Chapter 8

DESIGNING AND EVALUATING

TRAINING SYSTEMS
LEARNING OBJECTIVES
 Know how to conduct a training needs
analysis
 Be aware of the various training methods
 Know how to conduct a training program
 Understand the psychological theory behind
successful training
 Be able to evaluate the effectiveness of a
training program

© 2017 Cengage Learning. All Rights Reserved.

THE ROLE OF TRAINING:
MONEY SPENT OF TRAINING
 According to the American Society for
Training and Development (ASTD), in 2013
 Organizations spend $164 billion each year on
training
 2.14% of payroll was spent on training
 $1,195 per employee
 Need to consider
 Direct costs
 Indirect costs
 Hidden costs
THE ROLE OF TRAINING:
GOALS
 Improve performance by increasing
 Self-awareness
 Knowledge
 Skill
 Motivation
THE ROLE OF TRAINING:
GLOBAL TYPES OF TRAINING
 Basic skills
 Technical skills
 Interpersonal skills
 Personal effectiveness
 Organizational maneuvering
TRAINING STEPS
 Determine training needs
 Develop training program
 Establishgoals and objectives
 Choose best training method
 Prepare the training
 Motivate employees
 Conduct the training
 Evaluate training success
STRATEGIC MODEL OF
TRAINING AND DEVELOPMENT
NEEDS ASSESSMENT
WHAT IS A TRAINING NEED?
 Discrepancy between actual performance
and
 An ideal
 A norm
 A minimum
 A desired state
 An expected state
ANALYSIS OF NEED
FOUR KEY QUESTIONS
 What are we trying to accomplish?
 Why do we think there is a need for our
training program?
 Is there an actual need for our training
program?
 Is our idea for a training program practical?
TYPES OF NEEDS ANALYSIS
 Organizational Analysis
 Task Analysis
 Person Analysis
NEEDS ASSESSMENT FOR
TRAINING
ORGANIZATIONAL ANALYSIS
 Goals and objectives
 Economic analysis
 Organizational climate
 Employee readiness
 Attitudes
 Time
 Commitment
 Management support
 Resource analysis
CONDUCTING THE NEEDS ASSESSMENT
 “Hard skills” – The tangible and teachable skills needed to
do a job
 “Soft skills” – Subjective skills that are harder to measure,
requiring more discretion or judgment, but equally
valuable in the workplace
 Hard-Skills Training  Soft-Skills Training
 On-the-job training for new  Ethics training
hires  Diversity training
 Basic skills training  Leadership training
 Budgeting and accounting  Communications training
training  Team training
 Machinery operating training  Time management training
 IT/computer training  Interpersonal skills training
 Customer service training
 Compliance training
ORGANIZATION ANALYSIS
 Organization analysis – An examination of an
organization’s environment, goals, strategies,
performance, and resources so as to determine
what training it should do
 HR personnel typically collect data such as
information on the quality of a firm’s goods or
services, its absenteeism, turnover, and number
of accidents.
 The availability of potential replacements and
the time required to train them are important
factors in organization analysis.
 ORGANIZATION ANALYSIS
 Other issues include:
 Technological change
 Innovation
 Globalization
 Quality and process improvement
 Mergers and acquisition
 Restructuring
 Economic issues
 Public policy issues
 Conducting an organization analysis also involves
examining a firm’s resources—technological, financial,
and human—available to conduct the training.
ANALYSIS OF NEED
IS THE PROGRAM PRACTICAL?
 Will people participate in the program?
 Are the barriers insurmountable?
 Do we have the expertise?
 Do we have the funding?
RESOURCE ANALYSIS
 Funding
 How much
 Staff
 Number
 Skills
 Availability
 Physical resources
 Office space
 Phones
 Computers
 Vehicles
TASK ANALYSIS
 Job analysis identifies
 Tasks
 Conditions under which tasks are performed
 KSAOs needed to perform tasks under those
conditions
 Task analysis identifies how tasks are learned
 Expected at time-of-hire
 Easily taught on-the-job
 Current training program
 No training
 TASK ANALYSIS
 Task analysis – The process of determining a
training program’s content by studying the
tasks and duties a job involves
 Competency assessment – An analysis of the
set of skills and knowledge needed for
decision-oriented and knowledge-intensive
jobs
EXAMPLE OF A TASK ANALYSIS
Task How task is learned
Answer customer questions about rates Basic rate charts

Process customer transactions Basic teller training

Calm irate customers

Check loan applications for accuracy Loan processing course

Ask customers to complete VISA applications

Input customer transactions into the computer Basic teller training

Answer customer questions about services Basic teller training

 DEVELOPING A
TRAINING PROGRAM
SETTING GOALS AND
OBJECTIVES
 What Do You Want to Accomplish
 Knowledge (general v. expert, narrow v. Broad)
 Skill (what level of proficiency?)
 Motivation (How much and for how long?)
 Appreciation (e.g., diversity)
SETTING GOALS AND
OBJECTIVES
 Goals should state
 What learners are expected to do
 The conditions under which they are expected to
do it
 The level at which they are expected to do it
 Goals should be
 Concrete
 Attainable
 Can you accomplish your objectives?
SETTING GOALS AND
OBJECTIVES
 Properly written objective statements
include (Kroehnert, 2000):
 Action word
 Item
 Condition
 Standard
EXAMPLE
By the end of this training session, you will be able
to answer / customer questions about loan rates/
(action word) (item)
without asking others / 90% of the time.
(condition) (standard)
EXAMPLE
By the end of this training session, you will be able
to
balance / the teller drawer / without assistance /
(action word) (item) (condition)

in 30 minutes with no errors.

(standard)
EXAMPLE
By the end of this training session, you will be able
to

compute / adverse impact levels / using a calculator /

(action word) (item) (condition)

with no errors.
(standard)
CHOOSING THE BEST TRAINING
METHOD
 Classroom Training
 Lecture to acquire knowledge (live or video)
 Case studies to apply knowledge
 Simulation exercises to practice new skills
 Role play and behavioral modeling to learn interpersonal
skills
 Distance Learning
 Books
 Videos
 Interactive video
 Programmed instruction
 Web-based instruction (e-learning)
 Computer-based instruction
CHOOSING THE BEST TRAINING
METHOD

 On-the Job Training

 Modeling
 Job rotation
 Apprentice training
 Coaching
 Mentoring
 Performance appraisal
IMPLEMENTING THE TRAINING PROGRAM—
TRAINING DELIVERY METHODS
 Choosing the right training method depends
on the KSAOs to be learned.
 Multiple training methods are often used in
conjunction with different types of learners.
LEARNING OUTCOMES
DIFFER BY TRAINING METHOD
IMPLEMENTING THE TRAINING PROGRAM—
TRAINING DELIVERY METHODS
On-the-Job Training
 On-the-job training (OJT) – A method by which employees are
given hands-on experience with instructions from their supervisor
or other trainer
 OJT is by far the most common informal method used to train
employees.
 Apprenticeship training – A system of training in which a worker
entering the skilled trades is given thorough instruction and
experience, both on and off the job, in the practical and
theoretical aspects of the work

Special Assignments
 Special job assignments involve assigning trainees, who are often
but not always on managerial tracks, to different jobs in
different areas of a firm, often in different regions and countries.
THE PROPER WAY
TO DO ON-THE-JOB TRAINING
IMPLEMENTING THE TRAINING PROGRAM—
TRAINING DELIVERY METHODS
Cooperative Training, Internships, and Governmental Training
 Cooperative training – A training program that combines
practical on-the-job experience with formal educational classes
 Internship programs are jointly sponsored by colleges,
universities, and a variety of organizations, and offer students
the chance to get real-world experience while finding out how
they will perform in work organizations.
 The federal government and various state governments work
together with private employers to sponsor training programs for
new and current employees at career centers nationwide that
take place at American Job Centers.

Simulations
 Simulations are used when it is either impractical or unwise to
train employees on the actual equipment used on the job.
IMPLEMENTING THE TRAINING PROGRAM—
TRAINING DELIVERY METHODS
Games
 Because games have a competitive component and are fun,
trainers have found people are more likely to want to engage
with them as well as remember what they learned from them.

E-Learning
 E-learning – Learning that takes place via electronic media
 Learning management system (LMS) – Online system that
provides a variety of assessment, communication, teaching, and
learning opportunities
 A major advantage of e-learning is that it is more efficient and
cost effective.
 Just-in-time training – Electronic training delivered to trainees
when and where they need it to do their jobs
 Microlearning – Training sessions that take place in a very short
timeframe, usually 5 minutes or less
IMPLEMENTING THE TRAINING PROGRAM—
TRAINING DELIVERY METHODS
Behavior Modeling
 Behavior modeling – A learning approach in which work
behaviors are modeled, or demonstrated, and trainees are
asked to mimic them

Role-Playing
 Role-playing consists of playing the roles of others, often a
supervisor and a subordinate who are facing a particular
problem, such as a disagreement or a performance
problem.

Coaching
 Coaching consists of a continuing flow of instructions,
comments, and suggestions from the manager to a
subordinate.
IMPLEMENTING THE TRAINING PROGRAM—
TRAINING DELIVERY METHODS
Case Studies
 A particularly useful method used in classroom learning
situations is the case study.

Seminars and Conferences

 Seminars and conferences are good for raising points of
debate and discussing issues that have no set answers or
resolutions.
 For this reason, seminars and conferences are often used when
change is an organization’s goal.

Blended Learning
 Blended learning – The use of both in-person classroom
learning and online learning
CASE STUDIES
ADDITIONAL TRAINING AND
DEVELOPMENT PROGRAMS
 In addition to training to address the
demands of a particular job, many employers
develop training programs to meet the
special needs of employees, such as:
 Orientation training and onboarding
 Basic skills training
 Team training
 Cross-training
 Ethics and diversity training
ORIENTATION AND
ONBOARDING
 Orientation – The formal process of familiarizing new employees
with the organization, their jobs, and their work units
 Orientation is usually conducted by the organization’s HR
department and includes the following:
 An introduction to other employees
 An outline of training
 Attendance, conduct, and appearance expectations
 The conditions of employment, such as hours and pay periods
 An explanation of job duties, standards, and appraisal criteria
 Safety regulations
 A list of the chain of command
 An explanation of the organization’s purpose and strategic goals
 Onboarding – The process of systematically socializing new
employees to help them get “on board” with an organization
 BASIC SKILLS TRAINING
 To implement a successful program in basic and
remedial skills, managers should do the
following:
 Explain to employees why and how the training will help
them in their jobs.
 Relate the training to the employees’ goals.
 Respect and consider participants’ experiences and use
them as a resource.
 Use a task-centered or problem-centered approach so
that participants learn by doing.
 Give employees feedback on their progress toward
meeting their learning objectives.
TEAM TRAINING
 Team training focused on team roles, group
dynamics, and problem-solving provides skills
needed to function effectively as a team.
 Adventure-based learning – The use of
adventures, such as games, trust activities,
and problem-solving initiatives, for the
personal and social development of
participants
TEAM TRAINING SKILLS
 CONDUCTING
CLASSROOM TRAINING
CLASSROOM TRAINING OPTIONS
 Lecture to acquire knowledge (live or video)
 Case studies to apply knowledge
 Simulation exercises to practice new skills
 Role play and behavioral modeling to learn
interpersonal skills
PREPARING THE
PRESENTATION
HOW LONG DOES IT TAKE TO
PREPARE?
 Zemke (1997)
 30 hours of prep for each training hour
 Diekmann (2001)
 50 hours of prep per training hour
 Aamodt (2016)
 16 hours of prep per training hour
INITIAL PLANNING
 Anticipate problems
 What if a bulb goes out?
 What if extra people show up?
 What if the weather is bad?

 What does the audience need?

 Paper and pens?
 Calculators?

 Prepare
 Your talk
 Handouts
 Visuals
 Marketing materials

 Practice, practice, practice

SUPPLEMENTING LECTURE
 Case studies to apply knowledge
 Actual situations
 Living cases are best
 Simulations to practice new skills
 Role play to practice interpersonal skills
 Regular role play
 Behavior modeling
 Teach technique
 View videos of good and bad performance
 Critique videos
 Have audience role play
 Provide feedback on role play
MOTIVATING EMPLOYEES TO
ATTEND TRAINING
 Require attendance on the clock
 Voluntary
 On the clock
 Just in time rather than just in case
 Make training interesting
 Focus on core competencies
 Increase employee buy-in
 Choice
 Help develop
 Provide incentives (food, certificates, college credit,
pay increase)
 Provide food
 Reduce stress associated with attending
DELIVERING THE TRAINING
PROGRAM: INITIAL DECISIONS
 Who will conduct the training?
 In-house trainers
 External trainers
 Videos
 Local universities
 Where will it be held?
 On-site
 Off-site
 Local hotel
 Resort area
WHERE WILL IT BE?
 Size of room
 Comfort
 Atmosphere
 Need for PA system
 Seating Arrangement
 Theater style
 Rows
 Circle
 Conference style
 Rows
 U-shape
WHERE WILL IT BE?
 Physical Aspects
 Lighting
 Temperature
 Noise
 Distractions
 Acoustic quality
 Types of chairs and tables
LENGTH OF TRAINING
 How long should the training be?
 Considerations
 Efficiency
 Attention span
 Time away from work
 Massed vs. distributed practice
 Options
 1-2 hours
 Half day
 Full day
 Several days
PREPARING FOR CLASSROOM
TRAINING
 Adjusting for the Audience
 Considerations
 Size
 Demographics
 Ability
 Readiness
 Options
 Amount of discussion
 Types of multi-media
 Types of exercises
CREATING HANDOUTS
 Considerations
 Size of audience
 Budget
 Length and type of presentation

 Include
 Cover sheet
 List of goals and objectives
 Information about the speaker
 Schedule
 Notes
 Activity sheets
 References/further reading
 Form to evaluate your presentation
DEVELOPING YOUR
PRESENTATION
 What is your goal?
 Best approach to reach goal
 Limitations

 Research your topic

 Library
 Internet
 Interviews

 Develop an outline
 Create or locate learning aids
 Visuals
 Handouts
 Activities
 Videos
MAKING THE PRESENTATION
INTERESTING
 Informative
 Relevant to the lives of the audience
 Unusual or interesting topic
 Fun
 Humor
 Stories
 Variety
 Lecture
 Discussion
 Activity
 Videos
MAKING THE PRESENTATION
INTERESTING
 Energy
 Speaker pace
 Audience activity
 Audience Interaction
 Expertise sharing
 Experience sharing
 Discussion/opinions
PRACTICING YOUR
PRESENTATION

 Simulate the presentation setting

 Practice aloud
 Practice standing up
 Time your presentation
 Memorize your opening few sentences
 Watch yourself in a mirror
PRIOR TO THE PRESENTATION
RELAX
 Identify your fear
 Solid preparation reduces anxiety
 Memorize your first few lines
 Be familiar with the equipment
 Walk calmly to the podium, smile at the
audience, and begin
 DELIVERING THE
TRAINING PROGRAM
MAKING THE PRESENTATION:
THE INTRODUCTION
 What are you trying to establish?
 Identity
 Credibility
 Personality
 Atmosphere
 Issues
 Dothey already know you?
 How long is the presentation?
MAKING THE PRESENTATION:
THE INTRODUCTION
 Who will make the introduction?
 Other person
 Provide an introduction in advance
 Do not just give a resume
 Bring a copy with you
 Self-introduction
 Keep short
 Rely on speaker info in the handouts
MAKING THE PRESENTATION:
THE INTRODUCTION
 Introducing Someone
 Practicethe introduction
 Pronounce speaker’s name properly
 Repeat the name several times
 Greet the speaker on the stage
 Don’t leave the stage empty
 Shake hands and then leave/sit
 Opening should grab the audience’s attention
 Body should briefly establish purpose
 Closing should lead into the presentation
 Get the audience to applaud before and after
the presentation
MAKING THE PRESENTATION:
ICEBREAKERS AND ENERGIZERS
 Why?
 Get people to know one another
 Get people talking
 Wake-up the audience
 Get people thinking about the topic
MAKING THE PRESENTATION:
ICEBREAKERS AND ENERGIZERS
 Types
 Introductions
 Jokes or stories
 Group activities
 Open-ended questions to elicit audience
response/discussion
 Free writes
 Considerations
 Time
 Nature of the audience
MAKING THE PRESENTATION:
MINIMAL PRESENTATION SKILLS
 Making eye contact with the audience
 Using effective gestures
 Not reading your presentation
 Use your visuals to guide you
 Know your topic
 Practice
 Not hiding behind a podium
MAKING THE PRESENTATION:
MINIMAL PRESENTATION SKILLS
 Using a conversational style
 Being Confident
 Avoid use of fillers
 Speak at an appropriate volume
 Don’t brag about yourself
 Speaking at an appropriate pace
 Not swearing or putting others down
MAKING THE PRESENTATION:
ANSWERING QUESTIONS
 Anticipate questions in advance
 Repeat the question if the room is large
 If you are unsure of the question
 Ask the person to repeat
 “Is what you are asking…”
 Ask if you have answered the question
sufficiently
 If you don’t know the answer
 Don’t bluff, but you can qualify a guess
 Ask if anyone in the audience knows
 Tell the person you will get the answer for them
MAKING THE PRESENTATION:
USING HUMOR
 Don’t force humor
 If you are not a funny person, don’t rely on humor
 The humor should meet an objective
 Keep the audience interested
 Demonstrate a point
 Humor can come from
 Jokes
 Stories
 Clip art
 Audience members
 Video clips
 Cartoons
MAKING THE PRESENTATION:
USING HUMOR
 Humor should not be at the expense of
others
 Self-depreciating humor works well in
moderation
 Avoid jokes that might offend
 INDIVIDUAL TRAINING
THROUGH DISTANCE LEARNING
CATEGORIES OF DISTANCE
LEARNING
 Asynchronous
 Employeescomplete the training at their own
pace and at the time and place of their choosing
 Synchronous
 Employees complete the training at the same
time and the same place although they may be in
difference physical locations
 Webinars, webcasts, and teleconferences are
common methods
PROGRAMMED INSTRUCTION
 Concepts
 Self-paced
 Trainee is actively involved in the learning
 Material is presented in small units
 Formats
 Books
 Video
 Interactive
video
 Computer based training (CBT)
 Web based (e-learning)
LET’S TALK
 Who has taken a distance learning course?
What did you think?
ON-THE-JOB TRAINING
LEARNING BY MODELING
OTHERS
 Characteristics of the model
 Successful
 Status
 Similarity
 Characteristics of the observer
 Attention
 Retention
 Reproduction skills
LEARNING BY …
 Learning through Job Rotation
 Job rotation
 Cross training
 Volunteerism
 Learning through Apprentice Training
 Used in crafts and trades
 144 hours of formal class work each year
 Work with an expert (usually 4 years)
LEARNING BY…
 Learning through Coaching
 Experience employee works with new employee
 Problems
 Not all employees are good coaches
 Coaching can lower the coach’s work productivity
 Passthrough programs and corporate coaches
can alleviate problems
 Learning through Mentoring
 Mentoringis less formal than coaching
 Good mentors can be difficult to find
 Learning through Performance Appraisal
MOTIVATING EMPLOYEES TO
LEARN DURING TRAINING
PROVIDE INCENTIVES
 Basis for the Incentive
 Completion and degree based
 Knowledge based
 Skill based
 Job performance based
 Type of Incentive
 Self-improvement/esteem
 Jobsecurity
 Money
 Advancement
 Important Principles
 Timing
 Contingency
 Type of incentive
 Expectancy theory
 Motivation = E * I * V
 E = Expectancy
 I = Instrumentality
 V = Valence
MAINTAIN INTEREST
 Maintain Interest
 Relevance
 Activity
 Fun
 Variety
 Interaction
 Expertise sharing
 Provide Feedback
ENSURING TRANSFER OF
TRAINING
FIVE STRATEGIES
 Use realistic training programs
 Have opportunities to practice work-related
behavior during the training
 Overlearning
 Provide employees with the opportunity to
apply their training
 Ensure management is supportive of the
training
 Have employees set goals
 EVALUATION OF
TRAINING RESULTS
EVALUATION OF TRAINING
RESULTS: RESEARCH DESIGNS

Pretest Training Posttest

Pretest Training Posttest

Pretest Posttest
SOLOMON FOUR-GROUPS
DESIGN

Training Posttest Group 1

Pretest Training Posttest Group 2

Posttest Group 3
Pretest

Posttest Group 4
EVALUATION OF TRAINING
RESULTS: CRITERIA
 Content validity
 Employee reactions
 Employee learning
 Application of training
 Business impact
 Return on investment