Employee Training and Development

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Employee Training and Development

Seventh Edition

Raymond A. Noe The Ohio State University

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EMPLOYEE TRAINING AND DEVELOPMENT, SEVENTH EDITION

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Library of Congress Cataloging-in-Publication Data

Noe, Raymond A., author. Employee training and development / Raymond A. Noe, The Ohio State University. — Seventh edition. pages cm ISBN 978-0-07-811285-0 (acid-free paper) 1. Employees–Training of. I. Title. HF5549.5.T7N59 2016 658.3’124–dc23 2015027006

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This book is dedicated to family, friends, colleagues, and all of the current and past hard-working people at McGraw-Hill who have supported and contributed to making seven editions of this book possible.

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vivi

Traditionally, training and development were not viewed as activities that could help com- panies create “value” and successfully deal with competitive challenges. Today, that view has changed. Companies that use innovative training and development practices are likely to report better financial performance than their competitors that do not. Training and development also help a company develop the human capital needed to meet competitive challenges. Many companies now recognize that learning through training, development, and knowledge management helps employees strengthen or increase their skills in order to improve or make new products, generate new and innovative ideas, and provide high- quality customer service. Also, development activities and career management are needed to prepare employees for managerial and leadership positions and to attract, motivate, and retain talented employees at all levels and in all jobs. An emphasis on learning through training, development, and knowledge management is no longer in the category of “nice to do”—they are a “must do” if companies want to gain a competitive advantage and meet employees’ expectations.

Businesses today must compete in the global marketplace, and the diversity of the workforce continues to increase. As a result, companies need to train employees to work with persons from different cultures, both within the United States and abroad. Tech- nologies, such as social media, and tablet computers, such as the iPad, reduce the costs associated with bringing employees to a central location for training. At the same time, the challenge is ensuring that these training methods include the necessary conditions (practice, feedback, self-pacing, etc.) for learning to occur. Through the blended learning approach, companies are seeking the best balance between private, self-paced, technology- based training (such as online learning), and methods that allow interpersonal interac- tion among trainees (such as classroom instruction or active learning). Employees from the millennial generation are well versed in informal learning, especially through col- laboration facilitated by social media such as Facebook and Twitter. Also, their gaming experiences lead them to expect that learning experiences will be fun, multidimensional, challenging, and provide immediate feedback and rewards.

The role of training has broadened beyond training program design. Effective instruc- tional design remains important, but training managers, human resource experts, and trainers are increasingly being asked to create systems to motivate employees to learn, not only in programs but informally on the job; create knowledge; and share that knowledge with other employees in the company. Training has moved from an emphasis on a one- time event to the creation of conditions for learning that can occur through collaboration, online learning, traditional classroom training, or a combination of these methods. There is increased recognition that learning occurs informally, outside the boundaries of a for- mal training course.

Also, the employee-employer relationship has changed. Due to rapidly changing busi- ness environments and competition that can quickly cause profits to shrink and skill needs to change, companies are reluctant to provide job security to employees. At the same time, many employees are job hopping to find more challenging and interesting work or to maximize the value that they can get for their skills in the job market, and not making

Preface

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Preface vii

a long-term commitment to any company. As a result, both employees and companies are concerned with developing future skills and managing careers. Companies want a work- force that is motivated and productive, has up-to-date skills, and can quickly learn new skills to meet changing customer and marketplace needs. Despite the prevalence of job hopping, companies want to provide a work environment and training and development opportunities that will them the employer of choice for talented employees. Employees want to develop skills that not only are useful for their current jobs, but also are congruent with their personal interests and values. Given the increasing time demands of work, employees are also interested in maintaining balance between work and non work interests.

The chapter coverage of Employee Training and Development reflects the traditional as well as the broadening role of training and development in organizations. Chapter One, “Introduction to Employee Training and Development,” covers the role of training and development in companies. Chapter Two, “Strategic Training,” discusses how training practices and the organization of the training function can support business goals. Because companies are interested in reducing costs, the amount of resources allocated to training is likely to be determined by the extent that training and development activities help the company reach business goals. Topics related to designing training programs are covered in Chapters Three through Six. Chapter Three, “Needs Assessment,” discusses how to identify when training is appropriate. Chapter Four, “Learning and Transfer of Training,” addresses the learning process and characteristics of a learning environment. The chapter also empha- sizes what should be done in the design of training and the work environment to ensure that training is used on the job. Chapter Five, “Program Design,” provides practical suggestions regarding what can be done to facilitate learning and transfer of training before, during, and after a course or program. The role of knowledge management in facilitating learning and transfer of training is also discussed. Chapter Six, “Training Evaluation,” discusses how to evaluate training programs. Here, the student is introduced to the concepts of identifying cost-effective training, evaluating the return on investment of training and learning, and determining if training outcomes related to learning, behavior, or performance have been reached. Chapters Seven and Eight cover training methods. Chapter Seven, “Traditional Training Methods,” discusses presentational methods (e.g., lecture), hands-on methods (e.g., on-the-job training and behavior modeling), and group methods (e.g., adventure learn- ing). Chapter Eight, “Technology-Based Training Methods,” introduces new technologies that are being used in training. These technology-based training methods include e-learning, mobile learning, social media, simulations, serious games, massive open online courses (MOOCs), virtual worlds, and blended learning. Chapters Seven and Eight both conclude by comparing training methods on the basis of costs, benefits, and learning characteristics.

Chapter Nine, “Employee Development and Career Management,” introduces devel- opmental methods (assessment, relationships, job experiences, and formal courses). In addition, the use of development plans to help employees succeed in their self-directed or protean careers is highlighted. Topics such as succession planning and on boarding are discussed. Chapter Ten, “Social Responsibility: Legal Issues, Managing Diversity, and Career Challenges,” emphasizes the role that training plays in helping companies improve the communities where they are located by increasing the skill level of the work- force, helping provide jobs, and taking actions to help all employees grow and develop, regardless of their personal characteristics or career challenges. The chapter also dis- cusses compliance with laws that affect training and development, training partnerships,

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viii Preface

managing diversity, cross-cultural preparation, and how companies can help employees deal with career challenges such as balancing work and life, coping with career breaks such as taking time off for family or required military service, job loss, and retirement. Finally, Chapter Eleven, “The Future of Training and Development,” looks at how train- ing and development might be different ten or twenty years from now.

Employee Training and Development is based on my more than twenty-five years of teaching training and development courses to both graduate and undergraduate students. From this experience, I have realized that managers, consultants, trainers, and faculty working in a variety of disciplines (including education, psychology, business, and indus- trial relations) have contributed to the research and practice of training and development. As a result, the book is based on research conducted in several disciplines, while offering a practical perspective. The book is appropriate for students in a number of programs. It suits both undergraduate and master’s-level training courses in a variety of disciplines.

DISTINCTIVE FEATURES This book has several distinctive features. First, my teaching experience has taught me that students become frustrated if they do not see research and theory in practice. As a result, one distinctive feature of the book is that each chapter begins with a real-life vignette of a company practice that relates to the material covered in the chapter. Many examples of company practices are provided throughout the chapters. Each chapter ends with a real- life case and related questions that give students the opportunity to apply the chapter’s content to an actual training or development issue.

A second distinctive feature of the book is its topical coverage. The chapters included in Part Two, “Designing Training,” relate to training design (needs assessment, train- ing methods, learning and transfer of training, and program design and evaluation). Instructional design is still the “meat and potatoes” of training. Part Three, “Training and Development Methods,” covers the more exciting part of training and development—that is, training and development methods. But as the role of managers and trainers broadens, they are increasingly involved in helping all employees grow, develop, and cope with career challenges, as well as preparing high-potential employees for leadership positions. For example, managers and trainers need to understand generational differences in em- ployees’ career needs, career paths, cross-cultural training, diversity, outplacement, and succession planning—topics that fall outside the realm of instructional design. These top- ics are covered in Part Four, “Social Responsibility and the Future.”

The book begins with a discussion of the context for training and development. Part One includes chapters that cover the economic and workplace factors that are influencing trends in the training profession. One of these trends is that companies are emphasizing learning through formal training and development, knowledge management, and informal learn- ing. In addition, these chapters discuss the need for training, development, and learning to become strategic (i.e., to contribute to business strategy and organizational goals). Why? In successful, effective training, all aspects of training—including training objectives, meth- ods, evaluation, and even who conducts the training—relate to the business strategy. More and more companies are demanding that the training function and training practices sup- port business goals; otherwise, training may be outsourced or face funding cuts. Although students in business schools are exposed to strategic thinking, students in psychology and

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Preface ix

Effective Practices in Early Childhood Education Building a Foundation

Su e Bredeka m p Early Childhood Education Consultant

Third Edition

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Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This pub- lication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.

Library of Congress Cataloging-in-Publication Data Bredekamp, Sue. Effective practices in early childhood education : building a foundation / Sue Bredekamp, Early Childhood Education Consultant. — Third edition. pages cm Includes bibliographical references and index. ISBN 978-0-13-395670-2—ISBN 0-13-395670-9 1. Early childhood education—United States. 2. Child development—United States. I. Title. LB1140.23.B72 2015 372.21—dc23

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Student Edition ISBN 10: 0-13-395670-9 ISBN 13: 978-0-13-395670-2

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To Joe Bredekamp, for a lifetime of love, friendship, wonderful memories, and tolerance of craziness, and to Darby whose unconditional love enriches our lives every day.

Dedication

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About the author Dr. Sue Bredekamp is an early childhood education specialist from the Washington, D.C., area who serves as a consultant on developmentally appropriate practice, curricu- lum, teaching, and teacher education for state and national organizations such as NAEYC, Head Start, the Council for Professional Recognition, and Sesame Street. From 1981 to 1998, she was Director of Accreditation and Professional Development for NAEYC where she developed and directed their national accreditation system for early childhood centers and schools. Dr. Bredekamp is the editor of NAEYC’s best-selling, highly influential publi- cation, Developmentally Appropriate Practice in Early Childhood Programs.

Dr. Bredekamp is Chair of the Board of the HighScope Educational Research Foun- dation. She was a member of the National Research Council’s (NRC) Committee on Early Childhood Mathematics, which produced a landmark report, Mathematics in Early Childhood: Paths toward Excellence and Equity. Dr. Bredekamp serves on several advisory boards and is a frequent keynote speaker and author of numerous books and articles re- lated to standards for professional practice and teacher education. She has been a visiting lecturer at Macquarie University in Sydney, Australia; Monash University in Melbourne; University of Alaska; and University of Hawaii. She holds a PhD in Curriculum and In- struction from the University of Maryland. The McCormick Center for Early Childhood Leadership at National Louis University recognized Dr. Bredekamp with its Visionary Leadership Award in 2014. For 45 years, Dr. Bredekamp has worked for and with young children toward the goal of improving the quality and effectiveness of early childhood education programs.

About the contributor Dr. Kathleen (Kate) Cranley Gallagher is an educational psychologist and scientist at Frank Porter Graham Child Development Institute at University of North Caro- lina at Chapel Hill. She is a Clinical Associate Professor in the School of Education at UNC, where she teaches undergraduate and graduate early childhood professionals. Dr. Gallagher has herself been an early childhood professional for over 30 years; she has taught in and administered diverse programs for children birth to 8 years of age, with and without disabilities. Dr. Gallagher’s publications and applied work focus on developing, implementing and evaluating evidence-based interventions to support social- emotional well-being and development for young children, their families and early childhood pro- fessionals. Dr. Gallagher has served on state advisory panels, developing standards and assessments for early childhood education and health and is a founding member of the North Carolina Infant Mental Health Association. She developed Be Well to Teach Well, a program designed to support the well-being and of early childhood professionals. Dr. Gallagher is an accomplished teacher and frequently invited speaker nationally, and presented a keynote address at the International Preschool Teachers’ Conference in Hangzhou, China as a guest of Zhejiang Normal University. She delivered a TEDx talk, entitled, The Healthy Child: Assembly Required in which Dr. Gallagher argued that the single most important feat of construction that our society undertakes is the assembly required to build physically, emotionally, cognitively, and socially healthy children. She lives in Carrboro, North Carolina, with her husband, John, and enjoys time with her two adult children, Jack and Bridget.

iv

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v

In the previous editions of this book, I described the challenge of my first day of

teaching preschool in a child care center many years ago. It was the hardest job I have ever

had, primarily because my bachelor’s degree in English did not prepare me for it. I didn’t

know enough about child development, how and what to teach, how to communicate with

families, how to positively guide children’s behavior—the list goes on and on. Feeling com-

pletely incompetent, I seriously thought about not going back the next day. Then I realized

that although I had a choice not to return, the children did not. They deserved a better

teacher than I was at that time. As a result, I continued teaching, went back to school, and

set out to learn as much as possible about child development and how best to teach young

children. And I have been learning ever since. In short, my initial motivation in writing

this book was a personal one—to help ensure that new teachers get off to a better start

than I did and that the children do, too.