Copyright © 2017 Pearson Education, Inc.
Part Three
Training and Developing
Chapter 8
Training and Developing Employees
Lecture Outline:
Orienting and Onboarding New Employees
The Purpose of Employee Orientation/Onboarding
The Orientation Process
Employee Engagement Guide for Managers: Onboarding at Toyota
Overview of the Training Process
Know Your Employment Law
Aligning Strategy and Training
Improving Performance: The Strategic Context
The ADDIE Five-Step Training Process
Conducting the Training Needs Analysis
Designing the Training Program
Developing the Program
Trends Shaping HR: Digital and Social Media
Implementing the Training Program
On-the-Job Training
Apprenticeship Training
Informal Learning
Job Instruction Training
Lectures
Programmed Learning
Behavior Modeling
Audiovisual-Based Training
Vestibule Training
Electronic Performance Support Systems
Videoconferencing
Computer-Based Training (CBT)
Simulated Learning and Gaming
Lifelong and Literacy Training Techniques
Improving Performance: HR Practices Around the Globe
Team Training
Internet-Based Training
The Virtual Classroom
Trends Shaping HR: Digital and Social Media
Improving Performance: HR Tools for Line Managers
Implementing Management Development Programs
Strategy’s Role in Management Development
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Copyright © 2017 Pearson Education, Inc.
Succession Planning
Improving Performance Through HRIS: Succession Systems
Candidate Assessment and the 9-Box Grid
Managerial On-the-Job Training and Rotation
Improving Performance: HR Practices Around the Globe
Off-the-Job Management Training and Development Techniques
Leadership Development at GE
Trends Shaping HR: Customized Talent Management Differential Development Assignments
Talent Management and Differential Development Assignments
Managing Organizational Change Programs
Lewin’s Change Process
Using Organizational Development
Evaluating the Training Effort
Designing the Study
Training Effects to Measure
Chapter Review
Where Are We Now…
The purpose of this chapter is to increase your effectiveness in training employees. The main
topics we’ll cover include orientating employees, designing onboarding to improve employee
engagement, the training process, analyzing training needs, implementing training and
development programs, and evaluating the training efforts.
Interesting Issues:
For about 6 years after buying May Department Stores Co., Macy’s Inc. emphasized
consolidation. First it focused on integrating the regional department stores under one Macy’s
umbrella. Then the recession hit and Macy’s turned to cutting costs. Meanwhile, Macy’s
customer service suffered. Many sales associates failed to provide the service level that
customers wanted. With deteriorating service cutting into its sales and profits, the question was,
what should Macy’s do about it now? We’ll see what it did.
Learning Objectives:
8-1. Summarize the purpose and process of employee orientation.
8-2. Give an example of how to design onboarding to improve employee engagement.
8-3. List and briefly explain each of the steps in the training process.
8-4. Explain how to use five training techniques.
8-5. List and briefly discuss four management development methods.
8-6. List and briefly discuss the importance of the steps in leading organizational change.
8-7. Explain why a controlled study may be superior for evaluating the training program’s
effects.
Annotated Outline:
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Copyright © 2017 Pearson Education, Inc.
I. Orienting and Onboarding New Employees – making sure employees do know
what to do and how to do their jobs is the purpose of orientation and training. Every
manager therefore should know how to orient and train employees.
A. The Purpose of Employee Orientation/Onboarding – employee orientation
programs provide new employees with the basic background information
required to perform their jobs; ideally it should also help them start
becoming emotionally attached to and engage in the firm.
B. The Orientation Process – the length of the orientation program depends on
what you cover. At a minimum, the orientation should provide information
on matters such as employee benefits, personnel policies, safety measures,
and regulations, and a facilities tour. New employees should receive (and
sign for) print or Internet-based employee handbooks covering such
matters.
1. The Employee Handbook – should include a disclaimer stating
“nothing in this handbook should be taken as creating a binding
contract between employer and employee and all employment is on an
at will basis.”
2. Orientation Technology – employers use technology to support
orientation such as online learning, virtual environments, streaming
videos, iPhone apps, scannable QR codes, and gaming.
II. Employee Engagement Guide for Managers: Onboarding at Toyota – it does cover
routine topics such as company benefits, however its main aim is to engage
Toyota’s new employees in the firm’s ideology of quality, teamwork, personal
development, open communication, and mutual respect. The initial program takes
about 4 days.
III. Overview of the Training Process – training begins after orientation. Having high
potential employees does not guarantee they will succeed. Organizations must
train employees how to do the job.
A. Know Your Employment Law – training and the Law; inadequate training
can also expose the employer to liability for negligent training.
B. Aligning Strategy and Training – the employer’s strategic plans should
govern its training goals. In essence, the task is to identify the employee
behaviors the firm will need to execute its strategy and then from that,
deduce what competencies (for instance, skills, and knowledge)
employees will need.
C. Improving Performance: The Strategic Context
D. The ADDIE Five-Step Training Process – ADDIE stands for analyze,
design, develop, implement, and evaluate.
E. Conducting the Training Needs Analysis – this may address the
employer’s strategic/longer-term training needs and/or its current training
needs.
1. Strategic Training Needs Analysis – this focuses on identifying the
training the employer will need to fill new future jobs, and is tied to
succession planning.
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Copyright © 2017 Pearson Education, Inc.
2. Current Training Needs Analysis – most training is focused on
improving current performance. Analyzing current employee needs is
more complex than new employee needs. Two main ways to identify
training needs are task analysis (an analysis of the job’s requirements)
and performance analysis (an analysis to verify if there is a
performance deficiency).
3. Task Analysis: Analyzing New Employees’ Training Needs – a task
analysis can be used to determine the training needs of new
employees. A task analysis record form can also be used. It contains
the following information: task list; when and how often performed;
quantity and quality performance standards; conditions under which
performed; skills or knowledge required; and where best learned.
Table 8-1 illustrates the task analysis record form.
4. Competency Profiles and Models in Training and Development – the
American Society for Training and Development (ASTD) built a
competencies model for the job of training and development
professionals. It includes 10 core trainer competencies.
5. Performance Analysis: Analyzing Current Employees’ Training Needs
– there are several methods that can be used to identify an employee’s
training needs, including supervisor, peer, self, and 360-degree
performance reviews; job-related performance data; observation by
supervisors or other specialists; interviews with the employee or
his/her supervisor; tests of things like job knowledge, skills, and
attendance; attitude surveys; individual employee daily diaries;
assessment centers, and special performance gap analytical software.
6. Can’t Do/Won’t Do – the biggest issue is to figure out what is causing
the lower performance. If the problem is employee motivation then
training is unlikely to fix this. Can’t Do means the employees don’t
know what to do or what your standards are. Won’t Do, the employee
could do the job if they wanted to.
F. Designing the Training Program – designing means planning the overall
training program including objectives, delivery methods, and program
evaluation.
1. Setting Learning Objectives – should specify in measurable terms what
the trainee will be able to accomplish when the training is completed.
2. Creating a Motivational Learning Environment – the learning
environment should take into account both the trainees’ ability and
motivation.
3. Making the Learning Meaningful – material that is meaningful is
usually easier for trainees to understand and remember.
4. Making Skills Transfer Obvious and Easy – make skills and behaviors
easy to transfer from the training site to the job site.
5. Reinforcing the Learning – trainees need plenty of feedback.
6. Ensuring Transfer of Learning to the Job – prior to training, get trainee
and supervisor input in designing the program, institute a training
attendance policy, and encourage employees to participate. During
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training, provide trainees with training experiences and conditions
(surroundings, equipment) that resemble the actual work environment.
After training, reinforce what the trainees learned.
7. Other Training Design Issues – managers must review alternate
training methods and choose the one they feel will be most effective.
They must also decide how to organize the training as well as how to
evaluate it.
G. Developing the Program – involves actually assembling the program’s
training content and materials. It means choosing the specific content the
program will present as well as designing/choosing the specific
instructional method (lectures, cases, Web-based, and so on) you will use.
H. Trends Shaping HR: Digital and Social Media
IV. Implement the Training Programs
A. On-the-Job Training (OJT) – the most familiar is the coaching or
understudy method which involves simply observing the supervisor or
(preferably) having the supervisor or job expert show the new employees
the ropes, step-by-step.
B. Apprenticeship Training – a structured process by which people become
skilled workers usually through a combination of formal learning and
long-term on-the-job training, often under the tutelage of a master
craftsperson.
C. Informal Learning – surveys estimate that as much as 80% of what
employees learn on the job they learn through informal means, including
performing their jobs while interacting every day with their colleagues.
D. Job Instruction Training – teaching a new employee the logical sequence
of a job step-by step.
E. Lectures – quick and simple ways to provide knowledge to large groups.
F. Programmed Learning – a step-by-step self-learning method that involves
three parts: 1) presenting questions, facts, or problems to the learner; 2)
allowing the person to respond; and 3) providing feedback on the accuracy
of the answers, with instructions on what to do next.
G. Behavior Modeling – involves (1) showing trainees the right (or “model”)
way of doing something, (2) letting them practice, and then (3) giving
feedback on the performance.
H. Audiovisual-Based Training – tools include films, PowerPoint
presentations, video conferences, audiotapes, and videotapes.
I. Vestibule Training – a method in which trainees learn on the actual or
simulated equipment they will use on the job while being trained off the
job.
J. Electronic Performance Support Systems (EPSS) – sets of computerized
tools and displays that effectively automate and integrate training,
documentation, and phone support, thus enabling individuals to provide
support that’s faster, cheaper, and more effective than the traditional
methods. Performance support systems are modern job aids which are a
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set of instructions, diagrams, or similar methods available at the job site to
guide the worker.
K. Videoconferencing – involves delivering programs over broadband lines,
the Internet, or satellite.
L. Computer-Based Training (CBT) – training methods that use interactive
computer-based systems to increase knowledge or skills.
M. Simulated Learning – a variety of different activities including but not
limited to virtual reality-type games, step-by-step animated guides, role
playing, and software training.
N. Lifelong and Literacy Training Techniques – providing employees with a continual
learning experience over their tenure with the firm.
O. Improving Performance: HR Practice Around the Globe
P. Team Training – this does not always come naturally and companies devote many
hours training new employees to listen to and to be cooperative with each other.
Q. Internet-Based Training – used to deliver almost all types of training such as the
Blackboard learning management system, Learning Portals which is a section of the
employer’s website that offers employees online access to training courses, and
blended learning which uses multiple delivery methods.
R. The Virtual Classroom – special collaboration software enables multiple remote
learners to use their PCs or laptops to participate in live discussions.
S. Trends Shaping HR: Digital and Social Media – learning content is delivered on
demand via mobile devices whenever and wherever the learner desires.
T. Improving Performance: HR Tools for Line Managers and Small Businesses
V. Implementing Management Development Programs
A. Strategy’s Role in Management Development – management development
is any attempt to improve managerial performance by imparting
knowledge, changing attitudes, or increasing skills. Management
development is important for several reasons: 1) promotion from within
being a source of talent, and virtually all promoted managers require some
development, and 2) it facilitates organizational continuity.
B. Succession planning is part of this process and is the process through which
a company plans for and fills senior-level openings.
C. Improving Performance Through HRIS: Succession Systems
D. Candidate Assessment and the 9-Box Grid – the 9-box grid is a tool to help
in the selection process and in succession planning that shows the potential
and performance of managers.
E. Managerial On-the-Job Training and Rotation–– methods include job
rotation, coaching/understudy approach, and action learning.
1. Improving Performance: HR Practices Around the Globe
2. The Coaching/Understudy Approach – occurs when a trainee works
directly with a senior manager or with the person he/she is to replace,
and the latter is responsible for coaching the trainee.
3. Action Learning – gives managers and others released time to work
full-time on projects to analyze and solve problems in departments
other than their own.
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F. Off-the-Job Management Training and Development Techniques
1. The case study method has a trainee solve realistic problems after
studying written or video case descriptions.
2. Management games or computerized management games allow for the
trainees to make realistic decisions in simulated situations.
3. Outside seminars are offered by many companies and universities.
4. University-related programs provide executive education and
continuing education programs in leadership, supervision, and the like.
5. Role playing is aimed at creating a realistic situation and then having
the trainees assume the parts (or roles) of specific persons in that
situation.
6. Corporate universities are in-house development centers that have
been established by many companies to expose prospective managers
to realistic exercises that develop improved management skills. The
best corporate universities: a) actively align offerings with corporate
goals, b) focus on developing skills that support business needs, c)
evaluate learning and performance, d) use technology to support
learning, and e) partner with academia.
7. Executive coaches are being used by firms to improve their top
managers’ effectiveness. An executive coach is an outside consultant
who questions the executive’s boss, peers, subordinates, and sometimes
family, in order to identify strengths and weaknesses. The coach then
counsels the executive so he or she can capitalize on those strengths
and overcome the weaknesses.
8. The SHRM Learning System encourages HR professionals to get
certified by taking one of three exams: professional, senior
professional, and global HR.
E. Leadership Development at GE is known for its success in developing its
executive talent. The program includes a leadership program, an intensive
performance appraisal process, a training campus, annual meetings to
network and share ideas, a focus on central themes and ideas, and monthly
dinners.
F. Trends Shaping HR: Talent Management and Differential Development
Assignments – in today’s competitive environment, it is crucial that an
organization distribute its resources effectively. It is no longer appropriate to
provide across-the-board raises, for example, but instead firms must allocate
resources in a way that supports the strategic goals of the company.
VI. Managing Organizational Change Programs
A. What to Change – when organizations are faced with the need to manage
change, there are five different aspects that can be targeted, including
strategy, culture, structure, technologies, and attitudes/skills.
B. Lewin’s Change Process – the most difficult part of implementing
organizational change is overcoming employees’ resistance to it.
Psychologist Kurt Lewin formulated a classic explanation of how to
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implement change in the face of resistance. His change process consists
of three steps: 1) unfreezing; 2) moving; and 3) refreezing.
C. Implementing Organizational Change – the ten steps are 1) establish a
sense of urgency; 2) mobilize commitment through joint diagnosis of
problems; 3) create a guiding coalition; 4) develop a shared vision; 5)
communicate the vision; 6) help employees make the change; 7) generate
short-term wins; 8) consolidate gains and produce more change; 9) anchor
the new ways of doing things in the company culture; and 10) monitor
progress and adjust the vision as required.
D. Using Organizational Development – organizational development is a
special approach to organizational change in which the employees
themselves formulate the change required and implement it, often with the
assistance of a trained consultant. OD has several distinguishing
characteristics, including: action research; applied behavioral science
knowledge to improve the organization’s effectiveness; the ability to
change attitudes, values, and beliefs of employees so that they can
implement the technical, procedural, or structural changes needed; and the
ability to change the organization in a particular direction.
VII. Evaluating the Training Effort
A. Designing the Study – the evaluation process of choice is controlled
experimentation, which uses both a training group and a control group
(one that receives no training) to assess before and after performance to
determine the extent to which performance in the training group resulted
from the training itself rather than some organization-wide change. In
practice, few firms use this method, preferring to simply measure trainees’
reactions, or to measure trainee job performance before and after the
training.
B. Training Effects to Measure – four basic categories of training outcomes
can be measured: 1) reaction; 2) learning; 3) behavior; and 4) results.
Chapter Review
Chapter Section Summaries:
8-1: Getting your new employee on board and up to speed begins with orienting and
training.
8-2: There is more to orientating employees than introducing them to coworkers. Even
without a company-wide program like Toyota’s, use this onboarding opportunity to begin
instilling in the new employee the company values and traditions in which you expect the
person to become engaged.
8-3: We use the acronym ADDIE to outline the training process: analyze, develop, design,
implement, and evaluate.
8-4: With this in place, you can turn to implementing the training program.
8-5: Most training methods are useful for all employees, but some are particularly appropriate
for management development programs.