CHAPTER 7
TRAINING AND DEVELOPMENT
CHAPTER OUTLINE
7.1 The Scope of Training
7.1a A Strategic Approach to Training
7.2 Phase 1: Conducting the Needs Assessment
7.2a Organization Analysis
7.2c Person Analysis
7.3 Phase 2: Designing the Training Program
7.3a Developing Instructional Objectives
7.3c Incorporating the Principles of Learning
7.3d Characteristics of Instructors
7.4 Phase 3: Implementing the Training Program—Training Delivery Methods
7.5 Additional Training and Development Programs
7.5a Orientation and Onboarding
7.5c Team Training
7.5e Ethics Training
7.5f Diversity and Inclusion Training
7.6 Phase 4: Evaluating the Training Program
7.6b Criterion 2: Learning
7.6d Criterion 4: Results, or Return on Investment (ROI)
LEARNING OUTCOMES
After studying this chapter, students should be able to:
1 Discuss the scope of training and development and its strategic aspects.
2 Describe how a training needs assessment should be done.
3 Describe the factors that must be taken into account when designing a training program.
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GENERATING INTEREST
Show a website to the class that features a corporate university.
DEALING WITH TROUBLE SPOTS
Because the text states that some estimates indicate that 90 percent of employee learning
occurs via on-the-job training (OJT), this might be a good place to spend a little extra
time. Figure 7.7, “The PROPER Way to Do On-the-Job Training,” provides a good
discussion point.
• Ask students to think of a time when they had been on the receiving end of OJT.
Give examples of how their trainer did a particularly good job on one of the
LECTURE OUTLINE
Discussion Starter #1: What economic, social, and political forces have made employee training
even more important today than it was in the past?
7.1 The Scope of Training Figure 7.1
Training tends to be more narrowly focused and oriented toward short-term performance
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Discussion Starter #2: What analyses should be done to determine the training needs of an
organization? After the needs are determined, what is the next step?
ANSWER: To determine the training needs of an organization, the analyses to be made are the
EOC Discussion Question #2: What analyses should be done to determine the training needs of
an organization? After the needs are determined, what is the next step?
7.3 Phase 2: Designing the Training Program Figure 7.3
Figure 7.4
Training programs should focus on at least four related issues:
• The training’s instructional objectives
7.3a Developing Instructional Objectives
7.3b Assessing the Readiness and Motivation of Trainees
To learn, students must be ready and motivated.
7.3c Incorporating the Principles of Learning
The psychological principles of learning are the characteristics of training
programs that help employees grasp new material, make sense of it in their own
lives, and transfer it back to their jobs.
Teaching Tip: Use Figure 7.3 to discuss the principles of learning. Set up an example to show how the
principles apply to a training task.
Goal Setting
Explain the goals and objectives of the training or encourage trainees to set goals
on their own.
Chapter 7: Training and Development 5
Meaningfulness of Presentation
Use terminology that the students understand. Connect the training to familiar
activities. Build each experience on preceding experiences.
Modeling
Model the behavior students should learn because people learn by mimicking
other people.
Individual Learning Differences
Present information in different ways to accommodate different learning styles.
Active Practice and Repetition
Give trainees opportunities to practice so the behavior becomes second nature to
The amount of time in a training session affects training effectiveness:
• Massed: Long training sessions
• Distributed learning: Spaced out training for faster learning and longer
retention
Teaching Tip: Use Figure 7.4 to discuss a typical learning curve, which often includes a plateau—a
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Feedback and Reinforcement
Feedback from self-monitoring, trainers, and other trainees helps students learn.
7.3d Characteristics of Instructors
The success of any training effort will depend in large part on the trainer’s
teaching skills and personal characteristics.
Teaching Tip: Ask students to work in groups to develop a list of the characteristics of successful
trainers they have known. Put the lists on the board and see how similar they are. Normally, there is
a lot of overlap.
EOC Discussion Question #3: Which principles of learning do you see demonstrated in your own
classes? In what ways might you bring other principles into them?
7.4 Phase 3: Implementing the Training Program—Training Delivery Methods Figure 7.5
Teaching Tip: Use Figure 7.5 to discuss how to match a training method to a desired learning
outcome. Ask students for an example for activities that do or do not match a training method. For
On-the-Job Training
On-the-job training (OJT) is a method by which employees are given hands-on
experience with instructions from their supervisor or other trainer. Apprenticeship
Teaching Tip: Use Figure 7.7 to discuss the basic steps of an OJT program. Ask student for possible
consequences of bad OJT. Waste, inefficiencies, injuries, and death can result from bad OJT.
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Special Assignments
Special job assignments involve assigning trainees, who are often but not always on
managerial tracks, to different jobs in different areas of a firm, often in different regions
and countries.
Video Highlight #1: Section 7.4: Phase 3: Implementing the Training Program—Training Delivery
Methods
VIDEO: The Corporate Management Training Program at The Kraft Heinz Company (2:02)
Cooperative Training, Internships, and Governmental Training
Cooperative training is a training program that combines practical on-the-job
experience with formal educational classes. Internship programs offer students the chance
Simulations
Simulations are used when it is either impractical or unwise to train employees on the
Games
Games are becoming more popular for training purposes, which is referred to as the
“gamification” of learning.
E-Learning
E-learning is learning that takes place via electronic media. A learning management
system (LMS) is an online system that provides a variety of assessment, communication,
teaching, and learning opportunities. Many options are available:
• Just-in-time training: Electronic training delivered to trainees when and where
they need it to do their jobs
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© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• Social media: blogs, wikis, corporate social media tools, and basic community
pages on LinkedIn and Facebook
Behavior Modeling
Behavior modeling is a learning approach in which work behaviors are modeled, or
demonstrated, and trainees are asked to mimic them. It consists of four basic components:
• Learning points
Teaching Tip: Ask students to prepare a behavior modeling program for a topic such as “making a
paper airplane.” They could go through each step of the process and discuss the value of each step in
the method.
Role-Playing
Role-playing consists of playing the roles of others. Computer programs that simulate
role-playing have also been developed.
Coaching
Case Studies
Participants use documented examples to learn how to analyze and synthesize facts,
become conscious of the variables in management decisions, and improve their decision-
making skills.
Teaching Tip: Use Figure 7.8 to discuss a set of guidelines for using case studies. Ask students to
evaluate this method as a training tool.
Seminars and Conferences
Seminars and conferences are useful for group training. They can be used to
communicate ideas, policies, or procedures, debate, or discuss issues.
Classroom (Lecture) Instruction
Classroom training motivates students to attend and the instructor is available to help the
student.
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Blended Learning
EOC Discussion Question #4: Suppose that you are the manager of an accounts receivable unit
in a large company. You are switching to a new system of billing and record-keeping and need to
train your three supervisors and 28 employees in the new procedures. What training method(s)
would you use? Why?
7.5 Additional Training and Development Programs Figure 7.9
Many employers develop training programs to meet the special needs of employees.
7.5a Orientation and Onboarding
Teaching Tip: Have students brainstorm, in groups or individually, how orientation programs can help
organizations and their supervisors. List their ideas on the board.
Onboarding is the process of systematically socializing new employees to help
them get “on board” with an organization. It goes beyond orientation by bringing
Video Highlight #2: Section 7.5a: Orientation and Onboarding
VIDEO: Check-in at Trivago (3:23)
7.5b Basic Skills Training
7.5c Team Training
Organizations rely on teams to attain their strategic and operational goals.
Therefore, employees must be able to work as effective team members.
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Teaching Tip: Use Figure 7.9 to discuss team training skills. Ask students which areas would improve
their teamwork skills.
7.5d Cross-Training
7.5e Ethics Training
After high-profile corporate scandals, ethics training became popular. It is legally
7.5f Diversity and Inclusion Training
Diversity training, when it is voluntary and undertaken to increase awareness of
the problem and advance a company’s business goals, can be effective. There are
basically three types of diversity training:
• Awareness building about the benefits of diversity
7.6 Phase 4: Evaluating the Training Program
Evaluating a training program helps managers improve it. The four major criteria are
7.6a Criterion 1: Reactions
7.6b Criterion 2: Learning
7.6c Criterion 3: Behavior
Transfer of training is the effective application of principles learned to what is
required on the job. To maximize the transfer of training, managers and trainers
© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
7.6d Criterion 4: Results, or Return on Investment (ROI)
Most organizations measure their training in terms of its return on investment
(ROI), which is sometimes referred to as the utility the firm gets for its training
dollars.
Discussion Starter #5: Participants in a training course are often asked to evaluate the course by
means of a questionnaire. What are the pros and cons of this approach? Are there better ways of
evaluating a course?
EOC Discussion Question #5: Participants in a training course are often asked to evaluate the
course by means of a questionnaire. What are the pros and cons of this approach? Are there
better ways of evaluating a course?
ANSWERS TO END-OF-CHAPTER DISCUSSION QUESTIONS
1. Increased global and domestic competition, rapid advances in technology, mergers and
2. To determine the training needs of an organization, the analyses to be made are the
organization analysis, the task analysis, and the person analysis. An organization analysis
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Case Study 2: Loews Hotels: Training for Four-Diamond Service and More
1. Loews wishes to differentiate itself from other high-end hotels through its employees’
2. The customers that Loews seeks to serve have demanding expectations. Success depends
FLIP TIPS
Group Activity
Step 1: Divide into groups of three and search for information regarding the training programs of
five companies that belong to different industries. (For example, compare a training program
designed for an automobile company and that of an HR recruitment firm.)