Employee Orientation

and Training
Lecture 7

MGT 351
UHM
Why do organizations need training?

Research suggests training has a direct positive impact on employees’

productivity and organisational performance (Baer, 2018).
 Training and Development
• Training is a systematic process through which an
organization’s human resources gain knowledge and
develop skills by instruction and practical activities
that result in improved corporate performance.

• Development is a long term investment in human

resources. Formal education, job experiences,
relationships and assessments of personality and
abilities that help employees prepare for the future.
 Benefits of Training
• Training = Up-skilling.
• Maintains superior quality of products and services.
• Achieves high service standards.
• Provides information for new entrants on
organizational know-hows.
• Equips existing employees with the developing
management skills, knowledge and attitude.
• Reduces mistakes, minimizing costs.
• Opportunity for better communication, engagement
and feedback.
 Steps in Training Process
• Consisted of 4 steps:
1. Need analysis
2. Design
3. Implement the program
4. Evaluate the training session
Need Analysis
Need Analysis: Task
Need Analysis: Performance
 Need Analysis: Performance
• 3 Criteria
1. Performance Standard
2. Performance Evaluation
3. Can’t do/ Won’t do
 Designing the Training Program
• It focuses on 3 crucial elements
1. Training objective
- What is the actual need?
- Example: To make 10 contracts per week
2. Sort the training budget out
- Development cost
- Direct and indirect cost
3. Deciding on the actual content
- Online and offline content
 Implement the Training Program
• On-the-job training
• Having a person learn a job by actually doing the job
• Inexpensive
• Immediate feedback
• Off-the-job training
• Takes place at a site away from actual environment
• Could be expensive
• Immediate feedback might not be available
 On-the Job Training Methods
• Apprenticeship training
• A structured process by which people become skilled workers through a
combination of formal learning and long term on-the-job training. Example:
Dofasco and Google conduct these programs
• Informal learning
• The majority of what employees learn on the job they learn through informal
means of performing their jobs 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.
 Managerial on-the-Job Training
• Job rotation
• Moving a trainee from department to department to broaden his or her
experience and identify strong and weak points.
• 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
 Off-the Job Training Methods
• Effective lectures
• Use the relevant content
• Be alert to your audience
• Maintain eye contact with the trainees
• 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
• Keep your conclusions short
 Off-the Job Training Methods (cont.)
• Programmed instruction (PI)
• A step-by-step, self-learning that consists of 3 steps:
• Presenting questions or facts to the learner
• 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
• Reduced risk of error for learner
 Off-the Job Training Methods (cont.)
• Audiovisual-based training
• The extensive use of DVDs, films, PowerPoint and audio tapes
• To illustrate following a sequence over time
• 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.
 Off-the Job Training Methods (cont.)
• Simulated Learning (occasionally called vestibule training)
• A method in which trainers learn on the actual equipment they will use on
the job
• Training employees on special off-the-job equipment so training costs and
hazards can be reduced.
Distance and Internet-Based Training Off-the
Job Training
• 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
 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.
• Outside seminars
• Many companies and universities offer Web-based and
traditional management development seminars and
conferences.
 Off-the-Job Management Training
and Development Techniques (cont.)
• 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.)
• 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.
 Evaluating the Training Effort
• Designing the evaluation study
• Time series design
• Controlled experimentation
Time Series Training Evaluation Design
 Controlled Experimentations
• A training group and a controlled group that receives no training
• Data (e.g. quality of service and quantity of sales) for both groups is collected
before the group is exposed to training
• The training group then receives the training while controlled group receives
no training
• This makes it possible to determine the extent to which any change in the
training group’s performance
 Making the Training Meaningful
• Attract: Gains and maintains the trainees’ attention.
• Relatable: Addressing the training content in a
relatable and logical manner.
• Transferable: Making skills transfer obvious and
easy.
• Opportunity: Provides the trainees with adequate
opportunity to practice the skills being taught.
• Appraisal: Provides the trainees with feedback on
their performance.