CHAPTER 7: TRAINING AND DEVELOPING EMPLOYEES

Employee orientation: A procedure for providing new employees with basic background
information about the firm.
The Purposes of Employee Orientation/Onboarding:
Employee orientation (often now called 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 therefore aims 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,
such as e-mail access, personnel policies and benefits, and expectations in terms of
work behavior.
3. Help the new employee understand the organization in a broad sense (its past,
present, culture, strategies, and vision of the future).
4. Start socializing the person into the firm’s culture and ways of doing things
The Orientation Process
The length of the orientation program depends on what you cover. Traditional programs
take several hours. The human resource specialist (or, in smaller firms, the office
manager) usually performs the first part of the orientation by explaining basic matters
like working hours, work rules, benefits, and vacations. That person then introduces the
new employee to his or her new supervisor. The supervisor continues the orientation by
explaining the organization, introducing the person to his or her new colleagues,
familiarizing him or her with the workplace, and helping to reduce first-day jitters.
At a minimum, orientations typically provide information on things like employee
benefits, personnel policies, and safety regulations. New employees should receive (and
sign for) print or Internet-based employee handbooks covering matters like these.
Ideally, there would be no such thing as a one-day (or less) orientation. The onboarding
should begin before the person’s first day, with receipt of a welcome note and first-week
orientation schedule, as well as instructions about the documents (such as tax documents)
needed on the first day. On the first day make sure everyone knows the new employee is
starting, and preferably arrange for one or more of his or her colleagues to take the new
employee to lunch. On subsequent days, the new employee should meet colleagues in
other departments. After about two weeks, have someone speak with the new employee
to talk through any concerns.
Example: Employee Engagement: Onboarding at Toyota
 Day 1: The first day 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 vice president for human resources.
 Day 2: A typical second day focuses first on communications, and on the
importance of mutual respect, teamwork, and open communication at Toyota.
  Day 3: Given the importance of working in teams at Toyota, day three also begins
with 2.5 to 3 hours devoted to communication training, such as “making requests
and giving feedback.”
 Day 4: Topics today include teamwork training and the Toyota suggestion system.
It also covers what work teams are responsible for and how to work together as a
team.
Training Process:
Training: The process of teaching new or current employees the basic skills they need to
perform their jobs, such as showing new salespeople how to sell your product.
Employment Law:
 Training Decisions
 Aligning Strategy and Training
The ADDIE Five-Step Training Process
The employer should use a rational training process. The gold standard here is still the
analysis-design-develop-implement-evaluate (ADDIE) training process model that
training experts have used for years.27 As an example, one training vendor describes its
training process as follows:
 Analyze the training needs.
 Design the overall training program.
 Develop the course (actually assembling/creating the training materials).
 Implement training, by actually training the targeted employee group using
methods such as on-the-job or online training.
 Evaluate 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) often mean the firm will have to fill new jobs. Strategic training needs
analysis identifies the behaviors, skills, and training that employees will need to
fill these new future jobs. For example, when Wisconsin-based Signicast Corp.
decided to build a new, high-tech plant, the firm’s top management knew the
plant’s employees would need new skills to run the computerized machines. They
worked closely with their HR team to formulate hiring policies and training pro-
grams to ensure the firm would have the human resources required to populate the
new plant.
 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. Managers use task analysis to identify new
employees’ training needs and performance analysis to identify current
employees’ training needs.
Task Analysis: Analyzing New Employees’ Training Needs Particularly with lower-level
workers, it’s customary to hire inexperienced personnel and train them. The aim here is to
give them the skills and knowledge they need to do the job. Task analysis is a detailed
study of the job to determine what specific skills and knowledge the job requires. For task
analysis, job descriptions and job specifications are helpful. 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 job holders and their supervisors.
Some managers supplement the job description and specification with a task analysis
record form.
Using Competency Models: A competency model is another option. It consolidates in
one diagram a precise overview of the competencies someone would need to do the job
well.
Performance Analysis: Analyzing Current Employees’ Training Needs
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. Doing so helps to confirm that there is a performance deficiency, and
(hopefully) helps the manager to identify its cause.
There are several ways to identify how a current employee is doing. These include
reviewing:
• Performance appraisals
• Job-related performance data (including productivity, absenteeism and tardi-
ness, grievances, waste, late deliveries, product quality, downtime, repairs,
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
• Specialperformancegapanalyticalsoftware
*Designing the Training Program:
Setting Learning Objectives: After training needs have been analyzed, measur- able
training objectives should be set. Training, development, learning, or (more generally)
instructional objectives should specify in measurable terms what the trainee should be
able to do after successfully completing the training program.
Creating a Motivational Learning Environment Learning requires both ability and
motivation, so the training program’s design should consider both. In terms of ability, the
trainee requires (among other things) the necessary reading, writing, and mathematics
skills. In setting the learning environment, the manager therefore should address several
trainee-ability issues.
*Developing the Program:
Program development means choosing and assembling the actual content the program
will present, as well as choosing (or creating) the specific instructional methods (lectures,
cases, Web-based, etc.) you will use. Training equipment and materials will include (for
example) iPads, workbooks, lectures, PowerPoint slides, cloud-based activities (see
Trends feature), and training manuals, for instance.
Some employers create their own training content, but there’s also a vast selection of
online and offline content.
*Implementing the Training Program:
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.
Types of On-the-Job Training:
The most familiar on-the-job training is the coaching or understudy method. Here, an
experienced worker or the trainee’s supervisor trains the employee. This may involve
simply observing the supervisor, or (preferably) having the supervisor or job expert show
the new employee the ropes, step-by-step. Effective coaching is essential.
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.
Apprenticeship training
A structured process by which people become skilled workers through a combination of
classroom instruction and on-the-job training.
Informal Learning
Job instruction training (JIT)
Listing each job’s basic tasks, along with key points, to provide step-by- step training for
employees.
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
Programmed Learning
Programmed learning is a step-by-step, self-learning method that consists of three parts:
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
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. Behavior modeling training is one of the most widely used, well-
researched, and highly regarded psychologically-based training interventions.69 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.
Audiovisual-Based Training and Videoconferencing
Vestibule Training
Electronic performance support systems (EPSS) are computerized tools and displays
that automate training, documentation, and phone support.
Job aid
A set of instructions, diagrams, or similar methods available at the job site to guide the
worker.
Computer-Based Training (CBT)
Computer-based training uses interactive computer-based systems to increase knowledge
or skills. For example, employers use CBT to teach employees safe methods for avoiding
falls. The system lets trainees replay the lessons and answer questions and is especially
effective when paired with actual practice under a trainer
Online/Internet-Based Training
Team Training
*Implementing Management Development Programs
Management development is any attempt to improve 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 from SHRM; online programs from various sources; and university executive
MBAs.
Management development is important. For one thing, promotion from within is a major
source of management talent, and virtually all promoted managers require some
development to prepare for their new jobs. Furthermore, 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. 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 Nine-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.
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.
Off-the-Job Management Training and Development Techniques
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.
University-Related Programs 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.
in-house development center
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.
The Society for Human Resource Management (SHRM) encourages HR professionals
to qualify for certification by taking examinations. These include self-study, e-learning,
and a college/university option that includes classroom interaction with instructors and
other learners.
Leadership development: 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.
* Evaluating the Training Effort:
Designing the Study
The time series design is one option. This can provide some insight into the program’s
effectiveness. However, you can’t be sure that the training (rather than, say, a new
companywide pay plan) caused any change.
Controlled experimentation: Formal methods for testing the effectiveness of a training
program, preferably with before-and-after tests and a control group.
Training Effects to Measure
The widely used Kirkpatrick Model of training evaluation (named for its development)
lists four training effects employers can measure:
1. Reaction. Evaluate trainees’ reactions to the program. Did they like the program? Did
they think it worthwhile?
2. Learning. Test the trainees to determine whether they learned the principles, skills,
and facts they were supposed to learn.
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?