Chapter 8

TRAINING AND
DEVELOPING EMPLOYEES

8–1
WHERE WE ARE NOW…

8–2
 Purpose of Orientation

Orientation Helps New

Employees

Know what is
Begin the
Feel welcome Understand the expected in
socialization
and at ease organization work and
process
behavior

8–3
 The Orientation Process

Employee benefit organization and

information operations

Personnel Employee Safety measures

policies Orientation and regulations

Daily Facilities
routine tour

8–4
FIGURE 8–1
New Employee
Departmental
Orientation Checklist

8–5
The Training Process
• Training
 Is the process of teaching new employees
the basic skills they need to perform their jobs
 Reduces an employer’s exposure to negligent training liability

• Training’s Strategic Context

 The aims of firm’s training programs must make sense in
terms of the company’s strategic goals.
 Training fosters employee learning, which results in enhanced
organizational performance.

8–6
Steps in the Training Process

The Four-Step Training Process

1 Needs analysis

2 Instructional design

3 Program implementation

4 Evaluation

8–7
Training, Learning, and Motivation
• Make the Learning Meaningful
1. At the start of training, provide a bird’s-eye view
of the material to be presented to facilitate learning.
2. Use a variety of familiar examples.

3. Organize the information so you can present it

logically, and in meaningful units.
4. Use terms and concepts that are already familiar
to trainees.
5. Use as many visual aids as possible.

6. Create a perceived training need in trainees’ minds.

8–8
Training, Learning, and Motivation (cont’d)
• Make Skills Transfer Easy
1. Maximize the similarity between the training
situation and the work situation.
2. Provide adequate practice.

3. Label or identify each feature of the machine

and/or step in the process.
4. Direct the trainees’ attention to important aspects
of the job.
5. Provide “heads-up,” preparatory information that
lets trainees know what might happen back on
the job.
8–9
Training, Learning, and Motivation (cont’d)
• Reinforce the Learning
1. Trainees learn best when the trainers immediately
reinforce correct responses, perhaps with a quick
“well done.”
2. The schedule is important. The learning curve
goes down late in the day, so that “full day training
is not as effective as half the day or three-fourths
of the day.”

8–10
 Analyzing Training Needs

Training Needs
Analysis

Task Analysis: Performance Analysis:

Assessing new employees’ Assessing current employees’
training needs training needs

8–11
 Performance Analysis:
Assessing Current Employees’ Training Needs

Specialized Software

Assessment Center
Results Performance Appraisals

Individual Diaries Methods Job-Related Performance

for Identifying Data
Training Needs
Attitude Surveys Observations

Tests Interviews

Can’t-do or Won’t-do?

8–12
Training Methods
• On-the-Job Training • Computer-Based Training
• Apprenticeship Training (CBT)

• Informal Learning • Simulated Learning

• Internet-Based Training
• Job Instruction Training
• Lectures • Learning Portals

• Programmed Learning
• Audiovisual-Based Training
• Vestibule Training
• Teletraining and
Videoconferencing
• Electronic Performance
Support Systems (EPSS)

8–13
The OJT Training Method
• On-the-Job Training (OJT)
 Having a person learn a job
by actually doing the job.
• Types of On-the-Job Training
 Coaching or understudy
 Job rotation
 Special assignments
• Advantages
 Inexpensive
 Learn by doing
 Immediate feedback

8–14
 Programmed Learning

Presenting Providing
Allowing the
questions, facts, feedback on
person to
or problems to the accuracy
respond
the learner of answers

Programmed learning (or programmed instruction) is a

step-by-step, self-learning method that consists of three
parts.

8–15