Canadian Human Resource

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 Chapter 7 Orientation, Training and Development, and Career Planning

ORIENTATION, TRAINING AND

DEVELOPMENT, AND
CAREER PLANNING

CHAPTER OBJECTIVES

After studying this chapter, you should be able to:

Explain the process of onboarding and why it is important
List the key components of an employee orientation program
Describe the importance of training as part of the long-range strategy of an organization
Explain different approaches to needs analysis in designing training and development programs
Explain the principles of learning and how this knowledge impacts the choice of training programs
Define strategic human resource development. (HRD)
List the developmental strategies that impact employee development
Describe how human resource departments encourage and assist career planning as well as support the learning
management framework

POWERPOINT® SLIDES
Canadian Human Resource Management includes a complete set of Microsoft PowerPoint® files for each chapter.
(Please contact your McGraw-Hill Ryerson representative to find out how instructors can receive these files.) In the
lecture outline that follows, a reference to the relevant PowerPoint slide for this chapter is placed beside the
corresponding lecture material. The slide number helps you to see your location in the slide show sequence and to skip
slides that you don’t want to show to the class. (To jump ahead or back to a particular slide, just type the slide number
and hit the Enter or Return key.)

Schwind et al. Canadian Human Resource Management, 11th Edition

© McGraw-Hill Education, 2016
Part 4 Placing, Developing, and Evaluating Human Resources

®
LECTURE OUTLINE (with PowerPoint slides)

Orientation, Training and ORIENTATION, TRAINING AND DEVELOPMENT, AND CAREER

Development, and Career PLANNING
Planning
Slide 1
• Orientation: After new employees are recruited and hired the best
possible candidate, the next step is to ensure that the new employees are
warmly welcomed, understand the organization’s direction and how to do
their job effectively
Learning Objectives
Slide 2 • Training and Development: Once on the job, the gap between
employee characteristics and the job’s characteristics and demands
may require training
• Development: To meet the organization’s future objectives,
employees may require development

ONBOARDING
Onboarding
• Onboarding is the process of integrating and acculturating new employees into the
Slide 3
organization and providing them with the tools, resources and knowledge to become
successful and productive. It includes orientation, socialization, training and
development activities.
• It encompasses year-long activities that serve to integrate the new hire into the

Purpose of Onboarding organization.

Slide 4 • The outcomes of a successful program are greater retention, reduced errors and faster
time to productivity, and increased motivation and employee engagement.
• See Figure 7-1 Onboarding Model

Orientation ORIENTATION
Slide 5 • Orientation introduces to the new employee to the organization.
These programs familiarize new employees with their roles, the organization, its
policies, other employees and HR related information
Orientation can serve several purposes:
• Reduce employee turnover
-- New employees may quit if they experience a difference between
what they expect to find and what they actually find, i.e.,
cognitive dissonance
• Reduce errors and save time
-- Well-oriented employees knows what is expected and is likely to make fewer
mistakes
• Develop clear job and organizational expectations
• Improve job performance
-- Employees who establish good relationships tend to be more productive

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 Chapter 7 Orientation, Training and Development, and Career Planning

• Attain acceptable job performance levels faster

-- Defining job performance standards eliminates uncertainty
• Increase organizational stability
-- By communicating policies and regulations to new employees
• Reduce employee anxiety
• Reduce grievances
-- Grievances often result from ambiguous job expectations and
unclear responsibilities
• Result in fewer instances of corrective discipline
-- Clarifies the rights and duties of employees, outlines disciplinary requirements
and consequences

ORIENTATION
The components of an orientation program are:
• Organizational Issues
-- Examples include history of employer, names and titles of key executives,
overview of products/production process, policies, safety procedures
-- Employee handbook—explaining key benefits, policies, and general
information about the employer may be provided
• HR Related Topics
-- Examples include pay scales and paydays, vacations and holidays, rest
breaks, training and education benefits, employer-provided services,
counselling, etc.
• Introductions
-- To supervisor, co-workers, trainers, employee counsellor
• Role Expectations and Performance
-- Examples include job location, overview of the job, job safety requirements, job
tasks, job objectives, and relationship to other jobs

Socialization SOCIALIZATION
Slide 6 • Socialization is the continuing process by which an employee
begins to understand and accept the values, norms, and beliefs held
by others in the organization for recruitment usually belongs to the
human resource department
-- Involves turning outsiders into insiders
-- May have taken place even before employees join organizations,
e.g., summer job, formal education etc.

Schwind et al. Canadian Human Resource Management, 11th Edition

© McGraw-Hill Education, 2016
Part 4 Placing, Developing, and Evaluating Human Resources

Training and Development TRAINING AND DEVELOPMENT

Slide 7
HRD refers to a part of HRM that integrates the use of training and employee and
career development efforts to improve individual, group and organizational
effectiveness.

The goal is to establish applicable learning interventions that will enable

Relationship Between individuals to optimally perform current and future jobs.
Training and Development
• Training is a planned effort by an organization to make possible the learning of
Slide 8
job-related behaviour, i.e., to do their present jobs
• Development involves preparing employees for future job
responsibilities, i.e., prepare for future jobs
• Training has a greater focus on short term skill enhancement and on
the current job. Development is more long term and the focus is on
the competencies and skills needed for future roles.
• See figure 7-3 “differentiating training and development”

Employee Training EMPLOYEE TRAINING

Slide 9 Canadian companies compete in a global economy in a fast-changing
business environment
• Global competition has forced many Canadian companies to flatten structures
and reduce employees. As a result, multi-skilled (or cross-trained employees are
required to perform diverse tasks
• The organizational environment needs to foster life-long learning in
order to attract and retain multi-skilled employees
• Due to high immigration levels training is required to ensure
supervisors and employees work effectively with diverse employees
with varying cultural values
• Developments in information technologies, computer applications, multi-media
training methods, etc., require new skills and training strategies

The Training System

The Training System
• Sequence of events include needs assessment, objectives, content,
Slide 10
learning principles, implementation of actual program, and
evaluation
• Employee benefits include skill improvement, self-development, strong self-
confidence, sense of growth etc.
• Organizational benefits include improved profitability through
higher productivity, improved morale, lower costs, better corporate
image

Needs assessment NEEDS ASSESSMENT

Slide 11 • Diagnoses present problems and future challenges that can be met
through training or development
-- Needs to consider each person
-- Need may be determined by the human resource department, supervisors, or

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 Chapter 7 Orientation, Training and Development, and Career Planning

self-nomination
-- Sources of information may include production records,
grievances, safety reports, absenteeism and turnover statistics,
performance appraisal, etc.

Training Objectives TRAINING OBJECTIVES

Slide 12 • Desired behaviour
• Conditions under which it is to occur
• Acceptable performance criteria

Schwind et al. Canadian Human Resource Management, 11th Edition

© McGraw-Hill Education, 2016
Part 4 Placing, Developing, and Evaluating Human Resources

Learning Principles LEARNING PRINCIPLES

Slide 13 Learning cannot be observed; only its results can be measured. Learning
principles are guidelines in the ways in which people learn most
effectively
• Participation
-- Learning is usually quicker and more long-laster when the learner can
participate actively, e.g., driving a car
• Repetition
-- Etches a pattern into our memory, e.g., learning the alphabet
• Relevance
-- Learning is helped when the material to be learned is meaningful,
e.g., trainers explain the overall purpose of a job before explaining
explicit tasks
• Transference
-- Application of training to actual job situations, e.g., pilots being
trained using flight simulators
• Feedback
-- Gives learners information on their progress in order to adjust behaviour

Training techniques
TRAINING TECHNIQUES
Slide 14
In selecting a training technique, tradeoffs occurs between cost-effectiveness, desired
program content, appropriateness of the facilities, trainee and trainer preferences
and capabilities, and learning principles
• On-the-Job Training—received directly on the job and is used primarily to
teach workers how to do their present job e.g. Job rotation, apprenticeships,
coaching
• Off-the-Job Training—e.g., lecture and video presentations, role playing, case
study, simulation exercises laboratory training
• Web-based learning/E-learning – computer-based training (CBT), virtual
Reality (VR), Internet or Web-based Training is also known as “virtual
education,” or “eLearning”

Web-based Delivery Systems

Web based delivery systems
Slide 15
• Web /computer – the program is loaded on the hard drive and the user interact
with only one specific program
• Web/electronic performance support – through a web connection, workers have
access to databases, on line tools and discussion forums
• Web/virtual synchronous- employers and trainers meet at a predetermined time.
• Web/virtual asynchronous- this is a classroom on the internet. It is accessible
anytime

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 Chapter 7 Orientation, Training and Development, and Career Planning

Popular Web based tools

Popular Web based tools
Slide 16 • A variety of methods have been developed:
-- Blogs may contain text, comments, videos, and graphics and are often interactive
-- RSS (Rich Site Summary) delivers regularly changing news
-- Webcasts consist of audio or video clips
-- Wikis are Web pages accessible to everyone, allowing changes
-- Social networking websites
-- MOOCs are online classrooms
-- Intranet training uses an intra-organizational computer network to
deliver training, e.g., Royal Bank’s “Personal Learning Network”
-- Video-conferencing is widely used for long-distance education, e.g., Queen’s
Executive MBA program

Strategic HRD STRATEGIC HUMAN RESOURCE DEVELOPMENT

Slide 17
Steps to Create Employee
Development Plans (EDP)
Slide 18
The identification of essential job skills and the management of employees’ learning
for the long-range future in relation to explicit corporate and business strategies
• Benchmarking
-- Comparing one’s own quality and production standards with those of industry
leaders or competitor
• Employee Development
– Process of enhancing an employee’s future value to the organization
through careful career planning

DEVELOPMENTAL STRATEGIES
• Cognitive
Development Strategies -- Concerned with altering thoughts and ideas i.e. knowledge, new processes
Slide 19 -- Tends to increase the knowledge and expertise of individuals
-- Probably the least effective strategy in employee development
-- Includes relatively passive methods, e.g., lectures, seminars,
academic education
• Behavioural
Development Strategies
-- Attempts to change behaviour, e.g., management style
Slide 20
-- Aims to make individuals more competent in interacting with their
Behavioural Strategies
environment, i.e., colleagues, subordinates, customers
Slide 21
-- Includes role-playing, behaviour modelling, team building, coaching,
mentoring, etc.
• Environmental
Development Strategies -- Concerned with providing the organizational setting in which employees can
Slide 22 thrive and develop
-- Although the most promising developmental strategy it is the most difficult to
Environmental Approach implement
Slide 23 -- Includes job rotation, organizational development, the learning
organization concept, temporary assignments, project teams, etc.

Schwind et al. Canadian Human Resource Management, 11th Edition

© McGraw-Hill Education, 2016
Part 4 Placing, Developing, and Evaluating Human Resources

Evaluation of T&D EVALUATION OF TRAINING AND DEVELOPMENT

Slide 24 The lack of evaluation is the most serious flaw in most training efforts.
There are several ways in which to evaluate the effectiveness of a
program:
• Reaction
-- Also known as the happiness or smile sheet
-- Most widely used criterion in training evaluation
-- Usual question is “How satisfied are you with the program?”
• Knowledge
-- Very popular in learning institutions, i.e., use of exams
-- Can be reliably assessed only if before and after tests are used
• Behaviour
-- Self-reports and observations by others are used to measure
behaviour change, e.g., neutral observers, supervisors, customers
etc.
• Organizational results
-- Would be ideal measurement except for the difficulty in determining the cause-
effect relationship of training to organizational results
-- Cost benefit analysis see Figure 7-8: training costs and benefits

CAREER PLANNING AND DEVELOPMENT

Career Planning and
Development Career planning is closely linked to employee development. In order to
Slide 25 achieve a career plan, action must be taken to achieve goal goals.
• Career planning is the process through which someone becomes more aware of
their interests and needs and motivations
• Career management is a series of formal and less formal activities designed and
managed by the organization to influence the development f one or more
employees
A Model of Career Development • Career development is a long term process; a series of activities undertaken by
Slide 26 individuals in pursuit of their careers
• Employees want career equity, supervisory support, awareness of opportunities
• Employees measure career success in several ways:
-- Advancement, learning e.g., the acquisition of new skills, depth and breath
-- Employability and psychological factors – recognition, engagement

INDIVIDUAL CAREER DEVELOPMENT

Individual Career Development
Slide 27 • To assist in their career development, employees expect:
--equity in the organization’s performance/promotion system with
respect to career advancement opportunities
-- supervisors to plan an active role in their career development and
provide timely feedback

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 Chapter 7 Orientation, Training and Development, and Career Planning

-- awareness of career advancement opportunities

How do Employees Measure • Employees measure career success through:
Career Success?
--advancement
Slide 28
-- learning
-- employability
Psychological factors such as recognition, self-esteem,
engagement, satisfaction, and self-actualization
• Factors affecting Individual career choices
Factors Affecting Individual  Social or environmental concern
Career Choice  Work-life balance
Slide 29  Personality – job fit
 See Figure 7-10 the RIASEC model

HR department and career HUMAN RESOURCE DEPARTMENTS AND CAREER

planning
Slide 30
PLANNING
• Encourages Management commitment and support
• Devise communication plans through HR tool to raise awareness of career options
-- Workshops, seminars, career paths, job posting, career counselling
• Aligns HR processes to facilitate career planning
-- There are several HR processes that contribute to employee development
-- Succession planning, human resource planning, training and development and
performance management
• Use technology to support career planning efforts
-- Many organizations use the intranet for career counselling purposes
-- Organizations use robust enterprise wide applications that have a career
planning module. This application can display career paths and help design
individual plans for employees
-- webcasts

HR department and career HR Contribution to Career Planning

planning • Develops promotable employees, i.e., helps to develop internal talent
Slide 31 • Lowers turnover, i.e., increased attention and concern for employees increases
organizational loyalty
• Taps employee potential, i.e., encourages employees to tap their
potential abilities to realize specific career goals
• Furthers growth, i.e., motivates employees to develop
• Reduces hoarding, i.e., managers, and others in the organization become aware
of employee qualifications
• Satisfies employee needs, i.e., improved opportunities satisfies
individual needs for recognition and accomplishment
• Assists organizations meet legal requirement such as employment
Schwind et al. Canadian Human Resource Management, 11th Edition
© McGraw-Hill Education, 2016
Part 4 Placing, Developing, and Evaluating Human Resources

equity plans
• Taps and optimizes employee potential

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 Chapter 7 Orientation, Training and Development, and Career Planning
ANSWERS TO REVIEW AND DISCUSSION
QUESTIONS
1. "If employees are properly selected, there should be
no need for an orientation program or training." Do you
agree or disagree? Why?
Disagree. Regardless of how experienced or
knowledgeable an employee may be, that worker and
the organization can benefit from an orientation that
introduces the people, place, policies, and procedures of
the organization. Even then, the employee may lack
specific skills needed to perform satisfactorily.
2. What are the organizational and employee benefits
that result form a comprehensive onboarding process?
The employee benefits from having a comprehensive
onboarding process are increased engagement,
motivation and organizational commitment. Employees
experience a lower level of anxiety about the new job,,
they are able to feel an enhanced sense of confidence to
perform their job effectively. In addition the company
creates a more favorable image among new hires and
turnover is reduced significantly.
3. For each of the following occupations, which training
techniques do you recommend? Why?
(a) cashier in a grocery store
(b) welder
(c) assembly line worker
(d) inexperienced supervisor
Cashier. Training probably would begin with vestibule
training on a cash register until the employee became
proficient. Then training would continue on an on-the-
job basis.
Welder. A welder probably would go through an
apprenticeship program to learn the basics of the trade.
(At the same time, of course, the welder would receive
job instruction training in how to perform specific
welds.)
Assembly worker. Most assembly line workers are
given job instruction training.
Schwind et al. Canadian Human Resource Management, 11th Edition
© McGraw-Hill Education, 2016
Inexperienced supervisor. Once a person has made
supervisor, a superior should provide coaching.
4. Assume you were hired to manage a research and
development department. After a few weeks, you
noticed some researchers were more effective than
others, and the less effective ones received little
recognition from their more productive counterparts.
What forms of training would you consider for both
groups?
Role-playing exercises may allow each side to learn
how each group sees the other. Following this training,
the better researchers might be enlisted to coach the less
effective members to upgrade their performance.
5. What is the purpose of a cost-benefit analysis?
A cost-benefit analysis is supposed to demonstrate that
a planned capital investment, in this case in training, is
justified by the benefits expected, e.g., higher profits,
reduced waste, lower repair costs, etc.
6. Discuss why a linkage between an organization's
human resource development needs and its mission and
strategy is so important.
An organization's strategy involves large-scale, future-
oriented, integrated plans to achieve organizational
objectives (Chapter 1). To make such plans work,
future human resource needs have to be taken into
account. Whatever a strategic plan wants to accomplish,
it has to make sure future managers and employees
have the necessary skills and competencies to achieve
the company's objectives.
7. Explain the differences between the cognitive,
behavioural, and environmental approaches to strategic
management development.
Cognitive management development is concerned with
changing a manager's way of thinking. It implies
constant learning and upgrading one's expertise.
Behavioural management development attempts to
change a manager's behaviour, i.e., management style.
It aims to make individuals more competent in
Part 3 Attracting Human Resources

interacting with their environment, e.g., with
colleagues, subordinates, or customers.
Environmental management development tries to
change a manager's attitudes and values. Creating a job
environment that continuously reinforces desirable
behaviour will eventually change the frame of reference
of managers and ensure that changes (new approaches)
become permanent.
11. Why is employee feedback an important element of
any organization's attempt to encourage career
development?
Without feedback, employees have no way of
evaluating how successful their career planning efforts
have been. In time, the lack of feedback may cause
employees to believe career planning is a useless
expenditure of their time.

8. In what way does a "learning" organization differ
from a "traditional" organization?
In a learning organization employees "continually
expand their capacity to create the results they truly
desire, where new and expansive patterns of thinking
are nurtured, where collective aspiration is set free, and
where people are continually learning how to learn
together" (Senge).
9. Why should a human resource department be
concerned about career planning, especially since
employee plans may conflict with the organization's
objectives? What advantages does a human resource
department expect to receive from assisting in career
planning?
12. Suppose a hard-working and loyal employee is
passed over for promotion. What would you tell this
person?
Assurance of the value of the employee should be
communicated as well as consideration for future
promotions. The reasons why this person was passed
over should be explained. Finally, specific career
development actions should be discussed that will
increase the employee's likelihood of being promoted in
the future. Of course, the employee should be told these
actions do not guarantee promotion, but they will
increase the likelihood of future career success.

Through career planning employees may feel they have

a career, not just a job, with the employer. The HR
department can benefit from having a higher quality
pool of internal applicants from which to draw in order
to meet staffing needs. Moreover, problems of
employee/organizational adjustment to socio-
technological change, obsolescence, and employee
turnover may be reduced.
.
10. Suppose you are in a management training position
after completing university. Your career goal is not
very clear, but you would like to become a top manager
in your firm. What types of information would you seek
from the human resource department to help you
develop your career plan?

Information about short- and long-run human resources

needs would give some insight into preparations needed
to attain future promotions. Having knowledge of
career paths taken by present executives might indicate
which functional or product areas are most likely to
lead to top management positions.

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 Chapter 7 Orientation, Training and Development, and Career Planning

ANSWERS TO CRITICAL THINKING QUESTIONS

1. Before you entered your college or university you
had certain ideas about what your values and
expectations would be as a student. How did the
institution's socialization process change these values
and expectations?
Clearly, the answer will vary from one student to the
next. Students should be encouraged to focus on their
values and expectations relating to a number of items
including:
• work load
• expectations of having a “fun time” in the
institution
• attitude toward students belonging to opposite sex,
older students, students of other backgrounds, etc.
• work-play relationship
• role of instructions
• care shown by others (students, professors,
administrators, support staff)
• career goals
• ethical standards/values
retain employees by meeting their needs. In addition,
your competitor is responsible for utilizing succession
planning to ensure sufficient candidates exist for key
positions.
3. You are the Training and Development manager.
Your president calls you in and tells you that the
management development budget has to be cut because
of the company's financial situation. What arguments
can you use to persuade your boss that development
money is well spent?
The best argument is that without well-trained and up-
to-date skilled employees the company will always be a
runner-up to companies who train continuously. Well-
trained staff is also more flexible in terms of possible
assignments (especially if they are cross-trained), tend
to be better motivated and have better morale, have less
turnover, and have less absenteeism. Also, the quality
of their output tends to be higher.

2. Your company is desperately looking for a system

analyst. You know that your competitor invested
heavily in training and has a highly competent
system analyst, who indicated to you privately that
she would switch if you pay her $10,000 more. Your
boss thinks that this is a bargain and tells you: “Get
her!” It surely would hurt the competitor. What
issues does this raise?

Organizations are increasingly dependent on highly

skilled and knowledgeable employees. Ultimately, an
employee retains ownership of their intellectual capital
and is able to utilize their specialized knowledge, skills,
and experience to negotiate favourable employment
terms.

If your company is willing to pay this system analyst

$10,000 more than she is currently earning she appears
to be willing to resign her current position. Your
competitor has invested in the development of this
employee and the loss may be incalculable because of
the knowledge and skills the employee will take with
her. However, ultimately the human resource
department of your competitor has responsibility to

Schwind et al. Canadian Human Resource Management, 11th Edition

© McGraw-Hill Education, 2016
Part 3 Attracting Human Resources

ETHICS QUESTIONS

Comments to Instructors
There are no right or wrong answers to these questions. They are for class discussion purposes.

WEB RESEARCH

Comments to Instructors
These exercises have been designed for students to demonstrate their computer and Internet skills to research the
required information. Answers will vary

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 Chapter 7 Orientation, Training and Development, and Career Planning
CASE STUDY: MAPLE LEAF SHOES LTD. –
DEVELOPING A TRAINING PROGRAM
Answers to Discussion Questions
1. You are Russ. Describe the steps you would
recommend to Reynolds to go through before
actually designing the contents of the training.
Ideally, before a training program begins, it is useful to
assess the qualifications of the present employees.
Performance appraisals are excellent sources of
information on whether the employee performs at the
expected level or, if not, whether it is the lack of job-
related skills that is causing the low performance.
Supervisors then would indicate what type of training
would benefit the employee. As the text suggests, the
human resource department has to verify these
suggestions to determine whether requested training is
really needed. A look at the job description and job
specification may also be helpful since these documents
outline the job responsibilities and skill requirements
for fulfilling these responsibilities.
Trainers may also look at production costs, quality
control reports, grievances, safety reports, absenteeism
and turnover statistics, and exit interviews. A well done
needs assessment would also determine the training
objectives in behavioural terms, the conditions under
which the behaviour is to occur, and the criteria for the
evaluation of the training program.
To summarize the steps:
(a) conduct a performance appraisal
(b) allow supervisors to suggest the training needed
(c) look at the other potential data listed above
(d) determine training objectives based on the above
data
2. What training methods would you suggest to be
used to train production workers? (First you may
ask: What determines the methods?)
Methods are determined by developing behaviour based
training objectives, which describe in detail what the
trainee should be able to accomplish, under what
conditions, and any limitations (e.g. time). If the
objective describes production type behaviours, a
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logical training method may be on-the-job training.
Other methods could be apprenticeship (a longer term
affair), coaching, simulation, or virtual training.
3. How would you evaluate the training program to
determine how effective it was? (What criteria
would you use?)
Figure 7-8, describes the steps in the evaluation
process. Ideally, a pre-test/post-test approach is used to
determine the effectiveness of a training program. Since
the evaluation criteria have been chosen through the
training needs analysis and setting of training
objectives, all that is needed is the application of the
criteria. A reaction measure would indicate the degree
of general satisfaction with the set-up and organization
of the program. A written exam may be used to test
improved knowledge. Changes in attitudes can be
measured through attitude surveys. Improved job-
related behaviour (skills) can be observed by superiors
and colleagues (although this would have to be done on
the job and some time after the completion of the
training program). Finally, organizational results could
be monitored to assess the long-range impact of the
training program. Care would have to be taken to make
sure that it was the training program that caused
observed changes.
4. Do you think the first-line supervisors are the
appropriate people to design the training program?
Who else would you add, if anyone, to this group?
It probably would be a good idea to include one or
more job incumbents, since they would know best what
is required to do the job effectively. Even if the
supervisors came through the ranks and did the job
themselves, chances are that a number of changes have
taken place since they did the work themselves, and
they may no longer know the details.
Part 2 Planning Human Resources
CASE STUDY: MAPLE LEAF SHOES LTD.:
CAREER PLAN
Answer to Discussion Questions
1. Develop a career plan for Bernadine. What would
she have to do to move up the ladder to the comptroller
position, the chief financial officer of the company?
It is advisable for Bernadine to enroll as soon as
possible at the local university for a Bachelor of
Commerce degree with a major in Accounting. Since
she does not have the money to be a full-time student it
will have to be on a part-time basis, which means that
she can get her degree in three (if she uses summer
sessions) or four years.
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If she works out her career plan with her supervisor and
the human resource manager, she may be able to get
some support from the company, especially if she
consults with her supervisor about special courses she
could take, which may be of special interest to the
company, e.g., taxation, international accounting, or
auditing.
After obtaining her Bachelor's degree she has the
choice of going for an MBA degree, which would be
useful if she had interest in a broader management
position. If she still feels comfortable staying in the
accounting field, she may want to consider choosing an
accounting designation, CA, CMA, or CGA. After five
or six years she would be ready to be considered for an
Assistant Comptroller position, preparing herself to
take over when the current comptroller retires.
 Chapter 7 Orientation, Training and Development, and Career Planning

CASE STUDY: CANADIAN PACIFIC AND

INTERNATIONAL BANK

Answers to Discussion Questions

1. You are Mary Keddy. Develop a proposal that Mr.
Bennett could present to the board. Consider also the
practicality of the plan.
A proposal to evaluate the training should include
assessing employee reactions, knowledge, attitudes,
behaviour and impact on the organization. A number of
subjective and objective methods can be used in
combination. Evaluation should also include a cost-
benefit analysis using the basic formula: revenue – cost
= profit.
be quantified into productivity gain, which would allow
CPIB to estimate the dollar return of the training
(utility).
3. If you wanted to recommend a “foolproof”
evaluation, e.g., rule out other causes of success than
the training program itself, what approach would
you suggest?
To construct a “foolproof” evaluation method, an
experiment with appropriate control group(s) should be
put in place. If the trainees are randomly assigned to
condition, then the post-test only design should be:

2. As a rule of thumb, five to ten percent of the cost T O (training group)

of a training program should be used for the O (control group)
program’s evaluation, depending on the complexity
of the assessment. Please develop a “cheap” and an If the trainees are not randomly assigned to condition, a
“expensive” proposal. A brief description of your pre test, post-test should be used.
approach and reasons will suffice (why would one
method be cheaper or more expensive than the O T O (training group)
other?). O O (control group)

An inexpensive approach includes assessing employee Because trainees may learn from the pre test
reactions and attitudes immediately following their independently of training, the design should be
training. An expensive program would involve modified to include the groups where no pre test is
correlating training scores with job performance several given.
months after the training. For the less expensive
approach, the primary aim is to gauge how employees O T O (pre-test, post-test training)
feel about the program but without drawing any O O (pre-test, post-test)
conclusions about the impact on performance. For the T O (training, post-test)
more expensive approach, performance indicators can O (post-test only)

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