TRAINING AND DEVELOPMENT
The recruitment and selection of employees represents only the initial stages in building an
effective workforce. New employees must be provided with the necessary training in order to
nurture and strengthen their skills. In rapidly changing environments, employees need continuous
training to hone their skills and knowledge. In this chapter, a systems approach to training is
CHAPTER LEARNING OUTCOMES
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Discuss the strategic approach to training and development.
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LECTURE OUTLINE
I. THE SCOPE OF TRAINING
A. Investments in Training
• Training in organizations is a billion-dollar endeavor. Most organizations do some
type of employee training.
• Training should be defined as a formal procedure designed to facilitate
B. A Strategic Approach to Training
Explain that training is, unfortunately, often faddish and subject to the whims of
II. PHASE 1: CONDUCTING THE NEEDS ASSESSMENT
• About 30 percent of larger firms now have chief learning officers. These people are
top executives within their firms who are responsible for making certain that a
company’s training is timely and focused on the firm’s top strategic issues.
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• Based on Figure 7.3 in the textbook discuss the costs and benefits of conducting needs
A. Organization Analysis
• Organization analysis is a global analysis and consists of environmental trends,
organizational goals, and current resources—technological, financial, and human.
B. Task Analysis
• Task analysis is the middle–level assessment phase of training needs. During
C. Person Analysis
When training-needs analysis focuses on the individual, it is called person
analysis. Training needs here emphasize who needs training. Typically this step of
the analysis is connected to performance appraisal (discussed in Chapter 8).
III. PHASE 2: DESIGNING THE TRAINING PROGRAM
Once training needs have been determined, the next step is designing the learning
environment. Four related areas are particularly important: (1) instructional objectives,
(2) trainee readiness and motivation, (3) principles of learning, and (4) characteristics of
instructors.
A. Instructional Objectives
B. Trainee Readiness and Motivation
Two preconditions affect the success of those receiving training: (1) trainee readiness
(the maturity and experience of the trainee), and (2) trainee motivation. Six strategies
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C. Principles of Learning
• Many of the learning principles used by trainers were borrowed from psychology.
The psychological principles of learning are important to professional trainers in
1. Goal Setting—This focuses and motivates trainees and may increase their level
of interest, understanding, and effort directed toward the training.
2. Meaningfulness of Presentation—The training material should be arranged in
a logical and meaningful way. It’s important to learn how to start a car before
pushing the accelerator.
3. Modeling—This also increases the salience of behavioral training. As they say,
6. Whole-versus-Part Learning—Should a job be learned in parts or as a whole?
The answer lies in how simple or complex the job is. Normally, studies show
that part learning is superior to whole learning.
7. Massed-versus-Distributed Learning—Fatigue can cause a loss of learning
during a training session. Therefore, it is normally advisable to divide the
8. Feedback and Reinforcement
• Knowledge of progress can be shown through tests, records, and charts
commonly referred to as learning curves.
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• Behavior modification is a technique that operates under the principle that
D. Characteristics of Instructors
• Simply knowing the material may not be enough to train someone. Trainees
often remark that they learn more effectively when the trainer is interesting and
possesses good teaching skills. Review the list of the characteristics of successful
trainers.
1. Knowledge of subject
IV. PHASE 3: IMPLEMENTING THE TRAINING PROGRAM
A major consideration in choosing among various training methods is determining which
ones are appropriate for the KSAs to be learned.
A. Training Methods for Nonmanagerial Employees
A wide variety of methods are available for training personnel at all levels. Some of
1. On-the-Job Training
• On–the-job training (OJT) is probably the most common method of
training employees today. All large and small organizations use on-the-job
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2. Apprenticeship Training
• Apprenticeship training programs have long been used to train individuals in
3. Cooperative Training, Internships, and Governmental Training
4. Classroom Instruction—This method is used primarily to give out factual
material to a large group of employees. Trainers normally use lectures, tapes,
5. Programmed Instruction—This method uses teaching machines, books, or
6. Audiovisual Methods
• DVDs, CD-ROMS, and videotapes are often used to illustrate the steps in a
procedure, such as assembling electronic equipment or working with a
problem employee. Camcorders permit trainers and trainees to view on-the–
7. Simulation Method—Simulation training is frequently used when OJT would be
dangerous. For example, pilots, power plant engineers, and ship captains are
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8. E-Learning
• E-learning covers a wide variety of applications such as Web and computer-
based training as well as virtual classrooms. E-learning can be inexpensive
9. Learning Management Systems
• Large companies (usually those with at least 5,000 employees or more) are
combining their e-learning, employee assessment tools, and other training
functions into electronic learning management systems (LMSs) custom built
for them by software vendors.
B. Methods for Management Development
• Remind students that management development differs somewhat from training in
1. On-the-Job Experiences—By presenting managers with the opportunities to
perform under pressure and to learn from their mistakes, on-the-job development
experiences are some of the most powerful and commonly used techniques. On–
the-job management development should be well organized, supervised, and
2. Seminars and Conferences
• This method is best used for small-group interaction. It relies heavily on
member participation. Outside seminars and conferences are often conducted
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3. Case Studies
• This approach is most useful when (a) analytic skills, problem-solving, and
4. Management Games and Simulations—These games bring development to
life by giving players the task of making a series of decisions affecting a
5. Role Playing
• By acting out another’s position, participants can improve their ability to
understand and cope with others. (Computer programs that simulate learning
have also been developed.)
6. Behavior Modeling
• The behavior modeling technique involves four components: (a) learning
C. Tuition Assistance Programs
About half of all large corporations offer their employees tuition assistance if they
take courses related to the firms’ businesses.
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D. Corporate Universities
It’s not unusual for large corporations to have their own “universities” where they
V. PHASE 4: EVALUATING THE TRAINING PROGRAM
Evaluation has often the neglected phase in the systems approach to training. Today,
however, human resources departments are increasingly under pressure to justify the return
A. Criterion 1: Reactions
Participant reactions may give a quick indication of trouble spots and also provide an
idea of participants’ attitudes regarding the value of the training. Unfortunately,
despite the value of reaction measures, too many conclusions are drawn from such
ratings. Reaction measures should not stop with assessing the training’s entertainment
value.
B. Criterion 2: Learning
Beyond reactions, it is good to determine if employees actually learned what the
training was designed to teach. Testing knowledge and skills before training gives a
baseline measure that can be taken again after training.
C. Criterion 3: Behavior
Much of what is learned in training never gets used back on the job. To assess
D. Criterion 4: Results, or Return on Investment (ROI)
• As we have indicated, training managers are coming under increasing pressure to
show bottom-line results of training programs. These results can be indicated by
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1. Benchmarking
• Others are also looking at benchmarking other companies to determine if their
VI. ADDITIONAL TRAINING AND DEVELOPMENT PROGRAMS
Many employers develop special training programs to meet special needs. The areas that
are covered in the chapter are summarized below.
A. Orientation Training
• Define orientation as a formal process used to familiarize the new employee with
the organization. Through orientation the new employee acquires the knowledge,
skills, and attitudes to be successful.
• For the orientation program to be successful, it should be planned and not left
to chance. This requires close cooperation between the HR department and
individual supervisors.
• Careful planning includes four considerations:
1. Use a Checklist—A checklist will ensure that all topics are discussed, and it
Chapter 7: Training and Development 93
3. Develop an Orientation Packet
• Orientation packets are normally developed by the HR department. It is
4. Reduce Employee Anxiety
• It is normal for new employees to feel anxious the first day on the job.
B. Onboarding
• Onboarding is the process of systematically socializing new employees to help
C. Basic Skills Training
• Basic skills have become essential in today’s world. In-house basic skills
D. Team Training and Cross-Training
• With the increased interest in teams, team training is required to make the teams
workable. Training in communication, coordination, mutual performance
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E. Ethics Training
Top managers play a key role in terms of ethics training because employees take their
F. Diversity Training
• Diversity training is based on awareness of changing demographics of the
workplace and the skills needed to work in the new environment. While all jobs
ANSWERS TO END–OF–CHAPTER DISCUSSION QUESTIONS
1. Increased global and domestic competition, rapid advances in technology, mergers and
2. The analyses to be made are the organization analysis, the task analysis, and the person
3. Principles such as goal setting, meaningfulness, feedback, and the like may all be
4. Students will have different opinions about the best methods to use. One recommendation is
5. Questionnaires (reactions) often provide valuable suggestions that can be used to improve a
training course. However, there is a tendency for participants to report favorably out of defer–
6. a. The anxiety of the new employee may be caused by factors such as new and strange
people, the physical environment, and feelings of inadequacy.
b. Anxiety may be reduced by having anxiety-reducing sessions, training supervisors in
Chapter 7: Training and Development 95
Training and Learning Principles
You might want to point out that the trainers who do better use more principles of
ANSWERS TO USING THE INTERNET ACTIVITIES
Internet Exercise #1, page 311
Question:
Visit the Caterpillar website and research “Caterpillar University”. Explain how Caterpillar
University extends its training worldwide by using e-learning methods. What are some
advantages and disadvantages of offering employee e-learning programs?
Answer:
Caterpillar University offers classes and e-learning courses to sharpen the skills of employees,
Source:
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Internet Exercise #2, page 329
Question:
Visit the General Electric website and review information regarding the John F. Welch
Leadership Center. What do you find to be most significant about the center? How might
leadership programs differ for entry-level employees versus seasoned executives?
Answer:
Student answers are likely to vary. The Center is unique because of its expansive, 53-acre
Chapter 7: Training and Development 97
VIDEO CASE DISCUSSION GUIDE
This discussion is an excellent opportunity to guide students through some critical thinking and
analysis. By using the examples of what types of training the hospital nurses are getting,
students should attempt to work backwards to arrive at some of the possible ways the
hospital might conduct its needs assessment.
NOTES FOR END–OF–CHAPTER CASE STUDIES
Case Study 1: Loews Hotels: We Train To Please
1. Loew’s wishes to differentiate itself from other high-end hotels through its employees‘ attitudes,
2. The customers that Loews seeks to serve have demanding expectations. Success depends up
Case Study 2: Kodak Gets the Picture in Executive Education
1. It is difficult to tell whether Kodak systematically did a training needs assessment. It may
have focused on symptoms rather than the problem and assumed that the symptoms were the
2. Assuming that a needs assessment is accomplished and specific learning outcomes have
identified, feedback over time should be accomplished to determine whether the trainees