Solution Manual for Managing Performance

through Training and Development 6th

Edition Saks Haccoun 0176507337
9780176507336
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CHAPTER 13
TRAINING PROGRAMS

ESSENTIAL OUTCOME

After completing the lesson on this chapter, if nothing else, students should be able to
list, describe, and discuss the types of training programs most commonly provided by
organizations today.

CHAPTER LEARNING OUTCOMES

By the end of this chapter, students should be able to:

1. Describe orientation training and essential skills training.

2. Describe technical skills training and information technology training.
3. Discuss WHMIS legislation and health and safety training programs.
4. Describe total quality management (TQM) training.
5. Describe team training and the skills required of team members.
6. Describe sales training and the skills required to be effective in sales.
7. Discuss customer-service training and the skills that employees require to interact
effectively with customers.
8. Define sexual harassment and describe sexual harassment training.
9. Describe ethics training, diversity training, and cross-cultural training.

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KEY CONCEPTS: HOW DOES THIS CHAPTER CONNECT TO THE WORLD OF
TRAINING AND DEVELOPMENT?

1. While there is considerable variety in the training activity that takes place in
organizations, for the most part, organizations tend to focus on a few key areas,
as illustrated in Tables 13.1 and 13.2 on pages 389 and 390.

2. The intended purpose of these training programs and a basic description of what
they entail “paint a picture” of the “landscape” of training and development
activity in workplaces today.

3. Beyond the descriptions and general understanding of the various programs, it is

important to relate each to organizational strategy. Students should also
understand how the training contributes to the achievement of a particular
organization’s goals and objectives, and how the various aspects of the

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 instructional systems design (ISD) work together to achieve an effective training
program, irrespective of the program’s focus.

STUDENT MOTIVATION: WHY SHOULD STUDENTS CARE?

The overview of the most common training programs offered by organizations is a little
like pausing to appreciate the “filling in the sandwich”—all of the ISD aspects that
precede and follow are critical (like the bread), and the aspects involved in the delivery
(such as the training methods and the skills and knowledge of the trainer) contribute to
quality ingredients, but the “filling” is the main attraction and often receives the most
attention. As such, most students will be quite interested in “getting a taste” of the
training programs explored in this chapter.

BARRIERS TO LEARNING: WHAT ARE SOME COMMON STUDENT

MISCONCEPTIONS AND STUMBLING BLOCKS?

There are likely to be few barriers to learning for this chapter. The content is relatively
straightforward, and most students will be able to relate to one or more of the training
programs described, as most will likely have had at least some exposure to them
through their own experience as trainees. As relatively well-educated and literate
(including computer-literate) individuals, however, some students may not be aware of
or necessarily appreciate the scope and scale of need that remains in today’s
workplaces for basic/essential skills training and information technology/computer
software training. In other words, because they already possess these skills, they may
take them for granted and not appreciate the skills gap that continues to exist (and in
some cases widen) in workplaces across the country.

ENGAGEMENT STRATEGIES: WHAT CAN I DO IN CLASS?

1. For In-Class Exercise 1, on page 401: Reconstitute the teams as described in the
Lecture Outline (B – Types of Training Programs) below, assigning new topics to
each. Have each team prepare their findings on a flipchart sheet and have them
present them to their classmates. Note similarities and differences. Alternatively,
provide a case scenario that could be used by each group to discuss the
appropriate training programs and present to class.

2. For In-Class Exercise 2, on page 402: Focus on specific training programs. Use
groups for this exercise as in earlier exercises or give this as a written individual
assignment.

3. For In-Class Exercise 3, on page 402: Use this exercise as an alternative to one
of the exercises above, following the same format.

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 4. For In-Class Exercise 4, on page 402: This can be given as an individual
assignment or form the basis of a class discussion. You can use the class
discussion to answer the questions posed in the exercise.

5. For In-Class Exercise 5, on page 402: Have students work with a partner and
interview each other using the questions provided. Ask for some examples to be
shared with the class.

6. For In-Class Exercise 6, on page 403: Ask students to use information from an
organization they are familiar with or from the Internet to write this memo, which
may be an individual assignment. Randomly assign students a foreign country to
further inject realism into the exercise. Inform them they may wish to conduct
some basic research on the country as part of the assignment. A class
discussion may be used to identify the critical aspects of cross-cultural training,
as described in the chapter.

7. For In-Class Exercise 7, on page 403: You can base this exercise on the team-
based exercises that have been done in this course or other courses while at
school. Divide the class into groups of 4–5. Ask each group to complete the
exercise based on the feedback of students from their team experiences. Have
each group present to the class. Summarize and debrief.

8. For In-Class Exercise 8, on page 403: In place of an individual or group

assignment, facilitate a class discussion around this topic after showing the
Workplace Essential Skills – Worth the Investment (either the one-minute or
eight-minute version) from the Human Resources and Skills Development
(HRSDC) website (see Web Links, below).

Suggestions for Large Class Exercises

a) Create a Jeopardy!-style game listing the different types of training programs as the
topics and questions related to each. Have the students play in small teams, selecting a
winner from the various teams to compete in a final round.

b) Create a “Who am I?”-type game to have students be able to identify the different
types of training programs. Students can play individually or in small teams.

Suggestions for Technology-Enhanced Classrooms

a) Conduct an online search for some public training programs in the areas listed in this
chapter. Review the marketing material for the stated goals of the program. Discuss the
type of content being provided.

b) Using YouTube, select an episode of The Office that shows the staff participating in
training. Discuss the type of training that is taking place, the content, methods used, and
challenges experienced.

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c) Using previous episodes on YouTube, select an episode of Survivor and have
students assess the element of team training that are included in the challenges.

Suggestions for Internet Classes

a) Have students conduct an online search for some public training programs in the
areas listed in this chapter. Review the marketing material for the stated goals of the
program. On the discussion board, discuss the type of content being provided.

b) Have students search for an “Outward Bound”-type training program online. Review
the learning goals, the content, and training methods. Relate these to various training
programs presented in this chapter. What similarities or differences are there?

ASSESSMENT TOOLS

You may wish to make use of the Test Bank, PowerPoint slides, or at the end of a class,
ask a student to summarize the key points from the lesson.

REFLECTIONS ON TEACHING: HOW CAN I ASSESS MY OWN “PERFORMANCE”?

Good teaching requires the practice of ongoing self-assessment and reflection. At the
completion of this lesson, you may find it helpful to reflect on the following and consider
whether or not you want or need to make any adjustments for subsequent lessons.

1. What worked in this lesson? What didn’t?

2. Were students engaged? Were they focused or did they go off on tangents?
3. Did I take steps to adequately assess student learning?
4. Did my assessments suggest that they understood the key concepts?
5. What (if anything) should I do differently next time?
6. How can I gather student feedback?
7. How can I use this feedback for continuous improvement of my teaching?

ADDITIONAL RESOURCES

Chapter Summary

This chapter has provided an overview of the different types of training programs
provided by organizations. You should now be familiar with orientation training,
essential skills training, technical skills training, information technology training, health
and safety training, total quality management training, team training, sales training,
customer service training, sexual harassment, ethics training, diversity training, and
cross-cultural training. Many of these training programs have become key components
of an organization’s corporate strategy and are major factors in their efforts to remain
competitive.

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Lecture Outline
COMMENTS
A. Introduction
So far, we’ve looked at how training and
development fits within the organization,
how people learn, how a needs analysis is
conducted, various training methods, and
how training programs are evaluated and
their costs calculated. But what about the
focus and content of the training itself?
B. Types of Training Programs
As we just found out from our exercise,
there are many, many types of training
programs, and even more when we
consider some specialized training within
them. Let’s learn a little more about the
most common types of training programs
offered by organizations.
C. Summary
While these are the most common training
programs offered, it is important to
remember that training should be based
on organizational needs and strategies
and identified through a proper training
needs analysis. Training should not be
seen simply as an end in itself, but as the
means to achieving important
organizational goals.
Web Links
HRSDC videos (one-minute and eight-minute versions) Essential Skills – Worth
the Investment:
http://www.hrsdc.gc.ca/eng/workplaceskills/LES/videos/videos.shtml
ACTIVITY
Ask students to work with a partner or two
to produce of list of all the types of training
they have ever taken. Build a master list
based on a class discussion that follows
this exercise and use it to check against
the 12 training programs to follow.
Introduce Table 13.1. Organize the class
into approximately equal-sized teams.
Provide each team with a flipchart sheet or
transparency and assign each team one
or two training topics from Table 13.1. Ask
them to review the content and prepare a
brief presentation for their classmates on
why these particular topics are so popular.
Debrief and elaborate as necessary as the
students move through the presentations.
As an alternative, have the teams present
using the “poster session” format popular
at many conferences. Have half the
groups present simultaneously as the
other have strolls the poster “stations”;
then have them switch.
Use In-Class Exercise 1 as described in
Engagement Strategies, above.
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New Case Incident 1

Women joining the Canadian Armed Forces have faced many barriers over time which
do not disappear just by getting into the army. As in non-military occupations, women in
the Forces have faced challenges with sexual harassment in their day-to-day
encounters with their male peers; and have been affected by sexual harassment in their
efforts to receive training, special assignments, and promotions. As a result, the
Canadian Armed Forces has placed a greater focus on addressing and eliminating
sexual harassment to varying degrees of success.

a) Referring back to Gagné’s learning outcomes (Chapter 3), identify the typical learning
outcomes that would be present in sexual harassment training.

b) Can these outcomes affect the likelihood of success of a program like sexual
harassment training?

c) What other factors can affect the likelihood of success?

Answers

a) Learning outcomes for sexual harassment training fall mainly into the cognitive and
affective domains. In the cognitive domain, key outcomes would include providing
content to identify and describe what actually constitutes sexual harassment, what the
organization’s policies are related to sexual harassment, and what procedures/steps
should be followed in reporting it. Secondly, learning outcomes would exist in the
affective domain, in that the goal of the training is to create “understanding” of the
impact of sexual harassment and to facilitate a change in behaviour by those who
engage in it.

b) These learning outcomes definitely affect the likelihood of success for programs like
sexual harassment training. It is easier to teach concepts in the cognitive domain and
determine that the participants have achieved some level of new knowledge than being
able to change the attitudes and mental models of participants. Learning that is in the
affective domain is generally challenging to achieve success, as essentially the learning
outcome requires that change in mental model on the part of the partisan.

c) Other factors like corporate/organizational culture can affect the likelihood of success
of a program like sexual harassment. If the organizational culture (and thereby its
unspoken norms) does not value a harassment-free environment, it will be difficult to get
transfer of training. Additionally, other reward systems and informal leaders can also
detract from the achievement of sexual harassment learning goals.

New Case Incident 2

A downtown hospital was undergoing some organizational restructuring and identified

overlap in the role of service staff groups providing services to patients and patient

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rooms. It was also identified that patients and their families felt there were too many
interruptions from staff of different areas bringing services to the patient (dietary, linens,
housekeeping, etc.). A decision was reached to eliminate some of these roles and
create a new role of “Patient Service Aide.” The new role required significantly higher
levels of literacy and communication, and it was hoped that this would not be a barrier
to the restructuring. The majority of staff in these areas had long service with the
hospital, were immigrants who arrived in Canada in the 1970s and 1980s, and had low
levels of literacy in English.

a) Discuss how providing essential skills training to these staff could assist the hospital
in meeting its restructuring goals.

b) What additional benefits would these staff gain from attending the essential skills
training?

Answers

a) By providing essential skills training over a period of time to these staff, the hospital
would be providing them with the necessary skills to succeed in this newly designed
role. It would also enable itself to carry out a meaningful job design initiative that has
benefits for patients, as well as improved effectives in service delivery. If essential skills
training was not provided, the hospital may be limited in the redesign initiatives or may
find it necessary to lay off these staff and bring in staff who can meet the literacy
requirements. Given the long service of the staff, this would create significant costs in
termination packages, severance, and outplacement.

b) Training in the area of essential skills provides benefits beyond those experienced in
the workplace. Staff who participate in this type of training carry benefits into their
personal lives, including enhanced ability to manage day-to-day tasks that require
higher degrees of literacy (grocery shopping, banking, interacting with community
services). In addition, self-efficacy for the performance of these tasks would increase
significantly.

Flashback Answers

1. Sample training objectives:

At the completion of training, the member of the Toronto Police Service
(who) will be able to accurately describe the steps involved in conducting
a search or inspection (what) within the Province of Ontario (where) that is
fully compliant with the Ontario Human Rights Code (condition/criterion).
At the completion of training, the member of the Toronto Police Service
(who) will be able to describe and discuss (what) cultural characteristics
unique to the gay, lesbian, and transgendered community
(condition/criterion) that need to be considered when conducting searches
or inspections.

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2. Training design:
Lesson plan: Ensure that the lesson plan follows the example shown in
Table 9.3 on page 261. It should name objectives, identify the trainees,
detail the time and place for the training, and include an outline of learning
activities complete with timing. (Note: Much of what the students will
provide here will be speculative and perhaps based on their assumptions;
therefore, give them plenty of creative licence with the content, and focus
on ensuring they have an understanding of the key information that goes
into writing a lesson plan.)
3. Evaluation:
Kirkpatrick: Trainee reaction could be measured through a post-training
questionnaire; learning could be measured through pre- and post-tests
assessment of data entry efficiency and accuracy; behaviour measured
through self-reports or observation by supervisors; and results measured
by comparing compliance based on complaints by the public after training
to the pre-training rates of complaints.
COMA: A post-training questionnaire could be administered to the trainees
to determine what the trainees learned from the training (C), feel the work
environment will support their application of their new skills and knowledge
(O), feel motivated to use their new skills on the job (M), and feel capable
of doing so (A).
DBE: A pre-test/post-test questionnaire could measure gains in knowledge
and skill that could lead to greater effectiveness (compliance with Human
Rights legislation), which could then be assessed to measure the degree
of pay-off for the company in terms of cost of complaints and possibly
measures of public perception of police behaviour.

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