Chapter 7 Training and Developing Employees

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: New employee orientation has been shown to have measurable and positive effects on employee retention and satisfaction. In spite of this, many organizations do not have a formalized orientation process and each employee gets a different orientation to the organization. For those students who have been employed, it may be useful to discuss their e periences and frustrations or satisfaction with orientations.

Lecture Outline
I. Orienting Employees A. !rientation ". %. #asic #ac$ground Information &ocialization

II.

The Training Process

A. #. Introduction The Five &tep Training and 'evelopment (rocess )Figure *.% on page %+", ". %. -. /. +. 3. Needs Analysis Instructional 'esign .alidation Implementation 0valuation and Follow12p

Training and 4earning ". %. 5eview of 6ow (eople 4earn 5esearch Insight

'. 0.

4egal Aspects of Training Training Needs Analysis

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Chapter 7: Training and Developing Employees

". %. F. Tas$ Analysis (erformance Analysis

Tas$ Analysis8 Assessing the Training Needs of New 0mployees ". Tas$ Analysis 5ecord Form a. b. c. d. e. f. tas$ list when and how often performed quantity, quality performance standards conditions under which performed s$ills or $nowledge required where best learned

#. 3.

(erformance Analysis8 'etermining the Training Needs of 3urrent 0mployees The 6igh1(erformance !rganization8 0mployee Testing and Training (rogram pages %+91%+* of the te t8 see 'iscussion #o es solutions at end of this chapter

IV.

Training Techniques
A. !n1the1:ob Training ". !:T a. b. c. d. #. 3. '. 0. F. ;. preparation of the learner presentation of the operation performance tryout follow1up

Apprenticeship Training Informal 4earning :ob Instruction Training 4ectures (rogrammed 4earning Audiovisual Techniques ". %. Teletraining .ideoconference 'istance 4earning

6.

.estibule or &imulated Training ". &afety

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Human Resource Management

%. -. ;. 6.

4earning 0fficiency =oney

3omputer1#ased Training &mall #usiness Applications page %9% of the te t8 see 'iscussion #o es solutions at end of this chapter

V.

Managerial Development an Training Techniques

A. #. >hat is =anagerial 'evelopment?

VI.

Training !or "pecial Purposes

A. #. 3. 4iteracy Training Techniques Aids 0ducation ;lobal 65=8 Training for International #usiness page %97 of the te t8 see 'iscussion #o es solutions at end of this chapter

VI.

Managerial Development an Training Techniques

A. #. >hat is =anagement 'evelopment? =anagerial !n1the1:ob Training ". %. -. 3. '. :ob 5otation 3oaching@2nderstudy Approach Action 4earning

'iversity 3ounts8 'o >omen =a$e #etter =anagers? page %*/ of the te t8 see 'iscussion #o es solutions at end of this chapter =anagerial !ff1the1:ob Training and 'evelopment Techniques ". %. -. /. The 3ase &tudy =ethod =anagement ;ames !utside &eminars 2niversity15elated (rograms

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Chapter 7: Training and Developing Employees

+. 9. *. A. 5ole (laying #ehavior =odeling In16ouse 'evelopment 3enters 0 ecutive 'evelopment in ;lobal 3ompanies

VII.

Evaluating the Training E!!ort

A. #. 3ontrolled 0 perimentation Training 0ffects to =easure ". %. -. /. 5eaction 4earning #ehavior 5esults

'iscussion #o es
The #igh$Per!ormance Organi%ation& 'n Employee Testing an Training Program
)page %+9, This dialogue bo describes one companyBs employee testing and training program. It is designed to train employees in those areas specifically required for their Cobs, to prepare them for I&!17<<< compliance, and to foster pride and morale. !ver *< percent of the wor$force has completed the training resulting in a significantly improved and effective wor$force.

"mall (usiness 'pplications& Training

)page %99, This dialogue bo gives a step1by1step practical procedure for small businesses to develop training programs. The five steps are8 )", &et Training !bCectivesD )%, >rite a 'etailed :ob 'escriptionD )-, 'evelop an Abbreviated Tas$ Analysis 5ecord FormD )/, 'evelop a :ob Instruction &heetD )+, (repare a Training (rogram for the :ob.

)lo*al #+M& Training !or International (usiness

)page %99,

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Human Resource Management

This dialogue bo gives describes some of the prepac$aged training programs for global programs. It also discusses some of the reasons for doing special global training programs.

Diversity Counts& Do ,omen Ma-e (etter Managers.

)page %*/, This dialogue bo describes the results of research that indicates that women managers may be better transformational leaders than men. Transformational leaders Emove followers to go beyond their self1interest to concerns for their group or organization.F

Gey Terms
employee orientation training tas- analysis per!ormance analysis A procedure for providing new employees with basic bac$ground information about the firm. )page %/7, The process of teaching new employees the basic s$ills they need to perform their Cobs. )page %/7, A detailed study of a Cob to identify the s$ills required so that an appropriate training program may be instituted. )page %+/, 3areful study of performance to identify a deficiency and then correct it with new equipment, a new employee, a training program, or some other adCustment. )page %+/, Training a person to learn a Cob while wor$ing at it. )page %+*, 4isting of each CobHs basic tas$s, along with $ey points in order to provide step1by1step training for employees. )page %+7, A systematic method for teaching Cob s$ills involving presenting questions or facts, allowing the person to respond, and giving the learner immediate feedbac$ on the accuracy of his or her answers. )page %9", Training employees on special off1the1Cob equipment, as in airplane pilot training, whereby training costs and hazards can be reduced. )page %9-, Any attempt to improve current or future management performance by imparting $nowledge, changing attitudes, or increasing s$ills. )page %*%, A process through which senior1level openings are planned for and eventually filled. )page %*%, A management training technique that involves moving a trainee from department to department to broaden his or her e perience and identify strong and wea$ points. )page %*%,
9-

on$the$/o* training 0O1T2 /o* instruction training 01IT2 programme learning

vesti*ule or simulate learning management evelopment succession planning /o* rotation

Chapter 7: Training and Developing Employees

action learning

A training technique by which management trainees are allowed to wor$ full time analyzing and solving problems in other departments. )page %*-, A development method in which the manager is presented with a written description of an organizational problem to diagnose and solve. )page %*+, A development technique in which teams of managers compete with one another by ma$ing computerized decisions regarding realistic but simulated companies. )page %*+, A training technique in which trainees act out the parts of people in a realistic management situation. )page %*A, A training technique in which trainees are first shown good management techniques in a film, are then as$ed to play roles in a simulated situation, and are then given feedbac$ and praise by their superior. )page %*A, Formal methods for testing the effectiveness of a training program, preferably with before1and1after tests and a control group. )page %A",

case stu y metho

management game

role playing *ehavior mo eling

controlle e3perimentation

Discussion 4uestions&
5. 6' 7ell$thought$out orientation program is especially important !or employees 0li-e recent gra uates2 7ho have ha little or no 7or- e3perience.6 E3plain 7hy you agree or isagree 7ith this statement. New employees can suffer from a significant amount of an iety during the first few days on the Cob as they find themselves in an environment and culture that they are not acquainted with. Those with little Cob e perience may find it especially difficult without orientation since they have little other e perience on which to base their e pectations. A well developed orientation program will socialize new employees into important organizational values, whereby their chances of easing smoothly into the organization are improved. )page %/7, 8. 9ou:re the supervisor o! a group o! employees 7hose tas- it is to assem*le tuning evices that go into ra ios. 9ou !in that quality is not 7hat it shoul *e an that many o! your group:s tuning evices have to *e *rought *ac- an re7or-e ; your o7n *oss says that 69ou: *etter start oing a *etter /o* o! training your 7or-ers.6 0a2 ,hat are some o! the 6sta!!ing6 !actors that coul *e contri*uting to this pro*lem. The problem could be related to inadequate training. !ther staffing factors that could be contributing to this problem are improper selection criteria resulting in the wrong type of people being selected for the Cobs. (erformance criteria may be unclear or unenforced. The climate or the values may be non1productive for any number of reasons. )page %+/,

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Human Resource Management

0*2 E3plain ho7 you 7oul go a*out assessing 7hether it is in !act a training pro*lem. 2se performance analysis to appraise the performance of current employees while determining if training could reduce performance problemsD if so, training is the place to start. &everal steps are recommended in the te t for accomplishing the performance analysis. In the process, you will learn whether it is a IcanHt doI or IwonHt doI situation. !ther factors in the motivation model would also need to be assessed, including the wor$ing conditions and quality of supervision. )page %+*, <. E3plain ho7 you 7oul apply our principles o! learning in eveloping a lecture= say= on orientation an training. &tudent answers should reflect the issues identified in the guidelines on page %9<. As an e ercise, you might have students develop and deliver a lecture )perhaps on one section of this chapter,. Then as$ the students to critique each other based on the guidelines summarized on page %9<. >. 1ohn "antos is an un ergra uate *usiness stu ent ma/oring in accounting. #e has /ust !aile the !irst accounting course= 'ccounting 5?5= an is un erstan a*ly upset. E3plain ho7 you 7oul use per!ormance analysis to i enti!y 7hat= i! any= are 1ohn:s training nee s. The first thing that needs to be determined is if this is a IcanHt doI or a IwonHt doI situation. It is possible that as a first1year student, :ohn has spent more time socializing and not enough time studying. This would indicate a need for training on studying s$ills and prioritization. It is also possible that :ohn really does not have the necessary basic s$ills that he needs in order to be successful in this course. This could be determined through some testing to see if he has the prerequisite $nowledge and s$ills. If it is a problem, remedial training or courses would be appropriate. A third possibility is that :ohn simply does not really have the interest or natural inclinations that would ma$e him successful in the accounting area. This could be determined through some testing and career interest surveys. If this is the case, training is not appropriate, but rather :ohn should be counseled to change maCors. )page %+/, @. ,hat are some typical on$the$/o* training techniques. ,hat o you thin- are some o! the main ra7*ac-s o! relying on in!ormal on$the$/o* training !or *rea-ing ne7 employees into their /o*s. The most common is the understudy or coaching technique. !thers include apprenticeship training and Cob rotation. There are several possible drawbac$s to !:T8 )", not every employee will get the same basic information, in fact, some may not get basic, fundamental informationD )%, the quality of the training is highly dependent on the training s$ills of the employee who supervises the !:T...and that personHs s$ills and training are usually not in the area of trainingD )-, the new employee may get false information or detrimental inculturation depending on the employees that they conduct their !:T with. )page %+*, A. This chapter points out that one reason !or implementing special glo*al training programs is the nee to avoi lost *usiness 6. . . ue to cultural insensitivity.6 ,hat sort o! cultural insensitivity o you thin- is re!erre to an ho7 might that translate into lost *usiness. The cultural insensitivities would include cross1cultural values, assumptions concerning communication, identity issues, etiquette, lifestyles, style of dress, etc. Any of these can result in unintentional insults or offending people which can easily ma$e those people reluctant to do business with you. )page %97, ,hat sort o! training program 7oul you recommen to avoi such cultural insensitivity. There are a wide variety of programs and consultants that specialize in these areas. It is important to have someone who is $nowledgeable in these areas

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Chapter 7: Training and Developing Employees

conduct the training to assure that the correct information and guidance is given. )page %97, 7. This chapter presents several e3amples o! ho7 iversity training can *ac-!ire= such as 6the possi*ility o! post$training participant iscom!ort.6 #o7 serious o you thinpotential negative outcomes li-e these are an 7hat 7oul you o as an #+ manager to avoi them. If the training is not properly conceived and conducted, these negative outcomes can be very serious. They can lead to resignations of members of under1 represented groups, lawsuits, and poor morale and productivity. It is important that these outcomes be avoided by utilizing e perts in diversity for developing the training program, and only using people who have been thoroughly trained and are culturally aware and sensitive to conduct the training. B. #o7 oes the involvement approach to attitu e surveys i!!er !rom simply a ministering surveys an returning the results to top management. (lease note8 This question should not be used as the te t does not address this issue. C. Compare an contrast three organi%ational evelopment techniques. (lease note8 This question should be in 3hapter A, but due to an editing error, ended up in this chapter. 3hapter A identifies !' techniques as8 sensitivity training, team building, confrontation meetings, survey research, technostructural interventions, action research, and strategic interventions. 5?. Descri*e the pros an cons o! !ive management evelopment metho s. :ob rotation8 broadens e perience and helps the candidate find what he or she prefers. 3oaching@2nderstudy8 wor$s directly with the person he or she will replace, helps assure trained managers are ready to assume $ey positions. Action 4earning8 allows special proCects to be handled. 3ase &tudy =ethod8 classroom oriented, gives real1life situations, allows analysis and reflection. =anagement ;ames8 learn by getting involved, competition, emphasizes the need for planning, problem1solving s$ills, teamwor$. !utside &eminars8 302s, developed by e perts, time away from pressures of wor$. 2niversity1 5elated (rograms8 certifications and degrees, theoretical $nowledge, sharing with students from other industries. 5ole (laying8 opportunity to wor$ through probable situations, negative views of role1playing. #ehavior =odeling8 effective, learning and s$ill development, reinforces decisions immediately. In16ouse 'evelopment 3enters8 tailored to the needs of the company, e pensive. &tudents should be able to come up with additional pros and cons for each method. 55. Discuss the -ey alternatives in a typical o!!$the$/o* management evelopment program. #asically, companies or employees will have choices of case1study, management games, outside seminars, university1related programs, role playing, or behavior modeling. 3hoosing which one will be dependent on the types of s$ills or $nowledge needed. Accounting may be best learned in a university1related program, while interpersonal s$ills might be better learned through role playing. 58. Do you thin- /o* rotation is a goo metho to use !or eveloping management trainees. ,hy or 7hy not. =ost students will probably support Cob rotation for management trainees. It gives the trainee the opportunity to e perience several areas and to develop cross1departmental s$ills and cooperation. It also give the trainee the chance to e perience different areas to see what he or she li$es.

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Human Resource Management

In ivi ual an )roup 'ctivities&

5. Pic- out some tas- 7ith 7hich you are !amiliar $ $ mo7ing the la7n= tuning a car $ $ an evelop a /o* instruction training sheet !or it. There is an e ample of a Cob instruction training sheet for operating a large motorized paper cutter on pages %+* J %+A of the te t. &tudents should be able to put the tas$ they select into the format given. 8. 9ou are to give a short lecture on the su*/ect 6)ui elines to Deep in Min ,hen Presenting a Lecture.6 )ive a !ive or ten minute lecture on the su*/ect ma-ing sure= o! course= to !ollo7 the gui elines as enumerate in this chapter. &tudents should integrate the points listed on page %+A into their lecture. It would be useful to have classmates evaluate each other using these guidelines. <. ,or-ing in ivi ually or in groups= you are to evelop a short programme learning program on the su*/ect E)ui elines !or )iving a More E!!ective Lecture.F Gse the e3ample in Higure 7$> an any other in!ormation you may have availa*le to evelop your programme learning program. &tudents should use the guidelines listed on page %9<, but should not forget that this assignment is not Cust listing guidelines. They are to develop a programmed learning that ", presents questions, facts, or problems to the learner, %, allows the person to respond, and -, provides feedbac$ to the learner on the accuracy of his or her answers. >. ,or-ing in ivi ually or in groups= contact a provi er o! management evelopment seminars such as the 'merican Management 'ssociation. O*tain copies o! their recent listings o! seminar o!!erings. 't 7hat levels o! managers o they aim their seminar o!!erings. ,hat seems to *e the most popular types o! evelopment programs. ,hy o you thin- thatIs the case. 'epending on the provider contacted, the results of this e ercise will vary. It would be a good idea to assign different groups or individuals to different providers to assure that you get a variety of responses. It may be useful to have a class discussion about the differences that they found. @. ,or-ing in ivi ually or in groups= evelop a series o! concrete e3amples to illustrate ho7 a pro!essor teaching human resource management coul use at least eight o! the management evelopment techniques escri*e in this chapter in teaching his or her #+ course. &tudent results will again vary. 4oo$ for e amples to be well thought out and to represent the guidelines given on page %9< of the te t. A. Chec- 7ith several local community colleges to etermine 7hat i! any apprenticeship programs they are partners in. 6elp students to understand that s$illed labor programs are technical, involve significant s$ills, often require high levels of math, and are vital to economic development.

Cases an E3ercises
E3periential E3ercise& Developing a Training Program )page %A/,

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Chapter 7: Training and Developing Employees

This e ercise will give students the opportunity to e perience the activities involved in creating a training program. As with any e ercise, students may rush through and brush aside details, or they might painsta$ingly address all the details needed. 4oo$ for quality and for those that ta$e the time to deal with the details that ma$e a program a success.

Case Inci ent& +einventing the ,heel at 'pe3 Door Company )page %A+,
". ,hat o you thin- o! 'pe3Is training process. Coul it help to e3plain 7hy employees E o things their 7ayF an i! so= ho7. There is a wea$ accountability system. The person assigned to perform training is li$ely to very low motivation )a departing employee,. >ith no formal descriptions the trainer will teach Etheir wayF of accomplishing tas$s. There is no training documentation. !ne receives training in Ehow to train.F There are no outcomes measures to determine if the training was successful. %. ,hat role o /o* escriptions play in training. :ob descriptions set the boundaries of Cobs in terms of required $nowledge and s$ills. #y understanding the Cob description, a trainer can define the learning requirements for a new or transitioning employees. -. E3plain in etail 7hat you 7oul o to improve the training process at 'pe3 0ma-e sure to provi e speci!ic suggestions= please2. 0very position would have a formal )written, description. Training procedures would be documented for each position. &upervisors would be formally accountable for training.

Case 'pplication& ' Training an Development Pro*lem at "umerson Manu!acturing

)page %A9, &umerson =anufacturing is planning on opening a new plant in "9 months. Kou have been as$ed to develop a plan to recruit, select and train the appro imately one thousand new wor$ers that will be needed over the ne t three years. ". Develop a plan outline o! ho7 to hire an train an entire sta!! o! ne7 employees *elo7 the secon level o! management in one year an have them rea y to open the ne7 plant. &tudents will need to draw from several chapters. In order to develop a hiring plan, the company will need to have identified specific Cobs and the $nowledge and s$ills associated with those Cobs. &ome students will li$ely recommend that &umerson review their e isting Cobs. #right students will note that &umerson will move some of its best employees to the new plant )this raises an interesting set of issues about what the culture will be li$e in the e isting plants,. The training plan will li$ely involve the + steps noted in the chapter8 ". Needs analysis %. Instructional design -. .alidation /. Implementation +. 0valuation J follow1up

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Human Resource Management

%. #o7 shoul you go a*out procuring the *alance o! the thousan employees nee e to sta!! the plant *y the pro/ecte !ull$operations ate. 65 will want to involve the supervisors at the new plant and get their input in any recruiting plan. The plant provides an opportunity for &umerson to review its prior practices and establish new benchmar$s.

97