Training and Development

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Date @October 13, 2023

Orienting New Employees

Employee orientation

a.k.a onboarding

provides new employees with basic background information they need to do their jobs

help them start becoming emotionally attached to and engaged in the firm

Four things to be accomplished:

make the new employee feel welcome and at home and part of the team

make sure that they have the basic information to function effectively (e-mail
access, personnel policies and benefits, work expectations)

help them understand the organization in a broad sense (history, culture, and vision
of the future)

start socializing the person into the firm’s work culture and ways of doing things

The Process

onboarding ideally begins before the person’s first day

on the first day, colleagues should know the new employee is starting

on subsequent days, the new employee should meet colleagues in different

departments

after about two weeks, speak with the employee to identify any concerns

HR specialists perform the first part of the orientation by explaining basic matters
(e.g. working hours and benefits)

supervisors explain the department’s organization, introduction to colleagues, and

familiarization with the workplace

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 at a minimum, the orientation process should provide the ff. information:

employee benefits

personnel policies

safety measures and regulations

facilities tour

new employees should receive employee handbooks

should include a disclaimer stating that nothing in the handbook should be

treated as a binding contract and that all employment is on an at will basis

new employees should be encouraged to engage in activities that will enable them
to “learn the ropes”

integration and socialization are highly influenced by coworkers’ and supervisors’

behavior

Training Process

Training

happens directly after orientation

giving new or current employees the skills that they need to perform their jobs

training fosters engagement

negligent training is when an employer trains inadequately, and the employee

subsequently harms a third party

Instructional System

composed of:

Problem Diagnosis

Performance Analysis, Need Analysis, or Skills Gapping

Program Design

Program Delivery

Program Evaluation

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 Systems Approach

gives important impetus to the establishment of objectives and evaluation criteria

ADDIE Five-Step Training Process

ADDIE Five-Step Training Process

a training model that means Analysis, Design, Develop, Implement, and Evaluate

Overview:

Analyze the training need

Design the overall training program

Develop the course (creating training materials)

Implement training

Evaluate the course’s effectiveness

Analyzing Training Needs

Strategic Training Needs Analysis

having strategic goals (expansion of business) often mean the firm will have to fill
new jobs

strategic training needs analysis identifies the training that employees will need to
fill future jobs

Task Analysis

particularly with lower-level workers or new workers

the aim is to give new employees the skills and knowledge they need to do the job

task analysis is a detailed study of the job to determine what specific skills the job
requires

job descriptions and job specifications list specific duties and skills, which are
the basic reference points in determining the training required

these are supplemented with a task analysis record form

consolidates information regarding required tasks and skills

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 includes tasks, when and how often these are performed, quantity or
quality of performance, work conditions under which task is performed (if
any), skills or knowledge required, and where the task is learned best

Performance Analysis

for underperforming current employees

the process of verifying that there is a performance deficiency and determining

whether these should be corrected through training or other means (such as transfer
to a new department)

begins with comparing the person’s actual performance to what it should be

helps to confirm that there is a deficiency and identify its cause

uncovering why performance is down is the heart of performance analysis

distinguish between can’t do tasks and won’t do tasks

Can’t Do

identify its causes

it may be due to unawareness of job expectations, lack of tools, no job

aids, or inadequate training

can be solved through training

Won’t Do

employees could do a good job if they wanted to

better solution might be to change incentives rather than training

Competencies-oriented Training

trainees learn through a mix of real-world exercises, teamwork, classes, and online
resources under a learning coach

the aim is to show mastery of competencies

starts with a list of competences to be learned, criteria for assessing mastery, and
examples of competencies

projects are then completed by assessees and assessors evaluate their competencies

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 competency model consolidates a precise overview of competencies someone
would need to do the job well

Designing the Training Program

means planning the overall training program

includes training objectives, delivery methods, and program evaluation

should include summaries of how the training environment is planned to set, possible
training program content, training program budget, and technology to be used

substeps include:

setting performance objectives

creating a detailed training outline

choosing a program delivery method

verifying the overall program design with management

Setting Learning Objectives

clearly define the program’s desired learning outcomes

a trainer’s job is to unearth broad reasons behind client’s training requests and turn them
into tangible program outcomes

example:

Client⇒ “We need sales training”

Tangible program outcome ⇒ “Improved product knowledge”

learning objectives should specify in measurable terms what the trainee should be able
to do after successfully completing the training program

learning objectives should adress any performance deficiencies and be practical, given
the ff. constraints:

Financial

include development costs, direct and indirect costs of trainers’ time,

participant compensation, and cost of evaluation

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 prepare to defend the program on a benefits vs. costs basis

ensuring that the cost is worth it given the benefits of the program

Time

may require reducing desirable learning objectives

Creating a Motivational Learning Environment

Learning requires both ability and motivation

the training should address several trainee-ability issues such as accommodation of

differences in trainee abilities nad the need for remedial training

in terms of motivation, the trainees peers and supervisor must support the training effot
and top management should visibly support the program

Motivation Theories

Behavior Modification

training should provide opportunities for positive reinforcement

Expectancy Theory

trainees need to know they have the ability to succeed

the value of them completing the program is high

Self-Efficacy

trainees must believe they have the capacity to succeed

Motivational Points

Making the Learning Meaningful

Provide an overview of the material and why it is important

Use familiar examples

Organize information and present them logically

Use visual aids

Create a perceived training need in trainees’ minds

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 talk with the trainee about why they enrolled, what they expect to learn,
and how they can use it for the job

create a desire to learn

Set goals at the start of the program

Make Skills Transfer Obvious and Easy

Maximize similarity between the training situation and work situation

Provide adequate practice

Identify each feature of the machine and/or step in the process

Direct trainees’ attention to important aspects of the job

Provide “heads-up” situation

letting trainees know possible negative occurrences in the job

Let trainees pace themselves as this makes them learn best

Intermingle opportunities for trainees to use skills or knowledge throughout the

training

Exercises or simulations

Reinforce the Learning

Make sure the learner gets plenty of feedback

Immediately reinforce correct responses

Partial-day training is generally superior to full-day training

Provide follow-up assessments

Incentivize

Ensure Transfer of Learning to the Job

Prior to training,

get trainee and supervisor input in designing the program

institute a training attendance policy

encourage employees to participate

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 During training,

provide trainees with training experiences and conditions that resemble

actual work environment

After training,

reinforce what trainees learned (reward them for using new skills)

Developing the Program

means actually assembling the program’s training content and materials

choosing the specific content to be presented

designing/choosing the specific instructional methods

training equipment and materials (gadgets and other tech)

Design is more focused on training program flow (no materials are created or assembled
here), while Development is more focused on training program materials

a small pilot study may be conducted to validate the program before it is fully implemented

Implementing the Training Program

actually providing the training

Practical steps:

Before - send announcements in advance and make sure participants have pretraining
materials

During - provide a contact for questions and guidance

After - ascertain that there is transfer of lernings to the job

Training Methods

On-the-Job Training

having a person learn a job by actually doing it

Types:

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 Coaching or Understudy Method

an experienced worker or trainee’s supervisor trains the employee

may involve simply observing the trainer or having the trainer show the new
employee the ropes step-by-step

Job rotation

an employee moves from job to job at planned intervals

Special assignment

give lower-level executives firsthand experience in working on actual

problems

Peer training

a.k.a. Action Learning

several employees will spend several days per week over several months
learning what the technology or change will entail

these employees spread the new skills and values to their colleagues back on
the job

Mentoring

a figure who is often 8-15 years older and 2 or 3 levels above provides career
advice

trainee often picks up mentor’s friends and enemies (guilt by association)

Apprenticeship Training

people become skilled workers through a combination of formal learning and long-term
on-the-job training under a master craftsperson’s tutelage

Informal Learning

a.k.a. Buddy System

70/20/10 Notation

70% of job learning occurs informally on or off the job

20% on social interactions (between employees)

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 10% on actual formal training

examples include participating in meeting, coaching others, attending conferences,

searching the net, working with customers, job rotation, reading books and journals, etc.

the main point is that learning occurs passively through experience and through
interactions with little impact from formal training

Job Instruction Training

listing each job’s basic tasks along with key points

provides step-by-step training for employees

trainee tries to replicate the methods and receives feedback from the trainer

Lectures

quick and simple way to present knowledge to large groups of trainees

Programmed Learning

step-by-step, self-learning method

Consists of three parts:

Presenting questions, facts, or problems to the learner

Allowing the learner to respond

Providing built-in feedback on the accuracy of answers, with instructions on what

to do next

presents facts and follow-up questions frame by frame

the next question often depends on how the learner answers the previous question

Advantages:

reduces training time

letting trainees learn at their own pace

getting immediate feedback

reducces risks for error

Intelligent tutoring systems

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 learn what questions and approaches worked for the learner and adjusts
instructional sequence to the learner’s unique needs

Behavior Modeling

involves showing trainees the “model” way of doing something, letting trainees practice
that way, and giving feedback

Basic procedure:

Modeling - trainees watch live or video examples of models behaving in a problem

situation

Role-playing - trainees get roles to play in a simulated situation; they are to practice
effective behaviors as demonstrated by the models

Social reinforcement - trainer provides positive reinforcement through praise and

constructive feedback

Transfer of Training - trainees are encouraged to apply their new skills when they
are back on their jobs

Audiovisual-Based Training

using DVDs, films, PowerPoint, and audiotapes

Vestibule Training

trainees learn on the actual or simulated equipment, but are trained off the job (in a
separate room or vestibule)

necessary when it is too costly or dangerous to train employees on the job

costly in terms of slowed productivity by new workers

dangeous in terms of job context (e.g. pilots)

Electronic Performance Support Systems (EPSS)

computerized tools and displayes that automate training, documentation, and phone
support

considered as modern job aids

sets of instructions, diagrams, or similar methods available at the job to guide the
worker

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 work particularly well on complex jobs that require multiple steps or where it is
dangerous to miss a step

Videoconferencing

delivering programs over broadband lines, the Internet, or satellite

Computer-Based Training

uses interactive computer-based systems to increase knowledge or skills

system lets trainees replay the lessons and answer questions

especially effective when paired with actual practice under a trainer

it is increasingly realistic because the objective is to inject realism into the training

Virtual reality puts the trainee in an artificial 3D environment that stimulates events
and situations experienced on the job

Online/Internet Based Training

helps by allowing employees to get their training on demand without interfereing with
their daily duties

Learning Management Systems

special software tools that support online training by helping employers identify
training needs and to schedule, deliver, assess, and manage the online training itself

Online Learning Elements

Learning Portals

offers employees online access to training courses

Virtual Classroom

uses collaboration software to enable multiple remote learners to participate

remotely in live audio and visual presentations, communicate via written text,
and learn via content such as PPT slides

Mobile and Micro Learning

delivering learning content on the learner’s demand via mobile devices

wherever and whenever the learner has the time to access it

Lifelong, Literacy, and Diversity Training Techniques

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 Lifelong learning

continuing learning experiences over employees’ time with the firm

aim is to ensure opportunity to learn the skills they need for their jobs and to
expand their horizons

Literacy Training

supervisors teach basic skills by giving employees writing and speaking exercises

Diversity Training

aims to improve cross-cultural sensitivity to foster more harmonious working

relationships

Team Training

focuses on technical, interpersonal, and team management issues

Cross training

training employees to do different tasks or jobs than their own

facilitates job rotation

Implementing Management Development Programs

Management Development

improves maganerial performance

includes in-house programs like courses, coaching, and rotational assignments;

professional programs; online programs; and university programs (MBA)

Importance:

all promoted managers require development to prepare them for their new jobs

facilitates organizational continuity by preparing employees and current managers

to smoothly assume higher-level positions

9-Box Grid

candidate assessment tool that simplifies the task of choosing development candidates

shows Potential from low to medium to high on the vertical axis (x-axis)

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 shows Performance from low to medium to high across the bottom

total of 9 boxes

low potentials/low performers would not move on, while high potential/high
performance most assuredly would move on

Note: individual assessment should always precede development

Development Activities

On-the-Job Training and Job Rotations

Job Rotation

moving managers from department to department to broaden their understanding of

the business and to test their abilities

trainee may be a recent college graduate or senior manager being groomed for
promotion

helps avoid stagnation through constant introductions of new points of view in each
department

helps identify each trainee’s strong and weak points

improves interdepartmental cooperation

widens one’s acquaintances among management

Coaching/Understudy Approach

trainee works directly with a senior manager or with the person they are going to
replace

the latter is responsible for the coaching

the understudy relieves the executive of ccertain responsibilities, giving them a

chance to learn the job

Action Learning

gives managers time to analyze and solve problems in departments other than their
own

Basics:

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 selecting teams of 5 to 25 members

assigning real-world business problems that extend beyond their usual areas of
expertise

structured learning through coaching and feedback

Stretch Assignments

placing employees in jobs and assignments different from and more demanding
than those to which they are accustomed

helps understand the employee’s capabilities

assignments should be challenging, but not overwhelming

Off-the-Job Management Training and Development Techniques

Case Study Method

manager is presented with a written description of an organizational problem to

diagnose and solve

Management Games

teams of managers compete by making computerized decisions regarding realistic

but simulated situations

Gamification of training improves learning

done by using point system, badges, and leaderboards

Outside Seminars

seminars conducted outside the company facilitated by external organizations or

firms

University-Related Programs

executive educations offered by universities in leadership, supervision, etc.

usually graduate schools or business schools

Role-Playing

aim is to create a realistic situation and have trainees assume roles of specific
persons in that situation

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 aim is to develop trainees’ skills in leadership and delegating

Coporate Universities

a.k.a. in-house development centers

company-based method for exposing prospective managers to realistic exercises to

develop improved management skills

even though this is done in the company, it is still “off-the-job” because it does not
require trainees to conduct their actual jobs

Executive Coaches

outside consultants who question the executive’s boss, peers, subordinates, and
family in order to identify the executive’s strengths and weaknesses

counsel the executive so they can capitalize on strengths and overcome weaknesses

Managing Organizational Change Programs

Lewin’s Change Process

Kurt Lewin

all behavior in an organization is a product of two forces:

striving to maintain the status quo

pushing for change

implementing change means reducing the forces for the status quo or building up the
forces for change

Process:

Unfreezing

reducing the forces striving to maintain the status quo

presenting a provocative problem or event to make employees recognize the

need for change

Moving

developing new behaviors, values, and attitudes

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 can be accomplished through organizational structure changes, conventional
training and development activities, and through other organizational
development techniques (like team building)

Refreezing

building the reinforcement to make sure the organization does not slide back
into its former way of doing things

summary: reduce the force for status quo (unfreeze), introduce change (move), change
becomes new status quo (refreeze)

Process for implementing change:

Establish a sense of urgency

Mobilize commitment

through joing diagnoses of problems

Create a guiding coalition

composed of influential people who will serve as missionaries and

implementers

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

Using Organizational Development

Organizational Development

change process in which employees themselves formulate and implement the

change required, often with the assistance of trained consultants

Characteristics:

involves action research

collecting data about a group, department or organization

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 feeding the information back to employees for analysis and hypotheses
development about what the problems might be

applies behavioral science knowledge

changes the organization in a particular direction

empowerment, improved problem solving, responsiveness, quality of

work, and effectiveness

Methods:

Team-building meetings

consultant interviews the members and leader before the meeting

they are asked what their problems are, how they function, and what their
obstacles are

consultant categorizes them into themes

the group ranks these themes in terms of importance

the highest ranking theme will be the agenda of the meeting

survey research

requires employees to complete attitude surveys

the data will be used as basis for problem analysis and action planning

convenient way to unfreeze a company’s management and employees

provide comparative, graphic illustration of the fact that the organization

does have a problem to solve

Evaluating the Training Conducted

Keep in mind that there may be a “sleeper effect” where results take time to show up on the
job

What could be measured for evaluation of training:

participants’ reactions

what the participants have learned

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 to what extent their behavior or results changed as a result of the training

Designing the Study

basic concern is ensuring that the results are directly caused by the training

Time Series Design

taking a series of performance measures before and after the training program

does not guarantee that the training is the cause of the change

Controlled Experimentation

there is an experimental group (ones who attended training) and control group (no
training)

performance is measured before and after training the experimental group

Common Concerns and Suggestions for Improvement

1. Lack of ongoing measurement and revision

some training and development directors have no formal methods to evaluate the
activities

to remedy, one must know what to measure in a training evaluation

2. Big ticket training involves a very real risk that you will become the talent supplier for
your competitors

firms with very good training programs may well attract better candidates

the problem is if the trainees are being retained to recoup training investment

remedy is to monitor turnover rates, who are leaving the company, and explore “string
options” to hold people long enough to make it worthwhile (you must stay on X years,
or you cannot go to a direct competitor for Y years)

3. A key question is whether the trainer is supplying their own limited knowledge or what
the organization really wants and needs

beware of trainers who become “instant experts”

ask for the area of expertise before mentioning a specific project in mind or ask former
clients to check the trainer’s prior work

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 this saves the company resources and ensures that trainees are getting the training they
deserve

4. One should not send mixed or improper signals

training should produce improved performance that will be reinforced via subsequent
rewards

trainees should not be punished for performing more work

training is not so additional tasks are added, but rather to improve the skills and
knowledge of employees

5. Strike the right balance

use a variety of training methods

disadvantage is some employees may be confused or feel overwhelmed

remember that people learn in different ways and at different speeds

6. Enhance the meaningfulness of programs

make sure that trainings are realistic enough to be applied to jobs

this concern is addressed by periodically rotating in experienced people from the field
to conduct training programs

Human Resource Development Principles

Distributed Learning

conducting the program over a long enough period of time for the trainees to be able to
digest and apply the material

Rewards

trainees should be able to see what is in it for them

Feedback

trainees need to know what progress they are making and what mistakes need corection

Motivation

trainees must want to learn

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 pick people who are already motivated

Transfer

training should apply to job actvities

Opportunity to Practice

trainees should be able to try the techniques they are being taught in order to make these
methods part of their repertoire

Learning from Many Sources

heightens the probability that you will get the material through by:

hitting the mode the person computes on

providing a broad base for the points being made which provides helpful
reinforcement

Individual Differences

trainee’s intelligence, motivation, aptitudes, and interests should be taken into account

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