for increased training in the workplace - However, despite this, Canada lags behind its competitors in the training and development of its own employees - The global recession of 2008 and 2009 has caused a sudden surge in unemployment rates and this is also having an e ff ect on training since workers who have been laid o ff may need to update their skills in order to re-enter the workforce, and organizations will often cut their training budgets in times of financial hardship - The federal government has attempted to address this issue in its 2009 budget by allocating over a billion dollars to enhance the availability of training to those in need - You will also learn about a unique piece of legislation that exists in Quebec that rewards organizations who invest in the training of their employees - We will explore the impact of Bill 90, or the “1% Law” as it is more commonly known, now that it has been in e ff ect for over a decade - We will examine training and development as a reflection of the overall business strategy and the environmental and organizational factors that influence it - As a precursor to the lessons that will follow, this particular lesson will conclude with a brief introduction to the process used for the systematic design of instruction - In particular, you will notice that there are three basic stages to the development of training which involve the analysis of the problem, the design and delivery of a solution, and the evaluation of that intervention to see if it was successful at achieving the goals of the training PRE-TEST:

1. Overall, Canadian organizations spend more on training than organizations in the U.S., Europe, Asia and the Pacific. a) TRUE b) FALSE Answer Your answer is correct. 2. Strategy is one of the most important factors influencing training and development. a) TRUE b) FALSE Answer Your answer is correct. 3. One of the intrinsic benefits of training and development is the benefits realized by society. a) TRUE b) FALSE Answer Your answer is correct. Extrinsic (see pages 9-10, Saks and Haccoun, 2010). 4. One of the reasons for the underinvestment in training and development is the perception that training, learning, and development expenditures represent a cost rather than an investment. a) TRUE b) FALSE Answer

Your answer is correct. See page 12 (Saks and Haccoun, 2010). Training is always considered to be the best solution for solving performance problems. a) TRUE b) FALSE Answer Your answer is correct. Training does not solve all performance problems. 6. Training and development can facilitate an organization’s strategy, increase effectiveness, and improve employee recruitment and retention. a) TRUE b) FALSE Answer Your answer is correct. See page 7 in Saks and Haccoun (2010). 7. Performance management is the acquisition of knowledge, skills, and abilities to improve performance in one’s current job. a) TRUE b) FALSE Answer Your answer is correct. This is the definition of training (see page 6 in Saks and Haccoun, 2010).

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*Training and Development is part of a larger system known as human resource development* STUDY MATERIALS: Check This Out: CIA Physical Training: - For this particular exercise what we’d like you to do first and foremost is to look at an example of a type of training in a particular environment and Human resource development is part of a larger system known as training and development. a) TRUE b) FALSE Answer Your answer is correct. It is the other way around (see page 6 in Saks and Haccoun, 2010). Organizational climate relates to the shared beliefs, values, and assumptions that exist in an organization. a) TRUE b) FALSE Answer Your answer is correct. Culture, not climate (see page 19, Saks and Haccoun, 2010). Training is strategic when it is aligned with individual development goals. a) TRUE b) FALSE Answer Your answer is correct.

for a particular target audience and to start thinking about how this would have been put together - In this particular example, you are going to meet Lindsay Moran, an ex- CIA officer (CIA being the Central Intelligence Agency in the US, the ones that house all the spies) - We are going to look at her, she talks about it actually quite freely on YouTube about the training that she went through, both the mental training and the physical training to become a CIA spy - There is a series of videos that are available on Youtube (just watch a few them) - As you're watching them, ask yourself if you were the head of the training and development division of the CIA: • How would you design training for CIA agents? • Just certain target audience? • Certain skills that are going to be required? • How are we going to measure those skills? • How are you going to deliver the training? • How should it be designed? • Who is your target audience? - These are the type of questions that we want you to get used to asking because throughout the course we are going to look at other examples together as we learn how to design training and development, and why it is so important and ubiquitous in different environments - Even though we may not recognize it or see the need for it, throughout the course we will try and hammer home that point as to how important it is to have a proper sequence for setting up training and to be able to measure it to find out if it's effective Listen to expert Lindsay Moran , former CIA spy (1998-2003), author of Blowing my Cover: - QUESTION 1: What types of physical training do CIA officers receive? - 1. Army physical fitness test - 2. Paramilitary training - 3. Defensive driving

- 4. Boating - 5. Hand-to-hand combat - 6. Jump school - Answer: Recruits all had to be able to pass the army physical fitness test before they could go through the paramilitary training, and then it was actually very physically gruelling (some of the trainees were very fit, but others weren’t) - For those who were not fit, the paramilitary training was very difficult - They learned defensive driving, how to man zodiac and speed boats, hand to hand combat and it all culminated with “jump school” where they all became air borne qualified by performing a certain number of jumps out of an airplane - QUESTION 2: Does the physical training help CIA officers in the field? - Answer: - The physical training helped Lindsay to go into her first post physically fit because the job of a CIA spy is a very sedentary job, so if you are starting at the pinnacle of physical fitness, you can at least deteriorate a little bit, which man spies do - The most important element of the physical training and how it helps in the field is that it builds up your confidence and gives you a sense of accomplishment so that by the time you leave the CIA’s training program, and particularly the paramilitary aspect of it, you really feel pretty invincible like there is nothing physically or mentally you cannot do - This really enables you when you go overseas to do that with a tremendous amount of confidence, which is what you need as a CIA agent - QUESTION 3: Do CIA officers continue to be physically fit after training? - Answer: No. The average CIA officer is not particularly physically fit, and this is a hypocrisy that bothered trainees: the fact that they were held to a very high standard and expected to be very physically fit, something that is good for them and that they all wanted but then they would look to their

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superiors and instructors and they were all incredibly out of shape so it was a dismal view into their future as to what would happen to them - QUESTION 4: How difficult is the physical training for the CIA? - Answer: The physical training is pretty difficult. Lindsay was at the best shape of her life when she joined and then got in even better shape as she was going through the training. However, many candidates were not in particularly good shape and it was really a struggle for them even to be able to pass the army physical fitness test - During the paramilitary operations, there is a whole segment where candidates are on their own running through streams, camping out nightly, and you really had to be in your top physical condition in order to be able to do that or to do land navigation (where you navigate a large area on your own with large backpacks on) - If you were not able to keep up and achieve the physical goals they had set for you at the CIA, you would not make it through the training - QUESTION 5: What type of trainees fail during the physical training at the CIA farm? - Answer: Anyone who could not pass the army physical fitness test actually was not allowed to do the paramilitary training. You would not necessarily get kicked out of the program, but there was a stigma attached to that such that if you were physically unable to do it, the instructors made sure everybody knew it, so everyone worked really hard to be able to achieve the physical level that was expected of them - You will get cut from the CIA training program if you make mistakes during the tradecraft aspect of it. So, even the CIA realizes that the physical element, while important personally, isn’t really going to have a lot of impact on your job, whereas the tradecraft aspect is a segment of the course you really have to pass otherwise you are not going to be able to continue in the program

Definitions: HR Management, Performance Management, Training, Development Training is a means to acquire skills that can have an immediate impact in the company whereas Development focuses on preparing the employee for future situations. READ: the Garavan article, "Training, Development, Education and Learning: Different or the Same?" (see Readings section on the left hand menu for the link). Take note of the emphasis on the differences between training, development, education and learning. IMPORTANCE OF TRAINING: THE OCEAN RANGER DISASTER: Human Resource Management is: ▪ The strategic approach to the management of an organization’s employees. ▪ Its objective is to recruit, motivate, develop and retain employees whose performance is necessary for the attainment of the organization’s goals. Performance Management is: ▪ The process of establishing performance expectations with employees. ▪ The design of interventions and programs to improve performance. ▪ Monitoring the success of the interventions and programs. Training is: ▪ The acquisition of knowledge, skills and abilities to improve performance on one’s current job. ▪ A planned effort undertaken by a company to facilitate their employees’ learning of job-related competencies. Development is: ▪ The acquisition of knowledge, skills and abilities required to perform future job responsibilities and the long-term achievement of individual career goals and organizational objectives.

CLIP: OCEAN RANGER REPORT BLAMES EQUIPMENT AND TRAINING: - The Royal Commission on the Ocean Ranger Marine Disaster releases its findings, and says the disaster could have been prevented - The sinking of the ocean ranger was one of Canada’s worst disasters at sea. Today (1983), 2 and a half years and 10 million dollars later, a royal commission says it could have been prevented and 84 crewmen need not have died - The ocean ranger had more than enough strength and stability to withstand its challenge from the sea, but because of some design flaws, sooner or later it was likely to sink - The Royal Commission report draws that conclusion and confirms earlier reports about the chain of events that led to the rig’s sinking: - A broken port hole that caused flooding in the rig’s control room and then improper use of the rig’s panel controlling its stability - The report insists the capsizing and deaths that resulted could have been prevented - It slams the company that owned the rig and the company that leased it for committing acts contrary to law which may amount to negligence - The report says that if crew members were better trained, they could have offset the design inadequacies and prevented the disaster, and once the rig went down, if every man had been protected by a survival suit, there is a real possibility some of them would have survived - The report condemns life saving equipment on the ocean ranger, the same type of equipment still being used on other rigs "Poor training led to Ocean Ranger disaster." Broadcast Date: Dec. 21, 1983 The Ocean Ranger Disaster On February 15, 1982, the largest oil rig in the world, Mobil’s Ocean Ranger, was lost at sea along with its 84 employees, off the coast of Newfoundland. Poor training and sub-par safety gear were blamed for the disaster

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- None of the four lifeboats launched the night the rig sank remained intact, and even 2 and a half years after the event, conditions offshore are not ideal - The royal commission will now turn its attention to the second part of its mandate: holding a series of public hearings on the broader question of offshore safety TRAINING VS. EDUCATION: Training is not education . This is not a training course. It aims to educate you about training Dr. Haccoun defines the terms “training”, “development”, and “education”: - Discussing a bit more on the basic side with terminology, the difference between “training and development” and “training and education”: - First take what education is: Education is a lifelong process. It is delivered in a variety of ways: we are educated when we watch TV sometimes, we are educated when we go to classes sometimes. Education is a broad term that really subsumes everything that involves us learning Education: whereas Training: ▪ focuses on the development of one’s intellect (knowledge acquisition). ▪ deals with learning how to perform specific skills (skill acquisition) ▪ is a way to develop skills that are used for social and economic benefit. ▪ is an individual activity which involves the use of one’s mind

- Development on the other hand has to do with the sequence of specific activities. We develop, for example computer skills. That is, we first learn how to open up a computer and then we learn a number of other things which chain to form a general competency that we have with computers - Development is more of a long process and a sequential process. Training refers more specifically to things. Ex: I will now be trained on how to use PowerPoint, I will now be trained on how to take an interview from a competent interviewer - Training tends to be much more specific, development is a longitudinal process, and the sum of all that is education - Regarding university education, what Dr. Haccoun believes to be the greatest thing about it is that in many many courses you will run across very similar content, in that they tend to be methodological - Methodology is a way of looking at and thinking about things. That is why he thinks university is probably one of the greatest development tools that we have because it teaches us principles and thinking skills. Dr. Schmid compares education, training, and development: - In this course, “introduction to training and development”, training and development are two different things - The difference between training, education, development and knowledge: - This distinction is tough. Dr. Schmid can easily distinguish between education and training: Education as conceived and as practiced, is much broader: - We identify a whole series of core competencies that we feel will be of value to an individual over time: some basic skills like reading and writing, understanding and so forth, how to gain access to information; all the things that we cover in primary and secondary school. To a large extent

also what, from a formal learning standpoint, is offered in CEGEPs, universities and so forth - Training is much more focused, by definition; There are specific objectives that need to be achieved. Training basically scales back that larger educational environment and identifies the competencies that need to be applied in a particular environment. So they are not different in kind but rather different in focus. Training is much more focused - Now development is a complex idea; Development on one hand, from a cognitive standpoint, is something that occurs naturally. Dr. Schmid was talking before about nature and nurture and so forth, that we are pre- wired - We know a lot now from a learning theory standpoint, about how people develop, how people come to understand things over time. Adults can do things very differently from kids. For example, young kids can't engage in formal logic. We develop over time, based on our cognitive growth and so forth - From a training standpoint, if you're dealing with adults we make assumptions about what they are now capable of doing in terms of induction, deductions, synthesis analysis, and so on - If you are talking about professional development that opens up a huge issue. One can make the distinction between professional development in terms of training, and professional development in context - Schmid made reference to the ineffectiveness of workshops, for example. The ability of an individual in a fixed setting to acquire and apply information is extraordinarily limited. We can dump the information out and so forth, but again going back to this whole idea transfer, very little of that actually occurs - In terms of informal learning, the learning that we acquire over time occurs not by design, but rather by virtue of our interaction with the environment. Our self- assessment (he spoke early on about self-efficacy),

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when we understand ourselves to be able to do something, we are motivated to engage in that activity more often and so forth, in a sense that is self-reinforcing - That, in turn, encourages informal learning. We are interested in something, we pursue it on our own, and that could be in the workplace too - In other words, doing our job better, doing it more efficiently, even to the extent that if I do this really well I can start my coffee break earlier, and so forth. In a sense we self-reinforce our Friday in different ways - The idea that informal learning encourages development is critical from a training standpoint - Dr. Schmid has spoken before about increased access to information. More and more people can find out on their own about something, they can ask the colleague in the workplace setting, etc. - We are often reticent to do so, we are expected to be able to either do it or learn it on our own. So providing people with access to that kind of information is in a sense double valuable - First of all, it saves a lot of time, they are not interfering with what other people are doing. They are not constantly asking a colleague either to do something or to explain how to do something but by virtue of them doing it themselves they actually learn - Having somebody else do it for you decreases the likelihood that they're actually going to learn something. Same thing with workshops: - You have got the expert up in front, you are passing on the information but they're not really engaging in it themselves. It is engagement that results in learning, having a person do it on their own or cooperatively is what really leads to a rich and deep learning. Learning that they retain over a long period of time and indeed can transfer

The Benefits of Training and Development: Dr. Haccoun on the importance of Training: - Regarding training and developing in general, why is it so important? And who should be learning about it? - Haccoun can't imagine anybody not being involved in training in some way. Every student that will take this class will have to undergo some sort of training, not only at the university but thereafter - Certainly they will be involved, perhaps they will become training experts in delivery systems, perhaps they will become the managers who will be responsible for budgets of training - But one thing is for sure: Whether or not involved in this, as workers they will invariably have to go through some sort of training and in a repeated way throughout most of their career - Who should learn about training? I would guess pretty much anybody but especially students who will eventually be taking on areas of responsibilities within organizations. It is important for them to understand the principles behind training because they will be personally affected by this - The other thing that we must understand is that training will become increasingly important throughout their career. The reason for this is because most of us will not end up at the job that we started at - We will be changing jobs very frequently and this will imply that to maintain one's employability, you have to maintain your skill level and for that you better understand the principles behind training - This is a trend that, with regards to multiple jobs, we are seeing more and more these days. Fifty years ago it wasn't abnormal to have someone in the same job, when we think about our parents and our grandparents, the

same job all the way through their career and retiring with the same job and these days it's not the case Dr. Richard Schmid discusses the importance of studying all aspects of training and development, shares his experience with the evaluation of fighter pilot training, and defines the term “satisficing.” - Why would one be interested in training and development? - Training and development clearly is at the core of modern society. We talk about knowledge-based economy, etc. - More and more the development of knowledge and skills that is constantly evolving is critical for anyone who is interested in participating in society divided in di ff erent levels, both personal and professional - Understanding how people learn, understanding what motivates people is central to our ability to perform as a society - Within an organization, managers need to understand what provides opportunity for the worker to undertake his or her task to the best to their ability, knowing what kinds of incentives to provide for them and equally importantly, understanding what kinds of support is necessary in order to enable them to do their job - One has to assume that the worker, performer, a child, even in the classroom, is motivated or at least interested in performing to the best of their ability. We will talk a little bit later about issues associated with self-e ﬃ cacy. An individual derives satisfaction by virtue of their view of themselves, their self-reflection of how well they do, and how people react to that - From the standpoint of training and development what we need to do is recognize that the performance of the individual as an individual and within a small group, for example in a team-based environment, or within an organization, is part of a system - And again, we take a systems approach to understanding how people learn. The focus of most learning theories is on the individual but more and more so the theories have evolved to acknowledge the critical importance of the wider setting, how people react to one another, how they see themselves in light of the way that they perform, the kind of feedback they receive, and the kinds of incentives that are provided to continue to improve their performance within that particular context - Dr. Schmid talks about a systems approach to designing instruction (instructional systems design). In particular, when the students will become introduced to

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instructional design they will learn a bit about the history of how it became formalized and its deep history and roots in the military - Schmid himself has some experience in working on training projects in the military in the United States. Regarding that experience: - The work that Schmid did actually (and this is tied in with the evaluation), was that Schmid was particularly responsible for developing the evaluation system for Air Force pilots - One of the things they recognized early on was that the behaviouristic learning theories are grounded in work by individuals like B.F. Skinner - The core of our understanding of learning at that time was a stimulus-response approach to learning, i.e. something happens, we react to it, we get feedback, and we continue - One of the things that the military recognized early on was that breaking learning down into micro-units like that just didn't work, particularly when one worked in complex environments - When we are talking about Air Force pilots for example, they are like managers in corporations and so forth, dealing with extraordinarily complex, fast-paced environments - The decisions they take cannot be looked at in a linear fashion, one thing does not lead to another, does not lead to another. There are a variety variables that come into play at the same time and one needs to evaluate the relative importance of each one of those variables and take decisions very, very quickly - Evaluation was much more holistic than one might have otherwise thought. In terms of performance, we looked at a variety of di ff erent variables occurring at exactly the same time - When a pilot for example was going through a particular maneuver, what we would do from the standpoint of training, was introduce in a sense unexpected variables. Introducing complexity in problems into an otherwise predictable environment is what really leads to learning that is going to transfer - Looking at transfer from a systemic standpoint requires that we look at the nearly di ff erent variables that are likely to occur. If you're in a workplace, for example, it is not just your job that you are doing at your desk. It is your colleague at the next desk, it is your manager who is in a bad mood today and how do you deal with that - There are so many di ff erent factors that come into play: Is the client happy with what you are doing? What are the reactions to the kinds of materials you are dealing with,

and so forth? What kind of feedback you are getting, in a timely fashion. People get frustrated for example and this will directly impact motivation - Do we, as individuals, perform less well by virtue of our interaction with our colleagues, with our access to the information, and so forth? - Going back to this basic notion of a knowledge-based economy, to the extent that we have access to information, to the extent that we can evaluate it (which is increasingly an issue because there is so much information now that we have to sift through the volume of information and select out those aspects which are going to be useful to making decisions) - Learning theories don't deal with that level of complexity in the unified fashion. We really have to deal with information in a context-rich environment. In other words, you look at the circumstances, what the task is, who you are working with, what are the challenges, what are the constraints, what are the a ff ordances o ff ered by the tools you are using and so forth - Learning is extraordinarily complex and in some respects I think of learning as the final frontier. We, in a sense, know more about what is in space and what is going on in the universe than we know what's going on between our ears, the black box - That black box is still very much a black box. We need to recognize that and I guess the last point at this stage is that there are no single right answers to virtually any kind of a problem - There are a variety of di ff erent ways in which problems can be solved and they are resolved, in a sense, at various levels satisfaction - For example, Herb Simon talks about satisficing. In other words, we don't get right or wrong answers in most cases. We satisfice, we find a solution that within a particular context we find to be satisfactory - That is always going to be the case in the workplace environment and in a classroom which is what the teachers are dealing with every single day; the complexity, the di ff erences across children, the moods that they have when they come into the classroom and so forth are constantly variable. So we are satisficing, we are not getting final or correct answers The Benefits of Training and Development (cont’d):

When an organization invests in training and development, not only can it result in a positive effect on its bottom line, but it can also benefit its employees, as well as the society in which it operates. When an organization invests in the training and development of its employees, either by implementing it themselves and/or by providing an environment that fosters it, the benefits reverberate at numerous levels directly and indirectly.

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Training in Canada: Demographics: Aging workforce as baby boomers retire (employee turnover). A) Employee Benefits Intrinsic ▪ Greater knowledge and skills ▪ Higher self-efficacy ▪ Feel more useful ▪ More positive attitudes towards their job and organization Extrinsic ▪ Higher earnings ▪ More marketable ▪ Greater job security ▪ Enhanced promotion prospects B) Organizational Benefits Organizational strategy ▪ Help organizations achieve their short- and long-term goals. Increase organizational effectiveness ▪ Better productivity, fewer errors, fewer accidents, less supervision needed. ▪ Return on investment. Employee recruitment and selection ▪ A company’s training and development program can help recruit new employees, and retain the ones they have. C) Societal Benefits Educated population ▪ Helps to create an educated and skilled workforce. ▪ Provides skills that also serve employees outside of the work environment. Better standard of living ▪ A better-trained workforce is more productive, thereby improving the economy and the standard of living.

• Rate with which workers are leaving the workforce is greater than the ability of new employees to fill that void • Will likely have to rely on immigration • Causing a loss of expertise and knowledge • Greater need for knowledge management initiatives Unemployment Rate in Canada: - 2008: Canada’s economy as well as the ones of most industrialized nations of the world, was mired in a recession: - The world economy had slowed: - Consumers were not spending as much - Businesses were not generating as much revenue - This all resulted in a marked increase in the unemployment rate

- Unemployment rates are used by governments as one way to assess the state of their national economy - The unemployment rate can be a misleading statistic if you don’t understand how its measured - It is a ratio derived by taking the number of people actively seeking work divided by the amount of people that can work (also known as the labour force) - This means that changes in the unemployment rate will not only depend on the availability of work, but also on the number of people who consider themselves as being part of the labour force - With the aging workforce that we have in Canada, it is quite possible that the unemployment rate can drop, not because more people were able to find jobs, but rather the amount of people in the workforce has been reduced because less people are actively seeking employment (e.g., likely due to retirement, as seemed to be the case in November 2013) - How is training and development linked to unemployment rate? - In cases where there is a shortage of available work, training and continuing education are needed to provide opportunities for the unemployed to alter or enhance their skillset in order to take on jobs that they would not otherwise qualify to fill - E.g., an unemployed high school teacher may take courses in finance to work as a portfolio manager at a bank, or in the accounting department at a school board - Another reason for higher demand in training and development is linked to the labour force: - If the amount of people available to work decreases (e.g., due to a higher rate of retirement), this could suggest a workforce gap that has been created by the departure of very experienced workers - It is likely that this gap would then be filled by less experienced workers who will require additional training and professional development to take on these added responsibilities

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- On the flip side, an increase in the number of individuals actively seeking employment will occur because of workers losing their jobs, but it might also be a result of young workers entering the work force, older workers deciding to come back, or an influx of immigrants and other new Canadians who have become eligible to work in Canada - Skills training and specialized development plans are therefore needed to prepare these workers to take their place in the labour force and in doing so, contribute to the national economy - Later in this course we will learn how employers and the government are addressing these needs either through on-the-job or off-the-job training, or through specific programs such as apprenticeships or continuing education opportunities Dr. Haccoun lists some additional driving forces for training and development in Canada and Quebec: - What is driving training and development in Canada and Quebec these days? - One this is globalization: - It is clearly the case that we have to be competing with all respects with all other countries in the world - The other thing is that our economy is shifting: - A basic agricultural resource-based system, it is increasingly moving into not so much industrialization, but certainly service Evolution of Information Technologies ▪ New products ▪ New ways of gathering information ▪ New ways of communicating ▪ New ways to efficiently carry out the tasks of one’s job. This requires constant updating of skills to remain competitive

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- Particularly in Montreal, because of our Bilingualism, that is important - So in service we are competing across the world and when you are competing across the world you better have well- trained people who are able to handle the demands of good service and efficient service as well - The ability to compete really requires of individuals, all individual workers, that they behave creatively on their job - To behave creatively means putting together skills that you have in different ways, but if you have very few skills you cannot put them together in many different ways - You end up essentially having to develop your skills in order to be creative in whatever the job demands will be, both on this job and of course the eventual jobs that people will have Dr. Haccoun suggests that Canada is not faring well compared to the rest of the world with regards to their investment in training and development: - How are we (Canada and Quebec) faring compared to the rest of the world? - To be fair, Haccoun does not think we are doing as well as other jurisdictions: - We don't have a national policy on training, certainly not in the way that the Europeans do - We certainly do not spend as much on the training of our employees as do certainly the Americans but even more so the Europeans - Part of the explanation is that again we have been a resource agricultural society for a long time as opposed to strictly service - As a result, we have never really felt a great need for a lot innovation because this stuff, these types of industries don't change that much - In the industry, in the service sector, of course, there are the changes that happen very rapidly, very dramatically, and in that sense this is

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where our economy is moving and that is where we will eventually move as well - The other reason is that we are also a free enterprise country: - We don't like to intervene directly but this is changing - In particular, Quebec and New Brunswick have been leaders in this area Quebec’s “1% Law” Legislation (Bill 90) was introduced in 1995 to catalyze the stagnant workplace training sector. ▪ “La Loi favorisant le développement de la formation de la main- d’oeuvre.” Law requires the investment of a minimum of 1% of a company’s total payroll on the training of its employees ▪ In cases where the payroll exceeds $1 million CAD ▪ Failure to comply would result in a tax equivalent to the unspent amount ▪ Collected monies are pooled into a common fund used to finance workplace training initiatives throughout the province Results of Quebec’s “1% Law” Over a 6-year span starting in 1997, workplace training in Quebec enjoyed the fastest growth rate in Canada in workplace training ▪ Increased by 57% ▪ Despite significantly narrowing the gap, the province was still below the national average ▪ Training participation among companies was not evenly distributed * Dr. Haccoun talks about the “1% Law” and its preliminary results: - Dr. Haccoun previously talked about Quebec and New Brunswick being leaders in the field of promoting training development in enterprises - How is that done? What is its impact or lack thereof in Quebec and New Brunswick? - In both these jurisdictions the government has started to formulate a national policy or provincial policy

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- What it basically did is it required of organizations in Quebec which have payrolls of larger than 1 million dollars – we are looking at medium-sized organizations – and what is basically stated is that those organizations must spend the equivalent of 1% of their salary mass on training and development - Failure to do that: They will be taxed at 1%, use it for training or lose it, but either way they lose - One of the things that has happened: - Alan Saks and Dr. Haccoun did this study in which they analyzed some data from Statistics Canada in which they looked at over 3,000 organizations in Ontario and Quebec - They asked two questions and one was: Are organizations spending at least one percent of their salary masses on training? The answer is yes for Quebec, not quite for Ontario - But then they went one step further and asked the following question: If an organization spends more on training is it actually more productive and – as defined by profit – is it more profitable? - Well here, unfortunately the result is not all that clear - In fact, they showed that there is very little difference between those organizations that spend a great deal and those that spend very little - Now, there is a number of technical issues that can be raised to explain this result but one interpretation is that one must be careful that throwing money at training may not actually be the simple solution that we thought it might have been at some point - So in Quebec we encourage organizations to spend more than they do elsewhere - The question remains: Are we doing a good job of training and that of course remains an open question at this point Employer Reluctance to Training Investment:

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▪ Employers lack confidence in their specific training needs and how best to organize and provide for it when it is identified ▪ Employers are concerned about employees who take advantage of their training opportunities, and then offer their services elsewhere ▪ Some companies have countered this with “firm-specific” training ▪ Small and medium-sized enterprises lack the economies of scale that make training more feasible for larger firms High Performance Work System: An interrelated system of HR practices and policies which typically includes: ▪ Rigorous recruitment and selection procedures ▪ Performance-contingent incentive compensation ▪ Performance management ▪ A commitment to employee involvement ▪ Extensive training and development programs Workplace training is not an independent activity ▪ It is influenced by a broader organizational and environmental context, and a human resource system

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Context of Training and Development: A) Environmental Factors 1. Laws • Quebec's 1% Law is an example of legislation that has a direct effect on a company's attitude towards training its employees 2. Global competition (and globalization) • International competitors, customers, suppliers and employees require increased cross-cultural awareness training 3. Technology • Employees must be trained in using new technologies if they are to be adopted 4. Demographics • An ageing workforce means that there will be a significant "brain drain" as experienced workers retire. Transferring the know-how to new employees will be a challenge 5. Labour market • Changes in demographics of the Canadian workforce will require adaptations in the amount and type of training required • 6. Economy ▪ The economic downturn of 2009-10 caused higher unemployment and a return to school for many to upgrade their skills in an attempt to find a new job • 7. Change ▪ Trends, new laws, economic changes and other events (external to the company) that affect the organization • 8. Social Climate ▪ Specialized training programs that deal with diversity, security, and stress management are examples of the effects of the social climate on training needs

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B) Organizational Factors 1. Strategy • One of the most influential factors of training and development • The alignment of human resources practices with an organization’s business strategy is called: Strategic Human Resources Management (SHRM) • Training becomes strategic when it is related to the business strategy 2. Structure • Changes in employee tasks and responsibilities due to structural change within the organization • Emphasis on teamwork may require additional training in communication, supervision and cross-training (skills needed to complete all tasks that work team is responsible for) 3. Culture • The shared beliefs, values and assumptions that exist in an organization are referred to as the organizational culture 4. Human Resources Management System • All functional areas of HR work together to create an HR system • Driven by organizational strategy and SHRM • Is what constitutes a High Performance Work System (HPWS) • Leads to a Strategic Model of training and Development Strategic Model of Training and Development Chain Reaction: ▪ An organization’s business strategy has a direct impact on its human resource management (HRM) strategy ▪ The HRM strategy has an impact on the organization’s strategy for the learning and training of its employees ▪ Once a strategy for the learning and training of employees has been identified, this will determine the nature of the training and development programs to design and deliver

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- Sequence: - 1. Business Strategy - 2. HRM Strategy - 3. Learning and Training Strategy - 4. Training and Development Programs Instructional Systems Design (ISD) Model - Designing and developing instruction is by no means a sporadic event - There is a science that is involved in the proper design and development of all instructional materials - Just as you see in this course and in other courses you are taking, there is a science involved in putting these types of ventures together - We are going to see a couple of examples when it comes to Instructional Systems Design and how there is a systematic approach to designing instruction - This is going to serve as our basis for the next few lessons where we look in more detail at the individual steps that are involved - A basic set-up of the main components that are involved in designing instruction: - First, we need to analyze the needs of the learners: - If its in a workplace that might involve what kind of training would be needed in order to improve particular skills or performance or change behaviors or attitudes - In there we would also analyze the individual’s needs, their current skills and where they should be – so a performance gap on that end, and individual task that needs to be performed. That is a part of a needs analysis - Once you are able to get results from the analysis, that's what should govern the establishment of your training objectives and that's where you get into the design of the instructional content - You look at the content that is needed, the methods that are going to be used, and how the content is going to be delivered to the individuals - You are going to be looking at assessment strategies to see if the instruction was absorbed, whether it is through testing or whether it is through observation - That is going to take the major part of the second big chunk of the design of training

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- But once the training has been implemented and given to the individual, you also want to be able to evaluate the individual and evaluate the performance - And that is when you establish your criteria - So again, establishing the tests and also evaluating if the instruction was successful - Did it close the gaps that where identified in the needs analysis? - And that is where you go back into the cycle to redesign, to adjust, and to perfect the training experience in order to get the results that you want - We will next be introduced to particular models, including the Dick and Carey Model - We will also learn about the ADDIE model: - ADDIE is an acronym for Analysis, Design, Development, Implementation, and Evaluation - That is the basic structure (exactly the same as you see with the Analysis – Design – Delivery – Evaluation but its fleshed out a bit more) - It is a standard that is used throughout the education world when it comes to designing instruction - We are going to look in more details on how to do a needs analysis and how we are going to design and deliver instruction, and how we evaluate it - These really are the main components of designing proper instruction and in a sense, designing training A rational and scientific model of the training and development process consisting of: Training needs analysis Training design and delivery Training evaluation

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Popular Instructional Design Models: The Dick and Carey Instructional Systems Design Model: Popular Instructional Design Models (cont’d): Training that is aligned with the business strategy is created using an instructional design process. Benchmarks against other companies are known as high-leverage training . There are several prescriptive design models. There is no consensus as to which is preferred. Some design model examples are: ARCS Component Display Theory Dick and Carey (see below) Elaboration Theory Etc.

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The ADDIE Process: - Here we are really talking about what some would think about as a linear process but some will also see it as a cyclic one - When you come into a situation where a problem has been encountered, it is not always an instructional solution that will solve the issue - The first thing you need to do is analyze the situation, we produce a needs analysis: - You go into the environment, you interview the client, interview the administrators, you interview the people who are involved and you look at the situation - For instance, do they have access to computers? What kind of internet access do they have? What are their computer skills? What is the age group, gender, the environment that they have, what kind of support do they have within the environment that they are in, the business that they are in? - All this goes into factoring how we are going to design an intervention - Now, like I said, the intervention might not be necessarily an instructional one but if it is, that is where setting instructional objectives comes in, that is where deciding what kind of medium we are going to use comes in: - Is going to be on-the-job training, off-the-job training and so on. Instructional design is sometimes referred to as the ADDIE process : 1. A nalyze the situation (learners, content, resources, environment) 2. D esign the instruction (objectives, method). 3. D evelop the learning material (content, multimedia, resources). 4. I mplement the training (face-to-face, online, blended delivery). 5. E valuate the outcome (make changes if necessary).

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- Then we go to the development of the materials: developing with programmers, developing with instructional designers, developing with the content matter and subject experts - We then implement (that is the ‘I’ of the ADDIE): - We implement the solution, the training program with evaluations, we assess the individual, and then act again we evaluate the program as a whole - There is formative evaluation which goes on with beta testing, which goes on during the implementation phase, and there is summative evaluation which happens at the end - That is usually the smiley sheet if you will - We will also learn about the return on investment in the evaluation section of this course - When you evaluate, you come to a conclusion with regards to the implementation that you did - Do we need to go back and redesign, do we need to go back and tweak it and that is where the cyclic process comes in and the refinement of the training solution - That is the ADDIE process in a nutshell and we will see it in other models in Instructional Design: - You look at the Dick and Carey Model which has the same type of elements that are involved in there but more refined and with more emphasis on and training in this aspect - We will also see other models that are out there that will have the same concerts on the ADDIE Cyclic ADDIE Model:

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Linear ADDIE Model: Key Points: To fully understand the concepts covered in this lesson it is important to have acquired a solid background on a number of key points such as: ▪ Training and development has benefits for the employee, the organization, as well as society as a whole

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▪ Overall, Canadian businesses have not fared well in the training of their employees ▪ Demographic shifts in the Canadian workforce, in addition to other environmental and organizational factors, will increase reliance on training ▪ The government of Quebec introduced special legislation to penalize companies that did not invest in the training and development of its employees (the “1% Law”) ▪ Training and development works in the context of a larger system (HPWS) ▪ The instructional systems design (ISD) model is a systemic approach to the creation of training and development practices Practice Quiz: - Steps of the ISD model in the correct order: - 1. Needs Analysis - 2. Training Design and Delivery - 3. Training Evaluation - Definitions: - Formal Education: Imposed and specified curricula - Learning: Learning how to learn, values, attitudes relevant to work - Training: Knowledge, skills, and attitudes relevant to a specific job - Informal Education: Life experience provides basis for education - Development: Interpersonal, intrapersonal, and life skills - According to time scale: - Learning: - Training: - Development: continuous - Informal Education: - Formal Education: POST-TEST:

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1. What did Québec do to fight the apathy of Canadian organization’s not wanting to invest in training? a) Companies with payrolls over $1 million would have to spend 1% in training, otherwise pay a payroll tax b) Companies would have 3 years to build up their investment in training to the Canadian average c) Companies must use accredited training bodies and spend at least $100 000 d) Companies that apply for payroll funding can earn tax credits 2. Some of the key environmental factors that drive human resources and training and development are global competition, the labour market, and change. What is the fourth item that affects these things? a) Ecology b) Technology c) Legislation d) Competitors Answer Your answer is correct. See page 17 in Saks and Haccoun (2010). Why does Delta Hotels and Resorts have a retention rate of 89%? a) Because of its on-going training b) Because of its employment benefits c) Because of its compensation plan d) Because of its trainees’ increased skills Answer Your answer is correct. See page 9 in Saks and Haccoun (2010).

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6. What is the concept that includes an interrelated system of HR practices and policies that usually includes rigourous recruitment and selection procedures, performance-contingent incentive compensation, performance management, a commitment to employee involvement and extensive training and development programs? a) HPWS b) ISD c) SHRM d) eHRM Answer Your answer is correct. See page 20 in Saks and Haccoun (2010). 8. Although the Conference Board of Canada found that one in five organizations invest more than 3% of payroll in training, many organizations do not consider training to be a high priority. Why are organizations not investing in training? a) Training is linked to an organization’s success b) Organizations view training as an investment rather than a cost c) Canadians do not care about how competitive they are d) Training is first to go when there are cuts to discretionary spending Answer Your answer is correct. See page 12-13 in Saks and Haccoun (2010).

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9. One study revealed that Canadian employers are not leaders in training and development. According to this study, what percentage of adult workers participate in job-related training? a) 10% b) 20% c) 30% d) 40% Answer Your answer is correct. See page 11 in Saks and Haccoun (2010). What is the concept that includes the shared beliefs, values, and assumptions that exist in an organization? a) Vision b) Organizational climate c) Organizational culture d) Mission Answer Your answer is correct. See page 19 in Saks and Haccoun (2010).

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In a needs analysis, there are three levels including an organizational analysis, and a person analysis. What is the third level of analysis a) Divisional analysis b) Unit analysis c) Trend analysis d) Task analysis Answer Your answer is correct. See page 21 in Saks and Haccoun (2010). Which of the following is NOT a benefit of training and development? a) Facilitate organizational strategy b) Increase HR effectiveness c) Link business strategy to organizational strategy d) Improve employee recruitment and retention Answer Your answer is correct. See page 7 in Saks and Haccoun (2010).

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Studies have shown that companies that invest in training their employees will have higher revenues and profits. What else do these studies show that demonstrate the effectiveness of training? a) Cost-benefit analysis b) Productivity c) Trend analysis d) Link to strategy Answer Your answer is correct. See page 7 in Saks and Haccoun (2010). What is the concept that looks at the process of establishing performance expectations with employees, designing interventions and programs to improve performance, and monitoring the success of interventions and programs? a) Performance management b) Balanced scorecard c) Process measurement d) Training development Answer Your answer is correct. See page 5 in Saks and Haccoun (2010).

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What is the concept that studies the acquisition of knowledge, skills, and abilities required to perform future job responsibilities? a) Knowledge management b) Training c) Human capital d) Development Answer Your answer is correct. See page 6 in Saks and Haccount (2010).

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EDUC 240 Lesson 2 T&D Process Notes

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