PART THREE

TRAINING AND DEVELOPMENT

C H A P T E R

E i g h t

Training and Developing

Employees
Lecture Outline

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Orienting and Onboarding New Employees

The Purposes of Employee
Orientation/Onboarding
The Orientation Process
Overview of the Training Process
Aligning Strategy and Training
Training and Performance
The ADDIE Five-Step Training Process
Conducting the Training Needs Analysis
Designing the Training Program
Developing the Program
Implementing Training Programs
On-the-Job Training
Apprenticeship Training
Informal Learning
Job Instruction Training
Lectures
Programmed Learning
Audiovisual-Based Training
Vestibule Training
Electronic Performance Support Systems
Videoconferencing
Computer-Based Training
Simulated Learning
Interactive Learning
Internet-Based Training
Improving Productivity Through HRIS
Mobile Learning
The Virtual Classroom
Lifelong and Literacy Training Techniques
Team Training
Implementing Management Development Programs
Strategy and Development
Managerial On-the-Job Training
Off-the-Job Management Training and
Development
Leadership Development at GE
Talent Management & Mission Critical
Employees
Managing Organizational Change Program
What to Change
Lewins Change Process
Leading Organizational Change
Using Organizational Development
Evaluating the Training Effort
Designing the Study
Training Effects to Measure

In Brief: This chapter is devoted to

the issue of ongoing training and
development of employees. Needs
analysis, techniques, purposes, and
evaluation
are
all
covered.
Additionally, the chapter points out
the importance of new employee
orientation and lists some of the
important things to cover during that
process.
Interesting Issues: Employers are
finding that a lack of ability to
handle basic reading, writing, and
arithmetic tasks means that there is a
very real need for basic skills and
literacy
training
within
the
organization. Language training is
often required as well, and not just
for English. Many customers and
stakeholders speak a variety of
languages, resulting in the need for a
multilingual workforce.

LEARNING OUTCOMES
1. Summarize the purpose and process of employee orientation.
2. List and briefly explain each of the four steps in the training process.
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3. Describe and illustrate how you would identify training requirements.

4. Explain how to distinguish between problems you can fix with training and those you
cant.
5. Discuss how you would motivate trainees.
6. Explain how to use five training techniques.
7. List and briefly discuss four management development programs.
8. List and briefly discuss the importance of the eight steps in leading organizational
change.
9. Answer the question, What is organizational development and how does it differ from
traditional approaches to organizational change?
ANNOTATED OUTLINE
I.

Orienting and Onboarding New Employees

Employee orientation programs provide new employees with the basic
background information required to perform their jobs satisfactorily.
Orientation programs today are moving away from routine discussion of
company rules to emphasizing the companys mission and the
employees role in that mission, onboarding them early as a key member
of the team.
A. The Purpose of Employee Orientation/Onboarding Employees should
receive print or Internet-based employee handbooks outlining benefits,
policies, and safety measures.
B. The Orientation Process The length of orientation varies, but it usually
includes time with HR to review benefits, vacations, and other policies,
and time with the supervisor to learn the organization of the department.

II.

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. Aligning Strategy and Training Training refers to the methods used to
give new or present employees the skills they need to perform their jobs.
Training today plays a key role in the performance management process,
which is necessary for employers to ensure employees are working
toward organizational goals. Overall, training has a fairly impressive
record of influencing organizational effectiveness, scoring higher than
appraisal and feedback, and just below goal setting in its effect on
productivity.
B. Training and Performance Training has been linked in research to
performance many times over. It scores higher than appraisals and
feedback and just below goal setting in its effect on productivity.
C. The ADDIE Five-Step Training Process ADDIE stands for analyze,
design, develop, implement, and evaluate.
D. Conducting the Training Needs Analysis This should address the
employers strategic goals.
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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.
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 jobs
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.
4. Performance Analysis: Assessing Current Employees Training
Needs There are several methods that can be used to identify an
employees training needs, including supervisor, peer, self, and 360degree 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; and assessment centers.
5. Cant Do/Wont 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.
E. 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 training, provide trainees with training experiences and
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conditions (surroundings, equipment) that resemble the actual work

environment. After training, reinforce what 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.
H. Developing the program involves actually creating and preparing training
materials and the content of the course.

III.

NOTES

Educational Materials to Use

Implement Training Programs

A. On-the-Job Training (OJT) Having a person learn a job by actually
doing the job. It involves preparing the learner, presenting the operation,
doing a tryout, and conducting follow-up.
B. Apprenticeship Training A structured process by which people become
skilled workers through a combination of classroom instruction and onthe-job training.
C. Informal Learning Learning through day-to-day unplanned interactions
between the new worker and his/her colleagues.
D. Job Instruction Training Teaching a new employee the logical sequence
of steps in a job.
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.
G. Audiovisual-Based Training Tools include films, PowerPoint
presentations, video conferences, audiotapes, and videotapes.
H. 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.

I.

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 thats faster, cheaper, and more effective than the traditional
methods.

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J.

Videoconferencing Allows geographically separated employees to train

together or to work with a trainer offsite.

K. Computer-Based Training (CBT) The trainee uses computer-based

and/or DVD systems to increase his/her knowledge or skills. CBT
programs have real advantages including reduced learning time, cost
effectiveness once designed and produced, instructional consistency,
mastery of learning, increased retention, and increased trainee
motivation. Figure 8-2 shows various computer training techniques.
L. 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.
M. Interactive Learning Many companies are moving away from classroom
based learning to interactive learning where employees are involved in
the learning process.
N. Internet-Based Training Distance learning methods include traditional
paper-and-pencil correspondence courses, as well as teletraining,
videoconferencing, and Internet-based classes.
O. Improving Productivity through HRIS: Learning Management Systems
Special software designed to help employers indentify training needs and
manage online training.
P. Mobile Learning Learning content is delivered on demand via mobile
devices whenever and wherever the learner desires.
Q. The Virtual Classroom Special collaboration software enables multiple
remote learners to use their PCs or laptops to participate in live
discussions.
R. Lifelong and Literacy Training Techniques - Companies are responding to
functional illiteracy by testing job candidates basic skills and setting up
basic skills and literacy programs.
S. Team Training Teaches individuals how to listen and cooperate with
each other. Training can include technical, interpersonal, and team
management skills as well as cross training.

IV.

NOTES

Educational Materials to Use

Implementing Management Development Programs

A. Strategy and Development Management development is any attempt to
improve managerial performance by imparting knowledge, changing
attitudes, or increasing skills. The general management development
process consists of (1) assessing the companys strategic needs, (2)
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appraising the managers current performance, and (3) developing the

managers. Succession planning is part of this process and is the
process through which a company plans for and fills senior-level
openings.
B.

Managerial On-The-Job Training methods include job rotation, coaching/

understudy approach, and action learning.
1. Job rotation involves moving management trainees from department
to department to broaden their understanding of all parts of the
business.
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 programs give managers and others released time to
work full time on projects to analyze and solve problems in
departments other than their own.

B. Off-the-Job Management Training and Development Techniques

1. The case study method presents a trainee with a written description
of an organizational problem.
2. Management games are computerized management games allow for
the trainees to be involved.
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 (roles) of specific persons in that
situation.
6. Behavior modeling involves showing the trainee the correct way to
do something, letting the trainee practice the correct way, and giving
the trainee feedback on his/her performance. Behavior modeling is
one of the most widely-used interventions, both for teaching
supervisory-type skills and particularly for behavioral computer skills
training.
7. 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.
8. Executive coaches are being used by firms to improve their top
managers effectiveness.
An executive coach is an outside
consultant who questions the executives 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.
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9. The SHRM Learning System encourages HR professionals to get

certified by taking one of three exams: professional, senior
professional and global HR.
C. Leadership Development at GE 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.
D. Talent Management and Mission-Critical Employees: Differential
Development Assignments In todays 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.

NOTES

Educational Materials to Use

V. 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. Lewins 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
implement change in the face of resistance. His change process
consists of three steps: 1) unfreezing; 2) moving; and 3) refreezing.
C. Lead Organizational Change The ten steps are 1) establish a sense of
urgency; 2) mobilize commitment through joint diagnosis of problem; 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 organizations 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. Table 8-2
shows examples of OD interventions.

NOTES

Educational Materials to Use

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VI.

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.

NOTES

Educational Materials to Use

Teaching Tip: If the ASTD (American Society for Training & Development) has a local
chapter, either ask a member to come in to speak to the class, or encourage students to
visit a meeting or speak with a member about training careers.

KEY TERMS
employee orientation

A procedure for providing new employees with basic background

information about the firm.

training

The process of teaching new employees the basic skills they

need to perform their jobs.

negligent training

A situation where an employer fails to train adequately, and the

employee subsequently harms a third party.

task analysis

A detailed study of a job to identify the skills required.

competency model

A graphic model that consolidates, usually in one diagram, a

precise overview of the competencies someone would need to
do a job well.

performance analysis

Verifying that there is a performance deficiency and determining

whether that deficiency should be corrected through training or
through some other means (such as transferring the employee).

on-the-job training (OJT)

Training a person to learn a job while working at it.

apprenticeship training

A structured process by which people become skilled workers

through a combination of classroom instruction and on-the-job
training.
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job instruction training

(JIT)

Listing each job's basic tasks, along with key points in order to
provide step-by-step training for employees.

programmed learning

A systematic method for teaching job skills involving presenting

questions or facts, allowing the person to respond, and giving the
learner immediate feedback on the accuracy of his or her
answers.

electronic performance
support systems (EPSS)

Sets of computerized tools and displays that automate training,

documentation, and phone support, integrate this automation
into applications, and provide support thats faster, cheaper, and
more effective than traditional methods.

job aid

A set of instructions, diagrams, or similar methods available at

the job site to guide workers.

virtual classroom

Enables multiple remote learners, using their PCs or laptops, to

participate in live audio and visual discussions, communicate via
written text, and learn via content such as PowerPoint slides.

lifelong learning

Provides employees with continuing learning experiences over

their tenure with the organization, with the aims of ensuring they
have the opportunity to learn the skills they need to do their jobs.

cross-training

training employees to do different tasks or jobs than their own;

doing so facilitates flexibility and job rotation, as when you
expect team members to occasionally share jobs.

management
development programs

Any attempt to improve current or future management

performance by imparting knowledge, changing attitudes, or
increasing skills.

job rotation

A management training technique that involves moving a trainee

from department to department to broaden his or her experience
and identify strong and weak points.

action learning

A training technique by which management trainees are allowed

to work full time analyzing and solving problems in other
departments.

case study method

A development method in which the manager is presented with a

written description of an organizational problem to diagnose and
solve.

management game

A development technique in which teams of managers compete

with one another by making computerized decisions regarding
realistic but simulated companies.

role playing

A training technique in which trainees act out the parts of people

in a realistic management situation.

behavior modeling

A training technique in which trainees are first shown good

management techniques in a film, are then asked to play roles in
a simulated situation, and are then given feedback and praise by
their supervisor.
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in-house development
center

A company-based method for exposing prospective managers to

realistic exercises to develop improved management skills.

executive coach

An outside consultant who questions the executives boss,

peers, subordinates, and (sometimes) family in order to identify
the executives strengths and weaknesses, and to counsel the
executive so he or she can capitalize on those strengths and
overcome the weaknesses.

organizational development

A special approach to organizational change in which employees

themselves formulate and implement the change that is required.

controlled
experimentation

Formal methods for testing the effectiveness of a training

program, preferably with before-and-after tests and a control
group.

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