Southwood School: A Case Study in Training and Development

Fiona L. Robson 2008

Definitions
Training refers to the methods used to give new or present employees the skills they need to perform their jobs. Dessler (2007, p. 270) Training and development are processes that attempt to provide employees with information, skills and an understanding of the organization and its goals. Ivancevich (2007, p. 393)

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Training Benefits
Training: Improves individual, team and organization performance. Supports employee retention strategies. Increases flexibility. Improves customer service. May increase job satisfaction. May decrease errors in the workplace.

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When Is Classroom-Based Training Appropriate?

When the desired skills are best taught through formal instruction. When a number of people need to learn skills/knowledge in the same area. When critical information must be communicated to ensure employees meet their responsibilities. Source: Armstrong (2006, p. 576)

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The Five-Step Training and Development Process

Effective training programs consist of five steps: 1. Needs analysis 2. Instructional design 3. Validation 4. Implementation. 5. Evaluation.
Dessler (2007), based on the earlier work of Goldstein

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Step 1: Needs Analysis

Identifies the skills needed for employees to perform their jobs. Assesses existing skills. Identifies objectives to close any identified skills gaps.

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Step 2: Instructional Design

At this stage, the content of the course/program is designed. Specific activities are identified. Relevant materials are prepared.

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Step 3: Validation
The program is tested with a small group of employees. Feedback may result in changes to the content and activities used in the program.

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Step 4: Implementation
The target group participates in the actual training session.

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Step 5: Evaluation
The programs success is evaluated.

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Training Methods
Lectures Case studies Workshops Simulated training E-learning (via the Internet) Role plays Coaching

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Choosing the Most Appropriate Training Method

Consider the following: Training topic Cost Time available Number of participants Skills and knowledge of the trainer Availability of materials Ability to meet the programs goals and objectives Timing of the training: how urgent is it?
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Key Decisions
Who will design and deliver the training? Will it be done internally or externally? Which training methods will be used? What are the goals and objectives of the training? Where and when will it be held? How will it be evaluated?

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Meeting Learners Needs: Performance Management Training

What is the employees existing knowledge of the performance management system? Do employees have a positive perception of performance management? Are there any special educational needs? What are the employees preferred learning styles?

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Learning Styles
One of the most frequently used tools to identify learning styles is that of Honey and Mumford (1996). They identified four styles:
> Activists > Reflectors > Theorists > Pragmatists

Learning styles are not necessarily exclusive; a person can be classed as both a theorist and pragmatist.

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Honey and Mumfords Learning Styles

Activists enjoy new challenges and participate happily in new experiences. Reflectors observe experiences from different perspectives. They collect data from different sources and reflect on it before coming to their own conclusions.

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Honey and Mumfords Learning Styles

Theorists tend to be perfectionists and like to be well-informed. They prefer logical theories rather than subjective information. Pragmatists are keen to try out new approaches to see if they work in reality.

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The Importance of Evaluating Training

Ensures objectives are met or if additional training is required. Assesses the trainings effectiveness. Helps identify modifications for future training programs: > Content > Training methods > Training provider > Location > Duration Allows for a cost/benefit analysis. Supports the business case for training.

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Four Levels of Evaluation: Kirkpatrick (1994)

Level 1: Reaction How did participants react to the training? Measures overall satisfaction with the program. Level 2: Evaluating learning To what extent were learning objectives met? What new knowledge was gained? What new skills can be demonstrated?

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Four Levels of Evaluation: Kirkpatrick (1994)

Level 3: Evaluating behavior To what extent were behaviors changed when employees returned to the workplace? Level 4: Evaluating results What added value was gained as a result of the program?

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Southwood School Case Study: Overview

State high school in the United Kingdom. Established nearly 40 years ago. 800 students aged 13-18. 120 staff: > 80 teachers. > 40 support staff (non-teaching staff). Average staff retention rate: 72 percent. Average length of service: 5+ years

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Training and Development at Southwood School

Students leave school one hour early each week to give teachers time for continuing professional development (CPD), including training sessions. Most sessions are delivered in-house. Senior teachers usually deliver the sessions based on materials provided by the Government Department for Education and Skills.

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Presentation References
Armstrong, M. (2006). A handbook of human resource management, 10th edition. Kogan Page. Dessler, G. (2005). Human resource management, 10th edition. Prentice Hall. Honey, P., & Mumford, A. (1996). The manual of learning styles, 3rd edition. Honey Publications. Ivancevich, J. M. (2007). Human resource management, 10th edition. McGraw-Hill. Kirkpatrick, D. L. (1994). Evaluating training programs. Berret-Koehler.
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