978-0538468077 Chapter 3 Solution Manual Part 2

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55. EXERCISE: DESIGN AND EVALUATION OF TRAINING PROGRAMS

I. OBJECTIVES:

1. To help students determine which training methods are most appropriate for

achieving particular objective.

2. To show students the linkages between training objective, training methods, and

training evaluation.

3. To help students learn how to iden-fy and write training objective.

4. To build skill in the evaluation of training programs.

II. OUT-OF-CLASS PREPARATION TIME: 1 hour

III. IN-CLASS TIME SUGGESTED: 45 Minutes

IV. PROCEDURES:

Prior to the class meeting in which this exercise will be discussed, the students should read the

entire exercise and complete Forms 3.1 and 3.2 in pencil or on a separate sheet of paper. At the

beginning of the class period, the instructor should divide the class into discussion groups of three to 8ve

students.

Each group should begin by completing Form 3.1. If students are unfamiliar with any of the

training methods listed, the instructor should either provide such information prior to the class meeting

or suggest students consult their texts.

Students should look at each training objec-ve/outcome and then determine which training

methods would be most appropriate for achieving each of the six training objective. Since each group

member comes into the class period with his or her own ideas on which training method is most

appropriate for achieving which objective, there may be a need for some discussion and negotiation

before a group consensus can emerge.

Put an “x” beside the method that seems most appropriate for achieving each objec-ve or

outcome. For example, if they believe that a lecture with question would be a good method of

facilita-ng knowledge acquisition on the part of a training program participant, they would put an “x” in

that space. Then they would put an “x” wherever a particular training method seems appropriate for

achieving particular training objective or outcomes. For each of the six objective or outcomes, they

should have at least three, but no more than eight, training methods which are identified as most

appropriate.

Students now look at the data in Exhibit 3.2. These data are taken from a training needs analysis

of corporation X. The percent indicates the percentage of executive and middle managers reques-ng

training in each of the subject areas. The numbers under that, opposite each of the two training needs

identified for each group, indicate the percentage of that group reques-ng training in those subject

areas. This company has no previous formal training programs for its employees and the newly hired

Director of Training has asked the student groups to answer the following question:

1. What training objective should I set for the selected training need?

2. What training methods should I use to meet these objective?

3. What training evaluation method should I use to evaluate each training method or

program?

Before completing Form 3.2, each group should review the information in Form 3.1 and Exhibit

3.2. Then they should select one training need which they feel should be the new Director of Training’s

top training priority for the coming year. For example, they might choose either strategic planning or

performance appraisal techniques.

The groups develop specific objective for the training program they are recommending to be

o?ered. If they select strategic planning, then possible objective might be increased knowledge about

the process of strategic planning or successful development of a strategic plan for the corporation or the

execu-ve’s department. Likewise, objective for a performance appraisal program might be the design

of an appropriate performance appraisal form and process for the individual middle manager’s particular

situation.

Once the objective are determined, they usually 8t under one of the six major objective or

outcomes listed in Form 3.1. Based upon their previous analysis in Form 3.1, students select up to three

training methods for achieving these training objective for executive and middle managers. For

example, achieving the objec-ve of helping executive improve their strategic planning skills might

involve on-the-job mentoring by consultants or other executive skilled in this process, management

games, lectures, or cases.

The final step is to determine the most appropriate method of evaluating the particular training

program or programs. The four major methods of evaluation in order of their degree of complexity and

difficulty are as follows:

1. participant reaction – usually determined by a ques-onnaire immediately at the

conclusion of the training program.

2. Learning – assessment of knowledge about or aAtudes towards a particular subject,

both before and aBer a training experience.

1. Behavioral change – changes in on-the-job behavior or performance as measured by

performance appraisals, subordinates perception, supervisor perception, and/or

individual productivity data.

2. Organiza-onal e?ec-veness – decreases in departmental or organizational costs,

turnover, absenteeism, grievances, and increases in departmental or organizational

sales, income, or productivity as compared to a control group of those not aDending

training.

Student groups complete Form 3.2 by selecting up to three training evaluation methods for the

training methods they have selected. If they selected three training methods, then they will use all three

columns and 8ll in as many evaluation methods as they feel are appropriate. They may decide to

recommend only one training method and one evaluation method.

Finally, the groups answer the question at the end of the exercise. Once all the question are

answered, each group will appoint a spokesperson to discuss the group’s recommendation. When all

groups have finished, the instructor will compare results in each of the groups and discuss possible

reasons for di?erences between the groups.

V. POSSIBLE SOLUTION/DISCUSSION:

Form 3.1 requires each student group to iden-fy from three to eight of the most appropriate

For aAtude change, the most e?ec-ve training methods include role playing, incidents, and

behavioral modeling.

For developing interpersonal skills, the best methods are incidents, role playing, and on-the-job

mentoring.

Finally, knowledge reten-on is best for on-the-job mentoring.

For Form 3.2, the results will depend upon which occupa-onal group and which training need

the student groups choose to pursue. Let’s assume they choose to develop a training program to teach

Possible training methods for conveying this information would be lecture (with discussion),

reading lists, videos, and on-the-job mentoring. Each student group should choose one method (i.e.,

lecture with discussion), and write that beside the training objec-ve. Then they should write how they

Form 3.2 would then be filled out by the student group as shown. The boDom half of the form

The end of the exercise question will be answered for each student group. There are no right or

FORM 3.2

THE RELATIONSHIP BETWEEN TRAINING OBJECTIVES, METHODS, AND EVALUATION METHODS

Training Need: Performance Appraisal

Training objective Training Methods evaluation

Training Need: Strategic Management

Training objective Training Methods evaluation

1. Present strategic planning

concepts 1. Lecture 1. participant learning

2. Formulate strategy 2. Management

game

2. Problem solving skills

3. Develop implementation

processes 3. Simula-ons 3. Problem solving skills

56. EXERCISE: ON-THE-JOB TRAINING

I. OBJECTIVES:

1. To provide students with practice in conducting on-the-job training.

2. To make students aware of the problems a supervisor may encounter when training

employees.

II. OUT-OF-CLASS PREPARATION TIME: 1-2 hours

III. IN-CLASS TIME SUGGESTED: 45 minutes

IV. PROCEDURES: See Text

V. DISCUSSION:

On-the-job training is the most common form of training, and it is one of the many

responsibilities assigned to most supervisors. However, some students have the mistaken impression

that training is something done only by people in the Human Resource Department and that they

themselves need not be concerned with it. This exercise reinforces the fact that training and developing

employees is an integral part of most managers’ jobs, and that it is important for all managers to

understand what is required in order to conduct e?ec-ve OJT.

Prior to the first demonstra-on, instructors may want to comment that employees di?er in

terms of their learning speed and styles. As a result, supervisors need to adjust their training approach

to the particular employee they are aDemp-ng to train.

In addition, it is important to point out that supervisors (trainers) di?er in terms of their ability to

perform OJT. Some trainers may be beDer at giving hands-on training than others. With practice,

however, most everyone will improve. Thus, one of the keys to giving e?ec-ve OJT is practice. ABer

each group/ individual 8nishes training, it may be helpful to ask them to cri-que it before the rest of the

class is asked to do the same.

57 INCIDENT: THE ORIENTATION PROBLEM

I. OVERVIEW:

orientation of new employees is extremely important in facilita-ng their adjustment to the

organization. Yet it is oBen poorly done. Common problems include an overemphasis on paperwork,

super8cial coverage of important maDers, too much information in too short a -me period, and a failure

to “socialize” the employee in his or her new work environment.

II. OBJECTIVES:

The first objec-ve is to sensi-ze students to one major problem in employee orientation -the

failure to adequately support and socialize the new employee in the new environment. A second

objec-ve is to force students to think through how an organization might prepare supervisors to provide

high-quality orientation for their new employees. A third objec-ve is to familiarize students with the

components of a good orientation program.

III. DISCUSSION:

In this particular case, the orientation of new employees is divided between a centralized

orientation/training and an on-the-job component provided by supervisors. Unfortunately, not all

supervisors are ready and able to provide their orientation at the work site. This problem reKects some

combination of inadequate information concerning the supervisor’s role in orientation as well as

inadequate motivation to do a good job of employee orientation.

IV. ANSWERS TO CASE QUESTIONS:

1. What types of orientation should supervisors provide at the work site?

Obviously, the answer to this ques-on depends on what information is provided elsewhere (i.e.,

by the Human Resources Department). Typically, the following is provided to all employees by the

Human Resources Department: organizational chart, map, key terms, company handbook, union

Alterna-vely, the supervisor at the work site should provide any of the above which is not

More importantly, the supervisor should socialize the new employee to the work site, introduce

2. What are the fundamental problems in this situation? What would be required to

address these problems?

The fundamental problem is that many supervisors are neither trained nor motivated to orient

new employees. Some are able to overcome the organization’s lack of support for orientation at the

3. What training methods should be used to train the supervisors assuming approval of

the proposal?

First, expectation concerning supervisor orientation need to be clari8ed. These expectation

fall into the areas of wriDen materials to be provided, socializa-on of the new employee into the work

4. What wriDen materials should the supervisor provide for new leDer carriers in light

of what Ms. Burgess already provides?

The employee handbook and the union contract should be provided by the supervisor. In

5. In addition to the wriDen materials discussed above, what else should the

supervisor do to orient new leDer carriers?

In addition to introducing him or her to all personnel in the sta-on upon arrival, the supervisor

should follow-up periodically to determine if there are any problems and (if so) suggest solution. It is

58. SKILL BUILDER: IDENTIFYING TRAINING NEEDS THROUGH TASK ANALYSIS

I. OBJECTIVES

1. To introduce students to the process and purposes of assessing training needs.

2. To give students practice in determining training needs for a job.

II. TIME REQUIRED TO COMPLETE: 2-3 hours

III. INSTRUCTIONS

There are generally three analyses used to determine an organization’s training needs:

organization analysis, task or operation analysis, and person analysis. This assignment allows you

to perform a task analysis for a particular job by interviewing and observing a job holder. A task

analysis involves systema-c collection of data about a specific job. Its purpose is to determine what

an employee should be taught to perform the job at the desired level. It generally includes a

descrip-on of the major tasks of the job, standards of performance, how the tasks are to be

performed to meet the standards, and the skills, knowledge, and abili-es necessary. You will

conduct the task analysis by following the steps described below:

Step 1: Select a job to analyze. You may choose a job currently held by a rela-ve, friend, fellow

student, etc. (If you completed “Exercise 34: writing Job Descrip-ons” in Part 2, you may use

that job.) Ask the job holder if you may interview him or her about the position and/or also

observe him or her performing the job.

Step 2: Obtain a job descrip-on for the job you selected or prepare one by interviewing the job

holder. The job descrip-on should describe in general terms the worker’s major duties and

responsibilities. For example, a job descrip-on for an accounts receivable clerk might include

the following duties and responsibilities:

a. Invoice shipments to customers on a monthly basis.

b. Prepare journal vouchers at the end of the month to record cash receipts and sales by

product lines.

When preparing the job descrip-on, be sure to include those things that

are critical to performing the job sa-sfactorily, no maDer how infrequently

or brieKy they occur, and the knowledge, skills, and abili-es needed.

Step 3: This step involves identifying the tasks associated with performing each of the major

duties of the job. You are to iden-fy the overt, observable behaviors that are involved in

performing the job. Arrange (if possible) to observe the worker performing his or her job and

develop a list of the tasks involved. A task lis-ng includes behavioral statements of how the job

is to be performed. Using the example for the accounts receivable clerk, the tasks associated

with invoicing customers might include:

a. Pull and review invoice master.

b. Extend and update invoice master.

c. Add correct discount and freight charges.

d. Make necessary amount of copies on copy machine.

When you complete this step, you should have a report that includes the title of the job, the

major duties (responsibilities) of the job, the tasks associated with each duty/ responsibility, and

the knowledge and skills required of job incumbents.

Step 4: Once you have completed Steps 1–3, answer the following question and include them

in your report:

IV. POSSIBLE SOLUTION

Steps 1 – 3: Students reports will vary. In the past in using this exercise I have found it helpful to

precede the assignment with a lecture on training needs analysis and how to conduct a task analysis.

Excellent lecture material can be found in: Jean BarbazeDe (2006). Training Needs Assessment:

Methods, Tools & Techniques. San Francisco: Pfe?er and Irwin L. Goldstein and Kevin Ford (2002).

Training in Organizations.

Step 4: Student responses will vary but according to researchers, there are basically four

categories of training needs:

a. Basic skills: grammar, math, safety, reading, writing, and listening.

b. Basic technical skills: skills specific to the job. e.g., operating a forkliB,, processing

claims, etc.

c. Interpersonal skills: communication, leadership, human relation, etc.

d. Broad-based conceptual integra-ve skills: decision-making skills, planning (strategic

and opera-onal).

In this section of their report students should be as specific as possible about the type of skills

needed to perform the job. For the example included in the text, one technical skill would be

“calcula-ng percentages and discounts.”

The second part of this step requires students to match the training needs with the appropriate

medium. It is also possible that more than one medium can be used to achieve a training objec-ve. In

essence they should determine what would be the best way to train a new employee to perform the job.

NOTE: This exercise can be altered to allow students work in pairs depending on the size of the class.