Chapter 7

Training and Developing Employees

LEARNING OUTCOMES
1. Summarize the purpose and process
of employee orientation.
2. List and explain each of the five steps in the training
process.
3. Discuss how you would motivate trainees.
4. Describe and illustrate how you would identify training
requirements.
5. Explain how to distinguish between problems you can
fix with training and those you can’t.

Copyright © 2011 Pearson Education 8–2

DEFINITION OF TRAINING

• Provides workers with knowledge and skills

needed for their present jobs
• Examples:
➢ Showing workers how to operate a machine
➢ Showing supervisor how to schedule daily
production

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DEFINITION OF DEVELOPMENT

• Learning with a long-term focus

• Goes beyond the worker’s current job
• Prepares employees to keep pace with
organization as it changes and grows

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Learning Objective 1: Summarize the
purpose and process of employee orientation
 Purpose of Orientation

Orientation Helps New

Employees

Know what is
Begin the
Feel welcome Understand the expected in
socialization
and at ease organization work and
process
behavior

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 The Orientation Process

Employee benefit Company organization

information and operations

Personnel Employee Safety measures

policies Orientation and regulations

Daily Facilities
routine tour

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 FIGURE 8–1
New Employee
Departmental
Orientation Checklist

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Learning Objective 2: List and briefly explain
each of the five steps in the training process
The Training Process
• Training
➢ Is the process of teaching new or current employees
the basic skills they need to perform their jobs
➢ Is a hallmark of good management
➢ Reduces an employer’s exposure to negligent training liability

• Training’s Strategic Context

➢ The aims of firm’s training programs must make sense in
terms of the company’s strategic goals.
➢ Training fosters employee learning, which results in
enhanced organizational performance.

Copyright © 2011 Pearson Education 8–10

Steps in the Training Process

The 5-Step Training Process (ADDIE)

1 Analysis (TNA)

2 Design the overall program

3 Develop the course
4 Implementation
5 Evaluation

Copyright © 2011 Pearson Education

8–11
 STEP 1: CONDUCTING TNA
• Address strategic/longer term training needs and/or its current
training needs.
• Strategic training needs analysis:identifying the training that
employees will need to fill new future jobs.
• Current TNA: to improve current performance specifically
training new employees, and those whose performance is
deficient

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 CONDUCTING TNA
• Task analysis: analyzing new employees training needs
• Performance analysis: analyzing current employees training
needs
• The process of verifying that there is a performance
deficiencies and if training can correct these deficiencies.
• Using performance appraisal, performance data,
observation, interviews, test, attitude survey, dairy,
assessment center…

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 CAN’T DO OR WON’T DO
• Identify the root causes for low performance
is the main purpose of performance analysis.
• Don’t spend time on training employees when
the problem isn’t training.
- Can’t do: wrong hiring or inadequate training
- Won’t do: lack of motivation, other solutions
than training

Copyright © 2011 Pearson Education 8–14

 Assessing Current Employees’ Training Needs

Specialized Software

Assessment Center
Results Performance Appraisals

Individual Diaries Methods Job-Related Performance

for Identifying Data
Training Needs
Attitude Surveys Observations

Tests Interviews

Can’t-do or Won’t-do?

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 Assessing Current Employees’ Training Needs
Performance Appraisals
•Definition: Uses predefined criteria to evaluate employee performance
•How it works:
• Managers assess employee performance based on job objectives
• Provide detailed feedback on strengths and weaknesses
• Identify areas for skill development
•Advantages:
• Helps identify specific weaknesses for training
• Tracks employee progress over time
•Disadvantages:
• Subjective, dependent on managerial evaluation
• May not reflect actual performance accurately
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 Assessing Current Employees’ Training Needs

Job-Related Performance Data

•Definition: Analyzes job performance metrics to identify skill gaps
•How it works:
• Collect data such as KPIs, error rates, and customer feedback
• Determine which areas need improvement through training
•Advantages:
• Objective, based on actual data
• Accurately pinpoints areas for improvement
•Disadvantages:
• Requires an accurate performance tracking system
• Cannot assess soft skills or leadership abilities

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 Assessing Current Employees’ Training Needs

Observations
•Definition: Managers or trainers observe employees at work to identify
skill gaps
•How it works:
• Monitor employees as they perform daily tasks
• Note recurring errors, speed, and accuracy
• Compare performance against expected standards
•Advantages:
• Assesses real-world job performance
• Identifies hidden skill gaps
•Disadvantages:
• Observer bias can affect accuracy
• Employees may alter behavior when being observed

Copyright © 2011 Pearson Education 8–18

Assessing Current Employees’ Training
Needs
Interviews
•Definition: Conducting interviews with employees and managers to
determine training needs
•How it works:
• Ask employees about skills they feel need improvement
• Consult managers on performance issues they notice
• Use one-on-one or group interview methods
•Advantages:
• Provides deep insights into individual and team needs
• Helps customize training programs
•Disadvantages:
• Time-consuming for large organizations
• Employees may hesitate to disclose weaknesses

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Assessing Current Employees’ Training
Needs
Tests & Assessments
•Definition: Using theoretical or practical tests to evaluate employee
knowledge and skills
•How it works:
• Design tests to assess technical and job-related knowledge
• Analyze results to find knowledge gaps
•Advantages:
• Provides measurable results
• Helps identify precise areas needing improvement
•Disadvantages:
• Does not measure soft skills effectively
• Some employees may struggle with test anxiety

Copyright © 2011 Pearson Education 8–20

Assessing Current Employees’ Training
Needs
Attitude Surveys
•Definition: Surveys that collect employee feedback on training
needs and job challenges
•How it works:
• Employees fill out surveys about skill gaps and workplace
challenges
• HR analyzes responses to identify training needs
•Advantages:
• Quick and easy way to gather data from many employees
• Helps understand employee perspectives on training
•Disadvantages:
• Employees may provide inaccurate responses
• Requires well-designed surveys for meaningful insights

Copyright © 2011 Pearson Education 8–21

Assessing Current Employees’ Training
Needs
•Definition: Employees document challenges and skill gaps in daily
work logs
•How it works:
• Employees record difficult tasks, recurring errors, and
improvement areas
• HR and managers review logs to identify training needs
•Advantages:
• Provides real-world insights into employee struggles
• Encourages self-reflection and skill development
•Disadvantages:
• Employees may forget to update records regularly
• Requires proper documentation habits

Copyright © 2011 Pearson Education 8–22

 STEP 2: DESIGNING TRAINING
PROGRAM
• Planning the overall training program including training
objectives, delivery methods, and program evaluation.
•Setting performance objectives.
•Creating a detailed training outline (beginning to end)
•Choosing a program delivery method
•Verifying the overall program design with management
• Summary of how you plan to set a training environment that
motivates your trainees both to learn and to transfer what they
learn to the job

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 Setting training objectives

• Measurable terms what the trainee should be able to

accomplish after successfully completing the training
program.
• Learning objectives should address rectifying the
performance deficiencies that you identified with
needs analysis.
• The learning objectives must be practical, given the
constraints such as financial, time…
• Be prepared to defend the training program on
benefits-versus-costs grounds.
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 Creating a motivational learning
environment
• Learning requires both ability and motivation.
• Ability: the learner trainee needs (among other
things) the required reading, writing, and
mathematics skills, and the educational level,
intelligence, and knowledge base.
• Motivation: the learner must also be motivated to
learn the material.

Copyright © 2011 Pearson Education 8–25

Factors Affecting Training Effectiveness
• Make the Learning Meaningful
1. At the start of training, provide a bird’s-eye view
of the material to be presented to facilitate learning.
2. Use a variety of familiar examples.
3. Organize the information so you can present it
logically, and in meaningful units.
4. Use terms and concepts that are already familiar
to trainees.
5. Use as many visual aids as possible.
6. Create a perceived training need in trainees’ minds.

Copyright © 2011 Pearson Education 8–26

Factors Affecting Training Effectiveness
• Make Skills Transfer Easy
1. Maximize the similarity between the training
situation and the work situation.
2. Provide adequate practice.
3. Label or identify each feature of the machine
and/or step in the process.
4. Direct the trainees’ attention to important aspects
of the job.
5. Provide “heads-up,” preparatory information that
lets trainees know what might happen back on
the job.

Copyright © 2011 Pearson Education 8–27

Factors Affecting Training Effectiveness
• Reinforce the Learning
1. Trainees learn best when the trainers immediately
reinforce correct responses, perhaps with a quick
“well done.”
2. The schedule is important. The learning curve
goes down late in the day, so that “full day training
is not as effective as half the day or three-fourths
of the day.”

Copyright © 2011 Pearson Education 8–28

 Factors Affecting Training Effectiveness
• Ensuring transfer of learning to the job
• Prior to training
- Get trainee and supervisor input in designing programs
- Institute a training attendance policy
- encourage employees to participate.
• During training: provide trainees with training
experiences and conditions that resemble the actual
work environment
• After training: reinforce what trainees learned by by
appraising and rewarding new skills, and by making
sure that they have the tools and materials they need
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STEP 3: DEVELOPING TRAINING COURSE
& IMPLEMENTATION

• Assembling/creating the programs training content

and materials.
• Choosing the actual content the program
• Choosing the specific instructional methods (lectures,
cases, Web-based)

Copyright © 2011 Pearson Education 8–30

The OJT Training Method
• On-the-Job Training (OJT)
➢ Having a person learn a job
by actually doing the job.
• Types of On-the-Job Training
➢ Coaching or understudy
➢ Job rotation
➢ Job Instruction Training JIT
• Advantages
➢ Inexpensive
➢ Learn by doing
➢ Immediate feedback

Copyright © 2011 Pearson Education 8–31

The OJT Training Method - Coaching and
Mentoring
❖ Definition: Employees learn directly from experienced professionals
who provide guidance, feedback, and supervision.
Advantages:
- Immediate feedback and hands-on learning
- Strengthens the relationship between mentor and trainee
Disadvantages:
- Time-consuming for the mentor
- Quality of training depends on mentor’s skills
Suitable Trainees: New employees, future managers, high-potential
employees

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The OJT Training Method - Job Rotation

❖ Definition: Employees are rotated through different roles to develop

various skills and gain a broader understanding of the company.
Advantages:
• Provides a holistic view of business operations
• Encourages multi-skilling
Disadvantages:
• Can disrupt workflow
• Some employees may struggle with frequent transitions
Suitable Trainees: Employees preparing for leadership roles,
employees in succession planning

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Job Instruction Training (JIT)

Definition: Employees receive step-by-step instructions and demonstrations

of job tasks.
Advantages:
•Ensures employees follow standard procedures
•Increases productivity quickly
Disadvantages:
•Requires well-documented procedures
•Less flexibility for creative problem-solving
Suitable Trainees: Factory workers, machine operators, technicians

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 FIGURE 8–4 Job Instruction Training at UPS

Copyright © 2011 Pearson Education 8–35

Apprenticeship Training

Definition: Employees undergo long-term, structured training under the

guidance of skilled professionals.
Advantages:
•Ensures deep skill mastery
•Enhances job retention and employee commitment
Disadvantages:
•Can be costly and time-intensive
•Requires experienced trainers
Suitable Trainees: Skilled trade workers (electricians, carpenters,
plumbers)

8–36
 Lecture: Delivering Effective Lectures
• Definition: A structured training method where an
instructor presents information to a group

• Advantages: Cost-effective, easy to implement, reaches

a large audience

• Disadvantages: Limited interaction, passive learning

• Suitable Trainees: Office employees, administrative

staff

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 Programmed Learning
Programmed learning (or programmed instruction) is a step-by-step, self-learning method that
consists of three parts.

Presenting Providing
Allowing the
questions, facts, feedback on
person to
or problems to the accuracy
respond
the learner of answers

• Advantages
➢ Reduced training time
➢ Self-paced learning
➢ Immediate feedback
➢ Reduced risk of error for learner

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Intelligent Tutoring Systems
• Advantages
➢ Reduced learning time
➢ Cost effectiveness
➢ Instructional consistency

• Types of Programmed Learning

➢ Interactive multimedia training
➢ Virtual reality training
➢ Virtual classroom

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 Internet-Based Training
Learning management systems (LMS) play an important role in Internet training. They are special software
packages that support Internet training by helping employers identify training needs, and in scheduling,
delivering, assessing, and managing the online training itself.

Teletraining and Videoconferencing

Electronic Performance Support

Distance Systems (EPSS)
Learning
Methods Computer-Based Training

E-learning and learning portals

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 Management Development Techniques

Managerial On-the-Job Training

Job Coaching and Action

rotation understudy learning

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Other Management Training Techniques

Off-the-Job Management Training

and Development Techniques

The case study method Role playing

Management games Behavior modeling

Outside seminars Corporate universities

University-related programs Executive coaches

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Behavior Modeling

Behavior Modeling Training

1 Model the effective behaviors

2 Have trainees role play using behaviors

3 Provide social reinforcement and feedback

4 Encourage transfer of training to job

Copyright © 2011 Pearson Education 8–43

STEP 5: Evaluating the Training Effort

8–44
 STEP 5: Evaluating the Training Effort
level evaluation evaluation description examples of evaluation relevance and practicability
type (what and characteristics tools and methods
is
measured)

1 Reaction Reaction evaluation is 'Happy sheets', feedback Quick and very easy to obtain.
how the delegates felt forms. Not expensive to gather or to
about the training or Verbal reaction, post-training analyse.
learning experience. surveys or questionnaires.

2 Learning Learning evaluation is the Typically assessments or Relatively simple to set up;
measurement of the tests before and after the clear-cut for quantifiable skills.
increase in knowledge - training. Less easy for complex learning.
before and after. Interview or observation can
also be used.
3 Behavior Behavior evaluation is the Observation and interview Measurement of behaviour
extent of applied learning over time are required to change typically requires
back on the job - assess change, relevance of cooperation and skill of line-
implementation. change, and sustainability of managers.
change.
4 Results Results evaluation is the Measures are already in Individually not difficult; unlike
effect on the business or place via normal whole organization.
environment by the management systems and Process must attribute clear
trainee. reporting - the challenge is to accountabilities.
relate to the trainee.

8–45
LEVEL 1 (REACTION): PARTICIPANT
OPINION
• Measures level of customer satisfaction
• Overall experience could bias some
reports
• Good way to quickly and inexpensively
obtain feedback
• Happy sheet
LEVEL 2: EXTENT OF LEARNING

• Determines what participants have learned

• Pre-test/post-test control group design
• Differences are attributed to training provided
• Problem: Controlling external variables
LEVEL 3: BEHAVIORAL CHANGE

• Tests give little insight into whether participants

will change their behavior
• Best demonstration of value is when learning
translates into lasting behavioral change
LEVEL 4: ACCOMPLISHMENT OF T&D
OBJECTIVES

• Asks whether training programs have actually

impacted performance
• Example: Comparing accident rates before and
after training provides a useful metric of success
RETURN-ON-INVESTMENT FROM TRAINING

• Highest level of determining training

effectiveness is return-on-investment
(ROI) from training
• CEOs want to see value in terms that
they can appreciate, such as
business impact, business alignment,
and return-on-investment
 FIGURE 8–8
A Sample Training
Evaluation Form

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