Professional Documents
Culture Documents
THREE TRAINING AND DEVELOPMENT
C H A P T E R T E i g h t
8
Training and Developing
Employees
Lecture Outline
Strategic Overview In Brief: This chapter is devoted to
Orienting Employees the issue of ongoing training and
The Training Process
development of employees. Needs
The Strategic Context of Training
The FiveStep Training and Development Process
analysis, techniques, purposes, and
Training, Learning and Motivation evaluation are all covered.
Motivate the Learner Additionally, the chapter points out
Analyzing Training Needs the importance of new employee
Task Analysis: Assessing New Employees’ Training orientation and lists some of the
Needs important things to cover during that
Performance Analysis: Assessing Current Employees’
process.
Training Needs
Training Methods
OntheJob Training Interesting Issues: New employee
Apprenticeship Training orientation has been shown to have
Informal Learning measurable and positive effects on
Job Instruction Training employee retention and satisfaction.
Lectures
In spite of this, many organizations
Programmed Learning
Literacy Training Techniques
do not have a formalized orientation
Audiovisual Based Training process and each employee gets a
Simulated Training different orientation to the
ComputerBased Training organization. For those students
Electronic Performance Support Systems (EPSS) who have been employed, it may be
Distance and InternetBased Training useful to discuss their experiences
What is Management Development?
and frustrations or satisfaction with
Managerialonthejob Training
OfftheJob Management Training and Development
orientations.
Managing Organizational Change and Development
What to Change
Overcoming Resistance to Change: Lewin’s Change
Process
How to Lead the Change: A 10 Step Change Process
Using Organizational Development
Evaluating the Training Effort
Designing the Study
Training Effects to Measure
ANNOTATED OUTLINE
I. Orienting Employees
D. Analyzing Training Needs – Two main ways to identify training needs are:
task analysis (an analysis of the job’s requirements) and performance
analysis (an analysis to verify if there is a performance deficiency).
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 and skills.
C. How to Lead the Change: A 10 Step Change Process – The ten steps outlined here
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; 10) monitor progress and adjust the vision as required.
2. Technostructural Interventions
4. Strategic OD Applications
The HR Scorecard Strategy and Results: The New Training Program – In this
discussion box, the continuing case study of Hotel Paris is used to show how a
training program was designed to impact employee capability and behavior
metrics, which in turn, would drive improvements in customer and organizational
outcomes as well as financial performance.
DISCUSSION QUESTIONS
1. "A well-thought-out orientation program is essential for all new employees, whether
they have experience or not." Explain why you agree or disagree with this statement.
New employees can suffer from a significant amount of anxiety during the first few days on
the job as they find themselves in an environment and culture that they are not familiar with.
Those with little job experience may find it especially difficult without an orientation since they
have little other experience on which to base their expectations. A well-developed orientation
program will socialize new employees into important organizational values, whereby their
chances of easing smoothly into the organization are improved.
2. Explain how you would apply our principles of learning in developing a lecture, say, on
orientation and training. Student answers should reflect the issues identified in the
guidelines in the section on lectures. As an exercise, you might have students develop and
deliver a lecture (perhaps on one section of this chapter). Then ask the students to critique
each other based on the guidelines summarized in the section on lectures.
4. What are some typical on-the-job training techniques? What do you think are some of
the main drawbacks of relying on informal on-the-job training for breaking new
employees into their jobs? The most common is the understudy or coaching technique.
Others include apprenticeship training and job rotation. There are several possible
drawbacks to OJT: (1) not every employee will get the same basic information, in fact, some
may not get basic, fundamental information; (2) the quality of the training is highly dependent
on the training skills of the employee who supervises the OJT...and that person's skills and
training are usually not in the area of training; (3) the new employee may get false information
or detrimental inculturation depending on the employees that conduct their OJT.
5. One reason for implementing global training programs is the need to avoid lost
business ". . . due to cultural insensitivity." What sort of cultural insensitivity do you
think is referred to, and how might that translate into lost business? The cultural
insensitivities would include cross-cultural values, assumptions concerning communication,
identity issues, etiquette, lifestyles, style of dress, etc. Any of these can result in unintentional
insults or offending people that can easily make those people reluctant to do business with
you.
What sort of training program would you recommend to avoid 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 knowledgeable in these areas conduct the
training to assure that the correct information and guidance is given.
6. Describe the pros and cons of five management development methods. Job rotation:
broadens experience and helps the candidate find what he or she prefers.
Coaching/Understudy: works directly with the person he or she will replace, helps assure
trained managers are ready to assume key positions. Action Learning: allows special
projects to be handled. Case Study Method: classroom oriented, gives real-life situations,
allows analysis and reflection. Management Games: learn by getting involved, competition,
emphasizes the need for planning, problem-solving skills, teamwork. Outside Seminars:
CEUs, developed by experts, time away from pressures of work. University-Related
Programs: certifications and degrees, theoretical knowledge, sharing with students from
other industries. Role Playing: opportunity to work through probable situations, negative
views of role-playing. Behavior Modeling: effective, learning and skill development,
reinforces decisions immediately. In-House Development Centers: tailored to the needs of
the company, expensive. Students should be able to come up with additional pros and cons
for each method.
7. Do you think job rotation is a good method to use for developing management
trainees? Why or why not? Most students will probably support job rotation for
management trainees. It gives the trainee the opportunity to experience several areas and to
develop cross-departmental skills and cooperation. It also gives the trainee the chance to
experience different areas to see what he or she likes.
DESSLER COMPANION WEB SITE
We invite you to visit the Dessler homepage (http://www.prenhall.com/dessler) on the
Prentice Hall Web site for the best online business support available. This site
provides professors with a customized course Web site, including new
communication tools, one-click navigation of chapter content, and great resources,
such as Internet Resources, an HRCI Exam Prep Guide, assessment exercises, and
more.
INDIVIDUAL AND GROUP ACTIVITIES
2. Pick out some task with which you are familiar – mowing the lawn, tuning a car – and
develop a job instruction training sheet for it. There is an example of a job instruction
training sheet for operating a large motorized paper cutter in Table 7.1. Students should be
able to put the task they select into the format given.
4. Working individually or in groups, use the phone or the web to contact a provider of
management development seminars such as the American Management Association.
Obtain copies of their recent listings of seminar offerings. At what levels of managers
do they aim their seminar offerings? What seems to be the most popular types of
development programs? Why do you think that’s the case? Depending on the provider
contacted, the results of this exercise 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.
7. The HRCI “Test Specifications” appendix at the end of this book lists the knowledge
someone studying for the HRCI certification exam needs to know in each area of
human resource mangement (such as in Strategic Management, Workforce Planning,
and Human Resource Development). In groups of 4-5 students, do four things: (1)
review that appendix now; (2) identify the materila in this chater that relates to the
required knowledge the appendix lists; (3) write four multiple choice exam questions
on this material that you believe would be suitable for inclusion in the HRCI exam; and
(4) if time permits, have someone from your team post your team’s questions in front
of the class, so the students in other teams can take each other’s exam questions.
Material covered in this chapter relevant to the HRCI exam would include succession lanning,
needs analysis, development, implementation and evaluation of training programs,
development, raining methods, programs and techniques, instructional methods and program
delivery, implementation and evaluation of prorams to assess employees’ potential for growth
and development in the organization, change management programs and activites,
organizational development theories and aplications,employee involvement strategies.
Some Examples of multiple choice questions:
Answer: d
a. task analysis
b. performance analysis
c . on-the-job training
d. job instruction training
Answer: b
3. The managerial on-the-job training technique which involves the trainee working on a
project, analyzing and solving problems in departments other than their own is called:
a. Job Rotation
b. Action Learning
c. Coaching/Understudy approach
d. Role Playing
Answer: b
4. The Model of Overcoming Resistance to Change which includes the three steps of
Unfreezing, Moving and Refreezing was developed by:
a. Andrea Jung
b. Kurt Lewin
c. Dessler
d. The Department of Labor
Answer: b
8. By mid-2003, the U.S.-led coalition in Iraq was sending hundreds of trainers to that
country to train new cadres of Iraqi workers, from teachers to police officers. Perhaps no
training task was more pressing that that involved in creating the country’s new police
force. These were the people who were to help the coalition bring security to Iraq.
However, many had no experience in police work. There were language barriers between
trainers and trainees. And some trainees found themselves quickly under fire from
insurgents when they went as trainees out into the field. Based on what you learned about
training from this chapter, list the five most important things you would tell the officer in
charge of training (a former U.S. big city police chief) to keep in mind as he prepares the
training program.
Lead a discussion with students to identify concepts learned in this chapter that apply to this
example. Have them identify how each recommendation address the unique issues in this
scenario. Suggest that students do Internet research to discover how, in fact, training was
conducted, and have them critique the approach, techniques and methods used based on the
material in the text.
EXPERIENTIAL EXERCISES & CASES
Experiential Exercise: Developing a Training Program
This exercise will give students the opportunity to experience the activities involved in creating a
training program. As with any exercise, students may rush through and brush aside details, or
they might painstakingly address all the details needed. Look for quality and for those that take
the time to deal with the details that make a program a success.
1. What do you think of Apex’s training process? Could it help to explain why employees
“do things their way” and if so, how? There is a weak accountability system. The person
assigned to perform training is likely to have very low motivation (a departing employee).
With no formal descriptions the trainer will teach “their way” of accomplishing tasks. There is
no training documentation. One receives training in “how to train.” There are no outcome
measures to determine if the training was successful.
2. What role do job descriptions play in training? Job descriptions set the boundaries of jobs
in terms of required knowledge and skills. By understanding the job description, a trainer can
define the learning requirements for a new or transitioning employee.
3. Explain in detail what you would do to improve the training process at Apex. Make
sure to provide specific suggestions, please. Every position would have a formal (written)
description. Training procedures would be documented for each position. Supervisors would
be formally accountable for training.
1. Specifically, what should the Carters cover in their new employee orientation program,
and how should we convey this information? The students should refer to the orientation
checklist in Figure 7.1 and the section on orienting employees in the chapter.
2. In the HR management course Jennifer took, the book suggested using a task analysis
record form to identify tasks performed by an employee. Should we use a form like
this for the counterperson’s job, and if so what would the filled-in form look like? The
students should refer to the section on the training needs of new employees. This section
discusses a task analysis form, which includes: task analysis record form can also be used.
It contains the following information: task list; when and how often performed; quantity, quality
performance standards; conditions under which performed; skills or knowledge required; and
where best learned (refer them to Table 8-1).
3. Which specific training techniques should Jennifer use to train her pressers, her
cleaner-spotters, her managers, and her counterpeople, and why? The students should
review the training techniques discussed in chapter and conduct research on the Internet to
review the various training resources offered for each of these positions.
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.
performance management The process employers use to make sure employees are
working toward organizational goals.
negligent training A situation where an employer fails to train adequately, and the
employee subsequently harms a third party.
on-the-job training (OJT) Training a person to learn a job while working at it.
job instruction training Listing of each job's basic tasks, along with key points in order
(JIT) 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 Sets of computerized tools and displays that automate training,
support systems (EPSS) documentation, and phone support, integrate this automation
into applications, and provide support that’s faster, cheaper, and
more effective than traditional methods.
succession planning A process through which senior-level openings are planned for
and eventually filled.
case study method A development method in which the manager is presented with a
written description of an organizational problem to diagnose and
solve.
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.
controlled
experimentation Formal methods for testing the effectiveness of a training
program, preferably with before-and-after tests and a control
group.