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Chapter 8
Training and Developing Employees

Orienting and Onboarding New Employees

Making sure your employees do know what to do and how to do it is the purpose Of orientation
and training.

The human resources department usually designs the orientation and training programs, but the
supervisor does most of the day-to-day orienting and training.

The Purposes of Employee Orientation/Onboarding

Employee orientation (or onboarding) provides new employees with the basic background information
(such as computer passwords and company rules) they need to do their jobs; ideally it should also
help them start becoming emotionally attached to and engaged in the firm

The manager wants to accomplish four things when orienting new employees:

1. Make the new employee feel welcome and at home and part of the team.
2. Make sure the new employee has the basic information to function effectively (e.g. e-mail
access, personnel policies and benefits, and work behavior expectations.)
3. Help the new employee understand the organization in a broad sense (its past, present,
culture, and strategies and vision of the future).
4. Start socializing the person into the firm’s culture and ways of doing things.

The Orientation Process

Onboarding ideally begins before the person’s first day, with a welcome note, orientation Schedule

On the first day, make sure colleagues know the new employee is starting, and arrange for one or
more of them to take the person to lunch

On subsequent days, the new employee should meet colleagues in other departments. After about
two weeks, speak with the employee to identify any concerns

The length of the onboarding program depends on what you cover

• Facilities Tour, personnel policies, safety measures and regulations.

• HR Specialist – Working hours and benefits.
• Supervisor - the department’s organization + introducing new persons.
• Supervisor should follow up on and encourage new employees to engage in activities.

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Overview of the Training Process
Directly after orientation, training should begin.

Training means giving new or current employees the skills that they need to perform their jobs, such
as showing new salespeople how to sell your product.

Training might involve having the current jobholder explain the job to the new hire, or multiweek
classroom or Internet classes.

Training is important. Why?

• If high-potential employees don’t know what to do and how to do it, they will improvise.
• High achievers often begin looking for new positions due to dissatisfaction with inadequate
training.
• Training fosters engagement.

For example, Coca-Cola UK uses employee development plans, training, and leadership development
to attract and retain the best employees and inspire their engagement.

Aligning Strategy and Training

The employer’s strategic plans should guide its long-range training goals.

In essence, the task is to identify the employee behaviors the firm will need in order to execute its
strategy, and then to deduce what skills and knowledge employees will need. Then, put in place
training goals and programs to instill these competencies.

The strategic changes affected the skills that employees required, and therefore its training and other
staffing policies.

The ADDIE Five-Step Training Process

The employer should use a rational training process. The gold standard here is still the basic
(ADDIE) training process model

1. Analyze the training need.

2. Design the overall training program.
3. Develop the course (actually assembling/creating the training materials).
4. Implement training, by actually training the targeted employee group using methods such
as on-the job or online training.
5. Evaluate the course’s effectiveness.

Each of these five steps will be subsequently addressed.

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Step 1: Analyzing the Training Needs
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.

How you analyze current training needs depends on whether you’re training new or current
employees.

New Employees: Task Analysis for Analyzing Training Needs

Particularly with lower level workers, it’s customary to hire inexperienced personnel and train them.

- The aim here is to give these new employees the skills and knowledge they need to do the
job.
- 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.
- Task analysis is a detailed study of the job to determine what specific skills (like reading
spreadsheets) the job requires.
- Here job descriptions and job specifications are essential. They list the job’s specific duties and
skills, which are the basic reference points in determining the training required.
- Managers also uncover training needs by reviewing performance standards, performing the
job, and questioning current jobholders and supervisors
- Some managers supplement the job description and specification with a task analysis record
form.

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Current Employees: Performance Analysis of Training Needs

For underperforming current employees, you can’t assume that training is the solution. In other words,
is it lack of training, or something else? performance may be down due to poor motivation

- Performance analysis is the process of verifying that there is a performance deficiency and
determining whether the employer should correct such deficiencies through training or some
other means (like transferring the employee).
- Performance analysis begins with comparing the person’s actual performance to what it should
be. Uncovering why performance is down is the heart of performance analysis.
- Performance analysis helps the manager to identify its cause. The aim here is to distinguish
between can’t-do and won’t-do problems.
- Ways to identify how a current employee is doing include:
o Performance appraisals
o Job-related performance data (including productivity, absenteeism and tardiness,
grievances, waste, late deliveries, product quality, repairs, and customer complaints)
o Observations by supervisors or other specialists
o Interviews with the employee or his or her supervisor
o Tests of things like job knowledge, skills, and attendance
o Attitude surveys
o Individual employee daily diaries
o Assessment center results
o Special performance gap analytical software, such as from Saba Software, Inc

Competency Profiles (Models) in Training and Development

Employers often focus on building work-related competencies or skills. Competencies-oriented

training is similar to other training. Trainees often learn through a mix of real-world exercises,
teamwork, classes, and online resources, under a learning coach; the aim is to show mastery of
particular competencies.

This often involves starting with a list of competencies to be learned, criteria for assessing
competencies mastery, and examples of the competencies (such as using a spreadsheet). Students then
complete their projects and assessors evaluate their competencies.

Step 2: Designing the Training Program

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. Substeps 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.

The design should include summaries of how you plan to set a training environment that motivates
your trainees both to learn and to transfer what they learn to the job. It is also here that the manager
reviews possible training program content (including workbooks, exercises, and activities), and
estimates a training program budget. If the program will use technology, the manager should include a
review of the technology as part of the analysis.

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Specific Design Issues.

Visit the textbook P.245-246 for more information about guidelines on the following design issues:

- Setting Learning Objectives

- Creating A Motivational Learning Environment
- Make the Learning Meaningful
- Make Skills Transfer Obvious and Easy
- Reinforce the Learning
- Ensure Transfer of Learning to The Job

Step 3: Developing the Program

Program development means actually assembling the program’s training content and materials.

It means choosing the specific content the program will present, as well as designing/choosing the
specific instructional methods (lectures, cases, Web-based, and so on) you will use. Training equipment
and materials include (for example) iPads, workbooks, lectures, PowerPoint slides, Web- and
computer-based activities, course activities, and trainer resources (manuals, for instance).

Some employers create their own training content, but there’s also a vast selection of online and
offline content.

Once you design and develop the training program, management can implement it.

Step 4: Implementing the Program

Note: The implementation step will be addressed on two levels. First, Implementing
employee training programs (Step 4a). Then, the implementation of the management
development programs (Step 4b).

Step 4a: Implementing the Program

Implement means actually provide the training, using one or more of the instructional methods we
discuss next.

On-the-Job Training

On-the-job training (OJT) means having a person learn a job by actually doing it. Every employee,
from mailroom clerk to CEO, should get on-the-job training when he or she joins a firm. In many
firms, OJT is the only training available. OJT has many types:

- Coaching or understudy method. The most familiar on-the-job training method. Here, an
experienced worker or the trainee’s supervisor trains the employee through simply
observing the supervisor, or (preferably) having the supervisor or job expert show the new
employee the ropes, step-by-step.
- Job rotation, in which an employee (usually a management trainee) moves from job to job
at planned intervals, is another OJT technique.
- Special assignments similarly give lower-level executives firsthand experience in working
on actual problems.
- Many firms use peer training for OJT.

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Apprenticeship Training

Apprenticeship training is a process by which people become skilled workers, usually through a
combination of formal learning and long-term on-the-job training, often under a master craftsperson’s
tutelage
Informal Learning

Training experts use the notation “70/20/10” to show that as a rule, 70% of job learning occurs
informally on or off the job, 20% reflects social interactions (for instance, among employees on the
job), and only 10% is actual formal training

A sampling of what would constitute informal training would include participating in meetings, coaching
other people, attending conferences, searching the Internet for information, working with customers,
job rotation, reading books and journals, playing video games, and watching TV.

Employers may facilitate informal learning through Placing tools in cafeteria or installing whiteboards
with markers can facilitate informal learning. Employees eat together, and through their interactions
learn new ideas and build stronger relationships.

Job Instruction Training

Many jobs consist of a sequence of steps best learned step-by-step. Such step-by-step training is called
job instruction training (JIT). First, list the job’s required steps (let’s say for using a mechanical paper
cutter) each in its proper sequence. Then list a corresponding “key point” (if any) beside each step.
The steps in such a job instruction training sheet show trainees what to do, and the key points show
how it’s to be done—and why, as follows:

Lectures

Lecturing is a quick and simple way to present knowledge to large groups of trainees, as when the
sales force needs to learn a new product’s features. P.250 includes some guidelines for presenting a
lecture.

Programmed Learning

Whether the medium is a textbook, iPad, or the Internet, programmed learning is a step-by-step,
systematic learning method that consists of three parts:

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 1. Presenting questions, facts, or problems to the learner
2. Allowing the person to respond
3. Providing feedback on the accuracy of answers, with instructions on what to do next

Programmed learning presents facts and follow-up questions frame by frame. What the next question
is often depends on how the learner answers the previous question. The built-in feedback from the
answers provides reinforcement.

Programmed learning reduces training time. It also facilitates learning by letting trainees learn at their
own pace, get immediate feedback, and reduce their risk of error.

Behavior Modeling

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:

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.

Vestibule Training

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

Vestibule training is necessary when it’s too costly or dangerous to train employees on the job. Putting
new assembly-line workers right to work could slow production, for instance, and when safety is a
concern—as with pilots—simulated training may be the only practical alternative.

Videoconferencing

Videoconferencing involves delivering programs over broadband lines, the Internet, or satellite.
Vendors such as Cisco offer videoconference products such as Webex and TelePresence.

Computer-Based Training

Computer-based training (CBT) uses interactive computer-based systems to increase knowledge or

skills. The system lets trainees replay the lessons and answer questions and is especially effective when
paired with actual practice under a trainer.

Interactive multimedia training integrates text, video, graphics, photos, animation, and sound to
create a complex training environment with which the trainee interacts

For example, In training a physician, for instance, such systems let medical students take a hypothetical
patient’s medical history, conduct an examination, and analyze lab tests. The students can then
interpret the data and make a diagnosis.

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Simulated Learning and Gaming Such as “virtual reality-type games,” “step-by-step animated guide,”
“scenarios with questions and decision trees overlaying animation,” and “online role-play with photos
and videos is a good example for the CBT.

One simulated scenario involves a plane crash. So realistic that it’s “unsettling,” trainees including
firefighters and airport officials respond to the simulated crash’s sights and sounds via pointing devices
and radios

Online/Internet-Based Training

Most employers are moving from classroom-based to online-based learning because of the efficiencies
involved.

Employers use online learning to deliver almost all the types of training we’ve discussed to this point.

The need to teach large numbers of students remotely, or to enable trainees to study at their leisure,
often makes e-learning attractive.

Learning management systems (LMS) are special software tools that support online training by helping
employers identify training needs and to schedule, deliver, assess, and manage the online training itself.
The following are some manifestation / applications for the Online/internet-based Training

- Learning Portals - A learning portal offers employees online access to training courses.
- The Virtual Classroom - A virtual classroom uses collaboration software to enable multiple
remote learners, using their PCs, tablets, or laptops, to participate remotely in live audio and
visual discussions, communicate via written text, and learn via content such as PowerPoint
slides.
- Mobile and Micro Learning - More and more learning and development is being
“microsized” and delivered through mobile devices. For example, trainees can take full online
courses using dominKnow’s (www.dominknow.com) iPhone-optimized Touch Learning
Center Portal.

Team Training

Teamwork doesn’t always come naturally. Companies devote many hours to training new employees
to listen to each other and to cooperate. Many employers use team training to build more cohesive
management teams. Some use outdoor “adventure” training for this.

Team training focused on technical, interpersonal, and team management issues.

- Technical Training. Encouraging team employees to learn each other’s jobs, to encourage
flexible team assignments. Cross training means training employees to do different tasks or
jobs than their own; doing so facilitates job rotation, as when you expect team members to
occasionally share jobs or parts of jobs. Thus, some auto dealerships cross train sales and
finance employees, so they each learn more about the challenges and details of selling and
financing cars
- Interpersonal skills training such as in listening, communicating, handling conflict, and
negotiating.
- Team management skills, for instance, in problem solving, meetings management, consensus
decision making, and team leadership.

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Step 4b: Implementing Management Development Programs
Management development is any attempt to improve current or future managerial performance
by imparting knowledge, changing attitudes, or increasing skills.

It includes in-house programs like courses, coaching, and rotational assignments; professional
programs like those given by SHRM; online programs from various sources; and university programs
like MBAs.

Management development is important for several reasons.

- Promotion from within is a major source of management talent.

- Management development facilitates organizational continuity, by preparing employees and
current managers to smoothly assume higher-level positions.

Strategy’s Role in Management Development

Management development programs should reflect the firm’s strategic plans. For example, strategies
to enter new businesses or expand overseas imply that the employer will need succession plans to
obtain and/or develop managers who have the skills to manage these new businesses

Candidate Assessment and the 9-Box Grid

How does an employer choose who to send through an expensive development program?

The 9-Box Grid is one tool. 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.

The grid can simplify, somewhat, the task of choosing development candidates.

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Popular development activities are:

Managerial On-the-Job Training and Rotation

Managerial on-the-job training methods include job rotation, the coaching/understudy approach, and
action learning.

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. Normally, the
understudy relieves the executive of certain responsibilities, giving the trainee a chance to learn the
job.

Action Learning - Action learning programs give managers released time to work analyzing and solving
problems in departments other than their own. It is one of the fastest-growing leadership development
techniques,

Stretch assignments are assignments that “push employees beyond their comfort zone,” placing them
in jobs and assignments different from and more demanding than those to which they are accustomed.
The critical issue here is to understand the employee’s capabilities: The assignment should be
challenging but not overwhelming.

Off-the-Job Management Training and Development Techniques

There are also many off-the-job methods for training and developing managers.

The case study method has trainees solve realistic problems after studying written or video case
descriptions. The person then analyzes the case, diagnoses the problem, and presents his or her
findings and solutions in a discussion with other trainees. Integrated case scenarios create long-term,
comprehensive case situations.

Computerized management games enable trainees to learn by making realistic decisions in

simulated situations. For example, Interpret is a team exercise that “explores team communication,
the management of information and the planning and implementation of a strategy.

Outside Seminars - Numerous companies and universities offer Web-based and traditional classroom
management development seminars and conferences. For instance, its offerings range from
“developing your emotional intelligence” to “assertiveness training,” “assertiveness training for
managers,” “assertiveness training for women in business,” “dynamic listening skills for successful
communication,” and “fundamentals of cost accounting

University-Related Programs Many universities provide executive education in leadership,

supervision, and the like. Many employers want customized programs.

Role-Playing - The aim of role-playing is to create a realistic situation and then have the trainees
assume the parts (or roles) of specific persons in that situation. Each trainee gets a role.

Corporate Universities - Many firms establish in-house development centers (often called corporate
universities). As with management development in general, the best corporate universities
- Actively align offerings with corporate goals
- Focus on developing skills that support business needs
- Evaluate learning and performance
- Use technology to support learning
- Partner with academia

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Executive Coaches Many firms retain executive coaches to help develop their top managers’
effectiveness. An executive coach is an outside consultant who questions the executive’s boss, peers,
subordinates, and (sometimes) family in order to identify the executive’s strengths and weaknesses,
and to counsel the executive so he or she can capitalize on those strengths and overcome the
weaknesses.

Step 5: Evaluating the Training Effort

Training Effects to Measure

The widely used Kirkpatrick Model of training evaluation (named for its developer) lists four training
effects employers can measure:184

1. Reaction. Evaluate trainees’ reactions to the program. Did they like the program? Did they think
it worthwhile?

2. Learning. Test whether they learned the principles, skills, and facts they were supposed to learn
by testing their new knowledge

3. Behavior. Ask whether the trainees’ on-the-job behavior changed because of the training program.
For example, are employees in the store’s complaint department more courteous toward disgruntled
customers?

4. Results. Most important, ask, “What results did we achieve, in terms of the training objectives
previously set?” For example, did the number of customer complaints diminish? Reactions, learning,
and behavior are important. But if the training program doesn’t produce measurable performance-
related results, then it probably hasn’t achieved its goals

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