Chapter 8

Training and Developing Employees

 LEARNING OUTCOMES

1. Summarize the purpose and process of employee orientation.

2. List and briefly explain each of the four steps in the training process.
3. Discuss how you would motivate trainees.
4. Describe and illustrate how you would identify training requirements.
5. Explain how to distinguish between problems you can fix with training and those you can’t.
6. Explain how to use five training techniques.
 Orienting and Onboarding new Employees
 Employee orientation
– Induction program
– A procedure for providing new employees with basic background information about the firm.
– Systematic and planned introduction of employees to their jobs, coworkers and the
organization.
– Supervisor/Manager role (day-to-day orienting and supervising)
– HR department role
 A successful orientation should accomplish four things for new employees:
– Make them feel welcome and at ease and part of the team.
– Help them understand the organization in a broad sense (its past, present, culture, and
strategies and vision of the future).
– Make clear to them what is expected in terms of work and behavior.
– Start socializing the person into the firm’s culture and ways of doing things.
 Purpose of Orientation

Orientation Helps New Employees

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

Company organization and

Employee benefit information
operations

Safety measures
Personnel policies Employee Orientation and regulations

Daily routine Facilities tour

Employee Engagement Guide for
Managers: Onboarding at Toyota

In many firms today, orientation goes well beyond providing

basic information about things like work hours.
Onboarding at Toyota Motor Manufacturing USA illustrates
this.
While it does cover routine topics such as company
benefits, 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.
The initial program takes about 4 days:
Day 1:

The first day begins early and includes an overview of the

program, a welcome to the company, and a discussion of
the firm’s organizational structure and human resource
department by the firm’s human resources
vice president.
He or she devotes about an hour and a half to discussing
Toyota history and culture, and about 2 hours to employee
benefits. Managers then spend several hours discussing
Toyota’s commitment to quality and teamwork.
Day 2:

A typical second day focuses first on the importance of

mutual respect, teamwork, and open communication at
Toyota.
The rest of the day covers topics such as safety,
environmental affairs, and the Toyota production
system.
Day 3:

Given the importance of working in teams at Toyota, this day

begins with 2 ½ to 3 hours devoted to communication
training, such as “making requests and giving feedback.”
The rest of the day covers matters such as Toyota’s
problem-solving methods, quality assurance, hazard
communications,
and safety.
Day 4:

Topics today include teamwork training and the Toyota

suggestion system.
This session also covers what work teams are responsible
for and how to work together as a team.
The afternoon session covers fire prevention and
fire extinguisher training.
By the end of day 4, new employees should be well on their
way to being engaged in Toyota’s ideology, in particular its
mission of quality and its values of teamwork, continuous
improvement, and problem solving.
 New Employee
Departmental Orientation
Checklist

Source: UCSD Healthcare. Used

with permission.

Figure 8–1
 The Training Process
 Training
– The process of teaching new employees the basic skills they need to perform their jobs.
– Training is important if even high-potential employees don’t know what to do and how to
do it, they will improvise or do nothing useful at all.
– Training fosters engagement.
– Coca-Cola UK and Google examples--- to build a great workforce

– Disadvantages/Legal aspects of training:

– Discrimination: Selecting which employee to train
– Inadequate training can also expose the employer to liability for negligent training-
(provide adequate training particularly where employees work with dangerous
equipment),
 Aligning Strategy and Training
 The employer’s strategic plans should govern its training goals i.e., to identify the employee
behaviors the firm will need to execute its strategy, and then from that deduce what
competencies (for instance, skills and knowledge) employees will need.
 Then, put in place training goals and programs to instill these competencies
 Performance management: the process employers use to make sure employees are
working toward organizational goals.
– Training fosters employee learning, which results in enhanced organizational performance
• Web-based training
• Distance learning-based training
• Cross-cultural diversity training
 The Training and Development Process
 Needs analysis
– Identify job performance skills needed, assess prospective trainees' skills, and develop
objectives.
 Instructional design
– Design/Produce the training program content, including workbooks, exercises, and
activities.
 Validation/Develop the course
– Presenting (trying out) the training to a small representative audience.
 Implement the program
– Actually, training the targeted employee group using methods such as on-the-job or online
training.
 Evaluation: the course’s effectiveness.
 Conducting the Training needs analysis
 The training needs analysis may address the employer’s strategic/longer term training
needs and/or its current training needs.
 Strategic Training needs analysis: Strategic goals (perhaps to enter new lines of
business or to expand abroad) often mean the firm will have to fill new jobs.
 Strategic training needs analysis identifies the training employees will need to fill these
future jobs.
 Current Training needs analysis: Most training efforts aim to improve current
performance—specifically training new employees, and those whose performance is
deficient.
 The main task for new employees is to determine what the job entails and to break it down
into subtasks, each of which you then teach to the new employee.
 Analyzing current employees’ training needs is more complex, because you must also
ascertain whether training is the solution.
 For example, performance may be down due to poor motivation.
 Analyzing Training Needs
 Managers use task analysis to identify new employees’ training needs and performance
analysis to identify current employees’ training needs.

 Task analysis
– A detailed study of a job to identify the specific skills required, especially for new
employees.
– For task analysis, job descriptions and job specifications are essential.
 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).
Task Analysis
Record Form

Table 8–1
 Ways to identify how a current employee is doing include:

 Performance appraisals
 Job-related performance data (including productivity, absenteeism and tardiness, grievances,
waste, late deliveries, product quality, repairs, equipment utilization, and customer
complaints)
 Observations by supervisors or other specialists
 Interviews with the employee or his or her supervisor
 Tests of things like job knowledge, skills, and attendance
 Attitude surveys
 Individual employee daily diaries
 Assessment center results
 Designing the Training Program
 Design means planning the overall training program including
 Training objectives,
 Delivery methods, and
 Program evaluation.
 Sub-steps include setting performance objectives, creating a detailed training outline (all
training program steps from start to finish), choosing a program delivery method (such as
lectures or Web), and verifying the overall program design with management.

 Creating a motivational learning environment

 The manager reviews possible training program content (including workbooks, exercises,
and activities), and estimates a budget for the training program.
 Learning requires both ability and motivation.
 Make the Learning Meaningful
 At the start of training, provide a bird’s-eye view of the material to be presented to
facilitate learning.
 Use a variety of familiar examples.
 Organize the information so you can present it logically, and in meaningful units.
 Use terms and concepts that are already familiar to trainees.
 Use as many visual aids as possible.
 Goal Setting
 Make Skills Transfer Easy

Make it easy to transfer new skills and behaviors from the training site to the job site:

 Maximize the similarity between the training situation and the work situation.
 Provide adequate practice.
 Label or identify each feature of the machine and/or step in the process.
 Direct the trainees’ attention to important aspects of the job.
 Provide “heads-up” preparatory information that lets trainees know they might happen
back on the job.
 Implementing the Training Program
Training Methods
 On-the-job training (OJT)
– Having a person learn a job by actually doing the job.
 OJT methods
– Coaching or understudy (experienced worker or supervisor)
– Job rotation
– Special assignments (lower level executives)
– Peer training
 Advantages
– Inexpensive
– Immediate feedback
 Steps in OJT
 Step 1: Prepare the learner
– Put the learner at ease—relieve the tension.
– Explain why he or she is being taught.
– Create interest, encourage questions, find out what the learner already knows about this or
other jobs.
– Explain the whole job and relate it to some job the worker already knows.
– Place the learner as close to the normal working position as possible.
– Familiarize the worker with equipment, materials, tools and trade terms
 Step 2: Present the operation
– Explain quantity and quality requirements.
– Go through the job at the normal work pace.
– Go through the job at a slow pace several times, explaining each step and key points.
Between operations, explain the difficult parts, or those in which errors are likely to be
made.
 Step 3: Do a tryout
– Have the learner go through the job several times, slowly, explaining each step to you.
– Correct mistakes and, if necessary, do some of the complicated steps the first few times.
– Run the job at the normal pace.
– Have the learner do the job, gradually building up skill and speed.
– As soon as the learner demonstrates ability to do the job, let the work begin
 Steps in OJT (cont’d)

 Step 4: Follow up
– Designate to whom the learner should go for help.
– Gradually decrease supervision, checking work from time to time against quality and
quantity standards.
– Correct faulty work patterns before they become a habit. Show why the learned method
is superior.
– Compliment good work; encourage the worker until he or she is able to meet the
quality and quantity standards.
Training Methods (cont’d)

 Apprenticeship training
– A structured process by which people become skilled workers through a
combination of classroom instruction (formal learning) and on-the-job training.
 Informal learning
– The majority of what employees learn on the job they learn through informal means of
performing their jobs and interacting with colleagues on a daily basis.
 Job instruction training (JIT)
– Listing each job’s basic tasks, along with key points, in order to provide step-by-step
training for employees
 Training Methods (cont’d)
 Effective lectures
– Help listeners follow your ideas.
– Don’t start out on the wrong foot.
– Keep your conclusions short.
– Be alert to your audience.
– Maintain eye contact with the trainees.
– Make sure everyone in the room can hear.
– Control your hands.
– Break a long talk into a series of five-minute talks.
– Practice.
 Programmed Learning

 Programmed instruction (PI)

 programmed learning is a step-by-step, self-learning method that consists of three parts:
• Presenting questions or facts/problem
• Allowing the person to respond
• Giving the learner immediate feedback on the accuracy of his or her answers
 Advantages
– Reduced training time
– Self-paced learning
– Immediate feedback
 Behavior modeling
Behavior modeling involves (1) showing trainees the right (or “model”) way of doing
something, (2) letting trainees practice that way, and then (3) giving feedback on the
trainees’ performance.
The basic procedure is as follows:

1. Modeling. First, trainees watch live or video examples showing models behaving effectively in a
problem situation. Thus, the video might show a supervisor effectively disciplining a subordinate, if
teaching “how to discipline” is the aim of the training program.
2. Role-playing. Next, the trainees get roles to play in a simulated situation; here they are to
practice the effective behaviors demonstrated by the models.
3. Social reinforcement. The trainer provides reinforcement in the form of praise and constructive
feedback.
4. Transfer of training. Finally, trainees are encouraged to apply their new skills when they are
back on their jobs.
 Training Methods (cont’d)

 Audiovisual-based training
– To expose trainees to events not easily demonstrable in live lectures.
– To meet the need for organization wide training and it is too costly to move the trainers
from place to place.
– Although increasingly replaced by Web-based methods, audiovisual-based training
techniques like DVDs, films, PowerPoint, and audiotapes are still used. The Ford Motor
Company uses videos in its dealer training sessions to simulate problems and reactions to
various customer complaints, for example.
 Training Methods (cont’d)

 Simulated training (occasionally

called vestibule training)
– Training employees on special off-
the-job equipment so training costs
and hazards can be reduced.
– Computer-based training (CBT)
– Electronic performance support
systems (EPSS)
– Learning portals
 Distance and Internet-Based Training

 Teletraining
– A trainer in a central location teaches groups of employees at remote locations via TV
hookups.
 Videoconferencing
– Interactively training employees who are geographically separated from each other—
or from the trainer—via a combination of audio and visual equipment.
 Training via the Internet
– Using the Internet or proprietary internal intranets to facilitate computer-based training.
 Implementing Management Development Programs
 Management development
– Any attempt to improve current or future management performance by imparting
knowledge, changing attitudes, or increasing skills.
– It includes in-house programs like courses, coaching, and rotational assignments;
professional programs; online programs from various sources; and university
programs like executive MBAs.
 Succession planning
– A process through which senior-level openings are planned for and eventually filled.
• Anticipate management needs
• Review firm’s management skills inventory
• Create replacement charts
• Begin management development
• Assessing all the candidates and selecting those who will actually fill the key positions
 Managerial on-the-Job Training

 Job rotation
– Moving managers from department to department to broaden their understanding of the
business and to test their abilities.
– Avoid stagnation
– Improve interdepartmental cooperation and widens the acquaintances among
management.
 Coaching/Understudy approach
– The trainee works 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
– Management trainees are allowed to work full-time analyzing and solving problems in other
departments
 Off-the-Job Management Training and Development Techniques

 Case study method

– Managers are presented with a description of an organizational problem to diagnose
and solve.
– They then analyzes the case, diagnoses the problem, and presents his or her findings
and solutions in a discussion with other trainees.
Management game
Teams of managers compete by making realistic decisions in simulated situations.
 Outside seminars
– Many companies and universities offer Web-based and traditional management
development
 Off-the-Job Management Training and Development Techniques (cont’d)

 Role playing
– Creating a realistic situation in which trainees assume the roles of persons in that
situation.
 Behavior modeling
– Modeling: showing trainees the right (or “model”) way of doing something.
– Role playing: having trainees practice that way
– Social reinforcement: giving feedback on the trainees’ performance.
– Transfer of learning: Encouraging trainees apply their skills on the job
 Off-the-Job Management Training and Development Techniques (cont’d)

 Corporate universities
– Provides a means for conveniently coordinating all the company’s training efforts and
delivering Web- based modules that cover topics from strategic management to
mentoring.
 In-house development centers
– A company-based method for exposing prospective managers to realistic exercises
to develop improved management skills.
 Off-the-Job Management Training and Development Techniques (cont’d)

 Executive coaches
– An outside consultant who questions the executive’s boss, peers, subordinates, and
(sometimes) family in order to identify the executive’s strengths and weaknesses.
– Counsels the executive so he or she can capitalize on those strengths and overcome the
weaknesses.
 Managing Organizational Change Program

 What to change?
– Strategy: mission and vision
– Culture: new corporate values
– Structure: departmental structure, coordination, span of control, reporting relationships,
tasks, decision-making procedures
– Technologies: new systems and methods
– Employees: changes in employee attitudes and skills
 Overcoming Resistance to Change

 What causes resistance?

– All behavior in organizations is a product of two kinds of forces—those striving to
maintain the status quo and those pushing for change.
 Lewin’s Change Process
– Unfreezing: reducing the forces striving to maintain the status quo.
– Moving: developing new behaviors, values, and attitudes, sometimes through
structural changes.
– Refreezing: reinforcing the changes.
 Using Organizational Development
 Organizational development (OD)
– A special approach to organizational change in which employees themselves formulate
and implement the change that’s required with the assistance of trained consultants.
• Usually involves action research.
• Applies behavioral science knowledge.
• Changes the attitudes, values, and beliefs of employees.
• Changes the organization in a particular direction—toward empowerment, improved
problem-solving, responsiveness, quality of work, and effectiveness.
A Sample Training
Evaluation Form

Figure 8–6