Fundamentals of Human Resource

Management 5th Edition Dessler

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PART THREE TRAINING AND HR DEVELOPMENT

C H A P T E R S e v e n

Training and Developing

Lecture Outline
Employees

I. Orienting/Onboarding New Employees

7
A. The Purposes of Employee Orientation/Onboarding
B. The Orientation Process
II. Employee Engagement Guide for Managers:
Onboarding at Toyota
III. Overview of the Training Process
A. Aligning Strategy and Training
B. The ADDIE Five-Step Training Process In Brief: This chapter is devoted to
C. Conducting the Training Needs Analysis the issue of ongoing training and
D. Designing the Training Program development of employees. Needs
E. Developing the Program analysis, techniques, purposes, and
IV. Implementing Training Programs
evaluation are all covered.
A. On-the-Job Training
B. Apprenticeship Training
Additionally, the chapter points out
C. Informal Learning the importance of new employee
D. Job Instruction Training orientation and lists some of the
E. Lectures important things to cover during that
F. Programmed Learning process.
G. Behavior Modeling
H. Audiovisual-Based Training and Videoconferencing
Interesting Issues: Employers are
I. Vestibule Training
J. Electronic Performance Support Systems (EPSS) finding that a lack of ability to
K. Computer-Based Training (CBT) handle basic reading, writing, and
L. Simulated Learning and Gaming arithmetic tasks means that there is a
M. Online/Internet-Based Training very real need for basic skills and
N. Lifelong and Literacy Training Techniques literacy training within the
O. Diversity Training
organization. Language training is
P. Team Training
V. Implementing Management Development
often required as well, and not just
Programs for English. Many customers and
A. Strategy’s Role in Management Development stakeholders speak a variety of
B. Succession Planning languages, resulting in the need for a
C. Improving Performance through HRIS multilingual workforce.
D. Managerial On-the-Job Training
E. Off-the-Job Management Training and Development
F. Leadership Development at GE
VI. Managing Organizational Change Programs
A. Using Organizational Development
VII. Evaluating the Training Effort
A. Designing the Study
B. Training Effects to Measure

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ANNOTATED OUTLINE

I. Orienting/Onboarding New Employees

Employee orientation programs provide new employees with the basic

background information required to perform their jobs satisfactorily.
Orientation programs today are moving away from routine discussion of
company rules to emphasizing the company’s mission and the employee’s
role in that mission, onboarding them early as a key member of the team.

A. The Purpose of Employee Orientation/Onboarding — Provides new

employees with the basic background information they need to do their
jobs.

B. The Orientation Process — The length of orientation varies, but it usually

includes time with HR to review benefits, vacations, and other polices
and time with the supervisor to learn the organization of the department.

II. Employee Engagement Guide for Managers: Onboarding at Toyota

Onboarding at Toyota Motor Manufacturing USA illustrates that orientation

can go well beyond providing basic information about aspects of the job such
as hours of work. The initial program at Toyota takes about four days and its
main aim is to engage Toyota’s new employees in the firm’s ideology of
quality, teamwork, personal development, open communication, and mutual
respect.

III. Overview of the Training Process

Training begins after orientation. Having high potential employees does not
guarantee they will succeed. Organizations must train employees how to do
the job. The EEOC expects employers to train their employees to
understand their [sexual harassment] rights and responsibilities.

A. Aligning Strategy and Training — Training refers to the methods used to

give new or present employees the skills they need to perform their jobs.
The task is to identify the employee behaviors the firm will require to
execute its strategy and then from that deduce what skills and
knowledge employees will need and put in place training goals and
programs to instill these competencies.

B. The ADDIE Five-Step Training Process — ADDIE stands for analyze,

design, develop, implement, and evaluate.

C. Conducting the Training Needs Analysis — This should address the

employer’s strategic goals.

1. Strategic Training Needs Analysis — This focuses on identifying the

training the employer will need to fill new future jobs and is tied to
succession planning.

2. Current Training Needs Analysis — Most training is focused on

improving current performance. Analyzing current employee needs is
more complex than new employee needs. Two main ways to identify
training needs are task analysis (an analysis of the job’s

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requirements) and performance analysis (an analysis to verify if

there is a performance deficiency).

3. Task Analysis: Analyzing New Employees’ Training Needs — A task

analysis can be used to determine the training needs of new
employees. A task analysis record form can also be used. It contains
the following information: task list; when and how often performed;
quantity and quality performance standards; conditions under which
the tasks are performed; skills or knowledge required; and where
best learned.

4. Using Competency Models — A competency model is a graphic

model that consolidates in one diagram a precise overview of the
competencies (the knowledge, skills, and behaviors) someone would
need to do a job well.

5. Performance Analysis: Assessing Current Employees’ Training

Needs — There are several methods that can be used to identify an
employee’s training needs, including supervisor, peer, self, and 360-
degree performance reviews; job-related performance data;
observation by supervisors or other specialists; interviews with the
employee or his/her supervisor; tests of things like job knowledge,
skills, and attendance; attitude surveys; individual employee daily
diaries; and assessment centers.

6. Can’t Do/Won’t Do — The biggest issue is to figure out what is

causing the lower performance. If the problem is employee
motivation, then training is unlikely to fix this.

D. Designing the Training Program — Designing means planning the overall

training program including objectives, delivery methods, and program
evaluation.

1. Setting Learning Objectives — Should specify in measurable terms

what the trainee will be able to accomplish when the training is
completed.

2. Creating a Motivational Learning Environment — The learning

environment should take into account both the trainees’ ability and
motivation.

E. Developing the Program — Involves actually creating and preparing

training materials and the content of the course.

IV. Implementing Training Programs

A. On-the-Job Training (OJT) — Having a person learn a job by actually

doing the job. It involves preparing the learner, presenting the operation,
doing a tryout, and conducting follow-up.

1. Types of On-the-Job Training — The most familiar is the coaching or

understudy method. Job rotation involves the employee moving from
job to job at planned intervals. Many firms also use peer training.

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B. Apprenticeship Training — A structured process by which people

become skilled workers through a combination of classroom instruction
and on-the-job training.

C. Informal Learning — Learning through day-to-day unplanned interactions

between the new worker and his/her colleagues.

D. Job Instruction Training — Teaching a new employee the logical

sequence of steps in a job.

E. Lectures — Quick and simple ways to provide knowledge to large

groups.

F. Programmed Learning — A step-by-step self-learning method that

involves three parts: 1) presenting questions, facts, or problems to the
learner; 2) allowing the person to respond; and 3) providing feedback on
the accuracy of the answers.

G. Behavior Modeling — A training technique in which trainees are first

shown good management techniques in a film, are asked to play roles in
a simulated situation, and are then given feedback and praise by their
supervisor.

H. Audiovisual-Based Training and Videoconferencing — Tools include

films, PowerPoint presentations, audiotapes, and DVDs.
Videoconferencing involves delivering programs using computer
technology allowing geographically separated employees to train
together or to work with a trainer offsite.

I. Vestibule Training — A method in which trainees learn on the actual or

simulated equipment they will use on the job while being trained off the
job.

J. Electronic Performance Support Systems (EPSS) — Sets of

computerized tools and displays that effectively automate and integrate
training, documentation, and phone support, thus enabling individuals to
provide support that’s faster, cheaper, and more effective than the
traditional methods.

K. Computer-Based Training (CBT) — The trainee uses computer-based

and/or DVD systems to increase his/her knowledge or skills. Computer-
based training is increasingly realistic.

L. Simulated Learning and Gaming — A variety of different activities

including but not limited to virtual reality-type games, step-by-step
animated guides, role playing, and software training.

M. Online/Internet-Based Learning — Distance learning methods include

traditional paper-and-pencil correspondence courses, as well as
teletraining, videoconferencing, and Internet-based classes.

1. Learning Portals — A section of the employer’s website that offers

employees online access to training courses.

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2. The Virtual Classroom — Special collaboration software enables

multiple remote learners to use their PCs or laptops to participate in live
discussions.

3. Mobile Learning and Microlearning — Learning content is delivered

on demand via mobile devices whenever and wherever the learner
desires. Web 2.0 learning is learning that utilizes online
technologies such as social networks, virtual worlds, and systems
that blend synchronous and asynchronous delivery with blogs, chat
rooms, bookmark sharing, and tools such as 3-D simulations.

N. Lifelong and Literacy Training Techniques — Companies are responding

to functional illiteracy by testing job candidates’ basic skills and setting
up basic skills and literacy programs.

1. Literacy Training — Employers are increasingly providing training to

help employees learn to read, write, and understand numbers.

O. Diversity Training — Aims to improve cross-cultural sensitivity, with the

goal of fostering more harmonious working relationships among a firm’s
employees.

P. Team Training — Teaches individuals how to listen and cooperate with

each other. Training can include technical, interpersonal, and team
management skills as well as cross training.

V. Implementing Management Development Programs

A. Strategy’s Role in Management Development — Management

development is any attempt to improve managerial performance by
imparting knowledge, changing attitudes, or increasing skills.
Management development programs should reflect the firm’s strategic
plans.

B. Succession Planning — The ongoing process of systematically

identifying, assessing, and developing organizational leadership to
enhance performance.

C. Improving Performance through HRIS

1. Succession Systems — Organizations can use Web-based systems

to track succession data.

2. Candidate Assessment and the Nine-Box Grid — Used to assess

management candidates based on performance and potential.

D. Managerial On-The-Job Training methods include job rotation, coaching/

understudy approach, and action learning.

1. Job rotation — Involves moving management trainees from

department to department to broaden their understanding of all parts
of the business.

2. The coaching/understudy approach occurs when a trainee works

directly with a senior manager or with the person he/she is to
replace, and the latter is responsible for coaching the trainee.

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3. Action learning programs give managers and others released time to

work full-time on projects to analyze and solve problems in
departments other than their own.

4. Stretch Assignments — Places employees in different and more

demanding assignments to understand the person’s capabilities.

E. Off-the-Job Management Training and Development Techniques

1. The case study method presents a trainee with a written description

of an organizational problem.

2. Management games — Computerized management games allow for

the trainees to learn by making realistic decisions in simulated
situations.

3. Outside seminars are offered by many companies and universities.

4. University-related programs provide executive education and

continuing education programs in leadership, supervision, and the
like.

5. Role playing is aimed at creating a realistic situation and then having

the trainees assume the parts (roles) of specific persons in that
situation.

6. Corporate universities are in-house development centers that have

been established by many companies to expose prospective
managers to realistic exercises that develop improved management
skills.

7. Executive coaches are being used by firms to improve their top

managers’ effectiveness. An executive coach is an outside
consultant who questions the executive’s boss, peers, subordinates,
and sometimes, family, in order to identify strengths and
weaknesses. The coach then counsels the executive so he or she
can capitalize on those strengths and overcome the weaknesses.

8. The Society for Human Resource Management (SHRM) Learning

System encourages HR professionals to get certified by taking one
of three exams: professional, senior professional, and global HR.

F. Leadership Development at GE includes a leadership program, an

intensive performance appraisal process, a training campus, annual
meetings to network and share ideas, a focus on central themes and
ideas, and monthly dinners.

VI. Managing Organizational Change Programs

A. Using Organizational Development — Organizational Development is a

special approach to organizational change in which the employees
themselves formulate the change required and implement it, often with
the assistance of a trained consultant. OD has several distinguishing
characteristics, including: action research; applied behavioral science

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knowledge to improve the organization’s effectiveness; the ability to

change attitudes, values, and beliefs of employees; helping employees
implement the technical, procedural, or structural changes needed; and
the ability to change the organization in a particular direction.

VII. Evaluating the Training Effort

A. Designing the Study — The evaluation process of choice is controlled

experimentation, which uses both a training (experimental) group and a
control group (one that receives no training). Such an arrangement
allows the researcher to assess pre-test and post-test performance.
Such action allows the researcher to determine the extent to which
performance in the training group resulted from the training itself rather
than some other change. In practice, few firms use this method,
preferring to simply measure trainees’ reactions, knowledge, or trainee
job performance.

B. Training Effects to Measure — Four basic categories of training

outcomes can be measured: 1) reaction; 2) learning; 3) behavior, and 4)
results.

KEY TERMS

Employee orientation A procedure for providing new employees with basic

background information about the firm.

Training The process of teaching new or current employees the

basic skills they need to perform their jobs.

Task analysis A detailed study of a job to identify the skills required.

Competency model A graphic model that consolidates in one diagram a precise

overview of the competencies (the knowledge, skills, and
behaviors) someone would need to do a job well.

Performance analysis Verifying that there is a performance deficiency and

determining whether that deficiency should be corrected
through training or through some other means (such as
transferring the employee).

On-the-job training (OJT) Training a person to learn a job while working at it.

Apprenticeship training A structured process by which people become skilled

workers through a combination of classroom instruction
and on-the-job training.

Job instruction training (JIT) Listing each job's basic tasks, along with key points in
order 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.

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Behavior modeling
Electronic performance
support systems (EPSS)
Job aid
Virtual classroom
Web 2.0 learning
Lifelong learning
Cross training
Management development
Succession planning
Job rotation
Action learning
Case study method
Management game
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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.
Sets of computerized tools and displays that automate
training, documentation, and phone support; integrate this
automation into applications; and provide support that’s
faster, cheaper, and more effective than traditional
methods.
A set of instructions, diagrams, or similar methods
available at the job site to guide the worker.
Teaching method that uses special collaboration software
to enable multiple remote learners, using their PCs or
laptops, to participate in live audio and visual discussions,
communicate via written text, and learn via content such as
PowerPoint slides.
Learning that utilizes online technologies such as social
networks, virtual worlds (such as Second Life), and
systems that blend synchronous and asynchronous
delivery with blogs, chat rooms, bookmark sharing, and
tools such as 3-D simulations.
Provides employees with continuing learning experiences
over their tenure with the firm, with the aims of ensuring
they have the opportunity to learn the skills they need to do
their jobs.
Training employees to do different tasks or jobs on their
own; doing so facilitates flexibility and job rotation.
Any attempt to improve current or future management
performance by imparting knowledge, changing attitudes,
or increasing skills.
The ongoing process of systematically identifying,
assessing, and developing organizational leadership to
enhance performance.
A management training technique that involves moving a
trainee from department to department to broaden his or
her experience and identify strong and weak points.
A training technique by which management trainees are
allowed to work full-time analyzing and solving problems in
other departments.
A development method in which the manager is presented
with a written description of an organizational problem to
diagnose and solve.
A development technique in which teams of managers
compete by making computerized decisions regarding
realistic but simulated companies.
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Role playing A training technique in which trainees act out parts of

people in a realistic management situation.

In-house development center A company-based method for exposing prospective

managers to realistic exercises to develop improved
management skills.

Executive coach An outside consultant who questions the executive’s

associates to identify the executive’s strengths and
weaknesses, and who then counsels the executive so he
or she can capitalize on those strengths and overcome the
weaknesses.

Organizational development A special approach to organizational change in which

employees themselves formulate and implement the
change that is required.

Controlled experimentation Formal methods for testing the effectiveness of a training

program, preferably with before-and-after tests and a
control group.

DISCUSSION QUESTIONS

7-1. "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. (LO 7.1: Summarize the purpose and process of employee
orientation.) This item can be assigned as a Discussion Question in MyLab
Management. Student responses will vary.

7-2. John Santos is an undergraduate business student majoring in accounting. He

has just failed the first accounting course, Accounting 101, and is
understandably upset. Explain how you would use performance analysis to
identify what, if any, are John's training needs. (LO 7.3: List and briefly explain
each of the five steps in the training process.) The first thing that needs to be
determined is if this is a "can't do" or a "won't do" situation. It is possible that as a
first-year student, John has spent more time socializing and not enough time
studying. This would indicate a need for training on studying skills and prioritization. It
is also possible that John really does not have the necessary basic skills that he
needs in order to be successful in this course. This could be determined through
some testing to see if he has the prerequisite knowledge and skills. If it is a problem,
remedial training or courses would be appropriate. A third possibility is that John
simply does not really have the interest or natural inclinations that would make him
successful in the accounting area. This could be determined through some testing
and career interest surveys. If this is the case, training is not appropriate, but rather
John should be counseled to change majors.

7-3. What are some typical on-the-job training (OJT) 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? (LO 7.4: Explain how to use the five
training techniques.) 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

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and that person's skills and training are usually not in the area of training; and (3) the
new employee may get false information or detrimental enculturation depending on
the employees that conduct their OJT.

7-4. One reason for implementing global training programs is the need to avoid
business losses "due to cultural insensitivity." What sort of cultural
insensitivity do you think is referred to, and how might that translate into lost
business? What sort of training program would you recommend to avoid such
cultural insensitivity? (LO 7.4: Explain how to use the five training techniques.) 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 offenses that easily can make those people
reluctant to do business with you. 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.

7-5. Describe the pros and cons of five management development methods. (LO
7.5: List and briefly discuss four management development methods.)
This item can be assigned as a Discussion Question in MyManagementLab. Student
responses will vary.

7-6. Do you think job rotation is a good method to use for developing management
trainees? Why or why not? (LO 7.5: List and briefly discuss four management
development methods.) Yes, it is a good method as it allows trainees to broaden their
understanding of the business and to test their abilities by moving from department to
department. It can help avoid stagnation through introducing new points of view, and
can also help identify the trainee’s strong and weak points.

7-7. What is organizational development and how does it differ from traditional
approaches to organizational change? (LO 7.6: Answer the question, “What is
organizational development, and how does it differ from traditional approaches to
organizational change?”) Often, the trickiest part of organizational change is
overcoming employees’ resistance to it. With that in mind, steps in an effective
organizational change program include establishing a sense of urgency, mobilizing
commitment, creating a guiding coalition, developing and communicating a shared
vision, helping employees make the change, consolidating gains, reinforcing new
ways of doing things, and monitoring and assessing progress. Organizational
development (OD) is a special approach to the change process through which
employees formulate the change that’s required and implement it, often with the
assistance of trained consultants. OD uses various change approaches such as
action research, which means collecting data about a group and feeding the
information back to the employees themselves so they can analyze it and develop
hypotheses about what the problems might be. It applies behavioral science
knowledge and changes the organization in a particular positive direction.
Fundamentally, the intent of OD and so-called traditional approaches to change is
the same: unfreeze the current situation, make the changes, then refreeze in an
improved state.

7-8. List and briefly explain each of the five steps in the training process. (LO 7.3:
List and briefly explain each of the five steps in the training process.) There is a four-
step training process that includes needs analysis, instructional design,
implementation, and evaluation. A more comprehensive and common approach is
referred to by the acronym ADDIE. The ADDIE process means analyze, develop,
design, implement, and evaluate. Before training employees, it’s necessary to
analyze their training needs, develop a specific training program to address

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objectives, design the training program, implement (deliver) the training program and
evaluate results. In training new employees, employers use task analysis—basically,
a detailed study of the job—to determine what skills the job requires. For current
employees, performance analysis is required, specifically to verify that there is
performance efficiency and to determine if training is the solution. Distinguishing
between can’t do and won’t do problems (will versus skill) is the main issue here.
Once you understand the issues, you can design a training program, which means
identifying specific training objectives, clarifying a training budget, and then actually
designing the program in terms of the actual content.

INDIVIDUAL AND GROUP ACTIVITIES

7-9. You’re the supervisor of a group of employees whose task is to assemble disk
drives that go into computers. You find that quality is not what it should be and
that many of your group’s devices have to be brought back and reworked; your
boss says that “You’d better start doing a better job of training your workers.”
A) What are some of the “staffing factors” that could be contributing to this
problem? B) Explain how you would go about assessing whether it is in fact a
training problem. (LO 7.3: List and briefly explain each of the five steps in the
training process.) Have students brainstorm the potential factors other than training
that could be the root cause of this problem. Make the point that often people will
immediately point to training as the issue, when in fact there are other factors at play
that are impacting performance.

7-10. Choose a task with which you are familiar⎯mowing the lawn, making a salad,
or studying for a test⎯and develop a job instruction training sheet for it. (LO
7.4: Explain how to use the five training techniques.) Students should identify the
steps in the task and list them in the proper sequence. Then the student should
provide a “key point” beside each step. The sheet should show trainees what to do,
and the key points show it’s done and why.

7-11. Working individually or in groups, you are to develop a short programmed

learning program on the subject “Guidelines for Giving a More Effective
Lecture.” (LO 7.4: Explain how to use the five training techniques.) Students should
use the guidelines listed in the programmed learning section of the chapter, but
should not forget that this assignment is not just about listing guidelines. They are to
develop a programmed learning that 1) presents questions, facts, or problems to the
learner, 2) allows the person to respond, and 3) provides feedback to the learner on
the accuracy of his or her answers.

7-12. Find a provider of management development seminars. Obtain copies of their

recent listings of seminar offerings. At what levels of managers are the
offerings aimed? What seems to be the most popular types of development
programs? Why do you think that’s the case? (LO 7.5: List and briefly discuss
four management development methods.) 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.

7-13. Working individually or in groups, develop several specific examples to

illustrate how a professor teaching human resource management could use at
least four of the techniques described in this chapter in teaching his or her HR
course. (LO 7.4: Explain how to use the five training techniques.) Student results will

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again vary. Look for examples to be well thought out and to represent the guidelines
given in the appropriate sections on traditional training techniques.

7-14. Working individually or in groups, develop an orientation program for high

school graduates entering your university as freshmen. (LO 7.1: Summarize the
purpose and process of employee orientation.) The students should refer to the
section in the chapter on why orientation is important. They should also create an
orientation checklist similar to Figure 7.1.

7-15. For this activity, you will need the documents titled (1) “HRCI PHR ® and SPHR®
Certification Body of Knowledge” and (2) “About the Society for Human
Resource Management (SHRM) Body of Competency and Knowledge TM Model
and Certification Exams.” Your instructor can obtain these documents from the
Pearson Instructor Resource Center and pass them on to you. These
documents list the knowledge someone studying for the HRCI or SHRM
certification exam needs to have in each area of human resource management
(such as in Strategic Management and Workforce Planning). In groups of
several students, do four things: (1) review the HRCI and/or SHRM documents;
(2) identify the material in this chapter 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. (Covers all learning objectives) The material in this chapter that relates to
the HRCI certification exam includes: orienting and onboarding new employees,
overview of the training process, implementing training programs, implementing
management development programs, and managing organizational change
programs evaluating the training effort. A sample question, answer, and explanation
is available from
http://www.certgear.com/products/preview/sphr_certification/index.html. Multiple-
choice questions should reflect material in this chapter and should have answer
choices which could appear plausible.

Students can find the following assisted-graded writing questions at

www.pearson.com/mylab/management:

7-16. Explain how you would apply our “motivation points” (pages 205–206) in
developing a lecture, say, on orientation and training. (LO 7.2: Give an example of
how to design onboarding to improve employee engagement.)

7-17. Your employee is only selling about half the items per week that he should be
selling. How would you go about determining what the problem is and whether
training is the solution? (LO 7.3: List and briefly explain each of the five steps in the
training process.)

APPLICATION EXERCISES

HR in Action Case Incident 1: Reinventing the Wheel at Apex Door Company

7-18. What do you think of Apex’s training process? Could it help to explain why
employees “do things their way” and if so, how? (LO 7.1: Summarize the
purpose and process of employee orientation. LO 7.3: List and briefly explain each of
the five steps in the training process. LO 7.4: Explain how to use the five training
techniques.) There is a weak accountability system. The person assigned to perform

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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. No one receives training in how to be a successful trainer.
There are no outcome measures to determine if the training was successful.

7-19. What role do job descriptions play in training? (LO 7.3: List and briefly explain
each of the five steps in the training process.) 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.

7-20. Explain in detail what you would do to improve the training process at Apex.
Make sure to provide specific suggestions, please. (LO 7.3: List and briefly
explain each of the five steps in the training process.) Every position would have a
formal (written) description. Training procedures would be documented for each
position. Supervisors would be formally accountable for training.

HR in Action Case Incident 2: Carter Cleaning Company: The New Training Program

7-21. Specifically, what should the Carters cover in their new employee orientation
program, and how should we convey this information? (LO 7.1: Summarize the
purpose and process of employee orientation.) The students should refer to the
orientation checklist in Figure 7.1 and the section on orienting employees in the
chapter.

7-22. In the HR management course Jennifer took, the book suggested using a job
instruction sheet to identify tasks performed by an employee. Should the
Carter Cleaning Centers use a form like this for the counter person’s job? If so,
what should the form look like, say, for the counter person? (LO 7.3: List and
briefly explain each of the five steps in the training process.) The students should
refer to the section on the training needs of new employees. This section discusses a
job instruction sheet. Students should use this to formulate their answers.

7-23. Which specific training techniques should Jennifer use to train her pressers,
her cleaner-spotters, her managers, and her counter people, and why? (LO 7.4:
Explain how to use the five training techniques.) The students should review the
training techniques discussed in the chapter and conduct research on the Internet to
review the various training resources offered for each of these positions.

Experiential Exercise: Flying the Friendlier Skies

Purpose: The purpose of this exercise is to give you practice in developing a training program for
the job of airline reservation clerk for a major airline.

Required Understanding: You should be fully acquainted with the material in this chapter and
should read the following description of an airline reservation clerk’s duties:

Customers contact our airline reservation clerks to obtain flight schedules, prices, and itineraries.
The reservation clerks look up the requested information on our airline’s online flight schedule
systems, which are updated continuously. The reservation clerk must deal courteously and
expeditiously with the customer, and be able to find quickly alternative flight arrangements in
order to provide the customer with the itinerary that fits his or her needs. Alternative flights and
prices must be found quickly, so that the customer is not kept waiting, and so that our
reservations operations group maintains its efficiency standards. It is often necessary to look
under various routings, since there may be a dozen or more alternative routes between the
customer’s starting point and destination.

Copyright © 2019 Pearson Education, Inc.

 99

You may assume that we just hired 30 new clerks, and that you must create a three-day training
program.

How to Set Up the Exercise/Instructions: Divide the class into teams of five or six students.
Airline reservation clerks obviously need numerous skills to perform their jobs. JetBlue Airlines
has asked you to develop quickly the outline of a training program for its new reservation clerks.
Please produce the requested outline, making sure to be very specific about what you want to
teach the new clerks, and what methods and aids you suggest using to train them.

Many students will have worked at part-time positions that require dealing effectively with
customers. Class discussion should include examples of what types of situations a desk clerk
may be exposed to, and what kinds of training would allow those situations to be handled more
smoothly. For example, desk clerks often must deal with multiple customers at one time—on the
phone and in person. Role play, or simulation, could help a clerk know how to effectively deal with
multiple demands.

WEB-e’S (WEB EXERCISES)

1. Use sites such as www.factorytour.com/tours/toyota.cfm to illustrate how Toyota

appraises employees, and why that approach is important for the goals Toyota has for
its cars. It is obvious from the Web site that Toyota places great emphasis on their
performance management program. The program greatly resembles a critical incident
approach. The program is critical in helping Toyota meet its strategic goals.

2. Use sites such as www.hr-software.net/pages/209.htm to make a summary list of 10

appraisal software suppliers, including a summary of what each offers. Students should
review the list of suppliers on the Web site and elaborate on each of the sotware suppliers
indicated.

3. According to http://hrweb.berkeley.edu/performance-management/forms, how does

Berkeley appraise supervisors? What do you think of the form it uses? Berkeley utilizes
an approach very comparable to the three-step appraisal cycle that includes: (1) setting work
standards, (2) assessing the employee’s actual performance relative to those standards that
involves some rating form, and (3) providing feedback to the employee with the aim of
helping him or her to eliminate performance deficiencies or to continue to perform above par.

ADDITIONAL ASSIGNMENTS

1. Design an orientation/on-boarding program for new students at your school. (LO 7.1:
Summarize the purpose and process of employee orientation.) Students should identify
several components for an orientation program that occurs over a period of time. Students
should go beyond the basics of a campus tour or a guide to registering for classes and
provide ideas and activities to help future students start to become emotionally attached and
engaged in the university. Most universities already have programs such as this that provide
good examples.
2. Share an example of an effective or ineffective training program or experience. (LO 7.3:
List and briefly explain each of the five steps in the training process. LO 7.4: Explain how to
use the five training techniques.) Many students will claim they have never had a training
experience. However, if they have held any job, they have at least had an on-the-job training
program. If a student has not held a job, they have likely been trained to do something, such
as housework at home. As students share experiences, both good and bad, identify and

Copyright © 2019 Pearson Education, Inc.

 100

discuss those training techniques that are effective. Discuss how ineffective practices could
be improved.

Copyright © 2019 Pearson Education, Inc.

Another random document with
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noin puolen vuoden kuluttua itsekin tulevansa. Vaan siitä kului
kaksikin vuotta, eikä mitään tietoa tullut, mikä oli hänellä viipymisen
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suomalainen Mikko Vaarala."

Vaaran isännälle herahti kyynel silmään. Kadonneen pojan

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Toinnuttuaan surun ensi tuskasta virkkoi hän äänellä, jonka

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