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2. Training and Developing Employees
Chapter 7
Training and Developing Employees
In this chapter, we will cover orienting and onboarding new employees, employee engagement, the training process, implementing training programs, implementing management development programs, managing organizational change programs, and evaluating the training efforts.
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3. Learning Objectives
Summarize the purpose and process of employee orientation.
Give an example of how to design onboarding to improve employee engagement.
List and briefly explain each of the five steps in the training process.
At the conclusion of this chapter, you will be able to:
Summarize the purpose and process of employee orientation.
Give an example of how to design onboarding to improve employee engagement.
List and briefly explain each of the five steps in the training process.
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4. Learning Objectives (cont.)
Explain how to use five training techniques.
List and briefly discuss four management development methods.
Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?”
Additionally, at the conclusion of this chapter, you will be able to:
Explain how to use five training techniques.
List and briefly discuss four management development methods.
Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?”
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5. Learning Objectives (cont.)
7. Explain what to consider in evaluating the effectiveness of a training program.
Additionally, at the conclusion of this chapter, you will be able to:
7. Explain what to consider in evaluating the effectiveness of a training program.
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6. Summarize the purpose and process of employee orientation
LO1: Summarize the purpose and process of employee orientation.
Employee orientation, or onboarding, provides new employees with the information on the company and job at hand information. The orientation is necessary to get new employees up to speed on what it is that they need to do in their jobs. Additionally, orientation usually involves getting the employee enrolled in the benefits programs and filling out paperwork regarding benefits.
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7. Employee Orientation 1. Make the new employee feel welcome
2. Make sure the new employee has the basic information
3. Help the new employee understand the organization in a broad sense
Ideally, employee orientation should help a new employee start becoming emotionally attached to and engaged in the firm. Following are the four areas orientation programs attempt to accomplish:
Make the new employee feel welcome
Make sure the new employee has the basic information
Help the new employee understand the organization in a broad sense
Start socializing the person into the firm’s culture and ways of doing things
4. Start socializing the person into the firm’s culture and ways of doing things
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8. The Orientation Process
In this slide, we see a partial checklist of items that would be included during an employee orientation. The length of any orientation depends on what you want to cover. Traditional programs take several hours while an extreme example, like L’Oreal’s onboarding program, would take two years.
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9. Employment Law The Employee Handbook Orientation Technology
Employers should carefully review its employee handbook. Courts may find that the employee handbook’s contents are legally binding commitments. Employee handbooks should include a disclaimer stating “nothing in this handbook should be taken as creating a binding contract between employer and employees…” Furthermore, employee handbooks should not have language that implies that employees have tenure.
Employers use technology to support orientation. For example, some employers use online learning training that gives overviews of items such as the employer’s mission statement, organization, policies, and procedures. Additionally, employers make it easy to access information by providing App and QR codes that help with delivering large amounts of information in bite size forms.
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10. Give an example of how to design onboarding to improve employee engagement
LO2: Give an example of how to design onboarding to improve employee engagement.
In this chapter we will look at many examples of how to design orientation/onboarding programs to improve employee engagement.
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11. Employee Engagement: Onboarding at Toyota
Day 1: Involves welcoming the employees and overview of the organizational structure and culture
Day 2: Involves communication, mutual respect, teamwork, and open communication values overview
Day 3: Involves 2.5 to 3 hours devoted to communication and feedback training
Day 4: Involves teamwork training and Toyota suggestion system
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12. List and briefly explain each of the five steps in the training process
LO3: List and briefly explain each of the five steps in the training process.
Directly after the initial orientation, training should begin.
Training is the process of teaching new or current employees the basic skills they need to perform their jobs.
Training is an extremely important endeavor that companies must do well.
We will look at the steps in the training process.
Negligent training is a situation where an employer fails to train adequately, and the employee subsequently harms a third party.
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13. The ADDIE Five-Step Training Process
Analyze the training need
Design the overall training program
Develop the course
The employer should use a rational training process. The gold standard is still the basic analysis-design-develop-implement-evaluate or ADDIE training process model that training experts have used for years. The steps are as follows:
1. Analyze the training need
2. Design the overall training program
3. Develop the course
4. Implement training by targeting employee groups using methods
5. Evaluate the course’s effectiveness
Implement training by targeting employee groups using methods
Evaluate the course’s effectiveness
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14. Aligning Strategy and Training
Employment Law
Training Decisions
Aligning Strategy and Training
Training decisions can trigger equal employment issues. With respect to discrimination, Title VII of the Civil Rights Act of 1964 and related legislation requires that the employer avoid discriminatory actions in all aspects of its human resource management process, and that applies to selecting which employees to train. EEOC stresses that employers should provide training to all employees to ensure they understand their rights and responsibilities.
The employer’s strategic plans should govern its training goals. In essence, the aim is to identify the employee behaviors the firm will need to execute its strategy, and from that, deduce what competencies employees will need.
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15. Conducting the Training Needs Analysis
Strategic Training Needs Analysis
Current Training Needs Analysis
Task Analysis: Analyzing New Employees’ Training Needs
Talent Management: Using Competency Models
Performance Analysis: Analyzing Current Employees’ Training Needs
The training needs analysis may address the employer’s strategic/longer-term training needs and/or its current training needs.
The Strategic Training Needs Analysis identifies the training employees will need to fill these new future jobs.
The Current Training Needs Analysis is more complex, because you must also ascertain whether training is the solution. Deciding whether to train current and new employees is important in meeting organizational goals.
Task Analysis is a detailed study of a job to identify the specific skills required. Some managers supplement the job description and specification with a task analysis record form. This form consolidates information regarding required tasks and skills.
Talent Management: Using competency models is a graphical 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. Instructional design is designing, creating, and developing formal learning solutions to meet organizational needs; analyzing and selecting the most appropriate strategy, methodologies, and technologies to maximize the learning experience or impact.
Performance analysis is 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). Performance analysis begins with comparing the person’s actual performance to what it should be.
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16. Sample Task Analysis Record Form
In this slide, we see an example task analysis record form showing some of the tasks and subtasks performed by a printing press operator.
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17. Ways to Identify How Current Employees are Doing
Performance appraisals
Job-related performance data
Observations by supervisors or other specialists
Interviews with the employee or his/her supervisor
Tests of job knowledge, skills, and attendance
Attitude surveys
Individual employee daily diaries
Assessment center results
Special performance gap analytical software
There are several ways to identify how a current employee is doing. These include reviewing:
Performance appraisals
Job-related performance data
Observations by supervisors or other specialists
Interviews with the employee or his/her supervisor
Tests of job knowledge, skills, and attendance
Attitude surveys
Individual employee daily diaries
Assessment center results
Special performance gap analytical software
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18. Designing the Training Program
Setting Learning Objectives
Creating a Motivating Learning Environment
Armed with the needs analysis results, the manager next designs the training program. Design means planning the overall training program including training objectives, delivery methods, and program evaluation.
After the training needs have been analyzed, concrete, measurable training objectives should be set. Training, development, learning, or instructional objectives should specify in measurable terms what the trainee should be able to do after successfully completing the training program.
Learning requires both ability and motivation, so the training program’s design should consider both. In terms of ability, the trainee requires the necessary reading, writing, and mathematical skills. Learners must also be motivated. Many books exist on how to motivate employees, but several observations are pertinent. The training program’s effects will be diminished if trainees return to their jobs and others around them do not support the training.
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19. How to Motivate the Trainee
Motivation is key to learning. Additionally, top management should support any training program in order for it to have credibility and value in the organization.
As we look over these guidelines, notice that motivational points can be summarized as follows: 1) Make the learning meaningful
2) Reinforce the learning
3) Make skills transfer obvious and easy
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20. Developing the program
Program development
Implementation
Program development means actually assembling the program’s training content and materials. Some employers create their own training content, but there’s also a vast selection of online and offline content. Turnkey training packages often include a trainer’s guide, self-study book, video, and other content.
Once you design, approve, and develop the program, management can implement and then evaluate it. Implement means actually provide the training, using one or more of the instructional methods that are discussed in this chapter.
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21. Explain how to use five training techniques
LO4: Explain how to use five training techniques.
With the objectives set and the program designed and developed, the manager can now turn to implementing the training program. This means actually doing the training, using one or more of the training methods discussed in the textbook.
We’ll look at these methods now.
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22. Implementing the Training Program
On-the-Job Training
Types of On-the-Job Training
Apprenticeship Training
On-the-Job training means training a person to learn a job while working on it.
The most familiar on-the-job training is the coaching or understudy method. Other types include job rotation, special assignments, or peer training.
Apprenticeship training is a structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training. We’ll look at some example apprenticeships on the next slide.
Informal learning involves employees that facilitate their own informal learning. The Association for Training and Development ATD, estimates that as much as 80% of what employees learn on the job they learn through informal means, including performing their jobs while interacting every day with their colleagues.
Informal Learning
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23. Some Popular Apprenticeships
In this slide, we see some examples of the U.S. Department of Labor’s Registered Apprenticeship programs offered to more than 1,000 occupations.
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24. Types of Training Job Instruction Training Lectures
Programmed Learning
Many jobs consist of a sequence of steps best learned step-by-step.
Job Instruction training (JIT) is listing each job’s basic tasks, along with key points, in order to provide step-by-step training for employees.
Lectures are a quick and simple way to present knowledge to large groups of trainees, like when the sales force needs to learn a new product’s features. There are many guidelines to follow. Some include:
Not starting out on the wrong foot
Speak only about what you know well
Give your listeners signals
Use anecdotes and stories to show rather than tell
And, many other tips
Programmed learning is a systematic method for teaching job skills, involving presenting questions of facts, allowing the person to respond, and giving the learner immediate feedback on the accuracy of his or her answers.
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25. Types of Training (cont.)
Behavior Modeling
Audiovisual-Based Training
Vestibule Training
Electronic Performance Support Systems (EPSS)
Job Aid
Other types of training include, Behavior Modeling, which is 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.
The basic procedure is as follows:
Modeling
Role-playing
Social reinforcement
Transfer of training
Audiovisual-based training is the use of DVDs, films, PowerPoint, and audiotapes.
Vestibule training involves trainees learning on actual or simulated equipment but are trained off the job. Vestibule training is necessary when it’s too costly or dangerous to train employees on the job.
Electronic Performance Support Systems (EPSS) are computerized tools and displays that automate training, documentation, and phone support.
Job Aids are a set of instructions, diagrams, or similar methods available at the job site to guide the worker.
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26. Types of Training (cont.)
Videoconferencing
Computer-based Training (CBT)
Simulated learning
Videoconferencing involves delivering programs over broadband lines, the Internet, or satellite.
Computer-based training refers to training methods that use interactive computer-based systems to increase knowledge or skills. Interactive multimedia is involved and includes the use of text, video, graphics, photos, animation, and sound to create a complex training environment with which the trainee interacts.
Simulated learning means different things to different people. It could include:
Virtual reality-type games
Step-by-step animated guides
Scenarios with questions and decision trees overlaying animation
Online role-play with photos and videos
Software training including screenshots with interactive requests
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27. Improving Performance Through HRIS
Internet-based Learning
Learning Portals
Employers use Internet-based learning to deliver almost all types of training. For example, ADP trains new salespeople online, using a Blackboard learning management system similar to one used by colleges.
Learning portals are a section of an employer’s website that offers employees online access to training courses. Many employers arrange to have an online training vendor make its courses available via the employer’s portal.
Whether to use e-learning often comes down to efficiency. Web learning doesn’t necessarily teach faster or better. In one review of the evidence, Web-based instruction was a bit more effective than classroom instruction for teaching memory of facts and principles, and Web-based instruction and classroom instruction were equally effective for teaching information about how to perform a task or action.
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28. Types of Training The Virtual Classroom Mobile Learning
The virtual classroom is a 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.
Mobile learning means delivering learning content, on the learner’s demand, via mobile devices like cell phones, laptops, and tablets, wherever and whenever the learner has the time and desire to access it. Employers use mobile learning to deliver training on many different topics.
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29. Training Web 2.0 Learning Lifelong Learning Literacy Training
Diversity Training
Web 2.0 learning is 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.
Lifelong learning provides employees with continuous 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 and to expand their occupational horizons.
Literacy training is becoming more important as an estimated 39 million people in the U.S. have learning disabilities. This leaves a training challenge on employers. Basic skills such as writing and speaking can be trained by giving employees exercises to work.
Diversity training is very common in companies as we see more diversity mirrored in the workplace. Diversity training aims to improve cross-cultural sensitivity, with the goal of fostering more harmonious working relationships among a firm’s employees.
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30. Team Training Cross Training Technical Training
Interpersonal Skills Training
Cross training involves training employees to do different tasks or jobs than their own; doing so facilitates flexibility and job rotation.
Teamwork does not always come naturally. Companies devote many hours to training new employees to listen to each other and to cooperate.
Technical training involves employees being encouraged to learn each other’s jobs and to encourage flexible team assignments.
Interpersonal skills training such as listening, handling conflict, and negotiating are some of the types of interpersonal skills training. Effective teams also require team management skills such as decision making, team leadership, and problem solving.
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31. List and briefly discuss four management development methods
LO5: List and briefly discuss four management development methods.
The management development method is any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills.
Now, let’s look at management development methods.
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32. Implementing Management Development Programs
Strategy’s Role in Management Development
Succession Planning
Succession Systems
Candidate Assessment and the 9-Box Grid
Managerial On-the-Job Training
Job Rotation
Coaching/Understudy Approach
Action Learning
Management development is important for several reasons. For one thing, promotion from within is a major source of management talent, and virtually all promoted managers require some development to prepare them for their new jobs. Furthermore, management development facilitates organizational continuity, by preparing employees and current managers to smoothly assume higher level positions.
Management development programs should reflect the firm’s strategic plans. Some management development programs are companywide and involve all or most new managers. Other development programs aim to fill specific top positions, such as a CEO.
Succession planning is the ongoing process of systematically identifying, assessing, and developing organizational leadership to enhance performance. Succession planning requires assessing these candidates and selecting those who will actually fill the key positions.
A succession system can allow managers to access the program via the Web using a password. Managers can fill out online resumes for themselves, including career interests, and not special considerations such as geographic restrictions.
The 9-Box Grid is one tool to assess candidates. It shows potential from low to medium to high on the vertical axis, and performance from low to medium to high across the bottom—a total of nine possible boxes.
Managerial on-the-job training methods include job rotation, the coaching understudy approach, and action learning.
Job rotation means moving managers from department to department to broaden their understanding of the business and to test their abilities.
In a coaching or understudy approach, trainees work directly with a senior manager or with the person he or she is to replace; the latter is responsible for the trainee’s coaching.
Action learning programs give managers released time to work analyzing and solving problems in departments other than their own.
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33. Off-the Job Management Training
The Case Study Method
Management Games
Outside Seminars
University-Related Programs
Role Playing
Corporate Universities
Executive Coaches
The case study method is a development method in which the manager is presented with a written description of an organizational problem to diagnose and solve. Integrated case scenarios create long-term, comprehensive case situations.
Management games are computerized and are a development technique in which teams of managers compete by making computerized decisions regarding realistic but simulated situations.
Outside seminars are common training venues to send employees to and are either Web-based or the traditional classroom or conferences.
Many universities provide executive education and continuing education programs in leadership, supervision, and the like.
Role playing is a training technique in which trainees act out parts in a realistic management situation.
Corporate Universities are an in-house development center that is a company-based method for exposing prospective managers to realistic exercises to develop improved management skills.
Executive Coaches are outside consultants who question the executive’s associates in order to identify the executive’s strengths and weaknesses, and then counsels the executive so he or she can capitalize on those strengths and overcome the weaknesses.
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34. Leadership Development
GE example
Talent Management
Differential Development Assignments
General Electric is known for its success in developing its executive talent. Their current mix of executive development programs illustrate what they offer which includes leadership programs, multilevel performance appraisal process, a corporate training campus, an idea-sharing annual meeting, Six Sigma and other innovative initiatives, and monthly dinners.
In today’s competitive environment, the practice of allocating development opportunities across the board or based just on performance makes less sense. Talent management is a high priority with many organizations and thus, many initiatives are set in place to develop employees. Much of this involves differential development assignments. Some companies share future strategies on a privileged basis with rising leaders, for example in quarterly meetings with high-level executives.
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35. Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?”
LO6: Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?”
Organizational development is a special approach to organizational change in which employees themselves formulate and implement the change that’s required.
We’ll look at what organizations are doing concerning organizational development and approaches to organizational change.
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36. Organizational Change
There are many ways to reduce resistance among employees concerning change. This slide is a short list of how to effectively bring about a desired organization change at work. Let’s look at the overview:
Establish a sense of urgency
Mobilize commitment
Create a guiding coalition
Develop and communicate a shared vision
Help employees make the change
Aim first for attainable short-term accomplishments
Reinforce the new ways of doing things
Monitor and assess progress
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37. Explain what to consider in evaluating the effectiveness of a training program
LO7: Explain what to consider in evaluating the effectiveness of a training program.
After trainees complete their training (or perhaps at planned intervals during the training), the program should be evaluated to see how well its objectives have been met. There are two basic issues to address when evaluating training programs. One is the design of the evaluation study and in particular, whether to use controlled experimentation. The second is, “What should we measure?”
Now let’s look at evaluating the training efforts.
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38. Evaluating the Training Effort
Design the Study
Time Series
Controlled Experimentation
Training Effects to Measure
Reaction
Learning
Behavior
Results
In deciding how to design the evaluation study, the basic concern is to figure out how to measure the training and specifically what is being measured. The time series design is one option as shown in this slide. In the time series design, you take a series of performance measures before and after the training program.
Controlled experimentation is a formal method for testing the effectiveness of a training program, preferably with before-and-after tests and a control group.
The manager can measure four types of training outcomes or effects:
Reaction. Evaluate the trainees’ reactions to the program.
Learning. Test the trainees to determine whether they learned the principles, skills, and facts they were supposed to learn.
Behavior. Ask whether the trainees’ on-the job behavior changed because of the training program.
Results. Know what results you want to achieve and terms of the training objectives.
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39. Example Training Evaluation Form
In this slide, we see an example training evaluation form. This is one page from a sample evaluation questionnaire for assessing reaction. Or, you might assess trainees’ learning by testing their new knowledge. For behavioral change, perhaps assess the effectiveness of a supervisory performance appraisal training program by asking that person’s subordinates a series of questions.
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40. Summary New employees must be trained
There is more to orienting employees than introducing them to coworkers
ADDIE outlines the training process
Specific training methods were covered
New managers often get on-the-job training
Managers must execute organizational change programs
Organizational training efforts
In this chapter, we have covered and discussed the following areas:
New employees must be trained
There is more to orienting employees than introducing them to coworkers
ADDIE outlines the training process
Specific training methods were covered
New managers often get on-the-job training
Managers must execute organizational change programs
Organizational training efforts
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