CHAPTER 3: TRAINING AND DEVELOPMENT

newswriterana@[Link]

Ana Beatriz Ribeiro, PhD

School of Economics and Management - Hanoi University of Science and Technology
MIDTERM INFO – SCAN QR CODE
 CONTENTS
3.2. Performance Management and Appraisal
3.1. Training and developing Employees
3.1.1. Orienting and Onboarding New 3.2.1. Basics of Performance Appraisal
Employees 3.2.2. Techniques for Appraising Performance
3.1.2. Overview of the Training Process 3.2.3. Dealing with Rater Error and Appraisal
3.1.3. Implementing the Training Problems
Program
3.2.3. Managing the Appraisal Interview
3.1.4. Implementing Management
Development Programs 3.2.4. Performance Management

3.1.5. Managing Organizational Change 3.3. Managing Careers and Retention

Programs 3.3.1. Career Management
3.1.6. Evaluating the Training Effort 3.3.2. Managing Employee Turnover and
Retention
3.3.3. Employee Life-Cycle Career Management
3.3.4. Managing Dismissals
Part I:
Intro to
Sections
OBJECTIVES OF 3.1
• Summarize the purpose and process of employee orientation.
• Give an example of how to design onboarding to improve employee engagement.
• List and briefly explain each of the steps in the training process.
• Explain how to use five training techniques.
• List and briefly discuss four management development methods.
• List and briefly discuss the importance of the steps in leading organizational change.
• Explain why a controlled study may be superior for evaluating the training program’s
effectiveness.
3.1.1. Orienting and Onboarding New Employees
The Purpose of Employee Orientation/Onboarding
• provides new employees with the basic background information they need to
do their jobs;
• should also help them start becoming emotionally attached to and engaged in
the firm.
The manager:
1. Makes the new employee feel welcome and at home and part of the team.
2. Makes sure the new employee has the basic information to function effectively
(e-mail access, personnel policies and benefits, and expectations in terms of work
behavior).
3. Helps the new employee understand the organization in a broad sense (its past,
present, culture, strategies, and vision for the future).
4. Starts socializing the person into the firm’s culture and ways of doing things.
3.1.1. Orienting and Onboarding New Employees
The Orientation Process
The length of the orientation program depends on what you cover.
• The human resource specialist performs the first part of the orientation by
explaining basic matters like working hours and benefits.
• Then the supervisor continues the orientation by explaining the
department’s organization, introducing the person to his or her new
colleagues, familiarizing him or her with the workplace, and reducing first-
day jitters.
Note: The orientation should provide information on matters such a:
- employee benefits,
- personnel policies,
- safety measures and regulations,
- and a faciliting tour; new employees should receive (and sign for) print or
Internet-based employee handbooks covering such matters.
3.1.2. Overview of the Training Process
Aligning Strategy and Training
• The employer’s strategic plans should govern the
organization’s training goals
• The task is:
– to identify the employee behaviors the firm will need
to execute its strategy,
– and then from that deduce what competencies (for
instance, skills and knowledge) employees will need.
– Then, put in place training goals and programs to
instill these competencies.
3.1.2. Overview of the Training Process
The ADDIE Five-Step Training Process
• The employer should use a rational training process.
• The gold standard here is still the basic analysis-design-develop-
implement-evaluate (ADDIE) training process model that training experts
have used for years.
As an example, one training vendor describes this training process as follows:
- Analyze the training need.
- Design the overall training program.
- Develop the course (actually assembling/creating the training materials).
- Implement training, by actually training the targeted employee group
using methods such as on-the-job or online training.
- Evaluate the course’s effectiveness.
3.1.2. Overview of the Training Process
Conducting Training Needs Analysis
A training needs analysis may address the employer’s strategic/longer term
training needs and/or their current training needs.

Strategic Training Needs Analysis

Current Training Needs Analysis

Tasks Analysis For Analyzing new Employees’ Training Needs

Competency Profiles and Models in Training and Development

Performance Analysis: Analyzing Current Employees’ Training Needs

Can’t do/Won’t do
Conducting Training Needs Analysis

• Strategic Training Needs Analysis:

- Strategic goals often mean the firm will
have to fill new jobs.
- This analysis identifies the training
employees will need to fill these future
jobs.
Conducting Training Needs Analysis
• Current Training Needs Analysis
aims to improve current performance—specifically training new
employees, and those whose performance is deficient.
The main task for new employees is:
- to determine what the job entails and to break it down into
subtasks,
- each of which you then teach to the new employee.
Analyzing current employees’ training needs is more complex,
because:
- Must also ascertain whether training is the solution
Managers use task analysis to:
- identify new employees’ training needs, and performance
analysis to identify current employees’ training needs.
Conducting Training Needs Analysis
• Task Analysis for Analyzing New Employees’ Training Needs
Task analysis is a detailed study of the job to determine what specific
skills (like reading spreadsheets for a clerk) the job requires.
(Component of job analysis: the “how-to” for each part of the job.)
- It lists the job’s specific duties and skills, which are the basic
reference points in determining the training required.
- Managers also uncover training needs by reviewing performance
standards and asking questions of current jobholders and their
supervisors.
- Some managers supplement the job description and specification
with a task analysis record form.
Conducting Training Needs Analysis
• Competency Profiles and Models in Training and Development
Competency model
A graphic model that consolidates, usually in one diagram, a precise
overview of the competencies (the knowledge, skills, and behaviors)
someone would need to do a job well.
- Many employers therefore design their training programs to
foster these competencies.
- With many competency-oriented training programs, trainees
don’t learn just by taking classes but through a mix of real-world
exercises, teamwork, and online resources, under a learning
coach; the aim is to show mastery of particular competencies
Competency Model: Customer Service Manager
Competency Training: Customer Service Manager
 Conducting Training Needs Analysis
• Performance Analysis: Analyzing Current Employees’ Training Needs
Verifying that there is a performance deficiency and determining whether that
deficiency should be corrected through training or through some other means;
- begins with comparing the person’s actual performance to what it should be.
- Ways to identify how a current employee is doing include:
- Performance appraisals
- Job-related performance data
- Observations by supervisors or other specialists (like consultants)
- Interviews with the employee or his or her supervisor
- Tests on elements like job knowledge, skills, and attendance
- Attitude surveys
- Individual employee daily diaries
- Assessment center results (GE, IBM, Procter & Gamble run their own)
- Special performance gap analytical software
Conducting Training Needs Analysis
• Can’t do/ Won’t do
The aim here is to distinguish between can’t-do and won’t-
do problems
- First, determine whether it is a can’t-do problem and, if
so, its specific causes (training needed?)
- it might be a won’t-do problem. Here employees could
do a good job if they wanted to (motivation problem?)
3.1.2. Overview of the Training Process
Designing Training Program
Armed with the needs analysis results, the manager next designs the
corresponding training program.
• Design means planning the overall training program, including training
objectives, delivery methods, and program evaluation.
• Sub-steps include setting performance objectives, creating a detailed
training outline, choosing a program delivery method, and verifying the
overall program design with management.
• The design should include summaries 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.
• the manager reviews possible training program content (including
workbooks, exercises, and activities), and estimates a budget for the
training program.
• If the program is to use technology, the manager should include a
review of the technology he or she plans to use as part of the analysis
3.1.2. Overview of the Training Process
Designing Training Program

Set Learning Objectives

Create a Motivational Learning Environment

Make Learning Meaningful

Make Skills Transfer Obvious and Easy

Reinforce Learning

Ensure Transfer of Learning to the Job

Other Issues (Budget, Methods, Trainer Selection)

3.1.2. Overview of the Training Process
Developing the Program
- means actually assembling the program’s training content and
materials;
- means choosing the specific content the program will present, as well
as designing/choosing the specific instructional methods (lectures,
cases, Web-based, and so on) you will use.
- Training equipment and materials include:
- (for example) iPads, workbooks, lectures, PowerPoint slides, Web-
and computer-based activities, course-related activities, trainer
resources (manuals, for instance), and support materials
- Once you design, approve, and develop the program, management can
implement and then evaluate it:
- To implement means to actually provide the training, using one or
more of the instructional methods (such as lectures) that we
discuss next.
 3.1.3. Implementing Management
Development Programs
Management development is any attempt to improve managerial
performance by imparting knowledge, changing attitudes, or increasing
skills.
• includes in-house programs like courses, coaching, and rotational
assignments; professional programs like those given by the Society for
Human Resource Management (SHRM); online programs from various
sources; and university programs like executive MBAs.
• Management development is important for several reasons.
– For one thing, promotion from within is a major source of
management talent, and most promoted managers require at least
some development to prepare them for their new jobs.
– Furthermore, management development facilitates organizational
continuity, by preparing employees and current managers to
smoothly take over higher-level positions.
 [Link]. Management Development –
Conflict Resolution
Understanding Workplace Conflict
Conflict is a natural part of organizational life that arises from differences in
goals, values, perceptions, or interests between individuals or groups.
Types of Workplace Conflict
• Task Conflict: Disagreements about work content, goals, or procedures.
• Relationship Conflict: Personal incompatibilities, tension, or animosity
between individuals.
• Process Conflict: Disagreements about how work should be
accomplished or who is responsible for what.

Why managers need conflict resolution skills: Unresolved conflicts can

reduce productivity, increase stress, lower morale, and lead to higher
turnover rates.
 [Link]. Management Development –
Conflict Resolution
Conflict Resolution Strategies and Techniques

Five Primary Conflict Management Styles (Thomas-Kilmann Model):

1. Competing: Assertive and uncooperative. Used when quick decisions are
needed or on important issues.
2. Collaborating: Assertive and cooperative. Best for finding win-win
solutions that satisfy all parties.
3. Compromising: Moderate assertiveness and cooperation. Each party
gives up something to reach agreement.
4. Avoiding: Unassertive and uncooperative. Appropriate for trivial issues
or when tensions are too high.
5. Accommodating: Unassertive and cooperative. Used when maintaining
relationships is more important than the issue.
 [Link]. Management Development –
Conflict Resolution
Designing Effective Conflict Resolution Training Programs
Training Methods for Conflict Resolution Skills
• Role-Playing and Simulations: Managers practice handling difficult
conversations and mediating disputes in safe, controlled scenarios.
• Case Studies: Analyze real workplace conflicts and discuss alternative
resolution approaches and their outcomes.
• Behavioral Modeling: Observe expert managers demonstrating effective
conflict resolution techniques, then practice and receive feedback.
• Coaching and Mentoring: Pair developing managers with experienced
mentors who can guide them through actual conflict situations.
Assessment Tools: Use instruments like the Thomas-Kilmann Conflict Mode
Instrument to help managers understand their natural conflict style and
develop flexibility.
OBJECTIVES OF 3.2.
• Describe the performance appraisal process.
• Discuss the pros and cons of at least eight performance appraisal
methods.
• Give examples of potential appraisal problems and how to deal with them.
• List steps to take in the appraisal interview.
• Explain key points in how to use the appraisal interview to boost
employee engagement.
• Explain how you would take a performance management approach to
appraisal.
WHAT IS PERFORMANCE APPRAISAL?
WHY APPRAISE PERFORMANCE?
3.2.1. Basics of Performance Appraisal
Performance appraisal
- means evaluating an employee’s current and/or past performance
relative to his or her performance standards.
- also requires setting performance standards, of course, and
assumes that the employee receives the training, feedback, and
incentives required to eliminate performance deficiencies.
Performance appraisal always involves a three-step performance
appraisal process:
(1) setting work standards;
(2) assessing the employee’s actual performance relative to those
standards (this often involves some rating form);
(3) and providing feedback to the employee with the aim of helping him
or her to eliminate performance deficiencies or to continue to
perform above par.
3.2.1. Basics of Performance Appraisal
Why Appraise Performance?
● First, most employers base pay, promotion, and retention decisions on
the employee’s appraisal.
● Appraisals play a central role in the employer’s performance
management process.
- Performance management means continuously ensuring that each
employee’s performance makes sense in terms of the company’s
overall goals.
● The appraisal lets the manager and subordinate develop a plan for
correcting any deficiencies and reinforcing the subordinate’s strengths.
● Appraisals provide an opportunity to review the employee’s career
plans in light of his or her exhibited strengths and weaknesses.
● Finally, appraisals enable the supervisor to identify if there is a training
need, and the remedial steps required.
3.2.1. Basics of Performance Appraisal
Defining the Employee’s Goals and Performance Standards
The performance appraisal should compare “what should be”
with “what is.”
Performance appraisal and management is
- to decide what should be—in other words, to let employees
know what you expect of them in terms of performance
standards.
→ Managers use one or more of three bases—goals, job
dimensions or traits, and behaviors or competencies—to
establish ahead of time what the person’s performance standards
will be.
3.2.1. Basics of Performance Appraisal
Who Should Do the Appraising?
• Appraisals by the immediate supervisor are still the heart of
most appraisal processes.
• Getting a supervisor’s appraisal is relatively straightforward and
makes sense.
• The supervisor is usually in the best position to observe and
evaluate the subordinate’s performance, and is responsible for
that person’s performance.
• The human resources department serves an advisory role.
• The human resource team should also train supervisors to
improve their appraisal skills, monitor the appraisal system’s
effectiveness, and ensure that it complies with laws.
• However, relying only on supervisors’ appraisals isn’t advisable.
 3.2.1. Basics of Performance Appraisal
Who Should Do the Appraising?
Peer Appraisals—appraisals by one’s colleagues at the same level in
the company—are therefore increasingly popular.
• Typically, an employee due for a peer appraisal chooses an
appraisal chairperson.
• The latter (perhaps with the employee’s input) then selects a
supervisor and several peers to evaluate the employee’s work.
• Peer appraisals can be effective.
- One’s peers see aspects of the person that the boss may never
see, so peers’ opinions can be useful developmentally.
- Knowing your colleagues will appraise you can also change
behavior.
 3.2.1. Basics of Performance Appraisal
Who Should Do the Appraising?
Rating Committees A rating committee usually consists of the
employee’s immediate supervisor and three or four other supervisors.
Using multiple raters is advantageous.
- helps cancel out problems such as bias on the part of individual
raters.
- can also provide a way to include in the appraisal the different
facets of an employee’s performance observed by different
appraisers
 3.2.1. Basics of Performance Appraisal
Who Should Do the Appraising?
Self – Ratings
Some employers obtain employees’ self-ratings, usually in conjunction
with supervisors’ ratings.
The basic problem, of course, is that employees usually rate
themselves higher than their supervisors or peers do.
 3.2.1. Basics of Performance Appraisal
Who Should Do the Appraising?
Appraisal by Subordinates
Many employers have subordinates rate their managers, usually for
developmental rather than pay purposes.
Anonymity affects the feedback.
- Managers who receive feedback from subordinates who identify
themselves view the upward feedback process more positively.
- However, subordinates who identify themselves tend to give
inflated ratings.
- The evidence suggests that upward feedback improves
performance as it helps managers identify blind spots and refine
their leadership style.
 3.2.1. Basics of Performance Appraisal
Who Should Do the Appraising?
360-degree feedback
With 360-degree feedback, the employer collects performance
information all around an employee
—from his or her supervisors, subordinates, peers, and internal or
external customers
—generally for developmental rather than pay purposes.
The usual process is to have the raters complete online ratee appraisal
surveys.
3.2.2. Managing the Appraisal Interview
• The traditional periodic appraisal typically culminates in an
appraisal interview - An interview in which the supervisor and
subordinate review the appraisal and make plans to remedy
deficiencies and reinforce strengths
– Here the manager and the subordinate review the appraisal
and make plans to remedy deficiencies and reinforce
strengths.
– These interviews are often uncomfortable: Few people like to
receive—or give—negative feedback.
→ Adequate preparation and effective implementation are
essential
 3.2.2. Managing the Appraisal Interview
• Supervisors face four types of appraisal situations, each with its unique
objectives:
– Satisfactory—Promotable: This is the easiest interview situation. The
employee's performance is satisfactory, and they are eligible for
promotion.
– Satisfactory—Not promotable: This applies to employees whose
performance is satisfactory but for whom promotion is not possible at
this time.
– When the person’s performance is unsatisfactory but correctable, the
interview objective is to lay out an action/development plan for
correcting the unsatisfactory performance.
– Finally, the interview where the employee is unsatisfactory and the
situation is uncorrectable may be particularly tense. Dismissal is often
the preferred option.
How to conduct the Appraisal Interview
• Beforehand, review the person’s job description, compare
performance to the standards, and review any previous
appraisals.
• Give the employee at least a week’s notice to review his or
her work.
• Set a time for the interview.
– Interviews with lower-level personnel like clerical
workers should take less than an hour.
– Interviews with management employees often take 1 or
2 hours.
→ Conduct the interview privately with no interruptions.
How to conduct the Appraisal Interview
Useful guidelines include:
1. Talk in terms of objective work data. Use examples such as
absences, tardiness, and productivity.
2. Don’t get personal.
- Need to compare the person’s performance to a standard.
- Don’t compare the person’s performance to that of other people
3. Encourage the person to talk. Stop and listen to what the person
is saying; ask open-ended questions
4. Get agreement. Make sure the person leaves knowing specifically
what he or she is doing right and doing wrong and with agreement
on how things will be improved, and has an action plan with targets
and dates
OBJECTIVES OF 3.3.
• Understand the principles and importance of career management in organizations.
• Identify strategies for managing employee turnover and improving retention rates.
• Explain the concept of employee life-cycle career management and its key stages.
• Describe best practices for managing dismissals fairly and legally.
• Analyze the relationship between career development and employee engagement.
• Apply retention strategies to reduce voluntary turnover costs.
• Develop an understanding of legal and ethical considerations in employee
departures.
3.3. Managing Careers and Retention
Understanding Career Management
• Career management involves guiding employees through their
professional development journey within the organization;
• includes identifying career paths, providing development opportunities,
and aligning individual goals with organizational needs.
• Key components of effective career management:
Career planning, mentoring programs, succession planning, and
continuous skill development
• Effective career management leads to:
Higher employee engagement, improved retention rates, and
stronger organizational performance.
3.3.1. Career Management
Defining Career Management
• Career management is the process of designing and implementing
goals, plans, and strategies to enable the organization to satisfy
employee needs while allowing individuals to achieve their career
goals.
• Roles and Responsibilities:
➢ Employee's Role: Take responsibility for own career; seek
development opportunities; communicate career goals and
aspirations.
➢ Manager's Role: Provide guidance and coaching; offer feedback;
create development opportunities; facilitate career discussions.
➢ Organization's Role: Provide career development tools and resources;
establish clear career paths; support learning and development
initiatives; create succession planning programs.
3.3.2. Managing Employee Turnover
and Retention
Understanding Employee Turnover
• Employee turnover refers to the rate at which employees leave an
organization and are replaced by new hires.
• Types of Turnover:
➢ Voluntary Turnover: When employees choose to leave (resignation,
retirement). Can be functional (low performer) or dysfunctional (high
performer) depending on the employee's performance.
➢ Involuntary Turnover: When the organization terminates the
employment relationship (dismissal, layoff).
• Key Retention Strategies: Competitive compensation and benefits;
career development opportunities; positive work environment;
effective leadership; work-life balance programs; recognition and
rewards; employee engagement initiatives.
3.3.3. Employee Life-Cycle Career
Management
Career Development Stages
• Organizations must support employees through different career stages:
1. Establishment Stage (Early Career): Focus on learning, skill
development, and establishing credibility. Provide mentoring,
training, and clear expectations.
2. Advancement Stage (Mid-Career): Seeking growth, promotions, and
increased responsibility. Offer leadership development, challenging
assignments, and career path planning.
3. Maintenance Stage (Late Career): Maintaining performance and
sharing expertise. Provide opportunities to mentor others,
participate in strategic initiatives, and prepare for transition.
4. Withdrawal Stage (Pre-Retirement): Planning for retirement or
career change. Support succession planning (advisory role),
knowledge transfer, and transition programs (reduced, flexible work).
3.3.4. Managing Dismissals
Grounds for Dismissal
Unsatisfactory performance, misconduct, redundancy, or legal
requirements. Dismissals must be handled with care, fairness, and legal
compliance.
Best Practices for Managing Dismissals
1. Documentation: Maintain thorough records of performance issues,
warnings, and improvement plans.
2. Fair Process: Follow progressive discipline procedures; provide
opportunities for improvement; ensure consistent application of
policies.
3. Legal Compliance: Understand and follow employment laws; avoid
discriminatory practices; consult with legal counsel when necessary.
4. Exit Interview: Conduct professional exit meetings; provide
outplacement support; protect organizational interests and employee
dignity.
Part II
3.1.4. Implementing the Training Program
• On-the-Job Training • Videoconferencing
• Apprenticeship Training • Computer-Based Training
• Informal Learning (CBT)
• Job Instruction Training • Simulated Learning and
Gaming
• Lectures
• Lifelong and Literacy
• Programmed Learning
Training Techniques
• Behavior Modeling
• Team Training
• Audiovisual-Based Training
• Internet-Based Training
• Vestibule Training
• The Virtual Classroom
• Electronic Performance
Support Systems (EPSS)
 ON-THE-JOB TRAINING

• On-the-job training (OJT) means having a

person learn a job by actually doing it.
– Every employee, from mailroom clerk to
CEO, should get on-the-job training when
he or she joins a firm.
– In many companies (SMEs, service
industry), OJT is the only training available
for new employees.
ON-THE-JOB TRAINING
 APPRENTICESHIP TRAINING
Apprenticeship training is:
• a process by which people become skilled
workers, usually through a combination of
formal learning and long-term on-the-job
training,
• often under the tutelage of a master
craftsperson.
APPRENTICESHIP TRAINING
 INFORMAL LEARNING
• Surveys estimate that as much as 80% of what
employees learn on the job they learn through
informal means,
• including performing their jobs while interacting
everyday with their colleagues.
For example, a Siemens plant places tools in cafeteria
areas to take advantage of the informal atmosphere to
foster work-related discussions and engagement,
which can lead to learning.
 JOB INSTRUCTION TRAINING
• Many jobs (or parts of jobs) consist of a sequence
of tasks best learned step by step.
• Such step-by-step training is called job instruction
training (JIT).
– First, list the job’s required steps (let’s say for
using a mechanical paper cutter), each in its
proper sequence.
– Then list a corresponding “key point” (if any)
beside each step.
– The steps in such a job instruction training
sheet show trainees what to do, and the key
points show how it’s to be done—and why.
JOB INSTRUCTION: PAPER CUTTER IN PRINT SHOP
 LECTURES
• Lecturing is a quick and simple way to present knowledge to
large groups of trainees, as when the sales force needs to
learn a new product’s features.
• Here are some guidelines for presenting a lecture:
– Don’t start out on the wrong foot, for instance, with an
irrelevant joke.
– Speak only about what you know well.
– Give your listeners signals. For instance, if you have a list
of items, start by saying something like, “There are four
reasons why the sales reports are necessary… the first
is…”
– Use anecdotes and stories to show rather than tell.
Examples in companies: “How to be a good team player in
a corporation,” “Avoiding and reporting harassment in the
workplace”
 PROGRAMMED LEARNING
Programmed learning is a step-by-step, self-learning
method that consists of three parts:
1. Presenting questions, facts, or problems to
the learner;
2. Allowing the person to respond;
3. Providing feedback on the accuracy of
answers, with instructions on what to do next.
PROGRAMMED LEARNING: CYBERSECURITY TRAINING
• Example 1: Phishing Recognition
PRESENT: You receive this email:
"From: security@[Link] / Subject: URGENT: Verify Your Account /
Your account will be suspended in 24 hours. Click here to verify credentials."
Is this legitimate or phishing? A) Legitimate B) Phishing
RESPOND: Employee clicks B (Phishing)
FEEDBACK (Correct): ✓ "Correct! Red flags: misspelled domain, false urgency,
requests credentials. Next: Continue to password security."
FEEDBACK (Incorrect): ✗ "Incorrect - this is phishing! Review warning signs and try
again."
• Example 2: Password Security
PRESENT: Which password is MOST secure?
A) Password123 B) JohnSmith2024 C) T7$mK9#pL2@qR5 D) universityemail
RESPOND: Employee clicks C
FEEDBACK (Correct): ✓ "Correct! Strong passwords use uppercase, lowercase,
numbers, and special characters (12+ characters). Next: Public Wi-Fi risks."
FEEDBACK (Incorrect): ✗ "Incorrect. Review password requirements: 12+ characters
with mixed case, numbers, and symbols. Try again."
 BEHAVIOR MODELING
• is one of the most widely used, well researched, and highly regarded psychologically-
based training interventions.
• involves (1) showing trainees the right (or “model”) way of doing something, (2) letting
trainees practice that way, and then (3) giving feedback on the trainees’ performance.
• The basic procedure is as follows:
1. Modeling. First, trainees watch live or video examples showing models of behaving
effectively in a problem situation. Thus, the video might show a supervisor effectively
disciplining a subordinate, if teaching “how to discipline” is the aim of the training program.
2. Role-playing. Next, the trainees get roles to play in a simulated situation; here they are to
practice the effective behaviors demonstrated by the models.
3. Social reinforcement. The trainer provides reinforcement in the form of praise and
constructive feedback.
4. Transfer of training. Finally, trainees are encouraged to apply their new skills when they
are back on their jobs.
BEHAVIOR MODELING
 AUDIOVISUAL – BASED TRAINING
• Although increasingly replaced by Web-based
methods, audiovisual-based training techniques like
DVDs, films, PowerPoint, and audiotapes are still
used.
Example:
The Ford Motor Company uses videos in its dealer
training sessions to simulate problems and reactions to
various customer complaints.
 VESTIBULE TRAINING
• is necessary when it’s too costly or dangerous to train
employees on the job.
• trainees learn on the actual or simulated equipment but are
trained off the job (perhaps in a separate room or
vestibule).
Examples:
• Putting new assembly-line workers right to work could slow
production, and when safety is a concern—as with pilots—
simulated training may be the only practical alternative.
• Sandbox environment (modern digital vestibule): Train on
simulated digital system in an isolated environment; used
when testing in real system could be too costly, dangerous,
or disruptive, e.g., test website for developers
 EPSS
• Electronic performance support systems (EPSS) are
computerized tools and displays that automate training,
documentation, and help desk/IT support functions.
• Performance support systems are modern job aids.
– Job aids are sets of instructions, diagrams, or similar
methods available at the job site to guide the worker.
– Job aids work particularly well on complex jobs that
require multiple steps, or where it’s dangerous to
forget a step.
 JOB AID
[Link]
 VIDEO CONFERENCING
• involves delivering training programs remotely over
video platforms (now Zoom, Teams, GoogleMeet)
Examples:
▪ Vendors such as Cisco offer videoconference products
(Webex, TelePresence).
▪ Cisco’s Unified Video Conferencing (CUVC) product
line combines Cisco group collaboration and decision-
making software with videoconferencing, video
telephony, and realistic “TelePresence” (high def).
▪ Educational platform providers such as Pearson use
this to walk university instructions through platform
COMPUTER – BASED TRAINING (CBT)
• Computer-based training refers to
training methods that use interactive
computer-based systems to increase
knowledge or skills.
 SIMULATED LEARNING AND GAMING
• “Simulated learning” means different things in different contexts.
– Virtual reality puts the trainee in an artificial three-
dimensional environment that simulates events and
situations experienced on the job.
– Sensory devices transmit how the trainee is responding to
the computer, and the trainee “sees, feels and hears” what is
going on, assisted by special glasses.
• Employers also increasingly use computerized simulations
(sometimes called interactive learning) to inject realism into their
training.
• Training simulations are expensive to create, but for large
companies the cost per employee is usually reasonable
CBT + SIMULATED LEARNING AND GAMING
[Link]
CBT + SIMULATED LEARNING AND GAMING
 LIFELONG AND LITERACY TRAINING
TECHNIQUES
• Lifelong learning means
– providing employees with continuing learning experiences
over their tenure with the firm,
– with the aim of ensuring they have the opportunity to learn
the skills they need to do their jobs and to expand their
horizons.
• Lifelong learning may thus range from basic remedial skills (for
instance, English as a second language) to college.
• Example: Starbucks in the U.S. pays full tuition for financially
disadvantaged employees to earn bachelor’s degrees online
through Arizona State University; must apply and be accepted by
the university first (“Pathways to Admission” offers opportunity
to take college-level courses towards meeting criteria)
 TEAM TRAINING
• Teamwork does not always come naturally.
• Companies devote many hours to training new employees to listen to
each other and to cooperate.
• Many employers use team training to build stronger management teams
• Team training focuses on technical, interpersonal, and team management
issues.
– In terms of technical training, for instance, management encourages
team employees to learn each other’s jobs, to encourage flexible
team assignments
– interpersonal skills training such as in listening, handling conflict, and
negotiating
– team management skills, for instance, in problem-solving, meetings
management, consensus decision making, and team leadership, and
the teams receive such training as well
 TEAM TRAINING EXAMPLE
Google - "g2g" (Googler-to-Googler) Program
What it is: Peer-based team training where Google employees train
other employees
Team Training Components:
• Technical cross-training: Engineers teach each other new
programming languages, tools
• Interpersonal skills: Workshops on giving feedback, conflict
resolution, inclusive communication
• Team management: Training on running effective meetings,
collaborative decision-making
How it works:
• Volunteer employees become certified trainers
• Offer workshops and training sessions to teams across company
• 80+ courses available, from technical to soft skills
•Teams can request specific training for their group
Scale: 6,000+ volunteer trainers, 80% of internal training done this way
 INTERNET – BASED TRAINING
• Employers use Internet-based learning to
deliver almost all the types of training we
have discussed up to this point.
 THE VIRTUAL CLASSROOM
• A virtual classroom uses collaboration software to enable
multiple remote learners, using their PCs, tablets, or
laptops, to participate in live audio and visual discussions,
communicate via written text, and learn via content such
as PowerPoint slides and Miro collaborative boards.
• The virtual classroom combines the best of Web-based
learning offered by systems like Blackboard and WebCT
with live video and audio.
 3.1.5. Managing Organizational Change
Programs
Companies often find it necessary to change how they do things.
• Making changes is never easy, but the hardest part is often overcoming
employee resistance.
• Individuals, groups, and even entire organizations tend to resist change,
because they are accustomed to the usual way of doing things or because of
perceived threats to their influence
For example:
Microsoft changed its CEO in 2014 (Satya Nadella since then), reorganized,
changed its strategy to include supplying hardware (tablets, etc.) as well as
software, and made other personnel changes.
- As here, organizational change may impact a company’s strategy, culture,
structure, technologies, or its employees’ attitudes and skill development, or
the skills required to perform a job (new positions may be created).
 3.1.6. Evaluating Training Efforts
• There are several things you can measure:
– participants’ reactions to the program,
– what (if anything) the trainees learned from the program,
– and to what extent their on-the-job behavior or results changed
as a result of the program
• There are two basic issues to address when evaluating training
programs.
– One is the design of the evaluation study and, in particular,
whether to use controlled experimentation.
– The second is, “What should we measure?”
 3.1.6. Evaluating Training Efforts
Designing the Study
• In deciding how to design the evaluation study, the basic concern is
this:
“How can we be sure that the training (rather than, say, a company-wide
wage increase) caused the results that we’re trying to measure?” → The
time series design is one option
• Controlled experimentation is therefore the gold standard.
– A controlled experiment uses a training group and a control
group that receives no training.
– Data (for instance, on quantity of sales or quality of service) are
obtained both before and after one group is exposed to training
and before and after a corresponding period in the control group
 3.1.6. Evaluating Training Efforts
Training Effects to Measure
The manager can measure four basic categories of training outcomes
or effects (with for instance program feedback surveys):
1. Reaction. Evaluate trainees’ reactions to the program. Did they like
the program? Did they think it worthwhile?
2. Learning. Test the trainees to determine whether they learned the
principles, skills, and facts they were supposed to learn.
3. Behavior. Ask whether the trainees’ on-the-job behavior changed
because of the training program.
4. Results. Most importantly, ask, “What results did we achieve, in
terms of the training objectives previously set?”
 3.2. Performance Management and
Appraisal
3.2.1. Basics of Performance Appraisal
3.2.2. Techniques for Apprising Performance
3.2.3. Dealing with Rater Error and Appraisal Problems
3.2.3. Managing the Appraisal Interview
3.2.4. Performance Management
3.2.2. Techniques for Appraising
Performance
• Graphic Rating Scale Method
• Alternation Ranking Method
• Paired Comparison Method
• Forced Distribution Method
• Critical Incident Method
• Narrative Form
• Behaviorally Anchored Rating Scales
• Mixed Standard Scales
• Management by Objectives
• Computerized and Web-based Performance Appraisail
• Electronic Performance Monitoring
• Conversation Days
• Appraisal in Practice: Using Multiple Methods
 Graphic Rating Scale Method

• is the simplest and most popular method for appraising

performance
• A scale that lists a number of traits and a range of
performance for each. The employee is then rated by
identifying the score that best describes his or her level of
performance for each trait.
 Alternation Ranking Method
Ranking employees from best to worst on a particular trait by
alternately selecting the highest and lowest performers until all
are ranked.

Steps:
1. First, list all subordinates to be rated.
2. Cross out the names of any employees you do not know well
enough to rank.
3. On a form indicating the performance dimension being
measured, identify the employee with the highest
performance and the employee with the lowest performance.
4. Continue alternating between selecting the next highest and
next lowest performer until all employees have been ranked.
 Paired Comparison Method
The paired comparison paired comparison method
method makes the ranking Ranking employees by making a
method more precise. chart of all possible pairs of the
employees for each trait and
For every trait (quantity of
indicating which is the better
work, quality of work, and so
employee of the pair
on), you compare every
employee with every other
employee.
 Forced Distribution Method
forced distribution method
Similar to grading on a curve; predetermined percentages of
ratees are placed in various performance categories.
Examples:
GE used top 20%, middle 70%, and bottom 10% for its
managers, and most of the bottom 10% lost their jobs.
Forced distribution’s big advantage
→ prevents supervisors from rating all or most employees
“satisfactory” or “high.”
→ reflects the fact that top employees often outperform average
or poor ones by as much as 100%.
 Critical Incident Method
critical incident method
Keeping a record of uncommonly good or undesirable examples
of an employee’s work-related behavior and reviewing it with
the employee at predetermined times.
With the critical incident method, the supervisor keeps a log of
positive and negative examples (critical incidents) of a
subordinate’s work-related behaviors.
 Narrative Form
• All or part of the written appraisal may be in narrative form.
• Here the person’s supervisor assesses the employee’s past
performance and required areas of improvement.
• The supervisor’s narrative assessment helps the employee
understand where his or her performance was good or bad,
and how to improve that performance.
 Behaviorally Anchored Rating Scales

behaviorally anchored rating scale (BArS)

An appraisal method that aims at combining the benefits of
narrative critical incidents and quantified ratings by anchoring a
quantified scale with specific narrative examples of good and poor
performance.
 Behaviorally Anchored Rating Scales
Developing a BARS typically involves five steps:
1. Write critical incidents. Ask the jobholders and/or supervisors to write
specific illustrations (critical incidents) of effective and ineffective
performance on the job.
2. Develop performance dimensions. Have these people cluster the
incidents into 5 or 10 performance dimensions, such as
“salesmanship skills.”
3. Reallocate incidents. To verify these groupings, have another team who
also knows the job reallocate the original critical incidents to the
cluster they think it fits best. Retain a critical incident if most of this
second team assigns it to the same cluster as did the first.
4. Scale the incidents. This second group then rates the behavior
described by the incident as to how effectively or ineffectively it
represents performance on the dimension.
5. Develop a final instrument. Choose about six or seven of the incidents
as the dimension’s behavioral anchors
 Mixed Standard Scales
• Mixed standard scales are somewhat similar to behaviorally
anchored scales.
• However, they are called mixed scales because the employer
“mixes” together sequentially the good and poor behavioral
example statements when listing them.
• The aim is to reduce rating errors by making it less obvious to the
appraiser
(1) what performance dimensions he or she is rating;
(2) and whether the behavioral example statements represent high,
medium, or low performance.
 Management by Objectives (MBO)
• The term management by objectives (MBO) usually refers to a
multistep companywide goal-setting and appraisal program.
• MBO requires the manager to set specific measurable,
organizationally relevant goals with each employee, and then
periodically discuss the latter’s progress toward these goals
• Formal MBO programs require numerous time-consuming
meetings, and their use has diminished.
 Management by Objectives (MBO)
1. Set the organization’s goals. Establish a company-wide plan for next year
and set goals.
2. Set departmental goals. Department heads and their superiors jointly set
goals for their departments.
3. Discuss departmental goals. Department heads discuss the department’s
goals with their subordinates and ask them to develop their own individual
goals.
4. Define expected results (set individual goals). Department heads and their
subordinates set short-term performance targets for each employee.
5. Conduct performance reviews. After a period, department heads compare
each employee’s actual and expected results.
6. Provide feedback. Department heads hold periodic performance review
meetings with subordinates. Here they discuss the subordinates’
performance and make any plans for rectifying or continuing the person’s
performance.
 Computerized and Web-based
Performance Appraisal
• Employers increasingly use computerized or Internet-based
appraisal systems.
• Most enable managers to compile computerized notes on
subordinates during the year, and then to merge these with
ratings for the employee on several performance traits.
• Most such appraisals combine several appraisal tools,
usually graphic ratings anchored by critical incidents.
 Electronic Performance Monitoring
• Electronic performance monitoring (EPM) systems use
computer network technology to allow managers to monitor
their employees’ computers.
• They allow managers to monitor the employees’ rate, accuracy,
and time spent working online.
• EPM can improve productivity, but also seems to raise
employee stress.
• Similarly, some employers digitally track workers’ performance
through wearables.
 Conversation Days
• When employees at Juniper Networks Inc. expressed concerns
about their annual performance reviews and the lack of positive
feedback, Juniper changed the process.
• Instead of once-a-year performance reviews, they
implemented semiannual “conversation days.”
• The stress in these manager employee conversations was
placed on areas for improvement and growth, and on setting
stretch goals aligning with the employee’s career interests.
• There were no explicit performance ratings.
• In 2015, GE similarly began experimenting with substituting
frequent conversations for traditional appraisals.
 Appraisal in Practice: Using Multiple
Methods

• In practice, the rating form will probably

merge several approaches…
 3.2.3. Dealing with Rater Error and
Appraisal Problems
• In a perfect world, all employers would use performance appraisal
systems with clear goals, fair appraisals, swift feedback, and useful
coaching.
• Graphic-type rating forms in particular are susceptible to several “rater
error” problems;
– unclear standards: An appraisal that is too open to interpretation
– halo effect: occurs when a supervisor’s rating of a subordinate on one
trait biases the rating of that person on other traits
– central tendency: rate all employees the same way, such as rating
them all average
– leniency or strictness: occurs when a supervisor has a tendency to
rate all subordinates either high or low
– and bias: The tendency to allow individual differences such as age,
race, and gender to affect the appraisal ratings employees receive
3.2.4. Performance Management
performance management
The continuous process of identifying, measuring, and developing
the performance of individuals and teams and aligning their
performance with the organization’s goals.
Six basic elements of performance management:
● Direction sharing
● Goal alignment
● Ongoing performance monitoring
● Ongoing feedback
● Coaching and developmental support
● Recognition and rewards
3.2.4. Performance Management

Some proponents of the total quality management (TQM)

movement even argue for eliminating performance appraisals
altogether.
Total quality management (TQM) programs are organization
wide programs that integrate all functions and processes of the
business (design, planning, production, distribution, and field
service)
→ aiming to maximize customer satisfaction through
continuous improvements.
3.2.4. Performance Management
TQM programs are built on a philosophy encapsulated by
several principles:
- cease dependence on inspection to achieve quality;
- aim for continuous improvement;
- institute extensive training;
- drive out fear so that everyone may work effectively;
- remove barriers that rob employees of their pride of
workmanship;
- and institute a vigorous program of self-improvement.