Chapter 13: the Future of Training and Development

CHAPTER 13 THE FUTURE OF TRAINING AND DEVELOPMENT

This is a chapter full of valuable information on where the training and development arena is headed. It is critical that the training and development students have an understanding of these trends, for they will have a great effect on the major issues in training and development. Among the future trends discussed are the continued influence of new technologies; the emphasis on intellectual capital; virtual training organizations; greater integration with other functions and with external partners; training as an agent of change; and benchmarking and process reengineering. Finally, steps to implementing new training practices are described. A thorough discussion of the implications of these trends is provided. The chapter ends with Key Terms, Questions for Discussion, and Application Assignments.

Objectives

After reading and discussing this chapter, students should be able to

1. Identify the future trends that are likely to influence the training function and training professionals. 2. Discuss how these future trends may impact training delivery and administration as well as the strategic role of the training department. 3. Discuss how rapid instructional design differs from traditional training design. 4. Describe the components of the change model and how they can be used to introduce a new training method. 5. Benchmark training practices. 6. Discuss how process reengineering can be used to review and redesign training administration practices (e.g., enrollment in training). 7. Discuss the advantages of embedded learning.

I. Introduction See Table 13-1, p. 474 for an overview of future trends that will affacet training.

II. Increased Use of New Technologies for Training Delivery A. The use of online learning, mobile learning (iPods), and other new technologies will likely increase in the future because: 1. The cost of new technologies will decrease over time. 2. Companies can use technology to better prepare employees to serve customers and generate new business. 3. Using these new technologies can decrease the costs of training geographically dispersed employees over the long run. 4. The new technologies allow trainers to build in many of the desirable features, such as practice, feedback, and reinforcement.

130 5. The new technologies allow for the creation of “smart” training methods.

III. Increased Demand for Training for Virtual Work Arrangements

A. Virtual work arrangements include virtual teams as well as telecommuting, work that is conducted in a remote location (distant from central offices), where the employee has limited contact with peers, but is able to communicate electronically. There are two training challenges for virtual work arrangements. First, companies will have to invest in training delivery methods that facilitate digital collaboration. Digital collaboration refers to an interaction between two or more people mediated by a computer. Second, for companies with virtual work arrangements, having knowledge, knowing which employees possess it, and sharing knowledge within and across functions, teams, and individuals are critical for effectiveness. B. The traditional training design model has been criticized for its linear approach, the Instructional System Design model, and the time taken. Rapid instructional design (RID) is a group of techniques that allows training to be built more quickly. 1. It modifies the training design model that consists of needs analysis, design; development, implementation, and evaluation (see examples of RID strategies, Table 13-2, p. 477). 2. Two important principles in RID: a. The instructional content and process can be developed independently of each other. b. Resources that are devoted to design and delivery of instruction can be reallocated as appropriate.

IV. Training Departments will Better Store and Use Intellectual Capital

A. Companies will increasingly seek to capitalize on employees’ knowledge, i.e., intellectual capital, through the use of new technologies. B. This requires that trainers be technologically literate, in order to understand the various uses of technologies and to be able to implement them. C. Many companies are creating new positions, such as knowledge manager or chief learning officer, whose job it is to identify reliable knowledge and make it accessible to others and to create a learning environment respectively.

V. Increased Use of True Performance Support

A. Embedded learning refers to learning that occurs on the job as needed. It involves collaboration and nonlearning technologies such as instant messaging, and it is integrated with knowledge management. B. Embedded learning may become increasingly prevalent in the future when it is not possible for employees to attend classroom instruction or spend hours on online learning.

131 C. Embedded-learning products include task-specific, real-time content and simulation that are accessible during work as well as real-time collaboration in virtual workspaces. Recent and rapid adoption of wireless technology is connecting employees directly to business processes. D. The four functional areas and applications of real-time extended business are (see Figure 13-1, p. 479): 1. Resource management. 2. Collaboration management. 3. Product management. 4. Process management. E. Technology available for collaboration includes: 1. Virtual classroom software that facilitates distance learning. 2. Asynchronous tools such as discussion boards.

VI. Increased Emphasis on Performance Analysis and Learning for Business Enhancement

A. Because of an increasing focus on contributing to the company’s competitive advantage, training departments will have to ensure that they are seen as helping the business functions. This requires a shift from training as the solution to business problems, to a performance analysis approach. A performance analysis approach involves identifying performance gaps of deficiencies and examining training as one possible solution for the business units (the customers). B. Three ways that training departments will need to be involved are: 1. Focus on interventions related to performance improvement. 2. Provide support for high-performance work systems 3. Develop systems for training administration, development, and delivery that reduce costs and increase employees’ access to learning. C. To contribute to the company’s business strategy, training must better market and provide their services, have customers participate in program design and delivery, and be able to show that training positively affects company performance. D. Training will need to emphasize programs related to performance improvement and providing support for high-performance work systems. 1. High-performance work systems require employees to have strong interpersonal skills, technical skills, and an understanding of the entire system. 2. The focus of training will continue to shift toward providing systems that employees can use to gain information as needed rather than formal, scheduled training programs. E. A learning management system (LMS) is used to automate the administration of online training programs. An LMS can help companies reduce costs and respond more quickly to business needs.

132 VI. Increased Use of Training Partnerships and Outsourcing Training

A. Training functions will likely increase their partnerships with academic institutions to provide basic skills, to develop customized programs, and to seek the knowledge of experts in the training arena. B. Relying on external suppliers to provide training is referred to as outsourcing. C. The increased reliance on external training consultants will require that in-house staff become more skilled at contract negotiation and analyzing the various consultants. In-house trainers will also be used more and more to train the trainers, i.e., make subject matter experts who will deliver training effective facilitators of learning. D. One type of training outsourcing is use of an application service provider. An application service provider (ASP) is a company that rents out access to software for a specific application. 1. ASP can track how many employees use the software contracted for, which areas are accessed the most, and how employees perform on post-training tests. 2. The ASP also provides technical support, including software upgrades.

VII. Training and Development From A Change Model Perspective

A. Resistance to new training and development practices is likely because change is never easy. B. The process of change is based on the interaction of four components within the organization (see Figure 13-2, p. 484): 1. Task 2. Employees 3. Formal organizational systems, structures, and processes 4. The informal organization (i.e., values, norms, communication patterns). C. Four change-related problems need to be addressed for any new training practice: 1. Resistance to change is the unwillingness of managers and employees to change and their anxiety regarding it. 2. Control is the ability of managers and employees to obtain and distribute valuable resources, such as data, information, or money. Change may alter what they control and the extent of their control. 3. Power is the ability to influence others. As employees gain more autonomy and greater access to databases and other information through new technologies, managers my lose some of their power. 4. Task redefinition refers to changes in the roles and job responsibilities of managers and employees. Change may bring the expectation that managers will become facilitators of training and coaches and that employees will participate in the development and evaluation of training.

133 VIII. Methods to Determine Whether Change is Necessary: Benchmarking and Process Reengineering

A. Benchmarking involves finding examples of “best practices,” in this case effective training, within other firms with which to compare a company’s own practices, in effort to promote quality. 1. Showing what other companies are doing effectively with training increases the chances of successfully implementing changes in the company’s training practices. 2. An example of the benchmarking process is Xerox’s 10-step benchmarking practice (see Table 13-4, p. 487): a. Identify what is to be benchmarked, e.g., product, service, process, etc. b. Identify comparable companies. c. Determine data collection methods and collect relevant data (internal and external). d. Determine current performance levels. e. Project future performance levels. f. Communicate benchmarking results to gain acceptance. g. Establish functional goals. h. Develop action plans. i. Implement plans and monitor progress. j. Recalibrate benchmarks. 3. Internal data must be collected to compare to the “best practices.” Top management must be supportive. B. Process Reengineering refers to the complete review of processes and to redesign the processes to improve them, making them more efficient and effective. Reengineering is a complete review of critical processes and redesign of those processes to make them more efficient and able to deliver high quality. 1. This is especially important in the training arena when trying to use new technologies in the delivery of training, streamlining administrative processes, make training more user-friendly, etc. 2. The reengineering process involves four steps (see Figure 13-3, p. 488): a. Identify the process. A reengineering team should be brought together, including managers and trainers who control the targeted process(es) or are responsible for parts of the process(es), as well as employees who bring expertise to the process, employees outside the process, and internal or external customers who see or use the outcome of the process. b. Understand the process. Things to consider when evaluating a process: 1.) Can tasks, such as course enrollment and pretesting, be combined? 2.) Can employees be given more autonomy? Can decision-making and control be built into the process? 3.) Is each of the steps of the process necessary or can it be streamlined? 4.) Are there redundant data or unnecessary checks and controls built into the process? 5.) How many special cases and exceptions have to be made?

134 6.) Are the steps of the process arranged in logical and natural order? 7.) What are the desired outcomes and what is the value of the process? 8.) A number of techniques can be used to understand and assess processes: a.) Data-flow diagrams illustrate the flow of data across departments. b.) Data-entity relationship diagrams show the types of data used within a function of the company and the relationship among the different types of data. c.) Scenario analysis refers to simulations of real-world issues being presented to data end-users, who are asked to indicate how new technologies could be used in the scenario and what data need to be maintained to deal with such situations. c. Redesign the process. The reengineering team develops models, tests them, chooses a prototype, and looks at how to integrate this into the company. d. Implement the process. The company pilots the process, by testing it in a limited and controlled setting, before taking it company-wide.

IX. Key Issues in Implementing Change

A. Change management refers to the process of ensuring that new training practices are accepted and used by members of the company. There are four steps to managing change: 1. Overcoming resistance to change can be achieved by involving the people who will be affected by the change in the planning process and rewarding them for buying into it. Further, the change needs to be divided into steps that are understandable and manageable for employees. Employees need to understand how new training practices will have positive outcomes for them. 2. Managing the transition. Tactics include communicating a clear picture of what the future will bring and creating providing company initiatives for helping with the transition, e.g., a contact person or help line. The transitional period may involve allowing old practices and new practices to exist simultaneously, so that the benefits of the new practices are more apparent and any bugs can be worked out. 3. Shaping political dynamics. Managers need to gain the support of key power groups including formal and informal leaders, thereby creating the necessary climate for the transition. 4. Using training to understand new tasks, since many new practices involve changes in employees’ and managers’ roles in addition to changes in a process or service. Managers and employees must be trained to deal with the new systems.

135 B. Change Interventions include include survey feedback, process consultation, and group interventions. 1. Survey feedback refers to the process of collecting information about employees’ attitudes and perceptions using a survey, summarizing the results, and providing employees with feedback to stimulate discussion, identify problems, and plan actions to solve problems. 2. In process consultation, a consultant works with managers or other employees to help them understand and take action to improve specific events that occur at work. 3. Large group interventions involve employees from different parts of the organization. Intergroup activities attempt to improve relationships among different teams, departments, or groups.

CHAPTER 13 SUMMARY

This chapter is an extremely important section of the textbook because it gives students a look into the future. Many of the trends described are actually coming to fruition. The influence of new technologies was addressed; and, the term “intellectual capital” was also described and virtual training organizations revisited. Much of the chapter was devoted to the concept of change, the training function as a catalyst for change, and change related problems that may come up. The student will benefit from an understanding of benchmarking and process reengineering, which this chapter provided. As the final chapter in the textbook, Chapter 13 provides the student with a cutting edge perspective on the future of the training and development function.

Discussion Questions

1. Discuss how new technologies are likely to impact training in the future.

Answer: In the future, the use of technology will increase, and the demand for virtual work assignments will rise. There will be greater emphasis on capture and storage and the use of intellectual capital will rise. Companies will rely on learning management systems, integration wit business processes, and real-time learning. Training will be more focused on business needs and performance, and training departments will develop partnerships and outsource. Training and development will be viewed from more of a change model perspective. (Table 13-1, p. 474)

136 2. What new skills will trainers need to be successful in the future?

Answer: In the future, trainers will need to be increasingly proficient in the use of new technologies, as training incorporates new tools such as digital collaboration, learning management systems. Trainers may also need to be savvy in contract negotiation, as more training will be outsourced to other companies. Trainers may find that they are called upon more to support the managers and employees who are actually conducting the training. (p. 480-481)

3. What is rapid instructional design? How does it differ from the traditional training design model discussed in Chapter 1? (see Figure 1-1.)

Answer: The traditional training design model has been criticized for several reasons. First, it is a linear approach driven by subject-matter experts. Second, the Instructional System Design model uses a rational, step-by-step approach that assumes that the training content is stable. Third, given the accelerated demand for training to be delivered just in time, traditional training takes too long. Rapid instructional design (RID) is a group of techniques that allows training to be built more quickly. RID modifies the training design model that consists of needs analysis, design, development, implementation, and evaluation. (p. 476-477)

4. How does the use of a learning management system better link training to business strategy and goals?

Answer: Learning management systems can track training completion, and tie the expense of training to business dollars for the company. An LMS can also better track the competencies of a company’s work force and determine the right employees to fit a business need. (p. 481)

5. What is benchmarking? Explain the process you would use to benchmark a company’s safety training programs.

Answer: Benchmarking is the practice of finding examples of excellence in products, services, or systems. By examining the safety records, the best safety programs could be determined, then analyzed to determine how to implement a similar program in other companies. This would be done by identification of what is being benchmarked, identifying the companies to be examined, collecting data, determining current and future performance levels, communicating results, establishing functional goals, developing action plans and implementing those plans. (p. 486-487)

137 6. What is process reengineering? Why is it relevant to training?

Answer: Reengineering is a complete review of critical processes and redesign of those processes to make them more efficient and deliver higher quality. Training, like any other process must be evaluated and improved in order to be as effective as possible. (p. 487-488)

7. Discuss the steps necessary to introduce a new training practice from a change model perspective.

Answer: Before a new training practice can be introduced, resistance to change must be overcome, by getting employees to understand the new process. The transition is then managed by communicating a clear picture of the future, and by creating organizational arrangements for the transition. Managers need to shape the political dynamics by gaining support from key power groups, such as other top managers. Finally training is used to explain new tasks. Employees are made aware of their roles after the change. (p. 489-491)

8. What misconceptions do managers have about training? How could you change those misconceptions?

Answer: Managers may believe that training is not valuable, that it is an expense with no return on investment, that anybody is capable of being a trainer, that the training department is a good place to put poor performers, or that training is exclusively the responsibility of the trainers. In order to combat these misconceptions, trainers need to ensure that the training department adds value to the business, builds relationships with functional business managers, and establishes credibility in the company. This can be don by helping functional managers with training-related problems, evaluating training effectiveness, and by providing excellent service. (Table 13-5, p. 490-491)

9. Explain what you believe are the advantages and disadvantages of creating a training consortium or partnership with other companies.

Answer: Creating a partnership allows for a better prepared workforce, as there is more training in skills that companies feel are important. This does, however, require the company to surrender a certain amount of autonomy in training, as there is less company control of the training than there would be in a completely internal training program. (p. 482-483)

138 10. What is organization development? Describe the interventions used to create change.

Answer: Organization development is a planned, systematic change process that uses behavioral science knowledge and techniques to improve companies’ effectiveness by improving relationships and increasing learning and problem-solving capabilities. There are several interventions used to bring about change: survey feedback, where employee surveys are used to identify issues, process consultation, where a consultant works with managers or other employees to help them understand and improve problems, and group interventions, where employees and possibly other stakeholders from outside of the company identify and solve problems. (p. 489, 492-493)

11. What are the implications of virtual work arrangements for training?

Answer: Virtual work arrangement allow for employees that are geographically dispersed to communicate and function as a team. This allows for a more diverse group, but does require an investment in the technologies required for digital collaboration. There also can be a greater need for cultural understanding as well as technical proficiency with the communications technologies on the part of the employees. (p. 475-476)