Chapter 8

Training and
Developing
Employees

Part Three | Training and Development

Copyright © 2011 Pearson Education, Inc. PowerPoint Presentation by Charlie Cook

publishing as Prentice Hall The University of West Alabama
WHERE WE ARE NOW…

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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.

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LEARNING OUTCOMES (cont’d)
7. List and briefly discuss four management
development programs.

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 Purpose of Orientation
Employee orientation (often called “on boarding” today) provides new
employees with the information they need to function; ideally, though, it should
also help new employees start getting emotionally attached to the firm.

Orientation Helps New

Employees

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

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 The Orientation Process

Employee benefit Company organization

information and operations

Personnel Employee Safety measures

policies Orientation and regulations

Daily Facilities
routine tour

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The Training Process
• Training
 Is the process of teaching new employees
the basic skills they need to perform their jobs
 Is a hallmark of good management
 Reduces an employer’s exposure to negligent
training liability
• Training’s Strategic Context
 The aims of firm’s training programs must make
sense in terms of the company’s strategic goals.
 Training fosters employee learning, which
results in enhanced organizational performance.

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Steps in the Training Process
Training programs consist of four steps.
1. In the needs analysis step: identify the specific knowledge and skills
the job requires, and compare these with the prospective trainees’
knowledge and skills.
2. In the instructional design step: formulate specific, measurable
knowledge and performance training objectives, review possible
training program content (including workbooks, exercises, and
activities), and estimate a budget for the training program.
3. Implement the program: by actually training the targeted employee
group using methods such as on-the-job or online training.
4. In the evaluation step: assess the program’s success (or failures).

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Training, Learning, and Motivation
• Make the Learning Meaningful
1. At the start of training, provide a bird’s-eye view
of the material to be presented to facilitate learning.
2. Use a variety of familiar examples.
3. Organize the information so you can present it
logically, and in meaningful units.
4. Use terms and concepts that are already familiar
to trainees.
5. Use as many visual aids as possible.
6. Create a perceived training need in trainees’ minds.

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Training, Learning, and Motivation (cont’d)
• Make Skills Transfer Easy
1. Maximize the similarity between the training
situation and the work situation.
2. Provide adequate practice.
3. Label or identify each feature of the machine
and/or step in the process.
4. Direct the trainees’ attention to important aspects
of the job.
5. Provide “heads-up,” preparatory information that
lets trainees know what might happen back on
the job.

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Training, Learning, and Motivation (cont’d)
• Reinforce the Learning
1. Trainees learn best when the trainers immediately
reinforce correct responses, perhaps with a quick
“well done.”
2. The schedule is important. The learning curve
goes down late in the day, so that “full day training
is not as effective as half the day or three-fourths
of the day.”

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 Analyzing Training Needs
the process by which a trainer identify a training need:
https://www.youtube.com/watch?v=Y14R-brmFqA

Training Needs Analysis

Task Analysis: Performance Analysis: -

- Assessing new employees’ Assessing current
training needs employees’ training needs
-Is a detailed study of the -Is the process of verifying
job to determine what that there is a performance
specific skills the job deficiency and determining
requires. whether the employer
should correct such
deficiency through training
or some other means ( like
transferring employee).

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 The competency model
• The competency model consolidates, usually in one diagram,
a precise overview of competencies ( knowledge, skills,
behaviors) someone would need to do a job well.

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Example of Competency Model for Human
Resource Manager

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 Performance Analysis:
Assessing Current Employees’ Training Needs

Specialized Software

Assessment Center
Results Performance Appraisals

Methods Job-Related Performance

Individual Diaries
for Identifying Data
Training Needs
Attitude Surveys Observations

Tests Interviews

Can’t-do or Won’t-do?

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

• Informal Learning • Simulated Learning

• Job Instruction Training • Internet-Based Training

• Lectures • Learning Portals

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

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The OJT Training Method
• On-the-Job Training (OJT)
 Having a person learn a job
by actually doing the job.
• Types of On-the-Job Training
 Coaching or understudy: an
experienced worker or the trainee’s
supervisor trains the employee.
 Job rotation: in which the employee
moves from job to job at planned
intervals.
 Special assignments: means giving
lower-level executives firsthand
experience in working on actual
problems.

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 Advantages of OJT
• Advantages
 Inexpensive
 Learn by doing
 Immediate feedback
Watch this video to get the importance of OJT:
• https://www.youtube.com/watch?v=BpFeqL3Em6Q

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Some steps to help ensure OJT success.
• Prepare the learner:
• Present the operation.
• Do a tryout
• Follow-up

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 • Apprenticeship training: A structured process by which
people become skilled workers through a combination of
classroom instruction and on-the-job training.

• Informal learning: means employees are performing

jobs while interacting every day with their colleagues.

• Audiovisual- based training: like films, DVDs,

PowerPoint.

• Vestibule training: trainees learn on the actual or

simulated equipment but are trained off the job ( perhaps
in a separate room or vestibule).

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 • Job instruction training: means listing each job’s basic
tasks, along with key points, in order to provide step-by-
step training for employees.

• Simulated learning: means the trainee in an artificial

environment that simulates events and situations
experienced on the job.

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Delivering Effective Lectures:
Lecturing is a quick and simple way to present knowledge
to large group of trainees.
• Don’t start out on the wrong foot.
• Give your listeners signals.
• Be alert to your audience.
• Maintain eye contact with audience.
• Make sure everyone in the room can hear.
• Control your hands.
• Talk from notes rather than from a script.
• Break a long talk into a series of five-minute talks.
• Practice and rehearse your presentation.
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 Programmed Learning
• Is a step-by-step, self learning method that consist of
three parts:

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

• Advantages
 Reduced training time
 Self-paced learning
 Immediate feedback
 Reduced risk of error for learner

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Intelligent Tutoring Systems
• Are computerized, and programmed instruction
programs. In addition to the usual programmed
learning, computerized intelligent tutoring systems learn
what questions and approaches worked and did not
work for the learner, and therefore, adjust the
instructional sequence to the trainee’s unique needs.

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Intelligent Tutoring Systems:
• Advantages
 Reduced learning time
 Cost effectiveness
 Instructional consistency

• Types of Programmed Learning

 Interactive multimedia training
 Virtual reality training
 Virtual classroom

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 Internet-Based Training

Teletraining and Videoconferencing

Electronic Performance Support

Distance Systems (EPSS)
Learning
Methods Computer-Based Training

E-learning and learning portals

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 • Videoconferencing: involves delivering programs over
broadband lines, the internet, or satellite.
• Electronic performance support systems (EPSS): are
sets of computerized tools and displays that automate
training, documentation, and phone support; integrate
this automation into application; and provide support
that’s faster, cheaper, and more effective than traditional
methods.
• Computer-based training: refers to the training methods
that use interactive computer-based systems to increase
knowledge or skills.

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 Lifelong Learning and
Literacy Training Techniques

Employer Responses to
Employee Learning Needs

Provide employees with

Instituting basic skills
lifelong educational and
and literacy programs
learning opportunities

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 • Lifelong learning means providing employees with
continuing 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: many employees have learning

disabilities. Therefore, today’ emphasis on teamwork
and quality requires employees read, write, and
understand numbers.

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Management development programs
• Is any attempt to improve managerial performance by
imparting knowledge, changing attitudes, or increasing
skills.

Long-Term Focus of
Management Development

Assessing the Appraising Developing the

company’s strategic managers’ current managers and
needs performance future managers

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 Succession planning
• Development is usually part of employer’s succession
planning.

• Succession planning refers to the process through which

a company plans for and fills senior level opening.

Watch this video to understand the process of succession

planning:

• https://www.youtube.com/watch?v=PmVh5jkolf4

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 8–31

 Management Development Techniques
Managerial On-the-Job Training

Job Coaching and

Action
rotation: moving understudy:
learning: trainee
a trainee from trainee works
are allowed to
department to directly with a
work full-time
department to senior manager ;
analyzing and
broaden his or the later is
solving problems
her experience. responsible for
in other
the trainee’s
departments.
coaching .

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Other Management Training Techniques

Off-the-Job Management Training

and Development Techniques

The case study method Role playing

Management games Behavior modeling

Outside seminars Corporate universities

University-related programs Executive coaches

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 • Case study method: a development method in which the
manager is presented with a written description of an
organizational problem to diagnoses and solve.
• Management game: a development technique in which
teams of managers compete by making computerized
decisions regarding realistic but simulated situations.
• Outside seminars: many companies and universities
offer seminars and conferences.
• University related-programs: Many universities offer
continuing education programs in leadership,
supervision, and the like.
• Role-playing: a technique in which trainees act out parts
in a realistic management situation.

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 • Corporate universities: often called in house
development centers; is a company based method for
exposing prospective managers to realistic exercises to
develop improved management skills.

• Executive coaches: is an outside consultant who

questions the executive’s associates to identify strengths
and weaknesses, and then counsels the executive so he
can capitalize on those strengths and overcome the
weaknesses.

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Behavior modeling
• 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 supervisors.

•Behavior Modeling Training:

• Model the effective behaviors

• Have trainees role play using behaviors

• Provide social reinforcement and feedback

• Encourage transfer of training to job

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Evaluating the Training Effort
• Designing the Evaluation Study
 Time series design
 Controlled experimentation

• Choosing Which Training Effects to Measure

 Reaction of trainees to the program
 Learning that actually took place
 Behavior that changed on the job
 Results achieved as a result of the training

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KEY TERMS

employee orientation virtual classroom

training lifelong learning
negligent training management development
task analysis job rotation
competency model action learning
performance analysis case study method
on-the-job training (OJT) management game
apprenticeship training role playing
job instruction training (JIT) behavior modeling
programmed learning in-house development center
electronic performance support executive coach
systems (EPSS) organizational development
job aid controlled experimentation

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 Based on what you have learned in this chapter; try to
solve these questions:
True/False

1) Performance analysis is a detailed study of a job to

determine what specific skills the job requires.

2) Employee orientation programs range from brief,

informal introductions to lengthy, formal courses.

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 MCQs:
1) Which of the following is most likely NOT one of the
goals of a firm's employee orientation program?

A) making new employees feel like part of a team

B) helping new employees become socialized into the firm
C) assisting new employees in selecting the best labor
union
D) teaching new employees about the firm's history and
strategies
E) providing basic information to new employees to help
them work

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 2) Which of the following terms refers to a procedure for
providing new employees with basic background
information about the firm?

A) recruitment
B) selection
C) orientation
D) development
E) arbitration

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 3) What is the final step in the training process?

A) evaluating the program's successes or failures

B) rewarding employees for program participation
C) designing content for the training program
D) conducting a budget and needs analysis
E) training the targeted group of employees

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 Answers
True /False
1. F
2. T

MCQs:
1. C
2. C
3. A

For more questions please check the students’ questions

guide on the faculty website.

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