Competing Through Globalization:
Nissan’s Virtual Classroom
Nissan’s workforce of 150,000 workers is spread across 20 countries worldwide (for production)
and 160 countries where they have product markets. 60 employees were identified as high
potentials that needed to develop their skills and competencies in order for the company to meet
its global expansion and growth plans. These 60 employees were dispersed across the globe but
needed face-to-face interaction throughout this training because it would help them in future
collaborative projects. Classroom instruction would also insure that they all received a
consistent message and questions could get addressed by the instructor or facilitator. However,
face-to-face instruction was not feasible because these employees could not be away from their
work location for the long periods of time they would need. To address this issue, Nissan
develops an e-learning program which included a virtual classroom. This allowed for the
convenience of completing instruction on their schedules, but also allowed for interaction among
the learners and opportunity for feedback.
Discussion Question
1. Would on-line learning methods also be useful for developing high potential
employees’ skills and competencies even if they were not located across the world? Explain.
2. Is online learning a useful training tool for supporting other types of strategic
initiatives shown in Table 7.1? Why?
It would appear that a dynamic program such as this would be useful for the other strategic
2. Hands-on methods include on-the-job training, simulations, business
games and case studies, behavior modeling, interactive video, and
Web-based training. These methods are ideal for developing specific
skills understanding how skills and behaviors can be transferred to the job,
experiencing all aspects of completing a task, and dealing with
interpersonal issues that arise on the job.
a. On-the-Job Training (OJT) involves peers or managers training
new or inexperienced employees who learn the job by
oberservation, understanding and imitation.
l. OJT can be useful for training newly hired employees,
upgrading the skills of experienced employees when new
technology is introduced, cross-training employees within a
department or work unit, and orienting transferred or promoted
employees to their new jobs.
2. OJT takes various forms, including apprenticeships and
directed training programs.
3. Apprenticeship is a work-study training method with both
on-the-job training and classroom training. To qualify as a
registered apprenticeship program under state or federal
guidelines, at least 144 hours of classroom instruction and
2,000 hours, or one year, of on-the-job experience are required.
a. Apprenticeships can be sponsored by individual companies
or by groups of companies cooperating with a union.
b. The majority of apprenticeship programs are in the skilled
trades.
c. One of the major advantages of an apprenticeship program
is that learners have the opportunity to earn pay while they
learn.
d. One disadvantage of apprenticeship programs is limited for
minorities and women. There is no guarantee jobs will be
available after the program is completed. Also,
apprenticeship programs prepare trainers who are well
trained in one craft or occupation.
b. A simulation is a training method that represents a real-life
situation allowing trainees to see the outcomes of their decisions in
an artifical environment.
1. Simulations allow trainees to see the impact of their decisions
in an artificial, risk-free environment and are used to teach
production and process skills as well as management and
interpersonal skills.
2. Avatars are computer depictions of humans that can be used as
imaginary coaches, co-workers, and customers in simulations.
Example: Padeira, a technology company that provides
English-as-a-second-language training, uses a virtual world to
teach English.
3. A recent development in simulations is the use of virtual reality
technology. Virtual reality is a computer-based technology
that provides trainees with a three-dimensional learning
experience. Using specialized equipment or viewing the
virtual model on the computer screen, trainees move through
the simulated environment and interact with its components.
Second Life is a computer based, simulated virtual world,
including a three-dimensional representation of the real world
and a place to host learning programs or experiences.
Business Games and Case Studies—Situations that trainees
study and discuss (case studies) and business games in which
trainees must gather information, analyze it, and make
decisions are primarily used for management skill
development.
f. Behavior Modeling
1. Research suggests that behavior modeling is one of the most
effective techniques for teaching interpersonal skills.
2. Each training session, which typiccally lasts four hours,
focuses on one interpersonal skill, such as coaching or
communicating ideas.
g. E-learning refers to training that is delivered on public (Internet)
or private computer networks (Intranets) and displayed by a Web
browser. Web-based training supports virtual reality, animation,
interactions, communications between trainees, and real-time audio
and video. Web-based training has advantages similar to other
multimedia methods (Figure 7.6).
1. Repurposing refers to directly translating an instructor-led,
face-to-face training program online.
h. Social media refers to online and mobile technology used to create
interactive communications. They include things like blogs, wikis,
networks like Facebook and LinkedIn, microsharing sites like
Twitter, and shared media sites like YouTube. Many companies
consider using tablets for training because they are so easy to use
and have great access to content through the Internet. Apps refer
to applications designed specifically for smartphones and tablet
computers. Apps are primarily being used to supplement training,
manage the path or sequence of training, and help employees
maintain training record
i. Blended learning refers to combining technology methods, such
as e-learning or social media, with face-to-face instruction, for
delivery of learning content and instruction. Many companies are
moving to hybrid, or a blended learning approach because of: (1)
the limitations of online learning related to technology, (2) trainee
preference for face-to-face contact with instructors and other
learners, and (3) employees’ inability to find unscheduled time
during their workday to devote to learning from their desktops.
Learning management systems (LMS) is a technology platform
that automates the administration, development, and delivery of a
company’s training program.
Competing Through Technology
Using Social Media and Apps for Learning
Many organizations today are turning to various social media and apps for instruction, training
support, and knowledge sharing. Companies like Advanced Sales & Marketing, Verizon, Watson
Pharmaceuticals, and even the US military are recognizing that these platforms allow for fast and
efficient dispersion of training and instructional content – as well as allowing participants to
share knowledge, understanding, best practices, and provide peer support.
Discussion Question
How do you think that social media and apps can be most effectively used in training? For
example, as a method for delivering training content? Helping insure transfer of training?
Knowledge sharing? Explain why.
Answers here will vary. Younger students will likely believe that social media could be the “do
all/be all” in training whereas older and non-traditional students may identify the limitations
j. Group- or team-building methods help trainees share ideas and
experiences, build group identity, understand the dynamics of
interpersonal relationships, and get to know their own strengths
and weaknesses and those of their co-workers.
1. Experiential programs involve gaining conceptual
knowledge and theory; taking part in a behavioral simulation;
analyzing the activity; and connecting the theory and activity
with on-the-job or real-life situations.
Adventure learning focuses on the development of teamwork
and leadership skills using structured outdoor activities.
1. It is best suited for developing skills related to group
effectiveness such as self-awareness, problem solving,
conflict management, and risk taking.
2. For adventure learning to be successful, the exercises
should be related to the types of skills that participants are
expected to develop. After the exercises a skilled facilitator
should lead a discussion about what happened in the
exercise, what was learned, and how to set goals and apply
what was learned on the job.
3. The physically demanding nature of adventure learning and
the requirements that trainees often have to touch each
other in the exercises may increase the company’s risk for
negligence claims due to personal injury, intentional
infliction of emotional distress, and invasion of privacy.
Also the ADA raises questions about requiring employees
with disabilities to participate in physically demanding
experiences.
2. Team training involves coordinating the performance of
individuals who work together to achieve a common goal.
Cross-training involves having team members understand and
practice each other’s skills so that members are prepared to
step in and take another member’s place should he temporarily
or permanently leave the team.
Coordination training involves training the team in how to
share information and decisions.
Team leader training refers to training that the team manager
or facilitator.
3. Action learning involves giving teams working on an actual
business problem, commit to an action plan, and are
accountable for carrying out the plan.
Six Sigma Training provides employees with measurement and
statistical tools to help reduce defects and to cut costs. Kaizen
refers to practices participated in by employees from all levels
of the company that focus on continuous improvement of
business processes
3. Advice for Choosing a Training Method
A. Evaluating Training Programs:
1. Training outcomes can be classified into four broad categories: cognitive,
skill-based, affective, results, and return on investment (Table 7.7).
a. Cognitive, or learning, outcomes measure acquisition of
knowledge through paper and pencil tests or work samples.
Example: Safety rules, Electrical principles, Steps in appraisal
interview.
b. Skill-based, or behavior, outcomes measure skills and behaviors
through observation, work samples, or ratings.
Example: Jigsaw use, Listening skills, Coaching skills, Airplane
landings,
c. Affective outcomes measureattitudes, reaction to a program, and
motivation through interviews, focus groups, and attitude surveys.
Example: Satisfaction with training, Beliefs regarding other
cultures.
d. Results outcomes measure company payoff through observation,
and data from information system or performance records.
Example: Absenteeism, accidents, patents.
e. Return on investment (ROI) measures economic value of training
through identification and comparison of costs and benefits of the
program.
Example: Dollars
2. Evaluation Designs
a. Factors to consider in choosing an evaluation design include the
size of the training program, purpose, and the implications if a
training program does not work. Other factors include the company
norms regarding evaluation, costs of designing and conducting an
evaluation, and the need for speed in obtaining program
effectiveness information. (see Table 7.8).
Return on investment (ROI) refers to the estimated dollar return
from each dollar invested in learning.
3. Determining the financial benefits of learning—Cost-benefit analysis is
the process of determining the economic benefits of a training program
using accounting methods. The ROI analysis is accomplished in 7 steps
that are outlined in the chapter.
IV. Special Training Issues — Cross-cultural Preparation
1. Cross-cultural preparation involves educating employees (and their families) who are
given an assignment in a foreign country.
An expatriate is an employee sent by his or her company to manage operations in a
different country.
A. Steps in Cross-Cultural Preparation
To be successful in overseas assignments, expatriates need to be:
– Competent in their area of expertise
– Able to communicate verbally and nonverbally in the host country.
– Flexible, tolerant of ambiguity, and sensitive to cultural differences.
– Motivated to succeed, able to enjoy the challenge of working in other
countries, and willing to learn about the host country’s culture, language, and
customs.
– Supported by their families.
B. Three phases of Cross-cultural preparation
1. In the predeparture phase, employees need to receive language training
and an orientation to the new country’s culture and customs. It is critical
that the family be included in the orientation programs.
a. Cross-cultural training methods range from presentational
techniques, such as lectures, to actual experiences in the home
country in culturally diverse communities.
2. The on-site phase involves continued orientation to the host country and
its customs and cultures through formal programs or through a mentoring
relationship.
3. The repatriation phase prepares expatriates for return to the parent
company and country from a foreign assignment. Expatriates and their
families are likely to experience high levels of stress and anxiety when
they return because of the changes that have occurred since their
departure.
2. Managing Workforce Diversity and Inclusion
Inclusion refers to creating an environment in which employees share a sense of
belonging, mutual respect and commitment from others so they can perform their
best work.
Diversity Training refers to learning efforts that are designed to change
employee attitudes about diversity and or/develop skills needed to work with
a diverse workforce.
Managing diversity and inclusion involves creating an environment that allows
all employees to contribute to organizational goals and experience personal
growth.
B. To successfully manage a diverse work force, companies need to ensure that:
Employees understand how their values and stereotypes influence their
behavior toward others of different gender, ethnic, racial, or religious
backgrounds.
Employees gain an appreciation of cultural differences among themselves.
Behaviors that isolate or intimidate minority group member improve.
V. Onboarding and Socialization—Onboarding, also known as socialization, refers to the
process of helping new hires adjust to social and performance aspects of their new jobs
(Figure 7.6 outlines the 4 steps in onboarding).
A Look Back
The chapter opener highlights the different training methods that Farmers Insurance
Group uses to support its business objectives.
Questions
1. What are the advantages and disadvantages of the blended learning approach used at
Farmers?
There are countless advantages including efficiency, convenience, cost savings, and time
2. How would you determine if Farmers’ training is strategic?
One would need to assess the outcomes of the programs and determine if those programs