CH-1-2 The Training and Development Process – Managing Performance through Training and Development : Chapter Notes

This Document Contains Chapters 1 to 2 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 After reading this chapter, you should be able to: • explain the differences between performance management, training, development, and human resource development and how they are related • discuss the role of training and development in the performance management process • explain how training and development benefits organizations, employees, and society • explain why some organizations invest more than others in training and development • discuss the context of training and development and the relationships between the different factors • explain the instructional systems design (ISD) model of training and development and its implications for the training and development process 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 6 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 8 and 9. 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 1.3on page 20. 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 1.5on page 26. 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 explain Training and Development as part of an integrated system helps to illustrate that training and development does not exist within a vacuum. This vital point will definitely help students appreciate the importance of the field of training and development and appeal 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 in strategic human resources management, and by showing that delivery of training is only one aspect of the instructional systems design process. ENGAGEMENT STRATEGIES: WHAT CAN I DO IN CLASS? This section contains suggestions for engaging learning activities which can supplement or replace those found in the Lecture Outline. 1. As this is likely the first meeting of the class, during the first 10 minutes use the major lesson theme of training to help set the tone for creating an effective training (learning environment). Using either a “think-pair-share” approach or an “image map” handout (a page with random clip art images students can use as representative symbols), ask students to identify things that to them represent an effective training and learning environment. After sufficient contributions have been recorded on a flipchart or white board, look for themes and use them to create a “class charter” with which you and the students will co-create and share responsibility for creating and maintaining this positive environment for learning. For example, “charter” items that may emerge could include things like “It feels safe to ask questions,” “We will respect time by starting and ending classes on time,” “We will talk one at a time, unless working on group activities,” etc. Note: Be sure to record the charter for electronic posting or to print and distribute at the beginning of the next class. 2. Use a quick “think-pair-share” approach to engage students in an examination of the benefits of training to employees (intrinsic and extrinsic). Direct them to individual review this section of the chapter, and think about which benefits of training are most important to them, and why that is the case. Then have them take turns sharing their opinion with a classmate. Ask for a few students to share a brief summary of their conversation. 3. For In-Class Exercise 1,on page 30: As an in-class exercise, ask students to individually reflect on the Canadian training statistics discussed in the chapter and to the best of their knowledge compare them to what they know of their own organizations (they may be able to discuss “hours” of training more so than money spent on training). Ask students to share their thoughts about how they think their organizations compare to the Canadian training statistics. Note: Confidentiality may be a concern—if so, suggest students reveal their employer’s industry sector, but not the actual name of their organization. Note: You may find you have students in your class who have experience with training outside of Canada (either “new Canadians” or international students)—while being sensitive to not centre them out, encourage those who might have experience in this area to share their perspectives to enhance and reinforce the global context of training and development. 4. For In-Class Exercise 3,on page 30: Review the ISD model by re-showing the diagram. Ask students to identify which sections of the textbook relate to the model. For example, needs analysis (Chapter 4), training design and delivery (Chapters 3, 5–10), and Evaluation (Chapters 11–12). Discuss how this is the basis for the rest of the course and that the model itself can serve as a valuable study tool, as students should be able to discuss all elements of the model by the end of the course. 5. For In-Class Exercise 4,on page 30: Have the class brainstorm a list of benefits they could use to “sell” the company president to reverse a decision to cut the training budget. Record on board or flipchart. Go through the list and identify the items on the list that benefit the organization, the individual, and society at large. Identify elements from the HPWS or strategic HRM model and conclude. 6. The Great Training Debate: For this and subsequent classes, consider using one of the “Great Training Debate” questions as an end-of-class exercise. To increase student attention and engagement, consider using a “lottery” approach to select the debaters. This can be accomplished by putting students’ names in a hat (or on a deck of index cards), and just before the debate draw two names, and assign each a side. Engagement and focus will increase because students will need to pay attention to the class in case they are “called” to debate that day (although to be fair, once students have been called to debate, you may want to not put their names back in the lottery). After the debate, if time allows, invite comments and opinions from the “audience.” If the class is about 30 students, with 2 debaters x 15 chapters, each student will have an opportunity to debate over the duration of the course. If the class is very large, consider having two students per side (4 debaters); if the class is small, consider having debates less frequently based on selected chapters. Suggestions for Large Class Exercises As this material is covered in the first meeting of the class, there are a few exercises that can combine both content and “icebreaker”-type activities to aid in socialization within the class, and reinforce chapter content. a) Speed Networking: Review the concept of speed networking (or speed dating) with students. Ask students to find someone who has a similar learning need in a full-time or part-time job (if some people have no work experience they can use the academic or volunteer environment). Students who feel they need to get better at their computer skills (or improve their time management skills, etc.) would find someone with a similar goal. Ask them to discuss the role of their employer in assisting them in meeting these goals. After 2–3 minutes give the signal to find another person (either with same learning need or with new learning need). You will want to use a timer and audible signal (bell, whistle, chime on your smart phone, etc.), to keep this activity moving quickly. Be sure to give the students the “rules” of the exercise in advance and encourage quick, efficient conversations. Once students have had time to meet about five other students, finish the exercise by getting a quick summary from students on the main learning needs expressed by the class and what they saw as the role of the employer. b) Training Bingo: Create a bingo sheet with key words from the first chapter. You can use any amount of words you like but the goal is that students should be able to “fill in” the bingo sheet by the end of the class. Explain to students they are to listen for the words on the bingo sheet during the lecture and circle the word when they hear it. The goal of this exercise is to focus student attention on key terms, to provide a way to encourage listening within the lecture, and to provide a sense of socialization and being a group within a large class. Variations on this can be given by assigning a certain pattern to achieve (e.g., complete the whole card, get a diagonal line, get a line left to right, etc.). Provide a reward (if desired) for the first student(s) to complete the bingo card. Suggestions for Technology-Enhanced Classrooms There a several web-based resources you can use to enhance the section in the chapter describing the Canada Jobs Grant (pages 13-14). A link to the federal government’s Economic Action Plan web page dealing with the Canada Jobs Grant is included in the Web Link section (see below), as well as a link to a Youtube video showing an employer perspective on this training initiative. With in-class internet access you may also wish to begin this class, and others in the course, with a quick survey of topical “current events” drawing from the most recent news and/or developments related to the field of training and development. Canadian daily newspapers (or their on-line versions) such as the National Post/Financial Post, and the Globe & Mail are good sources of topical information. Links to these sites are provided in the Web Links section. Suggestions for Internet Classes For internet classes take advantage of the end-of-chapter Discussion Questions (page 29), assigning one or more of the questions as topics for on-line discussion posts. You may also want to assign one or more of the In-the-Field questions (page 31), which work well for on-line classes as students have more time and opportunity to complete the assigned work before posting their responses or findings. Depending upon the delivery platform you are using for your on-line class, you may have a feature available that allows students to create their own on-line profile. If so, ask students to create their profile emphasizing their prior experience with training and development and sharing a few facts about themselves which will help create some familiarity amongst the class. This will go a long way towards creating a collaborative on-line learning environment, something you will want to encourage for this class and also emphasize as an vital aspect of effective training delivery. ASSESSMENT TOOLS You may wish to make use of the Test Bank, PowerPoint slides, or at the end of a class, ask a student to summarize the key points from the lesson. REFLECTIONS ON TEACHING: HOW CAN I ASSESS MY OWN “PERFORMANCE”? Good teaching requires the practice of ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following, and consider whether or not you want or need to make any adjustments for subsequent lessons. 1. What worked in this lesson? What didn’t? 2. Were students engaged? Were they focused or did they go off on tangents? 3. Did I take steps to adequately assess student learning? 4. Did my assessments suggest that they understood the key concepts? 5. What (if anything) should I do differently next time? 6. How can I gather student feedback? 7. How can I use this feedback for continuous improvement of my teaching? ADDITIONAL RESOURCES Chapter Summary This chapter introduced you to the training and development process and emphasizes the important role training and development plays in organizations. The benefits of training and development for organizations, employees, and society were described as well as training investments made by organizations in Canada. We also described how training and development are embedded within the environmental and organizational context and are part of the human resources system. It was noted that for training to be most effective, it should be aligned with the organization’s business strategy and with other human resource practices, and part of a high-performance work system (HPWS). Finally, we described the instructional systems design (ISD) model of training and development that sets the stage for the remainder of the textbook. In the next two chapters, we focus on learning—which is, after all, what training and development is all about. Chapter 2 describes organizational learning and learning in organizations. Chapter 3 discusses individual learning and motivation. These two chapters are the foundation for the remainder of the text and set the stage for the chapters that follow. Chapters 4 through 12 focus on the steps of the ISD model. Chapter 4 deals with the needs analysis process. Chapters 5 through 10 focus on the design and delivery of training and development programs. This includes chapters on how to design training programs (Chapter 5), off-the-job training methods (Chapter 6), on-the-job training methods (Chapter 7), and technology-based training methods (Chapter 8). Chapter 9 focuses on how to design training programs so that employees apply what they learn in training on the job, or what is known as the transfer of training, which is the topic of Chapter 10. Chapters 11 and 12 focus on the final stage of the ISD model: training evaluation. The focus of Chapter 11 is evaluation criteria and evaluation design; the focus on Chapter 12 is how to determine the costs and benefits of training programs. Chapter 13 describes different types of training programs and Chapter 14 discusses management training and development. The text concludes with Chapter 15, which provides an overview of training trends and the evolution of learning, training, and development. Web Links Canada Jobs Grant: http://www.actionplan.gc.ca/en/initiative/canada-job-grant Employer perspective on CJG: https://youtu.be/kybUDwn0u78 National Post: http://www.nationalpost.com/index.html Financial Post: http://www.financialpost.com/index.html Globe & Mail: http://www.theglobeandmail.com/ Working at Heights Training: http://www.labour.gov.on.ca/english/hs/topics/heights.php Suggestions for End-of-Chapter Exercises 1. In-Class Exercise 1: see suggestions under the Engagement Strategies section. 2. In-Class Exercise 2: conduct as a small-group exercise, asking students to consider the question from the various HR perspectives. 3. In-Class Exercise 3: see suggestions under the Engagement Strategies section. 4. In-Class Exercise 4: see suggestions under the Engagement Strategies section. 5. In-Class Exercise 5: ask students to consider the question, and to have a specific training experience in mind. Students should describe the training activity, training context, and explain how this is an example of strategic training. Students can also be divided into groups and present a consensus view on the training examples cited by the group members. The groups can then present what made them believe a particular training was strategic or what would have made it more strategic. 6. In-Class Exercise 6: conduct as a small-group exercise, asking for a volunteer in each group to suggest a training example for the group to analyze. Case Incident: Beer Ambassadors Suggested Answers to Case Incident Questions: 1. Referring to Figure 1.3, The Context for Training and Development, what are the key environmental changes affecting the Beer Store, and how do these changes relate to the organizational factors shown in the model? Answer: Students should refer mostly to the left side of the model illustrated in Figure 1.3, The Context for Training and Development. Specifically, they should be able to identify changes in demographics, change, competition, and social climate as factors driving the changes at the Beer Store. They should then be able to make the connection between these environmental changes and the list of organizational factors shown in the next box of the model. Students should be able to identify changes in demographics, competition, and the social climate as driving forces affecting the Beer Store. They should then connect these environmental changes to organizational factors such as the need for modernization, improved customer experience, and training in specific areas like beer and food pairing. 2. How would you define strategic training, and how does it apply to the Beer Store’s goal of modernization? Answer: Students should be able to describe strategic training as training that helps the organization achieve its strategic goals and objectives. They should be able to conclude that the Beer Store has a strategic goal of modernization in order to enhance the customer experience. They should be able to identify elements of the training described (such as knowledge of beer and food pairing, as an example). Strategic training is defined as training that aligns with and helps the organization achieve its strategic goals and objectives. For the Beer Store, strategic training supports the goal of modernization by enhancing the customer experience, which can include training in areas such as beer knowledge and food pairing. 3. What are the key steps in the Instructional Systems Design (ISD) process, and how might they be relevant to the Beer Store’s training needs, even though specific details are not provided in the case? Answer: The important thing here is for students to be able identify and reference all of the steps in the ISD process. Do not worry if they have trouble with specifics – the case does not provide many details so assumptions are necessary, and the ISD topics have not yet been explored. Use this question as an opportunity to create awareness of the model, and to build some anticipation of the chapters to follow. The key steps in the ISD process generally include needs assessment, design, development, implementation, and evaluation. Students should recognize that these steps are essential for creating effective training programs, even if the specifics are not detailed in the case. This awareness will help in understanding how the Beer Store might approach developing their training initiatives. Case Study: Flotation Ltd. Suggested Answers to Case Study Questions: 1. What are the main criticisms of Sam’s approach to leading training at his organization, and how might these criticisms impact the effectiveness of the training programs? Answer: Sam relies on his “likability”, but is probably not as effective as the organization needs him to be in leading training. He is out-of-date and out-of-touch with the changes taking place in his industry and his company. The main criticisms are that Sam relies on his “likability” rather than effectiveness, is out-of-date, and disconnected from industry and company changes. These issues likely lead to training programs that are not aligned with current organizational needs and may not effectively address the evolving challenges in the industry. 2. Why is it currently difficult to classify the training offered by Sam as strategic, and what additional information would be needed to develop training goals that align with organizational objectives? Answer: At present, it would be difficult to say that the training offered is strategic. Other than knowing that there is a general goal of increasing productivity by 50%, more information on the specific organization goals are necessary in order to develop training goals that are aligned with those of the organization. It is difficult to classify the training as strategic because there is only a broad goal of increasing productivity by 50% without specific organizational goals. To develop aligned training goals, detailed information on the specific organizational objectives is needed to ensure that training directly supports these goals. 3. How does Sam’s current approach to training differ from the ISD model, and what are the implications of not applying the ISD model effectively? Answer: Sam does not apply the ISD model. He does not conduct any sort of training needs analysis, and instead just keeps recycling the same courses over and over, and has done so for years. While his courses are popular, they have not been adequately assessed to determine if they are effectively designed and delivered. The courses are not formally evaluated, no evidence of transfer of training is solicited or collected, and no return-on-investment calculations are made. Sam’s approach differs from the ISD model in that he does not conduct a training needs analysis, recycles outdated courses, and lacks formal evaluation of training effectiveness. The implications include potentially ineffective training programs that do not address actual needs, lack evidence of training impact, and no measure of return on investment. 4. What steps should Sam take to improve the evaluation of his training programs and align them with organizational objectives? Answer: As per the previous question, there is no formal evaluation of Sam’s training programs – he simply relies on anecdotal evidence such as hearing that staff viewed is training as a “reward”. In order for Sam to evaluate his training programs based on the president’s objectives, he would first need to gain more detail and clarity on the objectives themselves (and push for metrics, if not readily offered), then conduct a thorough training needs analysis to determine where training might be a strategic solution to problems standing in the way of the president’s objectives being achieved. Sam should seek more detail and clarity on organizational objectives, push for metrics to assess progress, conduct a thorough training needs analysis, and implement formal evaluations of training programs. This includes collecting evidence of transfer of training and calculating return on investment to ensure alignment with organizational goals. 5. What initial steps should Jenny take to address the gaps in the current training programs and align them with the new company objectives, and how should she utilize the ISD model in her proposal? Answer: Jenny would first want to conduct a complete audit of the current training programs, and compare them to the new company objectives looking for obvious gaps that need to be filled. She would want to prepare a proposal for the president that included using the ISD approach to assess, design, deliver, and evaluate training focused on helping the company achieve its strategic objectives. Jenny should first conduct a complete audit of the existing training programs and compare them to the new company objectives to identify gaps. She should then prepare a proposal that includes using the ISD approach—assessing needs, designing effective training, delivering the program, and evaluating its impact—to ensure that the training helps achieve the company’s strategic objectives. Flash Forward Question: Have students flip ahead to Chapter 2 and read the section on Learning Organizations (pages 45 – 47). They should in particular review the content of Table 2.1 – Key Dimensions of Learning Organizations. From the factors listed, they should be able to determine that Flotation Ltd. is lacking in most of the factors described, and is therefore NOT a learning organization. In particular, students should be able to note that Flotation Ltd. does not appear to have either a learning culture, or a learning system, nor does it appear to have the infrastructure for knowledge management. Running Case Study: Dirty Pools Suggested Answers to Case Questions: 1. What are the potential consequences of the lack of proper training for pool owners and operators in the "Dirty Pools" case study? Consider the implications for both pool users and the pool management. Answer: The implications range from minor to potentially serious illnesses that have resulted from the significant number of infractions. In addition to the health risks to the pool users, the pool owners and operators face legal, financial, public relations, and even ethical consequences resulting from the lack of training needed to keep the pools clean and safe. The consequences include health risks such as minor to serious illnesses for pool users. Pool owners and operators also face legal, financial, public relations, and ethical consequences due to the infractions resulting from inadequate training. These consequences underscore the importance of effective training in maintaining pool cleanliness and safety. 2. Should training be mandatory for pool owners and operators to ensure pool safety and cleanliness? Justify your position by referring to the benefits of training discussed in Chapter 1, pages 9–14. Answer: While this question is debatable, most students will likely argue “yes”, training should be mandatory. It is important that they justify their answer which ever way they argue the question. Regarding benefits, they should refer to the section in Chapter 1 “Benefits of Training & Development” on pages 9 – 14. Most students are likely to argue that training should be mandatory. Justification should be based on benefits such as improved health and safety, enhanced operational efficiency, reduced liability, and better compliance with regulations. Training helps in minimizing risks and ensuring a safe environment for pool users, which aligns with the benefits outlined in Chapter 1. 3. Referencing Table 1.2 from page 16, which skills listed are relevant to the "Dirty Pools" case study, and what are the potential implications of not addressing these skills through training? Answer: Students should refer specifically to Table 1.2 Value of Skills vs. Willingness to Provide Training (page 16). Students should be able to relate a wide range of the skills listed in this table to this particular case, including thinking/problem solving, health and safety, and using machinery/equipment. Implications of published results include potential liability, impact on business operations, public trust, and individual and organizational accountability. Relevant skills include thinking/problem solving, health and safety, and using machinery/equipment. The implications of not addressing these skills through training include potential liability issues, negative impact on business operations, erosion of public trust, and challenges related to individual and organizational accountability. 4. What are the key components of the Instructional Systems Design (ISD) model, and how could they be applied to improve the training situation in the "Dirty Pools" case study? Answer: In order to fully answer this question, students will need to read ahead quite a bit to more fully understand the components of the ISD model. If this is not a practical expectation at this point in the course, it would be sufficient for them to identify in broader strokes the components of the ISD model (needs analysis, training design and delivery, and evaluation, and demonstrate at least basic awareness towards the practical application of the ISD model in addressing the situation described in this case. The key components of the ISD model include needs analysis, training design, training delivery, and evaluation. Students should demonstrate basic awareness of how these components can be used to address the issues in the case study. For example, needs analysis would identify specific training needs, training design would develop relevant content, training delivery would implement the training, and evaluation would assess its effectiveness and impact. Chapter 2 Organizational Learning Essential Outcome After completing the lesson on this chapter, if nothing else, students should comprehend the central ideas behind a “learning organization,” and appreciate the role organizational learning plays in helping organizations achieve their objectives. They should also be able to describe the various types of knowledge and the ways in which knowledge can be managed in an organizational context. Chapter Learning Outcomes By the end of this chapter, students should be able to: • compare and contrast the meaning of organizational learning and a learning organization • describe explain a learning organization in terms of the five disciplines, principles, and key dimensions • explain the differences between explicit and tacit knowledge and the different types of intellectual capital • describe how organizations manage knowledge • discuss how communities of practice and informal learning contribute to organizational learning • evaluate the learning system in an organization using the multilevel systems model of organizational learning • Key Concepts: HOW DOES THIS CHAPTER CONNECT TO THE WORLD OF TRAINING AND DEVELOPMENT? 1. This chapter describes the processes involved in organizational learning, and introduces and explains the concept of a learning organization (described on page 45 and in Table 2.1 on page 47). Not merely another management fad, organizational learning is critical to organizational success. The rate and pace of change all organizations face, regardless of their industry or core business function, requires ongoing learning across and throughout the organization. Accordingly, striving to become a learning organization is a strategic decision aimed at sustaining organizational and business relevance and viability. 2. Knowledge is both explicit and tacit. To be a learning organization, knowledge in all its forms must be consciously and deliberately managed in the manner of how it is acquired, interpreted, disseminated, and retained. Learning, which occurs both formally and informally (as outlined in Table 2.4 on page 58) can be supported through the use of Communities of Practice. 3. Organizational learning depends on three inter-connected levels: organizational-level learning, group-level learning, and individual-level learning. Together, these levels form a multilevel systems approach to organizational learning (as described on page 59 and illustrated in Figure 2.1 on page 60). Student Motivation: WHY SHOULD STUDENTS CARE? Students by their very nature have an inherent interest in learning and can readily identify with its importance and value, so they will easily associate themselves with the central concept of learning. However, they may find it more challenging to relate to the ideas of organizational learning because many of them will not necessarily feel they have had direct experience with it. In reality, though, most students will have more experience than they believe, so they need to be encouraged to reflect on their past workplace learning. The multilevel systems approach is a useful tool here, because almost all students will relate to individual- and group-level learning, and, upon reflection, be able to see how their learning may have contributed to organizational-level learning. Barriers to Learning: WHAT ARE SOME COMMON STUDENT MISCONCEPTIONS AND STUMBLING BLOCKS? Some students, especially younger ones, are so used to change as a constant in their lives (especially technological change) that they may be somewhat de-sensitized to it. As a result, they may not fully appreciate how crucial ongoing learning is in response to significant societal and workplace changes that they may take for granted (for example, many students in your class will have never known life without computers or cell phones). To reinforce how significant a factor change is for organizations, and to impress how ongoing learning is critical in the face of rapid and continuous change, consider using and asking students to provide examples of social and technological change that have shifted paradigms of how we work, communicate, learn, and go about living our modern lives. Engagement Strategies: WHAT CAN I DO IN CLASS? 1. During the first 10 minutes of the class, ask students to find a partner and take turns interviewing each other for two minutes, asking the question “in terms of your typical day, what kind of things do you take for granted now, that 3/5/10 years ago either did not exist, or were not available to you?” When time is up, ask for and record a few of the responses. Use the list to make the point that change is a constant and comes at a rapid pace, and the reality that organizations—and the people in them—must be in a continuous learning mode in order to keep up and remain viable. Use this to augment the first activity in the suggested lecture outline that follows. 2. For In-Class Exercise 2, on page 63: Ask each student to list formal training programs they have been part of within the last six months or one year. Ask students to reflect and list new things they have learnt about their jobs while on the job within a similar timeframe. Based on these lists, draw out the differences and value of both types of learning for the students 3. For In-Class Exercise 5, on page 64: Divide the class into two groups (with subgroups if a large class). One group represents formal learning, and the other, informal. Have the two groups debate the questions in the exercise. If there are HR practitioners in class, or a guest speaker, they may be asked to adjudicate the winning group of the debate. 4. For In-Class Exercise 6, on page 64: Have students work on this exercise alone, in order to give opportunities for individual learning. Once the presentations are complete, students can share with another student or volunteer to share within small groups, or the larger class for review and evaluation. 5. The Great Training Debate: For this and subsequent classes, consider using one of the “Great Training Debate” questions as an end-of-class exercise. To increase student attention and engagement, consider using a “lottery” approach to select the debaters. This can be accomplished by putting students’ names in a hat (or on a deck of index cards), and just before the debate draw two names, and assign each a side. Engagement and focus will increase because students will need to pay attention to the class in case they are “called” to debate that day (although to be fair, once students have been called to debate, you may want to not put their names back in the lottery). After the debate, if time allows, invite comments and opinions from the “audience.” If the class is about 30 students, with 2 debaters x 15 chapters, each student will have an opportunity to debate over the duration of the course. If the class is very large, consider having two students per side (4 debaters); if the class is small, consider only having debates less frequently based on selected chapters. Suggestions for Large Class Exercise The topic of communities of practice is introduced on page 55 and will be explored later in Chapter 8 in relation to web-based learning, in particular Web 2.0 tools such as blogs and wikis. To illustrate the concept as it relates to this class, ask a volunteer to set up a community of practice on Linkedin (Facebook, Google+, etc.) for the class before the following class, and take responsibility for initiating the group discussion by posting the following questions on the group site. This can also be set up on Blackboard or whatever Learning Management System (LMS) is being used for your course, however to most effectively have a “Communities of Practice” experience, a social media platform may be preferable. Students are to log on to the group and share their experiences with using “learning groups” in academic environments, such as study groups. a) What similarities do these groups have to business groups that are communities of practice? b) What differences are there? c) How can communities of practices assist students while at school, and as they make the transition to the work world? Suggestions for Technology-Enhanced Classrooms a) Use the Internet to locate a community of practice and show students how they work. b) Use the Internet to select an organization from those suggested by students as possible learning organizations. Check the organization’s website (mission statements, etc.) for any evidence that it is a learning organization. Suggestions for Internet Classes a) Ask students to locate a community of practice and determine how they work. b) Have students suggest examples of possible learning organizations. Have students select one and check the organization’s website (mission statements, etc.) for any evidence that it is a learning organization. c) On the course discussion board, discuss how the concepts of community of practice are evident in the design of this course. d) On the course discussion board, ask students to share any direct experiences they have had with knowledge hiding. Ask them to describe the situation (including divulging if they might have been the one doing the hiding, and why!). Assessment Tools You may wish to make use of the Test Bank, PowerPoint slides, or at the end of a class, ask a student to summarize the key points from the lesson. REFLECTIONS ON TEACHING: HOW CAN I ASSESS MY OWN “PERFORMANCE”? Good teaching requires the practice of ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following, and consider whether or not you want or need to make any adjustments for subsequent lessons. 1. What worked in this lesson? What didn’t? 2. Were students engaged? Were they focused or did they go off on tangents? 3. Did I take steps to adequately assess student learning? 4. Did my assessments suggest that they understood the key concepts? 5. What (if anything) should I do differently next time? 6. How can I gather student feedback? 7. How can I use this feedback for continuous improvement of my teaching? Additional Resources Chapter Summary In this chapter, we described the meaning and importance of learning in organizations and the management of knowledge. The five disciplines and the principles of a learning organization are described as well as four dimensions that are critical for creating and sustaining a learning organization. We also discussed different types of knowledge in organizations as well as four types of intellectual capital. Knowledge management was then defined, followed by a discussion of knowledge management practices that organizations use to acquire, interpret, disseminate, and retain knowledge, including how knowledge can sometimes be intentionally hidden within the organization. We then described how communities of practice and informal learning contribute to individual and organizational learning. The chapter concluded with a description of a multilevel systems approach to organizational learning that connects learning at the organizational, group, and individual level, and a description of how learning and organizational performance link to the organization’s HR system. In the next chapter, we will take a closer look at how individuals learn in organizations. Web Links • Canada School of Public Service (CSPS): http://www.csps-efpc.gc.ca • D&D Automation: http://www.ddauto.com • Vancity: http://www.vancity.com • Society for Organizational Learning (founded by Peter Senge): http://www.solonline.org • An excellent and balanced overview of the topic of organizational learning: http://www.infed.org/biblio/organizational-learning.htm Suggestions for End-of-Chapter Exercises 1. For In-Class Exercise 1, on page 63: Individually or in groups, have students develop their checklist. Use as a stand-alone exercise to reinforce the characteristics of a learning organization, or assign the questions in the exercise as a homework assignment. 2. For In-Class Exercise 4, on page 63: Divide the class into groups of 4–5. In each group, one student should role play the role of the president, and another the director of training. Have them interview each other using the suggested questions. The rest of the group should evaluate the presentations by the two students, and one of the remaining students in the group should make a presentation of the evaluation to the class. Alternatively, if you have HR practitioners in your class, ask them if they would be comfortable addressing these questions. Or, arrange for an HR practitioner to come into your class as a guest speaker. 3. For In-Class Exercise 6, on page 64: Write out each question on a separate sheet of flip chart paper. Post and encourage students to collaborate while jotting down their responses on the flip chart. After 10 minutes review the flip chart results. Conclude by asking “in what ways was a Community of Practice demonstrated in the exercise we just completed?” Case Incident: NASA’s Knowledge Management Crisis Answers 1. What are the implications for NASA when engineers from the Saturn 5 program retire, and how does this loss of tacit knowledge impact future projects? Answer: NASA is losing tacit knowledge and human capital every time an engineer from the Saturn 5 program retires. The result is a knowledge and experience deficit that adds time and costs to the achievement of future initiatives as this knowledge gap must be filled in order to meet complex goals. The retirement of engineers from the Saturn 5 program leads to the loss of valuable tacit knowledge and human capital. This results in a knowledge and experience deficit, which adds time and costs to future initiatives. To meet complex goals, NASA must fill this knowledge gap, which complicates and delays project progress. 2. What steps should NASA take to address the challenges posed by knowledge loss, and why is integrating knowledge dissemination into the organizational culture important? Answer: NASA needs ensure knowledge dissemination is part of their culture, and needs to invest in knowledge retention strategies such as creating knowledge repositories. NASA should implement knowledge retention strategies, such as creating knowledge repositories, to capture and preserve valuable information. Integrating knowledge dissemination into the organizational culture is important to ensure that critical knowledge is shared and maintained across the organization, thus mitigating the effects of staff turnover. 3. How does the NASA case serve as a warning to other organizations regarding knowledge management, and what proactive measures should organizations take to avoid similar crises? Answer: This case illustrates how common-place the issue of knowledge management is to organizations as they deal with staffing turnover due to downsizing and retirements. This example serves as a cautionary tale to organizations who must be encouraged to proactively manage the knowledge management process before it becomes a crisis. The NASA case highlights the widespread issue of knowledge management challenges faced by organizations dealing with staffing turnover due to downsizing or retirements. It serves as a cautionary tale, emphasizing the need for organizations to proactively manage their knowledge management processes. Proactive measures include establishing knowledge management systems and practices to ensure continuity and avoid a knowledge crisis. Case Study: AlliedBarton Security Services Answers 1. a. How does AlliedBarton demonstrate the five disciplines of a learning organization in its practices? Provide examples for each discipline. b. In what ways does AlliedBarton embrace the principles of a learning organization? Discuss how these principles are reflected in their practices. How does the description of AlliedBarton’s learning initiatives align with the four dimensions or pillars of a learning organization outlined by the Conference Board of Canada? Answer: a. Students should be able to describe how AlliedBarton practices all five disciplines of a learning organization: they encourage and support personal mastery through their learning culture and through their extensive training and development programs; they have built a shared vision that embraces and nurtures a commitment to learning; they develop and share their mental models as an integral aspect of their learning experiences; they practice team learning as a vital component of their training; and they execute a systems-thinking approach that permeates their learning culture. AlliedBarton practices all five disciplines as follows: • Personal Mastery: Encourages personal growth through a strong learning culture and extensive training programs. • Shared Vision: Develops a collective vision that supports and promotes a commitment to learning. • Mental Models: Integrates mental model development and sharing as part of their learning experiences. • Team Learning: Incorporates team-based learning as a crucial element of their training processes. • Systems Thinking: Adopts a systems-thinking approach throughout their learning culture, • ensuring comprehensive understanding and integration. b. Students should be able to identify how AlliedBarton embraces the principles of a learning organization: learning is seen as every employee’s responsibility; learning occurs both formally and informally; learning has been and continues to be integral to the evolution of AlliedBarton as it strives to remain a leader in the security industry; continuous learning is embedded in their culture; and is seen as an essential investment in the future of the company. AlliedBarton embodies learning organization principles by: • Viewing learning as a responsibility for every employee. • Facilitating both formal and informal learning opportunities. • Making learning integral to their evolution and leadership in the security industry. • Embedding continuous learning into their organizational culture. • Recognizing learning as a critical investment in the company’s future. c. Students should be able to appreciate how the description of the AlliedBarton initiative provides evidence of the four dimensions or pillars of a learning organization as outlined by the Conference Board of Canada: learning is part of their corporate vision and is embedded in their culture, and their learning dynamics and systems are extensive and thorough, as is their knowledge management approach along with the infrastructure needed to support and sustain it long-term. AlliedBarton’s initiatives align with the four dimensions as follows: • Corporate Vision: Learning is integral to their corporate vision and embedded in their culture. • Learning Dynamics and Systems: Their learning systems are extensive and thorough. • Knowledge Management: They have a robust knowledge management approach. • Infrastructure: They have the necessary infrastructure to support and sustain learning long-term. 2. How is a learning culture defined according to Table 2.1 on page 47, and what aspects should be referenced from Table 2.1 – The Learning Culture Index on page 48? Answer: Students should be able to describe a learning culture as indicated in Table 2.1 on page 47, and should have referenced Table 2.1 – The Learning Culture Index on page 48 as part of their response. A learning culture is defined as one where learning is continuously supported and encouraged across the organization. According to Table 2.1, it involves aspects such as: • Commitment to Learning: Regular and sustained investment in employee development. • Learning Opportunities: Availability of formal and informal learning opportunities. • Supportive Environment: An environment that fosters continuous learning and improvement. • Integration: Learning is integrated into everyday work processes and organizational goals. 3. How do management and technology contribute to AlliedBarton’s approach to learning? Provide specific examples. Answer: The description of the AlliedBarton approach includes the role of management and the use of technology, so students should be able to refer to these examples in their responses. Management plays a critical role by committing to and supporting learning initiatives at all levels. Technology supports this approach by providing tools and platforms for web-based courses, team-based training, and other learning resources. Examples include the use of online learning platforms and management’s active participation in and endorsement of training programs. 4. Referencing Figure 2.1 on page 60, how does AlliedBarton’s training approach demonstrate the different levels of learning within the organization? Provide examples for each level. Answer: Figure 2.1 on page 60 should be referenced in the student responses. Examples of each level should be provided, such as individuals taking web-based courses, the team-based training, and the management-level commitment to training. Figure 2.1 illustrates different levels of learning: • Individual Level: Employees engage in web-based courses for personal development. • Team Level: Team-based training sessions are conducted to foster collaborative learning. • Management Level: Management demonstrates commitment through involvement in training and support for learning initiatives. 5. What conclusions can be drawn about the commitment required to become a learning organization, based on AlliedBarton’s example? Answer: Student responses could conclude that the aspiration to become a learning organization requires a strong commitment from the leadership of the organization and a substantial and sustained investment in learning and development. The commitment to becoming a learning organization involves strong leadership support and a substantial, ongoing investment in learning and development. This includes fostering a culture of continuous learning, integrating learning into organizational practices, and ensuring that resources are allocated to support these initiatives effectively. Flashback Answers 1. How does AlliedBarton’s view of performance management influence its approach to training and development? Provide examples of training programs that reflect this view. Answer: At AlliedBarton: • Performance management is viewed as a process that occurs over time, and that is customized and individualized. Their approach to training and development mirrors and supports this view. • “Leaders’ EDGE,” “Managers’ EDGE,” “and Knowledge Knuggets” are all examples of how AlliedBarton views training and development as an integral aspect of their performance management process. AlliedBarton views performance management as a continuous, individualized process. This perspective is reflected in their approach to training and development through programs such as “Leaders’ EDGE,” “Managers’ EDGE,” and “Knowledge Knuggets.” These programs are designed to support ongoing performance improvement and align with the personalized nature of their performance management process. 2. What are the key benefits of training and development at AlliedBarton for the organization, employees, and society? Provide examples for each. Answer: Training and development benefits at AlliedBarton include: • Benefits to the organization: affects organization’s strategy (continuous transformation) and effectiveness (views training and development as vital for employees to be able to perform their jobs with skill and confidence). • Benefits to the employee: both intrinsic in terms of increased morale, confidence, and pride; and extrinsic in terms of opportunities for growth and advancement. • Benefits to society: in terms of contributing to an educated and skilled population, and to the overall economy through job creation. • Organization: Training and development enhance organizational strategy by supporting continuous transformation and effectiveness, helping employees perform their jobs with skill and confidence. • Employees: Intrinsic benefits include increased morale, confidence, and pride; extrinsic benefits include growth and advancement opportunities. • Society: Contributes to a more educated and skilled workforce and supports the overall economy through job creation. 3. How does AlliedBarton view training and development as an investment, and what is reflected in their “EDGE” credo? Answer: Training and development as an investment: • Training and development permeates the culture throughout (from hiring through promotion, and employee retention), and throughout all levels of the organization. • The “EDGE” (educate, develop, grow, and engage) credo illustrates that AlliedBarton views training and development as a strategic investment. AlliedBarton views training and development as a strategic investment that permeates the organization’s culture, from hiring and promotion to employee retention. The “EDGE” credo—educate, develop, grow, and engage—illustrates this commitment, highlighting training as crucial for long-term organizational success and employee development. 4. Describe how the context of training and development at AlliedBarton reflects its response to external and internal factors. Include considerations of the environment, organizational goals, and human resources system. Answer: The context of training and development at AlliedBarton: • Environment: Adapting to changes in laws, technology, the labour market, and economy all compel AlliedBarton to be in a continuous learning mode. AlliedBarton embraces its diverse, multi-generational workforce and its flexible training approaches reflect its demographic reality. While it is the largest American-owned company of its kind, AlliedBarton uses training and development as part of its strategy to remain competitive. • Organization: training and development is embedded in the goals, values, and culture of the organization, and is an integral part of the strategy of continual growth and evolution. This is modelled by the leadership through their direct participation in and support of training and development. • Human resources system (HRMS): Training and development and the focus on organizational learning factors into most aspects of AlliedBarton’s human resources system, including recruitment and selection, performance appraisal, and (one can assume) health and safety and labour relations (as aspects of training). • Environment: AlliedBarton adapts to changes in laws, technology, the labor market, and the economy, maintaining a continuous learning mode. Their flexible training approaches address the needs of a diverse, multi-generational workforce. • Organization: Training and development are embedded in the organization’s goals, values, and culture, supporting its strategy for continual growth. Leadership models this commitment through active participation in training programs. • Human Resources System (HRMS): Training and development are integral to various HR functions, including recruitment, performance appraisal, and potentially other areas like health and safety and labor relations. Flash Forward Question • Have students flip ahead to Chapter 3, Learning and Motivation. To answer the question of how employees at AlliedBarton learn, they could refer to Table 3.2 – The Stages of Learning on page 77. To answer the question of what motivates the employees to learn, they should review the definition of motivation on page 88, and consider how both extrinsic as well as intrinsic motivation is required. Running Case Study: Dirty Pools Suggested Answers to Case Questions: 1. How does the culture of a learning organization support adherence to rules and personal mastery, and why is this important in the context of maintaining pool health and safety? Answer: Yes, because inherent in the culture of a learning organization is a commitment to personal mastery, which implies doing thing right (including following rules). In a learning organization, personal mastery and a commitment to doing things correctly are integral, which includes adhering to rules and regulations. This commitment is crucial for maintaining pool health and safety as it ensures that proper procedures are followed, leading to safer and healthier pool environments. 2. How can both formal and informal learning contribute to improving health and safety in pools and hot tubs? Provide examples of each and explain how they can be combined for greater effectiveness. Answer: Both formal and informal learning can help improve the health and safety of pools and hot tubs. Formal training could be class-room or web-based, and while it could be effective on its own, it would be more effective if combined with and supported by informal learning such as coaching. • Formal Learning: Includes structured training methods such as classroom sessions or web-based courses that provide essential knowledge and skills for pool maintenance. • Informal Learning: Includes coaching and on-the-job training that allows for practical application and reinforcement of formal learning. • Combining formal and informal learning enhances overall effectiveness by providing both theoretical knowledge and practical experience, leading to better health and safety practices. 3. Why is a multilevel approach to learning necessary for effective pool maintenance, and how should it be implemented across different levels of the organization? Answer: A multilevel approach to learning is necessary because the required learning must not only be undertaken by the individual but also needs to be reinforced and practiced at the peer (team) level and encouraged and supported by management. A multilevel approach is necessary because learning must occur at multiple levels: • Individual Level: Individuals need to acquire and apply knowledge and skills. • Peer/Team Level: Learning must be reinforced and practiced within teams to ensure consistency and collaboration. • Management Level: Management should support and encourage learning initiatives to ensure that the necessary resources and motivation are provided. • Implementing this approach ensures that learning is comprehensive, consistent, and supported throughout the organization, leading to more effective pool maintenance and safety. Instructor Manual for Managing Performance through Training and Development Alan M. Saks, Robert R. Haccoun 9780176570293,9780176798079